CBSE Class-12 Syllabus 2019-20 (Biology)

The present syllabus provides the students with new concepts along with an extended exposure to contemporary areas of the subject. The syllabus also aims at emphasizing on the underlying principles that are common to both animals and plants as well as highlighting the relationship of Biology with other areas of knowledge. The format of the syllabus allows a simple, clear, sequential flow of concepts. It relates the study of biology to real life through the use of technology. It links the discoveries and innovations in biology to everyday life such as environment, industry, health and agriculture. The updated syllabus also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continue to be available within its framework. The prescribed syllabus is expected to: promote understanding of basic principles of Biology; encourage learning of emerging knowledge and its relevance to individual and society; promote rational/scientific attitude towards issues related to population, environment and development; enhance awareness about environmental issues, problems and their appropriate solutions; create awareness amongst the learners about diversity in the living organisms and developing respect for other living beings; appreciate that the most complex biological phenomena are built on essentially simple processes;
It is expected that the students would get an exposure to various branches of Biology in the syllabus in a more contextual and friendly manner as they study its various units.

CLASS XII (2019-20)
(THEORY)

Time: 3 Hours

Max. Marks: 70

Unit-VI Reproduction : 30 periods

Chapter-1: Reproduction in Organisms
Reproduction, a characteristic feature of all organisms for continuation of species; modes of reproduction - asexual and sexual reproduction; asexual reproduction - binary fission, sporulation, budding, gemmule formation, fragmentation; vegetative propagation in plants.

Chapter-2: Sexual Reproduction in Flowering Plants
Flower structure; development of male and female gametophytes; pollination - types, agencies and examples; outbreeding devices; pollen-pistil interaction; double fertilization; post fertilization events - development of endosperm and embryo, development of seed and formation of fruit; special modes-apomixis, parthenocarpy, polyembryony; Significance of seed dispersal and fruit formation.

Chapter-3: Human Reproduction
Male and female reproductive systems; microscopic anatomy of testis and ovary; gametogenesis - spermatogenesis and oogenesis; menstrual cycle; fertilisation, embryo development upto blastocyst formation, implantation; pregnancy and placenta formation (elementary idea); parturition (elementary idea); lactation (elementary idea).

Chapter-4: Reproductive Health
Need for reproductive health and prevention of Sexually Transmitted Diseases (STDs); birth control - need and methods, contraception and medical termination of pregnancy (MTP); amniocentesis; infertility and assisted reproductive technologies - IVF, ZIFT, GIFT (elementary idea for general awareness).

Unit-VII Genetics and Evolution : 40 Periods

Chapter-5: Principles of Inheritance and Variation
Heredity and variation: Mendelian inheritance; deviations from Mendelism – incomplete dominance, co-dominance, multiple alleles and inheritance of blood groups, pleiotropy; elementary idea of polygenic inheritance; chromosome theory of inheritance; chromosomes and genes; Sex determination - in humans, birds and honey bee; linkage and crossing over; sex linked inheritance - haemophilia, colour blindness; Mendelian disorders in humans - thalassemia;
chromosomal disorders in humans; Down's syndrome, Turner's and Klinefelter's syndromes.

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CBSE Class-11 Syllabus 2019-20 (Biology)

The present syllabus provides the students with new concepts along with an extended exposure to contemporary areas of the subject. The syllabus also aims at emphasizing on the underlying principles that are common to both animals and plants as well as highlighting the relationship of Biology with other areas of knowledge. The format of the syllabus allows a simple, clear, sequential flow of concepts. It relates the study of biology to real life through the use of technology. It links the discoveries and innovations in biology to everyday life such as environment, industry, health and agriculture. The updated syllabus also focuses on reducing the curriculum load while ensuring that ample opportunities and scope for learning and appreciating basic concepts of the subject continue to be available within its framework. The prescribed syllabus is expected to:

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

COURSE STRUCTURE :

Unit-I Diversity of Living Organisms 
Chapter-1: The Living World

What is living? Biodiversity; Need for classification; three domains of life; taxonomy and systematics;concept of species and taxonomical hierarchy; binomial nomenclature; tools for study of taxonomymuseums, zoological parks, herbaria, botanical gardens.

Chapter-2: Biological Classification

Five kingdom classification; Salient features and classification of Monera, Protista and Fungi into major groups: Lichens, Viruses and Viroids.

Chapter-3: Plant Kingdom

Salient features and classification of plants into major groups - Algae, Bryophyta, Pteridophyta,Gymnospermae and Angiospermae (three to five salient and distinguishing features and at least two examples of each category); Angiosperms - classification upto class, characteristic features and examples.

Chapter-4: Animal Kingdom

Salient features and classification of animals non-chordates up to phyla level and chordates up to class level (three to five salient features and at least two examples of each category).
(No live animals or specimen should be displayed.)

