· pdf file• understand the importance of respect for the country and the need to...

Text Book

Subject Book Publication English Interact in English Main Course Book (MCB) CBSE Interact in English Literature Reader ( LR) CBSE Interact in English Work Book (WB) CBSE The Diary of a Young Girl / The Story of My Life Madhuban/APC Reference Book:

1. Together With English 2. BBC students’ Resource Book for Class X

Rachna Sagar Brajindra Book Company

Hindi spSa- Baaga – 2 ³kaosa- baI´ saI• baI• esa• [ -• saMcayana Baaga – 2 ³kaosa- baI´ saI• baI• esa• [ -• maOM AaOr maora vyaakrNa ³kaosa- baI´ sarsvatI piblakoSana

Sanskrit maiNaka Baaga 2 saI• baI• esa• [ -• maiNaka – AByaasa puistka Baaga 2 saI• baI• esa• [ -• saMskRt vyaakrNa–Baaga 2 ³saMdBa- pustk´ sarsvatI piblakoSana French Entre Jeunes Text Book-II CBSE Entre Jeunes Exercise Book-II CBSE Reference Book: (i) Get Ready

(ii) Together with French Goyal Publication Sarswati Publication

Japanese Minna no Nihongo Part-I-2 Goyal Pub. & Dist. Minna no Nihango Grammatical Part I-2 Goyal Pub. & Dist. Mathematics Mathematics A Textbook NCERT Lab Manual Guideline for Mathematic CBSE Reference Book: Mathematics Exemplar Problems NCERT Science Science & Technology A Textbook for Class X NCERT Together with Science Lab Manual Rachna Sagar Home Science (Optional) Home Science-X Laxmi

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Social Science Geography Contemporary India- II NCERT History India in the Contemporary World- II NCERT Political Science Democratic Politics- II NCERT Disaster Management Together Towards a Safer India - III CBSE Economics Understanding Economic Development NCERT Computer Simple Does of HTML Navdeep Vocational Course: Information Technology Student Handbook Level -2 IT-NQ 2014 CBSE Art and Craft Aesthetic Art - X Kirti Life Skills Reference Book:

(i) CSE Life Skills Teacher’s Manual (IX-X) (ii) Value Cards (IX-XII) (iii) Revised Health Manual (IX-XII)

CBSE CBSE CBSE

NOTEBOOKS/STATIONERY

English Single Line 2 Art & Craft Hindi 2 Port Folio A3 size 1 Sanskrit Single Line 1 Oil Pastel Supra Fine 36 shades 1 Box French Single Line 2 Drawing Brush No. 2, 4, 6, 8, 10, 12 1 Set Japanese Single Line 2 Poster Colour 12 Shades or Water Colour 1 Box Maths Single Line 2 Colour Palette 1 Maths Interleaf 2 Pencil B2, B4, B6, B8 1 Pkt. Graph Pad 1 Eraser 2 Science Interleaf 1 Cartriage Sheet A3 Size 20 Sheets Science Single Line 2 Origami Pastel Sheet 1 Pkt. Practical File: Physics, Chemistry, Biology (1+1+1) 3 Social Science Single line 3

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English (LR-Literature Reader) (WB-Work Book) (MCB-Main Course Book) (CW- Creative Writing) (F-Fiction) (P-Poem) (D-Drama) MONTH: APRIL Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week LR

WB

• Familiarization with thecourse and CCE Policy

LR: • F-1 Two Gentlemen

of Verona

LR: • P-1 Frog & the • Nightingale

WB: • Unit 1: Determiners • Unit 2: Tenses

WB: • Unit 3: Subject –

Verb Agreement • Unit 4: Non-Finites

Learning Objectives It will enable the students to : • ponder upon the futility of war. • identify and explain the significance and essential elements in poetry. • understand and write grammatically correct sentences.

Expected Learning Outcome The learners would be able to: • understand and appreciate the title. • inculcate values like – sacrifice, unity, brotherhood. • understand literary devices. • understand the need to be worldly-wise.

Assessment/ Activity • Class & Home Assignment • Formative Assessment-I

Teaching Aids /Resources • Dictionary, Internet, Newspaper, Smart Class Module

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MONTH: MAY Content/Topic 1st Week 2nd Week 3rd Week 4th Week LR

MCB

LR: • P-2 Mirror

CW: • Article writing

MCB: • UNIT 1 Health & Medicine

CW: • Story Writing

LR: • F2 -Mrs. Packletide’s Tiger

Summer Break Comic Strip- Holiday Hw + Supplementary Reader

Learning Objectives It will enable the students to: • understand and appreciate poetry as a way of expressing feelings. • interpret poetic devices • understand different attitudes and greed among people • engage in formal writing assignments • understand about health issues and lifestyle diseases

Expected Learning Outcome The learners would be able to: • understand the poem. • understand people’s greed for fame and recognition. • understand the literary devices. • instil in themselves benefits of good health. • become aware of the benefits of laughter.

Assessment/ Activity • Class and Home Assignment • Formative Assessment 1

Teaching Aids /Resources • Dictionary, Internet, Newspaper, Smart Class Module MONTH: JULY Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week LR MCB WB Grammar

LR: • F-3 The Letter

MCB: • Unit 2: Education

LR: • P-3 Not Marble,

nor the Gilded monuments

CW: • Letter Writing • Grammar- Jumbled

Sentences, Editing, Omission

WB: • Unit 5: Relatives • Unit 6: Connectors

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Learning Objective To • sensitize students to value relationships • highlight the importance of being educated. • inspire students with the motto of ‘each one, teach one’. • understand that writing skills involve high degree of creativity. • understand how formal letters are written to the heads of organizations and institutions.

Expected Learning Outcome The learners would be able to • interpret, infer and analyze the given text. • acquire grammatical accuracy. • plan, organize and present ideas in a coherent manner. • imbibe values like respecting the elderly.

Assessment/ Activity • Long Questions, short questions, RTC • Class and Home Assignment • Integrated Grammar Practice • Formative Assessment - 2

Teaching Aids /Resources • Dictionary, Internet, Newspaper, Smart Class Module MONTH:AUGUST Content/Topic 1st Week 2nd Week 3rd Week 4th Week LR NOVEL MCB

LR: • D-1 The Dear

Departed

LR: • D-1 The Dear Departed (contd) WB: • Unit 7- Conditionals

Novel: • The Diary of a Young Girl • The Story of My life

MCB: • Unit 3 :Science CW: • Story writing

Learning Objectives It will enable the students to know the - • importance of emotions and relationships • importance of scientific gadgets in modern life • complexities of human emotions

Expected Learning Outcome The students would be able to- • respect and value human relationships • understand and appreciate the advancements in science and technology

Assessment/ Activity • Class Assignment • Formative Assessment 2

Teaching Aids /Resources • Dictionary, Internet, Newspaper, Smart Class Module

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MONTH : SEPTEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Novel Novel : • The Diary of a Young Girl • The Story of my Life

Revision SA-I SA-I • Paper Discussion

Learning Objective It will enable the students to • infer the meaning from the text. • answer the factual and inferential questions based on the story. • enhance reading skills

Expected Learning Outcome The learners would be able to • infer the meaning from the text. • work independently.

Assessment/ Activity • Class discussion • Class and Home Assignment

Teaching Aids /Resources • Dictionary, Internet, Newspaper, Smart Class Module. MONTH : OCTOBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week LR

WB

LR: • Discussion about • SA2 Syllabus • P-4 Ozymandias

LR: • F-4 A Shady Plot

WB: • Unit 8-comparison • Unit 9- Avoiding repetition

WB: • Unit 10-Nominalization

Learning Objective To - • develop literary skills. • appreciate the poetic devices in the poem • understand human psychology • critically analyze figures of speech

Expected Learning Outcome The students would be able to • imbibe the values of being humble • explore and understand supernatural aspects in life

Assessment/ Activity • Class & Home Assignment • Formative Assessment - 3

Teaching Aids /Resources • Dictionary, Internet, Newspaper 6

MONTH: NOVEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week LR MCB

LR: • F-5 Patol Babu , a Film

Star.

MCB: • Unit -4 Environment

LR: • P-5 The Rime of the

Ancient Mariner (Poem)

• P-5 The Rime of the Ancient Mariner (contd)

Learning Objective • Infer human motives and actions • Inspire students to love and appreciate all creatures of God. • Encourage students to accept their follies and seek redemption • Create awareness on conservation of environment.

Expected Learning Outcome The students would be able to:- • understand the importance of human actions and God • understand the importance of Environment

Assessment/ Activity • Reference to context • Assignment on questions/answers, poetic devices • FA 3 component

Teaching Aids /Resources • Dictionary, Internet, Newspaper MONTH: DECEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week LR MCB WB

LR: • D-2 Julius Caesar

LR: • D-2 Julius

Caesar (contd.)

MCB • Unit 5- Travel and Tourism

WB: • Chapter 11 Modals

• Unit 12-Active and Passive

• P6 – Snake

Learning Objective To- • analyze and describe characters of the drama • gain knowledge of historical background of Rom • understand human psychology

Expected Learning Outcome • Appreciate and understand the central idea of the drama • Empathy, understanding of human relations • Education v/s social values

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Assessment/ Activity • Reference to context • Question and answers • Formative Assessment -3

Teaching Aids /Resources • Smart Class Module, Dictionary, Internet, Newspaper

MONTH: JANUARY Content/Topic 1st Week 2nd Week 3rd Week 4th Week Novel LR WB

Winter Break Winter Break Unit 14: Prepositions

LR : • P-6 Virtually True

Novel: • The Diary of a Young Girl • The Story of My Life

Learning Objective • Infer the meaning from the text. • Familiarize the students with the real v/s virtual world. • Encourage students’ imagination. • Answer the factual and inferential questions based on the story. • Understand the background and state of Jews in Hitler’s time.

Expected Learning Outcome • The learners would • Value and appreciate empathy and human relations • Use appropriate language and context

Assessment/ Activity • Class and Home Assignment Teaching Aids /Resources • Dictionary, Newspaper

MONTH: FEBRUARY Content/Topic 1st Week 2nd Week 3rd Week 4th Week Novel WB MCB

• The Novel Diary of Young Girl • The Story of My Life WB: • Unit 13: Reported Speech

MCB: • Unit 6- National Integration

Revision Revision

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Learning Objective To - • revise and recapitulate the grammar items • understand the importance of respect for the country and the need to inculcate values.

Expected Learning Outcome The learners would - • have a better grasp over the language. • feel more confident to appear in SA- 2.

Assessment/ Activity • Class & Home Assignment Teaching Aids /Resources • Dictionary, Newspaper, Smart Class Module

MONTH: MARCH

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week SA-II SA-II SA-II Paper Discussion Achievers Day

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ihndI ekl& vizSy

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg Li'kZ % cMs+ HkkbZ lkgc] dchj dh lk[kh O;kdj.k % i=] ‘kCn vkSj in] eqgkojs] v'kqf)’ks/ku

ivaYaya va Ca~ pircaya

dchj dh lk[kh i=

cMs+ HkkbZ lkgc cMs+ HkkbZ lkgc ‘kCn vkSj in esa varj v'kqf)’kks/ku eqgkojs

f'k{k.k mn~ns”k; • Nk=ksa dks ‘kCn vkSj in esa varj crkukA

• Nk=ksa dks le; ds izcU/ku o O;ogkj dq’kyrk ds izfr tkx:d djukA

• lkf[k;ksa ds ek/;e ls uSfrd ewY;ksa dk Kku o thou ds O;kogkfjd iz;ksx ij cyA

• okD;ksa ds ‘kq) :Ik ls ifjfpr djokukA

• eqgkojkssa dk okD;ksa esa iz;ksx dj ldsaxsA vIksf{kr f’k{k.k vf/kxe Nk= le; izca/ku o xzkeh.k ifjos'k dks tkusaxsA f'k{k.k lkexzh dchj dh lkf[k;ksa dh lh-Mh- dk iz;ksx dj lk[kh dk xk;UkA Xkfrfof/k ,oa ewY;kadu dkO; ikB & vkRefo’okl & 2 vad] mPPkkj.k & 2 vad] daBLFkhdj.k & 2 vad] fo"k;oLrq & 4 vad ¼,Q-,- 1½

ekl& ebZ

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg Li'kZ % Mk;jh dk ,d iUuk ehjk ds in O;kdj.k % laokn ys[ku vuqPNsn ys[ku

Mk;jh dk ,d iUuk ehjk ds in laokn ys[ku vuqPNsn ys[ku

xzh"ekodk’k xzh"ekodk’k

f'k{k.k mn~ns”k; • d`”.k ds izfr ehjkckbZ dh vxk/k Jn~/kk o leiZ.k Hkko dh HkfDr ls voxr djokukA

• 26 tuojh dk egRRo rFkk ns’k ds Lora=rk lsukfu;ksa ds R;kx ls ifjfpr djokukA vIksf{kr f’k{k.k vf/kxe Nk= yxu o leiZ.k ds mah<va dks tkusaxsA f'k{k.k lkexzh fdlh izfl) O;fDr dh Mk;jh ds ek/;e ls Mk;jh ys[ku fl[kk;k tk,xkA Xkfrfof/k ,oa ewY;kadu iva&apna laoKna evaM p`stutIkrNa ³saamauihk gaitivaiQa´& fo”k;oLrq & 4 vad] dzec) ys[ku & 2 vad] izLrqfr o orZuh & 4 vad ¼,Q-,- 1½

laLej.k okPku & fo"k;oLrq& 4 vad] izLrqrhdj.k& 4 vad] vkRefo’okl & 2 vad ¼,Q-,- 1½

10

ekl& tqykbZ

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg Lkap;u % gfjgj dkdk] Li'kZ % rrk¡jk okehjks dFkk] rhljh dle ds f’kYidkj ‘kSysUnz O;kdj.k% i= ys[ku] vuqPNsn ys[ku] Lkekl

gfjgj dkdk gfjgj dkdk lekl

lekl i= ys[ku] vuqPNsn ys[ku

rrk¡jk okehjks dFkk rhljh dle ds f”kYidkj ”kSysUnz

f'k{k.k mn~ns”k; • xzkeh.k thou ds lekt esa O;kIr thou dh tfVyrk vkSj lkekftd laosnughurk ls voxr djokukA • lekt ds fodkl esa R;kx ds egRRo dh ppkZA • Nk= tku ldsaxss fd fQYe dsoy euksjatu gh ugha djrh vfirq n’kZdksa kI ÉicayaaoM ds ifj”dkj esa lgk;rk iznku djus dk ek/;e gSA • Nk=ksa ds oSpkfjd dkS‘ky dk fodkl djukA • vkSipkfjd i= ds izk:Ik dk Kku vkSj HkkokfHkO;fDr ls ifjfpr djokukA

vIksf{kr f’k{k.k vf/kxe lkekftd dqjhfr;ksa ,oa fQYe ds lan”k dks xzg.k dj ik,¡xsA ’kCn jpuk o i= ys[ku dkS’ky dks fodkflr dj ldsaxsA

f'k{k.k lkexzh rhljh dle fQYe fn[kkbZ tk,xhA Xkfrfof/k ,oa ewY;kadu xzh"ekodk’k x`gdk;Z & fo"k;oLrq& 4 vad] dk;Z dh iw.kZrk & 4 vad] LoPNrk & 2 vadz ¼,Q-,- 2½

ekl& vxLr

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % ioZr izns’k esa ikol] i= rksi O;kdj.k % jpuk ds vk/kkj ij okD; :ikarj lwpuk ,oa foKkiu ys[ku

ioZr izn”k esa ikol i=

rksi lwpuk ,oa foKkiu ys[ku jpuk ds vk/kkj ij okD; :ikarj

f'k{k.k mn~ns”k; • Hkkjr dh HkkSxksfyd fLFkfr ls voxr djokukA izd`fr esa ]pisqat fofHkUu izkd`frd miknkuksa ds izfr izse dk Hkko fodflr djukA • rksi dfork ds ek/;e ls Nk=ksa dks vius Hkwrdky dh xyfr;ksa ls lh[k ysdj Hkfo”; es lrZd jgus dh izsj.kk nsukA • Nk=ksa dks laokn o foKkiu ys[ku ls ifjfpr djokukA

vIksf{kr f”k{k.k vf/kxe izd`fr laj{k.k ds izfr izse o ns’k dh lqj{kk ds izfr lrdZ o tkx:d gksaxsA f'k{k.k lkexzh ikB~;iqLrd] smaaT- baaoD- maaD\yaUla Xkfrfof/k ,oa ewY;kadu lkewfgd ppkZ & vkRefo’okl & 2 vad] fo"k;oLrq & 2 vad] rkfdZdrk & 2 vad ¼,Q-,- 2½

11

ekl& flrEcj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg O;kdj.k % jpuk ds vk/kkj ij okD; :ikarj iqujko`fRr

jpuk ds vk/kkj ij okD; :ikarj

iqujko`fRr ladyukRed ewY;kadu ijh{kk

ladyukRed ewY;kadu ijh{kk

]<ar puistka pr caca-a

f'k{k.k mn~ns”k; • lekl ds fofHkUu Hksnksa dh tkudkjh iznku djukA

• okD; dh lajpuk ,oa :ikarj dh tkudkjh nsukA

• okD;ksa ds fofHkUu :iksa dks le> dj mls ifjofrZr djus dh ;ksX;rk fodflr djukA

vIksf{kr f’k{k.k vf/kxe iqujko`fÙk }kjk Nk=&ijh{kk dh rS;kjh dj ldsaxs

f'k{k.k lkexzh smaaT- baaoD- maa^D\yaUla Xkfrfof/k ,oa ewY;kadu ladyukRed ewY;kadu ijh{kk esa vkus okys ikBksa dh iqujkofRr

ekl& vDVwcj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % fxjfxV] fcgkjh ds nksgs e/kqj&e/qkj esjs nhid ty

fcgkjh ds nksgs fxjfxV e/kqj&e/kqj esjs nhid ty n'kgjk vodk'k

e/kqj&e/kqj esjs nhid ty

f'k{k.k mn~ns”k; • xkxj eas lkxj Hkjusokys fcgkjh ds nksgs ls ifjfpr djkukA • lekt esa QSys pkiywlksa vkSj HkkbZ&Hkrhtkokn ds fo"k; esa crkukA • vius dks lgh jkLrs ij j[kuk] Lo;a dks vkxkg djuk] lpsr djuk ,oa pSrU;rk cuk, j[kus ds ckjs esa crkukA

vIksf{kr f’k{k.k vf/kxe vPNh ‘kklu O;oLFkk dk egRRo] dkuwu ds izfrlEeku dk Hkko tkx`r gksxkA f'k{k.k lkexzh smaaT- baaoD- maa^D\yaUla Xkfrfof/k ,oa ewY;kadu dgkuh okpu & fo"k;oLrq& 4 vad] izLrqfr & 4 vad] vkRefo’okl & 2 vad ¼,Q-,- 3½

