(Result) CBSE: Central Teacher Eligibility Test (CTET) - September 2015

Exam Name: Central Teacher Eligibility Test (CTET)

Session: September 2015

The result of the Central Teacher Eligibility Test conducted on 20th September 2015 has been declared and the same is available on CTET website www.ctet.nic.in and CBSE website www.cbse.nic.in. The candidates are advised to check their result by login on CTET and CBSE website. The Marksheet of all the candidates who appeared and certificate of qualifying candidates only shall be dispatched shortly.

42nd Jawaharlal Nehru National Science, Mathematics & Environment Exhibition for Children (JNNSMEE – 2015)

Main Theme: Science and Mathematics for Sustainable world

Sub-Themes:

1. Community Health and Environment
2. Landmarks in Science and Mathematics
3. Information and Communication Technology
4. Energy
5. Transport
6. Waste Management

Organised by

National Council of Educational Research and Training New Delhi in collaboration with Department of Public Instruction Government of Kerala, Thiruvananthapuram

(Answer Key) CBSE: Problem Solving Assessment (PSA) Exam - 2015 "Class: IX & XI"

Exam Name: Problem Solving Assessment (PSA)

Year: 2015

Class: IX & XI

(Download) NCERT Revised syllabus Of Urdu (Class 6 to 12 )

(डाउनलोड) एनसीईआरटी हिंदी ( कक्षा 6 - 12) के संशोधित पाठ्यक्रम

1. भाषा, भाषा-शिक्षण और बहुभाषिता

1.0 परिचय

यह पाठ्यक्रम भाषा पढ़ाने वेफ लिए एक विस्तृत रूपरेखा वेफ रूप में बनाया गया है। हमें आशा है कि इस रूपरेखा को विभिन्न राज्य, शिले और वुफछ सीमा तक प्रखंड भी अपने स्थानीय संदर्भों और अपने क्षेत्रा वेफ बच्चों की विभिन्न क्षमताओं वेफ अनुसार अपनाएँगे।

 सभी मनुष्य विभिन्न उद्देश्यों वेफ लिए भाषा का इस्तेमाल करते हैं। यहाँ तक कि विविध प्रकार की अक्षमता वाले बच्चे, जैसे- दृष्टिबाधित या श्रवणबाधित बच्चे भी संप्रेषण की जटिल और समृ(द्ध व्यवस्था का प्रयोग करते हैं, जिस प्रकार कोई भी सामान्य बच्चा करता है। इसलिए इसमें आश्चर्य की कोई बात नहीं है कि अधिकांश व्यक्ति यह सोचते हैं कि वे भाषा वेफ बारे में बहुत वुफछ जानते हैं।  निःसंदेह यह स्थिति दुर्भाग्यपूर्ण है। भाषा वेफवल संप्रेषण का साधन ही नहीं है, बल्कि यह एक माध्यम भी है जिसवेफ सहारे हम अधिकांश जानकारी प्राप्त करते हैं। यह एक व्यवस्था है जो काप़फी सीमा तक हमारे आस-पास की वास्तविकताओं और घटनाओं को हमारे मस्तिष्क में व्यवस्थित करती है। यह कई तरीकों से हमारी पहचान का एक चिु है और अंततः यह समाज में सत्ता-शक्ति से बहुत नशदीक से जुड़ी हुई है। हमें यह भी याद रखना चाहिए कि हम वेफवल दूसरों से बात करने वेफ लिए ही नहीं, बल्कि अपने आपसे भी बात करने वेफ लिए भाषा का इस्तेमाल करते हैं। यह वास्तव में भाषा का महत्वपूर्ण कार्य है। हम अपने विचारों को वैफसे स्पष्ट कर सकते हैं जब तक कि हम पहले अपने आप से बात करना न सीखें।

विभिन्न विषय-क्षेत्रों, जैसे-इतिहास, भौतिक विज्ञान अथवा गणित को समझने वेफ लिए हमें भाषा की आवश्यकता होती है। चाहे हम प्रवृफति को देखें या समाज को हम काप़फी हद तक उन्हें अपनी भाषा की संरचना वेफ माध्यम से ही देखते हैं। यह हमारी भाषा है जो हमें यह बताती है कि हम ‘बप़र्फ’ देखते हैं या ‘आइस’ या पिफर आइस और ‘स्नो’ दोनों देखते हैं अथवा एक ही वस्तु वेफ लिए 20 से भी अधिक शब्द- जैसा कि एस्कीमो देखते हैं। अपनी भाषा वेफ मुद्दे को लगातार आधार बनाकर कोई भी समुदाय किसी भी समय एक अलग राज्य की माँग कर सकता है। भारत में कई बार संविधान की आठवीं अनुसूची में अपनी भाषाओं को शामिल कराने वेफ लिए गंभीर प्रयास किए गए हैं। जहाँ तक भाषा और सत्ता/वर्चस्व वेफ संबंध का प्रश्न है- हम सभी जानते हैं कि जब हम किसी खास तरह वेफ उच्चारण अथवा लेखन-व्यवस्था को सही, शु( और मानक वेफ रूप में देखते हैं तो दरअसल हम यह कहना चाहते हैं कि समाज में वर्चस्वशाली समूह का अंग बनने वेफ लिए आपको इसी को अपनाना होगा और व्यवहार में लाना होगा।

अधिकांश बच्चे स्कूल आने से पहले वेफवल एक भाषा नहीं, बल्कि अक्सर अनेक भाषाएँ सीख लेते हैं। स्कूल आने से पहले बच्चा लगभग पाँच हशार अथवा उससे भी अधिक शब्दों को जानता है। अतः बहुभाषिकता हमारी पहचान अथवा अस्मिता की निर्धारक है। यहाँ तक कि दूर-दराज वेफ गाँवों का तथाकथित एक ‘एकल भाषी’ भी अनेक संप्रेषणात्मक स्थितियों में सही तरीवेफ की भाषा इस्तेमाल करने की क्षमता रखता है। अनेक अध्ययनों से पता चला है कि बहुभाषिकता का संज्ञानात्मक विकास, सामाजिक सहनशीलता, विवेंफद्रित चिंतन एवं शैक्षिक उपलब्धि से सकारात्मक संबंध होता है। भाषावैज्ञानिक दृष्टि से, सभी भाषाएँ चाहे वे बोली, आदिवासी या खिचड़ी भाषाएँ हों, सब समान रूप क्वूदसवंकमक थ्तवउरू ीजजचरूध्ध्बइेमचवतजंसण्बवउ से वैज्ञानिक होती हैं। भाषाएँ एक-दूसरे वेफ सान्निध्य में पफलती-पफूलती हैं साथ ही अपनी विशेष पहचान भी बनाकर रखती हैं। बहुभाषिक कक्षा में यह बिलवुफल अनिवार्य होना चाहिए कि हर बच्चे की भाषा को सम्मान दिया जाए और बच्चों की भाषायी विभिन्नता को शिक्षण-विधियों का हिस्सा मान कर भाषा सिखाई जाए।

