Accounting for Not-for-Profit Organizations

BOARD OF SECONDARY & SENIOR SECONDARY SCHOOL EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH (2020-21)

CLASS XII Remark: Highlighted portion in the
ACCOUNTACNY following syllabus is to be taught as
per the teaching schedule, however
COMPLETE SYLLABUS it may not be the part of any
examination.
Units
Part A Accounting for Not-for-Profit Organizations, Partnership Firms and

Companies
Unit 1. Financial Statements of Not-for-Profit Organizations
Unit 2. Accounting for Partnership Firms
Unit 3. Accounting for Companies
Part B Financial Statement Analysis

Unit 4. Analysis of Financial Statements
Unit 5. Cash Flow Statement
Part C Project Work

Project work will include:
Project File 4 Marks
Written Test 12 Marks (One Hour)
Viva Voce 4 Marks
Or
Part B Computerized Accounting
Unit 4. Computerized Accounting
Part C Practical Work

Practical work will include:
Practical File 4 Marks
Practical Examination 12 Marks (One Hour)
Viva Voce 4 Marks
Based on CBSE syllabus

Part A: Accounting for Not-for-Profit Organizations, Partnership Firms and Companies
Unit 1: Financial Statements of Not-for-Profit Organizations

Units/Topics Learning Outcomes
• Not-for-profit organizations: concept. After going through this Unit, the students will be
• Receipts and Payments Account: features able to:
and preparation. • state the meaning of a Not-for-profit
• Income and Expenditure Account: features, organisation and its distinction from a profit
preparation of income and expenditure making entity.
account and balance sheet from the given • state the meaning of receipts and payments
receipts and payments account with account, and understanding its features.
additional information. • develop the understanding and skill of
Scope: preparing receipts and payments account.
(i) Adjustments in a question should not exceed 3 or 4 • state the meaning of income and expenditure
in number and restricted to subscriptions, consumption account and understand its features.
of consumables and sale of assets/ old material. • develop the understanding and skill of
(ii) Entrance/admission fees and general donations preparing income and expenditure account
are to be treated as revenue receipts. and balance sheet of a not-for-profit
(iii) Trading Account of incidental activities is not to be organisation with the help of given receipts
prepared. and payments account and additional
information.
Unit 2: Accounting for Partnership Firms

• Partnership: features, Partnership Deed. After going through this Unit, the students will be
• Provisions of the Indian Partnership Act 1932 able to:
in the absence of partnership deed. • state the meaning of partnership, partnership
• Fixed v/s fluctuating capital accounts. firm and partnership deed.
Preparation of Profit and Loss Appropriation • describe the characteristic features of
account- division of profit among partners, partnership and the contents of partnership
guarantee of profits. deed.
• Past adjustments (relating to interest on • discuss the significance of provision of
capital, interest on drawing, salary and profit Partnership Act in the absence of partnership
sharing ratio). deed.
• Goodwill: nature, factors affecting and • differentiate between fixed and fluctuating
methods of valuation - average profit, super capital, outline the process and develop the
profit and capitalization. understanding and skill of preparation of
Profit and Loss Appropriation Account.
Note: Interest on partner's loan is to be treated as a • develop the understanding and skill of

charge against profits. preparation profit and loss appropriation
Goodwill to be adjusted through partners capital/ account involving guarantee of profits.
current account or by raising and writing off goodwill • develop the understanding and skill of
(AS 26) making past adjustments.
• state the meaning, nature and factors affectin
Accounting for Partnership firms - Reconstitution goodwill
and Dissolution. • develop the understanding and skill of
• Change in the Profit Sharing Ratio among valuation of goodwill using different methods.
the existing partners - sacrificing ratio, • state the meaning of sacrificing ratio, gaining
gaining ratio, accounting for revaluation of ratio and the change in profit sharing ratio
assets and reassessment of liabilities and among existing partners.
treatment of reserves and accumulated • develop the understanding of accounting
profits. Preparation of revaluation account treatment of revaluation assets and
and balance sheet. reassessment of liabilities and treatment of
• Admission of a partner - effect of admission reserves and accumulated profits by
of a partner on change in the profit sharing preparing revaluation account and balance
ratio, treatment of goodwill (as per AS 26), sheet.
treatment for revaluation of assets and re- • explain the effect of change in profit sharing
assessment of liabilities, treatment of ratio on admission of a new partner.
reserves and accumulated profits, adjustment • develop the understanding and skill of
of capital accounts and preparation of treatment of goodwill as per AS-26, treatment
balance sheet. of revaluation of assets and re-assessment of
• Retirement and death of a partner: effect of liabilities, treatment of reserves and
retirement / death of a partner on change in accumulated profits, adjustment of capital
profit sharing ratio, treatment of goodwill (as accounts and preparation of balance sheet of
per AS 26), treatment for revaluation of the new firm.
assets and reassessment of liabilities, • explain the effect of retirement / death of a
adjustment of accumulated profits and partner on change in profit sharing ratio.
reserves, adjustment of capital accounts and • develop the understanding of accounting
preparation of balance sheet. Preparation of treatment of goodwill, revaluation of assets
loan account of the retiring partner. and re-assessment of liabilities and
• Calculation of deceased partner’s share of adjustment of accumulated profits and
profit till the date of death. Preparation of reserves on retirement / death of a partner
deceased partner’s capital account and his and capital adjustment.
executor’s account. • develop the skill of calculation of deceased
• Dissolution of a partnership firm: meaning partner's share till the time of his death and
of dissolution of partnership and partnership prepare deceased partner's executor's
firm, types of dissolution of a firm. Settlement account.
of accounts - preparation of realization • discuss the preparation of the capital

account, and other related accounts: capital accounts of the remaining partners and the
accounts of partners and cash/bank a/c balance sheet of the firm after retirement /
(excluding piecemeal distribution, sale to a death of a partner.
company and insolvency of partner(s)). • understand the situations under which a
Note: partnership firm can be dissolved.
(i) The realized value of each asset must be given at • develop the understanding of preparation of
the time of dissolution. realisation account and other related
(ii) In case, the realization expenses are borne by a accounts.
partner, clear indication should be given regarding the
payment thereof.
Unit-3 Accounting for Companies

Accounting for Share Capital After going through this Unit, the students will be
• Share and share capital: nature and types. able to:
• Accounting for share capital: issue and • state the meaning of share and share capital
allotment of equity and preferences shares. and differentiate between equity shares and
Public subscription of shares - over preference shares and different types of
subscription and under subscription of share capital.
shares; issue at par and at premium, calls in • understand the meaning of private placement
advance and arrears (excluding interest), of shares and Employee Stock Option Plan.
issue of shares for consideration other than • explain the accounting treatment of share
cash. capital transactions regarding issue of
• Concept of Private Placement and Employee shares.
Stock Option Plan (ESOP). • develop the understanding of accounting
• Accounting treatment of forfeiture and re- treatment of forfeiture and re-issue of
issue of shares. forfeited shares.
• Disclosure of share capital in the Balance • describe the presentation of share capital in
Sheet of a company. the balance sheet of the company as per
schedule III part I of the Companies Act
Accounting for Debentures 2013.
• Debentures: Issue of debentures at par, at a • explain the accounting treatment of different
premium and at a discount. Issue of categories of transactions related to issue of
debentures for consideration other than cash; debentures.
Issue of debentures with terms of • develop the understanding and skill of writing
redemption; debentures as collateral security- of discount / loss on issue of debentures.
concept, interest on debentures. Writing off • understand the concept of collateral security
discount / loss on issue of debentures. and its presentation in balance sheet.
• develop the skill of calculating interest on

Note: Discount or loss on issue of debentures to be debentures and its accounting treatment.
written off in the year debentures are allotted from • state the meaning of redemption of
Security Premium Reserve (if it exists) and then from debentures.
Statement of Profit and Loss as Financial Cost (AS • develop the understanding of accounting
16). treatment of transactions related to
• Redemption of debentures-Methods: Lump redemption of debentures by lump sum, draw
sum, draw of lots. of lots and Creation of Debenture
• Creation of Debenture Redemption Reserve. Redemption Reserve.
Note: Related sections of the Companies Act, 2013
will apply.
Part B: Financial Statement Analysis
Unit 4: Analysis of Financial Statements

Financial statements of a Company: After going through this Unit, the students will be
Statement of Profit and Loss and Balance Sheet in able to:
prescribed form with major headings and sub • develop the understanding of major headings
headings (as per Schedule III to the Companies Act, and sub-headings (as per Schedule III to the
2013) Companies Act, 2013) of balance sheet as
per the prescribed norms / formats.
Note: Exceptional items, extraordinary items and • state the meaning, objectives and limitations
profit (loss) from discontinued operations are of financial statement analysis.
excluded. • discuss the meaning of different tools of
• Financial Statement Analysis: Objectives, 'financial statements analysis'.
importance and limitations. • develop the understanding and skill of
• Tools for Financial Statement Analysis: preparation of comparative and common size
Comparative statements, common size financial statements.
statements, cash flow analysis, ratio analysis. • state the meaning, objectives and
• Accounting Ratios: Meaning, Objectives, significance of different types of ratios.
classification and computation. • develop the understanding of computation of
• Liquidity Ratios: Current ratio and Quick current ratio and quick ratio.
ratio. • develop the skill of computation of debt equity
• Solvency Ratios: Debt to Equity Ratio, Total ratio, total asset to debt ratio, proprietary ratio
Asset to Debt Ratio, Proprietary Ratio and and interest coverage ratio.
Interest Coverage Ratio. • develop the skill of computation of inventory
• Activity Ratios: Inventory Turnover Ratio, turnover ratio, trade receivables and trade
Trade Receivables Turnover Ratio, Trade payables ratio and working capital turnover

Payables Turnover Ratio and Working ratio.
Capital Turnover Ratio. • develop the skill of computation of gross
• Profitability Ratios: Gross Profit Ratio, profit ratio, operating ratio, operating profit
Operating Ratio, Operating Profit Ratio, Net ratio, net profit ratio and return on investment.
Profit Ratio and Return on Investment.
Note: Net Profit Ratio is to be calculated on the basis of profit before and after tax.
Unit 5: Cash Flow Statement

• Meaning, objectives and preparation (as per After going through this Unit, the students will
AS 3 (Revised) (Indirect Method only) be able to:
• state the meaning and objectives of cash flow
Note: statement.
(i) Adjustments relating to depreciation and • develop the understanding of preparation of
amortization, profit or loss on sale of assets including Cash Flow Statement using indirect method
investments, dividend (both final and interim) and tax. as per AS 3 with given adjustments.
(ii) Bank overdraft and cash credit to be treated as
short term borrowings.
(iii) Current Investments to be taken as Marketable
securities unless otherwise specified.
Note: Previous years’ Proposed Dividend to be given effect, as prescribed in AS-4, Events occurring after the
Balance Sheet date. Current years’ Proposed Dividend will be accounted for in the next year after it is declared
by the shareholders.

Project Work
Note: Kindly refer to the Guidelines published by the CBSE.

The comprehensive project may contain simple GST calculations.
OR
Part B: Computerised Accounting
Unit 3: Computerised Accounting
Overview of Computerised Accounting System

• Introduction: Application in Accounting.
• Features of Computerised Accounting System.
• Structure of CAS.
• Software Packages: Generic; Specific; Tailored.
Accounting Application of Electronic Spreadsheet.

• Concept of electronic spreadsheet.
• Features offered by electronic spreadsheet.
• Application in generating accounting information - bank reconciliation statement; asset accounting;
loan repayment of loan schedule, ratio analysis
• Data representation- graphs, charts and diagrams.
Using Computerized Accounting System.

• Steps in installation of CAS, codification and Hierarchy of account heads, creation of accounts.
• Data: Entry, validation and verification.
• Adjusting entries, preparation of balance sheet, profit and loss account with closing entries and
opening entries.
• Need and security features of the system.
Database Management System (DBMS)

• Concept and Features of DBMS.
• DBMS in Business Application.
• Generating Accounting Information - Payroll.
Part C: Practical Work

Please refer to the guidelines published by CBSE.
Prescribed Books:
Financial Accounting -I Class XI NCERT Publication
Accountancy -II Class XI NCERT Publication
Accountancy -I Class XII NCERT Publication
Accountancy -II Class XII NCERT Publication
Accountancy – Computerised Accounting System Class XII NCERT Publication
Guidelines for Project Work in Accounting and Practical work in computerised Accounting Class XII CBSE
Publication

Remark: The deleted portion as
per cbse notification has been
CLASS – XII ARABIC
highlighted in the respective
Topics teaching schedule of Arabic.
Section - A: Advanced Reading Skills
An unseen passage of 150 words followed by 3-4 short questions (2 marks
each) to test comprehension. 2 marks may be allocated for providing a
suitable heading.
Section - B: Effective Writing Skills In this section various questions on
given input will be asked as under :
i. Letter writing on a given topic (1 mark for address + 4 marks for
content) However format to be taken care of.
ii. Summary of lesson from Text-book (about 100 words)
iii. Writing a longer composition such as an essay, or speech or story
read/
heard/experienced of about 200 words
Section - C: Grammar (Theory and Application) Variety of questions as
listed below will be included involving the application of grammar items in
syllabus:
A. Definition and examples of the following (Theory of Grammar)
i. I’laal (In Mithaal, Ajwaf and Naaqis)
ii. Ibdal- (Mahmoozul Faa, wal- 'Ain wal - Laam)
iii. Idgham-Mudao'af
iv. Murakkab 'Adadi (Adad and Ma'dood), 1 + 100
v. Use of Asmaa'-Mausoolah
vi. Khasiyat-Abwaab Al- MazidFih (If'aal, Taf'eel, Mufaa'alah, Tafa'ul,
Istif'aal)
vii. Jumla Shartiyyah
viii. Jumla Nidaaiyah
B. Applied Grammar (any two of the following)
i. Correction of sentences
ii. Fill in the blanks
iii. Roots of the verbs
iv. Formation of active participle and passive participle (All verb patterns)
v. Choose nouns, verbs and prepositions
Section - D: Literature
Prose :Text (Translation of any 2 out of 3 given passages of about 150
words)
Diacritical marking of any text passages

Poetry: (Explanation of any four of the given verses)
Internal Assessment
i) Hand-writing
ii) Reading (One small passage without diacritical marks)
iii) Arabic Speaking
iv) Oral Applied Grammar
Prescribed Books: Minhaj al Ta'leem al Thanavi al' Ali Lil Lughat al Arabiyan

Remark: Highlighted portion in the

following syllabus is to be taught as Course Structure
per the teaching schedule, however it CLASS XII (2020-2021)
may not be the part of any (THEORY)
examination. Part-A: Botany
Unit-VI Reproduction
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 apomixes, parthenocarpy,
polyembryony; Significance of seed dispersal and fruit formation.
Unit VII Genetics and Evolution
Chapter-5: Principles of Inheritance and Variation
Heredity and variation: Mendelian inheritance; deviations from Mendelism- incomplete dominance, co-
dominance; pleiotropy chromosome theory of inheritance; chromosomes and genes;
Chapter-6: Molecular Basis of Inheritance
Search for genetic material and DNA as genetic material; Structure of DNA and RNA; DNA packaging; DNA
replication; Central dogma; transcription, genetic code, translation; gene expression and regulation – lac-
operon;
Unit-VIII Biology and Human Welfare
Chapter-9: Strategies for Enhancement in Food Production
Plant breeding, tissue culture, single cell protein, Biofortification
Chapter-10: Microbes in Human Welfare

In household food processing, industrial production, sweage treatment, energy generation and microbes as
biocontrol agents and biofertilizers. Antibiotics; production and judicious use.
Unit-IX Biotechnology and its Application

Chapter 12: Biotechnology and its Application
Application of biotechnology in health and agriculture: Human insulin and vaccine production, stem cell
technology, gene therapy; genetically modified organisms- Bt crops; transgenic animals; biosafety issues, bio-
piracy and patents.
Unit-X Ecology and Environment
Chapter-13: Organisms and Populations

Habitat and niche, Plant adaptations
Chapter-14: Ecosystem
Ecosystems: Patterns, components; productivity and decomposition; energy flow; pyramids of number,
biomass, energy; nutrient cycles (carbon and phosphorous); ecological succession; ecological services- carbon
fixation, pollination, seed dispersal, oxygen release (in brief).
Chapter-16: Environmental Issues

Air pollution and its control; water pollution and its control; agrochemicals and their effects; solid waste
management; radioactive waste management; greenhouse effect and climate change impact and mitigation;
ozone layer depletion; deforestation; any one case study as success story addressing environmental issue (s).