12

ekl& uoacj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % manauSYyata] vc dgk¡ nwljs ds nq[k esa nq[kh gksus okys] O;kdj.k % vifBr xn~;ka’k ,oa dkO;ka’k lwpuk ys[ku

manauSYyata manauSYyata ¼tkjh½ nhikoyh vodk'k

vc dgk¡ nwljs ds nq[k esa nq[kh gksus okys vifBr xn~;ka’k ,oa dkO;ka’k lwpuk ys[ku

f'k{k.k mn~ns”k; • izd`fr ds tho&tarqvksa ds izfr izse dh Hkkouk dk izn’kZu] mudh fpUrk rFkk muds izfr vxk/k Lusg dh Hkkouk iznf’kZr djukA • ns’k izse] ekuo ek= ls izse] vius fgrfpUru ls igys vkSj loksZifj nwljksa ds fgrfpUru kao savaao-pir crkukA • Hkk"kk dkS'ky dk fodkl djukA

vIksf{kr f’k{k.k vf/kxe izÑfr o ekuork ds izfr Nk=ksa dk izse tkx`r gksxkA f'k{k.k lkexzh pkVZ }kjk izn’kZuA xk;u fof/k dk iz;ksx Xkfrfof/k ,oa ewY;kadu Okkn&fookn& fo”k;oLrq & 4 vad] vkRefo’okl & 2 vad] rkfdZdrk & 2 vad] ¼,Q-,- 3½

saaraMSa&ys[ku & fo"k;oLrq & 4 vad] uohurk & 2 vad] izLrqrhdj.k & 2 vad] orZuh & 2vad] ¼,Q-,- 3½

ekl& fnlacj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg Lkap;u % Vksih 'kqDyk] Lkiuksa ds ls fnu Li'kZ % ir>M+ esa VwVh ifRr;k¡ O;kdj.k % okD; :ikarj.k i=] vuqPNsn

Lkiuksa ds ls fnu Ikr>M+ esa VwVh ifRr;k¡ okD; :ikarj.k i= ¼vkSipkfjd½ vuqPNsn

Vksih ”kqDyk Vksih ”kqDyk tkjh--

f'k{k.k mn~ns”k; • Nk=ksa dks xk¡/kh th ds vkn’kZ] [kjs&[kksVs dh igpku] mu yksxksa dk o.kZu ftUgksaus bl thou dks thus ;ksX; cuk j[kk gS( ls voxr djokukA

• fon~;kFkhZ thou dh jkspd ?kVukvksa ds vk/kkj ij cky&euksfoKku ls ifjfpr djokukA • ikjLifjd fu’Ny izse ls voxr djokukA

vIksf{kr f’k{k.k vf/kxe Xkk¡/kh th ds vkn’kZ] cky&euksfoKku ls ifjfpr gksaxsA f'k{k.k lkexzh d{kk ls lacaf/kr pkVZ] cPpksa ds thou dh /kVukvksa dk pkVZ }kjk izn’kZu Xkfrfof/k ,oa ewY;kadu vfHku; ¼fxjfxV vFkok vU; ikVZ½ & laokn & 4 vad] vkRefo'okl & 2 vad] izLrqrhdj.k & 4 vad ¼,Q-,- 4½

13

ekl& tuojh

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % dj pys ge fQ+nk] dkjrwl

'khrdkyhu vodk’k 'khrdkyhu vodk’k dj pys ge fQnk dkjrwl

f'k{k.k mn~ns”k; • lSfud ds ek/;e ls Nk=ksa dks ns’k ij viuk loZLo vfiZr dj ns’k dh lqj{kk ds fy, cfynku Hkkouk ls voxr djokukA

• Nk=kas esa ns'k&izse dh Hkkouk fodflr djukA

vIksf{kr f’k{k.k vf/kxe ns'k&izse dh Hkkouk ls voxr gks ldsaxsA

f'k{k.k lkexzh gdhdr fQYe dk xhr¼dj pys ge fQnk½ d{kk esa lquk;k tk,xkA

Xkfrfof/k ,oa ewY;kadu Piryaaojana kaya- ³SaItkalaIna AvakaSa gaRhkaya- & fo”k;oLrq & 4vad] Hkk”kk o mPpkj.k & 2vad] izLrqfr & 4vadA ¼,Q-,- 4½

ekl& Qjojh

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % vkRe=k.k vkRe=k.k

iqujko`fÙk IkqujkofRr IkqujkofRr ladyukRed ewY;kadu

ijh{kk&2 f'k{k.k mn~ns”k; • izHkq ls lgk;rk dh pkg u djrs gq, foink esa Lo;a la?k”kZ djus vkSj mu foifRr;ksa ij fot; izkIr djus ds fy, izsfjr djukA

vIksf{kr f’k{k.k vf/kxe lkekftd ifjos’k ds izfr tkx:drk] laosnu’khyrk lgHkkfxrk dh Hkkouk dks le> ldsaxsA

f'k{k.k lkexzh smaaT- baaoD- maa^D\yaUla Xkfrfof/k ,oa ewY;kadu d{kk o ekSf[kd ijh{kk }kjk fo”k; laca/kh Kku dh ij[k dh tk,xh

ekl maaca-

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Ikape lIrkg ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ]<ar puistka pr caca-a ]plaibQa idvasa

14

saMskRt

maasa : ApÒla

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah pHcama\ saPtah PàqamaÁ – iWtIyaÁ paz

vyaakrNa–samaasaÁ– t%pu$Ya ³ivaBai@tÁÊ ]ppd Ê naHa\´ p`%yayaaÁ – tvyat\ÊanaIyar\ Apizt gaVaMSaaÁ

ivaYaya va Ca~ pircaya

t%pu$Ya samaasaÁ ³ivaBai@tÁÊ]ppdÊnaHa \

vaa=\mayaM tpÁ

Pà%yaya tvyat\ÊAnaIyar Apizt gaVaMSaaÁ Pa~ laoKnama\

Apoixat iSaxaNa AiQagama Ca~ vaaNaI ko mah<va kao samaJa sakoMgao.samaasaaoM kao phcaananaoÊ ivagah krnaoÊ samaasa krnao evaM p`yaaoga krnao maoM saxama haoMgao. baD,ao kI baataoM kao QyaanapUva -k saunakr ]nhoM maananaa caaihe va AiQak laalaca nahIM krnaa caaihe .

rcanaa%mak maUlyaaMkna vaga- pholaI inamaa-Na – rcanaa%maktaÊ pSnainamaa-Na – Sauw laoKna gaIt gaayanama\ – gaItaoM ka spYT ]ccaarNa Ê smarNaSai@t va laya

iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

maasa : ma[-

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah iWtIyaÁ paz samaya laoKnama\ Ê ica~ vaNa-nama\

• Aa&a gau$NaaM ih AivacaarNaIyaa • samaya laoKnama\– saamaanya– sapad–saaQa - – padaona Ê ica~ vaNa-nama\

Apizt gaVaMSa p~ laoKnama\ gaÌYmakalaIna AvakaSa

Apoixat iSaxaNa AiQagama Ca~aoM kI saMskRt ko sarla vaa@yaaoM ka inamaa-Na krnao maoM samaqa- haoMgao. rcanaa%mak maUlyaaMkna AByaasa kaya- – maUlyaaMkna Sauw ]<ar Ê Sauw vat-naI

saV BaaYaNa – Aa%maivaSvaasaÊ ivaYayavastuÊ saSa@t BaaYaa iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

maasa : jaulaa[-

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah pHcama\ saPtah tRtIyaÁ pazÁ sainQaÁ ³svar´Ê ³ivasaga- samaasaÁ p~laoKnama\Ê kqaalaoKnama\

•sainQa– svar ³dIGa- ÊgauNaÊ vaRiw´

•ikM ikM ]padoyama\

•samaasa –iWgauÊ kma -QaaryaÁ

•Pa~ laoKnama\ •Apizt gaVaMSa

•ivasaga-sya ]%vaM Êr%vama \ •ica~ vaNa-nama\

Apoixat iSaxaNa AiQagama jaIvana maoM @yaa ]pyaaogaI hOM tqaa @yaa %yaajya hO sao Avagat hao sakoMgao.

15

rcanaa%mak maUlyaaMkna pircaya donaa – maUlyaaMkna – saSa@t BaaYaa evaM ivaYaya vastu Ê havaBaava AByaasa kaya- – maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI


maasa : Agast

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah catuqa-Á – PaMcamaÁ pazÁ Avyaya pdaina p`%yayaaÁ sainQaÁ ³vyaMjana´ vaacyapirvat-nama\³kovalaM laT\lakaro

• naaist %yaagasamaM sauKma\

• matup\ Êzk \ Ê [na \ • Avyaya pdaina

•AByaasa vaSagaM manaÁ sainQa –prsavaNa-Ê C%vaÊ tukagamaÁ

• vaacya– ktR-vaacyaÊ kma-vaacyaÊ Baavavaacya

Apoixat iSaxaNa AiQagama dUsaraoM ko ilae samap-Na kI Baavanaa ka ivakasa haogaa .rajaa kI danavaIrta va p`jaa ko pit Anauraga sao piricat hao sakoMgao.Pàyaasa krnao sao caMcala mana kao BaI kabaU maoM laayaa jaa sakta hO [sa baat sao piricat hao sakoMgao. vaacyaaoM ka p`yaaoga krnao va ]nakI sahayata sao BaaYaa kao samaJanao maoM saxama haoMgao.

rcanaa%mak maUlyaaMkna AiBanaya – maUlyaaMkna ibandu– spYT ]ccaarNaÊ BaavaaiBavyai@tÊ Aa%maivaSvaasaÊ smarNaSai@t iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

maasa : isatmbar

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah pMcama saPtah vaacya– ktR-vaacyaÊ kma-vaacyaÊ

Baavavaacya jaarIÊ punaravaRi<a punaravaRi<a Pàqama sa~ prIxaa Paqama sa~ prIxaa ]<ar puistka pr caca-a

Apoixat iSaxaNa AiQagama Ca~aoM ka baaOiwk ivakasa haogaa. Ca~ pqama sa~ prIxaa kI tOyaarI krnao maoM samaqa - haoMgao tqaa samasyaaAaoM ka inavaarNa kr sakoMgao. maUlyaaMkna punaravaRi<a – ilaiKt evaM maaOiKk

maasa : A@TUbar

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah vyaakrNa– samaasa ³bahubaIih´, YaYzÁ – saPtmaÁ pazÁ ica~ vaNa-nama\\Ê Apizt gaVaMSaaÁ

• saaQauvaRi<ama \ samaacarot\ •samaasa ³bahubàIih´,samaanaaiQakrNama \

•rmaNaIyaa ih saRiYTroYaa

•rmaNaIyaa ih saRiYTroYaa jaarI ………… •ica~ vaNa-na •Apizt gaVaMSaaÁ

Apoixat iSaxaNa AiQagama ijandgaI maoM hmaoSaa sahI trIko hI Apnaanao caaihe vahI Eaoyaskr hO tqaa jaIvana AmaUlya hO [sao vyaqa- nahIM gaMvaanaa caaihe [sa baat sao piricat haoMgao.

16

rcanaa%mak maUlyaaMkna saand mauid`ka ––inamaa-Nama\ ³ P.P.T´ maUlyaaMkna cayana Ê p`stuitkrNa stuit gaayanama\ – maUlyaaMkna – stuit ka spYT ]ccaarNa Ê smarNaSai@t va laya


maasa : navambar Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah AYTmaÁ – navamaÁ pazÁ vyaakrNa–samaasa ³ WnW´ Ê svar sainQa Apizt gaVaMSaaÁ Ê p~ laoKnama\ ica~ vaNa-nama\

• saUi@t saaOrBama\

•svar sainQa – yaNa\ Ê AyaaidÊ pUva-$p •samaasa ³WnW´

• raYT/M saMrxyamaova ih • ica~ vaNa-na Ê Apizt gaVaMSaaÁ Ê p~ laoKnama\

Apoixat iSaxaNa AiQagama it$@kurla\ kI naIitprk evaM bahumaUlya saUi@tyaaoM sao &ana pàPt kr sakoMgao. Ca~aoM kI saMskRt kI sarla vaa@yaaoM ka inamaa-Na krnao tqaa ica~vaNa-na maoM kuSalata haogaI.

rcanaa%mak maUlyaaMkna dOinak vyavahar vaa@ya saMgah maUlyaaMkna – cayana Ê p`stuitkrNa Sauw laoKna AByaasa kaya- – maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI


maasa : idsambar Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah pHcama\ saPtah dSamaÁ pazÁ vyaakrNa– samaasa ³AvyayaIBaava , Apizt gaVaMSaaÁÊ p~ laoKnama\ Pa%yaya –SatRÊSaanaca \ sainQa ³ivasaga- Ê vyaMjana´

• sausvaagatM Baao²A$Naacalao|ismana\ •samaasa ³AvyayaIBaava´, • p~ laoKnama\

• vyaakrNa– sainQaÁ ³vyaMjana´ 1 maao|nausvaarÁ 2 vagaI-ya p`qamaaxaraNaama\ tRtIyavaNa- pirvat-nama\ 3 p`qamavaNa-sya pHcamavaNao- pirvat-nama\

• Pà%yaya –SatRÊSaanaca \ •Apizt gaVaMSaaÁ

ektÁ pHcapya -ntM vaa@yapyaaogaÁ ektÁ Satpya -ntM saM#yaa laoKnama\

Apoixat iSaxaNa AiQagama A$Naacalap`doSa kI janajaaityaaoM Ê saMskRitÊ %yaaOharaoM va AajaIivakaAaoM kI jaanakarI paPt kr sakoMgao. samaya ko ivaBaajana kI jaanakarI paPt kr sakoMga. rcanaa%mak maUlyaaMkna saUi@t saMklana evaM p`stuitkrNa maUlyaaMkna – cayanaÊ pstuitkrNa iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

17

mailto:saUi@t

mailto:it$@kurla%5C

maasa : janavarI

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah ekadSaÁ pazÁ p`%yaya³ kRdnt Ê tiwtÊ s~I´ sa=\#yaa laoKnama\

SaItkalaIna AvakaSa

SaItkalaIna AvakaSa Tap\Ê =Ip\Ê %vaÊ tla\

• kalaao|hma\

• sainQa ³ivasaga- , • ivasaga-sya laaopÁ • ivasaga- sqaanao sa\ Sa\ Ya\

rcanaa%mak maUlyaaMkna Slaaok gaayanama\ – maUlyaaMkna – SlaaokaoM ka spYT ]ccaarNa Ê smarNaSai@t va laya AByaasa kaya- maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI


maasa : frvarI Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah ASauiw saMSaaoQanama \ ³punaravaRi<a´

• ASauiw saMSaaoQanama\ – ila=\ – vacana lakar dRYT\yaa saMSaaoQanama \

• ica~ vaNa-nama\ samayalaoKnama\ Ê saM#yaalaoKnama\ ³punaravaRi<a´

sa,maasa ³punaravaRi<a´ ASauiw SaaoQanama \ ³punaravaRi<a´

³punaravaRi<a´ sainQa

Apoixat iSaxaNa AiQagama Ca~ ivaYayaaoM kao AcCI trh samaJa sakoMgao tqaa samasyaaAaoM ka samaaQaana kr sakoMgao.paz\yaËma kao AiQak gaa*ya banaa sakoMgao. iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

ekl maaca-

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa- saPtah pHcama\ saPtah ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ]<ar puistka pr caca-a ]plaibQa idvasa

18

French MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson 1: France : Here we are! we meet again Lesson 2: After School.- Education Lesson 3: Have a Good Appetite

Familiarization with the course and CCE Policy

Lesson 1 • We meet again– a

dialogue, a poem: un accent grave

• Le tour de France • Festival of music • Work Book

Lesson 1 • Festival of cannes • Some typical French

things. • The French Map–

geography of france • Work Book

Lesson 2 • After school • The future Interior

Tense, use • The Education

system in Franc and India

Lesson 2 • The Education

system in France and India

• University of Paris

• Le CROUS Learning Objectives • The future Anterior tense in Frence

• Learning Social-cultural As pects :Tour de France, festival d “Avignon,Cannes, of Music, Festival of Father, mother, French cities The French Cuisine, The Frenc h Education System & French Universities

Expected Learning Outcome • To able to use the the Future Anterior Tense Presentation on ‘The French Educations System’ • Class and Home Assignment

Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Presentation on ‘The French Educations System’- Content, fluency. MONTH: MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson 3: Have a Good Appetite (Contd.)

Lesson 3 (Contd.) • Bon appétit - dialogue • Grammar pronoun

personal (Y and En)

Lesson 3 • An advertisement • Grammar cont. • Work Book

Lesson 3 • The French Cuisine & Specialisties. • Practice on unseen comprehensions,

Dialogues. Letter Writing . • Workbook Exercises

Summer Break

Learning Objectives • To talk about taste, hobbies, to use pronouns. Learning Social-cultural As pects French Meals and specialities Expected Learning Outcome • To able to express views on French Meals /,Cuisine Learning Social-cultural As pects French Gastronomie

• Class and Home Assignment Teachings Aids • Language Lab., Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Assessment • Listening Comprehension

• Presentation French Meals/” Gastronomie”- content, Accuracy 19

MONTH: JULY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson 4: Everyone’s Taste Leisure, Taste, Relaxation. Lesson 5: At the Doctors The French Health Care

Lesson 4 • Everyone to his

taste • Dialogue • French proverbs • Grammar

Pronouns Demonstrative

Lesson 4 • Le Louvre,la carte

coupe-file • To emphasis –It is

he/she who…… • What do you to relax? • Workbook.

Lesson 4 • The French cinema • A French and

Indian film • Expressions

related to Housework.

• The health

Lesson 5 • At the

doctors dialogue- the French social security.

Lesson 5 • At the doctors • The pronoun

possessive & use • To call some on

the phone,explain one’ health

Learning Objectives • Grammar Pronouns, Demonstrative/ Pronoun Possessive Vocabulary Learning Social-cultural As pects How to express taste, leisure time etc

• Learning Social-cultural As pects cinema theatre, museum, proverbs Expected Learning Outcome • Learning Pronoun Demonstrative Conversation at the doctors

• Class and Home Assignment Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Role play : What do you do to Relax /hobbies ? confidence & overall presentation. MONTH: AUGUST

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson 6; Looking for Work Lesson 7: The Pleasure of Reading

Lesson 6 • Looking for work -dialogue • Pronoun relative simple and

complex

Lesson 6 Cont. • Workbook.

