CBSE Class-12 Syllabus 2018-19 (Fine Arts)

A student  may offer any one of the following courses :

(a) Painting (Code No. 049)

OR

(b) Graphics (Code No. 050)

OR

(a) Sculpture (Code No. 051)

OR

(b)  Applied Art- Commercial Art (Code No. 052)

The following art terminologies for all  the four subject are prescribed only for reference and general enrichment. 

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CBSE Class-12 Syllabus 2018-19 (Knowledge Traditions and Practices of India)

Rationale

The "Knowledge Traditions and Practices of India" has been introduced as an elective subject at the Senior Secondary level w.e.f. 2012-2013 in class XI as a pilot and introduced in all schools w.e.f. 2013 in classes XI and XII. After ten years of general education, students branch out at the beginning of this stage and are exposed to the rigours of the various disciplines for the first time. This is the stage when they are made to start reflecting over their future life and decide a career. At this point, they also become aware of certain knowledge traditions and practices of India that are being followed in their families and society around them but few students get an opportunity to lay hands on the vast treasure of knowledge that lies hidden in the
form of literature or books.

This course aims at providing a broad overview of Indian thought in a multidisciplinary and interdisciplinary mode. It would not seek to impart masses of data, but would highlight concepts and major achievements while engaging the student with a sense of exploration and discovery. It would be an introductory course so that students who take this course are prepared for a related field in higher studies in the universities. The course will cultivate critical appreciation of the thought content and provide insights relevant for promoting cognitive ability, health and well-being, good governance, aesthetic appreciation, right values and appropriate worldview. The course will therefore comprehensively deal with all-round personality development of the students and increase their knowledge about their country.

Concept of the Course

The knowledge traditions of India are continuous and cumulative. They are textual and exegetical traditions in different areas of thought and experience: philosophy, medicine, grammar, architecture, geography, literary theory, polity and political economy, logic, astronomy and mathematics, military science, metallurgy, agriculture, mining and gemmology, and shipbuilding, among others. Concepts and technical vocabularies of these traditions are still a part of the thinking and the languages of modern India. The tradition is also non-egocentric. The 5th-century philosopher of language, Bhartrihari, states in his Vakyapadiya, a cardinal principle of knowledge constitution: "The intellect acquires critical acumen by familiarity with different traditions. How much does one really understand by merely following one's own reasoning only?" (Bhartrihari, Vakyapadiya, II.484). The traditions are therefore, intrinsically polycentric;
Indian thinkers have constantly engaged in internal debate and dialogue and have also interacted with traditions outside India.

Aims and Objectives of the course:
Students will be able to:

• get familiar with Indian thought in different disciplines.
• get familiar with major Indian thinkers in different disciplines.
• get familiar with the primary texts of Indian thought through an organized study of short extracts intranslation of those texts.
• develop a better appreciation and understanding of not only the Knowledge Traditions and Practices of India but also of many contemporary questions and issues that they handle in their course work in related disciplines.
• enhance self awareness and self-esteem.

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CBSE Class-12 Syllabus 2018-19 (National Cadet Corps)

1. The training curriculum of the NCC is primarily focused towards character building, inculcating leadership qualities and skill enhancement through structured academic syllabi, practical training and opportunity of exposure/interaction beyond a cadet’s immediate environment and thereby enabling them for a brighter and progressive future.

2. The Aim of NCC is as listed below:
(a) To develop character, comradeship, discipline, secular outlook, spirit of adventure and the ideals of selfless service amongst the youth of the country.
(b) To create a human resource of organized, trained and motivated youth, to provide leadership in all walks of life and always available for the service of the nation.
(c) To provide a suitable environment to motivate the youth to take up a career in the Armed Forces.

3. Conduct of Training: The NCC training curriculum is conducted as under:
(a) Institutional Training. Conducted in respective schools/ colleges by Associate NCC Officers (ANO), Permanent Instructional (PI) staff as part of the school curriculum.
(b) Annual Training Camps (ATC). To provide practical outdoor training, each NCC cadet attends 10 days camp in the second year of junior and senior division. These camps are conducted by respective NCC units.

(c) Centrally Organized Camps (COC). These camps are conducted at all India level, as National Integration Camps, attended by cadets from all states.
(d) Adventure Training. To inculcate a spirit of adventure and team work, NCC cadets undergo various adventure activities such as para jumps, para sailing, trekking, mountaineering and sailing expeditions.

(e) Attachment Camps. To give the cadets exposure to interact with Regular Army, Navy and Air Force units, attachment camps are conducted, where cadets are attached with these units. To motivate cadets to join the Armed Forces attachment of cadets with Indian Military Academy is also conducted.