PRACTICALS
A. List of Experiments
1. Study pollen germination on a slide.

2. Collect and study soil from at least two different sites and study them for texture, moisture content,
pH and water holding capacity. Correlate with the kinds of plants found in them.
3. Collect water from two different water bodies around you and study them for pH, clarity and
presence of any plants.
4. Study the presence of suspended particulate matter in air at two widely different sites.
5. Study the plant population density by quadrat method.
6. Study the plant population frequency by quadrat metjhod.
7. Prepare a temporary mount of onion root tip to study mitosis.
8. Study the effect of different temperatures and three different pH on the activity of salivary amylase
on starch.
9. Isolate DNA from available pant material such as pinach, green pea seeds, papaya, etc.
B. Study/observation of the following (Spotting)
1. Dissect the given flower and display different words. Dissect anther and ovary to show number of
chambers.
2. Flowers adapted to pollination by different agencies (wind, insects, birds).
3. Pollen germination on stigma through a permanent slide.
4. Meoisis in onion bud cell through permanent slides.
5. Mendelian inheritance using seeds of different colour/sizes of any plant.
6. Controlled pollination- emasculation, tagging and gagging.
7. Two plants (modesl/virtual images) found in xeric conditions. Comment upon their morphological
adaptations.
8. Two plants (models/virtual images) found in aquatic conditions. Comment upon their morphological
adaptations.

CLASS XII
Subject: Zoology
(THEORY)
Unit-I REPRODUCTION
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, Sexually Transmitted Diseases (STDs) and their prevention; birth control- need
and methods, contraception; medical termination of pregnancy (MTP); amniocentesis; infertility and assisted
reproductive technologies- IVF, ZIFT, GIFT (elementary idea for general awareness).
Unit II GENETICS AND EVOLUTION

Multiple alleles and inheritance of blood groups; elementary idea of polygenic inheritance; 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.
Genome and human and rice genome projects; DNA fingerprinting.
Chapter-7: Evolution
Origin of life; biological evolution and evidences for biological evolution (paleontology, comparative
anatomy, embryology and molecular evidences); Darwin’s contribution, modern synthetic theory of evolution;
mechanism of evolution- variation (mutation and recombination) and natural selection with examples, types
of natural selection; Gene flow and genetic drift; Hardy – Weinberg’s principle; adaptive radiation; human
evolution.
Unit-III ZOOLOGY AND HUMAN WELFARE
Chapter-8: Human Health and Diseases

Pathogens; parasites causing human diseases (malaria, dengue, chickengunia, filariasis, ascariasis, typhoid,
pneumonia, common cold, amoebiasis, ring worm) and their control; Basic concepts of immunology- vaccines;
cancer, HIV and AIDS; Adolescence- drug and alcohol abuse.

Improvement in food production; Apiculture and Animal husbandry.
Unit-IV BIOTECHNOLOGY AND ITS APPLICATIONS
Chapter-11: Biotechnology – Principles and processes

Genetic Engineering (Recombinant DNA Technology)
Unit –V: ECOLOGY AND ENVIRONMENT

Organisms and environment; animal adaptations; population, population interactions- mutualism, competition,
predation, parasitism; population attributes- growth, birth rate and death rate, age distribution.
Chapter-15: Biodiversity and its Conservation

Biodiversity-Concept, patterns, importance; loss of biodiversity; biodiversity conservation; hotspots,
endangered organisms, extinction, Red Data Book, biosphere reserves, national parks, sanctuaries and Ramsar
sites.

PRACTICALS
Zoology
Practical Paper Time: 1 ½ Hours 13 Marks
A List of Exercises
1. Study of human skeleton and different types of joints;

2. (i) To study the presence of urea/acetone.
(ii) To study the presence of sugar in urine.
(iii) To study the presence of albumin in urine.
(iv) To study the presence of bile salts in urine.
3. Identification of stages of gamete development i.e. T.S. of testis and T.S. of ovary through permanent
slides (from any mammal).
4. T.S. of blastula through permanent slides.
5. Identification of common disease causing organisms like Acsris, Entamoeba, Plasmodium, Enterobius
through permanent slides or specimens. Comment on symptoms of disease that they cause.
6. Two animals found in xerophytic conditions. Comment upon their morphological adaptation.
7. Two animals found in aquatic conditions. Comment upon their morphological adaptations.

PRACTICAL EXERCISES
SUBJECT: ZOOLOGY
CLASS XII
1. To study and identify stages of gamete development: T.S. of mammalian testis and T.S. of
mammalian ovary through permanent slides.
2. To study of T.S. of amphibian blastula through permanent slide.
3. To identify common disease causing organisms Tapeworm, Ascaris, Entamoeba, Plasmodium,

Pinworm through permanent slides or specimens. Comment on symptoms of disease that these
pathogens cause.
4. To test the presence of urea, sugar, albumin in urine.
5. To study human skeleton and different types of joints.

CLASS XII following syllabus is to be taught as
BUSINESS STUDIES per the teaching schedule, however
examination.
Units
Part A Principles and Functions of Management
1. Nature and Significance of Management
2 Principles of Management
3 Business Environment
4 Planning
5 Organising
6 Staffing
7 Directing
8 Controlling
Part B Business Finance and Marketing

9 Financial Management
10 Financial Markets
11 Marketing Management
12 Consumer Protection
Part C Project Work/Unit test

Part A: Principles and Functions of Management
Unit 1: Nature and Significance of Management
Concept After going through this unit, the
student/ learner would be able to:
Management - concept, objectives, and • Understand the concept of
importance management.
• Explain the meaning of
‘Effectiveness and Efficiency.
• Discuss the objectives of
management.
• Describe the importance of
management.
Management as Science, Art and • Examine the nature of
Profession management as a science, art and
profession.
Levels of Management • Understand the role of top, middle
and lower levels of management
Management functions-planning, • Explain the functions of
organizing, staffing, directing and management
controlling
Coordination- concept and importance • Discuss the concept and

characteristics of coordination.
• Explain the importance of
coordination.
Unit 2: Principles of Management
Principles of Management- concept and • Understand the concept of

significance principles of management.
• Explain the significance of
management principles.
Fayol’s principles of management • Discuss the principles of
management developed by Fayol.
Taylor’s Scientific management- principles • Explain the principles and
and techniques techniques of ‘Scientific
Management’.
• Compare the contributions of Fayol
and Taylor.
Unit 3: Business Environment
Business Environment- concept and • Understand the concept of
importance ‘Business Environment’.
business environment
Dimensions of Business Environment- • Describe the various dimensions of
Economic, Social, Technological, Political ‘Business Environment’.
and Legal • Understand the concept of
demonetization
Demonetization - concept and features
Impact of Government policy changes on • Examine the impact of government
business with special reference to policy changes on business in India
liberalization, privatization and with reference to liberalisation,
globalization in India privatization and globalisation since
1991.
• Discuss the managerial response
to changes in business
environment.
Unit 4: Planning
Concept, importance and limitation • Understand the concept of
planning.
planning.
• Understand the limitations of
planning.
Planning process • Describe the steps in the process
of planning.
Single use and standing plans. Objectives, • Develop an understanding of single
Strategy, Policy, Procedure, method Rule, use and standing plans
budget and Programme • Describe objectives, policies,

strategy, procedure, method, rule,
budget and programme as types of
plans.
Unit 5: Organising
Concept and importance • Understand the concept of

organizing as a structure and as a
process.
organising.
Organising Process • Describe the steps in the process
of organizing
Structure of organisation- functional and • Describe functional and divisional
divisional concept. Formal and informal structures of organisation.
organisation- concept • Explain the advantages,
disadvantages and suitability of
functional and divisional structure.
• Understand the concept of formal
and informal organisation.
• Discuss the advantages,
disadvantages of formal and
informal organisation.
Delegation: concept, elements and • Understand the concept of
importance delegation.
• Describe the elements of
delegation.
• Appreciate the importance of
Delegation.
Decentralization: concept and importance • Understand the concept of
decentralisation.
decentralisation.
• Differentiate between delegation
and decentralisation.
Unit 6: Staffing
Concept and importance of staffing • Understand the concept of staffing.

• Explain the importance of staffing
Staffing as a part of Human Resource • Understand the specialized duties
Management concept and activities performed by Human
Resource Management
Staffing process • Describe the steps in the process
of staffing
Recruitment process • Understand the meaning of
recruitment.
• Discuss the sources of recruitment.
• Explain the merits and demerits of
internal and external sources of
recruitment.
Selection - process • Understand the meaning of
selection.
• Describe the steps involved in the
process of selection.
Training and Development - Concept and • Understand the concept of training
importance, Methods of training - on the and development.
job and off the job - vestibule training, • Appreciate the importance of
apprenticeship training and internship training to the organisation and to
training the employees.
• Discuss the meaning of induction
training, vestibule training,
apprenticeship training and
internship training.
• Differentiate between training and
development.
• Discuss on the job and off the job
methods of training.
Unit 7: Directing
Concept and importance • Describe the concept of directing.

• Discuss the importance of directing
Elements of Directing • Describe the various elements of
directing
Motivation - concept, Maslow’s hierarchy of • Understand the concept of
needs, Financial and non-financial motivation.
incentives • Develop an understanding of
Maslow’s Hierarchy of needs.
• Discuss the various financial and
non-financial incentives.
Leadership - concept, styles - authoritative, • Understand the concept of
democratic and laissez faire leadership.
• Understand the various styles of
leadership.
Communication - concept, formal and • Understand the concept of
informal communication; barriers to communication
effective communication, how to overcome • Understand the elements of the
the barriers communication process.
• Discuss the concept of formal and
informal communication.
• Discuss the various barriers to
effective communication.
• Suggest measures to overcome
barriers to communication.

Unit 8: Controlling
Controlling - Concept and importance • Understand the concept of

controlling.
controlling.
Relationship between planning and • Describe the relationship between
controlling planning and controlling
Steps in process of control • Discuss the steps in the process of
controlling.
Part B: Business Finance and Marketing
Unit 9: Financial Management
Concept, role and objectives of Financial • Understand the concept of financial

Management management.
• Explain the role of financial
management in an organisation.
• Discuss the objectives of financial
management
Financial decisions: investment, financing • Discuss the three financial
and dividend- Meaning and factors decisions and the factors affecting
affecting them.
Financial Planning - concept and • Describe the concept of financial
importance planning and its objectives.
• Explain the importance of financial
planning.
Capital Structure – concept and factors • Understand the concept of capital
affecting capital structure structure.
• Describe the factors determining
the choice of an appropriate capital
structure of a company.
Fixed and Working Capital - Concept and • Understand the concept of fixed
factors affecting their requirements and working capital.
the requirements of fixed and
working capital.
Unit 10: Financial Markets
Financial Markets: Concept, Functions and • Understand the concept of financial

types market.
• Explain the functions of financial
market.
• Understand capital market and
money market as types of financial
markets.
Money market and its instruments • Understand the concept of money
market.
• Describe the various money market
instruments.
Capital market and its types (primary and • Discuss the concept of capital
secondary), methods of floatation in the market.
primary market • Explain primary and secondary
markets as types of capital market.
• Differentiate between capital
market and money market.
• Discuss the methods of floating
new issues in the primary market.
• Distinguish between primary and
secondary markets.
Stock Exchange - Functions and trading • Give the meaning of a stock
procedure exchange.
• Explain the functions of a stock
exchange.
• Discuss the trading procedure in a
stock exchange.
• Give the meaning of depository
services and demat account as
used in the trading procedure of
securities.
Securities and Exchange Board of India • State the objectives of SEBI.
(SEBI) - objectives and functions • Explain the functions of SEBI.
Unit 11: Marketing
Marketing – Concept, functions and • Understand the concept of

philosophies marketing.
• Explain the features of marketing.
• Discuss the functions of marketing.
• Explain the marketing philosophies.
Marketing Mix – Concept and elements • Understand the concept of
marketing mix.
• Describe the elements of marketing
mix.
Product - branding, labelling and • Understand the concept of product
packaging – Concept as an element of marketing mix.
• Understand the concept of
branding, labelling and packaging.
Price - Concept, Factors determining price • Understand the concept of price as
an element of marketing mix.
price of a product.
Physical Distribution – concept, • Understand the concept of physical
components and channels of distribution distribution.
• Explain the components of physical
distribution.
• Describe the various channels of
distribution.
Promotion – Concept and elements; • Understand the concept of
Advertising, Personal Selling, Sales promotion as an element of
Promotion and Public Relations marketing mix.
• Describe the elements of promotion
mix.
advertising.
• Understand the concept of sales
promotion.
• Discuss the concept of public
relations.
Unit 12: Consumer Protection
Concept and importance of consumer • Understand the concept of

protection consumer protection.
consumer protection.
• Discuss the scope of Consumer
Protection Act, 1986
Consumer Protection Act 1986: • Understand the concept of a
Meaning of consumer consumer according to the
Rights and responsibilities of consumers Consumer protection Act 1986.
Who can file a complaint? • Explain the consumer rights
Redressal machinery • Understand the responsibilities of
Remedies available consumers
• Understand who can file a
complaint and against whom?
• Discuss the legal redressal
machinery under Consumer
protection Act 1986.
• Examine the remedies available to
the consumer under Consumer
Consumer awareness - Role of consumer • Describe the role of consumer
organizations and Non-Governmental organizations and NGOs in
Organizations (NGOs) protecting consumers’ interests.
Unit 13: Project Work

