About Us: Evaluation of Work Experience/Pre-vocational education, Art Education and Physical & Health Education will be done by the schools. CBSE has developed guidlines for internal assessment in these subjects which the schools are expected to keep in view while organizing teaching and evaluation  of these subjects. Following publications of the Boards are recommended for their use and reference which give outlines of syllabi and hints for evaluation:
(i) Work Experience in Schools : Guidelines & Syllabus-Revised edition 1991
(ii) Art Education in Schools.
(iii) Physical & Health Education in Schools.
(iv) Guidelines for School based evaluation.

Recommended Book :“Health” Published by Frank Brothers & Company Publishers Ltd., Darya Ganj, New Delhi

8. PRE-VOCATIONAL EDUCATION

1. In pursuance of the provisions in the National Policy of Education 1986 and recommendations of various committees, the CBSE has made provision of Pre-Vocational Education in its scheme of studies with effect from the acdemic session 1995-96 of class IX. The objectives of Pre- Vocational Education are :
- To impart training in simple marketable skills to students in classes IX & X.
- To develop vocational interests and aptitudes in enhancing productivity and to allow for self exploration of vocational preferences.
- To facilitate the students in making choice of vocational courses at the higher secondary level.
- To prepare students for participation in work-experience as a desired dimension of academic education and;
- To inculcate healthy values related to work culture.
2. The main features of the scheme of Pre-Vocational Education are as follows:

About Us: The subject of Science plays an important role in developing in children well-defined abilities in cognitive, affective and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and asthetic sensibility. Whereas the upper primary stage demands that plentiful opportunities should be provided to the students to engage them with the processes of science like observing, recording observations, drawing, tabulation, plotting graphs etc., the secondary stage expects abstraction and quantitative reasoning to occupy a more central place in the teaching and learning of Science.

Thus, the idea of atoms and molecules being the building blocks of matter makes its appearance, as does Newton’s law of Gravitation.  The present syllabus has been designed around six broad themes viz. Food, Materials, the world of the living, how things work, moving things, people and ideas, natural phenomenon and natural resources. Special care has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive. At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to emerge. The students should be exposed to experiences as well as modes of reasoning that are typical of the subject.

COURSE STRUCTURE
CLASS IX (THEORY)

Unit 1 : Food
Plant and animal breeding and selection for quality improvement and management ; use of fertilizers, manures; protection from pests and diseases; organic farming.

Theme : Materials (50 Periods)
Unit 2 : Matter – Nature and behaviour
Definition of matter; solid, liquid and gas; characteristics – shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (Cooling by evaporation), condensation, sublimation.
Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and suspensions.
Particle nature, basic units : atoms and molecules. Law of constant proportions. Atomic and molecular masses.
Mole Concept : Relationship of mole to mass of the particles and numbers. Valency. Chemical formula of common compounds.
Structure of atom : Electrons, protons and neutrons; Isotopes and isobars.

Theme : The World of the living (45 Periods)
Unit 3 : Organization in the living world.
Biological Diversity : Diversity of plants and animals – basic issues in scientific naming, basis of classification. Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thalophyta, Bryo phyta, Pteridophyta, gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).

RATIONALE
Health and Physical education is concerned with total health of the learner and the community. Besides physical health, it includes mental and emotional health of the learners. WHO defines health as a state of physical, mental and social well-being and not merely the absence of disease or infirmity.  The aim of Health and Physical Education is to enable the student to attain such a state of health that, it becomes an education for the total human being. In this respect, it is a truism to say that the practice of healthy living will serve as the foundation for physical education. It is envisaged that any effort to promote aesthetic values at the school level will include a natural esteem for physical well-being.

The mastery of the body, its powers and qualities, requires knowledge, methodical training and exercise. The skills and capacities developed, the muscles and nerves trained, the senses cultivated and hygienic and proper dietary habits inculcated. Therefore, provision has to be made much more systematically than before, in the school curriculum for Health and Physical Education. At the Secondary level acquisition of the habits of healthy living and participation in games and sports and athletics for the neuro muscular coordination and physical fitness are the aims which should be taken care of while developing any syllabus of health and physical education.

The objectives of Physical and Health Education are :
to bring the overall awareness of values and to inculcate among students the desired habits and attitudes towards health and to raise their health status;
to make the pupils physically, mentally and emotionally fit and to develop their personal and social qualites that will help them to be good human beings;
to develop a scientific point of view regarding health and physical education;
to identify personal, family and community health problems and acquire relevant scientific knowledge and information to prevent and control these problems to stay healthy;

About Us: 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. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. Motivating the topics from real life problems and  other subject areas, greater emphasis has been laid on applications of various concepts. 

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve problems of heights and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, menstruation, statistics, graphs and coordinate geometry etc.  The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures posters, games, puzzles and experiments.

OBJECTIVES
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to: consolidate the Mathematical knowledge and skills acquired at the upper primary stage; acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills. develop mastery of basic algebraic skills; develop drawing skills; feel the flow of reasons while proving a result or solving a problem. apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method. to develop positive ability to think, analyze and articulate logically; 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;

About Us: Evaluation of Work Experience/Pre-vocational education, Art Education and Physical & Health Education will be done by the schools. CBSE has developed guidlines for internal assessment in these subjects which the schools are expected to keep in view while organizing teaching and evaluation
of these subjects. Following publications of the Boards are recommended for their use and reference which give outlines of syllabi and hints for evaluation:
(i) Work Experience in Schools : Guidelines & Syllabus-Revised edition 1991
(ii) Art Education in Schools.
(iii) Physical & Health Education in Schools.
(iv) Guidelines for School based evaluation.

