Archive for the ‘CBSE Syllabus’ Category

Schools across the city are using all tools and techniques of the Central Board of School Education’s new evaluation scheme — Continuous and Comprehensive Evaluation (CCE) — in middle classes (classes VI, VII, VIII), to familiarise students with it. The CBSE had implemented the scheme in Class IX last October. This academic year, the scheme is being implemented in Class X as well.

The CBSE has, in fact, prescribed that CCE should be implemented in classes VI, VII and VIII as well, which many schools have adopted. The CCE takes into account both the scholastic and non-scholastic aspects and students are given grades instead of marks.

The CBSE, meanwhile, is also coming up with a teacher’s manual. In a teachers’ training workshop on August 8, the CBSE had asked principals for suggestions. Usha Ram, principal of Laxman Public School, Haus Khas, said, “The CBSE will send it to all schools after implementing the suggestions. It (CCE implementation in classes VI, VII and VIII) will take time, but will happen ultimately.”

She added: “We used to have grades till Class VIII in our school, now only the nomenclature has changed.” New terms like “Formative Assessment” and ‘Summative Assessment”, that were being used in classes IX and X will now apply to middle classes as well.

According to the CCE, there are two formative assessments (FA1 and FA2) and one summative assessment in one academic year. The SA is a pen-and-paper exam while as the FAs are assessed on the basis of performance in home assignments, projects, quiz, discussions, seminars, debates etc.

Apeejay School, Pitampura, has already introduced the scheme in middle classes. “Last year when the scheme was introduced in Class IX, we introduced the same in Class VIII as well so that students get to know what they are going to face in Class IX.” This year, the school has extended it to include classes VI and VII as well.

Manleen Ahluwalia, principal of Gyan Bharati School, Saket, said, “Since CCE says we have to grade students in co-scholastic areas and life skills, we are formulating the descriptive indicators. We already had grading in classes till VIII, the new thing will be the evaluation of co-scholastic areas.”

Source : Indian Express

The KVS has introduced CCE from classes III to X from the academic session 2010-2011.  A suggestive calendar of activities / programme for scholastic and co-scholastic areas has been prepared to provide guidelines for implementation.  However, for class IX and X the CBSE pattern may be followed.  The calendar of activities in respect of class II to V will be available shortly on the website.

The proposed guidelines includes month wise split-up syllabus along with areas to be assessed under Formative and Summative Assessment.

It has been prepared with an inherent flexibility providing freedom to the teachers to implement it with suitable amendments (modification/ wherever required without diluting the objectives of CCE.

The term wise weightage would be as follows:

I Term (April – September)

FA1 – 10%     ( pen-paper test)

FA2 – 10%

SA1 – 30%     ( pen-paper test)

II Term (October  -  March)

FA3 – 10%     ( pen-paper test)

FA4 – 10%

SA2 – 30%     ( pen-paper test)

Total Term -1 and Term -2

FA1+FA2+FA3+FA4 = 40%

SA1 + SA2                  = 60%

Total                           = 100%

CGPA   =      Total Grade Point / No of Subjects

Note:

1. The schedule for FA2 and FA4 may be decided at school level.
2. The progress report card may be printed as per CBSE format (IX-X) but separately for Class VI, VII & VIII.

Here is the list of CBSE Regional offices and their telephone numbers. The email address and complete postal address is given for reference.

Students, teachers and parents can contact concerned CBSE regional offices.

Conduct of Classes IX and X Examination under Summative Assessment–I to be held in September, 2010

CBSE is sending a circular to All the Heads of Independent Schools affiliated to CBSE regading conduct of Summative Assessment-I in schools. The circular follows as below.

As you are aware, the Central Board of Secondary Education has introduced Examination Reforms and Continuous & Comprehensive Evaluation in its affiliated schools since last year (academic year 2009 – 10) and  the detailed scheme has already been intimated to all Heads of schools vide CBSE’s previous circulars.

2.  The scheme is in operation in all CBSE affiliated schools in Class IX since last year.  As per the scheme, four Formative Assessments and two Summative Assessments would be held in an academic year.  The first Summative Assessment, SA–I for this term for classes IX and X is to be conducted  in the second half of September, 2010.