Unit-II Structural Organisation in Animals and Plants 
Chapter-5: Morphology of Flowering Plants

Morphology and modifications: Internal Morphology of different parts of flowering plants: root, stem, leaf, inflorescence, flower, fruit and seed (to be dealt along with the relevant experiment of the Practical Syllabus).

Chapter-6: Anatomy of Flowering Plants

Anatomy and functions of different tissues.

Chapter-7: Structural Organisation in Animals

Animal tissues; Morphology, anatomy and functions of different systems (digestive, circulatory,respiratory, nervous and reproductive) of an insect (cockroach). (a brief account only)

Unit-III Cell: Structure and Function 

Chapter-8: Cell-The Unit of Life

Cell theory and cell as the basic unit of life: Structure of prokaryotic and eukaryotic cells; Plant cell and animal cell; cell envelope; cell membrane, cell wall; cell organelles - structure and function; endomembrane system, endoplasmic reticulum, golgi bodies, lysosomes, vacuoles; mitochondria, ribosomes, plastids, microbodies; cytoskeleton, cilia, flagella, centrioles (ultrastructure and function); nucleus.

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Courtesy: CBSE

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CBSE Class-11 Syllabus 2019-20 (Chemistry)

Rationale :

Higher Secondary is the most crucial stage of school education because at this juncture specialized discipline based, content -oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and other applied areas. Therefore, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the senior secondary stage.
The new and updated curriculum is based on disciplinary approach with rigour and depth taking care that the syllabus is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio -molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of chemistry syllabus at senior secondary stage. At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated syllabus. The revised syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations, teaching of fundamental concepts, application of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition, etc.

Objectives :

The curriculum of Chemistry at Senior Secondary Stage aims to:

• promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.
• make students capable of studying chemistry in academic and professional courses (such as medicine, engineering, technology) at tertiary level.
• expose the students to various emerging new areas of chemistry and apprise them with their relevance in future studies and their application in various spheres of chemical sciences and technology.
• equip students to face various challenges related to health, nutrition, environment, population,weather, industries and agriculture.
• develop problem solving skills in students.
• expose the students to different processes used in industries and their technological applications. 
• apprise students with interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.
• acquaint students with different aspects of chemistry used in daily life.
• develop an interest in students to study chemistry as a discipline.
• integrate life skills and values in the context of chemistry

Unit I: Some Basic Concepts of Chemistry 8 Periods

General Introduction: Importance and scope of chemistry. 
Nature of matter, laws of chemical combination, Dalton's atomic theory: concept of elements, atoms and molecules.
Atomic and molecular masses, mole concept and molar mass, percentage composition, empirical and molecular formula, chemical reactions, stoichiometry and calculations based on stoichiometry.

Unit II: Structure of Atom 10 Periods

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's 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 06 Periods

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, valency. Nomenclature of elements with atomic number greater than 100

Unit IV: Chemical Bonding and Molecular structure 14 Periods

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, Liquids and Solids 18 Periods

Three states of matter, intermolecular interactions, types 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, kinetic energy and molecular speeds (elementary idea)
Liquid State: vapour pressure, viscosity and surface tension (qualitative idea only, no mathematical derivations) 
Solid state: Classification of solids based on different binding forces: molecular, ionic,covalent and metallic solids, amorphous and crystalline solids (elementary idea). Unit cell in two dimensional and three dimensional lattices, calculation of density of unit cell, packing in solids, packing efficiency, voids, number of atoms per unit cell in a cubic unit cell, point defects, electrical and magnetic properties.

Unit VI: Chemical Thermodynamics 16 Periods

Concepts of System and types of systems, surroundings, work, heat, energy, extensive and intensive properties, state functions. First law of thermodynamics -internal energy and enthalpy, heat capacity and specific heat, measurement of AU and AH, Hess's law of constant heat summation, enthalpy of bond dissociation, combustion, formation, atomization, sublimation, phase transition, ionization, solution and dilution. Second law of
Thermodynamics (brief introduction). Introduction of entropy as a state function, Gibb's energy change for spontaneous and non- spontaneous processes, criteria for equilibrium. 
Third law of thermodynamics (brief introduction).

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Courtesy: CBSE

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CBSE Class-12 Syllabus 2019-20 (Chemistry)

Rationale

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

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

Objectives

The curriculum of Chemistry at Senior Secondary Stage aims to:
• promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.
• make students capable of studying chemistry in academic and professional courses (such as medicine, engineering, technology) at tertiary level.
• expose the students to various emerging new areas of chemistry and apprise them with their relevance in future studies and their application in various spheres of chemical sciences and technology.
• equip students to face various challenges related to health, nutrition, environment, population, weather, industries and agriculture.
• develop problem solving skills in students.
• expose the students to different processes used in industries and their technological applications.
• apprise students with interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.
• acquaint students with different aspects of chemistry used in daily life.
• develop an interest in students to study chemistry as a discipline.
• integrate life skills and values in the context of chemistry.