(f) Youth Exchange Programme (YEP). Selected cadets also get an opportunity to visit various foreign countries as part of YEP. In one year approximately100 cadets visit 10 -11 countries.

(g) Social Service Activities. The cadets also undertake various social service activities, by conduct of rallies to bring awareness and participate in various relief programmes/activities whenever called for.

4. Trainers – To conduct and implement the NCC training curriculum, there are three tiers of trainers.

(a) First Tier: It comprises of regular defence officers of the rank of Colour equitant rank in Air Force and Navy, Whole Time Lady Officers (WTLO) and Civilian Gliding Instructors (CGI).They are responsible for coordination and supervision of training and conduct of camps.

(b) Second Tier: Professors and teachers nominated by respective schools and colleges and trained by NCC at its NCC Officers Training Academy and on completion of Pre–Commission Course, commissioned as Associated NCC Officer (ANO) form the most important link between the cadets and NCC. They conduct most of the theory classes of non specialized subjects. Besides the Pre Commission training they attend refresher courses.

(c) Third Tier: The Junior Commissioned Officers (JCO) and Non–Commissioned Officers (NCO) from the three services and Girl Cadet Instructors (GCI) and Ship Model Instructors (SMI) conduct the specialized training of the cadets.

5. Eligibility for Enrolments as Cadet.

(a) Should be a citizen of India or a subject of Nepal.
(b) Should be on the roll of the school or college which has an NCC Unit or part thereof.
(c) The cadet should be within the age as mentioned below:-

(i) Junior Division – Not less than 13 years and below 18 years and 6 months.
(ii) Senior Division - Should be below the age of 26 years.

6. NCC Syllabus. The syllabus includes common subjects for all three wings and specialized subjects with respect to Army, Air Force and Navy. The common subjects comprise of approximately 70% and specialized service is 30% of the curriculum.

7. In addition to this syllabus, cadets attend one Annual Training Camp in the second year of junior and senior division to be eligible to appear in Part A and Part B certificate examination.

8. Cadets willing to pursue for Part C Certificate will have to attend third year senior division in the college.
Evaluation System

9. NCC presently conducts three certificate examinations, these evaluations are conducted as a written paper for theory and practical in the second year of junior division for Part ‘A’ and in the second and third year of senior division for Part ‘B’ and ‘C’. The setting of papers and evaluations for Part ‘A’ and ‘ B’ examinations are done by a board of officers at NCC Group Head Quarters headed by an officer of the rank of Brigadier and Part ‘C’ Examination at NCC state Directorate level headed by a officer of the rank of Major General.
10. Recommended evaluation pattern for NCC as an additional / elective subject in the schools affiliated with CBSE is as follows:

(a) Internal Examinations for class IX (JD) and class XI (SD) be conducted by respective ANO’s and PI staff under the supervision of respective Commanding Officers of NCC unit. Marks included in the cadets’ report card by concerned school.

(b) Part ‘A’ examination paper be set at state Directorate level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class X cadet.

(c) Part ‘B’ examination paper be set at HQ DG NCC level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class XII cadet. The result sheet in addition to the NCC cadet number will also have CBSE roll number. The marks obtained be included in the CBSE Board certificate and ‘C’ Certificate be issued by concerned State Directorate.

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CBSE Class-12 Syllabus 2018-19 (Legal Studies)

Rationale

The Latin maxim ignorantia juris neminem excusat, in plain, which reads as ‘ignorance of law is not an excuse’. This is one of the age old principles followed under the Roman Law and even in our own Common Law. If every person of discretion is to know what law is, an effort to teach law outside the remit of a professional law school may have significant social benefits.
Law is a subject which has been traditionally taught in Universities for almost eight centuries. Learning law outside the settings of a professional law school has a number of perceived benefits. Some familiarity with law enhances one’s understanding of public affairs and an awareness of one’s entitlements and duties as a citizen. It may also be helpful in eliminating some of the mistaken notions about law and some of the inveterate prejudices about law, lawyers and the legal system as such. Another advantage is that an understanding of law can undoubtedly encourage talented students to pursue a career in law – an objective which is laudable in its own right.
The pitfalls of learning law outside the settings of a professional school are rooted in two key assumptions: (1) law is too vast and complicated to be taught in a non-professional setting; (2) the lack of professional trainers and experienced teachers could lead to incorrect appreciation and understanding of law. If an understanding of law is mis-formed or ill-formed as some academicians think, it may require greater efforts to unlearn whatever was learnt earlier. Both these criticisms have attracted detailed scrutiny, but at least a few countries have introduced law at the High School level.
The experience of countries that have introduced law has been by and large optimistic. The Central Board of Secondary Education is introducing Legal Studies at the Class XI level. The proposal is to introduce one module in Class XI and a second module in Class XII.

