Archive for the ‘CBSE Syllabus’ Category

MATHEMATICS (Code No 041)
Classes XI-XII

The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like engineering, physical and Bioscience, commerce or computer applications.
The present revised syllabus has been designed in accordance with National Curriculum Frame work 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students. Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.
Objectives
The broad objectives of teaching Mathematics at senior school stage intend to help the pupil:

• to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles, symbols and mastery of underlying
• processes and skills.
• to feel the flow of reasons while proving a result or solving a problem.
• to apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
• to develop positive attitude to think, analyze and articulate logically.
• to develop interest in the subject by participating in related competitions.
• to acquaint students with different aspects of mathematics used in daily life.
• to develop an interest in students to study mathematics as a discipline.
• to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of sex biases.
• to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.

Click here to download CBSE Syllabus 2011 Mathematics Class XI

Click here to download CBSE Syllabus 2011 Mathematics Class XII

ENGLISH (Core)  Code No: 301
Classes XI-XII

Background

Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially, at promoting the higher-order language skills.

For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

Objectives
The general objectives at this stage are:

• to listen to and comprehend live as well as recorded oral presentations on a variety of topics,
• to develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes.
• to participate in group discussions/interviews, making short oral presentations on  given topics.
• to perceive the overall meaning and organisation of the text (i.e., the relationships of the different “chunks” in the text to each other).
• to identify the central/main point and supporting details, etc.
• to build communicative competence in various registers of English.
• to promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities.
• to translate texts from mother tongue (s) into english and vice versa.
• to develop ability and knowledge required in order to engage in independent ~ reflection and enquiry.
• to develop the capacity to appreciate literary use of English and also use English creatively and imaginatively.

At the end of this stage learners will be able to do the following:
read and comprehend extended texts ( prescribed and non-prescribed) in the following

• genres: fiction, science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
• text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts)
• understand and respond to lectures, speeches, etc.
• write expository/argumentative essays of 250-500 words, explaining or developing a topic, arguing a case, etc.
• write formal/informal letters and applications for different purposes.
• write items related to the workplace (minutes, memoranda, notices, summaries reports;
• filling up of forms, preparing CVs, e-mail messages, etc.).
• taking/making notes from reference materials, recorded talks etc.

Language Items
The Core Course should draw upon the language items suggested for classes IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar:

• the uses of different tense forms for different kinds of narration (e.g. media commentaries, reports, programmes, etc.).
• the use of passive forms in scientific and innovative writings
• converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses
• modal auxiliaries – uses based on semantic considerations.

Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role play, dramatization, group discussion, writing, etc. although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionaries, thesauruses, etc.) where necessary. Some pre-reading activity will generally be required, and the course books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways. Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually. In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.

Click here to download CBSE Syllabus 2011 English Core Class XI

Click here to download CBSE Syllabus 2011 English Core Class XII

Functional English (Code No. 101)
Classes XI-XII

Aims and Objectives of the Functional English Course

• to enable the learner to acquire competence in different linguistic functions
• to reinforce the various subskills related to reading, writing, listening and speaking.

The Approach to Functional English Curriculum

• A skill based communicative approach is recommended in Functional English with graded texts followed by learner centred activities.
• It is recommended that teachers consciously take a back seat, playing the role of a manager, coordinator and facilitator.

Language Skills and their Objectives

Approach to Reading

• The course aims at introducing variety in text type rather than having short stories and prose pieces. The emphasis will have to be to enlarge the vocabulary through word building skills and to impart training in reading for specific purposes.

Specific Objectives of Reading

To develop specific study skills :

• to refer to dictionaries, encyclopedia, thesaurus and academic reference material
• to select and extract relevant information, using reading skills of skimming and scanning,
• to understand the writer’s attitude and bias.
• to comprehend the difference between what is said and what is implied.
• to understand the language of propaganda and persuasion.
• to differentiate between claims and realities, facts and opinions.
• to form business opinions on the basis of latest trends available.
• to comprehend technical language as required in computer related fields.
• to arrive at personal conclusion and comment on a given text specifically
• to develop the ability to be original and creative in interpreting opinion
• to develop the ability to be logically persuasive in defending one’s opinion.