CLASS XII (2019-20)
THEORY

Total Periods (Theory 160 + Practical 60)

Time: 3 Hours

70 Marks

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CBSE Class-9 Syllabus 2019-20 (National Cadet Corps)

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

2. The Aims of NCC:
(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 NCC Training Curriculum
(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 approximately 100 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: 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 Enrolment 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 26 years.

Click Here To Download Full Syllabus

CBSE Class-10 Syllabus 2019-20 (National Cadet Corps)

Syllabus :

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

2. The Aims of NCC:
(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 NCC Training Curriculum
(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 approximately 100 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: 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 Enrolment 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 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. Detailed syllabus is as follows:

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CBSE Class-10 Syllabus 2019-20 (Home Science)

Syllabus :

Course Structure: Theory & Practical
Theory : 75 Marks
Time: 3 Hrs.
Practical : 25 Marks

Unit I : Human growth & development II   (30 periods)
a) Play (0-5 years), role of play in growth & development of children. Types of play-active, passive, natural, serious and exploratory, selection of play material for children.
b) Childhood. Adolescents and Adulthood : Special Features.
c) Problems of Adolescents
d) Old Age : Need of care

Unit II : Management of Resources : Time, Energy & Money (30 periods)
a) Time Management - Definition & Importance
b) Time plans - Factors affecting time plan
c) Energy Management : Definition and Importance
d) Fatigue and work Simplification
e) Family Income & Types : Expenditure & Importance of Saving and Investment Schemes (Only Listing)

Unit III : Food & Personal Hygiene (18 periods)
a) Principles of hygienic handling of food, including serving of food.
b) Hygiene in kitchen
c) Personal hygiene of food handler
d) Hygiene during food storage

Unit IV : Meal Planning (42 periods)
a) Concept of Meal Planning
b) Factors affecting meal planning : age, sex, climate, occupation, cost of food items, number of family members, occassion, availability of food, family traditions, likes and dislikes
c) Basic food groups
d) Use of food groups in planning balanced diet, in context of self. RDA-ICMR (2010) and its uses in family diets
e) Therapeutic adaptations of normal diet : Based on consistency and cooking methods

Unit V : Food Safety and Consumer Education (30 periods)
a) Food Safety, mal-practices of traders, price variation, poor quality, Faulty weights and measures, non-availability of goods, misleading information, lack of standardized products
b) Food adulteration : Concept, adulterants & harmful effects of adulteration, FSSAI
Standards (2006)
c) Consumer Rights and problems faced by consumer, redressal and rights (Listing)
d) Sources of Consumer Education - Govt & Non-Govt. Agencies (Only listing)

Unit VI : Care and Maintenance of Fabrics and Apparel (30 periods)
a) Cleaning and finishing agents used in routine care of clothes.
b) Stain Removal
c) Storage of cotton, silk, wool and synthetics
d) Ready made garments, selection, need and workmanship

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CBSE Class-9 Syllabus 2019-20 (Home Science)

Home Science (Code No. 064)
Class - IX (2019-20)

Course Structure: Theory & Practical

Theory : 75 Marks

Time: 3 Hrs.

Practical : 25 Marks

Unit I : Concept and scope of Home Science Education and recent trends : 05 Pd
a) Concept of Home science
b) Fields of Home Science
c) Relevance of study of Home Science and career options
d) Recent trends

Unit II : Human Growth & Development - I : 25 Pd
a) Concept of growth and development
b) Principles of growth and development
c) Factors affecting growth and development (environmental and heredity)
d) Age specific milestones (Birth to adolescence)

Unit III : Family and Values : 20 Pd
a) Concept and types of family
b) Role of family in Holistic development of an individual (Physical, Social, Psychological and spiritual)
c) Ethical and value based society (need for happy family, respect and care for each member of family, Dignity of labour, work distribution within the family)
d) Importance of Girl Child.

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CBSE Class-9 Syllabus 2019-20 (Painting)

Syllabus :

"The secondary stage is apt for refining aesthetic sensibilities and promoting social values through projects on conservation of the natural and cultural heritage and through opportunities for studying Indian culture, working with artists/artisans of the community, organizing festivals and celebrations of the community at large, display of physical environment and surrounding landscape and their exploration; projects to promote creative expression and exhibition of works in visual and verbal forms" is one of the recommendations of the National Curriculum Framework 2005.

This is the stage where students have already gained the skill of drawing and painting to an extent to create and communicate through simple images and colours. The focus of the painting curriculum should be to provide students with an opportunity to explore natural and man made objects, situations and subjects to learn about the elements and principles of painting while enjoying their creative expression through different mediums and 
techniques.
The course consists of (i) Painting theory and (ii) Painting practicals. Theory and Practice are co-related and complement each other by application of medium and technique. Theory can make students understand the medium they are practicing with all its beauty and meaning. Theory provides knowledge and enhances the value of the practical. 