Objectives

• To provide a background of the evolution of the Indian legal system in a short and concise form.
• To focus on the applicability of justice, equity and good conscience and more importantly the development of Common Law system in India.
• To provide exposure on various systems of law such as Common Law, Civil Law, Hindu Law, Islamic Law etc.
• To develop an understanding of the essential features of the Indian Constitution, including the role and importance of Fundamental Rights, Separation of Powers, Structure and operation of Courts, concept of precedent in judicial functioning, the process of legislation, basic principles of statutory interpretation, etc
• To deal with principles of practical utility such as the concept of Rule of Law, principles of justice, differences between criminal and civil cases, the concept of crime and the fundamental theories of punishment, rights available to the accused at various stages of the criminal investigative process, or the key components of Human Rights, etc.
• To understand the fundamental concept and subject matter of property, contract and tort.
• To understand the rudimentary aspects of contract law such as formation of contract, terms and conditions, discharge, etc.
• To enables students to form an understanding of rights and duties and various categories of liability principles which form the bedrock for an understanding of Law.

Class XII (2018–19)

One Paper

Time: 3 hrs.

Marks :100

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CBSE Class-12 Syllabus 2018-19 (Physical Education)

CENTRAL BOARD OF SECONDARY EDUCATION
PHYSICAL EDUCATION CURRICULUM (2018-19) Class XII
Theory Max. Marks 70

Unit I Planning in Sports

• Meaning & Objectives Of Planning
• Various Committees & its Responsibilities (pre; during & post)
• Tournament – Knock-Out, League Or Round Robin & Combination
• Procedure To Draw Fixtures – Knock-Out (Bye & Seeding) & League (Staircase & Cyclic)
• Intramural & Extramural – Meaning, Objectives & Its Significance
• Specific Sports Programme (Sports Day, Health Run, Run For Fun, Run For Specific Cause & Run For Unity)

Unit II Sports & Nutrition

• Balanced Diet & Nutrition: Macro & Micro Nutrients
• Nutritive & Non-Nutritive Components Of Diet
• Eating For Weight Control – A Healthy Weight, The Pitfalls Of Dieting, Food Intolerance & Food Myths
• Sports nutrition & its effect on performance (fluid & meal intake, pre, during & post competition)
• Food supplement for children
• Asanas as preventive measures
• Obesity: Procedure, Benefits & contraindications for Vajrasana, Hastasana, Trikonasana, Ardh Matsyendrasana
• Diabetes: Procedure, Benefits & contraindications for Bhujangasana, Paschimottasana, Pavan Muktasana, Ardh Matsyendrasana
• Asthema: Procedure, Benefits & contraindications for Sukhasana, Chakrasana, Gomukhasana, Parvatasana, Bhujangasana, Paschimottasana, Matsyasana
• Hypertension: Tadasana, Vajrasana, Pavan Muktasana, Ardha Chakrasana, Bhujangasana, Sharasana
• Back Pain: Tadasana, Ardh Matsyendrasana, Vakrasana, Shalabhasana, Bhujangasana

Unit IV Physical Education & Sports for CWSN (Children With Special Needs - Divyang)

• Concept of Disability & Disorder
• Types of Disability, its causes & nature (cognitive disability, intellectual disability, physical disability)
• Types of Disorder, its cause & nature (ADHD, SPD, ASD, ODD, OCD)
• Disability Etiquettes
• Advantage of Physical Activities for children with special needs
• Strategies to make Physical Activities assessable for children with special need.

Unit V Children & Sports

• Motor development & factors affecting it
• Exercise Guidelines at different stages of growth & Development
• Advantages & disadvantages of weight training
• Concept & advantages of Correct Posture
• Causes of Bad Posture
• Common Postural Deformities - Knock Knee; Flat Foot; Round Shoulders; Lordosis, Kyphosis, Bow Legs and Scolioses
• Corrective Measures for Postural Deformities

Unit VI Women & Sports

• Sports participation of women in India
• Special consideration (Menarch & Menstural Disfunction)
• Female Athletes Triad (Oestoperosis, Amenoria, Eating Disorders)
• Psychological aspects of women athlete
• Sociological aspects of sports participation

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CBSE Class-12 Syllabus 2018-19 (Sociology)

Rationale

Sociology is introduced as an elective subject at the senior secondary stage. The syllabus is designed to help learners to reflect on what they hear and see in the course of everyday life and develop a constructive attitude towards society in change; to equip a learner with concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage should enable the learner to understand dynamics of human behaviour in all its complexities and manifestations. The learners of today need answers and explanations to satisfy the questions that arise in their minds while trying to understand social world. Therefore, there is a need to develop an analytical approach towards the social structure so that they can meaningfully participate in the process of social change. There is scope in the syllabus not only for interactive learning, based on exercises and project work but also for teachers and students to jointly innovate new ways of learning.