1.1 भाषा-क्षमता

सभी बच्चे तीन साल की उम्र से पहले ही न वेफवल अपनी भाषा की बुनियादी संरचनाएँ और उपसंरचनाएँ सीख जाते हैं, बल्कि वे यह भी सीख जाते हैं कि विभिन्न परिस्थितियों में इनका किस प्रकार उचित प्रयोग करना है। ;उदाहरण वेफ लिए वे वेफवल भाषिक दक्षता नहीं, बल्कि संप्रेषण की दक्षता भी सीखते हैंद्ध तीन साल वेफ बच्चे वेफ संज्ञानात्मक क्षेत्रा में आने वाले किसी भी विषय पर उसवेफ साथ सार्थक बातचीत की जा सकती है। अतः यह स्वाभाविक है कि समृ( और संवेदनपरक अवसरों वाले बच्चों वेफ अलावा सामान्य बच्चे जन्मजात/नैसर्गिक भाषा-क्षमता वेफ साथ पैदा होते हैं- जैसे कि चाॅम्स्की ने तर्क दिए हैं। यह सच है कि विभिन्न भाषाओं में विभिन्न वस्तुओं वेफ लिए विभिन्न शब्द होते हैं और विभिन्न तरह वेफ पदबंध और अभिव्यक्तियाँ आदि होती हैं, पिफर भी हम जानते हैं कि हर भाषा में संज्ञा, क्रिया और विशेषण जैसी श्रेणियाँ होती हंै अथवा कर्ता$क्रिया$कर्म ;अंग्रेशी की तरहद्ध या कर्ता$कर्म$क्रिया ;हिंदी की तरहद्ध का शब्द क्रम होता है। इसवेफ अतिरिक्त उनवेफ अपने कई नियम होते हैं जो सभी भाषाओं में अपने होते हैं। ;1.2 देखेंद्ध भाषा क्षमता को जन्मजात/नैसर्गिक मानने पर हासिल होने वाले शिक्षण प(ति संबंधी दो निष्कर्ष अत्यंत महत्वपूर्ण हैं। बच्चों को समुचित अवसर प्रदान करना जिससे बच्चे सहजता वेफ साथ नई भाषा को सीख सवेंफ। दूसरा, पढ़ाते समय व्याकरण की अपेक्षा विषयवस्तु पर अधिक ध्यान देना।

1.2 नियमब( व्यवस्था वेफ रूप में भाषा

वैज्ञानिक तरीवेफ से भाषा की संरचना का अध्ययन करने वाले भाषावैज्ञानिकों वेफ लिए किसी भी भाषा का व्याकरण अनेक उपव्यवस्थाओं से बनी एक बहुत अमूर्त व्यवस्था है। ध्वनि वेफ स्तर पर संसार की भाषाएँ अपनी अनुतान संरचनाओं और सुर रेखाचित्रा वेफ रूप में लय और संगीत वेफ साथ निकटता वेफ साथ जुड़ी हुई हैं। उदाहरण वेफ िए किसी भी भारतीय भाषा में अथवा यहाँ तक कि अंग्रेशी में भी शब्द वेफ शुरू में तीन व्यंजन ध्वनियाँ एक साथ नहीं आतीं और जहाँ भी इन तीन ध्वनियों वेफ आने वेफ विकल्प हैं- वे बहुत सीमित हैं। पहला व्यंजन ‘स्’ ;ेद्ध दूसरा व्यंजन वेफवल ‘प्’ ;चद्ध, ‘त्’ ;जद्ध अथवा ‘क्’ ;ाद्ध तथा तीसरा व्यंजन वेफवल ‘य्’ ;लद्ध, ‘र्’ ;तद्ध ‘ल्’ ;सद्ध अथवा ‘व्’ ;ूद्ध ही हो सकता है जैसा कि हिंदी वेफ ‘स्त्राी’ शब्द में । अंग्रेजी में ष्ेचतपदहश्ए ष्ेजतममजश्ए ष्ेुनंेीश्ए ष्ेबतमूश् आदि भी इसी प्रकार वेफ उदाहरण हैं। भाषा शब्द, वाक्य और प्रोक्ति ;कपेबवनतेमद्ध वेफ स्तर पर नियमों से बंधी हुई है। इनमें से वुफछ नियम हमारी जन्मजात भाषा-क्षमता में पहले से ही खूब होते हैं लेकिन अधिकांश नियम सामाजिक-ऐतिहासिक परिवेश में संपे्रषण वेफ माध्यम से बनते हैं। उनमें सामाजिक व क्षेत्राीय विविधता देखने को मिलती है। इस तरह की भाषिक विविधता कक्षा में हमेशा उपस्थित रहती है और एक शिक्षक को उसकी जानकारी होनी चाहिए। साथ ही जहाँ तक संभव हो उसका सकारात्मक प्रयोग करना चाहिए।

1.3 बोलना और लिखना

बोलने और लिखने में जो बुनियादी अंतर है वह यह है कि लिखित भाषा सचेत रूप से नियंत्रित रहती है तथा समय में स्थिर हो जाती है। हम जब चाहें तब उस पर वापस आ सकते हैं। मौखिक भाषा अपनी प्रवृफति में क्षणिक और लिखित भाषा की तुलना में बहुत जल्दी बदलने वाली होती है। इसलिए मौखिक और लिखित भाषा वेफ बीच की असंगति को लेकर किसी को आश्चर्यचकित होने की आवश्यकता नहीं है। वाव्फ और लिपि वेफ बीच कोई दैविक संबंध नहीं है। मौखिक अंग्रेशी और रोमन लिपि वेफ बीच अथवा मौखिक संस्वृफत अथवा हिंदी भाषा तथा देवनागरी लिपि वेफ बीच कोई परमपावन संबंध नहीं है। वास्तव में संसार की सभी भाषाएँ वुफछ मामूली बदलाव/संशोधन/परिवर्तन वेफ साथ एक ही लिपि में लिखी जा सकती हैं, ठीक उसी तरह जिस तरह
माध्यमिक एक भाषा को संसार की सभी लिपियों में लिखा जा सकता है। वाव्फ एवं लिपि वेफ बीच इस संबंध वेफ प्रति जागरूकता वेफ कई महत्वपूर्ण शैक्षिक निहितार्थ हैं। जो शिक्षक इस वस्तुस्थिति अथवा तथ्य से परिचित हैं वे अकसर त्राुटियों वेफ प्रति अपने दृष्टिकोण में बदलाव लाते हैं तथा नवाचारी शिक्षण-विधियों का विकास करना प्रारंभ करते हैं।

1.4 भाषा, साहित्य और सौंदर्यबोध

(Download) NCERT Revised syllabus Of English (Class 6 to 12 )

1. ABOUT LANGUAGE, LANGUAGE LEARNING AND MULTILINGUALITY

1.0 Introduction

This syllabus has primarily been conceptualised as a broad framework for teaching languages. We do hope that different states, districts and in some cases, maybe even some blocks, adopt and adapt this framework according to their local contexts, accommodating children with diverse abilities for their own area.

All human beings use language for a variety of purposes. Even children with most diverse abilities such as visually or hearing impaired use as complex and rich a system of communication as any ‘normal child’ does. It is therefore not at all surprising that most people think that they know many things about language. This is indeed unfortunate. Language is not only a means of communication; it is also a medium through which most of our knowledge is acquired; it is a system that to a great extent structures the reality around us for representing it in our minds; it is a marker of our identity in a variety of ways; and finally, it is closely associated with power in society. We should also remember that we use language not only to talk to others but also to ourselves, and that indeed is a very important function of language. How else shall we clarify our thoughts if we don’t learn to talk to ourselves in the first instance?