Recommended Book :
“Health” Published by Frank Brothers & Company Publishers Ltd., Darya Ganj, New Delhi

PRE-VOCATIONAL EDUCATION

1. In pursuance of the provisions in the National Policy of Education 1986 and recommendations of various committees, the CBSE has made provision of Pre-Vocational Education in its scheme of studies with effect from the acdemic session 1995-96 of class IX. The objectives of Pre- Vocational Education are :
- To impart training in simple marketable skills to students in classes IX & X.

Background
Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing.

Objectives

• To build greater confidence and proficiency in oral and written communication
• To develop the ability and knowledge required in order to engage in independent reflection and inquiry
• To use appropriate English to communicate in various social settings equip learners with essential language skills to question and to articulate their point of view.
• To build competence in the different registers of Englilsh
• To develop sensitivity to, and appreciation of, other varieties of English, Indian Englishes, and the culture they reflect
• To enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet etc.)
• To develop curiosity and creativity through extensive reading
• To facilitate self-learning to enable them to become independent learners
• To review, organise and edit their own work and work done by peers

At the end of this stage learners will be able to do the following :
Give a brief oral description of events / incidents of topical interest retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.) participate in conversations, discussions, etc. on topics of mutual interest in non-classroom situations narrate the story depicted pictorially or in any other non-verbal mode respond in writing to business letters, official communications read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates etc. write without prior preparation on a given topic and be able to defend or explain the position taken / views expressed write a summary of short lectures on familiar topics by making / taking notes write an assessment of different points of view expressed in a discussion / debate  read poems effectively (with proper rhythm and intonation) to transcode information from a graph / chart to a description / report

Language Items: In addition to consolidating the grammatical items practised earlier, the courses at secondary level seek to reinforce the following explicitly :

It includes the following: For Students
1. Main Course book
2. Literature Reader
3. Work book
Interact in English has been designed to develop the student’s communicative competence in English. Therefore, content selection is determined by the student’s present and future academic, social and professional needs.

The overall aims of the course are:
(a) to enable the learner to communicate effectively and appropriately in real-life situations.
(b) to use English effectively for study purposes across the curriculum.
(c) to develop and integrate the use of the four language skills, i.e. listening, speaking, reading and writing.
(d) to develop interest in and appreciation of literature.
(e) to revise and reinforce structures already learnt.
(f) to develop interest in the appreciation of literature.

Teachers may kindly keep the following in mind to develop these competencies:
Creativity : Students should be encouraged to think on their own and express their ideas using their experience, knowledge and imagination, rather than being text or teacher dependent.
Self-monitoring : Students should be encouraged to monitor their progress, space out their learning, so students should be encouraged to see language not just as a functional tool, but as an important part of personal development and inculcation of values.

READING
By the end of the course, students should be able to :
1. read silently at varying speeds depending on the purpose of reading;
2. adopt different strategies for different types of text, both literary and non-literary;
3. recognise the organization of a text;
4. identify the main points of a text;
5. understand relations between different parts of a text through lexical and grammatical cohesion devices.
6. anticipate and predict what will come next in a text;
7. deduce the meaning of unfamiliar lexical items in a given context;
8. consult a dictionary to obtain information on the meaning and use of lexical items;
9. analyse, interpret, infer (and evaluate) the ideas in the text;
10. select and extract from a text information required for a specific purpose (and record it in note form)
11. transcode information from verbal to diagrammatic form;
12. retrieve and synthesise information from a range of reference material using study skills such as skimming and scanning;
13. interpret texts by relating them to other material on the same theme (and to their own experience and knowledge); and
14. read extensively on their own.

WRITING
By the end of the course, students should be able to :
1. express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices;
2. write in a style appropriate for communicative purposes;
3. plan, organise and present ideas coherently by introducing, developing and concluding a topic;
4. write a clear description (e.g. of a place, a person, an object or a system);
5. write a clear account of events (e.g. a process, a narrative, a trend or a cause-effect relationship);

RATIONALE: Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various  means of communication (verbal and non-verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It  develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture,  movement, sound etc., learners develop a sense of organization and asense of design which inclucates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aestheticsensibilities and respect for social values and cultural heritage. The idea of creative art involves all the elements of commonly known art forms-visual,performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and creamic work,poetry and creative writing and other art connected craft forms.