PROJECT WORK IN BUSINESS STUDIES FOR CLASS XI AND XII
Introduction
The course in Business Studies is introduced at Senior School level to provide students
with a sound 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. With the purpose to help them understand the framework
within which a business operates, and its interaction with the social, economic,
technological and legal environment, the CBSE has introduced Project Work in the
Business Studies Syllabus for Classes XI and XII. The projects have been designed to
allow students to appreciate that business is an integral component of society and help
them develop an understanding of the social and ethical issues concerning them.
The project work also aims to empower the teacher to relate all the concepts with what is
happening around the world and the student’s surroundings, making them appear more
clear and contextual. This will enable the student to enjoy studies and use his free time
effectively in observing what’s happening around.
By means of Project Work the students are exposed to life beyond textbooks giving them
opportunities to refer materials, gather information, analyze it further to obtain relevant
information and decide what matter to keep.
Objectives
After doing the Project Work in Business Studies, the students will be able to do the
following:
• develop a practical approach by using modern technologies in the field of business
and management;
• get an opportunity for exposure to the operational environment in the field of
business management and related services;
• inculcate important skills of team work, problem solving, time management,
information collection, processing, analysing and synthesizing relevant information
to derive meaningful conclusions
• get involved in the process of research work; demonstrate his or her capabilities
while working independently and
• make studies an enjoyable experience to cherish.
CLASS XI: GUIDELINES FOR TEACHERS
This section provides some basic guidelines for the teachers to launch the projects in
Business Studies. It is very necessary to interact, support, guide, facilitate and
encourage students while assigning projects to them.
The teachers must ensure that the project work assigned to the students whether
individually or in group are discussed at different stages right from assignment to drafts
review and finalization. Students should be facilitated in terms of providing relevant

materials or suggesting websites, or obtaining required permissions from business
houses, malls etc for their project. The periods assigned to the Project Work should be
suitably spaced throughout the academic session. The teachers MUST ensure that the
students actually go through the rigors and enjoy the process of doing the project rather
than depending on any readymade material available commercially.
The following steps might be followed:
1. Students must take any one topic during the academic session of Class XI.
2. The project may be done in a group or individually.
3. The topic should be assigned after discussion with the students in the class and
should then be discussed at every stage of submission of the draft/final project
work.
4. The teacher should play the role of a facilitator and should closely supervise the
process of project completion.
5. The teachers must ensure that the student’s self esteem should go up, and he
/she should be able to enjoy this process.
6. The project work for each term should culminate in the form of Power Point
Presentation/Exhibition/ Skit before the entire class. This will help in developing
ICT and communication skills among them.
The teacher should help students to identify any one project from the given topics.
I. Project One: Field Visit
The objective of introducing this project among the students is to give a first hand
experience to them regarding the different types of business units operating in their
surroundings, to observe their features and activities and relate them to the theoretical
knowledge given in their text books. The students should select a place of field visit from
the following: – (Add more as per local area availability.)
1. Visit to a Handicraft unit.

2. Visit to an Industry.
3. Visit to a Whole sale market (vegetables, fruits, flowers, grains, garments, etc.)
4. Visit to a Departmental store.
5. Visit to a Mall.
The following points should be kept in mind while preparing this visit.
1. Select a suitable day free from rush/crowd with lean business hours.
2. The teacher must visit the place first and check out on logistics. It’s better to seek
permission from the concerned business- incharge.
3. Visit to be discussed with the students in advance. They should be encouraged
to prepare a worksheet containing points of observation and reporting.
4. Students may carry their cameras (at their own risk) with prior permission for
collecting evidence of their observations.
1. Visit to a Handicraft Unit

The purpose of visiting a Handicraft unit is to understand nature and scope of its
business, stake holders involved and other aspects as outlined below

a) The raw material and the processes used in the business: People /parties/firms from
which they obtain their raw material.
b) The market, the buyers, the middlemen, and the areas covered. c) The countries to
which exports are made.
d) Mode of payment to workers, suppliers etc.
e) Working conditions.
f) Modernization of the process over a period of time.
g) Facilities, security and training for the staff and workers.
h) Subsidies available/ availed.
i) Any other aspect that the teachers deem fit.
The students are required to observe the following:
a) Nature of the business organisation.

b) Determinants for location of business unit.
c) Form of business enterprise: Sole Proprietorship, Partnership, Undivided Hindu
Family, Joint Stock Company (a Multinational Company).
d) Different stages of production/process
e) Auxiliaries involved in the process.
f) Workers employed, method of wage payment, training programmes and facilities
available.
g) Social responsibilities discharged towards workers, investors, society, environment
and government.
h) Levels of management.
i) Code of conduct for employers and employees.
j) Capital structure employed- borrowed v/s owned.
k) Quality control, recycling of defective goods.
l) Subsidies available/availed.
m) Safety Measures employed.
n) Working conditions for labour in observation of Labour Laws.
o) Storage of raw material and finished goods.
p) Transport management for employees, raw material and finished goods.
q) Functioning of various departments and coordination among them (Production,
Human Resource, Finance and Marketing)
r) Waste Management.
s) Any other observation.
3. Visit to a whole sale market: vegetables/fruits/flowers/grains/garments etc.

a) Sources of merchandise.
b) Local market practices.
c) Any linked up businesses like transporters, packagers, money lenders, agents, etc.
d) Nature of the goods dealt in.
e) Types of buyers and sellers.
f) Mode of the goods dispersed, minimum quantity sold, types of packaging employed.
g) Factors determining the price fluctuations.
h) Seasonal factors (if any) affecting the business.

i) Weekly/ monthly non-working days.
j) Strikes, if any- causes thereof.
k) Mode of payments.
l) Wastage and disposal of dead stock.
m) Nature of price fluctuations, reason thereof.
n) Warehousing facilities available\availed.
o) Any other aspect.
4. Visit to a Departmental store

a) Different departments and their lay out.
b) Nature of products offered for sale.
c) Display of fresh arrivals.
d) Promotional campaigns.
e) Spaces and advertisements.
f) Assistance by Sales Personnel.
g) Billing counter at store – Cash, Credit Card/ Debit Card, swipe facility. Added
attractions and facilities at the counter.
h) Additional facilities offered to customers
i) Any other relevant aspect.
5. Visit to a Mall.
a) Number of floors, shops occupied and unoccupied.

b) Nature of shops, their ownership status
c) Nature of goods dealt in: local brands, international brands,
d) Service business shops- Spas, gym, saloons etc.
e) Rented spaces, owned spaces,
f) Different types of promotional schemes.
g) Most visited shops.
h) Special attractions of the Mall- Food court, Gaming zone or Cinema etc.
i) Innovative facilities.
j) Parking facilities. Teachers may add more to the list.
II. Project Two: Case Study on a Product
a) Take a product having seasonal growth and regular demand with which students
can relate. For example,
• Apples from Himachal Pradesh, Kashmir.
• Oranges from Nagpur,
• Mangoes from Maharashtra/U.P./Bihar/Andhra Pradesh etc.
• Strawberries from Panchgani,
• Aloe vera from Rajasthan,
• Walnuts/almonds from Kashmir,
• Jackfruit from South,
• Guavas from Allahabad,
• Pineapples from North East India,
• Tea from Assam,
• Orchids from Sikkim and Meghalaya,
• Pottery of Manipur,
• Fishes from coastal areas.
Students may develop a Case Study on the following lines:
(i) Research for change in price of the product. For example, apples in Himachal
Pradesh during plucking and non plucking season.
(ii) Effect on prices in the absence of effective transport system.
(iii) Effect on prices in the absence of suitable warehouse facilities.
(iv) Duties performed by the warehouses.
(v) Demand and supply situation of the product during harvesting season, prices
near the place of origin and away.
Students may be motivated to find out the importance of producing and selling these
products and their processed items along with the roles of Transport, Warehousing,
Advertising, Banking, Insurance, Packaging, Wholesale selling, Retailing, Co-operative
farming, Co-operative marketing etc.
The teacher may develop the points for other projects on similar lines for students to work
on.
The teacher may assign this project as ‘group’ project and may give different products to
different groups. It could conclude in the form of an exhibition.
III. Project Three: Aids to Trade
Taking any one AID TO TRADE, for example Insurance and gathering information on
following aspects
1. History of Insurance Lloyd’s contribution.

2. Development of regulatory Mechanism.
3. Insurance Companies in India
4. Principles of Insurance.
5. Types of Insurance. Importance of insurance to the businessmen.
6. Benefits of crop, orchards, animal and poultry insurance to the farmers.
7. Terminologies used (premium, face value, market value, maturity value, surrender
value) and their meanings.
8. Anecdotes and interesting cases of insurance. Reference of films depicting people
committing fraudulent acts with insurance companies.
9. Careers in Insurance.
Teachers to develop such aspects for other aids to trade.
IV. Project Four: Import /Export Procedure

Any one from the following
1. Import /Export procedure

The students should identify a product of their city/country which is imported /exported.
They are required to find the details of the actual import/export procedure. They may take
help from the Chambers of Commerce, Banker, existing Importers/Exporters, etc.
They should find details of the procedure and link it with their Text knowledge.
The specimens of documents collected should be pasted in the Project file with brief
description of each. They may also visit railway godowns/dockyards/ transport agencies
and may collect pictures of the same.
Presentation and submission of project report.
At the end of the stipulated term, each student will prepare and submit his/her project
report.
Following essentials are required to be fulfilled for its preparation and submission.
1. The total project will be in a file format, consisting of the recordings of the value of
shares and the graphs.
2. The project will be handwritten.
3. The project will be presented in a neat folder.
4. The project report will be developed in the following sequence-
□ Cover page should project the title, student information, school and year.
□ List of contents.
□ Acknowledgements and preface (acknowledging the institution, the news
papers read, T.V. channels viewed, places visited and persons who have helped).
□ Introduction.
□ Topic with suitable heading.
□ Planning and activities done during the project, if any.
□ Observations and findings while conducting the project.
□ News paper clippings to reflect the changes of share prices.
□ Conclusions (summarised suggestions or findings, future scope of study).
□ Appendix (if needed).
□ Teachers report.
□ Teachers will initial preface page.
□ At the completion of the evaluation of the project, it will be punched in the
centre so that the report cannot be reused but is available for reference only.
□ The projects will be returned after evaluation. The school may keep the best
projects.
V. Project Five: A visit to any State Emporium (other than your school state).
The purpose of this project is that it leads to -
□ Development of deeper understanding of the diversity of products in the states like

Assam, Tripura, Nagaland, Mizoram, Manipur, Meghalaya, Sikkim, Arunachal Pradesh,
Jammu and Kashmir, Kerala, Chhatisgarh, Telangana, Andhra Pradesh and other states
of the country.
□ Sensitization and orientation of students about other states, their trade, business and
commerce,
□ Understanding the cultural and socio-economic aspects of the state by the students,
□ Developing the understanding of role of folk art, artisanship and craftsmanship of the
state in its growth and economic development
□ Understanding the role of gifts of nature and natural produce in the development of
trade, business and commerce

□ Understanding the role of vocational skills and abilities on the livelihood of artisans/
craftsman
□ Understanding of entrepreneurial skills and abilities of the artisans/craftsman
□ Understanding of the unemployment problem of the state and role of art and craft of
the state in generating employment opportunities
□ Value aspect -
□ Sense of gratitude - by appreciating the contributions made by others in the
betterment of our lives
□ Appreciating the dignity of work
□ Sensitivity towards social, cultural, ethnical and religious differences Benefits of social
harmony and peace
□ Understanding and appreciating the unity in diversity in India
□ Appreciating differences in race, skin colour, languages, religion, habits, festivals,
clothing coexistence
Presentation and Submission of Project Report
report.
1. Nature of the business organisation (emporium)
2. Determinants for location of the concerned emporium
3. Is the space rented or owned
4. Nature of the goods dealt in
5. Sources of merchandise of the emporium
6. Role of co-operative societies in the manufacturing and/or marketing of the
merchandise
7. Role of gifts of nature or natural produce in the development of goods/merchandise
8. Types of buyers and sellers
9. Modes of goods dispersed, minimum quantity sold and type of carrying bag or
package used for delivery of the products sold
10. Factors determining the pricing at the emporium
11. Comparison between the prices of goods available at the emporium with the prices
in the open market. Also highlight probable causes of variations if any.
12. Kind of raw material available naturally, used in making the products
13. The technique used in making the products i.e., hand made or machine made
14. Has the child labour being used in making the products sold at the emporium
15. Are the products eco-friendly, in terms of manufacturing, disposal and packing
16. Seasonal factors if any affecting the business of the emporium
17. Weekly/ Monthly non-working days
18. Mode of billing and payments - Cash, Credit Card/ Debit Card, Swipe facility.
19. Does the emporium sell its merchandise in installment / deferred payment basis
20. Do they provide home delivery and after sales services.
21. Different types of promotional campaigns / schemes
22. Assistance by Sales Personnel
23. Export orientation of this emporium and procedure used
24. Policies related to damaged/ returned goods
25. Any government facility available to the emporium
26. Warehousing facilities available / availed
27. Impact of tourism on the business of emporium

28. Additional facility offered to customers
29. Any Corporate Social Responsibility (CSR) assumed by the emporium
30. Contribution made by the emporium to its locality
ASSESSMENT
The marks will be allocated on the following heads.
1 Initiative, cooperativeness and participation 3Mark