We need language to understand different content areas such as History, Physics or Mathematics. Similarly, whether we see nature or society, we see it, to a large extent, in terms of our language. It is our language which tells us whether we see just barf or both ‘ice’ and ‘snow’ or above 20 words for a similar object as the Eskimos do. Any time a community wishes to fight for a separate state, it invariably brings in the issue of its language; many, in the case of India, would make serious efforts to have their language included in the 8th Schedule of the Constitution. And as far as the relationship of language with power is concerned, we all know that when we insist on a certain kind of pronunciation or writing system as being ‘correct’ and ‘pure’ and ‘standard’, we are in effect saying that if you wish to gain power in society, this is what you must do. Most children learn not just one but several languages before they come to school. The number of words a child knows before she comes to school is over 5000 or so. Multilingualism is thus constitutive of our identity. Even the so-called ‘monolingual’ in a remote village often controls
a verbal repertoire that equips her to function adequately over a large number of communicative encounters. We should also note that several recent studies have effectively demonstrated the positive relationship of multilingualism with cognitive growth, social tolerance, divergent thinking and scholastic achievement.

From the point of view of the science of language, all languages including what we call ‘dialects’, ‘tribal’, ‘mixed’ or ‘impure’ languages are equal; languages thrive in each other’s company even when each one has its own quality and genius. In a multilingual class, it is absolutely imperative hat every child’s language is respected and becomes a part of the teaching strategies.

1.1 Language Faculty

All children learn not only the basic systems and subsystems of their language but also how to use them appropriately (i.e. they acquire not only linguistic but also communicative competence) before they are three years old. It is eminently possible to engage in a meaningful conversation with a three-year-old on any subject that falls within her cognitive domain. It therefore seems obvious that in addition to the rich and caring exposure that they receive, normal children may be born with an innate language faculty as Chomsky has argued. Even though all languages have different words for different objects and different kinds of phrases and expressions etc., we note that all have categories like Nouns, Verbs and Adjectives or either a Subject-Verb-Object (like English) or a Subject-Object-Verb (like Hindi) word order or that they will have several rules that cut across languages (see 1.2). The awareness that there is an innate Language Faculty has two important pedagogical consequences: given adequate exposure, children will acquire new languages with ease; the focus in teaching should be more on content than grammar.

1.2 Language as a Rule-governed System

(डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 11-12) के संशोधित पाठ्यक्रम

भूमिका

संस्कृत विष्व की एक प्राचीनतम भाषा है। यह अधिकांष भारतीय भाषाओं की जननी एवं सम्पोषिका रही है। भारतीय संस्कृति, धर्म, दर्षन, अध्यात्म, इतिहास, पुराण, भूगोल, राजनीति एवं विज्ञान की मूल स्रोत संस्कृत भाषा आज भी भारत का गौरव एवं प्राण है तथा जीवन्त रचनात्मकता का साक्ष्य भी प्रस्तुत करती है। राष्ट्रीय भावात्मक एकता एवं अन्तर्राष्ट्रीयता की भावना के विकास में संस्कृत का योगदान विषिष्ट रहा है। विद्यार्थियों के सर्वांगीण विकास हेतु मानवीय मूल्यों की उदात्त व्याख्या कर ‘वसुधैव कुटुम्बकम्’ के आदर्ष की स्थापना करना संस्कृत की एक अनुपम देन है। अतः राष्ट्र की इस अमूल्य निधि को विद्यार्थियों के समक्ष प्रस्तुत करना आवष्यक है। संस्कृत को केवल एक प्राचीन भाषा मानना ही पर्याप्त नहीं है। आधुनिक संस्कृत अन्य भाषाओं की तरह भारतीय बहुभाषिकता की एक अभिन्न अंग भी है। जिस प्रकार संस्कृत अन्य भाषाओं के सीखने व बौद्धिक विकास में एक बहुभाषी कक्षा में सहायक सिद्ध होती है, ठीक उसी प्रकार संस्कृत सीखने में कक्षा में सहज उपलब्ध बहुभाषिकता का उपयोग किया जा सकता है। बहुभाषिकता के प्रति आदर एक ऐसा सषक्त दृष्टिकोण है, जिससे भाषा-षिक्षण की पूरी विधि ही बदल सकती है। श्रवण, भाषण, पठन एवं लेखन भाषा-कौषलों का विकास पाठांे पर ही आधारित होगा। यह आवष्यक है कि विद्यार्थियांे के लिए पाठ समग्र रूप मंे सार्थक हो, जिससे भाषा के सभी तत्व सहज ग्राह्य हो जायेंगे। इसी दृष्टिकोण से वरिष्ठ माध्यमिक स्तर पर (कक्षा ग्प्.ग्प्प्) ऐच्छिक विषय के रूप में संस्कृत के पठन-पाठन का प्रावधान किया गया है।

सामान्य उद्देष्य

इस स्तर पर संस्कृत के पठन-पाठन के उद्देष्य निम्नांकित हैं:

• विद्यार्थियों में संस्कृत साहित्य के प्रति अभिरुचि उत्पन्न करना तथा उसकी विविध विधाओं से परिचित कराना।
• स्स्कृत भाषा के सामान्य ज्ञान को सुदृढ़ करना तथा उसकी प्रकृति से विद्यार्थियों को परिचित कराना।
• स्स्कृत भाषा के विविध प्रयुक्तियों एवं शैलियों से विद्यार्थियों को अवगत कराना ताकि वे यथावसर उनका उपयोग कर सकें।
• अपने विचारों को संस्कृत भाषा में अभिव्यक्त करने की क्षमता विकसित कर सकना।
• विद्यार्थियों में राष्ट्रीय, सांस्कृतिक एवं सामाजिक चेतना जागृत करना।
• विद्यार्थियों में नैतिक मूल्यों का विकास करना।
• व्यक्तित्व के सर्वांगीण विकास हेतु विद्यार्थियों को प्रेरित करना।

विषिष्ट उद्देष्य

श्रवण

•  संस्कृत के सरल पद्यों, गद्यांषों एवं नाट्यांषों को सुनकर तथा अभिनय को देखकर अर्थग्रहण करते हुए रसास्वादन कर सकना।

भाषण

•  सरल प्रष्नों के संस्कृत में उत्तर देने की क्षमता उत्पन्न कर सकना।
•  पठित विषयों पर सरल संस्कृत में अपने विचार व्यक्त कर सकना।
•  संस्कृत सुभाषितों को कण्ठस्थ कर सस्वर सुना सकना।

NCERT Diploma Course in Guidance and Counselling (2015)

OBJECTIVE

The course aims to train in-service teachers, teacher educators, school administrators and untrained guidance personnel as counsellors/teacher counsellors to guide and counsel students in school and other related settings.