OBJECTIVES : The objectives of art education are to : help the student to consolidate past experiences and knowledge;  introduce the student to new media and techniques and their use for creative expression and for making objects of common use;  provide opportunities for the development of awareness about folk arts, local specific arts and other cultural components leading to an awareness and appreciation of national heritage;  hlep the sudent to use artistic and aesthetic sensibility in day-to-day life situation;  help the student to achieve a balanced growth as a social being in tune with our culture through projects on natural and cultural heritage etc;  get acquinted with the life and work of the local artists/artistes;  develop creative expression through locally available material with the help of the community;  refine the sense of appreciation of the beauty of nautre and the basic elements of art forms;

APPROACH TO ART ACTIVITIES : At the secondary stage, art education is closer to the local folk art and craft and folk theatre. Art is not only to always blindly copy the old masters or copying the teacher’s work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a subtitute of Work Education under which a few artistic activities may be conducted but the approach and product would be different.  In the interest of the learner, as far as possible, all the media of creative arts may be placed before the sudents for their choice of selection in one form of art or in a combination of art forms.
These are :

• VISUAL ARTS  Two-dimensional or Pictorial
•  Drawing and Painting
•  Collage Making
•  Printing Making
•  Photography
•  Computer graphics (Wherever possible)

Three-dimensional

• - Clay modelling and pottery
• - Carving and sculpture
• - Construction

PERFORMING ARTS
Music (Vocal, Instrumental)
Movement and Dance
Creative Drama and Puppetry
Creative Writing and Poetry

SOURCES FOR ART TEACHING
The arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance threatre and in the creation of forms have been part of human life from the very beginning. It is not something new and strange – it is an integral part of human existence. Exposure
to the local environment and arts in an esential activity of the school art programme.

Any one of the following can be offered: (Hindustani  Carnatic)
1. Hindustani Music-Vocal  
2. Hindustani Music Melodic Instruments 
3. Hindustani Music Percussion Instruments 
4. Carnatic Music-Vocal
5. Carnatic Music-Melodic Instruments
6. Carnatic Music-Percussion Instruments 
THEY
1. An outline histy of Indian Music
2. Definition of the folllowing: Sangeet, Nada, Swara, Shuddha, Vikrit (Komal, Teevra) Sthana (Mandra, Madhya, Tara), Aaroha, Avaroha, Raga, Laya, Tala, Sam, Tali, Khali, Matra, Avartana

PRACTICAL
1. (a) National Anthem
(b) Four folk  tribal songs
(c) Four devotional songs
(d) Three patriotic songs
(e) Community singing (two songs)
(f) Identification of basic swaras
2. Aaroha, Avaroha, Pakad and Drut Khayal in the following Ragas: Yaman, Bhairav, Bhopali with few Tanas.
3. Recitation of the Thekas of Teentala, Keharwa, Dadra and Jhaptal; keeping tala with hand beats.
4. Eight Tala-Baddha, Alankars set to different Talas.

CLASS X
They : 25 Marks (68 Periods) Time: 2hours Practical : 75 Marks

THEY
1. Basic knowledge of the structure and tuning of Tanpura.

2. Knowledge of the notation systems laid down by Pt. Vishnu Digamber Paluskar and Pt. V.N. Bhatkhande.
3. Definition of Vadi, Samvadi, Anuvadi, Vivadi, Alap
4. Brief description of Natya shastra, Sangeet Ratnakar.

PRACTICAL

1. Community Singing:
(a) Two songs in different regional languages.
(b) One Tage song
2. Aaroha, Avaroha, Pakad and Drut Khyal in the following Ragas: Kafi, Khamaj, Sarang and Desh with simple elabations and few tanas.

Suggested Reference Books :
1. Kramik Pustak Malika by Pandit V.N. Bhatkhande
2. Rag Vigyan by Pandit V.N. Patwardhan.

(II) HINDUSTANI MUSIC (MELODIC INSTRUMENTS)
(Code No. 035)

THEY
1. An outline histy of Indian Music
2. Definition of the following: Sangeet, Nada, Swara, Shuddha, Vikrit (Komal, Teevra) Sthana (Mandra, Madhya, Tara), Aaroha, Avaroha, Raga, Laya, Tala, Sama, Tali, Khali, Matras, Avartana.

PRACTICAL
1. Proficiency in any one of the following instruments : (i) Sitar, (ii) Sarod, (iii) Violin, (iv) Dilruba  Esraj (v) Flute (vi) Mandolin, (vii) Guitar.
2. (a) The tune of National Anthem.
(b) Four Dhuns and four folk dhuns of different regions.
3. Aaroha, Avaroha, Pakad and Drut gat in the following Ragas; Yaman, Bhairav, Bhopali with few Todas.
4. The recitation of Thekas of Teen Taal, Keharwa, Dadra and Jhaptal, taal keeping with hand beats.

They : 25 Marks (68 Periods) Time: 2hours Practical : 75 Marks
CLASS X

THEY
1. Basic knowledge of the structure and tuning of any one of the following insruments: (i) Sitar, (ii) Sarod, (iii) Violin, (iv) Dilruba  Esraj, (v) Flute, (vi) Mandolin, (vii) Guitar.
2. Knowledge of the notation systems laid down by Pt Vishnu Digambar Palukar and Pt. V.N. Bhatkhande
3. Vadi, Samvadi, Anuvadi, Vivdi, Alap
4. Brief description of Natya Shastra, Sangeet Ratnakar.
PRACTICAL
1. Eight Tala-babbha Alankaras set to different Talas.
2. Aaroha, Avaroha, Pakad and Drut Gat in the following Ragas: Kafi, Khamaj, Sarang and Desh with simple elabations and few Todas
Suggested Reference Books:
1. Sitar Marg (I Part) by Shri S. Bandyopadhyaya, Vani Mandir, Subzi Mandi, Delhi-7
2. Vitat Vadya Shiksha’, by Shri S. Bandyopadhyaya, Vani Mandir, Subzi Mandi, Delhi-7
3. Sitar and its Technique by Prof. Debu Chaudhuri, Avon Publishers, Shahdara, Delhi.