2 Creativity in presentation 3Mark
3 Content, observation and research work 5Marks
4 Analysis of situations 4 Marks
5 Viva 10Marks
Total 25 Marks
CLASS XII: GUIDELINES FOR TEACHERS
Students are supposed to select one unit out of four and are required to make only
ONE project from the selected unit. (Consist of one project of 20 marks)
1. Help students to select any ONE Topic for the entire year.
should then be discussed at every stage of the submission of the project.
The teacher should play the role of a facilitator and should closely supervise the
process of project completion. The teachers must ensure that the project work
assigned to the students whether individually or in group are discussed at different
stages right from assignment to drafts review and finalization. Students should be
facilitated in terms of providing relevant materials or suggesting websites, or
obtaining required permissions from business houses, malls etc for their project.
The periods assigned to the Project Work should be suitably spaced throughout
the academic session. The teachers MUST ensure that the student actually go
through the rigors and enjoy the process of doing the project rather than depending
on any readymade material available outside.
3. The students must make a presentation of the project before the class.
4. The teachers must ensure that the student’s self-esteem and creativity is
enhanced and both the teacher and the student enjoy this process.
5. The teachers should feel pride in the fact that they have explored the different
dimensions of the project in an innovative way and their students have put in
genuine work.
I. Project One: Elements of Business Environment

The teachers should help the students in selecting any one element of the following:
1. Changes witnessed over the last few years on mode of packaging and its economic
impact. The teacher may guide the students to identify the following changes:
a) The changes in transportation of fruits and vegetables such as cardboard crates being
used in place of wooden crates, etc. Reasons for above changes.

b) Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and
through vending machines.
c) Plastic furniture [doors and stools] gaining preference over wooden furniture.
d) The origin of cardboard and the various stages of changes and growth.
e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
f) Re use of packaging [bottles, jars and tins] to attract customers for their products.
g) The concept of pyramid packaging for milk.
h) Cost being borne by the consumer/manufacturer.
i) Packaging used as means of advertisements.
2. The reasons behind changes in the following:

Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to
Pepsi and Coke in nineties.
The teacher may guide the students to the times when India sold Coca Cola and Fanta
which were being manufactured in India by the foreign companies.
The students may be asked to enquire about

a) Reasons of stopping the manufacturing of the above mentioned drinks in India THEN.
b) The introduction of Thums up and Campa cola range.
c) Re entry of Coke and introduction of Pepsi in the Indian market.
d) Factors responsible for the change.
e) Other linkages with the above.
f) Leading brands and the company having the highest market share.
g) Different local brands venturing in the Indian market.
h) The rating of the above brands in the market.
i) The survival and reasons of failure in competition with the international brands.
j) Other observations made by the students
The teacher may develop the following on the above lines
3. Changing role of the women in the past 25 years relating to joint families, nuclear
families, women as a bread earner of the family, changes in the requirement trend of
mixers, washing machines, micro wave and standard of living.
4. The changes in the pattern of import and export of different Products.
5. The trend in the changing interest rates and their effect on savings.
6. A study on child labour laws, its implementation and consequences.
7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
8. The laws of mining /setting up of industries, rules and regulations, licences required
for running that business.
9. Social factors affecting acceptance and rejection of an identified product. (Dish
washer, Atta maker, etc)
10. What has the effect of change in environment on the types of goods and services?
The students can take examples like:
a) Washing machines, micro waves, mixers and grinder.
b) Need for crèche, day care centre for young and old.
c) Ready to eat food, eating food outside, and tiffin centres.
11. Change in the man-machine ratio with technological advances resulting in change of
cost structure.
12. Effect of changes in technological environment on the behaviour of employee.

II. Project Two: Principles of Management
The students are required to visit any one of the following:
1. A departmental store.
2. An Industrial unit.
3. A fast food outlet.
4. Any other organisation approved by the teacher.
They are required to observe the application of the general Principles of management
advocated by Fayol.
Fayol’s principles
1. Division of work.
2. Unity of command.
3. Unity of direction.
4. Scalar chain
5. Espirit de corps
6. Fair remuneration to all.
7. Order.
8. Equity.
9. Discipline
10. Subordination of individual interest to general interest.
11. Initiative.
12. Centralisation and decentralisation.
13. Stability of tenure.
OR
They may enquire into the application of scientific management techniques by F.W.
Taylor in the unit visited.
Scientific techniques of management.

1. Functional foremanship.
2. Standardisation and simplification of work.
3. Method study.
4. Motion Study.
5. Time Study.
6. Fatigue Study
7. Differential piece rate plan.
Tips to teacher
(i) The teacher may organize this visit.
(ii) The teacher should facilitate the students to identify any unit of their choice and guide
them to identify the principles that are being followed.
(iii) Similarly they should guide the students to identify the techniques of scientific
management implemented in the organisation.
(iv) It may be done as a group activity.
(v) The observations could be on the basis of
□ The different stages of division of work resulting to specialisation.
□ Following instructions and accountability of subordinates to higher authorities.
□ Visibility of order and equity in the unit.
□ Balance of authority and responsibility.
□ Communication levels and pattern in the organisation.

□ Methods and techniques followed by the organisation for unity of direction and
coordination amongst all.
□ Methods of wage payments followed.The arrangements of fatigue study.
□ Derivation of time study.
□ Derivation and advantages of method study.
□ Organisational chart of functional foremanship.
□ Any other identified in the organisation
vi. It is advised that students should be motivated to pick up different areas of visit. As
presentations of different areas in the class would help in better understanding to the other
students.
vii. The students may be encouraged to develop worksheets. Teachers should help
students to prepare observation tools to be used for undertaking the project.
Examples; worksheets, questionnaire, interviews and organisational chart etc.
III. Project Three: Stock Exchange

The purpose of this project is to teach school students the values of investing and utilising
the stock market. This project also teaches important lessons about the economy,
mathematics and financial responsibility.
The basis of this project is to learn about the stock market while investing a specified
amount of fake money in certain stocks. Students then study the results and buy and sell
as they see fit.
This project will also guide the students and provide them with the supplies necessary to
successfully monitor stock market trends and will teach students how to calculate profit
and loss on stock.
The project work will enable the students to:

□ understand the topics like sources of business finance and capital market
□ understand the concepts used in stock exchange
□ inculcate the habit of watching business channels, reading business
journals/newspapers and seeking information from their elders.
The students are expected to:

a) Develop a brief report on History of Stock Exchanges in India. (your country)
b) Prepare a list of at least 25 companies listed on a Stock Exchange.
c) To make an imaginary portfolio totalling a sum of Rs. 50,000 equally in any of the 5
companies of their choice listed above over a period of twenty working days.
The students may be required to report the prices of the stocks on daily basis and
present it diagrammatically on the graph paper.
□ They will understand the weekly holidays and the holidays under the
Negotiable Instruments Act.
They will also come across with terms like closing prices, opening prices, etc.
□ During this period of recording students are supposed to distinctively record
the daily and starting and closing prices of the week other days under the
negotiable instrument act so that they acquire knowledge about closing and
opening prices.
□ The students may conclude by identifying the causes in the fluctuations of
prices. Normally it would be related to the front page news of the a business
journal, for example,

□ Change of seasons.
□ Festivals.
□ Spread of epidemic.
□ Strikes and accidents
□ Natural and human disasters.
□ Political environment.
□ Lack of faith in the government policies.
□ Impact of changes in government policies for specific industry.
□ International events.
□ Contract and treaties at the international scene.
□ Relations with the neighbouring countries.
□ Crisis in developed countries, etc.
The students are expected to find the value of their investments and accordingly
rearrange their portfolio. The project work should cover the following aspects;
1. Graphical presentation of the share prices of different companies on different dates.
2. Change in market value of shares due to change of seasons, festivals, natural and
human disasters.
3. Change in market value of shares due to change in political environment/ policies of
various countries/crisis in developed countries or any other reasons
4. Identify the top ten companies out of the 25 selected on the basis of their market
value of shares.
It does not matter if they have made profits or losses.
IV. Project Four: Marketing 26. Fans

1. Adhesives
2. Air conditioners
3. Baby diapers
4. Bathing Soap
5. Bathroom cleaner
6. Bike
7. Blanket
8. Body Spray
9. Bread
10. Breakfast cereal
11. Butter
12. Camera
13. Car
14. Cheese spreads
15. Chocolate
16. Coffee
17. Cosmetology product
18. Crayons
19. Crockery
20. Cutlery
21. Cycle
22. DTH
23. Eraser
24. e-wash
25. Fairness cream

27. Fruit candy

28. Furniture
29. Hair Dye
30. Hair Oil
31. Infant dress
32. Inverter
33. Jams
34. Jeans
35. Jewellery
36. Kurti
37. Ladies bag
38. Ladies footwear
39. Learning Toys
40. Lipstick
41. Microwave oven
42. Mixers
43. Mobile
44. Moisturizer
45. Music player
46. Nail polish
47. Newspaper
48. Noodles
49. Pen
50. Pen drive
51. Pencil
52. Pickles

53. Razor 66. Suitcase/ airbag
54. Ready Soups 67. Sunglasses
55. Refrigerator 68. Tea
56. RO system 69. Tiffin Wallah
57. Roasted snacks 70. Toothpaste
58. Salt 71. Wallet
59. Sarees 72. Washing detergent
60. Sauces/ Ketchup 73. Washing machine
61. Shampoo 74. Washing powder
62. Shaving cream 75. Water bottle
63. Shoe polish 76. Water storage tank
64. Shoes 77. Wipes
65. Squashes
Any more as suggested by the teacher.

The teacher must ensure that the identified product should not be items whose
consumption/use is discouraged by the society and government like alcohol products/pan
masala and tobacco products, etc.
Identify one product/service from the above which the students may like to
manufacture/provide [pre-assumption].
Now the students are required to make a project on the identified product/service
keeping in mind the following:
1. Why have they selected this product/service?
2. Find out ‘5’ competitive brands that exist in the market.
3. What permission and licences would be required to make the product?
4. What are your competitors Unique Selling Proposition.[U.S.P.]?
5. Does your product have any range give details?
6. What is the name of your product?
7. Enlist its features.
8. Draw the ‘Label’ of your product.
9. Draw a logo for your product.
10. Draft a tag line.
11. What is the selling price of your competitor’s product?
(i) Selling price to consumer
(ii) Selling price to retailer
(iii) Selling price to wholesaler
What is the profit margin in percentage to the

□ Manufacturer.
□ Wholesaler.
□ Retailer.
12. How will your product be packaged?
13. Which channel of distribution are you going to use? Give reasons for selection?
14. Decisions related to warehousing, state reasons.
15. What is going to be your selling price?
(i) To consumer
(ii) To retailer
(iii) To wholesaler

16. List 5 ways of promoting your product.
17. Any schemes for
(i) The wholesaler
(ii) The retailer
(iii) The consumer
18. What is going to be your ‘U.S.P?
19. What means of transport you will use and why?
20. Draft a social message for your label.
21. What cost effective techniques will you follow for your product.
22. What cost effective techniques will you follow for your promotion plan.
At this stage the students will realise the importance of the concept of marketing mix and
the necessary decision regarding the four P’s of marketing.
□ Product
□ Place
□ Price
□ Promotion
On the basis of the work done by the students the project report should include the
following:
1. Type of product /service identified and the (consumer/industries) process involve
there in.
2. Brand name and the product.
3. Range of the product.
4. Identification mark or logo.
5. Tagline.
6. Labeling and packaging.
7. Price of the product and basis of price fixation.
8. Selected channels of distribution and reasons thereof.
9. Decisions related to transportation and warehousing. State reasons.
10. Promotional techniques used and starting reasons for deciding the particular
technique.
11. Grading and standardization.

report.
1. The total length of the project will be of 25 to 30 pages.
2. The project should be handwritten.
3. The project should be presented in a neat folder.
4. The project report should be developed in the following sequence-
□ Cover page should include the title of the Project, student information, school
and year.
□ Acknowledgements and preface (acknowledging the institution, the places
visited and the persons who have helped).
□ Introduction.
□ Observations and findings of the visit.

□ Conclusions (summarized suggestions or findings, future scope of study).
□ Photographs (if any).
□ Appendix
□ Teacher’s observation.
□ Signatures of the teachers.
□ At the completion of the evaluation of the project, it should be punched in the
centre so that the report may not be reused but is available for reference only.
□ The project will be returned after evaluation. The school may keep the best
projects.
ASSESSMENT
Allocation of Marks = 25 Marks
The marks will be allocated under the following heads:

5 Viva 8 Marks
Total 25 Marks

Remark: Highlighted portion in
the following syllabus is to be CLASS XII- CHEMISTRY
taught as per the teaching COMPLETE SYLLABUS
schedule, however it may not be
the part of any examination.
Unit No. Title
Unit I A) Solid State, & B) Solutions

Unit II Electrochemistry
Unit III Chemical Kinetics
Unit IV Surface Chemistry

Unit V General Principles and Processes of Isolation of Elements
Unit VI p -Block Elements
Unit VI d -and f -Block Elements
Unit VII Coordination Compounds
Unit VIII Haloalkanes and Haloarenes