Lesson 7 • The pleasure of Reading • Grammar past perfect tense

Lesson 7 Contd. • Work Book

Question & Answers

Learning Objectives • Learning how to use Pronoun s _Relative and the Past perfect tense Learning Social-cultural : Advertise ments, ANPE related to work, French Press , Televison, Library, Class and Home Assignment

Expected Learning Outcome • To able understand the use of Pronouns, Past perfect Tense To be able to understand the French press, Cinema, Folk tales , Museums and the association related to work ANPE

Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage. Assessment • Reading comprehension – accuracy

• Presentation :French Press and Cinema – content and fluency

20

MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Revision SA-I SA-I Lesson 8

Work Book Exercises

Learning Objectives To understand and a recap of the lessons Assessment SA-I MONTH: OCTOBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson 8: Metro, Work, Sleep The Transport System in France

Lesson 8 • Work, Grammar the

conditional past tense • How to travel by

metro,bus, local train

Lesson 8 (Cont.) • Various tickets. The bateaux

mouche- travelling through river Seine and its bridges

Lesson 8 (contd.) • Work book • Publicity • Road signes • Work book

Lesson 8 (contd.) • Work book

Learning Objectives • Grammar - use of Conditional Tense, conditional past Tense and ist use • Learning Social-cultural Aspects. Modes of transport in France, metro stations in France etc

Expected Learning Outcome • To be able to the Conditional Tense, conditional Past Tense , Class and Home Assignment • Learning Social-cultural Aspects:Modes of transport in France, metro stations in France etc

Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Assessment • Presentation : The different means of Transportation. Fluency & Accuracy MONTH: NOVEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson 9: Long Live the Republic- The Politcal System in France

Diwali Break Lesson 9 • Long live the republic

of france -Dilaogue

Lesson 9 • The political system in

france • Grammar direct and

indirect speech

Lesson 9 (contd.) • Communication system in

France Grammar/ participle present

Lesson 9 (contd.) • Work Book • Gerondif

Learning Objectives • To under stand the use of Direct and Indirect speech , the present participle and Gerunds • Learning Social-cultural Aspects The political system, The Minitel , The Tele Cards

21

Expected Learning Outcome • To be able to use Direct and Indirect speech , the present participle and Gerunds, • Learning Social-cultural Aspects The political system, The Minitel , The tele cartds • To able to talk on the phone, invite someone , pass information and to propose something • Class and Home Assignment

Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Reading comprehensions – fluency

• Presentation : The French Political System in France . –content, overall presentation MONTH: DECEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th week Lesson 10: It is good the Progress

Lesson 10 • The Progress

is good -dialogue

Lesson 10 cont. • Grammar subjunctive

tense how to explain a wish to do something, sentiments,

Lesson 10 Cont. • Information Technology • Website, Internet • Workbook • Reading comprehension

Lesson 10 (contd.) • Work Book

Lesson 10 (contd.) • Work Book

Learning Objectives • Use of subjunctive tense, French Information on Internet, computer Technology, a page from the website. Expected Learning Outcome • Prepare one page web site in French

• Class and Home Assignment Teachings Aids • Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Listening comprehension : accuracy, understandin text.

• Research Project “Use of Internet “ – Internet plays an important role :content & overall presentation MONTH: JANUARY

1st Week 2nd Week 3rd Week 4th Week Winter Break Winter Break Revision Lesson 1-2

Revision workbook Revision Lesson 3-4 Revision workbook

Learning Objectives Assignments - Expected Learning Outcome Understanding , enhancing writing skills through CBSE papers Teachings Aids Language Lab., Audio/ Video CDs , Internet Dictionary, Reference Book, Library usage, Assessment Complete CBSE papers

22

MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Revision 5-6

Workbook Revision-7-8 Workbook

Revision-9-10

Revision

MONTH: MARCH


23

Japanese MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Minna no Nihongo Lesson-1 Lesson-2 Kanji

Lesson 1 • Introduction to Japan • Vocabulary • Sentence patterns • Grammar Explanation • Conversation

Lesson-2 • Vocabulary • Kanji • Sentence patterns • Example sentences • Reading practice

• Grammar Explanation

• Conversation

• Listening exercise • Letter writing • About Japanese

studies

Learning Objective • To enable students to ask/ give information on age, nationality, address etc. • To enable students to describe someone.

Expected Learning Outcome • To be able to ask/ give information on age, nationality, address etc. • To be able to describe someone.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Hiragana sentence writing : Recognition, recall, writing

• Reading comprehension: understanding, pronunciation, fluency MONTH: MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4d Week Lesson-3 Kanji

Lesson-3 • Vocabulary, sentence patterns,

example sentences • Grammar explanation

• Conversation • Reading practice • Listening exercise

• Essay writing • Kanji

Summer Break

Learning Objective • To enable students to describe things, places. Expected Learning Outcome • To be able to describe things, places.

• This, there, over there, where & whose. Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Class and home Assignment : handwriting,work presentation, regularity

• Presentation: Pronunciation, Content, Self confidence

24

MONTH: JULY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-4 Lesson-5 Kanji

• Recap of Lesson 1,2 & 3

• Kanji

Lesson-4 • Vocabulary, sentence

patterns, example sentences.

• Reading practice • Time

• Grammar explanation

• Past tense • Conversation • Listening exercise

Lesson-5 • Vocabulary,

sentence patterns, example sentences,

• Reading practice • Present tense

• Usage of へも

• Vehicle で

• Particle と

Learning Objective • To enable them to change the verbs into past tense form. • To enable them to ask/buy things at the super market

Expected Learning Outcome • To be able to change the verbs into past tense form • To be able to ask/ buy goods/things at the super market.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Hiragana sentence writing : Recognition, recall, writing, MONTH: AUGUST

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-6 Lesson-7


sentence patterns, example sentences.

• Reading practice • Particle へ

• Usage of interrogatives in sentences (lesson-1 to lesson-7)

• Comprehension • Particle ‘o’ with

transitive verb

• Difference between なん

and なに. • Verb ましょう。 Lesson-7 • Vocabulary, sentence


• Reading practice • Tool/mean で • Particle に：あげる・もらう

• Usage of もう。 • Essay writing : Myself/My

daily routine Learning Objective • To enable students to their point of view

• To enable them to discuss • To enable them to use interrogative words & particles learnt.

Expected Learning Outcome • To be able to explain a point of view • To be able to discuss • To be able to use interrogatives words & particles learnt.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Kanji: Recognition, recall, writing 25

MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-8 Revision Revision SA-I SA-I Lesson-8

• Vocabulary, sentence patterns, example sentences. Assessment Class tests

MONTH: OCTOBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-8 (Contd.) Lesson-9

Lesson-8 (Contd.) • Adjectives: I &

na。

• Conjugation of adjectives & noun: present affirmative & negative.

• Usage of どう・どんなどれ。

• Listening Excercise

Lesson-9 • Vocabulary, sentence


• Reading practice • Essay writing : My

hobby

• Grammar Exercise • Particle が • Usage of adverbs: よく、だいたい、すこし、あまり、ぜんぜん、たくさん。

• Adjectives: すき、きらい、じょうず、へた。

Learning Objectives • To enable students to tell their hobbies, sports, likes, dislikes • To enable them to tell one’s strong points & weak points • To enable them to differentiate between adverbs and use them in sentences

Expected Learning Outcome • To be able to tell their hobbies, sports, likes, dislikes. • To be able to tell one’s strong points & weak points. • To be able to differentiate between adverbs and use them in sentences.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Hiragana dictation and sentence making: Recognition, recall, writing, fluency

• Listening comprehension : understanding, interpretation

26

MONTH: NOVEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-10 Lesson-11 Letter Writing Passage

Lesson-10 • Reading practice

unseen passage

Diwali Break Lesson-10

• Vocabulary, sentence patterns, example sentences.

• Particle に with place。

• Particle の with position。 • あります・います。 Lesson-10 • Exercise Book Lesson-11 • Vocabulary, sentence patterns,

example sentences. • Reading practice

• Grammar Exercise • Letter Writing • Unseen Passage • Counters: types & usage. • Quantifier に, だけ • Listening Exercise

Learning Objectives • To enable them to use different forms of verbs in sentences • To enable them to use adverbs in sentences.

Expected Learning Outcome • To be able to use different forms of verbs in sentences • Quantifier positioning in sentences.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Class and home Assignment : handwriting,work presentation, regularity MONTH: DECEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-12 Lesson-13



• Reading practice

• Adjectives & noun conjugation: Past Affirmative & Negative.

• より・ほがform.

• ーどちら • ーがいちばん。



• Reading practice

• ほしい・ほしくない。 • たい・たくない。 • Difference between どこかand なにか

• Kanji Practice • Essay writing

: My family

Learning objectives • To enable students to tell what one likes the most • To enable students to explain one’s want in terms of object & action: affirmative & negative

27

Expected Learning Outcome • To be able to tell what one likes the most. • To be able to explain one’s want in terms of object & action: affirmative & negative.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Kanji: Recognition, recall, writing

• Presentation : creativity, enactment, expression, pronunciation

MONTH: JANUARY Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Kanji Grammar work sheet

Winter Break Winter Break • Grammar worksheets from Lesson 8-13

• Kanji Practice • Letter writing • Unseen Passage

Learning objectives • To enable students to differentiate and understand the usage of all the grammar patterns learnt • To enable students to comprehend and interpret the conversation

Expected Learning Outcome • To be able to differentiate and understand the usage of all the grammar patterns learnt • To be able to comprehend and interpret the conversation.

Teaching Aids • Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment • Kanji Revision

• Grammar worksheets

MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Revision Revision Revision Revision MONTH: MARCH


28

Mathematics MONTH: APRIL

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 3 : Pair of Linear Equations In Two Variables Chapter 2 : Polynomial

Orientation for Student

Chapter 3 : • Graphical method of

solution of a pair of linear equations. Algebraic method of solution of a pair of linear equations

• Substitution method and word problems

• Elimination Method and word problems

Chapter 3: (Contd…) • Cross Multiplication

Method and word problems

• Equations reducible to a pair of linear equations in two variables & word problems

Chapter 3 : (Contd…) • Equations in two

variables & word problems (Contd...)

Chapter 2 : • Introduction to

polynomials • Relationship

between zeroes & coefficients of a polynomial

Learning Objectives • To represent linear equations in two variables graphically and algebraically. • To apply the knowledge of linear equations in problem solving in real life problems.

Expected Learning Outcomes The student will be able to • solve the pair of linear equations by different methods. • apply the concept of solving linear equations to solve word problems. • find the zeros of a given polynomial graphically and algebraically. • establish the relationship between the zeros of a polynomial and its co efficient. • to be able to solve problems on division algorithm.

Teaching Aid/Resource • Smart class module Assessment /Activity

• FA1: Multiple Choice Items • To obtain the condition for consistency of a system of linear equations in two variables by graphical method

29

MONTH: MAY

Content / Topic 1st Week 2nd Week 3rd Week 4th Week . Chapter 2 : Polynomial Chapter 14 : Statistics

Chapter 2: (Contd.) • Division algorithm

for polynomials

Chapter 14 : • Statistics • Mean • Mode • Construction of more than/less

than C.F table.

Chapter 14 : (Contd.) • Median • Graphical representation of

Cumulative frequency distribution

Summer Break

Learning Objectives • Interpretation, representation and analysis of given data, through different types of graphs • Interpretation and analysis of given data by using Mean, Mode and Median.

Expected Learning Outcomes

The student will be able to • to organize, represent & interpret the data by using mean, mode and median. • make graphical representation of data such as Ogive and to interpret median from it.

Teaching Aid/Resource • Smart class module Assessment / Lab Activity

• FA1 : Crossword • FA2: Cycle test 1/ Assignment 1

MONTH: JULY

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 1 : Real Numbers Chapter 6 : Triangles

Chapter 1 : • Euclid’s algorithm

& its application. • Fundamental

theorem of Arithmetic.

Chapter 1: (Contd...) • H.C.F and L.C.M of

two or more numbers. • Revisiting Irrational

numbers. • Revisiting rational

numbers & their decimal expansions.

Chapter 6 : • Thales Theorem. • Similarity of

plane figures.

Chapter 6: (Contd...) • Criteria of

similarity of triangles.

• Areas of similar triangles.

Chapter 6: (Contd...) • Pythagoras theorem • Converse of

Pythagoras theorem.

Learning Objectives • To understand and apply the H.C.F. & L.C.M. Algorithm/lemma in real life situation • To develop the ability of comparison of similar, congruent triangles & its area

30

Expected Learning Outcomes The student will be able to • calculate h.c.f. & l.c.m. using euclid algorithm/lemma and prime factorization. • find decimal representation of rational and irrational numbers. • use contradiction method for proving a statement. • recall similar figures and identify them. • recognize various rules to show two triangles similar.

Teaching Aid/ Resource • Smart class module • Teaching Aid on Pythagoras theorem.

Assessment / Lab Activity • FA1: Source based Analysis • FA2: Holiday Homework. • To Verify Basic proportionality theorem by the method of paper cutting and pasting. • To verify Pythagoras theorem by the method of paper cutting and pasting

MONTH: AUGUST

Content / Topic 1st week 2nd week 3rd week 4th week Chapter 6: Triangles (Contd.) Chapter 8 : Introduction To Trigonometry

Chapter 6: (Contd.) • Problems based on

Pythagoras theorem and its converse.

Chapter 8 : • Trigonometric ratios. • Trigonometric ratios of

specific angles.

Chapter 8 : (Contd.) • Trigonometric ratios of

complementary angles. • Trigonometry identities.

Chapter 8 (Contd.) • Trigonometry identities

(contd.)

Learning Objectives • To acquaint the students with the concept of Trigonometric ratios & its Identities. • To understand and apply the concept of trigonometry in real life situation.

Expected Learning Outcomes The student will be able to • use pythagoras theorem and its converse in different situations. • use the concept of trigonometric ratios & its identities to solve given problems. • find solutions of right triangle and use it to solve practical problems based on it.

Teaching Aid/ Resource • Smart class module Assessment / Lab Activity • FA2 : Lab Activity test

• FA2: Cycle test 2/ Assignment 2 - To verify the identity sin2 + cos2 =1, through an activity.

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MONTH: SEPTEMBER

Content / Topic 1st week 2nd week 3rd week 4th week 5th week REVISION Revision Revision SA-I SA-I Interactive discussion on summative assessment question paper.

Introduction of chapter Quadratic Equations. Assessment Summative Assessment 1

MONTH: OCTOBER

Content / Topic 1st week 2nd week 3rd week 4th week Chapter 4:Quadratic Equations Chapter 9: Some Application of Trigonometry

Chapter 4 • Solution of Quadratic

equations by factorization • Solution of Quadratic

equations by the method of completing square

Chapter 4 (Contd.) • Quadratic formula • Nature of Roots • Word Problems

Chapter 4 (Contd.) • Word problems(contd.) Chapter 9 • Angle of Depression &

Angle of Elevation

Chapter 9 (Contd.) • Related Problems on

Height & distances

Learning Objectives • To solve the quadratic equation by different methods & its applications. • To apply the concept of trigonometry in finding heights & distance in day to day life

Expected Learning Outcomes The student will be able to • solve the quadratic equations by different methods. • apply the concept of quadratic equations in solving word problems. • use the concept of trigonometry in finding the height & distance.

Teaching Aid/Resource • Smart Class Module Assessment / Lab Activity • To determine the nature of roots of quadratic equation.

MONTH: NOVEMBER Content / Topic 1st week 2nd week 3rd week 4th week Chapter 9: Some Application Of Trigonometry (Contd.) Chapter 7: Co- Ordinate Geometry Chapter 10: Circles

Chapter 9 (Contd...) • Related Problems on

Height & distances (Contd...)

Chapter 7 • Distance Formula

and related problems

Chapter 7 (Contd...) • Distance Formula and

related problems (Contd...)

• Section formula

Chapter 7 (Contd...) • Midpoint formula

and related problems • Area of Triangle

Chapter 10 • Tangents to Circles • Theorems on tangent

to a circle and related problems.

32

Learning Objectives • To familiarize the students with coordinate plane & finding distance between two points. • To develop the motor skills of the students using the concept of circle.

Expected Learning Outcomes The student will be able to • familiarize themselves with the co-ordinate plane • find the distance between two points. • use concept of distance formula, section formula in day to day life situations. • use concept of tangent to circles in solving given problems.

Teaching Aid/Resource • Smart Class Module Assessment / Lab Activity • FA3: Cycle test 3/ Assignment 3

• FA4: PSA - To verify that the length of the tangents drawn from an external points to a circle are equal in length

MONTH: DECEMBER

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 10: Circles Chapter 5: Arithmetic Progression Chapter 12: Areas Related To Circles

Chapter 10 (Contd...) • Theorems on

tangent to a circle and related problems. (Contd...)

Chapter 5 • Introduction to A.P • nth term of an A.P.

Chapter 5 (Contd...) • nth term of an

A.P. (Contd...) • Sum of first n

terms of an A.P.

Chapter 5 (Contd...) • Word problems of

A.P. Chapter 12 • Perimeter & Area of

a circle - A review

Chapter 12 (Contd...) • Area of sector

& segment of a circle

Chapter 12 (Contd...) • Areas of

combination of plane figures

Learning Objectives • To apply the concept of area & perimeter of plane figures in day to day life • To enable the students to understand the concept of Arithmetic Progression & its application in everyday

experiences Expected Learning Outcomes The student will be able to

• understand the concept of sequence/patterns and a.p as a special sequence. • use the concept of nth term of a.p in solving problems. • apply the concept of sum of n terms in solving word problems. • use the concept of area & perimeter of plane figures in given problems. • solve problems related to combination of plane figures.

Teaching Aid / Resources • Smart Class Module

33

Assessment / Lab Activity • FA3: Display Board. • FA3: Cycle test 4/ Assignment 4

- To verify that the given sequence is an A.P by paper cutting and pasting activity.

- To verify that the sum of first ‘n’ natural numbers is given by by graphical method. MONTH: JANUARY

Content / Topic 1st week 2nd week 3rd week 4th week Chapter 13: Surface Areas and Volumes Chapter 15: Probability

Winter Break Winter Break Chapter:13 • Surface Area &

volumes of combination of Solids

Chapter:13 (Contd.) • Surface Area & volumes of

combination of Solids • Conversion of one solid into

the other

Chapter:13 (Contd.) • Frustum Of a cone

Chapter 15 • Probability – an experimental

approach Learning Objectives • To recall and apply the formulas of Surface area/Volume of 3D shapes in every -day life situations.

• To find the surface area & volume of combination of solid figures Expected Learning Outcomes The student will be able to

• find the surface area & volume of combination of solid figures • understand the concept of conversion of solids from one form to other. • apply the concept of volume of solid figures in new situations.

Teaching Aid / Resources • Models of Cube , Cuboids , Sphere , Cone , Cylinder • Smart Class Module.

Assessment / Lab Activity • FA3: Lab Activity test. • To make a cone of given slant height ‘l’ and base circumference.

MONTH: FEBRUARY

Content / Topic 1st week 2nd week 3rd week 4th week

Chapter 15: Probability (Contd.) Chapter 11: Constructions

Chapter 15: (Contd.) • Experimental or empirical probability. • Random Experiment, Sample Space,

Outcomes, Problems based on probability. Chapter 11 • Division of a line segment.

Chapter 11 (Contd.) • Construction of similar

triangle. • Construction of tangents to

a circle.

Revision Revision.

34

Learning Objectives • To develop the motor skills of the students. • To enable the students to understand the concept of theoretical probability of different events

Expected Learning Outcomes The student will be able to • understand the concept of theoretical probability of different events.

Teaching Aid / Resources • Smart class module. • Geometry Kit.

Assessment / Lab Activity • To reinforce the concept of Probability through an activity.

MONTH: MARCH


35

Science Physics

MONTH : APRIL Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 12 : Electricity Orientation for Student

• Introduction • Charge • Electric current • Definition , unit and

numerical

• Electric potential • Potential difference • Numerical • Electric circuit • Components and symbols

• Resistance • Factors on which

resistance depends

• Numerical

• Ohm’s law • Circuit diagram • Verification • Numerical

Practical • Recognition of the apparatus in the lab. • Recording of Experiment 1 in file

Learning Objectives Students will be able to • understand the concept of charge and electric current • identify and list different types of electrical components.