(III) HINDUSTANI MUSIC (PERCUSSION-INSTRUMENTS)
(CODE NO. 036)

THEY
1. An outline histy of Indian Music
2. Definition of the following: Sangeet, Nada, Swara, Shuddha, Vikrit (Komal, Teevra) Raga, Laya, Tala, Matra, Vibhag, Sama, Tali Avartana, Dugun, Tigun, Chaugun.
PRACTICAL
To acquire efficiency in playing on the opted percussion instrument (Tabla  Pakhawaj) with special reference to accompaniment.
1. Ability to recite with hand beats and to play on the instruments the Theka of Teen Taal, Keharwa, Dadra, with simple elabations.
2. Accompaniment with solo perfmance.

They : 25 Marks (68 Periods) Time: 2hours Practical : 75 Marks
CLASS X

THEY
1. Basic knowledge of the structure and tuning of the instruments (Tabla  Pakhawaj).
2. Knowledge of tala notation systems laid down by Pt. Vishnu Digamber Paluskar and Pt. V.N. Bhatkhande.
3. Definition of Avartan, Theka, Lahera, Amad, Mohra, Tihai.
4. Brief description of Natya Shastra, Sangeet Ratnakar.
PRACTICAL
1. To produce crectly the basic Bolas-Ta, Dha, Tin and Dhin, Dha, Ki, Na, Ti, Dhi, Na and Ti; Ti, Na, Dhi, Dhi, Ga, Tir, Kit, Tu, Na, Katta, etc.
2. Ability to recongise the tala of the composition being sung  played on a melodic instrument.
3. To recite the tala with hand beats and to play on the instrument the Theka of Jhaptala, Rupak and Ektala with elabations.

Suggested Reference Books :
1. ‘Tal Sastra’ by Shri Bhagwat Sharan, Sangit Hathras.
2. Tabla Vadan Shiksha by Pt. Krishna Rao Shankar Pandit.

(IV) CARNATIC MUSIC (VOCAL)
(CODE NO. 031)

THEY
1. Definition of the following terms:
Sangeeta, Nada, Svara, Svarsthana, Aroha, Avaroha, Sruti, Tala, Laya, Alankara, Sthayi, Graha, Dhatu, Matu, Sudha and Vikrta, Svara, Povaanga, Utharanga, Vadi Samvadi, Anuvadi, Vivadi, Sama, Atita, Anagata, Anyasvara, Raaga
2. Brief outline of Ragalakshana of the following : Mayamalavagaula, Mohanam, Kalyani, Malahari and Bilahari
3. Lakshanas of the following musical fms: Geetam, Svarajati.
4. Basic knowledge of the following Talas: Aadi, Rupaka, Chapu.
5. An outline histy of Indian Music, including the biography of Purandaradaasa and Tyaagaraaja.

PRACTICAL
1. Community Singing:
(a) National Anthem
(b) Five folk  tribal songs of any region indicating time of the year and occasion with which they are related.
2. Voice-culture exercises f Sruti Suddha and Sthan Sudha, sapta tala alankaras in Mayamalawa gowla.
3. Arohana and Avarohana of the following Ragas with brief Raga lakshana : Mayamalawagaula, Mohanam, Malahari, Bilahari, Kalyahi.
4. Singing of simple Devernamas, Geetam, Svarajati and simple bhajans, to the accompaniment of Tambura and Mridangam.
5. Rendition of Adi, rupaka and chapu talas.

They : 25 Marks (68 Periods) Time: 2hours Practical : 75 Marks
CLASS X

THEY
1. Basic knowledge of structure of the Tambura.
2. Outline knowledge of the 72 malakarta scheme
3. General understanding of Principles of notation in Carnatic Music using signs and symbols.
4. Ragalakshanas in brief of the following ragas : Hamsadhvani, Shankarabharanam, Kamboji, Hindolam, Abhogi
5. Study of the lakshanas of varnam, Jatiswaram, kriti

PRACTICAL
1. Community Singing: Four devotional songs, simple Naamaavalis, Bhajans composed by the saints poets of India.
2. Ragalakshanas of the following ragas : Kalyani, kamboji, shankarabharanam, Hindolam, Abhogi
3. To create proper sense of svara and laya through sapta tala alankaras. Alankaaras in Mayamalavagoula and other simple scales.
4. One Divyanama kirtana, one Jatisvaram at least two simple kritis to the accompaniment of Tambura and Mridangam.
5. One Adi tala varam is two degrees of speed.
6. Principles of notation in Carnatic music, illustrated with suitable examples.

(V) CARNATIC MUSIC (MELODIC INSTRUMENTS)
(CODE NO. 032)

THEY
1. Knowledge of the following terms :
Sangita, Nada, Svara, Svarsthana, Arohana, Avarohana, Aavarta, Sruti, Sthayi, Graha  Eduppu,
Dhaatu, Maatu Sama, Kaala  Degrees of Speed, Suddha Svara Vikrita, Svara, Sangati
Povaanga, Uttaranga, Vadi, Samvadi, Anuvadi, Vivadi, Atita, Anagata, Anya svara.
2. Raaga Lakshanaas Outlines of :
Mayamalavogowla, Sankarabharanam, Kalyani, Hamsadhvani.
3. Lakshanas of the musical fms geetam and svarajati.
4. Taalas : Aadi, Roopakam and Chaapu.
5. An outlines sty of Indian Music including the biography of Purandaradaasa and Tyaagaraaja.