• Sociology studies society. The child’s familiarity with the society in which she /he lives in makes the study of Sociology a double edged experience. At one level Sociology studies institutions such as family and kinship, class, caste and tribe religion and region- contexts with which children are familiar of, even if differentially. For India is a society which is varied both horizontally and vertically. The effort in the books will be to grapple overtly with this both as a source of strength and as a site for interrogation.
• Significantly the intellectual legacy of Sociology equips the discipline with a plural perspective that overtly engages with the need for defamiliarization, to unlearn and question the given. This interrogative and critical character of Sociology also makes it possible to understand both other cultures as well as relearn about one’s own culture.
• This plural perspective makes for an inbuilt richness and openness that not too many other disciplines in practice share. From its very inception Sociology has had mutually enriching and contesting traditions of an interpretative method that openly takes into account ‘subjectivity’ and causal explanations that pay due importance to establishing causal correspondences with considerable sophistication. Not surprisingly its field work tradition also entails large scale survey methods as well as a rich ethnographic tradition. Indeed Indian sociology, in particular has bridged this distinction between what has often been seen as distinct approaches of Sociology and social anthropology. The syllabus provides ample opportunity to make the child familiar with the excitement of field work as well as its theoretical significance for the very discipline of Sociology.
• The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye view of the society the child lives in. This is particularly true today when the local is inextricably defined and shaped by macro global processes.
• The syllabus proceeds with the assumption that gender as an organizing principle of society cannot be treated as an add on topic but is fundamental to the manner that all chapters shall be dealt with.
• The chapters shall seek for a child centric approach that makes it possible to connect the lived reality of children with social structures and social processes that Sociology studies.
• A conscious effort will be made to build into the chapters a scope for exploration of society that makes learning a process of discovery. A way towards this is to deal with sociological concepts not as givens but a product of societal actions humanly constructed and therefore open to questioning.

SOCIOLOGY (Code No. 039)
CLASS–XII (2018-19)

One Paper Theory
Marks 80

Unitwise Weightage
3 hours

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CBSE Class-12 Syllabus 2018-19 (Psychology)

Psychology is introduced as an elective subject at the higher secondary stage of school education. As a discipline, psychology specializes in the study of experiences, behaviours, and mental processes of human beings within a socio-cultural historical context. This course purports to introduce the learners to the basic ideas, principles, and methods in Psychology. The emphasis is to create interest and exposure needed by learners to develop their own knowledge base and understanding.
The course deals with psychological knowledge and practices which are contextually rooted. It emphasizes the complexity of behavioural processes and discourages simplistic cause-effect thinking. This is pursued by encouraging critical reasoning, allowing students to appreciate the role of cultural factors in behaviour, and illustrating how biology and experiences shape behaviour.
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 mind and behaviour in the context of learners’ immediate society and environment.
• To develop in learners an appreciation of the nature of psychological knowledge and its application to 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–XII (THEORY) (2018-19)

One Theory Paper : Marks 70

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CBSE Class-12 Syllabus 2018-19 (Geography)

Geography is introduced as an elective subject at the senior secondary stage. After ten years of general education, students branch out at the beginning of this stage and are exposed to the rigors of the discipline for the first time. Being an entry point for the higher education, students choose Geography for pursuing their academic interest and, therefore, need a broader and deeper understanding of the subject. For others, geographical knowledge is useful in daily lives because it is a valuable medium for the education of young people. Its contribution lies in the content, cognitive processes, skills and values that Geography promotes and thus helps the students explore, understand and evaluate the environmental and social dimensions of the world in a better manner.

Since Geography explores the relationship between people and their environment, it includes studies of physical and human environments and their interactions at different scales-local, state/region, nation and the world. The fundamental principles responsible for the varieties in the distributional pattern of physical and human features and phenomena over the earth's surface need to be understood properly. Application of these principles would be taken up through selected case studies from the world and India. Thus, the physical and human environment of India and study of some issues from a geographical point of view will be covered in greater detail. Students will be exposed to different methods used in geographical nvestigations.