Expected Learning Outcome The learners would be able to • understand and evaluate the numerical value of current, resistance and potential.

Teaching Aid • Smart module Assessment • FA1:Component 1- Science Newsletter (Group Activity)( Phy / Chem / Bio)

• FA1:Component 2- Diagram Based Assessment ( Phy / Chem / Bio) MONTH : MAY

Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 12 : Electricity • Series Combination of resistances

• Numerical

• Parallel Combination of resistances

• Numerical

• Numericals based on combination of resistances

Summer Break

Practical • Demonstration of Experiment 1. • Conduct and perform Experiment 1. • Recording of observations.

Learning Objectives Students will be able to • understand the concept of series and parallel combination of resistances. • identify the arrangements - series and parallel. • able to develop numerical solving skills.

36

Expected Learning Outcome The learners would be able to • understand and evaluate the equivalent resistance in different combinations.

Teaching Aid • Smart module Assessment • FA1:Component 3- Assignment Worksheet (Phy / Chem /Bio) MONTH : JULY Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter12 : Electricity Chapter 13 : Magnetic Effects of Electric Current

Chapter 12 : • Heating effect of

electric current • Practical applications

of heating effect • Reasoning questions

Chapter 12 : • Electric power • Commercial

unit • Numerical

Chapter 13 : • Magnetic field • Field lines • Properties of field

lines. • Oersted’s experiment

Chapter 13 : • Magnetic field

pattern due to straight conductor

• Right hand thumb rule

Chapter 13 : • Magnetic field

pattern due to circular coil

• Clock rule

Practical • Recording of Experiment 2 in file • Demonstration of Experiment 2 • Conduct and perform Experiment 2

Learning Objectives Students will be able to • understand heating effect of current and their applications. • solve the numerical based on power and energy • convert the units of electrical energy .

Expected Learning Outcome The learners would be able to • understand and evaluate the numerical value of different quantities like heat energy, power and electrical energy.

Teaching Aid • Smart module, circuits, magnets and iron filings. Assessment • FA2:Component 2- Holiday Homework assessment (Phy / Chem / Bio) MONTH : AUGUST Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 13 : Magnetic Effects of Electric Current

• Magnetic field pattern due to a solenoid

• Electromagnet • Factors on which strength

of electromagnet depends.

• Force on a current carrying conductor

• Fleming ‘s left hand rule

• Electromagnetic induction

• Flemings right hand rule

• Domestic electric circuit • Electric Fuse • Overloading • Short-circuiting • Earthing

37

Practical • Recording of Experiment 3 in file • Demonstration of Experiment 3 • Conduct and perform Experiment 3 • Practice of MCQ based on experiments.

Learning Objectives Students will be able to • understand the importance domestic circuit, earthing. • differentiate between overloading and short – circuiting; AC and DC.

Expected Learning Outcome The learners would be able to • understand the importance of fuse , voltage fluctuations , AC , DC.

Teaching Aid • Smart module Assessment • FA2:Component 3- Practical Skills Test MONTH : SEPTEMBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Revision SA-I SA-I • Distribution and discussion of SA 1 answer

sheets and correction of the same. Learning Objectives • Students will be able to know and correct the mistakes done in the answer sheets of SA 1 examination. Expected Learning Outcome • The learners would be able to understand and evaluate the errors and mistakes done in the paper and would be

able to improve upon the same through correction. Teaching Aid • Sample Papers , Answer sheets and suggested answers, Chalk, Blackboard, duster. Assessment SA-I MONTH : OCTOBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 10 : Light –Reflection and Refraction

Chapter 10 • Reflection of light • Laws of reflection • Spherical mirrors • Important terms related to

spherical mirrors • Rules for image formation

by concave mirror

Chapter 10 • Image formation by concave

mirror • Rules for image formation

by convex mirror

Chapter 10 • Image formation

by convex mirror

Chapter 10 • Uses of mirrors

38

Practical • Demonstrate and record experiment 4 • To find the focal length of a concave mirror • Demonstrate and record experiment 5 • To find the focal length of a convex lens.

Learning Objectives Students will be able to • understand the terminology of spherical mirrors and lenses • learn and understand the sign conventions for reflection by spherical mirrors • draw ray diagrams for mirrors

Expected Learning Outcome The learners would be able to • understand the concept of mirror and types of mirror • solve the numericals based on mirror formula • draw ray diagrams for image formation for different positions of the object in front of a mirror.

Teaching Aid • Smart module, Spherical mirrors, smart module and simulations. Assessment • Assignment Worksheets MONTH : NOVEMBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 10 : Light -Reflection and Refraction

• Sign conventions for reflection by spherical mirrors

• Mirror formula • Linear

Magnification • Numerical based

on mirror formula

• Refraction of light • Cause of

refraction • Laws of refraction

Diwali Break

• Refractive Index • Relation between refractive

index and speed • Numerical based on

refractive index • Lenses and types of lenses

• Rules of refraction by lenses.

• Image formation by convex lens

• Rules of refraction by concave lens

• Image formation by concave lens

Practical • Demonstration of Experiment 6 • Conduct and perform Experiment 6 • Demonstration of Experiment 7 • Conduct and perform Experiment 7

Learning Objectives Students will be able to • understand the terminology of lenses • understand and learn the sign conventions for lenses • draw ray diagrams for lenses

39

Expected Learning Outcome The learners would be able to • understand the concept of lens and types of lens • solve the numerical based on lens formula • draw ray diagrams for image formation for different positions of the object

Teaching Aid • Lenses ,smart module and simulations Assessment • FA3:Component 2- Paper presentation (Group Activity )(Phy / Chem / Bio) MONTH : DECEMBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 10 :Light -Reflection and Refraction Chapter 11 :Human Eye and The Colorful World

Chapter 10 : • Sign convention in

lenses. • Lens formula • Numerical based

on lens formula • Uses of lenses

Chapter 11: • Structure of

human eye • Working of

human eye • Functions of

parts of eye

Chapter 11: • Defects of vision • Myopia – ray

diagram for the defect and correction

• Causes of myopia

Chapter 11: • Hypermetropia • Cause and

correction • Ray diagram • Numerical based on

myopia and hypermetropia

Chapter11: • Presbyopia –

cause and correction

• Cataract –correction

Practical • Recording of Experiment 8 Learning Objectives Students will be able to

• understand the structure of human eye • understand the various defects of vision • appreciate the corrections required for various defects.

Expected Learning Outcome The learners would be able to • draw human eye and write the functions of its various parts • understand and draw the diagram for correction of defects

Teaching Aid • Smart module Assessment • Numerical / diagram /formulae / equation skills assessment

40

MONTH : JANUARY

Content / Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 11: Human eye and colorful world

Winter Break Winter Break • Recap of previous

topics

Chapter 11 • Path of light ray

through a glass prism • Dispersion • Cause of dispersion

Chapter 11 • Atmospheric refraction • Twinkling of stars • Early sunrise and sunset • Tyndall effect • Scattering of light, Blue color of sky

Practical • Practice of MCQ based on experiment 4 to 8 Learning Objectives Students will be able to

• understand dispersion and its cause • understand the formation of rainbow and scattering phenomena

Expected Learning Outcome The learners would be able to • explain the cause of dispersion • explain formation of rainbow • understand scattering of light

Teaching Aid • Smart module, prism Assessment • FA3:Component 3- Practicals Based Assessment (Pen and paper test) MONTH : FEBRUARY Content / Topic 1st Week 2nd Week 3rd Week 4th Week Revision • Practice of Numericals

based on defects of vision • Practice of ray diagrams

of mirrors and lenses . • Revision • Discussion of NCERT questions

• Revision from U –Like papers

Practical • Practice of MCQ from experiment 4 to 8 Learning Objectives Students will be able to

• draw diagrams of various positions of objects in front of a mirror • draw diagrams of various positions of objects in front of a lens

Expected Learning Outcome The learners would be able to • solve numericals based on defects of vision

Teaching Aid • Smart module , sample papers MONTH: MARCH


41

Chemistry MONTH: APRIL


Chapter 1: Chemical Reactions and Equations


Chapter-1 • Writing equations • Balancing

chemical equations

Chapter-1 • Making equations more

informative • Types of chemical

reactions-Combination, Decomposition

Chapter-1 • Types of

Decomposition reactions

• Displacement, Double Displacement reactions

Chapter1 • Redox reactions • Corrosion and

Rancidity • Discussion of

NCERT exercise

Practical • To study different kinds of chemical reactions Learning Objectives The students will be able to

• write balanced chemical equations • define the various kinds of reactions • differentiate between combination and decomposition reactions • differentiate between displacement and double displacement reactions • explain oxidation and reduction • explain corrosion and rancidity

Expected Learning Outcome The students would be able to • learn how to write correct formulae and balance chemical equations • classify the common reactions into different kinds of reactions • understand redox reactions taking place in our daily life • understand corrosion of certain metals • understand rancidity of oils and fats

Teaching Aids • Smart class modules, demonstration of chemical reactions Assessment • FA1:Component 1-Science Newsletter(Group activity) (Phy/Chem./Bio)

• FA1:Component 2-Diagram based assessment(Phy/Chem./Bio) 42

MONTH: MAY Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 2: Acids, Bases and Salts

Chapter 2 • Indicators(Acid-base and

Olfactory) • Chemical nature of acids

and bases

Chapter 2 • Characteristic properties of

acids • Strong/weak acids

Chapter 2 • Characteristic properties of

bases • Strong/weak bases

Summer Break

Practical • To study the properties of dilute HCl and dilute NaOH Learning Objectives The students will be able to

• name acid-base and olfactory indicators • tell the colour changes of indicators in acidic and basic solutions • explain the general properties of acids • explain the general properties of bases • differentiate between base and alkali • write the ionization of acids and bases

Expected Learning Outcome The students would be able to • identify various natural and synthetic indicators • explain the nature of unknown samples using different indicators • identify whether the given substances are acidic or basic in nature • distinguish between strong and weak acids and bases

Teaching Aids • Smart class modules, Tests of indicators with acidic and basic substances Assessment FA1:Component 3- Assignment Worksheet (Phy/Chem./Bio)

MONTH: JULY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 2: Acids, Bases and Salts Chapter -3 Metals and Non-metals

Chapter 2 • pH concept • Importance of pH

in daily life

Chapter 2 • pH of salts • Chemicals from

common salt- NaOH

Chapter 2 • Bleaching

powder • Baking soda • Washing soda • Plaster of Paris

Chapter 2 • Discussion of

NCERT exercise Chapter -3 • Physical Properties

of metals and non-metals

Chapter 3 • Chemical properties

of metals • Reactivity series

43

Practical • To find the pH of unknown samples using pH papers Learning Objectives The students will be able to

• explain ph concept • understand ph of salt solutions • understand the properties of naoh, baking soda, washing soda, bleaching powder • explain the preparation of naoh, baking soda, washing soda, plaster of paris • understand the physical and chemical properties of metals and non-metals

Expected Learning Outcome The students would be able to • relate ph to everyday life • describe the properties of metals and non-metals used in daily life • recall reactivity series of metals • distinguish between baking soda and washing soda • understand the application of Plaster of Paris and Bleaching powder in daily life

Teaching Aids • Smart class modules, pH papers to test the nature of solutions, Demonstration of reactions Assessment • FA2:Component 2-Holidays Homework (Phy/Chem./Bio)

MONTH: AUGUST

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 3: Metals and Non-Metals

Chapter 3 • Chemical properties

of metals • Reactivity series • Ionic bonding

Chapter 3 • Properties of ionic

compounds • Minerals and ores

Chapter 3 • Metallurgy - Steps involved • Electrolytic reduction • Roasting and Calcination

Chapter-3 • Thermite reaction • Extraction of less reactive

metals • Electrolytic refining of Cu

Practical • To study the action of certain metals on salt solutions and arrange them in the order of their reactivity Learning Objectives The student will be able to

• explain chemical properties of metals • understand the formation of ions • describe ionic bonding • differentiate between roasting and calcination • explain electrolytic reduction • diagrammatically explain electrolytic refining of copper

44

Expected Learning Outcome The student would be able to • distinguish between metals and non-metals • understand the various steps involved in metallurgy • identify ionic compounds on the basis of their properties • differentiate between minerals and ores • understand the application of thermite reaction in daily life

Teaching Aids Smart class modules Assessment FA2:Component 3-Practical Skills Test (Phy/Chem./Bio)

MONTH: SEPTEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 3: Metals and Non-Metals Chapter 4: Carbon and Its Compounds

Chapter 3 • Corrosion • Alloys • Discussion of NCERT exercise

Revision SA-I SA-I Chapter 4 • Carbon- tetravalency and

catenation

Practical • Discussion of practical based MCI’s

Learning Objectives The student will be able to • understand and explain corrosion of metals • learn various alloys and their uses • explain the versatile nature of carbon • describe catenation and telravalency

Expected Learning Outcome The student would be able to • explain the corrosion of common metals in daily life • explain the methods involved in preventing the rusting of iron • understand the reason for the formation of a large number of carbon compounds

Teaching Aids • Smart class modules, Sample papers Assessment • Revision Assignments, Practical skills based worksheets

45

MONTH: OCTOBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 4: Carbon and Its Compounds

Chapter 4 • Covalent bonding • Types of covalent

bonds- single, double and triple

Chapter 4 • Hydrocarbons-saturated

and unsaturated • Cyclic hydrocarbons • Isomerism in alkanes\

Chapter 4 • Homologous series • Functional Groups • IUPAC Nomenclature of

Alcohols

Chapter 4 • IUPAC Nomenclature of

Aldehydes and Ketones

Practical • To study the properties of acetic acid Learning Objectives The students will be able to

• explain covalent bonding • explain versatile nature of carbon • differentiate between saturated and unsaturated compounds • state properties of covalent compounds • name carbon compounds according to iupac system • write electron-dot structures of organic compounds • state the isomers of alkanes and draw their structural formulae

Expected Learning Outcome The students would be able to • explain the difference between ionic and covalent bonding • recall the meaning of saturated and unsaturated compounds • draw structural formulae of organic compounds • draw cyclic compounds and their electron dot structures • recall properties of covalent compounds • give iupac names to organic compounds

Teaching Aids Smart class modules Assessment Assignment worksheets

46

MONTH: NOVEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 4: Carbon and Its Compounds

Chapter 4 • IUPAC Nomenclature

of carboxylic acids, Haloalkanes

• Structural formulae

Chapter 4 • Combustion • Oxidation of alcohols

Chapter 4 • Substitution Reactions • Addition Reactions • Preparation and properties

of ethanol

Chapter 4 • Esterification reaction • Preparation and properties

of ethanoic acid

Practical • Preparation of soap Learning Objectives The students will be able to

• name organic compounds according to iupac system • write electron-dot structures of organic compounds • explain combustion of organic compounds • write the homologous series of carbon compounds • explain addition and substitution reactions • state preparation and properties of ethanol and ethanoic acid • describe esterification reaction • understandthe preparation of soaps

Expected Learning Outcome The students would be able to • answer the value based questions based on ethanol and ethanoic acid • distinguish between complete and incomplete combustion • recall the homologous series of organic compounds • distinguish between alkanes and unsaturated compounds • recall the properties of ethanol, ethanoic acid and esters • prepare soap at home

Teaching Aids • Smart class modules, Demonstration of reactions and tests Assessment • FA3:Component 2-Paper presentation(Group activity) (Phy/Chem./Bio)

47

MONTH: DECEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 4: Carbon and Its Compounds Chapter 5: Periodic Classification of Elements

Chapter 4 • Saponification • Cleansing action

of soaps

Chapter 4 • Comparison

between soaps and Detergents

• Discussion of NCERT exercise

Chapter 5 • Dobereiner’s Triads • Newlands’ Law of

octaves • Mendeleev’s

Periodic Law

Chapter 5 • Mendeleev’s

Periodic Table-Achievements

Chapter 5 • Mendeleev’s Periodic

Table--Drawbacks

Practical • To study the cleansing action of soaps in soft and hard water Learning Objectives The students will be able to

• state the nature of soap molecules • describethe formation of soap micelles • state dobereiner’s law of triads • state newlands’law of octaves • state mendeleev’s periodic law • explain the achievements and drawbacks of Mendeleev’s Periodic Table

Expected Learning Outcome The students would be able to • explain the cleansing action of soaps • list dobereiner’s triads • recall newlands’classification and its drawbacks • list the achievements and drawbacks of Mendeleev’s Periodic Table

Teaching Aids • Smart class modules Assessment • Numericals/Diagrams/Formulae/Equations Assessment

MONTH: JANUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 5: Periodic Classification of Elements

Winter Break

Winter Break

Chapter 5 • Modern Periodic Law • Modern Periodic Table-Main features

Chapter 5 • Variation of properties in Modern

Periodic Table Practical • Discussion of practical based MCI’s

48

Learning Objectives The students will be able to • explain the limitations and achievements of mendeleev’s periodic table • state modern periodic law • describe the main features of modern periodic table • understand the variation in properties in groups and periods in Modern Periodic Table

Expected Learning Outcome The students would be able to • recall modern periodic law • tell the position of metals, non-metals, metalloids and transition metals in modern periodic table • predict the position of representative elements in modern periodic table • explain the change in properties in groups and periods in Modern Periodic Table

Teaching Aids • Smart class modules ,Modern Periodic Table chart Assessment • FA3:Component 3- Practicals Based Assessment (Pen and paper test)

MONTH: FEBRUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 5: Periodic Classification of Elements

Chapter 5 • Variation of properties in Modern Periodic Table • Achievements of Modern Periodic Table

Chapter 5 • Discussion of NCERT Exercise

Revision Revision

Practical • Discussion of practical based MCI’s Learning Objectives The students will be able to

• understand the variation in properties in groups and periods in modern periodic table • describe the main features of modern periodic table • understand the achievements of Modern Periodic Table

Expected Learning Outcome The students would be able to • explain the change in properties in groups and periods in modern periodic table • compare mendeleev’s periodic table with modern periodic table • recall the limitations of mendeleev’s periodic table • explain Modern Periodic Table

49

Teaching Aids • Smart class modules , Modern Periodic Table chart, Sample papers Assessment • Revision Assignments, Practical skills based worksheets

MONTH: MARCH


50

Biology

MONTH: APRIL

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 6: Life processes


Chapter 6 • Introduction • What are life

processes • Nutrition-Autotrophic

Nutrition

Chapter 6 • Heterotrophic Nutrition-

Modes of nutrition in other animals

• Nutrition in humans

Chapter 6 • Respiration-aerobic

respiration and anaerobic respiration

Chapter 6 • Respiration in

different organisms

Practical • To prepare a temporary mount of a leaf peel to show stomata. Learning Objective Students will be able to-

• differentiate between autotrophic and heterotrophic nutrition. • know the various steps of nutrition in humans. • define respiration. • know about different types of respiration. • know the reason for specific design of respiratory system in aquatic and terrestrial organisms. • know the function of different organs for transportation in humans.