Learning outcomes:

Students after studying 'Painting' as additional subject will be able to:
- Enjoy paintings as a medium of expressions
- Appreciate the beauty in lines, forms and colours
- Know the fundamentals of Painting (Elements and Principles) and apply them in their creations.
- Use painting tools and materials appropriately.
- Apply pencil colours, oil pastels, poster colours, water colours etc. as a painting medium.
- Differentiate between 'opaque' and 'transparent' colours as a technique.
- Refine memory and observation power through study / still life and painting composition.
- Maintain his/her painting tools, materials appropriately.
- Display his/her paintings aesthetically and will learn to store them.
- Apply the artistic skills of composition in day-to-day life at home and in the school.

Suggested Teaching Learning Strategies - IX :

i. Still Life (Study of simple objects)Study of a group of two or three objects from a fixed point of view in colours. Group may include vegetables, fruits, foliage, book, drapery, and simple objects of daily use.
ii. Simple compositions based on any one form of Folk Art such as Madhubani, Warli, Alpana, Rangoli, Mandana etc.
iii. Field visits to Art Galleries, Museum/s, National BalBhawan or similar organisations, Artist’s studios or Artisan’s workshops etc.
iv. Sketches from Life and Nature in pencil and ink.
v. Teacher can tell story of Indian Art in a story telling manner. This can also be audio/video recorded and shared with students.
vi. Display of reproductions of master’s work in school corridors.
vii.Submission of portfolio consisting of six( 3 Still Life and 3 Composition) selected works done during the year.

(B) PAINTING
Code No.: 049
Class IX
Marking Scheme
Theory

• Total Marks: 30 marks
• Hours: 2 

UNIT- I: Fundamentals of Painting (The Elements of Art) 10 Marks

UNIT-II : Methods and Materials of Painting 10 Marks

Understanding and appropriate use of

• i. Tools
• ii. Painting Materials –Poster Colours, Water Colours, Oil Pastels and Pencil
• iii. Transparent and Opaque colours and techniques.

UNIT-III: Areas of Drawing and Painting: 10 Marks

• i. Sketching from Nature and Imagination
• ii. Still Life and
• iii. Painting composition. Story of Indian Art covering painting, sculpture and architectural glimpses.

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CBSE Class-10 Syllabus 2019-20 (Painting)

Syllabus :

"The secondary stage is apt for refining aesthetic sensibilities and promoting social values through projects on conservation of the natural and cultural heritage and through opportunities for studying Indian culture, working with artists/artisans of the community, organizing festivals and celebrations of the community at large, display of physical environment and surrounding landscape and their exploration; projects to promote creative expression and exhibition of works in visual and verbal forms" is one of the recommendations of the National Curriculum Framework 2005.

This is the stage where students have already gained the skill of drawing and painting to an extent to create and communicate through simple images and colours. The focus of the painting curriculum should be to provide students with an opportunity to explore natural and man made objects, situations and subjects to learn about the elements and principles of painting while enjoying their creative expression through different mediums and 
techniques.
The course consists of (i) Painting theory and (ii) Painting practicals. Theory and Practice are co-related and complement each other by application of medium and technique. Theory can make students understand the medium they are practicing with all its beauty and meaning. Theory provides knowledge and enhances the value of the practical. 

Learning outcomes:

Students after studying 'Painting' as additional subject will be able to:
- Enjoy paintings as a medium of expressions
- Appreciate the beauty in lines, forms and colours
- Know the fundamentals of Painting (Elements and Principles) and apply them in their creations.
- Use painting tools and materials appropriately.
- Apply pencil colours, oil pastels, poster colours, water colours etc. as a painting medium.
- Differentiate between 'opaque' and 'transparent' colours as a technique.
- Refine memory and observation power through study / still life and painting composition.
- Maintain his/her painting tools, materials appropriately.
- Display his/her paintings aesthetically and will learn to store them.
- Apply the artistic skills of composition in day-to-day life at home and in the school.

Hours – 03
Marks – 100

UNIT- I : Fundamentals of Painting 10 Marks

• (The Elements and Principals of Visual Art)

UNIT-II : Methods and Materials of Painting 10 Marks

• Understanding and appropriate use of
• i. Tools
• ii. Painting Materials - Poster Colours, Water Colours, Oil Pastels and Pencil
• iii. Transparent and Opaque colours and techniques.

UNIT-III: Areas of Drawing and Painting: 10 Marks

• i. Sketching from Nature and Imagination
• ii. Still Life and
• iii. Painting composition. Story of Indian Art covering painting, sculpture and architectural glimpses.

