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PHYSICS (Code No. 042)
Classes XI-XII

Senior Secondary stage of school education is a stage of transition from general education to discipline-based focus on curriculum. The present updated syllabus keeps in view the rigour and depth of disciplinary approach as well as the comprehension level of learners. Due care has also been taken that the syllabus is comparable to the international standards. Salient features of the syllabus include:

• Emphasis on basic conceptual understanding of the content.
• Emphasis on use of SI units, symbols, nomenclature of physical quantities and formulations as per international standards.
• Providing logical sequencing of units of the subject matter and proper placement of concepts with their linkage for better learning.
• Reducing the curriculum load by eliminating overlapping of concepts/ content within the discipline and other disciplines.
• Promotion of process-skills, problem-solving abilities and applications of Physics concepts.

Besides, the syllabus also attempts to

• strengthen the concepts developed at the secondary stage to provide firm foundation for further learning in the subject.
• expose the learners to different processes used in Physics-related industrial and technological applications.
• develop process-skills and experimental, observational, manipulative, decision making and investigatory skills in the learners.
• promote problem solving abilities and creative thinking in learners.
• develop conceptual competence in the learners and make them realize and appreciate the interface of Physics with other disciplines.

Click here to download CBSE Syllabus 2011 Physics Class XI

Click here to download CBSE Syllabus 2011 Physics Class XII

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

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.

The most reliable website for CBSE students and Teachers, http://myCBSEguide.com is preparing downloadable PDF files for Question Papers conducted by CBSE and affiliated schools in the Year 2009-2010.

These papers includes unit test papers, half yearly papers, annual exam papers, CCE summative assessment question papers and all other question papers conducted during last academic session in classes 9th to 12th.

We urgently need these question papers specially annual examination questions papers. These papers will be provided in download section of http://myCBSEguide.com for absolutely FREE of cost as other content is being provided right now.

You are requested to submit scanned question papers at http://mycbseguide.com/submit/

You can also send it in jpg image format by taking photo of the question paper page by page using your mobile phone. Please do not keep the image size more than 1024px while doing so by your mobile device.  You need to name each image like : 10_science_CCE_annual_page_01 second page will be like : 10_science_CCE_annual_page_02  and so on.

The Papers submitted by you will help thousands of students.

Submit your papers Here : http://mycbseguide.com/submit/

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.

Central Board of Secondary Education, New Delhi invites feedback from principals, teachers, students, parents and educators on implementation of Continuous and Comprehensive Scheme of study in CBSE Schools.

The proforma has total 12 questions. Question 1 asks your role in education as principal, teacher, student, parent, educator or other.

Question 2 asks you to choose the school you are attached with such as Kendriya Vidyalaya, Navodaya Vidyalaya or Government School.

Question 3 want to find your city and question 4 ask you if you think that the CCE will help children more confident/ better human beings/ better citizens/ none of these.

Question 5 says, Do you think schools are implementing CCE with understanding/ without understanding/ in right spirit/ in as appropriate way/ in inappropriate way.

Question 6 want to know how many workshops conducted by the CBSE/School on CCE in which you participated. Question 7 asks what does implementation of CCE means for schools -projects/ assignments/ homework/ no homework/ tests/ stress on co-curricular activities.

Question 8 tries to find the numbers of tests/projects/assignments are just right/ too few or too many for the student. Question 9 asks you about implementation of formative assessment in school that if it is being done in a variety of modes including oral, written, practical assessments/ being done as an in class or in school activity/ being given as homework only/ being taken as class work only/ has too many tests attached/ overloading the students and parents.

Question 10 ask you that summative assessment should be done while schools setting the question papers and doing assessment themselves or CBSE setting the question papers and assessment to be done by the schools or it is done by the school gradually.

Question 11 asks you if there should be a common datesheet for summative assessment for the whole region/ the city / or the schools should have their own datesheets, no common datesheet is required.

Question 12 asks for any other suggestions for CBSE.

You can fill this Feedback from Here

CBSE has provided an online webpage to display the Status of Verification of Marks Cases for Main Exam 2010 for Delhi Region Students. These students check the result of Re-Checking/ verification/Re-evaluation of Marks for the exam held in March 2010.

Visit the link below for Result or Verification of Marks : Click Here

The result for other regions will be sent by the concerned regional offices.

Admission of CBSE students in Class XI  for academic year 2010-11 after Introduction of Grading at Secondary School level  by the Board

Those who get Qualifying Certificates shall be eligible for admission in higher classes.