Expected Learning Outcome Students will be able to- • differenciate between autotrophs and heterotrophs • know the function of different organs and enzymes associated with digestion. • know the definition of respiration. • Understand the mechanism of breathing

Teaching Aids • Diagrams & Charts. Assessment • FA 1: Component-1-Science newsletter Group Activity(Phy/ Chem./Bio)

• Component-2-Diagram Based Assessment(Phy/Chem./Bio)

51

MONTH: MAY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 6: Life Processes

Chapter 6 • Transportation in human

being-the heart, blood vessels

• Maintenance by platelets, Lymph

Chapter 6 • Transportation in plants

• Excretion: in Humans and Plants

Summer Break

Practical • To show experimentally that light is necessary for photosynthesis. Learning Objective Students will be able to-

• know the function of different organs for transportation in humans. • understand the requirement of special types of structures like heart for special functions. • significance of transportation in plant. • know the process of excretion. • know the function of organs of excretory system

Expected Learning Outcome Students will be able to- • realize the significance of respiratory system. • understand the function of different organs in respiratory system and circulatory system. • relate both the systems with each other. • understand the importance of transportation in plants. • know the functioning of kidney and the process of dialysis

Teaching Aids • Smart module, Pictures/specimens of different types of plants and animals. Assessment • FA 1:Component 3 Assignment worksheet(Phy/ Chem./Bio)

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MONTH: JULY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 7: Control and Coordination

Chapter 7 • Animal

Nervous System

• Reflex Action

Chapter 7 • Human brain • How are these

protected? • How does

nervous tissue cause action ?

Chapter 7 • Coordination in Plants • Growth dependent

movements and growth independent movements

Chapter 7 • Tropic movements

Chapter 7 • Hormones in

animals

Practical • Revision Learning Objective Students will be able to-

• understand the reflex actions and their evolution. • know the structure and structure and function of the brain. • understand the process of coordination in plants. • know the role of hormones in plants and animals

Expected Learning Outcome Students will be able to- • differentiate between reflex action and other actions. • understand the function of hormones in humans and plants

Teaching Aids • Diagrams, models. Assessment • FA-2: Component 2 Holiday Homework. (Phy/ Chem./Bio)

MONTH: AUGUST

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 14: Sources of Energy

Chapter 14 • What is a good source

of energy • Conventional Sources

of Energy

Chapter14 • Improvement in the

technology for using conventional sources of energy.

Chapter 14 • Alternative sources

of energy

Chapter 14 • Environmental

consequences.

Practical • To show experimentally that carbon dioxide is given out during respiration.

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Learning Objective Students will be able to- • identify the good sources of energy. • distinguish between conventional and non conventional sources of energy. • understand the methods of improving conventional sources of energy. • realize the effect of these sources of energy on environment.

Expected Learning Outcome Students will be able to- • identify the good and efficient sources of energy. • use better sources of energy and in more efficient manner. • belongs to control and coordination.

Teaching Aids • Smart module, Diagrams, Information from other sources. Assessment • FA-2: Component 3 Practical Skills Test

MONTH: SEPTEMBER


Chapter 8: How Do Organisms Reproduce?

Revision Revision SA-I SA-I Chapter 8 • Importance of reproduction to

living organisms

Learning Objective Students will be able to- • recapitulate different topics • clarify doubts

Expected Learning Outcome Students will be able to- • attempt the exams more confidently. • show improvement in presentation of the paper.

Teaching Aids • Smart module, Diagrams, chart, Assignments, Sample Papers. Assessment • Practical skill based worksheet/Revision Assignment .Summative assessment –I

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MONTH: OCTOBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 8: How Do Organisms Reproduce?

Chapter 8 • Role of DNA and

importance of variation.

Chapter 8 • Types of reproduction in various

organisms • Asexual modes of reproduction

in various organisms

Chapter 8 • Sexual reproduction in

plants-structure of the flower

Chapter 8 • Sexual

reproduction in plants-pollination

Practical • To study binary fission in Amoeba and budding in yeast

• To identify different parts of Dicot seed Learning Objective Students will be able to-

• understand the role of reproduction in perpetuation of life • differentiate between asexual and sexual reproduction • explain the basic steps of sexual reproduction

Expected Learning Outcome Students will be able to- • know the significance of reproduction in life of all living beings. • know the importance of sexual reproduction for generation of variations. • understand the process of reproduction in plants and humans. • understand the importance of contraception in controlling population and spreading of STD’s.

Teaching Aids • Smart module, Diagrams, videos, pictures, permanent slides Assessment • Assignment worksheets.

MONTH: NOVEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 8: How Do Organisms Reproduce? Chapter 9: Heredity and Evolution

Chapter 8 • Fertilization and

seed formation • Human

reproductive system • Human fertilization • Embryo formation

Chapter 8 • Placenta • STD’s and

contraceptive devices

Chapter 9 • Importance and role of variation in

creating various species • Meaning and source of inheritance • Mendel’s monohybrid and dihybrid

cross

Chapter 9 • Sex determination in

humans • Relation between

inheritance and evolutionary pattern

Practical Revision.

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Learning Objective Students will be able to- • establish the relation between embryo and placenta • role of contraceptives in population control • understand variation and heredity • relate genes and chromosomes • explain the mendel’s crosses • illustrate sex determination in humans • differentiate between acquired and inherited traits

Expected Learning Outcome Students will be able to- • understand the process of reproduction in plants and humans. • understand the importance of contraception in controlling population and spreading of std’s. • relate reproduction with inheritance. • understand mendel’s crosses and formation of gametes. • understand the process of sex determination. • identify the variations which would be inherited.

Teaching Aids • Smart module, Diagrams, presentations, pictures, videos. Assessment • FA 3:Component 2 Paper Presentation (Group Activity-Phy/Chem/Bio)

MONTH: DECEMBER


Chapter 9: Heredity and Evolution Chapter 15: Our Environment

Chapter 9 • Factors causing

evolution • Acquired and

inherited traits • Formation of

species

Chapter 9 • Theory of natural

selection • Homologous and

analogous organ • Importance of

fossils in evolution

Chapter 9 • Artificial selection • Human evolution Chapter 15 • Ecosystem • Biotic and abiotic

components • Role of decomposers

Chapter 15 • Biodegradable

and non –biodegradable waste

• Food chain and food web.

Chapter 15 • Food pyramid • Energy flow

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Practical • To study homology and analogy with the help of preserved specimens of plants and animals Learning Objective Students will be able to-

• differentiate between homologous organs and analogous organs • relate speciation and evolution. • identify the components of ecosystem. • explain the importance of sustenance of environment. • understand the movement of nutrients, energy and pesticides in the ecosystem.

Expected Learning Outcome Students will be able to- • understand the role of humans in natural selection and thus in the process of evolution. • realize the importance of decomposers in our environment.

Teaching Aids • Smart module, bones of human skeleton, presentations, pictures, specimens Assessment • Numerical/Diagrams/Equations/Formulae Assessment

MONTH: JANUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 15: Our Environment Chapter 16: Management of Natural Resources

Winter Break. Winter Break Chapter 15 • Green house effect • Ozone depletion Chapter 16 • Importance of management of

resources • 3R’s of management

Chapter 16 • Importance of stakeholder of

forests and wild life • Role of local people in saving

forests

Practical • Revision of the practical Learning Objective Students will be able to-

• understand the process of greenhouse effect and ozone depletion. • understand the importance of resources • illustrate the types of water harvesting in different states • exemplify the role of local people in conservation of resources

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Expected Learning Outcome Students would be able to- • spread awareness of certain human activities which lead to environmental hazards like bioaccumulation and

ozone depletion. • realize the importance of traditional methods of management of natural resources. • identify the ways of conserving natural resources. • learn different methods of sustainable management.

Teaching Aids • Smart module, pictures Assessment • FA3:Component 3- Practicals Based Assessment (Pen and paper test)

MONTH: FEBRUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 16: Management of Natural Resources

Chapter 16 • Management of water resources

and water conservation

Chapter 16 • Importance of water harvesting • Conservation of coal and petroleum

Sustainable management

Revision

Revision

Practical • Revision of the practical

Learning Objective Students will be able to- • understand the importance of resources • illustrate the types of water harvesting in different states • exemplify the role of local people in conservation of resources • explain the importance of saving fossil fuels

Expected Learning Outcome Students would be able to- • realize the importance of traditional methods of management of natural resources. • identify the ways of conserving natural resources. • learn different methods of sustainable management.

Teaching Aids • Smart module, pictures, Sample Papers Assessment • Revision Assignments/Practical Based Worksheets.

MONTH: MARCH


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Social Science MONTH: APRIL Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week History Work, Life & Leisure Political Science Power Sharing Economics Development Geography Resources And Development


Political Science • Belgium & Sri Lanka – Case Studies • Why is Power Sharing desirable?

Economics • Defining Development • Different People, Different Goals

Geography • Introduction :Types of Resources • Development of Resources

Political Science • Forms of Power Sharing

History • Introduction through book

written by Durga Charan Das

• Features of a city Economics • Goals of Development • National Development Geography • Resource Planning in

India • Conservation of

Resources • Land Resources

History • London the industrial city • Tenements, Cleaning London • Underground Railway • Social Changes • Leisure & Consumption Economics • Comparison between

different countries / states

• Income & Other criteria

Geography • Land Utililzation • Land Use

History • Politics in the city • Bombay – Prime City,

Work in the city, • Housing and

neighbourhood • Land Reclamation • Bombay - city of dreams

Economics • Public Facilities • Human Development Index

Geography • Land Pattern • Land Degradation &

Conservation in India

Learning Objectives • Understand reasons for power sharing • Study about division of power in democracy • Trace the establishment of urban cities • Learn about various processes and aspects of urban development of the two cities • Study about developments and different goals of development • Learn about criteria for comparison between different countries / states • Understand Human Development Index • Learn about Resources and their categorisation • Need and importance of resource conservation

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• Know about need and importance of Power Sharing • Better understanding of urban development in the present by comparing it with the past • Co-relate development and other factors • Define Economic Terms – National Income , Per Capita • Explain the formation of Soil • List and describe some methods of soil conservation

Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skills

Teaching Aids /Resources

• E-Modules • Textbook illustrations • Map • Source boxes • Timeline • Reckoners

MONTH: MAY Content/Topic 1st Week 2nd Week 3rd Week 4th Week History Work, Life & Leisure Political Science Federalism Economics Development Geography Forest and Wildlife Resources

History • Challenge to environment – Case

Studies of England & Calcutta

Political Science • What is Federalism? • Features of Federalism

Economics • HDI rank of India & neighbouring

countries

Geography • Map Work • Flora and Fauna in India • Different Categories of existing plants

and animal species

Political Science • Two routes to federalism • Indian federalism • Three-fold distribution of

legislative powers • Linguistic States Economics • Sustainable Development Geography • Factors responsible for

depletion of Flora and Fauna in India

Political Science • Language Policy • Centre-State Relation • Decentralisation in India Geography • Conservation of forest and

Wildlife in India Economics • Case Studies

Summer Break

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Learning Objectives • Know about reasons for pollution in cities • Learn about steps taken to overcome the problem of pollution in cities • Understand the concept of ‘Federalism’ • Study characteristic features of Federalism • Learn about various aspects of Federalism in India • Calculate HDI rank of India & neighbouring countries • Define sustainability with reference to economics • Explain the distribution of Flora and Fauna • Identify the National Parks and Wildlife Sanctuaries


• Suggest ways to solve the problem pollution in urban centres • Understand federal structure • Classify subjects into Union List, State List, Concurrent List & Residuary Subjects • Study the working of the organs of government • Understand importance of Sustainable Development • List and describe methods of Wildlife Conservation

Assessment/ Activity • Formative Assessment Activities • Assignments • Cycle Test

Teaching Aids /Resources

• E-Modules • Textbook illustrations • Map • Source boxes • Classification Table • Reckoners

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MONTH: JULY Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Political Science Democracy & Diversity History Print Culture & The Modern World Economics Sectors Of Indian Economy Geography Forest And Wildlife Resources Geography Water Resources

Political Science • A story from Mexico

Olympics • Overlapping & Cross-

cutting Differences • Origin of social

differences

Economics • Classifying sectors on

the basis of economic activities

Geography • Types and distribution

of forest and wildlife resources

• Community and Conservation

Political Science • Politics of social

divisions • Three determinants

Economics • Comparing three

sectors

Geography • Water Facts &

Figures • Scarcity & need

for conservation of water

History • First Printed Books

– China & Japan • Print comes to

Europe • Gutenberg and the

Printing Press

Economics • Calculating value of

final goods GDP

Geography • Water Management • Multipurpose

projects • Map work

History • The Print

Revolution and its Impact

• Religious Debates and the Fear of Print

• Print and Dissent

Economics • Contribution of

three sectors in GDP & employment

Geography • Rainwater

harvesting methods & facts

History • The Reading

Mania • Print Culture

and the French Revolution

• The Nineteenth Century

Economics • Rising

importance of Tertiary Sector

Geography • Introduction to

Agriculture

Learning Objectives • Understand social division through the case study of Mexico Olympics • Learn about the concept of ‘Overlapping’ & ‘Crosscutting’ Differences • Study about the beginning of technique of printing and spread of this technology • Assess the impact of Print Culture • Understand classification of sectors • Know characteristic features of each sector • Establish the need to protect natural resources • Evaluate the need of water management


• Identify the common issues affecting all democracies • Understand ethnic discrimination and social division • Suggest ways to solve the problems of discrimination • Assess the impact of Print Revolution • The learner establishes the relevance of conservation projects • The learner is able to relate to the problem of water scarcity and the need for rainwater harvesting

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Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skills • HOTS • Cycle Test

Teaching Aids /Resources • E- Modules • Text book illustrations • Source boxes • Timeline • Map • Reckoners

MONTH: AUGUST

Content/Topic 1st Week 2nd Week 3rd Week 4th Week History Print Culture & The Modern World

Political Science Gender, Caste & Religion Economics Sectors of Indian Economy Geography Agriculture

History • India and the World of

Print • Religious Reform and

Public Debates • New Forms of

Publication

Economics • Underemployment • How to create more

employment?

Geography • Types of Farming • Cropping Pattern

History • Women and Print • Print and the Poor People • Print and Censorship

Political Science • Gender division – Public

& Private • Feminist Movement

Economics • Classification of sectors

on the basis of Condition of Work

Geography • Food Crops

Political Science • Women’s Political

Representation • Religion, Communalism and

Politics • Communal Politics • Secular State

Economics • Who are the vulnerable people

in need of protection? • Protection and Support to

Workers in Sector

Geography • Non Food Crops

Political Science • Caste and Politics • Caste in Politics • Politics in Caste

Economics • Classification of

sectors on the basis of ownership

Geography • Technological and

Institutional Reforms

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Learning Objectives • Learn about introduction of Print technology in India • Study about threats to democracy – Gender bias, Communalism, Casteism • Find solutions to the threats to Democracy • Understand classification of sectors • Know characteristic features of each sector • Explain types of farming and cropping patterns • Study the Green and White revolution


• Trace the coming of print technology in India • Evaluate the impact of print on various sections of society • Define - Feminist Movement, Secular State • Suggest ways to overcome the problems of Gender bias, Communalism, Casteism • Analyse the cropping patterns across India


Teaching Aids /Resources • E-Modules • Textbook illustrations • Timeline • Classification Tables • Source Boxes • Map Work • Reckoners

MONTH: SEPTEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Revision SA-I SA-I • Interactive discussion on Assessment Answer Scripts

Learning Objective • To assess the learning outcome Expected Learning Outcomes

• The learner would acquire the required knowledge & skills to graduate to the next level of learning.

Assessment/ Activity • Summative Assessment Teaching Aids /Resources • E-Modules

• Tests • Reckoners

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MONTH: OCTOBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week History Nationalism In India Economics Money & Credit Geography Mineral Resources

History • Growth of Nationalism in India • The outbreak of the First World

War & its impact • The idea of Satyagraha • Early Movements • Rowlatt Act & Jallianwala Bagh

Incident

Economics • Functions of money and modern

forms of money • Features of Barter System

Geography • Minerals in India • Mode of Occurences / Significance

History • The Khilafat Issue • Reasons for launching

Non-Cooperation Movement in Association with Khilafat issue

• Non-Cooperation Movement – Why non-cooperation? Aims, Stages,

Economics • Bank Deposits • Loan Activities of Banks

Geography • Ferrous Minerals -Iron ore • Non Ferrous Minerals -

Bauxite, Copper

History • Non-Cooperation

Movement - Peoples’ participation, reason for calling off the movement

Economics • Different Credit

Situations • Terms of Credit • Collateral – Meaning

and nature

Geography • Non- mettalic minerals-

Mica, Limestone

History • Events leading to

the Civil Disobedience Movement

• Civil Disobedience Movement

Economics • Formal Sector

Credit

Geography • Map work • Conservation of

minerals

Learning Objectives • Study about the Indian National Movement • Analyse the impact of international events on the Indian National Movement • Understand the concept of Satyagrah • Differentiate between Barter System & Monetary System • Assess role of Bank • Study minerals found in India • Understand the significance of minerals in economy • Appreciate the conservation of mineral resources


• Identify and locate centres of the Indian National Movement on map • Trace stages in the Freedom Struggle • Define – Cheque, Credit, Collateral • Assess the role of minerals in the economy • Evaluate the need for the conservation of minerals

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Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skill

Teaching Aids /Resources • E-Modules • Textbook illustrations • Map • Case Studies • Source Boxes • Reckoners

MONTH: NOVEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week History Nationalism in India Political Science Popular Struggles & Movements Economics Money & Credit Economics Globalisation & The Indian Economy Geography Energy Resources

History • Gandhi-Irwin Pact • Limits of the Civil

Disobedience Movement • Sense of collective

belonging – various symbols

Economics • Informal Sector Credit Geography • Hazards of mining

Political Science • Movement for

Democracy in Nepal Economics • Formal & Informal

Sector Credit in India Geography Energy Resources -

Significance / Conventional Sources

Political Science • Bolivia’s Water War • Differences & Similarities

between Popular Struggles in Nepal & Bolivia

• How has democracy evolved all over the world?

• Mobilisation & Organisation

Economics • Self-Help Groups for the

Poor

Geography • Non -conventional Sources

of Energy • Conservation of energy

resources

Political Science • Pressure Groups • Sectional Interest Groups

and Public Interest Groups • Movement Groups • Single-issue Movements

and Long-term Movements • Influence of Pressure

Groups and Movements on Politics

Economics • Multinational Corporations • Interlinking production

across countries

Geography • Map Activity

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Learning Objectives • Learn about the Indian National Movement • Assess the significance of symbols in the rise of nationalism • Understand popular struggles through the case studies of Nepal & Bolivia • Define Pressure Groups & Movement Groups • Evaluate the role of SHGs in creating credit for the poor • Learn about Multinational Corporations • Critically analyse the importance of non-renewable energy resources • Establish the urgent need to address the issues of energy crisis


• Trace stages in the Indian National Movement • Differentiate between (i) Sectional Interest Groups and Public Interest Groups (ii) Single-issue Movements and Long-

term Movements • Applying ‘Accommodation’ as a feature of Democracy by establishing Interest Groups • Critically evaluating functioning and impact of the Multinational Corporations • Assess the role of mineral and energy resources in the economy • Value the use of renewable energy resources

Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skills • Cycle Test

Teaching Aids /Resources • E-Modules • Timeline • Source Boxes • Map • Reckoners

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MONTH: DECEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Political Science Political Parties History The Nationalist Movement In Indo-China Economics Globalisation & The Indian Economy Geography Manufacturing Industries

Political Parties • Political Parties –

Meaning, Components, Functions

• Necessity of Political Parties

• Types of Party System – One, Two, Multi-Party

Economics • Ways by which MNCs

can control production

Geography • Significance of

industries • Inter-relationship b/w

agriculture and industry

Political Parties • Rcognised Political

Party, National Parties, State Parties

• Challenges to Political Parties

Economics • Foreign Trade &

Integration of Markets

• Globalisation • Factors that have

enabled Globalisation

Geography • Classification of

Industries • Factors for Industrial

location.