Objectives:

The course in Geography will help learners to:

• Familiarise with key concepts, terminology and core principles of Geography.
• Describe locations and correlate with Geographical Perspectives.
• List/describe what students might see, hear, smell, at a place.
• List/describe ways a place is linked with other places.
• Compare conditions and connections in one place to another.
• Analyze/describe how conditions in one place can affect nearby places.
• Identify regions as places that are similar or connected.
• Describe and interpret the spatial pattern features on a thematic map.
• Search for, recognize and understand the processes and patterns of the spatial arrangement of the
• natural features as well as human aspects and phenomena on the earth's surface.
• Understand and analyses the inter-relationship between physical and human environments and utilise
• such knowledge in reflecting on issues related to community.
• Apply geographical knowledge and methods of inquiry to emerging situations or problems at different
• levels-local, regional, national and global.
• Develop geographical skills, relating to collection, processing and analysis of spatial data/ information
• and preparation of report including maps and graphs and use of computers where ever possible; and to
• be sensitive to issues.

GEOGRAPHY (Code No. 029)
Class XII (2018-19)

One Theory Paper : 3 Hours
70 Marks

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CBSE Class-12 Syllabus 2018-19 (Political Science)

Rationale

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

Objectives:

Indian Constitution at Work

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

Political Theory

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

Contemporary World Politics

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

Politics in India after Independence

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

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CBSE Class-12 Syllabus 2018-19 (History)

HISTORY (Code No. 027)

Class XII - Syllabus (2018-19)

Paper One Theory                                                                                            Max Marks: 100(80+20)

Class XII: Themes in Indian History

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CBSE Class-12 Syllabus 2018-19 (Entrepreneurship)

Rationale

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

Objectives:

• Acquiring Entrepreneurial spirit and resourcefulness
• Familiarization with various uses of human resource for earning dignified means of living
• Understanding the concept and process of entrepreneurship - its contribution in and role in the growth and development of individual and the nation
• Acquiring entrepreneurial quality, competency and motivation
• Learning the process and skills of creation and management of entrepreneurial venture

ENTREPRENEURSHIP (Code No. 066)
CLASS–XII (2018-19)

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CBSE Class-12 Syllabus 2018-19 (Accountancy)

Rationale

The course in accountancy is introduced at plus two stage of senior second of school education, as the formal commerce education is provided after ten years of schooling. With the fast changing economic scenario, accounting as a source of financial information has carved out a place for itself at the senior secondary stage. Its syllabus content provide students a firm foundation in basic accounting concepts and methodology and also acquaint them with the changes taking place in the preparation and presentation of financial statements in accordance to the applicable accounting standards and the Companies Act 2013.

The course in accounting put emphasis on developing basic understanding about accounting as an information system. The emphasis in class Xi is placed on basic concepts and process of accounting leading to the preparation of accounts for a sole proprietorship firm. The students are also familiarized with basic calculations of Goods and Services Tax (GST) in recording the business transactions. The increased role of ICT in all walks of life cannot be overemphasized and is becoming an integral part of business operations. The learners of accounting are introduced to Computerized Accounting System at class XI and XII. Computerized Accounting System is a compulsory component which is to be studied by all students of commerce in class XI; whereas in class XII it is offered as an optional subject to Company Accounts and Analysis of Financial Statements. This course is developed to impart skills for designing need based accounting database for maintaining book of accounts. The complete course of Accountancy at the senior secondary stage introduces the learners to the world of business and emphasize on strengthening the fundamentals of the subject.

Objectives:

1. To familiarize students with new and emerging areas in the preparation and presentation of financial statements.
2. To acquaint students with basic accounting concepts and accounting standards.
3. To develop the skills of designing need based accounting database.
4. To appreciate the role of ICT in business operations.
5. To develop an understanding about recording of business transactions and preparation of financialstatements.
6. To enable students with accounting for Not-for-Profit organizations, accounting for Partnership Firms and company accounts.

Accountancy (Code No. 055)

Class-XII (2018-19)

One Paper                                                                                                                                                          Theory: 80 Marks

3 Hours

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CBSE Class-12 Syllabus 2018-19 (Business Studies)

Rationale

The courses in Business Studies and Accountancy are introduced at + 2 stage of Senior Secondary Education as formal commerce education is provided after first ten years of schooling. Therefore, it becomes necessary that instructions in these subjects are given in such a manner that students have a good understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society.
Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. To understand the framework in which a business operates, a detailed study of the organisation and management of business processes and its interaction with the environment is required. Globalisation has changed the way organizations transact their business.
Information Technology is becoming a part of business operations in more and more organisations. Computerised systems are fast replacing other systems. E-business and other related concepts are picking up fast which need to be emphasized in the curriculum.
The course in Business Studies prepares students to analyse, manage, evaluate and respond to changes which affect business. It provides a way of looking at and interacting with the business environment. It recognizes the fact that business influences and is influenced by social, political, legal and economic forces.
It allows students to appreciate that business is an integral component of society and develops an understanding of many social and ethical issues.
Therefore, to acquire basic knowledge of the business world, a course in Business Studies would be useful. It also informs students of a range of study and work options and bridges the gap between school and work.