Click Here To Download Full Syllabus

CBSE Class-12 Syllabus 2019-20 (Physics)

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

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

Besides, the syllabus also attempts to

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

CLASS XII (2019-20)
(THEORY)

Time: 3 hrs.

Max Marks: 70

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CBSE Class-11 Syllabus 2019-20 (Physics)

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

• Emphasis on basic conceptual understanding of the content. 
• Emphasis on use of SI units, symbols, nomenclature of physical quantities and formulations as per international standards.
• Providing logical sequencing of units of the subject matter and proper placement of concepts with their linkage for better learning.
• Reducing the curriculum load by eliminating overlapping of concepts/content within the discipline and other disciplines.
• Promotion of process-skills, problem-solving abilities and applications of Physics concepts.Besides, the syllabus also attempts to
• strengthen the concepts developed at the secondary stage to provide firm foundation for further learning in the subject.
• expose the learners to different processes used in Physics-related industrial and technological applications.
• develop process-skills and experimental, observational, manipulative, decision making and investigatory skills in the learners.
• promote problem solving abilities and creative thinking in learners.
• develop conceptual competence in the learners and make them realize and appreciate the interface of Physics with other disciplines. 

Unit I: Physical World and Measurement             10 Periods

 Chapter–1: Physical World

Physics-scope and excitement; nature of physical laws; Physics, technology and society.

Chapter–2: Units and Measurements

Need for measurement: Units of measurement; systems of units; SI units, fundamental and derived units. Length, mass and time measurements; accuracy and precision of measuring instruments; errors in measurement; significant figures.Dimensions of physical quantities, dimensional analysis and its applications.

Unit II:    Kinematics                                       20 Periods

Chapter–3: Motion in a Straight Line

Frame of reference, Motion in a straight line: Position-time graph, speed and velocity.

Elementary concepts of differentiation and integration for describing motion, uniform and non-uniform motion, average speed and instantaneous velocity, uniformly accelerated motion, velocity - time and position-time graphs.

Relations for uniformly accelerated motion (graphical treatment).
 
Chapter–4: Motion in a Plane

Scalar and vector quantities; position and displacement vectors, general vectors and their notations; equality of vectors, multiplication of vectors by a real number; addition and subtraction of vectors, relative velocity, Unit vector; resolution of a vector in a plane, rectangular components, Scalar and Vector product of vectors.

Motion in a plane, cases of uniform velocity and uniform acceleration-projectile motion, uniform circular motion.

Unit III:    Laws of Motion                          14 Periods

Chapter–5: Laws of Motion

Intuitive concept of force, Inertia, Newton's first law of motion; momentum and Newton's second law of motion; impulse; Newton's third law of motion.

Law of conservation of linear momentum and its applications.

Equilibrium of concurrent forces, Static and kinetic friction, laws of friction, rolling friction, lubrication.

Dynamics of uniform circular motion: Centripetal force, examples of circular motion (vehicle on a level circular road, vehicle on a banked road).

Unit IV:    Work, Energy and Power       12 Periods

Chapter–6: Work, Engery and Power

Work done by a constant force and a variable force; kinetic energy, work-energy theorem, power.

Notion of potential energy, potential energy of a spring, conservative forces: conservation of mechanical energy (kinetic and potential energies); non-conservative forces: motion in a vertical circle; elastic and inelastic collisions in one and two dimensions.

Unit V:    Motion of System of Particles and Rigid Body        18 Periods

Chapter–7: System of Particles and Rotational Motion

Centre of mass of a two-particle system, momentum conservation and centre of mass motion.

Centre of mass of a rigid body; centre of mass of a uniform rod.

Moment of a force, torque, angular momentum, law of conservation of angular momentum and its applications.

Equilibrium of rigid bodies, rigid body rotation and equations of rotational motion, comparison of linear and rotational motions.

Moment of inertia, radius of gyration, values of moments of inertia for simple geometrical objects (no derivation). Statement of parallel and perpendicular axes theorems and their applications.

Unit VI:    Gravitation           12 Periods

Chapter–8: Gravitation

Kepler's laws of planetary motion, universal law of gravitation.

Acceleration due to gravity and its variation with altitude and depth.

Gravitational potential energy and gravitational potential, escape velocity, orbital velocity of a satellite, Geo-stationary satellites.
 
Unit VII:    Properties of Bulk Matter    20 Periods

Chapter–9: Mechanical Properties of Solids

Elastic behaviour, Stress-strain relationship, Hooke's law, Young's modulus, bulk modulus, shear modulus of rigidity, Poisson's ratio; elastic energy.

Chapter–10: Mechanical Properties of Fluids

Pressure due to a fluid column; Pascal's law and its applications (hydraulic lift and hydraulic brakes), effect of gravity on fluid pressure.