Political Parties • Efforts made and

Suggestions to reform political parties

History • Location of Indo-

China • Influence of China • Colonial Domination

and Resistance

Economics • Liberalisation • World Trade

Organisation Geography • Agro Based

Industries - • Cotton/Jute /Sugar

History • Why the French

thought colonies were necessary?

• Views of Paul Bernard

• The Dilemma of Colonial Education

Economics • Impact of

Globalisation

Geography • Mineral-based

industry • Iron & Steel

industry • Aluminium

industry

History • Hygiene, Disease

and Everyday Resistance

• Religion and Anti-colonialism

• The Vision of Modernisation

• Inspiration from Japan & China

Economics • The Struggle for a

Fair Globalisation

Geography • Chemical industry • Cement industry • Automobile • Information

Technology

Learning Objectives • Understand the composition and functions of Political Parties • Identify challenges of Political Parties • Study colonial domination of Vietnam • Learn about role of various sections of society in the national movement of Vietnam • Know about factors that enabled Globalisation • Learn about policies in the Pre-liberalisation Period & changes after 1991 • Establish link between agriculture and industry • Classify industries


• Locate Indo-China on map • Trace stages in the national movement of Indo-China • Identify merits and demerits of One-Party, Two-Party & Multi-Party System • Differentiate between National & State Parties

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• Suggest ways to deal with the challenges to Political Parties • Define – Globalisation, Liberalisation • Understand the importance of industries in economy • Understand the factors for industrial location • Assess the role of mineral based industries

Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skills • Cycle Test

Teaching Aids /Resources • E- Modules • Classification Table • Map • Source Boxes

MONTH: JANUARY Content/Topic 1st Week 2nd Week 3rd Week 4th Week History The Nationalist Movement In Indo-China Political Science Outcomes Of Democracy Economics Consumer Rights Geography Manufacturing Industries Geography Lifelines Of Indian Economy

Winter Break

Winter Break History • Inspiration from

Japan & China

Economics • Need to regulate the

marketplace

Geography • Industrial Pollution

& Environmental Pollution

• NTPC - Case Study

History • The New Republic of Vietnam • The Entry of the US into the War • The Ho Chi Minh Trail • The Nation and Its Heroes • The End of the War

Political Science • How do we assess outcomes of

democracy? • Accountable, Responsive & Legitimate

Government

Economics • Consumer Movement

Geography • Significance of means of transport &

communication as lifelines of national economy

Political Science • Economic Growth and Development • Reduction of Inequality & Poverty • Accommodation of Social Diversity • Dignity & Freedom of the Citizens • Public expression of dissatisfaction

with democracy - an indicator of success of democracy

Economics • Consumer Rights

Geography • Roadways • Railways • Pipelines

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Learning Objectives • Study about ‘Go East Movement’ & ‘Association for the Restoration of Vietnam’ • Analyse reasons for the entry of the U.S.A. in the war in Vietnam • Evaluate the impact of U.S.A. entry into the war • Learn about ways of consumer exploitation • Create awareness about Consumer Rights • Assess outcomes of democracy using different parameters • Understand the need of means of transport • Assess the role of roadways & railways


• Understand developments during the war in Vietnam • Examine role of women in the nationalist movement in Vietnam • Evaluate ‘Democracy’ vis-à-vis other forms of government using different parameters • Become aware about rights as consumers • Critically analyse the role of airways in north eastern states • Explain the need of super highways in growing economy


Teaching Aids /Resources • E- modules • Timeline • Textbook illustrations • Map • Source Boxes • Newspaper articles & advertisement • Reckoners

MONTH: FEBRUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Political Science Challenges to Democracy Geography Lifelines of Indian Economy

Political Science • Foundational Challenge • Challenge of Expansion • Deepening of Democracy • Thinking about Political Reforms

Political Science • Redefining Democracy

Economics • Taking the Consumer Movement

forward

Revision Revision

70

Economics • Learning to Become Well-informed Consumers • Organisations for Standardisation of Products

Geography • Waterways • Airways • Sea Ports • Communication

Geography • Map Skills

Learning Objectives • Learn about challenges to democracy • Redefine ‘Democracy’ • Study about organisations that standardise the products in the market place • Understand the importance of pipelines and waterways • Analyse the role of seaports in international trade


• Identify various challenges to Democracy • Appreciate the complementary role played by various means of transport and communication • Become an aware consumer

Assessment/ Activity • Formative Assessment Activities • Assignments • Map Skills

Teaching Aids /Resources • E- Modules • Textbook illustrations • Source Boxes • Map • Reckoners

MONTH: MARCH


71

Computer MONTH:APRIL

Topic Content Chapter 1: Introduction to HTML

• About HTML • Hyperlinks • Web server, Web Browser, Webpage, Website • Software required to create a Webpage. • Basic concept for Designing a Website • Learning about HTML document

Learning Objective To enable students to know basic concept of HTML, Hyperlinks, basic concept of designing a website. Expected Learning Outcome Students will be familiar with the basic concept of HTML, software required to create webpage and how website

can be designed. Assessment/ Activity • Worksheets

• Presentation on the topics covered Teaching Aids /Resources • Demonstration of the topic through Presentation , software and examples in Lab .

MONTH:MAY

Topic Content Chapter 1: Introduction to HTML

• Types of HTML documents Static Pages Dynamic Pages Directory Listings

• Syntax Rules of using HTML Tags • HTML tags • Creating, Saving and viewing a Web Page. • Viewing source code from Web Browser.

Learning Objective To Familiarize students about different types of HTML documents and how web pages can be created, saved and viewed in web browser.

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Expected Learning Outcome • Students will able to differentiate between types of HTML document. • Student will be familiar with the syntax of using HTML tags. • Student will able to create, save and view a webpage.

Assessment/ Activity • Worksheets. Teaching Aids /Resources • Live Demonstration of the topic through Software in Lab.

MONTH: JULY

Topic Content Chapter 2: Creating Web pages using HTML

• HTML tags • Reserved symbols in HTML • Types of tags • Basic HTML tags and their description HTML tag HEAD tag TITLE tag BODY tag

• Basic structure of HTML • Attributes • HTML tags Headings Paragraph Line Break Comment

Learning Objective To enable students to know about basic structure HTML, HTML tags and their description so that they create a simple webpage.

Expected Learning Outcome Students will able to create a simple webpage using the basic tags in Notepad. Assessment/ Activity • Worksheets

• Web page creation using the basic tags. Teaching Aids /Resources • Demonstration of the topic through Software in Lab.

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MONTH:AUGUST

Topic Content Chapter 2: Creating Web pages using HTML Chapter 3:Formatting in HTML

• Different types of Lists Ordered List Unordered List Definition List Nested List

• Formatting a Web page • Text Alignment • Text Formatting Bold Italics Underline

• Other Formatting tags <sup>,<sub>,<small>, <big> , <strike> ,<tt> , <pre> <FONT> tag and its attributes <BASEFONT> tag and its attributes <BLOCKQUOTE> tag

Learning Objective • To familiarize students about different tags and their attributes used to create headings, paragraph and list. • To enable students to know about tags used to do text alignment and formatting in a webpage.

Expected Learning Outcome • Students will develop skills to make effective use of the tags used to create headings, paragraph and different types of list in a webpage.

• Student will able to do formatting in a web page using the tags and attributes. Assessment/ Activity • Worksheets

• Create a webpage having different types List tags. • Creation of webpage using the formatting tags

Teaching Aids /Resources • Live Demonstration of the topic through Software in Lab.

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MONTH:SEPTEMBER

Topic Content Revision for SA-1 Examination Assessment/ Activity • SA-1 Exam

• Viva-Voice Teaching Aids /Resources Revision of all the topics covered till now through Practical demonstration in lab.

MONTH: OCTOBER

Topic Content Chapter 4: Adding Objects in HTML

• About various types of Images. • Attributes of <IMG> tag. • Tag and attributes use to Add Image as a Background and Foreground. • Table in a webpage <TABLE> tag and its attributes

• Horizontal Rule Learning Objective To familiarize students about the use <IMG>, <TABLE> and <HR> tag and its attributes. Expected Learning Outcome Students will able to create a webpage using <IMG>, <TABLE> and <HR> tag. Assessment/ Activity • Worksheets

• Create a webpage using <IMG> ,<TABLE> and <HR> tag. Teaching Aids /Resources • Live Demonstration of the topic through Software (Notepad) in Lab.

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MONTH: NOVEMBER

Topic Content Chapter 5: Linking Webpages in HTML

• About Hyperlinks • Types of Hyperlinks • Anchor tag • Linking two points within a same Webpage • Creating a link to an Image • Linking an E-mail Address • Various Hyperlinks Color • Setting Link Color • Opening a Link in a New Window

Learning Objective • To familiarize students about the tags used to create links between two webpages and setting different colour for different types of links

Expected Learning Outcome • Students will now able to design a webpages and link them. • Students will able to set different colours for different links

Assessment/ Activity • Worksheets • Design two Webpages and show different types of linking.

Teaching Aids /Resources • Live Demonstration of the topic through Software (Notepad) in Lab. MONTH: DECEMBER Topic Content Chapter6: Advanced Features of HTML

• Identifying Music Files • Adding Sounds in a web page

Adding Sound Link Adding a Background Sound

• Adding Videos in a Web page Adding Video Link Adding Automatic Video

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• Publishing HTML pages. • HTML Forms

<FORM> tag <INPUT> tag <TEXTAREA> tag Check Box Radio Button Lists Submit Button Reset Button

Learning Objective • To make students understand the tags used to add sound and video in Web page. • To make students aware of the tags used to create FORM in HTML.

Expected Learning Outcome • Student will able to add sound and video in their webpage and make it more interactive. • Student will able to create a FORM using the HTML tags.

Assessment/ Activity • Worksheets • Create a FORM using the HTML tags for your school website.

Teaching Aids /Resources • Live Demonstration of the topic through Software in Lab. MONTH: JANUARY Topic Content Chapter 6: Advanced Features of HTML

• Frames in HTML • Style Sheets in HTML

Advantages of using Style Sheets Creating Style sheets Using Style sheets

Learning Objective • To enable students about how to create Frames in HTML. • To familiarize students about the use and advantage of Style sheets in HTML.

Expected Learning Outcome Students will able to create a website using HTML more effectively and efficiently. Assessment/ Activity • Student will be accessed on :

Project Viva Voice SA-2 Examination

Teaching Aids /Resources • Live Demonstration of the topic through Software in Lab.

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MONTH: FEBRUARY Content/Topic Computer Science • Project

• Revision for SA-2 Examination • SA-2 Examination

Learning Objective • To make students understand the Project management tasks and responsibilities. Expected Learning Outcome • Students will able to create a website using HTML more effectively and efficiently. Assessment/ Activity • Student will be accessed on :

Project Viva Voice SA-2 Examination

Teaching Aids /Resources • Revision of all the topics through Project.

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Life Skills MONTH-APRIL Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week UNIT-1 Life Skills Self Awareness

Orientation for students

Activity Exploring Life Skills (Page 28,Teacher’s Manual on Life Skills, Class IX-X)

Activity Analyzing “My relationship with the environment around me” ( Page 35, Teacher’s Manual on Life Skills, Class IX-X)

Activity Milestones for improving self concept As I think “I Am” (Page 75 Teacher’s Manual on Life Skills Class IX-X)

Activity Self assessment (Page 78-81) Followed by discussion

Learning Objectives • To explore the concepts of Life Skills • To acquaint student with the Life Skills they can use in their daily to day life • To enable analysis of one’s environment • To learn analytical skills • To have a better understanding of oneself • To gain self awareness

Expected Learning Outcome

Students will be able to – • apply life skills in day to day life • analyze the environment in a critical way • understand oneself in a better way • use problem solving, decision making and critical thinking skills • understand that environment play an important role in their life • learn that environment will influence their life skills and life choices

Assessment • Worksheets and Activities MONTH-MAY Content/Topic 1st Week 2nd Week 3rd Week 4th Week Critical Thinking Activity

Gender Stereotypes (Page 89-92, Teacher’s Manual on Life Skills, Class IX-X)

Activity Analyzing Self Perception- “I am Not Beautiful” ( Page 94-97, Teacher’s Manual on Life Skills, Class IX-X)

Activity Safe Behavior on the Road (Page 98-100 Teacher’s Manual on Life Skills Class IX-X) Discussion on “Disregard for Traffic Rules and the Problems Caused by the Violation” (Activity-2,Value Card, Discipline –Value Kit)

Summer Break

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Learning Objectives • To make the students aware of the dangers of gender stereotypes and the role of media in perpetuating gender stereotypes and critically examining them

• To analyze and evaluate situations/actions and think rationally • To help the students to think critically and get an insight into their own and other behaviour on road • To understand safe behaviour on the road • To develop the right attitude to understand the expectations and consequences of our own conduct vis-a –vis rules and

regulations • To appreciate the fact that life decisions depend on many point


Students will be able to – • learn the importance of media and the hazards of gender stereotypes • think critically • get an insight (into the fact) that we all are made differently • know that good things about oneself can help in improving one’s self image • understand that negative perceptions breed unhappiness • understand that a disciplined person can complete immediate task and fulfil long term goals and expectations

Assessment • Worksheets and Activities • Poster for adhering Traffic rules

MONTH-JULY Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Creative Thinking Decision Making

Activty Let’s Make Things Better (Page 130-133, Teacher’s Manual on Life Skills, Class IX-X)

Activty Picture Stories ( Page 143,144 Teacher’s Manual on Life Skills, Class IX-X)

Activity Why Do we Decide on What We Decide (Page 319-324 Teacher’s Manual on Life Skills Class IX-X)

Activity Decision Making Steps (Page 325-327, Teacher’s Manual on Life Skills Class IX-X) Followed by discussion

Activity Rate yourself on a scale of 1-10 on Responsibility- Activity-4,Value Card, Value Kit)

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Learning Objectives • To improve the Creative Thinking Skills • To help them understand that nothing can be 100% perfect, There is always a scope for improvement • To enhance Comprehension and Artistic Skills • To encourage to think out of the box • To scrutinize why we choose certain activities/practices and decline others • To analyze the decision making steps to make efficient decision • Developing self control and forgoing impulsive behavior • To be accountable for one’s own decisions and actions


Students will be able to – • think creatively • get insight that there is always a scope for improvement • know how to think out of box • use their knowledge and experiences to create stories and pictures • demonstrate an ability to create stories that had a beginning, middle and the end • enhance the decision making skills • develop self control and have patience • develop a positive approach towards life

Assessment • Worksheets and Activities MONTH-AUGUST Content/Topic 1st Week 2nd Week 3rd Week 4th Week Problem Solving

Activity Conflict Management (Page 347,Teacher’s Manual on Life Skills, Class IX-X)

Activity My Response to Conflict Activity-2, Value Card, Conflict Resolution–Value Kit)

Activity Helping Friends-“:I can Help You” (Page 354 Teacher’s Manual on Life Skills Class IX-X)

Activity Helping Friends-“:I can Help You” (contd..) (Page 360-379 Teacher’s Manual on Life Skills Class IX-X)

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Learning Objectives To experience Conflicts and find ways to solve it to • talk about different types of conflicts • present the conflicts and situations in a dramatic manner • understand and explore the reason behind conflicts • help explore the ways conflicts can be resolved peacefully • practice ways and empathizing with friends in difficult situations


Students will be able to – • learn the importance of managing conflicts • think rationally and use step by step approach to solve the problem • get insight about different types of conflicts that we all are made differently • learn ways to help friends in times of need • support and help friends who need their help in managing difficult situations

Assessment • Worksheets and Activities • Role Play

MONTH-SEPTEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Assessment and Grading the Students on Different Descriptors


SA-I SA-I Paper discussion

Assessment • Classwork • Homework • Worksheets • Activities • Role plays

MONTH-OCTOBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week Effective Communication

Activity Action Speaks Louder than Words (Page 157-158, Teacher’s Manual on Life Skills, Class IX-X)

Activity Using Assertive Messages- I Really Mean It (Page 168-172, Teacher’s Manual on Life Skills, Class IX-X)

Activity Appreciating Others-“: I Like You ” (Page 179-180, Teacher’s Manual on Life Skills Class IX-X)

Activity Appreciating Others- “I Like You” (contd.) (Page 179-181, Teacher’s Manual on Life Skills Class IX-X)

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Learning Objectives • To help students understand the importance of Verbal and Nonverbal Communication • To learn to use assertive messages specially when you have to say NO • To learn to appreciate each other’s good qualities


Students will be able to – • learn that communication is possible without words • get insight about different communication styles • get awareness about each other’s positive traits • learn to pass on appreciation effectively

Assessment • Worksheets and Activities MONTH-NOVEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week Interpersonal Relationships Empathy

Activity My Relationship Scale (Page 200,201 Teacher’s Manual on Life Skills, Class IX-X)

Activity Web of Relationships (Page 202-206, Teacher’s Manual on Life Skills, Class IX-X)

Activity Working Together (Page 287-289, Teacher’s Manual on Life Skills Class IX-X) Group can research stories on kindness or newspaper clippings reporting acts of courage, honesty and tolerance

Activity Who Needs my Help (Page 299-301, Teacher’s Manual on Life Skills Class IX-X)

Learning Objectives • To develop a deeper understanding of relationship • To analyze the different types of relationships • To understand the importance of relationships • To develop ability to be flexible and adaptable • To sensitize that by working together everyone achieves more • To help students see things from other person’s point of view • To appreciate others point of view


Students will be able to – • discuss what it means to be caring person • empathize with each other • to understand the importance of interpersonal relationships • improve their social interactions • identify their own communication pattern and determine how it impacts their interaction

Assessment • Worksheets and Activities

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MONTH-DECEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Managing Emotions Coping with Stress

Activity My Emotional Worksheet (Page 237-240, Teacher’s Manual on Life Skills, Class IX-X)

Activity Unexpressed Emotions ( Page 243-245, Teacher’s Manual on Life Skills, Class IX-X)

Activity Just Chill out (Page 263-264 Teacher’s Manual on Life Skills Class IX-X)

Activity Positive Stress and stress Snap (Page 265-267, Teacher’s Manual on Life Skills Class IX-X)

Activity Search the Newspaper - Activity-3,Value Card, Respect for Law and Order –Value Kit (Class IX-XII)

Learning Objectives • To reflect on the emotions that ones feel in a particular situations • To explore ways of dealing with the given emotions • To introduce need to express feelings • To demonstrate how unexpressed emotions can be self destructive • To understand the need to find outlets for expressing feelings constructively • To identify and learn skills to deal with their personal emotional style • To enhance knowledge and understand about causes of stress • To learn how stress affects our body and mind • To enhance the skill in coping with stress • To develop right attitudes towards authority and law


Students will be able to – • be more open minded • appreciate other’s point of view • accept failure and success with dignity • being creative and looking at alternative ways of doing things • know how to focus on problem and reduce anxiety • understand the different ways to cope up with stress

Assessment • Worksheets and Activities MONTH-JANUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week • Food and

Nutrition • Physical Fitness

Winter Vacations

Winter Vacations

Activity Analysis of Advertisements, Pg No. 14-15, Revised Health Manual (IX-XII)

Activity Wellbeing, Pg No. 43-44, Revised Health Manual (IX-XII)

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Learning Objectives • To create awareness among students not to be influenced by misleading advertisements • To enhance Decision Making and Creative Thinking skills • To inculcate healthy habits amongst the students • To identify and practice skills required to lead a group • Understand the importance of Physical fitness


Students will be able to – • get insight regarding the consequences of misleading advertisement • critically analyse the different situations • understand the importance of healthy habits • recognize the skills required to lead a group • keep themselves fit

Assessment • Worksheets and Activities MONTH- FEBRUARY Content/Topic 1st Week 2nd Week 3rd Week 4th Week Behavior and Life skills

Activity Good Feelings, Pg No. 71-74,Revised Health Manual (IX-XII)




Learning Objectives • To learn how a negative feeling expressed by others/ self can affect us • To understand the relationship between Emotions and Self Esteem • To learn the different feelings experienced by us


Students will be able to – • understand the different emotions experienced by self and others • learn how the negative feelings affect the self confidence and self esteem • learn the positive and safe ways to understand and express feelings

Assessment • Class work • Homework • Worksheets • Activities • Role plays

MONTH: MARCH


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Sports Objective: To acquire the knowledge & advance skills to play specific game & sports. Child to choose one games & sports from given categories in a session as per the facilities available in the school. The selection of sports for any class will be done by sports faculty of respective school. Suggestive Sports and Games are as follows:

• Athletics • Volleyball • Soccer • Basketball • Cricket • Yoga

As per the availability of the staff schools can go for Club periods during the games period.