Unit IX Alcohols, Phenols and Ethers
Unit X Aldehydes, Ketones and Carboxylic Acids
Unit XI Organic Compounds containing Nitrogen
Unit XII Biomolecules
Unit XIII Polymers
Unit XIV Chemistry in Everyday Life
Unit I : A) 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.
Band theory of metals, conductors, semiconductors and insulators and n and p type
semiconductors.
Unit I: B)Solutions
Types of solutions, expression of concentration of solutions of solids in liquids,

solubility of gases in liquids, solid solutions, colligative properties - relative lowering of
vapour pressure, Raoult's law, elevation of boiling point, depression of freezing point,
osmotic pressure, determination of molecular masses using colligative properties,
abnormal molecular mass, Van't Hoff factor.
Unit II: Electrochemistry
Redox reactions, conductance in electrolytic solutions, specific and molar conductivity,

variations of conductivity with concentration, Kohlrausch's Law, electrolysis and law of
electrolysis (elementary idea), dry cell-electrolytic cells and
Galvanic cells, lead accumulator, EMF of a cell, standard electrode potential, Nernst
equation and its application to chemical cells, Relation between Gibbs energy change
and EMF of a cell, fuel cells, corrosion.
Unit III: Chemical Kinetics
Rate of a reaction (Average and instantaneous), factors affecting rate of reaction:

concentration, temperature, catalyst; order and molecularity of a reaction, rate law and
specific rate constant, integrated rate equations and half-life (only for zero and first
order reactions), concept of collision theory (elementary idea, no mathematical
treatment). Activation energy, Arrhenius equation.
Unit IV: Surface Chemistry
Adsorption - physisorption and chemisorption, factors affecting adsorption of gases

on solids, catalysis, homogenous and heterogenous activity and selectivity;
enzyme catalysis colloidal state distinction between true solutions, colloids and
suspension; lyophilic, lyophobic multi-molecular and macromolecular colloids;
properties of colloids; Tyndall effect, Brownian movement, electrophoresis,
coagulation, emulsion - types of emulsions.
Unit V: General Principles and Processes of Isolation of Elements
Principles and methods of extraction - concentration, oxidation, reduction -

electrolytic method and refining; occurrence and principles of extraction of
aluminium, copper, zinc and iron
Unit VI: p -Block Elements
Group 16 Elements: General introduction, electronic configuration, oxidation states,

occurrence, trends in physical and chemical properties, dioxygen: Preparation,
Properties and uses, classification of Oxides, Ozone, Sulphur - allotropic forms;
compounds of Sulphur: Preparation Properties and uses of Sulphur-dioxide,
Sulphuric Acid: industrial process of manufacture, properties and uses; Oxoacids of
Preparation
and properties Sulphur (Structures only).
of phasphine. Group 17 Elements: General introduction, electronic configuration, oxidation states,
(Not to be
consider in occurrence, trends in physical and chemical properties; compounds of halogens,
exams) Preparation, properties and uses of Chlorine and Hydrochloric acid, interhalogen
compounds, Oxoacids of halogens (structures only).
Oxides of
Nitrogen,
Group 18 Elements: General introduction, electronic configuration, occurrence,
(structure
trends in physical and chemical properties, uses. only),
Allotropic
Unit VII: ‘d’ and ‘f’ Block Elements forms of P.
(Not to be
consider in
General introduction, electronic configuration, occurrence and characteristics exams)
of
transition metals, general trends in properties of the first row transition metals -
metallic character, ionization enthalpy, oxidation states, ionic radii, colour, catalytic
property, magnetic properties, interstitial compounds, alloy formation, preparation
and properties of K2Cr2O7 and KMnO4.
Lanthanoids - Electronic configuration, oxidation states, chemical reactivity and

lanthanoid contraction and its consequences.
Actinoids - Electronic configuration, oxidation states and comparison with

lanthanoids.
Unit VIII: Coordination Compounds
Coordination compounds - Introduction, ligands, coordination number, colour,

magnetic properties and shapes, IUPAC nomenclature of mononuclear coordination
compounds. Bonding, Werner's theory, VBT, and CFT; structure and
stereoisomerism, importance of coordination compounds (in qualitative inclusion,
extraction of metals and biological system).
Unit IX: Haloalkanes and Haloarenes 12 Periods
Haloalkanes: Nomenclature, nature of C-X bond, physical and chemical

properties, mechanism of substitution reactions, optical rotation.
Haloarenes: Nature of C-X bond, substitution reactions (Directive influence of
halogen in monosubstituted compounds only).
Uses and environmental effects of - dichloromethane, trichloromethane,

tetrachloromethane, iodoform, freons, DDT.
Unit X: Alcohols, Phenols and Ethers
Alcohols: Nomenclature, methods of preparation, physical and chemical properties

(of primary alcohols only), identification of primary, secondary and tertiary alcohols,
mechanism of dehydration, uses with special reference to methanol and ethanol.
Phenols: Nomenclature, methods of preparation, physical and chemical properties,

acidic nature of phenol, electrophillic substitution reactions, uses of phenols.
Ethers: Nomenclature, methods of preparation, physical and chemical properties,

uses.
Unit XI: Aldehydes, Ketones and Carboxylic Acids
Aldehydes and Ketones: Nomenclature, nature of carbonyl group, methods of

preparation, physical and chemical properties, mechanism of nucleophilic addition,
reactivity of alpha hydrogen in aldehydes, uses.
Carboxylic Acids: Nomenclature, acidic nature, methods of preparation, physical and

chemical properties; uses.
Unit XII: Organic compounds containing Nitrogen
Amines: Nomenclature, classification, structure, methods of preparation, physical

and chemical properties, uses, identification of primary, secondary and tertiary
amines.
Cyanides and Isocyanides - will be mentioned at relevant places in text.
Diazonium salts: Preparation, chemical reactions and importance in synthetic

organic chemistry.
Unit XIII: Biomolecules
Carbohydrates - Classification (aldoses and ketoses), monosaccahrides (glucose

and fructose), D-L configuration oligosaccharides (sucrose, lactose, maltose),
polysaccharides (starch, cellulose, glycogen); Importance of carbohydrates.
Proteins -Elementary idea of - amino acids, peptide bond, polypeptides, proteins,

structure of proteins - primary, secondary, tertiary structure and quaternary
structures (qualitative idea only), denaturation of proteins; enzymes. Hormones -
Elementary idea excluding structure.
Vitamins - Classification and functions.

Nucleic Acids: DNA and RNA.
Unit XIV: Polymers
Copolymerization, some important polymers: natural and synthetic like polythene,

nylon polyesters, bakelite, rubber. Biodegradable and non- biodegradable polymers.
Unit XV: Chemistry in Everyday life
Chemicals in medicines - analgesics, tranquilizers antiseptics, disinfectants,

antimicrobials, antifertility drugs, antibiotics, antacids, antihistamines.
Chemicals in food - preservatives, artificial sweetening agents, elementary idea of
antioxidants.Cleansing agents- soaps and detergents, cleansing action.

PRACTICALS
Evaluation Scheme for Examination Marks

Radical 08
Titration 07
Class record 05
Viva 05
Total 25
Micro-chemical methods are available for several of the practical experiments.

Wherever possible, such techniques should be used.
A. Surface Chemistry
(a) Preparation of one lyophilic and one

lyophobic sol Lyophilic sol - starch, egg
albumin and gum
Lyophobic sol - aluminium hydroxide, ferric hydroxide, arsenous sulphide.
(b) Dialysis of sol-prepared in (a) above.
(c) Study of the role of emulsifying agents in stabilizing the emulsion of different oils.
B. Chemical Kinetics
(a) Effect of concentration and temperature on the rate of reaction between Sodium
Thiosulphate and Hydrochloric acid.
(b) Study of reaction rates of any one of the following:
(i) Reaction of Iodide ion with Hydrogen Peroxide at room temperature using
different concentration of Iodide ions.
(ii) Reaction between Potassium Iodate, (KIO3) and Sodium Sulphite: (Na2SO3)
using starch solution as indicator (clock reaction).

C. Thermochemistry
Any one of the following experiments
i) Enthalpy of dissolution of Copper Sulphate or Potassium Nitrate.
ii) Enthalpy of neutralization of strong acid (HCI) and strong base (NaOH).
iii) Determination of enthaply change during interaction (Hydrogen bond formation)
between Acetone and Chloroform.
D. Electrochemistry
Variation of cell potential in Zn/Zn2+|| Cu2+/Cu with change in concentration of

electrolytes (CuSO4or ZnSO4) at room temperature.
E. Chromatography
i) Separation of pigments from extracts of leaves and flowers by paper

chromatography and determination of Rfvalues.
ii) Separation of constituents present in an inorganic mixture containing two cations

only (constituents having large difference in Rf values to be provided).
F. Preparation of Inorganic Compounds

i) Preparation of double salt of Ferrous Ammonium Sulphate or Potash Alum.
ii) Preparation of Potassium Ferric Oxalate.
G. Preparation of Organic Compounds

Preparation of any one of the following compounds
i) Acetanilide
ii) Di -benzal Acetone
iii) p-Nitroacetanilide
iv) Aniline yellow or 2 - Naphthol Aniline dye.
H. Tests for the functional groups present in organic compounds:

Unsaturation, alcoholic, phenolic, aldehydic, ketonic, carboxylic and amino (Primary)
groups.
I. Characteristic tests of carbohydrates, fats and proteins in pure samples and their
detection in given food stuffs.

J. Determination of concentration/ molarity of KMnO4 solution by titrating it against a
standard solution of:
i) Oxalic acid,
ii) Ferrous Ammonium Sulphate
(Students will be required to prepare standard solutions by weighing themselves).
K. Qualitative analysis
Determination of one cation and one anion in a given salt.
Cation - Pb2+, Cu2+, Al3+, Fe3+, Mn2+, Zn2+, Cu2+, Co2+, Ni2+, Ca2+, Sr2+, Ba2+,
Mg2+,[NH4]+
Anions – [CO3]2-, S2-, [SO3]2-, [SO4]2-, [NO2]-, Cl-,Br-, I-, [PO4]3-, [C2O4]2-, CH3COO-
(Note: Insoluble salts excluded)
PROJECT
Scientific investigations involving laboratory testing and collecting information from other
sources.
A few suggested Projects.
• Study of the presence of oxalate ions in guava fruit at different stages of ripening.
• Study of quantity of casein present in different samples of milk.
• Preparation of soybean milk and its comparison with the natural milk with respect to
curd formation, effect of temperature, etc.
• Study of the effect of Potassium Bisulphate as food preservative under various

conditions (temperature, concentration, time, etc.)
• Study of digestion of starch by salivary amylase and effect of pH and temperature on

it.
• Comparative study of the rate of fermentation of following materials: wheat flour,

gram flour, potato juice, carrot juice, etc.
• Extraction of essential oils present in Saunf (aniseed), Ajwain (carum), Illaichi

(cardamom).

• Study of common food adulterants in fat, oil, butter, sugar, turmeric power, chilli
powder and pepper.
Note: Any other investigatory project, which involves about 10 periods of work, can be
chosen with the approval of the teacher.
Practical Examination for Visually Impaired Students of Classes XI and XII

Evaluation Scheme
Max.Marks: 25
Identification/ Familiarity with the apparatus 5 marks
Written test (based on given/ prescribed practicals 5 marks
Practical Record 5 marks
Viva 10 marks
Total 25 marks
General Guidelines
• The practical examination will be of two hour duration.
• A separate list of ten experiments is included here.
• The written examination in practicals for these students will be conducted at the time
of practical examination of all other students.
• The written test will be of 30 minutes duration.

• The question paper given to the students should be legibly typed. It should contain a total
of 15practical skill based very short answer type questions. A student would be required
to answer any 10 questions.
• A writer may be allowed to such students as per CBSE examination rules.
• All questions included in the question papers should be related to the listed practicals.
Every question should require about two minutes to be answered.
• These students are also required to maintain a practical file. A student is expected to
record at least five of the listed experiments as per the specific instructions for each
subject. These practicals should be duly checked and signed by the internal examiner.
• The format of writing any experiment in the practical file should include aim, apparatus
required, simple theory, procedure, related practical skills, precautions etc.
• Questions may be generated jointly by the external/internal examiners and used for
assessment.
• The viva questions may include questions based on basic theory/principle/concept,

apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
A. Items for Identification/Familiarity of the apparatus for assessment in practicals (All

experiments)
Beaker, glass rod, tripod stand, wire gauze, Bunsen burner, Whatman filter paper, gas jar,
capillary tube, Pestle and mortar, Test tubes, tongs, test tube holder, test tube stand,
burette, Pipette, conical flask, standard flask, clamp stand, Tripod stand, burner, wire
gauze, funnel, filter paper
Hands-on Assessment
• Identification/familiarity with the apparatus
• Odour detection in qualitative analysis
B. List of Practicals
The experiments have been divided into two sections: Section A and Section B. The
experiments mentioned in Section B are mandatory.
SECTION- A
(1) Preparation of one lyophilic and one lyophobic sol
Lyophilic sol - starch, egg albumin and gum
(2) Preparation of one
lyophobic sol Lyophobic
sol - Ferric hydroxide
B. Chromatography
(1) Separation of pigments from extracts of leaves and flowers by paper chromatography
and determination of Rf values (distance values may be provided).
C. Tests for the functional groups present in organic compounds:

(1) Alcoholic and Carboxylic groups.
(2) Aldehydic and Ketonic
D. Characteristic tests of carbohydrates and proteins in the given food stuffs.

E. Preparation of Inorganic Compounds- Potash Alum

SECTION-B (Mandatory)
F. Quantitative analysis
(1) (a) Preparation of the standard solution of Oxalic acid of a given volume
(b) Determination of molarity of KMnO4solution by titrating it against a standard

solution ofOxalic acid.
(2) The above exercise [F 1 (a) and (b)] to be conducted using Ferrous ammonium
sulphate (Mohr's salt)
G. Qualitative analysis:
(1) Determination of one cation and one anion in a given salt.
+
Cations- [NH]
Anions – [CO3]2- , S2-, [SO3]2-, Cl-, CH3COO- (Note: Insoluble salts excluded)
Note: The above practicals may be carried out in an experiential manner rather than
recording observations.
Prescribed Books:
1. Chemistry Part -I, Class-XII, Published by NCERT.