PRACTICAL
1. Any one of the following instruments :
1. Veena 2.Violon 3. Flute 4. Gottuvadyam
2. The candidates f instruments may be allowed to opt f community singing  f instrumental ensemble based either on the ragas from the syllabus  light and folk melodies.
3. Sapta Tala Alankaras in Mayamalavagaula.
4. Playing ragas in detail on the instrument as prescribed in They.
5. Musical compositions : Two geetams, one svarajati and one Adi Tala Varnam in two degrees of speed.

They : 25 Marks (68 Periods) Time: 2hours Practical : 75 Marks
CLASS X

THEY
1. Basic knowledge of the structure and tuning of the instrument opted f
2. Outline knowledge of the seventy-two Melakarta Scheme
3. Principles of Notation in Carnatic music
4. Raaga Lakshana of Mohanam, Kaamboji, Abhogi, Nata, Hindolam
5. Lakshanas of the musical fms kriti and Varnam.

PRACTICAL
1. Playing of the ragas prescribed f They
2. Tuning the instrument
3. Musical composition : Adi tala Varnam in two degrees of speed.
4. Simple keertanams and simple kritis.

Suggested Reference Books:
1. Flute by Prof. Sambamothy.
2. Musical Instruments of India by S. Krishnaswamy.

(VI) CARNATIC MUSIC (PERCUSSION-INSTRUMENTS)
(CODE NO. 033)

THEY
1. Knowledge of the following terms:
Sangita, Nada, Svara, Svarasthana, Arohana, Avarohana, Aavarta, Sruti, Sthayi, Graha  Eduppu, Dhaatu, Maatu, Sama, Kaala  Degrees of Speed, Suddha Svara, Vikrta, Svara, Sangati, Povaanga, Uttaranga, Vadi, Samvadi, Anuvadi, Vivadi, Atita, Anagata, Anya Svara.

CLASS XI (THEORY)
One Theory Paper Time: 3 Hours 70 Marks

1. Agrometeorology, Genetics and Plant Breeding, Biochemistry and Microbiology 35 Marks
2. Livestock Production 35 Marks

Home Science as a discipline aims to empower learners by developing understanding of four different areas, namely:
• Food and Nutrition
• Human Development
• Community Resource Management and Extension
• Fabric and Apparel Science

The subject helps students to understand changing needs of Indian society, academic principles as well as develop professional skills.  This would make them competent to meet challenges of becoming a responsible citizen.

OBJECTIVES

The Syllabus at Senior Secondary level develops in the learners an understanding that the knowledge and skills acquired through Home Science facilitates development of self, family and community. It endeavours to –
1. acquaint learners with the basics of human development with specific reference to self and child.
2. help develop skills of judicious management of various resources.
3. enable learners to become alert and aware consumers.
4. impart knowledge of nutrition and lifestyles to enable prevention and management of disease.
5. inculcate healthy food habits.
6. help, develop understanding of textiles for selection and care of clothes.
7. develop skills of communication to assist in advocacy and dissemination of knowledge to community.

COURSE STRUCTURE
CLASS XI (THEORY)
One Paper (Theory) Time: 3 Hours 70 Marks

I. Concept of Home Science 02 Marks
II. Know myself 17 Marks
III. Nutrition for Self and Family 17 Marks
IV. My Resources 17 Marks
V. My Apparel 17 Marks

Unit I: Concept of Home Science and its Scope (Periods 2)

Home Science, its scope.

Unit II: Know myself : Issues related to adolescents (Periods 33)
Adolescence, meaning, early (12-15 years) and late (16 – 18 years) adolescence, early and late maturers.
Characteristics: Cognitive Development: Transition from concrete to formal operations; physical Development: Growth spurt, sexual development; Social and Emotional development: importance of peer group, interest in the opposite sex, varied and changing interests, concern about future; adolescence a period of strain and stress.
Important developmental tasks: accepting one’s physique; achieving new and more matured relations with agemates of both sexes; achieving a masculine/feminine social gender role; achieving emotional independence from parents; preparing for career; reproductive health and prevention of anaemia.
Individual differences: difference between same sex, differences across the two sexes, early and late maturers, role of heredity and environment (family, peers, school and neighbourhood).
Interpersonal Skills: with the family, peers and members of the community.
Special needs of adolescents – (i) Nutritional requirements: qualitative and quantitative;
(ii) exercise and entertainment; importance of physical activity in social development and prevention of obesity (iii) understanding from parents.
Some problems of adolescence: awkwardness due to growth spurt; freedom and control; depression; alcohol, drugs and smoking; delinquency; problem related to sex; ignorance and increased curiosity; prevention of HIV / AIDS and other sexually transmitted diseases; Population Education: problems of over population; neglect of girl child: causes, prevention, legal and social laws, government incentives to improve status of girl child, desire for male
child; small family norms.