Viscosity, Stokes' law, terminal velocity, streamline and turbulent flow, critical velocity, Bernoulli's theorem and its applications.

Surface energy and surface tension, angle of contact, excess of pressure across a curved surface, application of surface tension ideas to drops, bubbles and capillary rise.

Chapter–11: Thermal Properties of Matter

Heat, temperature, thermal expansion; thermal expansion of solids, liquids and gases, anomalous expansion of water; specific heat capacity; Cp, Cv - calorimetry; change of state - latent heat capacity.

Heat transfer-conduction, convection and radiation, thermal conductivity, qualitative ideas of Blackbody radiation, Wein's displacement Law, Stefan's law, Green house effect.

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CBSE Class-12 Syllabus 2019-20 (Mathematics)

The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like Engineering, Physical and Bioscience, Commerce or Computer Applications. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students. Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.

Objectives :

The broad objectives of teaching Mathematics at senior school stage intend to help the students:

• to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles, symbols and mastery of underlying processes and skills.
• to feel the flow of reasons while proving a result or solving a problem.
• to apply the knowledge and skills acquired to solve problems and wherever possible,by more than one method.
• to develop positive attitude to think, analyze and articulate logically.
• to develop interest in the subject by participating in related competitions.
• to acquaint students with different aspects of Mathematics used in daily life.
• to develop an interest in students to study Mathematics as a discipline.
• to develop awareness of the need for national integration, protection of environment,
• observance of small family norms, removal of social barriers, elimination of gender biases.
• to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.

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CBSE Class-11 Syllabus 2019-20 (Mathematics)

The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like Engineering, Physical and Bioscience, Commerce or Computer Applications. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics 2005 which is to meet the emerging needs of all categories of students. Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.

Objectives :

The broad objectives of teaching Mathematics at senior school stage intend to help the students:

• to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles, symbols and mastery of underlying processes and skills.
• to feel the flow of reasons while proving a result or solving a problem.
• to apply the knowledge and skills acquired to solve problems and wherever possible,by more than one method.
• to develop positive attitude to think, analyze and articulate logically.
• to develop interest in the subject by participating in related competitions.
• to acquaint students with different aspects of Mathematics used in daily life.
• to develop an interest in students to study Mathematics as a discipline.
• to develop awareness of the need for national integration, protection of environment,
• observance of small family norms, removal of social barriers, elimination of gender biases.
• to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.

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CBSE Class-10 Syllabus 2019-20 (Hindustani Music)

HINDUSTANI MUSIC VOCAL (Code – 034)
Examination Structure for Assessment
Class X

TOTAL: 100 Marks

Theory
Time: 01 hours : 30 Marks

1. Five questions to be set with internal choice covering the entire syllabus.
2. Out of five questions, one question of composition in notation from the prescribed Ragas will be compulsory.
3. All the questions will carry five marks each.

Practical : 50 Marks

Time: 20-25 Minutes for each candidate

1. Examiners are requested to ask the questions directly related to the syllabus.
2. Marks should be awarded in accordance with the marking scheme.

Distribution of Marks

* Teachers will refer to the distribution of marks while examining the candidate for practical examination.

HINDUSTANI MUSIC
VOCAL (Code – 034)Class X
TOTAL: 100 Marks
Theory

Time: 01 hours : 30 Marks

1. Define the following:

Aalap, Tana, Meend, Kan, Khatka, Murki

2. Describe the following:

Dhamar, Tarana, Thumri, Lokgeet

3. Origin and development of Dhrupad and Khayal.
4. Basic knowledge of the structure and tuning of Tanpura.
5. Detail study of the following Ragas:

i. Bhupali
ii. Khamaj
iii. Durga
iv. Des

6. Ability to do notation of compositions in prescribed Ragas.
7. Brief life sketch and contribution to music of Miyan Tansen, Sadarang and Ustad Faiyaz Khan.
8. Description and Tala – Notation of the following Talas with dugun:
Tilwada, Chautala, Sultala, Rupak.

Practical : 50 Marks

1. One Vilambit Khayal with simple elaborations in any one of the prescribed Ragas.
2. Aaroha, Avaroha, Pakad and Drut Khayal with simple elaborations and few Tanas in the following Ragas:

Click Here To Download Full Hindustani Music Vocal Syllabus

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CBSE Class-9 Syllabus 2019-20 (Hindustani Music)

HINDUSTANI MUSIC VOCAL (Code – 034)
Examination Structure for Assessment
Class IX

TOTAL: 100 Marks

Theory
Time: 02 hours 30 Marks

Practical

50 Marks

Time: 15-20 Minutes for each candidate
1. Examiners are requested to ask the questions directly related to the syllabus.
2. Marks should be awarded in accordance with the marking scheme.

Distribution of Marks

*Teachers will refer to the distribution of marks while examining the candidate for practical examination.

