CBSE FAQ:Equivalence of Certificates of the Boards of school Education

Q.1 What about equivalence of examinations by various Boards of school education in India?

Ans. The various Boards have given equivalences to each others' examinations and consequently the transfer from one Board to another is possible on a point to point equivalence basis.

NTSE Exam Papers : 2017 Chandigarh State (LANGUAGE COMPREHENSION TEST)

• PART -3
• LANGUAGE COMPREHENSION TEST
• (Q. Nos. 1 to 50)
• Max. Marks : 50
• State : Chandigarh

Directions: 1-5 Read the following passage and answer the questions based on it.

NTSE Exam Papers : 2017 Chandigarh State (SCHOLASTIC APTITUDE TEST)

• PART -1
• SCHOLASTIC APTITUDE TEST
• (Q. Nos. 1 to 100)
• Max. Marks : 100
• State : Chandigarh

CBSE FAQ:Grades Providing copy of Evaluated Answer Books and Re-evaluation

Q.1 What is the process of applying for verification of Marks/Grades in a particular subject?

Ans.

CBSE FAQ:Certificates issued by CBSE

Q.1 What types of Certificates are awarded by CBSE for the Examination conducted by it?

Ans. A candidate who has appeared in an examination of the CBSE is issued Marks statement. A candidate who has appeared at the examination of the CBSE and has passed the examination is issued a pass certificate for the examination. 

Exemptions/concessions to Persons with Benchmarks Disabilities for Class X and XII Examinations conducted by CBSE

CBSE Class-12 Syllabus 2019-20 (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-11 Syllabus 2019-20 (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.

CBSE Class-12 Syllabus 2019-20 (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

Click Here To Download Full Syllabus

CBSE Class-11 Syllabus 2019-20 (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.

CBSE Class-12 Syllabus 2019-20 (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-11 Syllabus 2019-20 (National Cadet Corps)

Rationale :

The National Cadet Corps (NCC) came into existence on 16 July 1948 under an act of Parliament.