DIPLOMA COURSE IN GUIDANCE AND COUNSELLING (DCGC)

NCERT, through the Department of Educational Psychology and Foundations of Education (DEPFE), has been training the in-service school teachers, teacher educators, school administrators as well as untrained guidance personnel through its diploma courses for many years. In order to make the course accessible to larger numbers, this course has now been redesigned with components of both distance as well as face-to-face modes. The course is developed and offered by DEPFE, NIE, New Delhi and Regional Institutes of Education of NCERT at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong.

COURSE STRUCTURE:

Theory: The course consists of core components in guidance and counselling processes and procedures, major theories of human adjustment and career development, and their application in counselling, psychological assessment and appraisal, and use of career information in guidance and counselling practices. The content also includes counselling for special groups of students, crisis situations and other issues arising from multicultural forces, globalisation, industrialisation etc. that have implications for guidance and counselling practices.

Practical Work: The course includes intensive training in practical work integrated with the theory components which is later conducted and supervised in schools. Enrichment lectures,  seminars, workshops, demonstrations, self-study and reflective sessions are also important features of the practical training. Field visits and tours are also arranged to provide candidates with the first-hand experience of working of guidance institutions and professionals.

(Download) NCERT Revised syllabus Of English (Class 11 to 12 )

Introduction

English in India is no longer a language of the colonial masters. In some important domains of activity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways it has enriched Indian languages, which in turn have made significant contributions to English in India and as it is used abroad. The attitudes of the contemporary Indians towards English are significantly more positive than what we for example find in the Constituent Assembly Debates of 1946-1949. English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. and is therefore a passport  to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and Indian languages. It is indeed unfortunate that English has so far remained associated with the rich, elite or upper middle class. It should be the effort of the Indian educational system to reach English to every Indian child and to ensure that she/he gains a sufficiently high level of proficiency in it and not suffer discrimination for lack of it.

The teaching and learning of English today is characterised by the diversity of schools and linguistic environments, and by systemically pervasive classroom procedures of teaching a textbook for success in an examination. The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. We need to develop a focus in which the research on language learning is integrated with language teaching. From the research in language learning, we know that children have an innate faculty to construct grammatical systems on their own. What we need to do in the classrooms, and to the extent possible, outside them is to create sociocultural contexts that would encourage children to participate actively in understanding and creating appropriate communicative practices. It is extremely important that textbook writers and teachers realize that children learn as much outside as in the classroom, particularly in the case of language since it is there all around them all the time. Playgrounds, street hangouts, recreation centres, picnics, adventure tours etc are all important sites of language learning from a socio-cultural perspective. If these considerations inform the new textbooks, they are bound to look different. It would be largely unnecessary and futile to teach isolated grammatical items to students. Grammars would emerge from an active engagement in communicative practices. Input rich methodologies (such as the whole language, the task-based and the comprehensible input approaches) aim at exposure to the language in meaning-focused situations so as to trigger the formation of a language system by the learner.

Input-rich communicational environments are a prerequisite to language learning since languages are learnt implicitly by comprehending and communicating messages, either through listening or reading for meaning. A comprehensible input rich curriculum lays the foundation for spontaneous language growth, and different language skills develop simultaneously in communicative sociocultural contexts rather than in any linear order as reflected in the traditional LSRW approaches. The learner can receive meaningful language input that is appropriate to his/her age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India.

There is substantial evidence available now to show that Indian English as used by fluent educated Indian speakers does not differ in any significant way from standard varieties of English in UK or USA. There is no doubt that there are significant differences at the phonological and lexical levels. But that is also true of British and American English within those countries. Indian English can be considered a distinct variety with an identity and status of its own, and should serve as a model in teaching-learning situations.

What is to be taught and how?

The goals of a language curriculum are twofold: attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. One hopes that by the time a student finishes her school, she would become an autonomous learner. This argues for a language-across-the-curriculum approach that breaks down barriers between English and other languages and subject areas. At the initial stages, English may be one of the languages for learning activities designed to enhance children’s awareness of their immediate surroundings. It is at this stage that the use of the languages of children may turn out to be most productive for teaching English. It is important to note that children effortlessly learn several languages if adequate comprehensible input is available in anxiety free situations. It is also important to note that simultaneous exposure to several languages does
not, as many people tend to believe, ‘confuse’ children. These facts would constitute significant guidelines for teaching strategies in the classroom.

Input-rich communicational environments are essential for language learning. Inputs include textbooks, learner-chosen texts, class libraries, parallel books and materials in more than one language, media support (learner magazines/newspaper columns, radio/audio cassettes), and authentic materials.

Themes/sub-themes should be in conformity with the learners’ immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values enshrined in the Constitution of India, including the Fundamental Rights and Duties. The various sub-themes to be included are personal relationships, the neighbourhood, the larger community, the nation, the world, etc. In addition to textual materials, various other inputs can be brought into the language classroom, which include cards, charts, advertisements, texts produced by children, brochures, pamphlets, radio, T.V. news, etc.

In the case of textbooks, it is imperative that layout and illustrations etc are treated as integral to the text rather than as mere cosmetic add-ons.

Language and Knowledge

(Download) NCERT Revised syllabus Of Accountancy (Class 11 to 12 )

Rationale

The course in ‘Accountancy’ is introduced at + 2 stage of Senior Secondary education, as formal commerce education is provided after first ten years of schooling.

With the fast changing economic scenario and business environment in a state of continuous flux, elementary business education along with accountancy as the language of business and as a source of financial information has carved out a place for itself at the Senior Secondary stage. Its syllabus content should give students a firm foundation in basic accounting principles and methodology and also acquaint them with the changes taking place in the presentation and analysis of accounting information, keeping in view the development of accounting standards and use of computers.

Against this background, the course puts emphasis on developing basic understanding about the nature and purpose of the accounting information and its use in the conduct of business operations. This would help to develop among students’ logical reasoning, careful analysis and considered judgement.

Accounting as an information system aids in providing financial information. The emphasis at Class XI is placed on basic concepts and the process of accounting leading to the preparation of accounts for a sole proprietorship firm. Computerised accounting is becoming more and more popular with increased awareness about use of computers in business. Keeping this in view, the students are exposed compulsorily to the basic knowledge about computers and its use in accounting in the same year.

In Class XII, Accounting for Not-for-Profit Organisations and Partnership Firms are to be taught as a compulsory part. Students will also be given an opportunity to understand further about Computerised Accounting System, as an optional course to Company Accounts and Analysis of Financial Statements.

Objectives

•  To familiarise the students with accounting as an information system;
•  To acquaint the students with basic concepts of accounting and accounting standards;
•  To develop the skills of using accounting equation in processing business transactions;
•  To develop an understanding about recording of business transactions and preparation of financial statements;
•  To enable the students with accounting for reconstitution of partnership firms;
•  To enable the students to understand and analyse the financial statements; and
•  To familiarise students with the fundamentals of computerised system of accounting.

Course Structure

Accountancy syllabus has been divided into four-semester course at the higher secondary stage.

Each semester would be for about six months duration.

CLASS XI

Semester I: Financial Accounting-I
Semester-II: Financial Accounting-II

CLASS XII

Semester III: Accounting for Not-for-Profit Organisations and Partnership Firms
Semester IV: Company Accounts and Financial Statement Analysis

CLASS XI

Semester I: Financial Accounting - I

(Total Periods 104)

Unit I: Introduction to Accounting

(Periods 12)

•  Accounting – Meaning, Objectives, Accounting as source of information, Internal and External users of accounting information and their needs.