To develop literary skills as enumerated below :

• to personally respond to literary texts
• to appreciate and analyze special features of languages that differentiate literary texts from non-literary ones
• to explore and evaluate features of character, plot, setting etc.
• to understand and appreciate the oral, mobile and visual elements of drama
• to identify the elements of style such as humour, pathos, satire and irony etc.

Speaking and Listening

• Speaking needs a very strong emphasis and is an important objective leading to professional competence.  Hence testing of oral skills must be made an important component of the overall testing pattern. To this end, speaking & listening skills are overtly  built into the material to guide the teachers in actualization of the skills.

Specific Objectives of Listening and Speaking or Conversation Skills (Aural/Oral)

• to listen to lectures and talks and to be able to extract relevant and useful information for a specific purpose.
• to listen to news bulletins and to develop the ability to discuss informally on a wide ranging issues like current national and international affairs, sports, business etc.
• to respond in interviews and to participate in formal group discussions.
• to make enquiries meaningfully and adequately and to respond to enquiries for the purpose of travelling within the country and abroad.
• to listen to business news and to be able to extract relevant important information.
• to develop the art of formal public speaking.

Writing Skills

• The course for two years has been graded in such a way that it leads the students towards acquiring advanced writing skills through integrated tasks that move from less linguistically challenging to more challenging ones. It has been planned on the premise that sub skills of writing should be taught in a context and more emphasis should be laid on teaching the process of writing.

Specific Objectives of Writing

• to write letters to friends, pen friends, relatives etc.
• to write business letters and official ones.
• to send telegrams, faxes, e-mails.
• to open accounts in post offices and banks.
• to fill in railway reservation slips.
• to write on various issues to institutions seeking relevant information, lodge complaints, express thanks or tender apology.
• to write applications, fill in application forms, prepare a personal bio-data for admission into colleges, universities, entrance tests and jobs.
• to write informal reports as part of personal letters on functions, programmes and activities held in school (morning assembly, annual day, sports day etc.)
• to write formal reports for school magazines or in local newspapers on the above events or occasions.
• to write presentation of opinions, facts, arguments in the form of set speeches for debates.
• to present papers for taking part in symposia.
• to take down notes from talks and lectures and make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing.
• to write examination answers according to the requirement of various subjects.

Click here to download CBSE Syllabus 2011 Functional English Class XI

Click here to download CBSE Syllabus 2011 Functional English Class XII

ENGLISH (Elective) Code No: 001
Classes XI-XII

Background

The course is intended to give students a high level of competence in English with an emphasis on the study of literary texts and will provide extensive exposure to a variety of

rich texts of world literature as well as to Indian writings in English, including classics, and develop sensitivity to the creative and imaginative uses of English and give them a taste for reading with delight and discernment. The course will be pitched at a level which the students may find challenging.

The course is primarily designed to equip the students to pursue higher studies in English literature and English language at the college level and prepare students to become teachers of English.

Objectives

The general objectives at this stage are:

• to provide extensive exposure to a variety of writings in English including some classics.
• to develop sensitivity to literary and creative uses of language.
• to further expand the learners’ vocabulary resources through the use of dictionary, thesaurus and encyclopaedia.
• to develop a taste for reading with discernment and delight.
• to initiate the study of formal English grammar and elementary linguistics and phonetics.
• to enable learners to translate texts from mother tongue into English and vice versa.
• to critically examine a text and comment on different aspects of it.