Objectives:

• To develop students with an understanding of the processes of business and its environment;
• To acquaint students with the dynamic nature and inter-dependent aspects of business;
• To develop an interest in the theory and practice of business, trade and industry;
• To familiarize students with theoretical foundations of the process of organizing and managing the operations of a business firm;
• To help students appreciate the economic and social significance of business activity and the social cost and benefits arising there from;
• To acquaint students with the practice of managing the operations and resources of business;
• To enable students to act more effectively and responsibly as consumers, employers, employees and citizens;
• To develop a business attitude and skills in students.
• To inculcate appropriate attitude and develop skills among students to pursue higher education, world of work including self employment.

CLASS–XII (2018-19)
COURSE STRUCTURE

One Paper 3 Hours ; Theory: 80 Marks
Project: 20 Marks

Part A: Principles and Functions of Management : 120 Periods

Concept includes meaning and features

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CBSE Class-9 Syllabus 2018-19 (Computer Applications)

COMPUTER APPLICATIONS
CLASS IX
(Code No.165)
Effective from the session 2018-19

1. Prerequisites
No background in computer science is required.

2. Learning Outcomes

1. Familiarity with basics of computers.
2. Ability to navigate the file system.
3. Create and edit rich text documents, spreadsheets, and presentations.
4. Perform basic data manipulation using spreadsheets.
5. Use Indian languages in documents.
6. Send and receive emails, follow email etiquette, and communicate over the internet.
7. Create and upload videos.
8. Safe and correct usage of websites, social networks, chat sites, and email.
9. Distribution of Marks

3. Distribution of Marks

4.1. Unit 1: Basics of Information Technology

• Familiarity with the basics of computers: design of computers, and overview of communication technologies
• Computer Systems: characteristics of a computer, components of a computer system – CPU, memory, storage devices and I/O devices
• Memory: primary (RAM and ROM) and secondary memory
• Storage devices: hard disk, CD ROM, DVD, pen/flash drive, memory stick
• I/O devices: keyboard, mouse, monitor, printer, scanner, web camera
• Types of software: system software (operating systems), application software, mobile applications
• Operating systems: kernel, device drivers, and file systems (very basic idea)
• Computer networking: wired/wireless communication, common protocols: Wi-Fi, Bluetooth, cloud computers (private/public)
• Multimedia: images, audio, video, animation
• Chat sites, and social networks.

4.2. Unit 2: Cyber-safety

• Safely browsing the web and using social networks: identity protection, proper usage of passwords, privacy, confidentiality of information, cyber stalking, reporting cybercrimes
• Safely accessing websites: viruses and malware

4.3. Unit 3: Office tools

• Introduction to a word processor: create and save a document.
• Edit and format text: text style (B, I, U), font type, font size, text colour, alignment of text. Format paragraphs with line and/or paragraph spacing. Add headers and footers, numbering pages, grammar and spell check utilities, subscript and superscript, insert symbols, use print preview, and print a document.
• Insert pictures, change the page setting, add bullets and numbering, borders and shading, and insert tables – insert/delete rows and columns, merge and split cells.
• Use auto-format, track changes, review comments, use of drawing tools, shapes and mathematical symbols.
• Presentation tool: understand the concept of slide shows, basic elements of a slide, different types of slide layouts, create and save a presentation, and learn about the different views of a slide set – normal view, slide sorter view and hand-outs.
• Edit and format a slide: add titles, subtitles, text, background, and watermark, headers and footers, and slide numbers.
• Insert pictures from files, create animations, add sound effects, and rehearse timings.
• Spreadsheets: concept of a worksheet and a workbook, create and save a worksheet.
• Working with a spreadsheet: enter numbers, text, date/time, series using auto fill; edit and format a worksheet including changing the colour, size, font, alignment of text; insert and delete cells, rows and columns. Enter a formula using the operators (+,-,*, /), refer to cells, and print a worksheet.
• Use simple statistical functions: SUM (), AVERAGE (), MAX (), MIN (), IF () (without compound statements); embed charts of various types: line, pie, scatter, bar and area in a worksheet.