•  Qualitative Characteristics of Accounting Information – Reliability, Relevance, Understandability and Comparability.

•  Basic Accounting Terms – Asset, Liability, Capital, Expense, Income, Expenditure, Revenue, Debtors, Creditors, Goods, Cost, Gain, Stock, Purchase, Sales, Loss, Profit, Voucher, Discount, Transaction, Drawings.

Unit II: Theory Base of Accounting

(Periods 12)

• Accounting Principles – Meaning and Nature.

• Accounting Concepts: Entity, Money Measurement, Going Concern, Accounting Period, Cost Concept, Dual Aspect, Revenue Recognition (Realisation), Matching, Accrual, Full Disclosure, Consistency, Conservatism, Materiality.

• Accounting Standards – Concept and List of Indian Accounting Standards.
• Accounting Mechanism – Single Entry and Double Entry.
• Bases of Accounting – Cash Basis, Accrual Basis.

Unit III: Recording of Business Transactions

(Periods 20)

•  Voucher and Transactions: Origin of Transactions – Source documents and Vouchers, Preparation of vouchers; Accounting equation approach – Meaning and Analysis of transactions using accounting equation; Rules of debit and credit.

•  Recording of Transactions: Books of original entry – Journal, Special purpose books:

(i) Cash book – Simple, Cashbook with bank column and Petty cashbook,
(ii) Purchases book, Sales book, Purchases returns book, Sale returns book; Ledger: Meaning, Utility, Format; Posting from journal and subsidiary books; Balancing of accounts.

•  Bank Reconciliation Statement: Meaning, Need and Preparation, Correct cash balance.

Unit IV: Trial Balance and Rectification of Errors

(Periods 20)

•  Trial Balance: Meaning, Objectives and Preparation.
•  Errors: Types of Errors; Errors affecting trial balance; Errors not affecting trial balance.
•  Detection and Rectification of Errors (one sided and two sided); uses of suspense account.

Unit V: Depreciation, Provisions and Reserves

(Periods 20)

• Depreciation: Meaning and Need for charging depreciation, Factors affecting depreciation, Methods of depreciation — Straight line method, Written down value method (excluding change in method), Method of recording depreciation – charging to asset account, creating provision for depreciation/ accumulated depreciation account; Treatment of disposal of an asset.

• Provisions and Reserves: Meaning, Importance, Difference between provisions and reserves, Types of reserves: Revenue reserve, Capital reserve, General reserve, Specific reserve and Secret reserve.

Unit VI: Accounting for Bills of Exchange Transactions

(Periods 20)

• Bills of exchange and Promissory note: Definition, Features, Parties, Specimen and Distinction.

• Important Terms: Term of Bill, Concept of Accommodation Bill, Days of grace, Date of maturity, Bill after date, Negotiation, Endorsement, Discounting of bill, Dishonour, Retirement and Renewal of a bill.

• Accounting treatment of bill transactions.

Semester II: Financial Accounting - II

(Total Periods 104)

Unit VII: Financial Statements

(Periods 38)

• Financial Statements: Meaning and Users.
• Distinction between capital expenditure and revenue expenditure.
• Trading and Profit and Loss Account: Gross profit, Operating profit, Net profit.

• Balance Sheet: Need, Grouping, Marshalling of assets and liabilities, Vertical presentation of financial statement.

• Adjustments in preparation of financial statements with respect to Closing stock, Outstanding expenses, Prepaid expenses, Accrued income, Income received in advance, Depreciation, Bad debts, Provision for doubtful debts, Provision for discount on debtors, Managers’ commission.

• Preparation of trading and profit and loss account and balance sheet of sole proprietorship.

Unit VIII: Accounts from Incomplete Records

(Periods 30)

•  Incomplete Records: Meaning, Uses and Limitations.
•  Ascertainment of profit/loss by Statement of Affairs method.
•  Preparation of trading and profit and loss account and balance sheet.
•  Ascertaining missing figures in Total debtors account, Total creditors account, Bill receivables,

(डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 9-10) के संशोधित पाठ्यक्रम

भूमिका

संस्कृत विष्व की एक प्राचीनतम भाषा है। इसका साहित्य ऋग्वेद-काल से लेकर आज तक अबाध गति से प्रवाहित है। ज्ञान-विज्ञान के विभिन्न क्षेत्रों में जितने ग्रन्थ इस भाषा में लिखे गए हैं उतने किसी अन्य प्राचीन भाषा में नहीं प्राप्त होते। अधिकांष भारतीय भाषाओं में संस्कृत शब्दांे की बहुलता है। अतः संस्कृत भाषा का ज्ञान अन्य भारतीय भाषाओं के सीखने में सहायक सिद्ध होता है। संस्कृत भाषा और साहित्य का राष्ट्रीय एकता की दृष्टि से बहुत महत्त्व है। संस्कृत साहित्य की मूल चेतना, (विविधता को बनाए रखते हुए) भारत को एक राष्ट्र के रूप में देखने की है। भारतवर्ष में क्षेत्रीय विषमताओं के होने पर भी जिन तत्त्वों ने इस देष को एक सूत्र में बाँध रखा है उनमें संस्कृत भाषा तथा इसका साहित्य प्रमुख है। संस्कृत साहित्य ने उत्तर-दक्षिण या पूर्व-पष्चिम का भेदभाव मिटाकर प्रत्येक नागरिक को भारतीय होने का स्वाभिमान प्रदान किया है। इस भाषा में भारतीय सभ्यता, धर्म, दर्षन, इतिहास, पुराण, भूगोल, राजनीति एवं विज्ञान का प्रचुर साहित्य प्रत्येक विधा में तथा समकालीन साहित्य भी विपुल मात्रा में उपलब्ध है जिसका अनुषीलन समाज के लिए अत्यन्त उपयोगी है।

संस्कृत को केवल एक प्राचीन भाषा मानना ही पर्याप्त नहीं है। आधुनिक संस्कृत अन्य भारतीय भाषाओं की तरह भारतीय बहुभाषिकता की एक अभिन्न अंग है। जिस प्रकार बहुभाषी कक्षा में अन्य भाषाओं के सीखने में संस्कृत सहायक होती है उसी प्रकार संस्कृत भाषा को सीखने में अन्य भाषाओं का सहयोग भी लिया जा सकता है। बहुभाषिकता के प्रति आदर एक ऐसा सषक्त दृष्टिकोण है, जिससे भाषा-षिक्षण की पूरी विधि ही बदल सकती है। इसी दृष्टिकोण से माध्यमिक स्तर पर (कक्षा प्ग्दृग्) संस्कृत के पठन-पाठन के लिए पाठ्यक्रम विकसित किया गया है।
 

सामान्य उद्देष्य

माध्यमिक स्तर पर संस्कृत के पठन-पाठन के निम्नलिखित उद्देष्य हैं:

• संस्कृत भाषा का सामान्य ज्ञान कराना जिससे संस्कृत के सरलांषों को सुनकर या पढ़कर विद्यार्थी समझ सकें एवं मौखिक तथा लिखित अभिव्यक्ति कर सकें।
• स्स्कृत साहित्य के प्रति विद्यार्थियों में अभिरुचि उत्पन्न करना।
• संस्कृत साहित्य की प्रमुख विधाओं की प्रतिनिधि रचनाओं (प्राचीन एवं अर्वाचीन) से विद्यार्थियों का परिचय कराना।
• विद्यार्थियों में राष्ट्रीय, सांस्कृतिक, सामाजिक एवं नैतिक मूल्यों को विकसित करना।

विषिष्ट उद्देष्य

श्रवण

•  कक्षा में अध्यापक अथवा सहपाठी द्वारा पढ़े गए पाठ अथवा कहे गए विचारों को ध्यानपूर्वक सुनना तथा सार ग्रहण करते हुए अपेक्षित क्रिया करना।
•  रेडियो तथा दूरदर्षन द्वारा प्रसारित संस्कृत कार्यक्रमों को ध्यानपूर्वक सुनना तथा समझना।
•  सहपाठी तथा अध्यापक के कथनों को सुनकर प्रष्न पूछना।

वाचन (भाषण)

•  पठित सामग्री पर पूछे गए प्रष्नों का उत्तर दे सकना।
•  अपने विचारों को प्रकट करते समय उचित शब्दों पर बलाघात करते हुए बोल सकना।
•  प्रष्नवाचक आदि भावों को समाहित करते हुए अपने विचारों को स्पष्टता, तथा विनम्रता के साथ प्रकट कर सकना।

पठन

•  संस्कृत के गद्य तथा पद्य खण्डों तथा नाट्यांषों का स्पष्ट तथा शुद्ध पाठ करते हुए सारांष समझ सकना।
•  संस्कृत वाक्यों का प्रवाह के साथ पाठ कर सकना।
•  पाठ्यपुस्तक में प्रयुक्त छंदों (पद्यों) का लय के अनुसार सस्वर पाठ करना।

(Download) NCERT Revised syllabus Of History (Class 9 to 10 )

Overall Theme for Class IX & X: India and the Contemporary World

Rationale

In the history component of the Social Science Syllabus of the earlier classes (VI-VIII) students were introduced to the history of India from ancient to modern times. In Classes IX and X the attempt will be to study some of the diverse forces and developments that have shaped the history of the contemporary world. Developments in India will be located within this larger history.

In both these classes the syllabus will consist of three separate units, each focusing on a different set of themes, all of them important to our understanding of the contemporary world. Each year one set of themes will deal with political events, processes and ideologies, one with livelihood patterns, and one with questions of culture, rights and identity.

Objectives

• In discussing the political events and processes, the effort will be to see how developments in the west as well as in the colonies are significant in the making of the modern world. The ideas of liberty, democracy and freedom come up not only in the west but also in the colonies. Anti democratic ideas — fascist, racist or communal — similarly develop in different forms in different countries.

• In the unit on ‘Livelihoods and Economies’ the effort will be to understand how different social groups confront as well as shape the economic changes in the modern world. Each theme within the unit will be studied through a focus on one region, and in many cases through two appropriate case studies, one Indian and one from another country. The effort will be to give students some idea of the variety within seemingly similar processes and phenomenon. The general discussion of the issue will revolve around and will be drawn out from the case studies.

• In focusing on issues of culture and identity, the attempt will be to make students aware of the fact that everything — clothing or food, sports or leisure, print or books — has a history. These histories reflect cultural and political changes and are often linked to issues of identity and power.

• In discussing each theme the textual narrative will be supplemented by extensive use of pictures, photographs, cartoons, extracts from a variety of original sources — eye witness accounts, travel literature, newspapers journals, statements of leaders, official reports, terms of treaties, declarations by parties, and in some cases contemporary stories, autobiographies, diaries, popular literature, oral traditions. The effort will be again to make students read the sources, think of what they say, and why a thing is represented in a particular way. In many cases questions will be appended to pictures and extracts to allow a critical engagement with these.

• Each theme will be located in time and space through maps and timelines. Even in using maps the effort will be not simply to pass on a set of information but to persuade students to make inter connections, to read maps critically.