At the end of this stage the Elective Course would ensure that the learner

• grasps the global meaning of the text, its gist and understands how its theme and sub-theme relate.
• relates the details to the message in it; for example, how the details support a generalization or the conclusion either by classification or by contrast and comparison.
• comprehends details, locates and identifies facts, arguments, logical relationships, generalization, conclusions, etc.
• draws inferences, supplies missing details, predicts outcomes, grasps the significance of particular details and interprets what he/she reads.
• assesses the attitude and bias of the author.
• infers the meanings of words and phrases from the context; differentiates between apparent synonyms and appreciates the nuances of words.
• appreciates stylistic nuances, the lexical structure, its literal and figurative use and analyses a variety of texts.30
• identifies different styles of writing like humorous, satirical, contemplative, ironical and burlesque.
• does text-based writing (writing in response to questions or tasks based on prescribed as well as ‘unseen’ texts).
• develops the advanced skills of reasoning, making inferences, judgements, etc.
• develops familiarity with the poetic uses of language including features of language through which artistic effect is achieved.
• to develop sensitivity to the literary and creative uses of language.
• to further expand the learners’ vocabulary resources through the use of dictionary, thesaurus and encyclopaedia.
• to develop a taste for reading with discernment and delight.
• to initiate the study of formal English grammar and elementary linguistics and phonetics.
• to enable learners to translate texts from mother tongue into English and vice versa.
• to critically examine a text and comment on different aspects of it.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. The multi-skill, learner-centred, activity based approach already recommended for the previous stages of education, is still in place, though it will be used in such a way that silent reading of prescribed/selected texts for comprehension will receive greater focus as one of the activities. Learners will be trained to read independently and intelligently, interacting actively with texts and other reference materials (dictionary, thesaurus, encyclopaedia, etc.) where necessary. Some pre- reading activity will generally be required, and course books should suggest those. The reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways, present their views of critics on a literary text and express their own reactions to them. Some projects may be assigned to students from time to time. For instance, students may be asked to put together a few literary pieces on a given theme from English as well as regional literatures.

Click here to download CBSE Syllabus 2011 ENGLISH (Elective) Class XI

Click here to download CBSE Syllabus 2011 ENGLISH (Elective) Class XII

CBSE Syllabus for 2010-2011 as prescribed by Central Board of Secondary Education, New Delhi for class 11th and 12th is available for FREE download. This is FREE download in PDF format for personal use. You are advised to keep in touch with www.myCBSEguide.com for latest updates and modifications in CBSE syllabus 2010-2011.

CBSE Latest Syllabus (class XI and XII) for following subjects is now available for download in PDF format :

Accountancy, Agriculture, Biology, Biotechnology, Business Studies, Chemistry, Commercial Art, Computer Science, Creative Writing and Translation Studies, Economics, Engineering Graphics, English Core, English Elective, English Functional, Entrepreneurship, Fashion Studies, Geography, Graphic Design, Graphics, Heritage Crafts, Hindi Core, Hindi Elective, History, Home Science, Informatics Practices, Mathematics, Multimedia and Web Technology, Painting, Philosophy, Physical Education, Physics, Political Science, Psychology, Sculpture, Sociology.

Click Here for Class XI Syllabus 2010-2011 and Click Here for Class XII Syllabus 2010-2011

If are unable to find any subject mentioned above, kindly visit the OTHER SUBJECTS area under the links provided above.

CBSE has issued new revised syllabus for class 09 and class 10 in CCE system. The CCE syllabus is available in booklet format at CBSE Regional offices. You can download this syllabus from syllabus section of http://myCBSEguide.com for absolutely FREE of cost.

CCE Syllabus for class 9 : Click Here

CCE Syllabus for class 10 : Click Here

CCE syllabus for Languages and other subjects : Click Here

For latest CBSE related news and updates in your mail box, kindly subscribe our FREE news-letter.

The CBSE Board is planning to reduce the number of theory topics in science papers and add more weightage to lab and project work in Classes X and XII.

This decision has been arrived at after the board analysed the Class X and XII results, which indicated that a large number of students are unable to perform at their optimum level in science and move away from the stream because of faulty orientation.

A list of experiments will be drawn up, over and above those done in schools till now. From class IX onwards, children will compulsorily have to do lab work and related projects for every topic taught. The total marks for theory had been reduced from 75 marks to 60. The Board is reviewing the necessity of reducing this further.

A number of topics were recently deleted from the class IX-X syllabus. These include colloids, atomic theory of matter, thermometers, harmonic waves and sound, pH scale, working of compound microscope, solar system and constellations.

“Science is a dynamic stream and needs reviewing every now and then. We want more and more students to develop a penchant for the pure sciences and take them up for research. This can only be possible if they graduate from learning by rote to knowing the reasons behind each scientific theory through experiments and projects. It is possible that we might go in for equal marks division between theory and projects plus lab work,” said a CBSE spokesperson from Delhi.