2. Chemistry Part -II, Class-XII, Published by NCERT.
3. Chemistry Lab Manual, Class XII, Published by NCERT
-----------------------------x------------------------------------

Remark: Highlighted portion
CLASS XII in the following syllabus is to
COMPUTER SCIENCE (NEW) be taught as per the teaching
COMPLETE SYLLABUS schedule, however it may not
be the part of any
1. Prerequisites examination.
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.
Total Marks: 100
Unit Unit Name

No.
1. Programming and Computational Thinking – 2
2. Computer Networks
3. Data Management – 2
4. Society, Law and Ethics – 2
5. Practicals
Total
4.1 Unit 1: Programming and Computational Thinking (PCT-2)
• 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.
4.2 Unit 2: Computer Networks (CN)
• Structure of a network: Types of networks: local area and wide area (web and internet), new
technologies such as cloud and IoT, public vs. private cloud, wired and wireless networks;
concept of a client and server.
• Network devices such as a NIC, switch, hub, router, and access point.
• Network stack: amplitude and frequency modulation, collision in wireless networks, error
checking, and the notion of a MAC address, main idea of routing. IP addresses: (v4 and v6),
routing table, router, DNS, and web URLs, TCP: basic idea of retransmission, and rate
modulation when there is congestion (analogy to a road network), Protocols: 2G, 3G, 4G, Wi-
Fi. What makes a protocol have a higher bandwidth?
• Basic network tools: traceroute, ping, ipconfig, nslookup, whois, speed-test.
• Application layer: HTTP (basic idea), working of email, secure communication: encryption and
certificates (HTTPS), network applications: remote desktop, remote login, HTTP, FTP, SCP,
SSH, POP/IMAP, SMTP, VoIP, NFC.
4.3 Unit 3: Data Management (DM-2)

• Write a minimal Django based web application that parses a GET and POST request, and
writes the fields to a file - flat file and CSV file.
• Interface Python with an SQL database
• SQL commands: aggregation functions – having, group by, order by.
4.4. Unit 4: Society, Law and Ethics (SLE-2)

• Intellectual property rights, plagiarism, digital rights management, and licensing (Creative
Commons, GPL and Apache), open source, open data, privacy.
• Privacy laws, fraud; cyber-crime- phishing, illegal downloads, child pornography, scams;
cyber forensics, IT Act, 2000.
• Technology and society: understanding of societal issues and cultural changes induced by
technology.
• E-waste management: proper disposal of used electronic gadgets.
• Identity theft, unique ids, and biometrics.
• Gender and disability issues while teaching and using computers.
5. Practical
S.No. Unit Name

1. Lab Test
Python program (60% logic + 20% documentation + 20% code quality)
Small Python program that sends a SQL query to a database and displays the result. A
stub program can be provided.
2. Report File + viva
Report file: Minimum 21 Python programs. Out of this at least 4 programs should send
SQL commands to a database and
retrieve the result; at least 1 program should implement the web server to write user data
to a CSV file.
Viva voce based on the report file
3. Project + viva
Project (that uses most of the concepts that have been learnt)
Project viva voce
Some sample lab assignments are as follows:
5.1. Programming in Python:

• Recursively find the factorial of a natural number.
• Read a file line by line and print it.
• Remove all the lines that contain the character à' in a file and write it to another file.
• Write a Python function sin(x, n) to calculate the value of sin(x) using its Taylor series
expansion up to n terms. Compare the values of sin(x) for different values of n with the correct
value.
• Write a random number generator that generates random numbers between 1 and 6
(simulates a dice).
• Write a recursive code to find the sum of all elements of a list.
th
• Write a recursive code to compute the n Fibonacci number.
• Write a Python program to implement a stack and queue using a list data-structure.
• Write a recursive Python program to test if a string is a palindrome or not.
2
• Write a Python program to plot the function y = x using the pyplot or matplotlib libraries.
• Create a graphical application that accepts user inputs, performs some operation on them, and
then writes the output on the screen. For example, write a small calculator. Use the tkinter
library.
• Open a webpage using the urllib library.
• Compute EMIs for a loan using the numpy or scipy libraries.
• Take a sample of 10 phishing e-mails and find the most common words.
5.2. Data Management: SQL and web-server

• Find the min, max, sum, and average of the marks in a student marks table.
• Find the total number of customers from each country in the table (customer ID, customer
name, country) using group by.
• Write a SQL query to order the (student ID, marks) table in descending order of the marks.
• Integrate SQL with Python by importing the MySQL module
• Write a Django based web server to parse a user request (POST), and write it to a CSV file.
6. Project
The aim of the class project is to create something that is tangible and useful. This should be
done in groups of 2 to 3 students, and should be started by students at least 6 months before
the submission deadline. The aim here is to find a real world problem that is worthwhile to
solve. Students are encouraged to visit local businesses and ask them about the problems
that they are facing. For example, if a business is finding it hard to create invoices for filing
GST claims, then students can do a project that takes the raw data (list of transactions),
groups the transactions by category, accounts for the GST tax rates, and creates invoices in
the appropriate format. Students can be extremely creative here. They can use a wide variety
of Python libraries to create user friendly applications such as games, software for their
school, software for their disabled fellow students, and mobile applications, Of course to do
some of this projects, some additional learning is required; this should be encouraged.
Students should know how to teach themselves.
If three people work on a project for 6 months, at least 500 lines of code is expected. The
committee has also been made aware about the degree of plagiarism in such projects.
Teachers should take a very strict look at this situation, and take very strict disciplinary action
against students who are cheating on lab assignments, or projects, or using pirated software
to do the same. Everything that is proposed can be achieved using absolutely free, and
legitimate open source software.
ACCOUNTACNY following syllabus is to be taught as
examination.
Units
Part A Accounting for Not-for-Profit Organizations, Partnership Firms and

Companies
Unit 1. Financial Statements of Not-for-Profit Organizations
Unit 2. Accounting for Partnership Firms
Unit 3. Accounting for Companies

Unit 4. Analysis of Financial Statements
Unit 5. Cash Flow Statement
Part C Project Work

Project work will include:
Project File 4 Marks
Written Test 12 Marks (One Hour)
Viva Voce 4 Marks
Or
Part B Computerized Accounting
Unit 4. Computerized Accounting
Part C Practical Work

Practical work will include:
Practical File 4 Marks
Practical Examination 12 Marks (One Hour)
Viva Voce 4 Marks

Part A: Accounting for Not-for-Profit Organizations, Partnership Firms and Companies
Unit 1: Financial Statements of Not-for-Profit Organizations

• Not-for-profit organizations: concept. After going through this Unit, the students will be
• Receipts and Payments Account: features able to:
and preparation. • state the meaning of a Not-for-profit
• Income and Expenditure Account: features, organisation and its distinction from a profit
preparation of income and expenditure making entity.
account and balance sheet from the given • state the meaning of receipts and payments
receipts and payments account with account, and understanding its features.
additional information. • develop the understanding and skill of
Scope: preparing receipts and payments account.
(i) Adjustments in a question should not exceed 3 or 4 • state the meaning of income and expenditure
in number and restricted to subscriptions, consumption account and understand its features.
of consumables and sale of assets/ old material. • develop the understanding and skill of
(ii) Entrance/admission fees and general donations preparing income and expenditure account
are to be treated as revenue receipts. and balance sheet of a not-for-profit
(iii) Trading Account of incidental activities is not to be organisation with the help of given receipts
prepared. and payments account and additional
information.
Unit 2: Accounting for Partnership Firms

• Partnership: features, Partnership Deed. After going through this Unit, the students will be
• Provisions of the Indian Partnership Act 1932 able to:
in the absence of partnership deed. • state the meaning of partnership, partnership
• Fixed v/s fluctuating capital accounts. firm and partnership deed.
Preparation of Profit and Loss Appropriation • describe the characteristic features of
account- division of profit among partners, partnership and the contents of partnership
guarantee of profits. deed.
• Past adjustments (relating to interest on • discuss the significance of provision of
capital, interest on drawing, salary and profit Partnership Act in the absence of partnership
sharing ratio). deed.
• Goodwill: nature, factors affecting and • differentiate between fixed and fluctuating
methods of valuation - average profit, super capital, outline the process and develop the
profit and capitalization. understanding and skill of preparation of
Profit and Loss Appropriation Account.
Note: Interest on partner's loan is to be treated as a • develop the understanding and skill of

charge against profits. preparation profit and loss appropriation
Goodwill to be adjusted through partners capital/ account involving guarantee of profits.
current account or by raising and writing off goodwill • develop the understanding and skill of
(AS 26) making past adjustments.
• state the meaning, nature and factors affectin
Accounting for Partnership firms - Reconstitution goodwill
and Dissolution. • develop the understanding and skill of
• Change in the Profit Sharing Ratio among valuation of goodwill using different methods.
the existing partners - sacrificing ratio, • state the meaning of sacrificing ratio, gaining
gaining ratio, accounting for revaluation of ratio and the change in profit sharing ratio
assets and reassessment of liabilities and among existing partners.
treatment of reserves and accumulated • develop the understanding of accounting
profits. Preparation of revaluation account treatment of revaluation assets and
and balance sheet. reassessment of liabilities and treatment of
• Admission of a partner - effect of admission reserves and accumulated profits by
of a partner on change in the profit sharing preparing revaluation account and balance
ratio, treatment of goodwill (as per AS 26), sheet.
treatment for revaluation of assets and re- • explain the effect of change in profit sharing
assessment of liabilities, treatment of ratio on admission of a new partner.
reserves and accumulated profits, adjustment • develop the understanding and skill of
of capital accounts and preparation of treatment of goodwill as per AS-26, treatment
balance sheet. of revaluation of assets and re-assessment of
• Retirement and death of a partner: effect of liabilities, treatment of reserves and
retirement / death of a partner on change in accumulated profits, adjustment of capital
profit sharing ratio, treatment of goodwill (as accounts and preparation of balance sheet of
per AS 26), treatment for revaluation of the new firm.
assets and reassessment of liabilities, • explain the effect of retirement / death of a
adjustment of accumulated profits and partner on change in profit sharing ratio.
reserves, adjustment of capital accounts and • develop the understanding of accounting
preparation of balance sheet. Preparation of treatment of goodwill, revaluation of assets
loan account of the retiring partner. and re-assessment of liabilities and
• Calculation of deceased partner’s share of adjustment of accumulated profits and
profit till the date of death. Preparation of reserves on retirement / death of a partner
deceased partner’s capital account and his and capital adjustment.
executor’s account. • develop the skill of calculation of deceased
• Dissolution of a partnership firm: meaning partner's share till the time of his death and
of dissolution of partnership and partnership prepare deceased partner's executor's
firm, types of dissolution of a firm. Settlement account.
of accounts - preparation of realization • discuss the preparation of the capital

account, and other related accounts: capital accounts of the remaining partners and the
accounts of partners and cash/bank a/c balance sheet of the firm after retirement /
(excluding piecemeal distribution, sale to a death of a partner.
company and insolvency of partner(s)). • understand the situations under which a
Note: partnership firm can be dissolved.
(i) The realized value of each asset must be given at • develop the understanding of preparation of
the time of dissolution. realisation account and other related
(ii) In case, the realization expenses are borne by a accounts.
partner, clear indication should be given regarding the
payment thereof.
Unit-3 Accounting for Companies

Accounting for Share Capital After going through this Unit, the students will be
• Share and share capital: nature and types. able to:
• Accounting for share capital: issue and • state the meaning of share and share capital
allotment of equity and preferences shares. and differentiate between equity shares and
Public subscription of shares - over preference shares and different types of
subscription and under subscription of share capital.
shares; issue at par and at premium, calls in • understand the meaning of private placement
advance and arrears (excluding interest), of shares and Employee Stock Option Plan.
issue of shares for consideration other than • explain the accounting treatment of share
cash. capital transactions regarding issue of
• Concept of Private Placement and Employee shares.
Stock Option Plan (ESOP). • develop the understanding of accounting
• Accounting treatment of forfeiture and re- treatment of forfeiture and re-issue of
issue of shares. forfeited shares.
• Disclosure of share capital in the Balance • describe the presentation of share capital in
Sheet of a company. the balance sheet of the company as per
schedule III part I of the Companies Act
Accounting for Debentures 2013.
• Debentures: Issue of debentures at par, at a • explain the accounting treatment of different
premium and at a discount. Issue of categories of transactions related to issue of
debentures for consideration other than cash; debentures.
Issue of debentures with terms of • develop the understanding and skill of writing
redemption; debentures as collateral security- of discount / loss on issue of debentures.
concept, interest on debentures. Writing off • understand the concept of collateral security
discount / loss on issue of debentures. and its presentation in balance sheet.
• develop the skill of calculating interest on

Note: Discount or loss on issue of debentures to be debentures and its accounting treatment.
written off in the year debentures are allotted from • state the meaning of redemption of
Security Premium Reserve (if it exists) and then from debentures.
Statement of Profit and Loss as Financial Cost (AS • develop the understanding of accounting
16). treatment of transactions related to
• Redemption of debentures-Methods: Lump redemption of debentures by lump sum, draw
sum, draw of lots. of lots and Creation of Debenture
• Creation of Debenture Redemption Reserve. Redemption Reserve.
Note: Related sections of the Companies Act, 2013
will apply.
Part B: Financial Statement Analysis
Unit 4: Analysis of Financial Statements

Financial statements of a Company: After going through this Unit, the students will be
Statement of Profit and Loss and Balance Sheet in able to:
prescribed form with major headings and sub • develop the understanding of major headings
headings (as per Schedule III to the Companies Act, and sub-headings (as per Schedule III to the
2013) Companies Act, 2013) of balance sheet as
per the prescribed norms / formats.
Note: Exceptional items, extraordinary items and • state the meaning, objectives and limitations
profit (loss) from discontinued operations are of financial statement analysis.
excluded. • discuss the meaning of different tools of
• Financial Statement Analysis: Objectives, 'financial statements analysis'.
importance and limitations. • develop the understanding and skill of
• Tools for Financial Statement Analysis: preparation of comparative and common size
Comparative statements, common size financial statements.
statements, cash flow analysis, ratio analysis. • state the meaning, objectives and
• Accounting Ratios: Meaning, Objectives, significance of different types of ratios.
classification and computation. • develop the understanding of computation of
• Liquidity Ratios: Current ratio and Quick current ratio and quick ratio.
ratio. • develop the skill of computation of debt equity
• Solvency Ratios: Debt to Equity Ratio, Total ratio, total asset to debt ratio, proprietary ratio
Asset to Debt Ratio, Proprietary Ratio and and interest coverage ratio.
Interest Coverage Ratio. • develop the skill of computation of inventory
• Activity Ratios: Inventory Turnover Ratio, turnover ratio, trade receivables and trade
Trade Receivables Turnover Ratio, Trade payables ratio and working capital turnover

Payables Turnover Ratio and Working ratio.
Capital Turnover Ratio. • develop the skill of computation of gross
• Profitability Ratios: Gross Profit Ratio, profit ratio, operating ratio, operating profit
Operating Ratio, Operating Profit Ratio, Net ratio, net profit ratio and return on investment.
Profit Ratio and Return on Investment.
Note: Net Profit Ratio is to be calculated on the basis of profit before and after tax.
Unit 5: Cash Flow Statement

• Meaning, objectives and preparation (as per After going through this Unit, the students will
AS 3 (Revised) (Indirect Method only) be able to:
• state the meaning and objectives of cash flow
Note: statement.
(i) Adjustments relating to depreciation and • develop the understanding of preparation of
amortization, profit or loss on sale of assets including Cash Flow Statement using indirect method
investments, dividend (both final and interim) and tax. as per AS 3 with given adjustments.
(ii) Bank overdraft and cash credit to be treated as
short term borrowings.
(iii) Current Investments to be taken as Marketable
securities unless otherwise specified.
Note: Previous years’ Proposed Dividend to be given effect, as prescribed in AS-4, Events occurring after the
Balance Sheet date. Current years’ Proposed Dividend will be accounted for in the next year after it is declared
by the shareholders.

Project Work
Note: Kindly refer to the Guidelines published by the CBSE.