CLASS IX: INDIA AND THE CONTEMPORARY WORLD – I

Themes

Objectives GENERAL:  Syllabus Subjects:  History Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of History (Class 9 to 10 ) (Download) NCERT Revised syllabus Of History (Class 11 to 12 ) (Download) NCERT Revised syllabus Of History (Class 11 to 12 ) Rationale These classes will introduce students to the idea that historical knowledge develops through debates and that sources need to be carefully read and interpreted. As the learners have been introduced to chronologically ordered histories of India in Classes VI to VIII, these histories will not be repeated within the same format in Classes XI and XII. Instead, the focus would be on certain select themes, which will be examined in some depth. 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 The effort in these senior secondary classes would be to emphasise 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, analyse connection between similar processes located in different time periods, and discover the relationship between different methods of social enquiry within different social sciences. The syllabus in Class XI is organised around some major themes in world history. The themes ave 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 — urbanisation, industrialisation and modernisation — but also to know about the processes of displacements and marginalisation. 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) a broad picture 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. The objective 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 build 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 analyse 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. GENERAL:  Syllabus Subjects:  History Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of History (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 ) Rationale Psychology is introduced as an elective subject at the higher secondary stage of school education. As a discipline, psychology specialises 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 emphasises 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. Objectives  To develop appreciation about human behaviour and human mind in the context of learners’ immediate society and environment.  To develop in learners an appreciation of multidisciplinary nature of psychological knowledge and its applications in various aspects of life.  To enable learners to become perceptive, socially aware and self-reflective.  To facilitate students’ quest for personal growth and effectiveness, and to enable them to become responsive and responsible citizens. CLASS XI Semester I: Foundations of Psychology - I (Total 90 Periods) Unit I: What is Psychology? (12 Periods) The unit seeks to develop understanding and appreciation of psychology as a discipline, its evolution, its applications and its relationships with other sciences through appropriate and interesting examples and analysis of everyday experience . What is psychology?; Popular notions about discipline of psychology; Understanding mind and behaviour; Evolution of psychology; Branches of psychology: Themes of research and applications; Psychology and other disciplines ; Psychologists at work ; Psychology in everyday life; Development of Psychology in India. Unit II: Methods of Enquiry in Psychology (18 Periods) The objective of this unit is to discuss methods of enquiry for collecting psychological data. Goals of psychological enquiry; Nature of psychological data; Some important methods: Observational, Experimental, Correlational, Survey, Psychological testing, Case Study; Analysis of data; Limitations of psychological enquiry; Ethical issues. Unit III: The Bases of Human Behaviour   (18 Periods) The unit will focus on the role of biological and socio-cultural factors in the shaping of human behaviour. Evolutionary perspective; Biological basis : Biological and cultural roots; Biology of behaviour: Structure and functions of nervous system and endocrine system; Relationship of nervous system and endocrine system with behaviour and experience; Brain and behaviour; Heredity: Genes and behaviour; Cultural basis : Socio-cultural shaping of behaviour (e.g. family, community, faith, gender, caste, disability etc.); Socialisation , enculturation and acculturation. Unit IV: Human Development  (20 Periods) This unit deals with variations in development and the developmental tasks during the life span. Meaning of development; Factors influencing development; Context of development; Overview of developmental stages: Infancy, Childhood, Challenges of Adolescence, Adulthood and Old age. Unit V: Sensory, Attentional and Perceptual Processes  (22 Periods) This unit aims at understanding how various sensory stimuli are received, attended to and given meaning. Knowing the world ; Nature and varieties of stimulus; Sense modalities; Adaptation; Attentional processes; Selective and sustained attention ; Perceptual processes; The Perceiver; Principles of perceptual organisation; After images; Perception of space, depth and distance; Perceptual constancies; Illusions; Socio-cultural influences on perception. Semester II: Foundations of Psychology-II  (Total 90 Periods) Unit VI: Learning GENERAL:  Syllabus Subjects:  Psychology Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Social Science (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Social Science (Class 11 to 12 ) Introduction The revised syllabus for the Social Sciences in Classes VI-XII attempts to advance an on-going process of assisting children and young people to understand that a healthy engagement with the world must come as much from the way society takes shape and functions as from a proper sense of its material and physical foundations. From this, it is expected, a vision will evolve that the Social Sciences provide both essential skills of comprehension that are fundamental to any activity, and a means of self-understanding and fulfilment that can be diverting, exciting and challenging. The syllabus assumes that the knowledge apparatus of the child and the young person is itself complex — both given the wide range of materials that the visual and print media have drawn into country and urban life and the nature of the problems of everyday life. To negotiate the diversity and confusion and excitement the world throws up itself requires activity and insight that the Social Sciences can substantially provide. To have a firm and flexible perspective on India’s past and the world from which, and in which, the country develops, sensitivity to crucial social problems is essential. The syllabus attempts to encourage such sensitivity and provide it with the ground on which it may deepen — stressing that attention should be paid to the means through which sensitivity and curiosity are aroused as much as the specific information that stimulates it. The Social Sciences have been a part of the school curriculum before Class VI as part of the teaching of Environmental Studies. The revised EVS syllabus has attempted to draw the child’s attention in Classes III-V to the broad span of time, space and the life in society, integrating this with the way in which she or he has come to see and understand the world around them. In Classes VI-X, this process continues, but with a greater attention to specific themes and with an eye to the disciplines through which Social Science perspectives have evolved. Up to a point, the subjects that are the focus of college-level teaching — History, Geography, Political Science, and Economics — are meant to take shape in the child’s imagination during these years but only in a manner where their boundaries are open to dispute, and their disciplinary quality is understated. With such intentions, syllabus-makers have been more concerned with theme and involvement rather than information. Textbook writers will be concerned to ensure that understanding does not suffer through suffocation by obsession with detail. Equally, the themes and details that are brought before the child for attention and discussion are also meant to clarify doubts and disputes that take shape in contemporary society — through an involvement of the classroom in discussions and debates via the medium of the syllabus. With such a focus in mind, syllabus-makers for the Upper Primary and Secondary stages have sought to ensure that their course content overlaps at various levels, to strengthen understanding, and provide a foundation in detail from which natural curiosity and the capacity for investigation may evolve and develop. It is also anticipated that, in keeping with the spirit of the National Curriculum Framework the syllabus itself will promote project work that encourages the child to take stock of the overlap, to see a problem as existing at different and interconnected levels. Guides to this as well as specific instances will be provided in textbooks. GENERAL:  Syllabus Subjects:  Social Science Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of Social Science (Class 11 to 12 ) NCERT Doctoral Fellowship - 2015 (Notification) NCERT Doctoral Fellowship - 2015 Applications are invited for the award of a maximum of 10 NCERT Doctoral Fellowships in the field of education and other disciplines directly related to education. The fellowships are intended for young aspirants to pursue doctoral work in a recognized university/research institution of their choice. Young scholars from different disciplinary perspectives will be encouraged to research in the field of education. It is to be noted that 4 out of 10 fellowships are reserved for 4 Regional Institutes of Education (RIEs), one each for Ajmer, Bhopal, Bhubaneswar and Mysore . Fellowship will be given for research pertaining to the following priority areas: Rashtriya Madhyamik Shiksha Abhiyan (RMSA): This scheme was launched in March, 2009 with the objective to enhance access to secondary education and to improve its quality. The implementation of the scheme started from 2009-10. The academic aspect of RMSA needs to be researched, which may among other things, include -issues of implementation; current problems of secondary education vis a vis RMSA activities; barriers in achieving RMSA; universal access of secondary education; equality and social justice; curricular aspects; challenges for teachers and administrators; opportunities for students and communities; improvement in education of students of weaker section of society; role in removing gender disparity; effect of RMSA on enrolments for the children from under privileged society and the children Below Poverty Line (BPL) families; indigenous knowledge and curriculum development; Language, Science and Mathematics Education at secondary level; Social science education and its contextualization; RMSA and environment management/sustainable development in schools; issues of arts and aesthetics in secondary school; monitoring and supervision mechanism; library and laboratories in schools; organic linkages between secondary and higher education; vocationalization and secondary education; issues of adolescence and guidance and counseling at secondary level of education; sports and physical education and RMSA; role of ICT in schools and RMSA; etc. GENERAL:  Notification Fellowships Exam / Class:  NCERT Read more about NCERT Doctoral Fellowship - 2015 (Download) NCERT Revised syllabus Of Chemistry (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Chemistry (Class 11 to 12 ) Rationale Higher Secondary Stage is the most crucial stage of school education because at this stage specialised 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 mostly for pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, 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. National Curriculum Framework for School Education – 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework. Salient features of the present syllabus are thus:  Some background of Chemistry from secondary stage is assumed; however, no specific knowledge of topics in Chemistry is pre-supposed.  