3.  Under Summative Assessment–I, the students will be tested internally based on the following criteria:-

a) Syllabus and Examination Question Paper Design in different subjects for Classes IX and X Summative Assessment will be the same as circulated by the Board earlier.  The same is also available on CBSE website www.cbse.nic.in under CCE corner.

b)  As was done last year, the Summative Assessment–I will be in the form of a pen-paper test conducted by the schools themselves.

c)   In order to ensure standardization and uniformity, the Question Paper Bank in different subjects would be sent by the Board so as to reach the schools by September 10, 2010.

d)  In order to cater to the difference in the pace with which students respond to questions, schools will give flexible timing to students for attempting the question papers. This may vary from 3 to 3½ hours.

e)  Evaluation of answer scripts will be done by the school teachers themselves on the basis of the Marking Scheme provided by the Board.

f)   There will be random verification of the assessment procedures carried out by schools by the Board officials/nominees appointed by the Board.

4.  It has been decided to provide question paper banks for English Communicative, English Language & Literature, Hindi-A, Hindi-B, Mathematics, Science, Social Science and Communicative Sanskrit. In respect of other subjects/languages, the schools will administer their own question paper based on Sample Question Paper available on the Board’s website.

5. The Board will be sending one CD containing question paper banks and the school may :
i)  pick up one question paper for each subject.
ii) mix and match the paper by using different questions/sections from different sets of question papers and prepare a question paper based on Board’s  sample paper, design and blue print.
iii) prepare their own question papers as per sample paper, design and blue print available on CBSE’s website (www.cbse.nic.in).  However, in case the school prepares its own question papers, the question papers and marking scheme so prepared should be emailed to the Board (email id : cbsecceqp@gmail.com) for verification within October, 2010.
iv) The Board plans to dispatch the CDs containing question papers to all schools so as to reach by September 10, 2010.
v)   Every school may design its own date sheet for Classes IX and X examination accordingly.
(vi)  Detailed modalities for operation of CD are annexed.

6.  The schools would take out the print of the question paper and, thereafter, the required number of prints/copies may be made at the school level. These question papers must be kept carefully.   The schools should conduct the examination in all main subjects for Classes IX and X using these question papers in the second half of September, 2010.

7.  Another CD containing the marking scheme of the main subjects would be sent to every school separately in due course and will reach the schools well in time.

8.  The answer books should be evaluated by the teachers of school as per the marking scheme provided by the Board.

9.   KINDLY NOTE THAT ANSWER BOOKS OF CLASSES IX AND X SHOULD NOT BE SENT TO THE BOARD UNDER ANY CIRCUMSTANCES. However these must be preserved and kept in the safe custody at the school for at least a period of three years (in case of Class IX) and two years (in case of Class X) along with question papers and Marking Schemes for any verification by the Board subsequently.

10.   It may be noted again that the question papers for Classes IX and X have been designed by the Board and are being sent to schools with the purpose of maintaining uniformity and standardization. Depending upon the feedback and suggestions from the stakeholders, the Board will have a re-look at this policy in future, if need be.

11. I am sure that the procedure for conducting the Summative Assessment–I for Classes IX and X is clear to you.

This may be brought to the notice of all teachers, students and parents of Classes IX and X.

For any clarification please contact Shri R.P. Sharma, Consultant, CBSE, Rouse Avenue, New Delhi – 110002 (contact no.011 – 23211200 and email – science.cbse@gmail.com)

OPERATIONAL MODALITIES FOR CD

1. The CD sent to a school will have two files and eight folders viz one file of instructions for operation / installation of CD, one file of Acrobat Reader and Eight folders for eight subjects.  Each folder will contain several files of Question Papers for that subject.

2. With the help of Acrobat Reader Software you would be able to open the file of question paper for allotted to your school. If your computer doesn’t have Acrobat Reader Software the same could be downloaded from the CD.