The comprehensive project may contain simple GST calculations.
OR
Part B: Computerised Accounting
Unit 3: Computerised Accounting
Overview of Computerised Accounting System

• Introduction: Application in Accounting.
• Features of Computerised Accounting System.
• Structure of CAS.
• Software Packages: Generic; Specific; Tailored.
Accounting Application of Electronic Spreadsheet.

• Concept of electronic spreadsheet.
• Features offered by electronic spreadsheet.
• Application in generating accounting information - bank reconciliation statement; asset accounting;
loan repayment of loan schedule, ratio analysis
• Data representation- graphs, charts and diagrams.
Using Computerized Accounting System.

• Steps in installation of CAS, codification and Hierarchy of account heads, creation of accounts.
• Data: Entry, validation and verification.
• Adjusting entries, preparation of balance sheet, profit and loss account with closing entries and
opening entries.
• Need and security features of the system.
Database Management System (DBMS)

• Concept and Features of DBMS.
• DBMS in Business Application.
• Generating Accounting Information - Payroll.

Please refer to the guidelines published by CBSE.
Prescribed Books:
Financial Accounting -I Class XI NCERT Publication
Accountancy -II Class XI NCERT Publication
Accountancy -I Class XII NCERT Publication
Accountancy -II Class XII NCERT Publication
Accountancy – Computerised Accounting System Class XII NCERT Publication
Guidelines for Project Work in Accounting and Practical work in computerised Accounting Class XII CBSE
Publication

CLASS – XII ARABIC
highlighted in the respective
Topics teaching schedule of Arabic.
Section - A: Advanced Reading Skills
An unseen passage of 150 words followed by 3-4 short questions (2 marks
each) to test comprehension. 2 marks may be allocated for providing a
suitable heading.
Section - B: Effective Writing Skills In this section various questions on
given input will be asked as under :
i. Letter writing on a given topic (1 mark for address + 4 marks for
content) However format to be taken care of.
ii. Summary of lesson from Text-book (about 100 words)
iii. Writing a longer composition such as an essay, or speech or story
read/
heard/experienced of about 200 words
Section - C: Grammar (Theory and Application) Variety of questions as
listed below will be included involving the application of grammar items in
syllabus:
A. Definition and examples of the following (Theory of Grammar)
i. I’laal (In Mithaal, Ajwaf and Naaqis)
ii. Ibdal- (Mahmoozul Faa, wal- 'Ain wal - Laam)
iii. Idgham-Mudao'af
iv. Murakkab 'Adadi (Adad and Ma'dood), 1 + 100
v. Use of Asmaa'-Mausoolah
vi. Khasiyat-Abwaab Al- MazidFih (If'aal, Taf'eel, Mufaa'alah, Tafa'ul,
Istif'aal)
vii. Jumla Shartiyyah
viii. Jumla Nidaaiyah
B. Applied Grammar (any two of the following)
i. Correction of sentences
ii. Fill in the blanks
iii. Roots of the verbs
iv. Formation of active participle and passive participle (All verb patterns)
v. Choose nouns, verbs and prepositions
Section - D: Literature
Prose :Text (Translation of any 2 out of 3 given passages of about 150
words)
Diacritical marking of any text passages

Poetry: (Explanation of any four of the given verses)
Internal Assessment
i) Hand-writing
ii) Reading (One small passage without diacritical marks)
iii) Arabic Speaking
iv) Oral Applied Grammar
Prescribed Books: Minhaj al Ta'leem al Thanavi al' Ali Lil Lughat al Arabiyan


following syllabus is to be taught as Course Structure
per the teaching schedule, however it CLASS XII (2020-2021)
may not be the part of any (THEORY)
examination. Part-A: Botany
Unit-VI Reproduction
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 apomixes, parthenocarpy,
polyembryony; Significance of seed dispersal and fruit formation.
Unit VII Genetics and Evolution
Heredity and variation: Mendelian inheritance; deviations from Mendelism- incomplete dominance, co-
dominance; pleiotropy chromosome theory of inheritance; chromosomes and genes;
Search for genetic material and DNA as genetic material; Structure of DNA and RNA; DNA packaging; DNA
replication; Central dogma; transcription, genetic code, translation; gene expression and regulation – lac-
operon;
Unit-VIII Biology and Human Welfare
Plant breeding, tissue culture, single cell protein, Biofortification
Chapter-10: Microbes in Human Welfare

In household food processing, industrial production, sweage treatment, energy generation and microbes as
biocontrol agents and biofertilizers. Antibiotics; production and judicious use.
Unit-IX Biotechnology and its Application

Chapter 12: Biotechnology and its Application
Application of biotechnology in health and agriculture: Human insulin and vaccine production, stem cell
technology, gene therapy; genetically modified organisms- Bt crops; transgenic animals; biosafety issues, bio-
piracy and patents.
Unit-X Ecology and Environment

Habitat and niche, Plant adaptations
Chapter-14: Ecosystem
Ecosystems: Patterns, components; productivity and decomposition; energy flow; pyramids of number,
biomass, energy; nutrient cycles (carbon and phosphorous); ecological succession; ecological services- carbon
fixation, pollination, seed dispersal, oxygen release (in brief).
Chapter-16: Environmental Issues

Air pollution and its control; water pollution and its control; agrochemicals and their effects; solid waste
management; radioactive waste management; greenhouse effect and climate change impact and mitigation;
ozone layer depletion; deforestation; any one case study as success story addressing environmental issue (s).

PRACTICALS
A. List of Experiments
1. Study pollen germination on a slide.

2. Collect and study soil from at least two different sites and study them for texture, moisture content,
pH and water holding capacity. Correlate with the kinds of plants found in them.
3. Collect water from two different water bodies around you and study them for pH, clarity and
presence of any plants.
4. Study the presence of suspended particulate matter in air at two widely different sites.
5. Study the plant population density by quadrat method.
6. Study the plant population frequency by quadrat metjhod.
7. Prepare a temporary mount of onion root tip to study mitosis.
8. Study the effect of different temperatures and three different pH on the activity of salivary amylase
on starch.
9. Isolate DNA from available pant material such as pinach, green pea seeds, papaya, etc.
B. Study/observation of the following (Spotting)
1. Dissect the given flower and display different words. Dissect anther and ovary to show number of
chambers.
2. Flowers adapted to pollination by different agencies (wind, insects, birds).
3. Pollen germination on stigma through a permanent slide.
4. Meoisis in onion bud cell through permanent slides.
5. Mendelian inheritance using seeds of different colour/sizes of any plant.
6. Controlled pollination- emasculation, tagging and gagging.
7. Two plants (modesl/virtual images) found in xeric conditions. Comment upon their morphological
adaptations.
8. Two plants (models/virtual images) found in aquatic conditions. Comment upon their morphological
adaptations.

CLASS XII
Subject: Zoology
(THEORY)
Unit-I REPRODUCTION
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, Sexually Transmitted Diseases (STDs) and their prevention; birth control- need
and methods, contraception; medical termination of pregnancy (MTP); amniocentesis; infertility and assisted
reproductive technologies- IVF, ZIFT, GIFT (elementary idea for general awareness).
Unit II GENETICS AND EVOLUTION

Multiple alleles and inheritance of blood groups; elementary idea of polygenic inheritance; 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.
Genome and human and rice genome projects; DNA fingerprinting.
Chapter-7: Evolution
Origin of life; biological evolution and evidences for biological evolution (paleontology, comparative
anatomy, embryology and molecular evidences); Darwin’s contribution, modern synthetic theory of evolution;
mechanism of evolution- variation (mutation and recombination) and natural selection with examples, types
of natural selection; Gene flow and genetic drift; Hardy – Weinberg’s principle; adaptive radiation; human
evolution.
Unit-III ZOOLOGY AND HUMAN WELFARE
Chapter-8: Human Health and Diseases

Pathogens; parasites causing human diseases (malaria, dengue, chickengunia, filariasis, ascariasis, typhoid,
pneumonia, common cold, amoebiasis, ring worm) and their control; Basic concepts of immunology- vaccines;
cancer, HIV and AIDS; Adolescence- drug and alcohol abuse.

Improvement in food production; Apiculture and Animal husbandry.
Unit-IV BIOTECHNOLOGY AND ITS APPLICATIONS
Chapter-11: Biotechnology – Principles and processes

Genetic Engineering (Recombinant DNA Technology)
Unit –V: ECOLOGY AND ENVIRONMENT

Organisms and environment; animal adaptations; population, population interactions- mutualism, competition,
predation, parasitism; population attributes- growth, birth rate and death rate, age distribution.
Chapter-15: Biodiversity and its Conservation

Biodiversity-Concept, patterns, importance; loss of biodiversity; biodiversity conservation; hotspots,
endangered organisms, extinction, Red Data Book, biosphere reserves, national parks, sanctuaries and Ramsar
sites.

PRACTICALS
Zoology
Practical Paper Time: 1 ½ Hours 13 Marks
A List of Exercises
1. Study of human skeleton and different types of joints;

2. (i) To study the presence of urea/acetone.
(ii) To study the presence of sugar in urine.
(iii) To study the presence of albumin in urine.
(iv) To study the presence of bile salts in urine.
3. Identification of stages of gamete development i.e. T.S. of testis and T.S. of ovary through permanent
slides (from any mammal).
4. T.S. of blastula through permanent slides.
5. Identification of common disease causing organisms like Acsris, Entamoeba, Plasmodium, Enterobius
through permanent slides or specimens. Comment on symptoms of disease that they cause.
6. Two animals found in xerophytic conditions. Comment upon their morphological adaptation.
7. Two animals found in aquatic conditions. Comment upon their morphological adaptations.

PRACTICAL EXERCISES
SUBJECT: ZOOLOGY
CLASS XII
1. To study and identify stages of gamete development: T.S. of mammalian testis and T.S. of
mammalian ovary through permanent slides.
2. To study of T.S. of amphibian blastula through permanent slide.
3. To identify common disease causing organisms Tapeworm, Ascaris, Entamoeba, Plasmodium,

Pinworm through permanent slides or specimens. Comment on symptoms of disease that these
pathogens cause.
4. To test the presence of urea, sugar, albumin in urine.
5. To study human skeleton and different types of joints.

CLASS XII following syllabus is to be taught as
BUSINESS STUDIES per the teaching schedule, however
examination.
Units
Part A Principles and Functions of Management
1. Nature and Significance of Management
2 Principles of Management
3 Business Environment
4 Planning
5 Organising
6 Staffing
7 Directing
8 Controlling

9 Financial Management
10 Financial Markets
11 Marketing Management
12 Consumer Protection

Part A: Principles and Functions of Management
Unit 1: Nature and Significance of Management
Concept After going through this unit, the
student/ learner would be able to:
Management - concept, objectives, and • Understand the concept of
importance management.
• Explain the meaning of
‘Effectiveness and Efficiency.
• Discuss the objectives of
management.
management.
Management as Science, Art and • Examine the nature of
Profession management as a science, art and
profession.
Levels of Management • Understand the role of top, middle
and lower levels of management
Management functions-planning, • Explain the functions of
organizing, staffing, directing and management
controlling
Coordination- concept and importance • Discuss the concept and

characteristics of coordination.
coordination.
Unit 2: Principles of Management
Principles of Management- concept and • Understand the concept of

significance principles of management.
• Explain the significance of
management principles.
Fayol’s principles of management • Discuss the principles of
management developed by Fayol.
Taylor’s Scientific management- principles • Explain the principles and
and techniques techniques of ‘Scientific
Management’.
• Compare the contributions of Fayol
and Taylor.
Unit 3: Business Environment
Business Environment- concept and • Understand the concept of
importance ‘Business Environment’.
Dimensions of Business Environment- • Describe the various dimensions of
Economic, Social, Technological, Political ‘Business Environment’.
and Legal • Understand the concept of
demonetization
Demonetization - concept and features
Impact of Government policy changes on • Examine the impact of government
business with special reference to policy changes on business in India
liberalization, privatization and with reference to liberalisation,
globalization in India privatization and globalisation since
1991.
• Discuss the managerial response
to changes in business
environment.
Unit 4: Planning
Concept, importance and limitation • Understand the concept of
planning.
planning.
• Understand the limitations of
planning.
Planning process • Describe the steps in the process
of planning.
Single use and standing plans. Objectives, • Develop an understanding of single
Strategy, Policy, Procedure, method Rule, use and standing plans
budget and Programme • Describe objectives, policies,

strategy, procedure, method, rule,
budget and programme as types of
plans.
Unit 5: Organising
Concept and importance • Understand the concept of

organizing as a structure and as a
process.
organising.
Organising Process • Describe the steps in the process
of organizing
Structure of organisation- functional and • Describe functional and divisional
divisional concept. Formal and informal structures of organisation.
organisation- concept • Explain the advantages,
disadvantages and suitability of
functional and divisional structure.
• Understand the concept of formal
and informal organisation.
• Discuss the advantages,
disadvantages of formal and
informal organisation.
Delegation: concept, elements and • Understand the concept of
importance delegation.
• Describe the elements of
delegation.
• Appreciate the importance of
Delegation.
Decentralization: concept and importance • Understand the concept of
decentralisation.
decentralisation.
• Differentiate between delegation
and decentralisation.
Unit 6: Staffing
Concept and importance of staffing • Understand the concept of staffing.

• Explain the importance of staffing
Staffing as a part of Human Resource • Understand the specialized duties
Management concept and activities performed by Human
Resource Management
Staffing process • Describe the steps in the process
of staffing
Recruitment process • Understand the meaning of
recruitment.
• Discuss the sources of recruitment.
• Explain the merits and demerits of
internal and external sources of
recruitment.
Selection - process • Understand the meaning of
selection.
• Describe the steps involved in the
process of selection.
Training and Development - Concept and • Understand the concept of training
importance, Methods of training - on the and development.
job and off the job - vestibule training, • Appreciate the importance of
apprenticeship training and internship training to the organisation and to
training the employees.
• Discuss the meaning of induction
training, vestibule training,
apprenticeship training and
internship training.
• Differentiate between training and
development.
• Discuss on the job and off the job
methods of training.
Unit 7: Directing
Concept and importance • Describe the concept of directing.

• Discuss the importance of directing
Elements of Directing • Describe the various elements of
directing
Motivation - concept, Maslow’s hierarchy of • Understand the concept of
needs, Financial and non-financial motivation.
incentives • Develop an understanding of
Maslow’s Hierarchy of needs.
• Discuss the various financial and
non-financial incentives.
Leadership - concept, styles - authoritative, • Understand the concept of
democratic and laissez faire leadership.
• Understand the various styles of
leadership.
Communication - concept, formal and • Understand the concept of
informal communication; barriers to communication
effective communication, how to overcome • Understand the elements of the
the barriers communication process.
• Discuss the concept of formal and
informal communication.
• Discuss the various barriers to
effective communication.
• Suggest measures to overcome
barriers to communication.