The course is self-contained and broadly covers fundamental concepts of Chemistry.  Attempt has been made to see discipline of Chemistry does not remain only the science of facts but becomes related to modern applications in the world around us.  The syllabus provides logical sequencing of the ‘Units’ of the subject matter with proper placement of concepts with their linkages for better understanding.  Emphasis has been on promoting process – skills, problem solving abilities and applications of concepts of Chemistry useful in real life situation for making learning of Chemistry more relevant, meaningful and interesting.  An effort has been made on the basis of feedback, to remove repetition besides reducing the content by suitably integrating the different content areas.  Practical syllabus has two components. There are core experiments to be undertaken by the students in the classroom and will be part of examination while each student will carry out one investigatory project and submit the report for the examination. With this background, the Chemistry curriculum at the higher secondary stage attempts to  promote understanding of basic principles in Chemistry while retaining the excitement in Chemistry;  develop an interest in students to study Chemistry as discipline;  strengthen the concepts developed at the secondary stage and to provide firm foundation for further learning of Chemistry at tertiary level more effectively;  develop positive scientific attitude, and appreciate contribution of Chemistry towards the improvement of quality of human life;  develop problem solving skills and nurture curiosity, aesthetic sense and creativity;  inculcate values of honesty, integrity, cooperation, concern for life and preservation of the environment;  make the learner realise the interface of Chemistry with other disciplines of science such as Physics, Biology, Geology, etc;  equip students to face challenges related to health, nutrition, environment, population, whether industries and agriculture. CHEMISTRY CLASS XI Theory                                                                                                                                 Total Periods 180 Unit I: Some Basic Concepts of Chemistry                                                                             (Periods 14) 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 and empirical and molecular formula; chemical reactions, stoichiometry and calculations based on stoichiometry. Unit II: Structure of Atom                                                                                                     (Periods 16) Discovery of electron, proton and neutron; atomic number, isotopes and isobars. Thompson’s model and its limitations, Rutherford’s model and its limitations, Bohr’s model and its limitations, concept of shells and subshells, dual nature of matter and light, de Broglie’s relationship, Heisenberg uncertainty principle, concept of orbitals, quantum numbers, shapes of s, p, and d orbitals, rules for filling electrons in orbitals – Aufbau principle, Pauli exclusion principle and Hund’s rule, electronic configuration of atoms, stability of half filled and completely filled orbitals. Unit III: Classification of Elements and Periodicity in Properties                                          (Periods 8) Significance of classification, brief history of the development of periodic table, modern periodic law and the present form of periodic table, periodic trends in properties of elements – atomic radii, ionic radii, inert gas radii, ionization enthalpy, electron gain enthalpy, electronegativity, valence. Unit IV: Chemical Bonding and Molecular Structure                                                             (Periods 16) Valence electrons, ionic bond, covalent bond, bond parameters, Lewis structure, polar character of covalent bond, covalent character of ionic bond, valence bond theory, resonance, geometry of covalent molecules, VSEPR theory, concept of hybridization involving s, p and d orbitals and shapes of some simple molecules, molecular orbital theory of homonuclear diatomic molecules (qualitative idea only), hydrogen bond. Unit V: States of Matter: Gases and Liquids                                                                           (Periods 14) Three states of matter, intermolecular interactions, type of bonding, melting and boiling points, role of gas laws in elucidating the concept of the molecule, Boyle’s law, Charles’ law, Gay Lussac’s law, Avogadro’s law, ideal behaviour, empirical derivation of gas equation, Avogadro’s number, ideal gas equation, deviation from ideal behaviour, liquefaction of gases, critical temperature. Liquid State – Vapour pressure, viscosity and surface tension (qualitative idea only, no mathematical derivations). Unit VI: Thermodynamics                                                                                                        (Periods 16) GENERAL:  Syllabus Subjects:  Chemistry Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of Chemistry (Class 11 to 12 ) (Download) NCERT Revised syllabus Of Science (Class 9 to 10 ) (Download) NCERT Revised syllabus Of Science (Class 9 to 10 ) Rationale The exercise of revising the syllabus for science and technology has been carried out with “Learning without burden” as a guiding light and the position papers of the National Focus Groups as points of reference. The aim is to make the syllabus an enabling document for the creation of textbooks that are interesting and challenging without being loaded with factual information. Overall, science has to be presented as a live and growing body of knowledge rather than a finished product. Very often, syllabi – especially those in science – tend to be at once overspecified and underspecified. They are overspecified in that they attempt to enumerate items of content knowledge which could easily have been left open, e.g., in listing the families of flowering plants that are to be studied. They are underspecified because the listing of ‘topics’ by keywords such as ‘Reflection’ fails to define the intended breadth and depth of coverage. Thus there is a need to change the way in which a syllabus is presented. The position paper on the teaching of science – supported by a large body of research on science education – recommends a pedagogy that is hands-on and inquiry-based. While this is widely accepted at the idea level, practice in India has tended to be dominated by chalk and talk methods. To make in any progress in the desired direction, some changes have to be made at the level of the syllabus. In a hands-on way of learning science, we start with things that are directly related to the child’s experience, and are therefore specific. From this we progress to the general. This means that ‘topics’ have to be reordered to reflect this. An example is the notion of electric current. If we think in an abstract way, current consists of charges in motion, so we may feel it should be treated at a late stage, only when the child is comfortable with ‘charge’. But once we adopt a hands-on approach, we see that children can easily make simple electrical circuits, and study several aspects of ‘current’, while postponing making the connection with ‘charge’. Some indication of the activities that could go into the development of a ‘topic’ would make the syllabus a useful document. Importantly, there has to be adequate time for carrying out activities, followed by discussion. The learner also needs time to reflect on the classroom experience. This is possible only if the content load is reduced substantially, say by 20-25%. Children are naturally curious. Given the freedom, they often interact and experiment with things around them for extended periods. These are valuable learning experiences, which are essential for imbibing the spirit of scientific inquiry, but may not always conform to adult expectations. It is important that any programme of study give children the needed space, and not tie them down with constraints of a long list of ‘topics’ waiting to be ‘covered’. Denying them this opportunity may amount to killing their spirit of inquiry. To repeat an oft-quoted saying: “It is better to uncover a little than to cover a lot.” Our ultimate aim is to help children learn to become autonomous learners. Themes and Format There is general agreement that science content up to Class X should not be framed along disciplinary lines, but rather organised around themes that are potentially cross-disciplinary in nature. In the present revision exercise, it was decided that the same set of themes would be used, right from Class VI to Class X. The themes finally chosen are: Food; Materials; The world of the living; How things work; Moving things; People and ideas; Natural phenomena and Natural resources. While these run all through, in the higher classes there is a consolidation of content which leads to some themes being absent, e.g. Food from Class X.  The themes are largely self-explanatory and close to those adopted in the 2000 syllabus for Classes VI-VIII; nevertheless, some comments may be useful. In the primary classes, the ‘science’ content appears as part of EVS, and the themes are largely based on the children’s immediate surroundings and needs: Food, Water, Shelter etc. In order to maintain some continuity between Classes V and VI, these should naturally continue into the seven themes listed above. For example, the Water theme evolves into Natural resources (in which water continues to be a sub theme) as the child’s horizon gradually expands. Similarly, Shelter evolves into Habitat, which is subsumed in The world of the living. Such considerations also suggest how the content under specific themes could be structured. Thus clothing, a basic human need, forms the starting point for the study of Materials. It will be noted that this yields a structure which is different from that based on disciplinary considerations, in which materials are viewed purely from the perspective of chemistry, rather than from the viewpoint of the child. Our attempt to put ourselves in the place of the child leads to ‘motion’, ‘transport’ and ‘communication’ being treated together as parts of a single theme: Moving things, people and ideas. More generally, the choice of themes – and sub themes – reflects the thrust towards weakening disciplinary boundaries that is one of the central concerns of NCF-2005. GENERAL:  Syllabus Subjects:  Science Exam / Class:  NCERT Read more about (Download) NCERT Revised syllabus Of Science (Class 9 to 10 ) Pages « first ‹ previous … 27 28 29 30 31 32 33 34 35 … next › last » NEW!  CBSE Board E-BOOKS PDF  NEW! NCERT BOOKS CLASS-6 to Class-12 PDF Download NEW! Download OLD NCERT Books PDF NEW! Tamil Nadu Board Textbooks PDF Download Whats Hot! (Download) CBSE Board Exam Model Papers... (Download) CBSE Text Books - FREE PDF Download Free e-Books for CBSE Students CBSE PSA (Problem Solving Assessment... NCERT: National Council of Educational... CBSE Downloads: Projects, Guess Papers... CBSE Board Toppers Class-10 Model... 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