3. The files of question paper banks would be in PDF format.

4. In case of non-receipt of CD or receipt of incomplete file or the difficulty in opening the CD, you may contact call center on – 090044 60879.

5. Once the file is opened, double click on allotted PDF file(s).

6. File/s will open and you can read and takeout the print of the relevant portions of the Question Paper Bank.

7. The CD will contain the Question Paper Bank and the school may:

i) pick up one question paper for each subject.
OR
ii) mix and match the paper by using different questions/sections from different sets of question papers and prepare a question paper based on Board’s design and blue print.
OR
iii) prepare your own question papers as per design and blue print given by the Board.  However, in case the school prepares its own question papers, the question papers and Marking Scheme so prepared should be emailed to the Board (email id: cbsecceqp@gmail.com) for verification within October, 2010.

8. The school should make sufficient photocopies of question papers and these must be kept carefully.

9. In case there are large numbers of candidates appearing in the examination, the schools may get sufficient question papers printed under the supervision of a
responsible person of the school.

10. You are requested to go through the above instructions very carefully and conduct the examinations in a fair and smooth manner.

11. The modalities for operating CD will also be available with the CD being sent later.

PAINTING (Code No. 049)
Classes XI-XII

Introduction
The course in Painting at Senior Secondary stage as an elective subject is aimed to develop aesthetic sense of the students through the understanding of various important well known aspects and modes of visual art expression in India’s rich cultural heritage from the period Indus valley to the present time. It also encompasses practical exercises in drawing and painting to develop their mental faculties of observation, imagination, creation and physical skills required for its expressions.

Objectives

(A) Theory (History of Indian Art)

The objective of including the history of Indian Art for the students is to familiarise them with the various styles and modes of art expressions from different parts of India. This
would enrich their vision and enable them to appreciate and develop an aesthetic sensibility to enjoy the beauty of nature and life. The students will also have an opportunity to observe and study the evolution of its mutations and synthesis with other style and the rise of an altogether new style. The students should be made aware of art as a human experience. The teachers should be able to expose them to the wide range of artistic impressions, the media and the tools used. The history of Indian Art is a long one. Hence the students would be acquainted with brief glimpses of the development of Indian Visual Art as are required for concept formation. Examples included in the course of study are selected because of their aesthetic qualities and are intended purely as guidelines.

(B) Practicals

The purpose of introducing practical exercises :in Painting is to help and enable the students:

• To develop skill of using drawing and painting material (surface, tools and equipments etc.) effectively.
• To sharpen their observation skills through study of common objects and various geometrical and non-geometrical forms found in life and nature.
• To develop their skills to draw and paint these observations:
• To develop an understanding of Painting-Composition (The use of the elements and the principles of painting -composition);
• To create the forms and the colour schemes in imagination with an ability to express them effectively in drawing and painting;
• To express the different feelings and moods of life and nature in lines, forms and colours.

Click here to download CBSE Syllabus 2011 Painting Class XI

Click here to download CBSE Syllabus 2011 Painting Class XII

FASHION STUDIES (Code No. 053)
Classes XI-XII

Preamble:
Fashion is dynamic and ever changing. It is one of the most powerful forces in our lives. It influences every facet of our lifestyle at a particular period in time e.g. the clothes we wear, the music we listen, the food we eat, where we go for holiday or the car we drive in etc. Fashion is a big business and key driver for several industries e.g. apparel, accessories, textiles, automobiles etc.

The purpose of the course ‘Fashion Studies’ is to tell the students about the fundamentals of fashion design. Fashion Design as a profession includes the entire process of designing and producing fashion apparels from the fibre and yarn stage to the finished product. The course will give an overview of fashion design and elaborate on different aspects like elements of design, history of fashion, fabrics, understanding of the body, pattern development and garment construction.

Click here to download CBSE Syllabus 2011 Fashion Studies Class XI

Click here to download CBSE Syllabus 2011 Fashion Studies Class XII

PHYSICAL EDUCATION (Code No.048)
Classes XI-XII

It covers the following:

I. Eligibility conditions for opting Physical Education as an elective subject II. Conditions for granting affiliation to the schools for offering Physical Education as an elective subject III. Theory syllabus for class XI (Part A & B) IV. Theory syllabus for class XII (Part A & B). V. Part C – Practical – Distribution of marks for the practical syllabus.