Unit III : Nutrition for Self and Family (Periods 45)
Definition and relationship between food, nutrition, health: nutritional status; classification of foods on the basis of nutrients and functions; nutritional status and calorie intake as a basis of poverty line.
Functions of food: body building, energy giving, protective, regulatory; physiological, psychological and socio-cultural; signs of good health; physical status, psychological status, mental ability, mortality and longevity.
Selection of foods for optimum nutrition and good health: basic knowledge of nutrients – sources, functions, deficiency and prevention; proteins, carbohydrates, fat, dietary fibre, vitamins – A, D.
B 1, B2, niacin, folic acid, B 12 and vitamin C; minerals-calcium, iron and iodine. Basic food groups (ICMR) and their contribution; concept of balanced diet; food and nutritional requirements for family (ICMR tables); factors influencing selection of food: culture, family food practices, media, peer group and availability of foods.

Maximum nutritive value from food by proper selection, preparation, cooking and storage:
Selection and storage of foods-perishable, semi-perishable, non-perishable; convenience foods; Reasons for spoilage; brief description of household methods of preservation-refrigeration, dehydration, use of chemicals and household preservatives. Preparation of food; loss of nutrients during preparation of food and their minimization; Cooking; principles of cooking; Methods of cooking-boiling, steaming, pressure cooking, deep and shallow frying, parboiling, sauteing, roasting and grilling; Effect of cooking on the nutritive value of food; Method of enhancing nutritive value-germination,
fermentation, fortification and proper food combination.

Unit IV: My Resources (Periods 36)
Resources: meaning, types: (i) human-knowledge, skills, time, energy, attitudes; (ii) material: money, goods, property; (iii) community facilities; Schools, parks, hospitals, roads, transport, water, electricity, fuel, fodder; need to manage the resources; methods of conservation of shared
resources.
Management: meaning and need for management; steps in management: planning, organizing, controlling, implementing and evaluation; decision making and its role in management.
Time and energy management: need and procedure for managing time for occupation and leisure; work simplification: meaning and methods; activities in the home: sleeping, studying, cooking, eating, bathing, washing, entertaining-need to organize space for these activities; use of colours and accessories to make these centres attractive; role of different members of the family in efficient running of a home.

The subject of ‘Engineering Graphics’ has become an indispensable tool for Engineers, Technocrats, Architects, Draftsmen, Surveyors, Designers and many others professionals in the recent times. Understanding of its fundamental principles and wider applications of the same in the above fields and many other daily life situations form the basis for the syllabus at Senior Secondary Stage.

Objectives:

The study of the subject of Engineering Graphics at Senior School Level aims at helping the learner to:
• develop clear concept and perception of form, proportion and purpose.
• develop the skill of expressing three-dimensional and two-dimensional objects into professional language and vice versa.
• acquire the ability to readily draw neat sketches, often needed in "On-job situations".
• develop a clear understanding of plane and solid Geometry and machine drawing so as to apply the same in relevant practical fields such as technology and industry.
• acquire speed and accuracy in use of drawing instruments.
• Using technology (CAD) in developing isometric and othographics projections of simple objects.

COURSE STRUCTURE
Class XI

(Theory)
One Paper 3 Hours 70 Marks

PLANE GEOMETRY
1. Lines, angles and rectilnear figures 4 Marks
2. Circles, semi-circles and tangents 6 Marks
3. Special curves : ellipse, parabola, involute, cycloid. helix and sine-curve 6 Marks

SOLID-GEOMETRY
4. Orthographic-projections of points, lines laminae, (plane) and solids 12 Marks
5. Section of solid-figures 15 Marks

MACHINE DRAWING
6. Orthographic projections of simple machine-blocks 12 Marks
7. Isometric-projection of laminae (plane) figures 10 Marks
8. Development of surfaces 5 Marks

PLANE GEOMETRY
Unit 1: Construction of lines, angles and their divisions. Simple questions based on triangles, square, rhombus, trapeziums, regular polygons-pentagon, hexagon and octagon. 0 8 Pds.
Unit 2: Construction of circles, external and internal tangents of circles, inscribing of circles in equilateral triangle, square, rhombus, regular polygons-pentagon, hexagon and octagon. 10Pds.
Unit 3: (a) Special curves : Construction of ellipses by the following methods:
(i) Concentric circles
(ii) Intersecting arcs
(iii) Intersecting lines
(b) Parabola by the following methods:
(i) Intersecting lines
(ii) Intersecting arcs
(c) Involute of a circle.
(d) Cycloid, helix and sine curve 20 Pds.

SOLID GEOMETRY
Unit 4: Methods of orthographic projections and dimensioning strictly as per SP: 46- 1988 revised conventions. Projection of points, lines, regular plane figure and right regular solids such as cubes, prisms and pyramids (square, triangular, pentagonal and hexagonal), cones, cylinders, spheres, hemi-spheres and frustum of pyramids and cone when they are kept with their axis (a) perpendicular, to HP/VP (b) parallel to one plane and inclined to the
other (c) parallel to HP and VP both. 40 Pds.
Unit 5: Section of solids under the same conditions mentioned above made by the horizontal, vertical and inclined planes, also showing true-shape of section. 45 Pds.

An unprecedented growth of human knowledge in the field of Biological Sciences coupled with equally significant developments in the field of technology have brought significant changes into existing social and economic systems. The emerging field of Biotechnology is likely to further enhance the applications of Science and Technology in the service of human welfare. Modern Biotechnology processes encompass a wide range of new products such as antibiotics, vaccines, monoclonal antibodies and many more. Furthermore, developments in recombinant DNA technology have yielded numerous new useful products in the fields of healthcare and agriculture.