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CBSE Class-12 Syllabus 2018-19 (Economics)

Rationale

Economics is one of the social sciences, which has great influence on every human being. As economic life and the economy go through changes, the need to ground education in children’s own experience becomes essential. While doing so, it is imperative to provide them opportunities to acquire analytical skills to observe and understand the economic realities.
At senior secondary stage, the learners are in a position to understand abstract ideas, exercise the power of thinking and to develop their own perception. It is at this stage, the learners are exposed to the rigour of the discipline of economics in a systematic way.
The economics courses are introduced in such a way that in the initial stage, the learners are introduced to the economic realities that the nation is facing today along with some basic statistical tools to understand these broader economic realities. In the later stage, the learners are introduced to economics as a theory of abstraction.
The economics courses also contain many projects and activities. These will provide opportunities for the learners to explore various economic issues both from their day-to-day life and also from issues, which are broader and invisible in nature. The academic skills that they learn in these courses would help to develop the projects and activities. The syllabus is also expected to provide opportunities to use information and communication technologies to facilitate their learning process.

Objectives:

• Understanding of some basic economic concepts and development of economic reasoning which the learners can apply in their day-to-day life as citizens, workers and consumers.
• Realisation of learners’ role in nation building and sensitivity to the economic issues that the nation is facing today.
• Equipment with basic tools of economics and statistics to analyse economic issues. This is pertinent for even those who may not pursue this course beyond senior secondary stage.
• Development of understanding that there can be more than one view on any economic issue and necessary skills to argue logically with reasoning.

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CBSE Class-12 Syllabus 2018-19 (Informatics Practices)

Informatics Practices(New)
CLASS XII
Code No. 065

Optional for the academic year 2019-20 and mandatory for the academic year 2020-21 onwards

1. Prerequisites
Informatics Practices – Class XI

2. Learning Outcomes
1. Understand aggregation operations, descriptive statistics, and re-indexing columns in a DataFrame.
2. Apply functions row-wise and element-wise on a Data Frame.
3. Understand basic software engineering: models, activities, business use-case diagrams, and version control systems.
4. Connect a Python program with a SQL database, and learn aggregation functions in SQL.
5. Have a clear understanding of cyber ethics and cybercrime. Understand the value of technology in societies, gender and disability issues, and the technology behind biometric ids.
3. Distribution of Marks

3. Distribution of Marks

4.1. Unit 1: Data Handling (DH-2) (80 Theory + 70 Practical)
4.1.1. Python Pandas

• Advanced operations on Data Frames: pivoting, sorting, and aggregation
• Descriptive statistics: min, max, mode, mean, count, sum, median, quartile, var
• Create a histogram, and quantiles.
• Function application: pipe, apply, aggregation (group by), transform, and apply map.
• Reindexing, and altering labels.

4.1.2. Numpy

• 1D array, 2D array
• Arrays: slices, joins, and subsets
• Arithmetic operations on 2D arrays
• Covariance, correlation and linear regression

4.1.3. Plotting with Pyplot

• Plot bar graphs, histograms, frequency polygons, box plots, and scatter plots.

4.2 Unit 2: Basic Software Engineering (BSE) (25 Theory + 10 Practical)

• Introduction to software engineering

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CBSE Class-9 Syllabus 2018-19 (Elements of Book-Keeping And Accountancy)

Objective : The main objective of this paper is to enable the students to understand the fundamental principles and to develop skills of preparing and maintaining simple books of accounts from given details..

One Paper                   3 Hours                                                                                       70 Marks    210 Periods

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CBSE Class-9 Syllabus 2018-19 (Elements of Business)

(I) ELEMENTS OF BUSINESS (CODE NO. 154)
(2018-19)

Objective:

The objective of this paper is to provide elementary knowledge of the different aspects of business.

CLASS-IX

Marks: 100 ; 3 Hours
Theory: 70 Marks                                   Practical/ Project: 30 Marks

UNIT – I: Fundamentals of Business Activities
(a) Characteristics of Business Activities
(b) Business as an Activity – How it is different from
(i) Profession (ii) Employment
(c) Business includes vocation – characteristics of vocational activities
(d) Business as an economic activity
(i) Profit orientation
(e) Factors affecting business
(i) Economic (ii) Social (iii) Political

UNIT – II: Operative Activities in Business
(a) Industries – concept
(b) Commerce – concept
(c) Industries
(i) Characteristics (ii) Types & Nature (iii) Manufacturing
(iv) Capital Intensive (v) Labour Intensive
(d) Commerce
(i) Banking (ii) Insurance (iii) Transportation
(iv) E-Commerce (v) M-Commerce (vi) Trade
(vii) Other Services

UNIT – III: Steps Involved in Establishing Business
(a) Nature & forms of Business Organization
(b) Sole Proprietorship
(c) Partnership

UNIT – IV: Fundamental Areas of Business
(a) Production
(b) Finance
(c) Marketing
(d) Human Resources

GUIDELINES FOR PRACTICAL
Project/ chart should be brief and should be of 20-30 pages, preferably handwritten.
The project will be evaluated on the following parameters:

• Prepare a chart / Project on any one topic from syllabus (20 Marks)
• Viva (10 Marks)

Study Material:
Study Material for Syllabus of Elements of Business (0154) class IX is available on CBSE website.

