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CBSE has issued new sample papers for class 10 Summative Assessment Part-1 (First Term Exams). This exam will be conducted in September 2010. Subjects covered are English, Hindi, Mathematics, Science, Social Science, Sanskrit, Home Science, Elements of Business, Book Keeping and Accountancy, Foundation of Information Technology, French, German, Punjani, Urdu, Typewriting, Japanese etc.

Class 10 students have undergone CCE experience previous year during their class 9 second term examination. CBSE had issued new CCE syllabus earlier but it was a bit difficult to understand the question pattern and marking scheme until the new sample papers were released.

These CCE Sample Papers for 2010 examination will help students and teachers to prepare will for exams. Chapter wise weightage and marking scheme will be helpful to plan the study in much easier way.

Students can download these sample papers from download section of http://mycbseguide.com or visit the link given below to access the download page directly. You may need to register for downloading solution/marking scheme of the sample question paper.

Registration is a quite simple process. You can click Register link given in top right corner of the website and use your existing email account for login. Just click the image of your email service provider and follow the instructions. You may create a new user account for this website using the form given below the images in registration page.

To download Sample Papers Click Here

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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

POLITICAL SCIENCE (Code No 028)
Classes XI-XII

Rationale

At the senior secondary level students who opt Political Science are given an opportunity to get introduced to the diverse concerns of a Political Scientist. At this level there is a need to enable students to engage with political processes that surround them and provide them with an understanding of the historical context that has shaped the present. The different courses introduce the students to the various streams of the discipline of political science: political theory, Indian politics and international politics. Concerns of the other two streams — comparative politics and public administration — are accommodated at different places in these courses. In introducing these streams, special care has been taken not to burden the students with the current jargon of the discipline. The basic idea here is to lay the foundations for a serious engagement with the discipline at the undergraduation stage.

Objectives:

INDIAN CONSTITUTION AT WORK

• Enable students to understand historical processes and circumstances in which the Constitution was drafted.
• Provide opportunity for students to be familiar with the diverse visions that guided the makers of the Indian Constitution.
• Enable students to identify the certain key features of the Constitution and compare these to other constitutions in the world.
• Analyse the ways in which the provisions of the Constitution have worked in real political life.

POLITICAL THEORY

• Develop the skills for logical reasoning and abstraction
• Inculcate attention to and respect for viewpoints other than one’s own
• Introduce students to the different political thinkers in relation to a concept and in everyday social life
• Enable students to meaningfully participate in a concern of current political life that surrounds them
• Encourage the students to analyse any unexamined prejudices that one may have inherited.

POLITICS IN INDIA AFTER INDEPENDENCE

• Enable students to be familiar with some of the key political events and figures in the post-independence period.
• Develop skills of political analysis through events and processes of recent history.
• Develop their capacity to link macro processes with micro situations and their own life.
• Encourage the students to take a historical perspective of making sense of the contemporary India.

CONTEMPORARY WORLD POLITICS

• Enable the students to expand their horizon beyond India and make sense of the political map of contemporary world.
• Familiarise the students with some of the key political events and processes in the post cold war era.
• Equip students to be conscious of the way in which global events and processes shape our everyday lives.
• Strengthen their capacity for political analysis by thinking of contemporary developments in a historical perspective.

Click here to download CBSE Syllabus 2011 Political Science Class XI

Click here to download CBSE Syllabus 2011 Political Science Class XII

HISTORY (Code No. 027)
Classes XI-XII

Rationale

Through a focus on a series of critical historical issues and debates (class XI) or on a range of important historical sources (class XII), the students would be introduced to a set of important historical events and processes. A discussion of these themes, it is hoped, would allow students not only to know about these events and processes, but also to discover the excitement of doing history.

Objectives

Effort in these senior secondary classes would be to emphasize to students that history is a critical discipline, a process of enquiry, a way of knowing about the past, rather than just a collection of facts. The syllabus would help them understand the process through which historians write history, by choosing and assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that lead to the past, and how historical knowledge develops

The syllabus would also enable students to relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.

The syllabus in class XI is organized around some major themes in world history. The themes have been selected so as to (i) focus on some important developments in different spheres – political, social, cultural and economic, (ii) study not only the grand narratives of development – urbanization, industrialization and modernization – but also to know about the processes of displacements and marginalization. Through the study of these themes students will acquire a sense of the wider historical processes as well as an idea of the specific debates around them.

The treatment of each theme in class XI would include (a) an overview of the theme under discussion, (b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.

In class XII the focus will shift to a detailed study of some themes in ancient, medieval and modern Indian history although the attempt is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will be built on the knowledge that the students have acquired in the earlier classes.

Each theme in class XII will also introduce the student to one type of source for the study of history. Through such a study students would begin to see what different types of
sources can reveal and what they cannot tell. They would come to know how historians analyze these sources, the problems and difficulties of interpreting each type of source, ‘and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.

Each theme for class XII will be organized around four subheads: (a) a detailed overview of the events, issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians.

While the themes in both these classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them. This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion.

In the textbooks each theme would be located in a specific time and place. But these discussions would be situated within a wider context by (a) plotting the specific event
within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.

Click here to download CBSE Syllabus 2011 History Class XI

Click here to download CBSE Syllabus 2011 History Class XII

ENTREPRENEURSHIP (Code No. 066)
Classes XI-XII

RATIONALE

Development of school curriculum is a dynamic process responsive to the society and reflecting the needs and aspiration of its learners. Fast changing society deserves changes in educational curriculum particularly to establish relevance to emerging socio-economic environment; to ensure equity of opportunity and participation and finally promoting concern for excellence. In this context the course on entrepreneurship aims at instilling and stimulating human urge for excellence by realizing individual potential for generating and putting to use the inputs, relevant to social prosperity and thereby ensure decent means of living for every individual.

OBJECTIVES

• Acquiring Entrepreneurial Spirit and be Enterprising in all walks of life.
• Familiarization with various uses of human resource for earning decent means of living.
• Understanding the concept and process of entrepreneurship – its contribution and role in the growth and development of individual and the nation.
• Acquiring entrepreneurial quality, competency and motivation
• Learning the process and skills of creation and management of entrepreneurial venture.

Click here to download CBSE Syllabus 2011 Entrepreneurship Class XI

Click here to download CBSE Syllabus 2011 Entrepreneurship Class XII