I. ELIGIBILITY CONDITIONS FOR OPTING PHYSICAL EDUCATION

The following category of students shall be permitted to opt the Physical Education:

1. Those granted permission to join the course should be medically fit to follow the Physical Education curriculum, theory and practical, prescribed by the Board.
2. Those who have represented the school in the Inter School Sports & Games Competitions in any Game/Sport.
3. The student should undergo the prescribed physical fitness test and secure a minimum of 40% score.

II. CONDITIONS FOR GRANTING AFFILIATION TO SCHOOLS FOR OFFERING PHYSICAL EDUCATION AS AN ELECTIVE SUBJECT.

Only those schools satisfying the following conditions will be permitted to offer physical education as a course of study at +2 stage as an elective subject:

1. The school should have adequate open space to accommodate at least 200 M track and play fields for minimum three games/sports.
2. The teacher handling the elective programme of physical education should hold a Master Degree in Physical Education.
3. The school should provide adequate funds for physical education and health education for purchase of equipments, books on physical education and also for the maintenance of sports facilities.

Click here to download CBSE Syllabus 2011 Physical Education Class XI

Click here to download CBSE Syllabus 2011 Physical Education Class XII

SOCIOLOGY (Code No 039)
Classes XI-XII

Rationale
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus is designed to help learners to reflect on what they hear and see in the course of everyday life and develop a constructive attitude towards society in change; to equip a learner with concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage should enable the learner to understand dynamics of human behaviour in all its complexities and manifestations. The learners of today need answers and explanations to satisfy the questions that arise in their minds while trying to understand social world. Therefore, there is a need to develop an analytical approach towards
the social structure so that they can meaningfully participate in the process of social change. There is scope in the syllabus not only for interactive learning, based on exercises and project work but also for teachers and students to jointly innovate new ways of learning.

Sociology studies society. The child’s familiarity with the society in which she /he lives in makes the study of sociology a double edged experience. At one level sociology studies institutions such as family and kinship, class, caste and tribe religion and region- contexts with which children are familiar of, even if differentially. For India is a society which is varied both horizontally and vertically. The effort in the books will be to grapple overtly with this both as a source of strength and as a site for interrogation.

Significantly the intellectual legacy of sociology equips the discipline with a plural perspective that overtly engages with the need for defamiliarization, to unlearn and question the given. This interrogative and critical character of sociology also makes it possible to understand both other cultures  as well as relearn about one’s own culture.

This plural perspective makes for an inbuilt richness and openness that not too many other disciplines in practice share. From its very inception sociology has had mutually enriching and contesting traditions of an interpretative method that openly takes into account ‘subjectivity’ and causal explanations that pay due importance to establishing causal correspondences with considerable sophistication. Not surprisingly its field work tradition also entails large scale survey methods as well as a rich ethnographic tradition. Indeed Indian sociology, in particular has bridged this distinction between what has often been seen as distinct approaches of sociology and social anthropology. The syllabus provides ample opportunity to make the child familiar with the excitement of field work as well as its theoretical significance for the very discipline of sociology.

The plural legacy of sociology also enables a bird’s eye view and a worm’s eye view of the society the child lives in. This is particularly true today when the local is inextricably
defined and shaped by macro global processes.

The syllabus proceeds with the assumption that gender as an organizing principle of society cannot be treated as an add on topic but is fundamental to the manner that all chapters shall be dealt with.

The chapters shall seek for a child centric approach that makes it possible to connect the lived reality of children with social structures and social processes that sociology studies.

A conscious effort will be made to build into the chapters a scope for exploration of society that makes learning a process of discovery. A way towards this is to deal with
sociological concepts not as givens but a product of societal actions humanly constructed and therefore open to questioning.