Click Here To Download Full Hindustani Music Vocal Syllabus

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Click Here To Download Full Hindustani Music Melodic Instrument Syllabus

CBSE Class-12 Syllabus 2019-20 (English Elective)

• ENGLISH ELECTIVE CBSE
• Class-XII (Code No. 001)
• (2019-20)

SECTION - A

An unseen passage and a poem: - 60 Periods

1. 12 Objective Type Questions including Multiple Choice Questions from a literary or discursive passage of about 950-1000 words. (1x12=12 marks)
2. 04 Short Answer Questions to test interpretation and appreciation and to be answered in 50-60 words each on a poem of about 24 - 28 lines. (2x4=8 marks) 

SECTION-B

Creative Writing Skills and Applied Grammar 60 Periods
1. Two Long Answer Questions out of three to be answered in 120-150 words each:

• A discursive and interpretative writing. (6x2=12 marks)

2. One Very Long Answer Question out of two to be answered in 150-200 words:

• An essay on an argumentative/discursive topic such as an article/report/speech. (10x1=10 marks)

3. Eight objective Type Questions: Transformation of Sentences: (8 marks) 

SECTION - C

Literature 60Periods
1. One Short Answer Question out of two to be answered in 50-60 words to test understanding and appreciation.(2x1=2 marks)

2. Two Short Answer Questions out of three to be answered in 60-80 words to test understanding and appreciation. (4x2=8 marks)
3. Two Long Answer Questions out of three to be answered in 80-100 words each to test deeper understanding, interpretation, appreciation. (5x2=10 marks)

SECTION - D

Fiction 40Periods
1. One Short Answer Question out of two to be answered in 60-80 words to test understanding and appreciation and seek comments, interpretation, evaluation and appreciation of characters, events, episodes and interpersonal relationships.(4x1=4 marks)
2. One Long Answer Question out of two to be answered in 120-160 words to test deeper understanding, interpretation, appreciation and drawing inferences.(6x1=6 marks)
Students can select one of the two prescribed texts. Seminar (20 marks)
• Presentation - book review /a play /a short story/a novel/novella (tale, table, parable) to be followed by a question-answer session.
• Poetry reading to be followed by interpretative tasks based on close reading and literary analysis of the text. Critical review of a film or a play.
• Conducting a theatre workshop to be followed by a discussion 
Prescribed Books:
1. Kaleidoscope - Text book published by NCERT
2. Fiction: A Tiger for Malgudi or The Financial Expert by R.K. Narayan (Novel)

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CBSE Class-11 Syllabus 2019-20 (English Elective)

Background

The course is intended to give students a high level of competence in English with an emphasis on the study of literary texts. The course will provide extensive exposure to a variety of rich texts of world literature as well as Indian writings in English, including classics; develop sensitivity to the creative and imaginative use of English and give them a taste for reading with delight and discernment. The course is primarily designed to equip the students to pursue higher studies in English literature and English language at the college level.

Objectives

The general objectives at this stage are:

i) to provide extensive exposure to a variety of writings in English, including some classics to develop sensitivity to literary and creative uses of the language.
ii) to further expand the learners' vocabulary resources through the use of dictionary, thesaurus and encyclopaedia.
iii) to develop a taste for reading with discernment and delight.
iv) to critically examine a text and comment on different aspects.
v) to develop proficiency in English both in receptive and productive skills.
At the end of this course, the learner
i) grasps the global meaning of the text, its gist and understands how its theme and sub-themes relate.
ii) relates to the details provided in the text, for example, how the details support a generalization or the conclusion either by classification or by contrast and comparison.
iii) comprehends details, locates and identifies facts, arguments, logical relationships, generalization, conclusion, in the texts.
iv) draws inferences, supplies missing details, predicts outcomes, grasps the significance of particular details and interprets texts.
v) assesses and analyzes the point of view of the author.
vi) infers the meanings of words and phrases from the context; differentiates between apparent synonyms.
vii) appreciates stylistic nuances, the lexical structure; its literal and figurative uses and analyses a variety of texts.
viii) identifies different styles of writing like humorous, satirical, contemplative, ironical and burlesque.
ix) can produce text-based writing (writing in response to questions or tasks based on prescribed as well as 'unseen' texts)
x) develops the advanced skills of reasoning, inferring, analysing, evaluating and creating.
xi) develops familiarity with the poetic uses of language including features of the language through which artistic effect is achieved.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. The multi-skill, learner-centred, activity-based approach already recommended for the previous stages of education, is still in place, though it will be used in such a way that silent reading of prescribed selected texts for comprehension will receive greater focus as one of the activities. Learners will be trained to read independently and intelligently, interacting actively with texts and other reference materials (dictionary, thesaurus, encyclopedia, etc.) where necessary. Some pre-reading activity will generally be required, and course books suggest those activities. The reading of texts should be followed by post reading activities. It is important to remember that every text can generate different reading strategies. Students should be encouraged to interpret texts in different ways, understand the views of others and present their views on a literary text. Some projects may be assigned to students from time to time, for instance, students may be asked to put together a few literary pieces on a given theme.