The schools affiliated with the Board follow different practices suitable in their own context. They may continue to do so. However, in view of demand by a number of schools, illustrative guidelines for deciding combination of subjects at Class XI are given below:

The admission can be based on CGPA (overall indicative percentage of marks) and subject wise GP (subject wise indicative percentage of marks).

In case of tie in CGPA (overall indicative percentage of marks), the inter-se-merit of such candidates may be determined in order of preference based on subject wise Grade Point (subject wise indicative percentage of marks).

For example : In case of two or more candidates obtaining equal CGPA (overall indicative percentage of marks ), the  inter-se-merit  of such  candidates  may  be determined as follows :

(a) For Science based Courses :
Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of  English/ Hindi), Mathematics and  Science.

(b) For Commerce based Courses with Mathematics :
Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/ Hindi), Mathematics and  Science/ Social
Science.

(c) For Commerce based Courses without Mathematics :

Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/ Hindi), Science and Social Science.

(d) For Humanities based Courses :
Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/ Hindi), Social Science and 2nd Language.

The above example is only illustrative and not exhaustive.

Format of “Statement of Subject wise Performance”  issued to the candidates is available at www.cbse.nic.in

Board has introduced Grading  at Secondary School level for Classes IX and X from the academic year 2009-10. (Circular No 40/29-09-2009).

In this system, students’ performance has been assessed using conventional  numerical marking mode, and the same has been be converted into the grades on the basis of the pre-determined marks ranges.

Accordingly, the “Statement of Subject wise Performance” issued by the Board  for Class X 2010 examination  shall  have only grades.

The schools affiliated to the Board have also been directed to introduce the above Grading Scheme in the evaluation of their students in class IX under the scheme of Continuous Comprehensive Evaluation (CCE) wef academic year 2009-10

1  Operational Modalities followed for implementation of grading scheme are :

1.1 A student’s performance has been assessed using conventional method of numerical marking.

1.2 The ‘Grades’ have been awarded to indicate the subject wise performance.

1.3 Subject wise Grades and Grade Point (GP) have been shown in the “Statement of Subject wise Performance” to be issued to all candidates.

The candidates have also been provided CGPA (Cumulative Grade Point Average) excluding additional 6th subject as per Scheme of Studies in the “Statement of Subject wise Performance”

An indicative equivalence of Grade Point and percentage of marks can be computed as follows:

Subject wise indicative percentage of marks =9.5x GP of the subject
Overall indicative percentage of marks         =9.5x CGPA

1.4 The practice of declaring Compartment/ Fail have been discontinued. The overall result in the “Statement of Subject wise Performance” have been shown as :

Result:    Eligible for Qualifying Certificate or Eligible for Improvement of Performance.

1.5 Those candidates who obtain the qualifying grades (minimum grade D) in all the subjects excluding 6th Additional subject as per Scheme of Studies shall be awarded a Qualifying Certificate.

Those who get Qualifying Certificates shall be eligible for admission in higher classes.

Those candidates who are not able to get minimum grades D in all the subjects excluding 6th Additional subject  as per Scheme of Studies shall not be permitted for admission in higher classes.

1.6 Those candidates who have obtained grade E1 or E2 in one or more subjects excluding 6th Additional subject as per Scheme of Studies shall have to  improve their performance  in these subjects. Such candidates shall have option for improvement of their performance through subsequent five attempts.

For example, a candidate who appeared in Board’s examination in March 2010 can appear for Improvement of Performance  in July 2010 (1st Chance), March 2011 (2nd
Chance), July 2011 (3rd Chance), March 2012 (4th Chance) and  July 2012 (5th Chance) only in subjects where he/she has got grade E1 or E2 till he/she gets grades (D and above) in all the subjects excluding 6th Additional subject as per Scheme of Studies and becomes eligible for award of Qualifying Certificate.

Those candidates who had appeared as a Regular candidate from a School in March, 2010 examination and are eligible for Improvement of Performance shall send their application through school only for 1st Chance in July, 2010.

Those candidates who are eligible for 2nd / 3rd /4th /5th chance for Improvement of Performance shall appear as Private candidates only.

Those candidates who are eligible for Improvement of Performance for 1st/ 2nd / 3rd /4th /5th chance and wish to appear for the whole examination may, however, appear as regular candidates also if admitted by the school as regular students.