Objectives

• To enable learners to relate classroom teaching to their outside environment.
• To introduce them to the basic concepts of sociology that would enable them to observe and interpret social life.
• To be aware of the complexity of social processes.
• To appreciate diversity in society in India and the world at large.
• To build the capacity of students to understand and analyze the changes in contemporary Indian society.

Click here to download CBSE Syllabus 2011 Sociology Class XI

Click here to download CBSE Syllabus 2011 Sociology Class XII

PSYCHOLOGY (Code No. 037)
Classes XI-XII

Psychology is introduced as an elective subject at the higher secondary stage of school education. As a discipline, psychology specializes in the study of experiences, behaviours and mental processes of human beings within a socio-cultural and socio- historical context. This course purports to introduce the learners to the basic ideas, principles and methods in psychology so as to enable them to understand themselves and their social world better. The emphasis is put on creating interest and exposure needed by learners to develop their own knowledge base and understanding.

The course deals with psychological knowledge and practices which are contextually rooted. It emphasizes the complexity of behavioural processes and discourages simplistic cause-effect thinking. This is pursued by encouraging critical reasoning, allowing students to appreciate the role of cultural factors in behaviour, and illustrating how biology and experience shape behaviour. The course while developing an appreciation of subjectivity, also focuses on multiplicity of worldviews.

It is suggested that the teaching – learning processes should involve students in evolving their own understanding. therefore, teaching of psychology should be based on the use of case studies, narratives, experiential exercises, analysis of common everyday experiences, etc.

The present effort at reforming and updating the syllabus is based on the feedback received from the teachers and students as well as some new educational and curricular concerns such as, the curriculum load, interdisciplinary approach, issues related to gender parity, concerns of special and marginalised groups, peace and environmental concerns, and inculcating citizenship values.

Objectives

1. To develop appreciation about human behaviour and human mind in the context of learners’ immediate society and environment.
2. To develop in learners an appreciation of multidisciplinary nature of psychological knowledge and its application in various aspects of life.
3. To enable learners to become perceptive, socially aware and self -reflective.
4. To facilitate students’ quest for personal growth and effectiveness, and to enable them to become responsive and responsible citizens.

Click here to download CBSE Syllabus 2011 Psychology Class XI

Click here to download CBSE Syllabus 2011 Psychology Class XII

GEOGRAPHY (Code No. 029)
Classes XI-XII

Rationale
Geography is introduced as an elective subject at the senior secondary stage. After ten years of general education, students branch out at the beginning of this stage and are exposed to the rigours of the discipline for the first time. Being an entry point for the higher education, students choose geography for pursuing their academic interest and, therefore, need a broader and deeper understanding of the subject. For others, geographical knowledge is useful in daily lives because it is a valuable medium for the education of young people. Its contribution lies in the content, cognitive processes, skills and values that geography promotes and thus helps the students explore, understand and evaluate the environmental and social dimensions of the world in a better manner.

Since geography explores the relationship between people and their environment, it includes studies of physical and human environments and their interactions at different scales-local, state/region, nation and the world. The fundamental principles responsible for the varieties in the distributional pattern of physical and human features and phenomena over the earth’s surface need to be understood properly. Application of these principles would be taken up through selected case studies from the world and India. Thus, the physical and human environment of India and study of some issues from a geographical point of view will be covered in greater detail. Students will be exposed to different methods used in geographical investigations.

Objectives

The course in geography will help learners:

• Familiarise themselves with the terms, key concepts and basic principles of geography;
• Search for, recognize and understand the processes and patterns of the spatial arrangement of the natural as well as human features and phenomena on the earth’s surface;
• Understand and analyse the inter-relationship between physical and human environments and their impact;
• Apply geographical knowledge and methods of inquiry to new situations or problems at different levels-local, regional, national and global;
• Develop geographical skills, relating to collection, processing and analysis of data/information and preparation of report including maps and graphs and use of computers
• whereas possible; and
• Utilize geographical knowledge in understanding issues concerning the community such as environmental issues, socio-economic concerns, gender and become responsible and effective members of the community.

Click here to download CBSE Syllabus 2011 Geography Class XI

Click here to download CBSE Syllabus 2011 Geography Class XII