While upgrading and trimming the syllabus recently, the Board had enlisted 15 experiments each for classes IX and X. It had even introduced a written test based on lab work to find out if children have actually performed all the experiments. “There might be a change in the weightage of this exam also,” the spokesperson stressed.

“This is a very good move. Often extremely bright students start losing interest in science because so long the syllabus and the mode of delivery did not allow them to have hands-on experience in the subject. This will now enable children to stop learning by rote and appreciate a scientific theory for the reason it upholds,” explained Mukta Nain, principal of Birla High School for Boys.

The CBSE syllabus for continuous and comprehensive evaluation scheme of study is now available for FREE download at www.myCBSEguide.com in class 9 and class 10 sections of the website.

CBSE syllabus for CCE class 9 and CCE class 10 is divided in two terms. Term-I carries 40% weightage and Term-II carries 60% weightage. The split up of syllabus for both the terms is available for download.

There will be two formative and one summative assessment in each term. Summative assessment in term-I will carry 20 marks and summative assessment in Term-II will carry 40 Marks. Formative assessments (total four, two in first term and two in second term) will carry 10 marks each.

First term will begin in April and term end exams will be conducted in September. Second Term will begin in October and term end exams will be conducted in March.

For syllabus kindly visit the link : Syllabus for class 9 and class 10 CCE is available Here

The proposal to create a “common content” for science and mathematics subjects across all school boards has been opposed tooth and nail by National Council for Educational Research and Training (NCERT). Council director G Ravindra has written to Council of Boards of School Education (COBSE) president questioning the board’s authority to carry out curriculum revision.

In his letter to COBSE president Vineet Joshi, who is also the chairman of Central Board of Secondary Education (CBSE), Ravindra has said that NCERT, which prepares school syllabus and publishes textbooks, is the appropriate body for such a task.

Joshi said that he has not received any letter form NCERT in this regard so far and would comment only after reading the content.

But COBSE officials said that NCERT itself is a recommending body. The COBSE in February this year had held a meeting of school boards and a core syllabus of science and mathematics was approved. Joint secretary of COBSE, Puran Chand, said: “COBSE is a voluntary body and not guided by any government regulation. We were talking about `common content’ and not `core curriculum’. We are aiming at providing a level-playing field to students of all boards in competitive exams such as AIPMT, AIEEE and IIT-JEE. We have prepared a draft. It will have 90% to 95% common content, which will be based on the curriculum of the competitive exams conducted by CBSE.” Questioning the objections of NCERT, Chand asked: “Should curriculum follow books or books follow the curriculum?”

General secretary of COBSE, Prof D V Sharma, said that school boards have every right to update their syllabus and that COBSE would come out with common content by July this year.

According to COBSE sources, 13 state boards and many education experts, including those from NCERT, were also consulted in the process. “NCERT is speaking about National Curriculum Framework 2005. Has nothing changed in the past five years? We have to keep updating our curriculum and not carry on teaching what was framed half a decade ago,” said Chand.

Interestingly, the idea of core curriculum was welcomed by HRD minister Kapil Sibal.

CBSE had issued Syllabus for main subjects but CCE Syllabus for Sanskrit was not available for download. Now you can download it for FREE.

Syllabus for class 9 and class 10 Sanskrit for Summative Assessment-1 (Term-1) and Summative Assessment-2 (Term-2) for the session 2010-2011 is now available for

FREE download at www.myCBSEguide.com at the link given below:

Class 10 : http://www.mycbseguide.com/download/220/

Class 09 : http://www.mycbseguide.com/download/231/

A few pages of Sanskrit syllabus are not tabled properly. We will update them, whenever the corrected pages will be made available.

CCE Syllabus for Persian, French, Sindhi, Bengali, Marathi, German, Jananese, Painting, Punjabi, Russian, Telugu, Gujarati , Malyalam, Music, Portuguese, Kannada, Arabic,

Tamil etc. is also available in CBSE Site.

CCE Syllabus for other languages is available at the link below:

Syllabus for other Languages : Click Here