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CBSE Class-11 Syllabus 2019-20 (English Core)

Background :

Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to class XI, and the course aims, essentially, at promoting the higher-order language skills.
For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

Objectives :

The general objectives at this stage are to:
• listen and comprehend live as well as record in writing oral presentations on a variety of topics
• develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose to participate in group discussions, interviews by making short oral presentation on given topics
• perceive the overall meaning and organisation of the text (i.e., the relationships of the different "chunks" in the text to each other
• identify the central/main point and supporting details, etc., to build communicative competence in various registers of English
• promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
• translate texts from mother tongue(s) into English and vice versa
• develop ability and knowledge required in order to engage in independent reflection and enquiry
At the end of this stage learners will be able to do the following:
• read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
• text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts) understand and respond to lectures, speeches, etc.
• write expository / argumentative essays, explaining or developing a topic, arguing a case, etc. write formal/informal letters and applications for different purposes
• write items related to the workplace (minutes, memoranda, notices, summaries,reports etc.
• filling up of forms, preparing CV, e-mail messages., making notes from reference materials, recorded talks etc.
The core course should draw upon the language items suggested for class IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar:
• The use of passive forms in scientific and innovative writings.
• Converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliariesuses based on semantic considerations.A. Specific Objectives of Reading 
Students are expected to develop the following study skills:
• refer to dictionaries, encyclopedia, thesaurus and academic reference material
• select and extract relevant information, using reading skills of skimming and scanning
• understand the writer's attitude and bias
• comprehend the difference between what is said and what is implied
•understand the language of propaganda and persuasion
• differentiate between claims and realities, facts and opinions, form business opinions on the basis of latest trends available
• comprehend technical language as required in computer related fields, arrive at personal conclusion and comment on a given text ,
• Specifically develop the ability to be original and creative in interpreting opinion,develop the ability to be logically persuasive in defending one's opinion and making notes based on a text
Develop literary skills as enumerated below:
• personally respond to literary texts
• appreciate and analyse special features of languages that differentiate literary texts from non-literary ones, explore and evaluate features of character, plot, setting, etc.
• understand and appreciate the oral, mobile and visual elements of drama .Identify the elements of style such as humour, pathos, satire and irony, etc.
• make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing

Click Here To Download Full Syllabus

CBSE Class-12 Syllabus 2019-20 (English Core)

Background :

Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to class XI, and the course aims, essentially, at promoting the higher-order language skills.
For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

Objectives :

The general objectives at this stage are to:
• listen and comprehend live as well as record in writing oral presentations on a variety of topics
• develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose to participate in group discussions, interviews by making short oral presentation on given topics
• perceive the overall meaning and organisation of the text (i.e., the relationships of the different "chunks" in the text to each other
• identify the central/main point and supporting details, etc., to build communicative competence in various registers of English
• promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
• translate texts from mother tongue(s) into English and vice versa
• develop ability and knowledge required in order to engage in independent reflection and enquiry
At the end of this stage learners will be able to do the following:
• read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
• text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts) understand and respond to lectures, speeches, etc.
• write expository / argumentative essays, explaining or developing a topic, arguing a case, etc. write formal/informal letters and applications for different purposes
• write items related to the workplace (minutes, memoranda, notices, summaries,reports etc.
• filling up of forms, preparing CV, e-mail messages., making notes from reference materials, recorded talks etc.
The core course should draw upon the language items suggested for class IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar:
• The use of passive forms in scientific and innovative writings.
• Converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliariesuses based on semantic considerations.A. Specific Objectives of Reading 
Students are expected to develop the following study skills:
• refer to dictionaries, encyclopedia, thesaurus and academic reference material
• select and extract relevant information, using reading skills of skimming and scanning
• understand the writer's attitude and bias
• comprehend the difference between what is said and what is implied
•understand the language of propaganda and persuasion
• differentiate between claims and realities, facts and opinions, form business opinions on the basis of latest trends available
• comprehend technical language as required in computer related fields, arrive at personal conclusion and comment on a given text ,
• Specifically develop the ability to be original and creative in interpreting opinion,develop the ability to be logically persuasive in defending one's opinion and making notes based on a text
Develop literary skills as enumerated below:
• personally respond to literary texts
• appreciate and analyse special features of languages that differentiate literary texts from non-literary ones, explore and evaluate features of character, plot, setting, etc.
• understand and appreciate the oral, mobile and visual elements of drama .Identify the elements of style such as humour, pathos, satire and irony, etc.
• make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing

Click Here To Download Full Syllabus