The present syllabus takes care of all these aspects. Due emphasis has been laid on familiarizing the learners with the fundamental concepts, basic techniques and their applications. It is expected that the knowledge gained through the study of different topics and the skills acquired through the prescribed practical work will make the learners competent to meet the challenges of academic as well as professional courses after studying the subect at senior secondary stage.

OBJECTIVES

The broad objectives of teaching Biotechnology at senior secondary level are:
To help the learners know and understand basic facts and concepts in the subject at elementary stage.
To expose the students to different basic processes and basic techniques used in Biotechnology
To farmiliarize the learners to understand the relationship of the subject to health, nutrition, environment, agriculture and industry etc.
To develop conceptual competence in the learners so as to cope up with professional courses in future career.
To acquaint students with different applications of Biotechnology in everyday life.
To develop an interest in students to study biotechnology as a discipline.

Course Structure
Class XI
(Theory)
One Paper (Three Hours) 70 Marks

Unit I Introduction to Biotechnology 10 Marks
Fundamentals of Biochemical Engineering
Biotechnology and Society

Unit II Biomolecules 20 Marks
Building Blocks of Biomolecules-Structure and dynamics
Structure and function of Macromolecules.
Biochemical Techniques

Unit III Cell and Development 20 Marks
The basic unit of life
Cell Growth and development
Cellular Techniques

Unit IV Genetics and Molecular Biology 20 Marks
Principles of Genetics
Genome Function
Genetical Techniques

PRACTICALS

Note : Every student is required to do the following experiments during the academic session.
1. Preparation of buffers and pH determination.
2. Sterlization techniques (Wet and Dry Sterlization, Chemical sterlization and Utrafiltration.
3. Media preparation (Solid and Liquid LB medium)
4. Isolation of bacteria from curd and staining of bacteria.
5. Determination of bacterial growth curve.
6. Study of various stages of mitosis and calculation of mitotic index.
7. Preparation of Karyotype.
8. Cell counting (using Haemocytometer)
9. Isolation of genomic DNA.
10. Detection of DNA by gel electrophoresis.
11. Isolation of milk protein (casein)
12. Estimation of protein by Biuret method.
13. Assaying the enzyme acid phosphate.

Scheme of Evaluation:
Time: 3 Hours Max. Marks 30

The scheme of evaluation at the end of session will be as under:

• Two experiments : 20 Marks
• Viva on experiments : 5 Marks
• Practical record : 5 Marks

CLASS XII
(THEORY)
One paper Time: 3Hours Total Marks : 70

Unit V: Protein and Gene Manipulation Marks 40
Chapter I: Protein Structure and Engineering 15 Marks
Introduction to the world of Proteins
3-D Shape of Proteins
Structure Function relationship in Proteins
Purification of Proteins
Characterization of Proteins
Protein based products
Designing Proteins
Proteomics

The present syllabus reinforces the ideas introduced in the lower classes while the students learn new concepts besides getting an exposure to contemporary areas of the subject. The syllabus also aims at emphasizing on the underlying principles that are common to both animals and plants as well as highlighting the relationship of biology with other areas of knowledge. The format of the syllabus allows a simple, clear, consequential flow of concepts without any jarring jumps. The syllabus also stresses on the connection of the study of Biology to real life problems, use of biological discoveries/innovations in everyday life – in environment, industry, health and agriculture. The updated syllabus also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continue to be available within its framework.

The prescribed syllabus is expected to promote understanding of basic principles of biology  encourage learning of emerging knowledge and its relevance to individual and society  promote rational/specific attitude to issues related to population, environment and development  enhance awareness about environmental issues and problems and the appropriate solutions  create awareness amongst the learners about variations amongst the living, and developing respect for the diversities and to appreciate that the most complex biological phenomena are also built on essentially simple processes.  It is expected that the students would get an exposure to various branches of Biology in the syllabus in a more contextual and friendly manner as they study its various units.

COURSE STRUCTURE
Class XI (Theory)
One Paper Time: 3 Hours 70 Marks

1. Diversity in living world 07 Marks
2. Structural organization in animals and plants 12 Marks
3. Cell: Structure and function 15 Marks
4. Plant physiology 18 Marks
5. Human Physiology 18 Marks

I Diversity in Living World (25 Periods)
Diversity of living organisms
Classification of the living organisms (five kingdom classification, major groups and principles of classification within each kingdom).
Systematics and binomial System of nomenclature Salient features of animal (non-chordates up to phylum level and chordates up to class level) and
plant (major groups; Angiosperms up to class) classification, viruses, viroids, lichens Botanical gardens, herbaria, zoological parks and museums.

II Structural Organisation in Animals and Plants (30 Periods)
Tissues in animals and plants.
Morphology, anatomy and functions of different parts of flowering plants: Root, stem, leaf, inflorescence, flower, fruit and seed.
Morphology, anatomy and functions of different systems of an annelid (earthworm), an insect (cockroach) and an amphibian (frog).

III CELL: STRUCTURE AND FUNCTION (40 Periods)
Cell: Cell theory; Prokaryotic and eucaryotic cell, cell wall, cell membrane and cell organelles’ (plastids, mitochondria, endoplasmic reticulum, Golgi bodies/dictyosomes, ribosomes, lysosomes, vacuoles, centrioles) and nuclear organization. Mitosis, meiosis, cell cycle.
Basic chemical constituents of living bodies.
Structure and functions of carbohydrates, proteins, lipids and nucleic acids.
Enzymes: types, properties and function.