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CBSE Class-12 Syllabus 2018-19 (Computer Science)

Computer Science(New)
CLASS-XII
Code No. 083

Optional for the academic year 2019-20 and mandatory for the academic year 2020-21 onwards
1. Prerequisites
Computer Science- Class XI
2. Learning Outcomes

1. Understand the concept of functions and recursion.
2. Learn how to create and use Python libraries.
3. Learn file handling.
4. Learn about the concept of efficiency in algorithms and computing in general.
5. Learn basic data structures: lists, stacks, and queues.
6. Get a basic understanding of computer networks: network stack, basic network hardware, basic protocols, and basic tools.
7. Connect a Python program with an SQL database, and learn aggregation functions in SQL.
8. Have a clear understanding of cyber ethics and cybercrime. Understand the value of technology in societies, gender and disability issues, and the technology behind biometric ids.

3. Distribution of Marks

4.1 Unit 1: Programming and Computational Thinking (PCT-2) (80 Theory + 70 Practical)

• Revision of the basics of Python
• Functions: scope, parameter passing, mutable/immutable properties of data objects, pass arrays to functions, return values, functions using libraries: mathematical, and string functions.
• File handling: open and close a file, read, write, and append to a file, standard input, output, and error streams, relative and absolute paths.
• Using Python libraries: create and import Python libraries
• Recursion: simple algorithms with recursion: factorial, Fibonacci numbers; recursion on arrays: binary search
• Idea of efficiency: performance defined as inversely proportional to the wall clock time, count the number of operations a piece of code is performing, and measure the time taken by a program. Example: take two different programs for the same problem, and understand how the efficient one takes less time.
• Data visualization using Pyplot: line chart, pie chart, and bar chart.
• Data-structures: lists, stacks, queues.

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CBSE Class-12 Syllabus 2018-19 (Home Science)

HOME SCIENCE (Code No. 064)
CLASS XII (2018 – 19)
COURSE STRUCTURE (THEORY)

One Paper (Theory) : 70 Marks
Time: 3 Hours : Periods: 220

Unit I: Human Development: Life Span Approach (Part II) ; 40 Periods

A. Adolescence (12 – 18 years)
(i) Growth & Development – Domains and principles.
(ii) Meaning, characteristics and needs.
(iii) Influences on identity formation

(a) Biological and Physical changes-early and late matures. (Role of heredity and environment)
(b) by social, culture and media.
(c) Emotional changes.
(d) Cognitive changes.

(iv) Specific issues and concerns

(a) Eating disorders-Causes, consequences and management – Anorexia Nervosa, Bulimia.
(b) Depression
(c) Substance Abuse
(d) Related to sex
(e) Handling stress and peer pressure

B. Adulthood:
(i) Young & middle adulthood: Understanding and management of new responsibilities, carrier marriage and family.
(ii) Late Adulthood/Old age:

(a) Health and Wellness: physical, social, emotional, financial, recreational needs
(b) Care for elderly (at home and outside – old age home)
(c) Anger management

Unit II: Nutrition for Self, Family and Community ; 40 Periods

(a) Meal Planning: Meaning and importance, principles and factors affecting meal planning;
Nutritional needs, food preferences and modifications of diets in different age groups: infants,
children, adolescence, adults, elderly and in special conditions: pregnancy and lactation (including
traditional foods given in these conditions)

(i) Use of basic food groups (ICMR) and serving size in meal planning
(ii) Factors influencing selection of food: culture, family food practices, media, peer group, availability of foods, purchasing power, individual preference & health.

(b) Food safety and quality:

(i) Safe food handling (personal, storage, kitchen, cooking and serving).
(ii) Safety guards against food adulteration, definition and meaning of food adulteration as given by FSSAI (Food Safety and Standard Authority of India).
(iii) Common adulterants present in cereals, pulses, milk and milk products, fats and oils, sugar, jaggery, honey, spices and condiments.

(iv) Effects of some of the adulterants present in the foods: kesari dal, metanil yellow, argemone seeds.
(v) Food standards (FPO, Agmark, ISI).

(c) Therapeutic modification of normal diet with respect to consistency, frequency, foodstuffs, nutrients and methods of cooking.
(d) Modification of diet according to common ailments: diarrhoea, fever, jaundice, hypertension, diabetes and constipation. Physiological changes, clinical symptoms, requirements and dietary requirements in each condition.

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