ATHLETICS • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Plyometric exercises

1. Sprints/races − Types of start − Sprinting technique − Finish the race, Relay

technique 2. Jumps (Long jump/Triple jump)

− Approach run − Take off, Flight, Landing

3. Throws (Shot put/Discus) − Position, Technique − Throwing/putting

• Major meet • Brief history • Lead up games/Recreational game

VOLLEYBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Basic positions • Movement on court • Types of passes • Types of service • Spiking • Blocking • Set up • Dive • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

BASKETBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Dribbling • Passing • Receiving • Lay up shot • Shooting • Rebound • Screening • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

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FOOTBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Kicking • Dribbling • Passing • Trapping • Shooting • Tackling • Heading • Formations • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

CRICKET • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Batting technique • Bowling technique • Fielding technique • Wicket keeping • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

YOGA • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Diet • Asanas

− Sitting posture (any 5 asanas) − Standing posture (any 5 asanas)

• Advance asanas • Pranayam (any 3) • Meditation • Lead up games/recreational games

ASSESSMENT CRITERIA

1. Skills (of any opted sports) [Any Two Test Item In Each Test Battery] {Max Marks =15} − Athletics (Performance of event). − Volleyball (AAPHER). − Basketball (AAPHER). − Football (McDonald Soccer Skill Test). − Cricket :

(1) Bowling (2) Batting (3) Fielding

− Yoga:- (1) Way of performing the Asanas (2) Perfection of posture (3) Retention of posture.

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2. Physical Fitness {Max Marks =10 for each paramiter} [ Twice in a session – Term I & II ]

− Speed (60Mt) ( Term –I) − Flexibility (Sit & Reach) (Term I) − Standing Broad Jump (Explosive Strength) (Term-I) − Strength (Basket Ball Throw) (Term-II) − Agility (4X10Mt.) (Term –II) − Endurance (600 Mt.) (Term –II)

3. Discipline {Max Marks 5}. [ Twice in a session – Term I & II ]

Note: Physical Fitness norms will be framed by each school after conducting the test for the first time for every class.

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Art & Craft

TERM -I

Topic Learning Objective Expected Learning Outcome Teaching Aids /Resources Assessment/ Rubrics

Nature Study To enable the students to relate vividness of nature and its elements through their expression of creativity

The students will be able to relate themselves with nature and its elements and to express their creativity.

• Portfolio, black ball pen, water colour, pencil (2B, 4B & 6B) & brushes.

• Visuals Foliage or outdoor study monuments shown on smart board.

Book ref. (Art Aesthetic)

Colour scheme Perspective view Creativity Neatness

Still Life To enable the students to analyse the objects forms, shapes, colour, texture, material and its behaviors with light and to arrange the design elements within a composition..

The students will be able to arrange the elements within a composition.

• Water & poster colour, portfolio, charcoal & Pencil (2B 4B & 6B)

• Visual still life by prominent artist shown on smart board.

Book ref. (Art Aesthetic)

Perspective and Propostion

Human Study Human Study / Sketching

To enable the students to study the anatomy of human body.

The students will be able to include the contemporary skill of art to relate with human anatomy and express with wonderful sketches.

• Portfolio, pencil (2B 4B & 6B), markers pen.

• Visual human anatomy or sketches shown on smart board.

Book reference (Art Aesthetic)

Proportion hading

Folk Art Draw and Paint

To enable the students to design textiles, utensils, pottery and various other items of daily use.

The students will be able to decorate, textiles, utensils and various other items of daily use.

• Visuals, folk art, miniature painting shown on smart board.

• Portfolio, handmade sheet, poster colour, brushes, marker pen.

Book reference (Art aesthetic)

Cleanliness Colour scheme Proportion Perspective

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Portrait To enable the students to capture the features, emotions of the person.

The students will be able to make the posters using different medium and techniques. They will be able to create self portrait according to their own state of mind.

• Pencil 2B, 4B & 6B, portfolio & Eraser.

• Visual portrait shown on smart board.


Proportion Shade Expression Aesthetic Sence

TERM -II

Topic Learning Objective Expected Learning Outcome Teaching Aids /Resources Assessment/ Rubrics

Poster Design To enable the students to visualize and to communicate a message in a creative manner

The students will be able to make posters using different technique and medium of colours

• Poster colour, oil pastel, markers, portfolio & brushes etc.

• Visual posters shown on smart board


Colour scheme Creativity Neatness Innovative idea

Compositions To enable the students to recollect earlier topics like elements of Art, Still life etc and illustrate themes.

The students will be able to draw and paint the topic related to real life according to their creativity.

• Water colour, poster colour, portfolio, brushes and drawing board.

• Visual compositions shown on smart board.


Colour scheme Perspective view Creativity Neatness

Design Development

To enable the students to study and understand space, division and colours combination with repetition of geometrical forms and floral designs.

The students will be able to balance and analyze the design with various geometrical forms and floral designs.

• Permanent marker, hand-made sheet

Visual Creative design shown on smart board

Colour scheme Creativity Neatness Innovative idea

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Music and Dance

DANCE General objectives The general objectives of the course are grouped in four dimensions, i.e. the salient properties or characteristics of distinctive learning. The dimensions for a course in this subject are:

• Choreography • Performance • Appreciation • Attitudes and values.

These are underpinned by knowledge, understanding and physical exploration of dance components and skills in a differing contexts, genres and styles. Students work individually and with others to achieve the general objectives Performance In Performance, students develop and demonstrate dance components and skills to interpret and communicate a choreographic intent in dance from different contexts. Choreography In Choreography, students use dance components and skills to explore and create dance works in differing contexts to convey their intent. Appreciation In Appreciation, students develop their knowledge and understanding of dance components and skills to respond to dance texts from differing contexts. Attitudes and Values In Attitudes and values students are encouraged to explore the life-enhancing possibilities that engaging with, responding to and creating dance works can offer. Note: The Dance components and skills for this syllabus are listed below can be applied to all dance forms regardless of context, genre or style.

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TERM -I (April to September)

Month Syllabus Assessment Descriptors Rubric April/ May Theory

• Aspects of art appreciation • Different aspects about being performer, choreographer

or studying dance • A brief history of different styles of dances. Practical • Basic practice of particular dance style(offered) • Advance practice of footwork and body movement

according to specific style. • One simple dance based on same style of dance learnt

Interest/Basic knowledge • Show them a performance and tell them to describe it in their own way.

• To see their practice of learnt work. • Questions about different styles of

dances. • One basic step • Two advance steps

July/ August

Theory • Knowledge about Tempo • Boles of two taals Practical • Two taals with hast kriya • Foot work with music • Connection of breath and movements (practically

learning release ,contraction) • -At least five technical long steps of specific dance form.

Rhythm and musicality • One taal on hast kriya • Double speed with hastkriya. • One step using release technique. • Two boles of learnt dance.

September Revision/ Grading

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TERM -II (October to February)

Month Syllabus Assessment Descriptors Rubric October/ November

Theory • Definition of nine moods and bhavpaksh. Practical • Angshudhi- movements of limbs and torso and its

accordance with style of dance (correct body movements according to specific dance style).

• Practice of different movements of head eyes, neck(sheroo, greevabheda)

• Basic understanding of term Abhinya (angik, vachik, aharya, satvik, body verbal hands expression)

Expression/Gesture, postures

• Hast kriya changing into different speeds

• One eye’s movement • What is Body language • To show 5 moods by face expression.

December/ January

Theory • Knowledge of technical terminology of the particular

dance form ( dance style offered Practical • Projection of expression according to character. • One folk dance form of region with special features,

costume, music and relevant festival • Trust building by partners to work • One small piece of choreography using all learnt aspects.

Improvisation and team work

• Definitions of all important terms of particular dance form

• Folk steps with music • Dancing in group • Energy in the dance performed.

February Revision/ Grading

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HINDUSTANI VOCAL MUSIC

Objective 1. The children should know the basic of singing, theoretically as well as practically. 2. They should be familiar with different style of singing (classical and light music). 3. They can peruse music as a profession in future by understanding its importance.

TERM - I (April to September)

Month Syllabus Assessment Discriptor Rubric April/ May Definitions

Aalap, Taan, Introduction of Raag Bhairav, Alankars in Raag Bhairav Swaras, One light composition (Geet , Ghazal, Bhajan, Prayer)

Theory Knowledge and learning skills

Definitions, Alankar, song learnt in the class.

July/ August One Sargam Geet in Raag Bhairav. One light composition (Geet , Ghazal, Bhajan, Prayer).

Voice Quality (melody), Initiative/ Interest.

Sargam geet, One light composition learnt in the class.

September Revision, Grading

TERM - II (October to February) October/ November

Notation system laid down by Pt.Vishnu Digmbar Paluskar and Pt. Vishnu Narayan Bhatkhande. Taal Practise on hand with Dugun laykari, One Drut khayal in raag Bhairav,

Knowledge of Swar and taal and punctuality.

Knowledge of notation system, taal on hands, one song learnt in the class, Drut khayal.

December/ January

One light composition (Geet , Ghazal, Bhajan, Prayer). Life Sketch of Tansen ji

Participation, Performance, behavior

Taal, one song learnt in the class.

February Revision, Grading

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INDIAN INSTRUMENTS

Objective 1. The children should know the basic of playing Instruments 2. They should be familiar with different Instruments 3. They can pursue music as a profession in future by understanding its importance.

TERM - I (April to September)

Month Syllabus Assessment Descriptor Rubric April/ May Definitions

Aalap, Taan, Swar Malika, Geet, simple Alankar in raag Bhairav. One light composition ( Prayer)

Interest and correct fingering method

Definitions, Alankar, song learnt in the class.

July/ August One Drut Gat in Raag Bhairav with simple aalap, taan, basic knowledge of the structure and tuning of instrutment. One light composition (Geet, Prayer).

Knowledge of swar and lay Sargam geet, One light composition learnt in the class.

September Revision, Theoretical and Practical.

TERM - II (October to February) October/ November

National Anthem. Taal Practice on hands with Dugun laykari, One light composition.

Theoretical knowledge Knowledge of notation system, taal on hands, one song learnt in the class, Drut khayal.

December/ January

Notation system laid down by Pt.Vishnu Digmbar Paluskar and Pt. Vishnu Narayan Bhatkhande. Life Sketch of Pt. Ravi Shankar ji. One Light composition.

Confidence and performance.

Taal, one song learnt in the class.

February Revision

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WESTERN MUSIC Objective

1. The children should know the basic of playing Instruments. 2. They should be familiar with different Instruments 3. They should also be familiar with the notes and styles regarding to different songs. 4. They can pursue music as a profession in future by understanding its importance.

TERM –I (April to September)

Month Syllabus Assessment Descriptors Rubric April/ May Theory

• Introduction of F Major Scale and its features. • Introduction of Relative minor scales of above major

scales and its features. • Introduction of Blue Scales starting on C and its features. • Introduction of Rhythm 6/8 and its features.

Practical • Practice of above scales on Keyboard and Guitar and

practice of 6/8 rhythm on Drums and Congo. • Playing of Western song or any music piece in F major

and Dm scales with all instruments. • Instrumental composition and presentation. • Revision.

Interest of the student and correct fingering method.

• Definitions of Scales. • Practice of rhythm 6/8 in all

instruments. • Different style of playing of song

along with singing. • Composing instrumental music by

mixing of major and minor scales.

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July/August Theory • Introduction ofBb and Eb Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features. • Introduction of different styles of Rhythm in 3/4 (Waltz).

Practical • Practice of above scales with the rhythm on Keyboard,

Guitar, Drums and Congo. • Playing of Western song or music in these scales with all

instruments. • Practice of Blue Scales starting on C and its features. • Chords practice of F, Dm, Bb and Gm scales. • Pop style on drums and congo. • Practicing a Patriotic instrumental music on all the

instruments.

Knowledge of notes and beats.

• Definitions of Scales. • Definitions and method of playing

blue scales. • Playing Pop Rhythm with blue scales. • A song and instrumental music

related to Patriotic theme.

September Revision and Grading TERM -II (October to February)

Month Syllabus Assessment Descriptors Rubric October/ November

Theory • Introduction of Ab Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features.

Practical • Introduction of different playing methods of Rhythm 4/4. • Study of Bar Chords in Guitar and Chords practice with

both hands in Keyboard of Ab and Bb Major Scales. • Christmas Carols in Major and minor Scales. • Instrumental composition and presentation. • Revision

Correct fingering while playing the notes and the knowledge of scales.

• Definitions of scales and there relative minor scale with its feature.

• Playing in 4/4 rhythm with chords formation in guitar and keyboard.

• Carols and instrumental presentation.

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December/ January

Theory • Introduction of Db Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features. Practical • Study of Power Chords in Guitar. • Western song practice of any famous artist. • Instrumental composition and presentation. • Revision

Confidence and performance. • Definitions of Scales and Power chords.

• A Western song and instrumental composition.

February Revision and Grading

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Continuous and Comprehensive Evaluation System

• Academic Session is divided in two terms: a. Term I: From April - September b. Term II: From October – March

• According to CBSE guidelines, performance of the students from Classes VI to X will be based on Continuous and Comprehensive Evaluation.

• The assessment will be conducted in Scholastic as well Co-Scholastic areas on be basis of day to day observations by the respective incharges. Scholastic Assessment (to be assessed on 9 point scale) Scholastic Assessment is done at two levels.

(a) Formative Assessment – It includes Assignments, Orals, Projects, Group Discussions, Experiment, Research, Debates, Elocution, Quizzes and Competitions, Excursions etc.

(b) Summative Assessment – Term End Written Exam..

A. Scholastic Areas; marks Distribution and its weightage

TERM I TERM-II Formative 1 Formative 2 Summative 1 Formative 3 Formative 4 Summative 2 April-May July-August September October-December Jan-Feb March 50 marks 50 marks 90 marks 50 marks 50 marks 90 marks

10 % 10 % 30% 10% 10% 30%

Overall:

Formative Assessments 40%

Summative Assessments 60%

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Formative & Summative Assessment S.No. Assessment

Type Mode of Assessment Marks Allocation/ Weightage Time Frame

1 FA 1 (Term –I)

3 Tools per subject *One cycle assignment (30 Marks) (3 tools/components are assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10 So Weightage of FA1 is 10%

April to 15 July

2 FA2 (Term –I)

2 Tools per subject *One cycle assignment (30 Marks) Total of both the cycle assignments divided by 2 (2 tools + 1 cycle assignment is assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10. So Weightage of FA2 is 10%

16 July to 30 August

3 SA-I (Term I)

Term End Pen Paper Test 90/3=30 marks Weightage is 30%

15-30 Sept.