IV Plant Physiology (40 Periods)
Movement of water, food, nutrients and gases, Plants and Water Mineral nutrition, Respiration, Photosynthesis, Plant growth and development.

V Human Physiology (45 Periods)
Digestion and absorption.
Breathing and respiration.
Body fluids and circulation.
Excretory products and elimination.
Locomotion and movement.
Neural control and coordination,
chemical coordination and regulation.
Recommended Textbook.
Biology textbook for Class XI, Published by NCERT

Practicals
Time: 3 Hours Marks : 30 60 Periods

1. Experiments and spotting 20 marks

Rationale

Higher Secondary is the most crucial stage of school education because at this juncture specialized discipline based, content-oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and study courses in applied areas of science and technology at tertiary level. Therefore, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of  academic and professional courses after the higher secondary stage. 

The new and updated curriculum is based on disciplinary approach with rigour and depth taking care that the syllabus is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio-molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of chemistry syllabus at senior secondary stage At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated syllabus. The revised syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations, teaching of fundamental concepts, applications of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition etc.

OBJECTIVES

The broad objectives of teaching Chemistry at Senior Secondary Stage are to help the learners:
to promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.
to make students capable of studying chemistry in academic and professional courses (such as medicine, engineering, technology) at tertiary level.
to expose the students to various emerging new areas of chemistry and apprise them with their relevance in their future studies and their application in various spheres of chemical sciences and technology.
to equip students to face various changes related to health, nutrition, environment, population, weather, industries and agriculture.
to develop problem solving skills in students.
to expose the students to different processes used in industries and their technological applications.
to apprise students with interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.

to acquaint students with different aspects of chemistry used in daily life.
to develop an interest in students to study chemistry as a discipline.

COURSE STRUCTURE
Class XI (Theory)
One Paper Time: 3 Hours 70 marks

Unit I Some Basic Concepts of Chemistry 3 marks
Unit II Structure of Atom 6 marks
Unit III Classification of Elements and Periodicity in Properties 4 marks
Unit IV Chemical Bonding and Molecular Structure 5 marks
Unit V States of Matter: Gases and Liquids 4 marks
Unit VI Thermodynamics 6 marks
Unit VII Equilibrium 6 marks
Unit VIII Redox Reactions 3 marks
Unit IX Hydrogen 3 marks
Unit X s-Block Elements 5 marks
Unit XI Some p-Block Elements 7 marks
Unit XII Organic Chemistry: Some basic Principles and Techniques 7 marks
Unit XIII Hydrocarbons 8 marks
Unit XIV Environmental Chemistry 3 marks

Unit: Some Basic Concepts of Chemistry (Periods 12)
General Introduction: Importance and scope of chemistry.
Historical approach to particulate nature of matter, laws of chemical combination, Dalton’s atomic theory: concept of elements, atoms and molecules.
Atomic and molecular masses, mole concept and molar mass, percentage composition, empirical and molecular formula, chemical reactions, stoichiometry and calculations based on stoichiometry.

Unit II: Structure of Atom (Periods 16)

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 not heavy and is at the same time, 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.

COURSE STRUCTURE
Class XI (Theory)
One Paper Three Hours Max Marks: 70

Unit I – Physical World & Measurement 03 Marks
Unit II – Kinematics 10 Marks
Unit III – Laws of Motion 10 Marks
Unit IV – Work, Energy & Power 06 Marks
Unit V – Motion of System of particles & Rigid Body 06 Marks
Unit VI – Gravitation 05 Marks
Unit VII – Properties of Bulk Matter 10 Marks
Unit VIII – Thermodynamics 05 Marks
Unit XI – Behaviour of Perfect Gas & Kinetic Theory of gases 05 Marks
Unit X – Oscillations & Waves 10 Marks

Unit I: Physical World and Measurement (periods 10)
Physics – scope and excitement; nature of physical laws; Physics, technology and society. Need for measurement: Units of measurement; systems of units; SI units, fundamental and derived units. Length, mass and time measurements; accuracy and precision of measuring instruments;
errors in measurement; significant figures.
Dimensions of physical quantities, dimensional analysis and its applications.

Unit II: Kinematics (Periods 30)
Frame of reference. Motion in a straight line: Position-time graph, speed and velocity. Uniform and non-uniform motion, average speed and instantaneous velocity. Uniformly accelerated motion, velocity-time, position-time graphs, relations for uniformly accelerated motion (graphical treatment).
Elementary concepts of differentiation and integration for describing motion.
Scalar and vector quantities: vectors, notation, Position and displacement vectors, equality of vectors, multiplication of vectors by a real number; addition and subtraction of vectors. Relative velocity.
Unit vector; Resolution of a vector in a plane – rectangular components. Motion in a plane. Cases of uniform velocity and uniform acceleration-projectile motion.

Unit III: Laws of Motion (Periods 16)
Intuitive concept of force. Inertia, Newton’s first law of motion; momentum and Newton’s second law of motion; impulse; Newton’s third law of motion. Law of conservation of linear momentum and its applications.
Equilibrium of concurrent forces. Static and kinetic friction, laws of friction, rolling friction. Uniform circular motion, Dynamics of uniform circular motion: Centripetal force, examples of circular motion (vehicle on level circular road, vehicle on banked road).

Unit IV: Work, Energy and Power (Periods 16)