4. FA-3 (Term –II)

2 Tools per subject and One Cycle Assignment (30 Marks) (2 tools and assignment are assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10 So Weightage of FA1 is 10%

October to November

5 FA-4 (Term –II)

One cycle assignment (30 Marks) Total of both the cycle assignments divided by 2 [Marks to be added in FA-3] FA-4 will have score of PSA in subject English, Maths, Science & Social Science. However for 2nd language internal activities will be conducted

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10. So Weightage of FA2 is 10%

December to 10 February

6 SA-2 (Term-II)

Term End Pen Paper Test 90/3=30 marks Weightage is 30%

29 Feb to 19 March

Note:

1. Minimum 3 tools per subject per cycle to be assessed (one individual activity, one group activity and one paper pen test) 2. One integrated project in a an academic session

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B. Co-Scholastic Areas (Continuous Evaluation based on different criterias)

Areas of Assessment Criteria

1 Computer Education 2 Art & Craft 3 Games 4 Yoga 5 Activity Club To be assessed as per the Criteria given in the syllabus booklet 6 Music & Dance:

(1) Vocal

(2) Instrumental (3) Dance

(4) Western 7 Life-Skills * Ref; Life Skill Matrix 8 Attitude & Values ** Towards Teachers, School Mates, School Programmes, Environment, Value Systems

C. Comprehensive Health Card Comprises of:- 1. Physical Fitness Test 2. Medical Health Card

Report given once a session

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Grading Criteria for Life-Skills

(To be assessed by the Counselor & all the subject teacher’s)

Life Skills Matrix

1. Self awareness 6. Interpersonal Relationships 2. Problem Solving 7. Effective Communication 3. Decision Making 8. Empathy 4. Critical Thinking 9. Managing Feelings/Emotions 5. Creative Thinking 10. Dealing with Stress Various Descriptors for Assessing Life-Skills (i) Self Awareness (ii) Problem Solving 1. Is aware of his/her physical/social and emotional self 1. Finds a workable solution to the problem 2. Self respecting 2. Handles various problems effectively 3. Aware of his/her strengths and weaknesses 3. Identifies and states the problem 4. Adopts optimistic approach 4. Views problems as a stepping stone to success 5. Has the confidence to face challenges 5. Finds ways to solve different kinds of conflicts (iii) Decision Making (iv) Critical Thinking 1.Is decisive and convincing 1.Assesses the statements and arguments 2. Is able to find different alternatives to solve problems 2. Examines the problems closely 3. Is able to analyse the alternatives critically 3. Listens carefully and gives feedback 4. Takes decisions logically 4. Tries to find out alternatives and solutions 5. Shows readiness to face challenges 5. Questions relevantly (v) Creative Thinking (vi) Interpersonal Relationships 1. Ability to find creative and constructive solutions to problems and issues 1. Is able to interact effectively with peers and teachers 2 Is independent in thinking 2. Is very cheerful and friendly 3. Has fluency in expression 3. Exhibits fine etiquettes and other social skills 4. Has rich imagination and is able to think out of the box 4. Finds it natural and easy to share and discuss the feelings with

others 5. Can make independent judgement in crucial matters 5. Responsive to others’ interests and concerns (vii) Effective Communication (viii) Empathy 1. Contributes frequently to group conversations 1. Demonstrates ability to respect others 2. Knows the difference between assertive, aggressive and submissive manners of communication

2. Is concerned about the problems in the society/community

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3. Is able to make use of speech, action and expression while communicating 3. Is able to reach out to the friends who are in need of extra help 4. Exhibits good listening skills 4. Is tolerant with diversity 5. Uses gestures, facial expressions and voice intonation to emphasize points 5. Is sensitive towards the environment (ix) Managing Emotions (x) Dealing with Stress

1. Is able to identify his/her emotions 1. Is able to identify the different stress related situations 2. Manages his/her emotions 2. Copes with stress in an effective manner 3. Shares his/her feelings with peer group, teachers and parents 3. Is optimistic in handling different stress inducing situations 4. Can express his/her feelings in a healthy manner 4. Able to react positively under critical situations 5. Remains cool and calm under adverse conditions 5. Remains composed and collected in stressful situations

Grading Criteria for Attitude & Values (To be assessed by all the subject teacher’s)

(i) Attitudes towards Teachers (ii) Attitude towards School-mates

1.Shows decency and courtesy to teachers inside and outside the class 1. Is friendly with most of the classmates 2. Demonstrates positive attitudes towards learning 2. Expresses ideas and opinions freely in a group 3. Takes suggestions and criticism in the right spirit 3. Is receptive to ideas and opinion of others 4. Respects teachers’ instructions 4. Treats classmates as equals (without any sense of superiority or

inferiority) 5. Accepts norms and rules of the school 5. Sensitive and supportive towards peers and differently abled

schoolmates 6. Communicates his/her thoughts with teachers 6. Treats peers from different social, religious and economic

background without any discrimination 7. Confides his/her problems with teachers 7. Respects opposite gender and is comfortable in their company 8. Shows honesty and sincerity towards teachers 8. Does not bully others 9. Feels free to ask questions 9. Deals with aggressive behaviour (bullying) by peers tactfully 10. Helpful to teachers 10. Shares credit and praise with team members and peers (iii) Attitude towards School Programmes and Environment 1. Attaches a lot of importance to school activities and programmes 6. Insists on parents to participate/witness school programmes 2. Participates in school activities relating to improvement of environment 7. Participates in community activities relating to environment 3. Enthusiastically participates in school programmes 8. Takes care of school property 4. Shoulders responsibility happily 9. Sensitive and concerned about environmental degradation 5. Confronts any one who criticizes school and school programmes 10. Takes initiative in planning activities for the betterment of the

environment

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Value Systems Values are determining qualities of life. There is a very large body of knowledge and lists of values. Article 51A of the Indian Constitution— Fundamental Duties – provides the most comprehensive list of values that should be inculcated in every Indian citizen. There are 10 principles; we have identified four behavioural descriptors for each – in all 40 descriptors. (i) To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem

(ii) To cherish and follow the noble ideals which inspired freedom struggle

a. Is aware of the Directive Principle and Fundamental Rights enshrined in the Constitution

a. Takes interest in the National Freedom Struggle

b. Sings National Anthem and patriotic songs with decorum b. Displays pride in being an Indian citizen c. Attends hoisting of National Flag with respect and decorum c. Participates in celebration of Republic Day and Independence Day

with enthusiasm d. Understands the meaning of tri colour and the Ashok Chakra d. Reads biographies of freedom fighters (iii) To uphold and protect the sovereignty, unity and integrity of India (iv) To defend the country and render national service when called

upon to do so

a. Stays alert and raises voice against divisive forces a. Shows a proactive and responsible behavior during crises b. Respects armed forces and paramilitary forces b. Helpful towards disadvantaged section of the society c. Respects Indian diversity c. Renders social work enthusiastically d. Maintains peace and love d. Actively participates in community development programmes of the

school (v) To promote harmony and spirit of unity and brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women

(vi) To value and preserve the rich heritage of our culture.

a. Respects opposite gender a. Reads and discusses about the Indian culture and heritage b. Respects teachers from different religious and linguistic communities b. Appreciates diversity of cultures, social practices and more c. Takes up issues in case of indignity to women c. Treasures the belongings of the school, community and the country

with a sense of pride d. Kind and helpful towards classmates and people of community d. Protects and prevents defacing of national monuments (vii) To protect and improve natural environment (viii) To develop scientific temper and the spirit of enquiry

a. Shows compassion for living creatures a. Experiments to find new solutions b. Takes active interest in maintaining flora, fauna, plants and gardens b. Analyzes and critically evaluates events on the basis of data and

information c. Participates in movements for protecting endangered animals and green cover c. Questions and verifies knowledge d. Takes care to clean classroom, school and neighbourhood d. Explains processes and products logically

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(ix) To safeguard public property and to abjure violence (x) To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance

a. Takes care of school furniture and property a. Makes an effort to improve academic performance in school b. Resists defacing and decimation of public property b. Makes special efforts to improve on Co-Scholastic areas c. Does not fight and harm others c. Strives to identify potential and actualize with effort d. Does not affiliate to groups and communities who believe and promote violence d. Aspires and strives for excellence in education and life

GRADING SYSTEM

A. Scholastic Areas B. Co-Scholastic Areas

Grade Marks Range Grade Point 1 91 -100 10.0

A2 81 - 90 9.0 B1 71 - 80 8.0 B2 61 - 70 7.0 C1 51 - 60 6.0 C2 41 - 50 5.0 D 3 3 - 40 4.0 E1 21- 32 3.0 E2 00 -20 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is C2.

Promotion Policy • To qualify in a subject a candidates must obtain minimum grade D in Scholastic Areas. There is no detention policy upto Class VIII. However, those students who

have obtained grade E1 and E2 of a subject(s). He/she shall have to improve their performance within one month from the declaration of the result to qualify in the subject(s). For promotion in Classes IX and X refer to circular no. CBSE/CE/CCE/2011 dated 10.02.2011 and COORD/EC-14.1.13/2014 dated 01.05.2014

• As per CBSE guidelines under Scholastic areas grade has been upgraded to the next higher grade in one or two subjects as per the total grade points achieved under Co-scholastic and Co-Curricular activities. This policy is applicable only in Classes IX & X and not in VI to VIII. Overall performance of the candidates is based on the achievement in the Scholastic as well as Co-Scholastic areas and Co-curricular activities.

Grade Grade Points A 4.1- 5.0 B 3.1- 4.0 C 2.1- 3.0 D 1.1- 2.0 E 0 -1.0

Minimum qualifying grade in Co-Scholastic Domain is D.

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General Guidelines

I) Absence from Examination (a) As per circular by CBSE (Circular no. CBSE/Vide No. COORD/2009, dated 08.10.2009) (b) 75% attendance required for all classes. (c) In case a student joins late due to late admission or on genuine medical grounds, his/her percentage will be calculated from the date of

admission.

(d) Appearing for Assignments / Summative Assessment / Term Exam is mandatory. (e) Prior information / written application in case of absenteeism is must. (f) Student absent on medical grounds. Leave application to be submitted prior to the Exam with proper sanction from the Head. (g) The student to be marked “M.L.” in the Marks Register (Student Record Diary) and a re-test to be conducted. (h) Student absent for other reasons than Medical with prior information and with due permission. Marked “Ab” in the Marks Register (Student

Record Diary) and a re-exam to be conducted. (i) Students representing schools in any Inter-school, Inter-Zone, Inter-State Competitions would be tested after the competition is over. Suitable

time for preparation would be given to them. (j) Appearing for all the Formative Assessment is mandatory. In case of absence in any of the tools of Formative Assessment, the teacher may

assign same or alternate task with or without the prior information.

(k) In such cases subject teacher is responsible for the conduction of any alternate task. (l) Completion of all the Formative tools (Term-wise) is mandatory.

II) Unfair Means a. During Assignments / Examinations, Invigilation to be very strict. In case of a child using unfair means, the Answer Sheet to be cancelled

immediately & a new sheet to be issued. Such case to be brought immediately to the notice of the Exam Department. A warning letter is issued further to the parents.

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Subject-wise details of Formative Assessment (Suggested)

ENGLISH

S. No. Suggested Activities FA 1 FA 2 FA 3 FA4 Rubrics

1 Cycle Test 10* 10* 10** PSA To be marked as Answer Key

2 Enact an Advt/ Ad- Mad (GA) (MTD) 10 Content (3), Presentation (3), Voice Modulation (2) Group Coherence (2)

3 Literary Devices Chart (IA) 10 Content (4), Accuracy (3), Presentation (3)

4 News Bulletin (GA) (MTD) 10 Content (4), Creativity (3), Presentation (3)

5 Flow Chart (IA) 10 Content (4), Creativity (3), Presentation (3)

6 Debate (GA) 10 Content (4), Expression (3), Presentation (3)

7 Talk Show (GA) 10 Content (3), Presentation (3), Voice Modulation (2) Group Coherence (2)

8 Crossword Puzzle (IA) 10 Accuracy (10)

9 Brochure - Travel (GA) (MTD) 10 Content (5), Creativity (2), Presentation (3)

10 PSA 10

* Best of CT 1 & CT2 : will be included in FA 2; ** Best of CT 3 & CT4 : will be included in FA 3 GA- Group Activity; IA - Individual Activity; MTD- Multi Disciplinary Activity

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ihndI

• EaoYz AByaasa kaya - 1À2 rcanaa%mak maUlyaaMkna 2 maoM ilayaa jaaegaa.

••EaoYz AByaasa kaya - 3À4 rcanaa%mak maUlyaaMkna 4 maoM ilayaa jaaegaa.

saMskRt

rcanaa%mak maUlyaaMkna fa^rmaoiTva–1 fa^rmaoiTva–2 fa^rmaoiTva–3 fa^rmaoiTva–4 maUlYaaMkna ibandu

AByaasa kaya- ³[ka[ - prIxaa´ •10 •10 ••10 ••10 maUlyaaMkna ]<arpi~ka ko Anausaar

vaga- pholaI inamaa-Na 10 rcanaa%makta³3AMk´Ê pSnainamaa -Na ³5AMk´– Sauw laoKna³2AMk´

gaIt gaayanama\ 10 spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya³5AMk´

saV BaaYaNa 10 Aa%maivaSvaasa³2AMk´ÊivaYayavastu³3AMk´Ê saSa@t BaaYaa ³5AMk´

pircaya donaa 10 saSa@t BaaYaa evaM ivaYaya vastu ³5AMk´Ê havaBaava ³5AMk´

AiBanaya 10 spYT]ccaarNa³2AMk´Ê BaavaaiBavyai@t va Aa%maivaSvaasa³3AMk´Ê smarNaSai@t ³5AMk´

Xkfrfof/k ,Q-,- 1 ,Q-,- 2 ,Q-,- 3 ,Q-,- 4 vad&foHkktu

AByaasa kaya- ³[ka[ - prIxaa´ •10 •10 ••10 ••10 maUlyaaMkna ]<arpi~ka ko Anausaar fyf[kr ijh{kk 10 10 mRrj&dqath ds vuqlkj ewY;kadu dfork ikB 10 10 daBLFkhdj.k&2] vkjksg&vojksg&4] mPpkj.k&2] vkRefo”okl&2 foKkiu&ys[ku,oa izLrqrhdj.k 10 fo’k;oLrq&4] dzecn~/k ys[ku&4] izLrqrhdj.k o orZuh&2 laLej.k&okpu 10 vkRefo”okl&3] Hkk"kk o mPpkj.k&3] Lej.k “kfDr&4 xzh"ekodk'k x`gdk;Z 10 dk;Z dh iw.kZrk&4] uohurk&4] LoPNrk&2 Lkkewfgd ppkZ 10 rkfdZdrk&4] Hkk"kk o mPpkj.k&3] vkRefo”okl&3 dgkuh ds lkj dk ekSf[kd o.kZu 10 izLrqrhdj.k&4] Hkk"kk o mPpkj.k&4] vkRefo”okl&2

okn&fookn 10 fo’k;oLrq&4] rkfdZdrk&4] vkRefo”okl &2 Lkkjka'k&ys[ku 10 Lkexzrk&6] laf{kIrrk&2] orZuh&2 vfHku; 10 gko&Hkko&4] Hkk"kk o mPpkj.k&3] vkRefo”okl&3 ifj;kstuk dk;Z 10 fo’k;oLrq&3] uohurk&3] izLrqrhdj.k&2] orZuh&2 kula yaaoga 30À3Ä10 30À3Ä10 30À3Ä10 30À3Ä10

108

saand mauid`ka –inamaa-Nama\ ³ P.P.T´ 10 cayana ³5AMk´ Ê p`stuitkrNa ³5AMk´

stuit gaayanama\ 10 spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya ³5AMk´

dOinak vyavahar vaa@ya saMgah 10 cayana³5AMk´ Ê pstuitkrNa³3AMk´ Sauw laoKna ³2AMk´

stuit saMklana evaM p`stuitkrNa 10 cayana ³5AMk´ Ê p`stuitkrNa ³5AMk´

Slaaok gaayanama\ 10 SlaaokaoM ka spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya³5AMk´

kula yaaoga 30À3Ä10 30À3Ä10 30À3Ä10 30À3Ä10

• EaoYz AByaasa kaya - 1À2 rcanaa%mak maUlyaaMkna 2 maoM ilayaa jaaegaa.

••EaoYz AByaasa kaya - 3À4 rcanaa%mak maUlyaaMkna 4 maoM ilayaa jaaegaa.

FRENCH

Suggested Activities FA-1 FA-2 FA-3 FA-4 Rubrics

Reading Comprehension 10 Correct Pronounciation (3 ), Diction (3), Understanding the topic (2) Overall Confidence (2)

Listening Comprehension 10 Correct Pronounciation (3), Diction (2), Understanding the topic & expressions (3), Correct Grammar Use (3)

Research Project 10 Content Quality & Research (3), Presentation (3), Timely Submission (1), Correct Grammar Use (3)

Role-Play 10 10 Pronounciation (3), Confidence (4), Correctgrammar Use (3) Presentation 10 10 Content & Research (4), Correct use of Grammar (3)

Understanding the topic (2), Timely Submission (1) Show & Tell 10 Understanding of the theme (2m), content (3 m) confidence(2 m), correct

grammer use (4) Group Discussion

10

10

Understanding of the topic (3), Correct grammar use (3) Fluency (2), Confidence (2)

Total 30/3=10 30/3 =10 30/3=10 30/3=10

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JAPANESE

Suggested Activities Chapters FA 1 FA2 FA 3 FA 4 Rubrics Cycle test (CT) *10 *10 **10 **10 To be marked as per answer key

Presentation Chapter : 14-15 10 Creativity(3), Enactment(3), Expression(2), Pronunciation(2) C.A/H.A Chapter : 14-15 10 Handwriting (4), work presentation(3), regularity(3) Hiragana Dictation Chapter : 14-20 10 10 10 Recognition(4), writing(3), vocabulary(3) Reading/ listening comprehension Chapter : 20-22 10 10 Understanding(4), Pronunciation(3), Fluency(3)

Kanji Chapter : 14-22 10 10 10 Recognition(4), writing(3), vocabulary(3) Total 30/3=10 30/3=10 30/3=10 30/3=10

MATHEMATICS

Suggested Activities FA1 FA2 FA3 FA4 Rubrics Multiple Choice Items(MCI) 10 Marks awarded for correct response. Crossword 10 Marks awarded for correct response and ½ mark deducted for each spelling error. Cycle test 10* 10* 10** 10** As per answer key Source Based Analysis 10 As per answer key Holiday H.W / Integrated Project

10 Holiday H.W: Understanding of concept(3), Creativity (3), Content (3), Timely submission (1) Integrated Project : Conceptual Knowledge (3), Presentation/Creativity (3), Originality/Uniqueness (2), Application/Learning Outcomes (2)

Lab Activity 10 10 Activity Assessment: Objective (1), Procedure,(3), Activity (3), Observation (2), Result (1) Activity File: Index/Date (1), Regularity (2), Content (6), Neatness (1)

Display Board(Individual) 10 Conceptual Knowledge (4), Uniqueness (2), Creativity (3), Timely completion (1)

PSA 10 Total 30/3=10 30/3=10 30/3=10 10 * Best of C.T 1/ C.T 2 will be included in FA 2 ** Best of C.T 3/ C.T 4 will be included in FA 3

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SCIENCE

Suggested Activities Chapters FA1 FA2 FA3 FA4 Rubrics Cycle Test (CT) * 10 * 10 ** 10 ** 10 To be marked as per Answer Key Science Newsletter (Group Activity)

Open source 10 Presentation (4), Team Spirit (3), Research (3)

Diagram based Assessment Life processes 10 Correctness of response HOTS Worksheet Electricity 10 Completion (3), Correction (5), Promptness (2)

Holidays Homework Multi disciplinary Project 10 Presentation (4), Content/Research (4), Promptness (2)

Practical Skills Test *Life processes *Electricity *Chemical reactions and Equations *Acids ,bases and salts *Metals and non metals

10 Lab. Skills (4), Analysis and Conclusion (4), Presentation (2)

Paper Presentation Open Source 10 Presentation(4), Participation(3), Research (3)

Practical based assessment (Pen and paper test)

* How do organisms reproduce *Heredity and evolution *Reflection and refraction * Carbon and its compounds

10 Correctness of response

PSA 10

*Best of CT -1 / CT-2 will be included in FA2 ** Best of CT -3 / CT-4 will be included in FA3

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SOCIAL SCIENCE

Suggested Activities Chapters FA1 FA2 FA3 FA4 Rubrics Cycle Test (CT) Syllabus *10 *10 **10 **10 To be marked as per Answer Key Project Work (Disaster Management)

Activity based on topics given as per CBSE guidelines

10 10 Presentation (3), Content & Research (3), Maps & Graphs (3), Timely Submission (1)

Calendar Based Activity (Multi-disciplinary) Write Up / Research / Scrap File

Salwan Calendar

10 Quality of information + Research (3), Content (3), Presentation (3), Timely submission (1)

Map Skills (Geography) Resources & Development – Soil Map

10 Accuracy in Identifying and Locating / Visual appeal (10)

Redesigning Boundaries of NCR / NCT – Write Up / Research / Scrap File / PPT

(History) Work, Life & Leisure

10 Content & Research (3), Maps & Graphs (3), Presentation (3), Timely Submission (1)

Survey Mapping

(Economics) Sectors of Economy / Adarsh Gram Yojana

10 Content & Research (3), Data Analysis / Graphs / Multi-media technology support (3), Presentation (3), Timely Submission (1)

Charter Manifesto (Political Science) Political Parties

10 Understanding & Relevance (3), Originality (3), Creativity (3), Timely Submission (1)

PSA Conducted by CBSE

10 Correctness of response

Total 30/3 = 10

30/3 = 10

30/3 = 10

10

*Best of CT-1/CT-2 will be included in FA-2 ** Best of CT-3/CT-4 will be included in FA-3

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