Unit 8: Controlling
Controlling - Concept and importance • Understand the concept of

controlling.
controlling.
Relationship between planning and • Describe the relationship between
controlling planning and controlling
Steps in process of control • Discuss the steps in the process of
controlling.
Part B: Business Finance and Marketing
Unit 9: Financial Management
Concept, role and objectives of Financial • Understand the concept of financial

Management management.
• Explain the role of financial
management in an organisation.
• Discuss the objectives of financial
management
Financial decisions: investment, financing • Discuss the three financial
and dividend- Meaning and factors decisions and the factors affecting
affecting them.
Financial Planning - concept and • Describe the concept of financial
importance planning and its objectives.
• Explain the importance of financial
planning.
Capital Structure – concept and factors • Understand the concept of capital
affecting capital structure structure.
the choice of an appropriate capital
structure of a company.
Fixed and Working Capital - Concept and • Understand the concept of fixed
factors affecting their requirements and working capital.
the requirements of fixed and
working capital.
Unit 10: Financial Markets
Financial Markets: Concept, Functions and • Understand the concept of financial

types market.
• Explain the functions of financial
market.
• Understand capital market and
money market as types of financial
markets.
Money market and its instruments • Understand the concept of money
market.
• Describe the various money market
instruments.
Capital market and its types (primary and • Discuss the concept of capital
secondary), methods of floatation in the market.
primary market • Explain primary and secondary
markets as types of capital market.
• Differentiate between capital
market and money market.
• Discuss the methods of floating
new issues in the primary market.
• Distinguish between primary and
secondary markets.
Stock Exchange - Functions and trading • Give the meaning of a stock
procedure exchange.
• Explain the functions of a stock
exchange.
• Discuss the trading procedure in a
stock exchange.
• Give the meaning of depository
services and demat account as
used in the trading procedure of
securities.
Securities and Exchange Board of India • State the objectives of SEBI.
(SEBI) - objectives and functions • Explain the functions of SEBI.
Unit 11: Marketing
Marketing – Concept, functions and • Understand the concept of

philosophies marketing.
• Explain the features of marketing.
• Discuss the functions of marketing.
• Explain the marketing philosophies.
Marketing Mix – Concept and elements • Understand the concept of
marketing mix.
• Describe the elements of marketing
mix.
Product - branding, labelling and • Understand the concept of product
packaging – Concept as an element of marketing mix.
branding, labelling and packaging.
Price - Concept, Factors determining price • Understand the concept of price as
an element of marketing mix.
price of a product.
Physical Distribution – concept, • Understand the concept of physical
components and channels of distribution distribution.
• Explain the components of physical
distribution.
• Describe the various channels of
distribution.
Promotion – Concept and elements; • Understand the concept of
Advertising, Personal Selling, Sales promotion as an element of
Promotion and Public Relations marketing mix.
• Describe the elements of promotion
mix.
advertising.
• Understand the concept of sales
promotion.
• Discuss the concept of public
relations.
Unit 12: Consumer Protection
Concept and importance of consumer • Understand the concept of

protection consumer protection.
consumer protection.
• Discuss the scope of Consumer
Protection Act, 1986
Consumer Protection Act 1986: • Understand the concept of a
Meaning of consumer consumer according to the
Rights and responsibilities of consumers Consumer protection Act 1986.
Who can file a complaint? • Explain the consumer rights
Redressal machinery • Understand the responsibilities of
Remedies available consumers
• Understand who can file a
complaint and against whom?
• Discuss the legal redressal
machinery under Consumer
• Examine the remedies available to
the consumer under Consumer
Consumer awareness - Role of consumer • Describe the role of consumer
organizations and Non-Governmental organizations and NGOs in
Organizations (NGOs) protecting consumers’ interests.
Unit 13: Project Work

PROJECT WORK IN BUSINESS STUDIES FOR CLASS XI AND XII
Introduction
The course in Business Studies is introduced at Senior School level to provide students
with a sound 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. With the purpose to help them understand the framework
within which a business operates, and its interaction with the social, economic,
technological and legal environment, the CBSE has introduced Project Work in the
Business Studies Syllabus for Classes XI and XII. The projects have been designed to
allow students to appreciate that business is an integral component of society and help
them develop an understanding of the social and ethical issues concerning them.
The project work also aims to empower the teacher to relate all the concepts with what is
happening around the world and the student’s surroundings, making them appear more
clear and contextual. This will enable the student to enjoy studies and use his free time
effectively in observing what’s happening around.
By means of Project Work the students are exposed to life beyond textbooks giving them
opportunities to refer materials, gather information, analyze it further to obtain relevant
information and decide what matter to keep.
Objectives
After doing the Project Work in Business Studies, the students will be able to do the
following:
• develop a practical approach by using modern technologies in the field of business
and management;
• get an opportunity for exposure to the operational environment in the field of
business management and related services;
• inculcate important skills of team work, problem solving, time management,
information collection, processing, analysing and synthesizing relevant information
to derive meaningful conclusions
• get involved in the process of research work; demonstrate his or her capabilities
while working independently and
• make studies an enjoyable experience to cherish.
CLASS XI: GUIDELINES FOR TEACHERS
This section provides some basic guidelines for the teachers to launch the projects in
Business Studies. It is very necessary to interact, support, guide, facilitate and
encourage students while assigning projects to them.
The teachers must ensure that the project work assigned to the students whether
individually or in group are discussed at different stages right from assignment to drafts
review and finalization. Students should be facilitated in terms of providing relevant

materials or suggesting websites, or obtaining required permissions from business
houses, malls etc for their project. The periods assigned to the Project Work should be
suitably spaced throughout the academic session. The teachers MUST ensure that the
students actually go through the rigors and enjoy the process of doing the project rather
than depending on any readymade material available commercially.
The following steps might be followed:
1. Students must take any one topic during the academic session of Class XI.
2. The project may be done in a group or individually.
should then be discussed at every stage of submission of the draft/final project
work.
process of project completion.
5. The teachers must ensure that the student’s self esteem should go up, and he
/she should be able to enjoy this process.
6. The project work for each term should culminate in the form of Power Point
Presentation/Exhibition/ Skit before the entire class. This will help in developing
ICT and communication skills among them.
The teacher should help students to identify any one project from the given topics.
I. Project One: Field Visit
The objective of introducing this project among the students is to give a first hand
experience to them regarding the different types of business units operating in their
surroundings, to observe their features and activities and relate them to the theoretical
knowledge given in their text books. The students should select a place of field visit from
the following: – (Add more as per local area availability.)
1. Visit to a Handicraft unit.

3. Visit to a Whole sale market (vegetables, fruits, flowers, grains, garments, etc.)
4. Visit to a Departmental store.
5. Visit to a Mall.
The following points should be kept in mind while preparing this visit.
1. Select a suitable day free from rush/crowd with lean business hours.
2. The teacher must visit the place first and check out on logistics. It’s better to seek
permission from the concerned business- incharge.
3. Visit to be discussed with the students in advance. They should be encouraged
to prepare a worksheet containing points of observation and reporting.
4. Students may carry their cameras (at their own risk) with prior permission for
collecting evidence of their observations.
1. Visit to a Handicraft Unit

The purpose of visiting a Handicraft unit is to understand nature and scope of its
business, stake holders involved and other aspects as outlined below

a) The raw material and the processes used in the business: People /parties/firms from
which they obtain their raw material.
b) The market, the buyers, the middlemen, and the areas covered. c) The countries to
which exports are made.
d) Mode of payment to workers, suppliers etc.
e) Working conditions.
f) Modernization of the process over a period of time.
g) Facilities, security and training for the staff and workers.
h) Subsidies available/ availed.
i) Any other aspect that the teachers deem fit.
a) Nature of the business organisation.

b) Determinants for location of business unit.
c) Form of business enterprise: Sole Proprietorship, Partnership, Undivided Hindu
Family, Joint Stock Company (a Multinational Company).
d) Different stages of production/process
e) Auxiliaries involved in the process.
f) Workers employed, method of wage payment, training programmes and facilities
available.
g) Social responsibilities discharged towards workers, investors, society, environment
and government.
h) Levels of management.
i) Code of conduct for employers and employees.
j) Capital structure employed- borrowed v/s owned.
k) Quality control, recycling of defective goods.
l) Subsidies available/availed.
m) Safety Measures employed.
n) Working conditions for labour in observation of Labour Laws.
o) Storage of raw material and finished goods.
p) Transport management for employees, raw material and finished goods.
q) Functioning of various departments and coordination among them (Production,
Human Resource, Finance and Marketing)
r) Waste Management.
s) Any other observation.
3. Visit to a whole sale market: vegetables/fruits/flowers/grains/garments etc.

a) Sources of merchandise.
b) Local market practices.
c) Any linked up businesses like transporters, packagers, money lenders, agents, etc.
d) Nature of the goods dealt in.
e) Types of buyers and sellers.
f) Mode of the goods dispersed, minimum quantity sold, types of packaging employed.
g) Factors determining the price fluctuations.
h) Seasonal factors (if any) affecting the business.

i) Weekly/ monthly non-working days.
j) Strikes, if any- causes thereof.
k) Mode of payments.
l) Wastage and disposal of dead stock.
m) Nature of price fluctuations, reason thereof.
n) Warehousing facilities available\availed.
o) Any other aspect.
4. Visit to a Departmental store

a) Different departments and their lay out.
b) Nature of products offered for sale.
c) Display of fresh arrivals.
d) Promotional campaigns.
e) Spaces and advertisements.
f) Assistance by Sales Personnel.
g) Billing counter at store – Cash, Credit Card/ Debit Card, swipe facility. Added
attractions and facilities at the counter.
h) Additional facilities offered to customers
i) Any other relevant aspect.
5. Visit to a Mall.
a) Number of floors, shops occupied and unoccupied.

b) Nature of shops, their ownership status
c) Nature of goods dealt in: local brands, international brands,
d) Service business shops- Spas, gym, saloons etc.
e) Rented spaces, owned spaces,
f) Different types of promotional schemes.
g) Most visited shops.
h) Special attractions of the Mall- Food court, Gaming zone or Cinema etc.
i) Innovative facilities.
j) Parking facilities. Teachers may add more to the list.
II. Project Two: Case Study on a Product
a) Take a product having seasonal growth and regular demand with which students
can relate. For example,
• Apples from Himachal Pradesh, Kashmir.
• Oranges from Nagpur,
• Mangoes from Maharashtra/U.P./Bihar/Andhra Pradesh etc.
• Strawberries from Panchgani,
• Aloe vera from Rajasthan,
• Walnuts/almonds from Kashmir,
• Jackfruit from South,
• Guavas from Allahabad,
• Pineapples from North East India,
• Tea from Assam,
• Orchids from Sikkim and Meghalaya,
• Pottery of Manipur,
• Fishes from coastal areas.
Students may develop a Case Study on the following lines:
(i) Research for change in price of the product. For example, apples in Himachal
Pradesh during plucking and non plucking season.
(ii) Effect on prices in the absence of effective transport system.
(iii) Effect on prices in the absence of suitable warehouse facilities.
(iv) Duties performed by the warehouses.
(v) Demand and supply situation of the product during harvesting season, prices
near the place of origin and away.
Students may be motivated to find out the importance of producing and selling these
products and their processed items along with the roles of Transport, Warehousing,
Advertising, Banking, Insurance, Packaging, Wholesale selling, Retailing, Co-operative
farming, Co-operative marketing etc.
The teacher may develop the points for other projects on similar lines for students to work
on.
The teacher may assign this project as ‘group’ project and may give different products to
different groups. It could conclude in the form of an exhibition.
III. Project Three: Aids to Trade
Taking any one AID TO TRADE, for example Insurance and gathering information on
following aspects
1. History of Insurance Lloyd’s contribution.

2. Development of regulatory Mechanism.
3. Insurance Companies in India
4. Principles of Insurance.
5. Types of Insurance. Importance of insurance to the businessmen.
6. Benefits of crop, orchards, animal and poultry insurance to the farmers.
7. Terminologies used (premium, face value, market value, maturity value, surrender
value) and their meanings.
8. Anecdotes and interesting cases of insurance. Reference of films depicting people
committing fraudulent acts with insurance companies.
9. Careers in Insurance.
Teachers to develop such aspects for other aids to trade.
IV. Project Four: Import /Export Procedure

Any one from the following
1. Import /Export procedure

The students should identify a product of their city/country which is imported /exported.
They are required to find the details of the actual import/export procedure. They may take
help from the Chambers of Commerce, Banker, existing Importers/Exporters, etc.
They should find details of the procedure and link it with their Text knowledge.
The specimens of documents collected should be pasted in the Project file with brief
description of each. They may also visit railway godowns/dockyards/ transport agencies
and may collect pictures of the same.
Presentation and submission of project report.
report.
1. The total project will be in a file format, consisting of the recordings of the value of
shares and the graphs.
2. The project will be handwritten.
3. The project will be presented in a neat folder.
4. The project report will be developed in the following sequence-
□ Cover page should project the title, student information, school and year.
□ Acknowledgements and preface (acknowledging the institution, the news
papers read, T.V. channels viewed, places visited and persons who have helped).
□ Introduction.
□ Observations and findings while conducting the project.
□ News paper clippings to reflect the changes of share prices.
□ Conclusions (summarised suggestions or findings, future scope of study).
□ Appendix (if needed).
□ Teachers report.
□ Teachers will initial preface page.
□ At the completion of the evaluation of the project, it will be punched in the
centre so that the report cannot be reused but is available for reference only.
□ The projects will be returned after evaluation. The school may keep the best
projects.
V. Project Five: A visit to any State Emporium (other than your school state).
The purpose of this project is that it leads to -
□ Development of deeper understanding of the diversity of products in the states like

Assam, Tripura, Nagaland, Mizoram, Manipur, Meghalaya, Sikkim, Arunachal Pradesh,
Jammu and Kashmir, Kerala, Chhatisgarh, Telangana, Andhra Pradesh and other states
of the country.
□ Sensitization and orientation of students about other states, their trade, business and
commerce,
□ Understanding the cultural and socio-economic aspects of the state by the students,
□ Developing the understanding of role of folk art, artisanship and craftsmanship of the
state in its growth and economic development
□ Understanding the role of gifts of nature and natural produce in the development of
trade, business and commerce

□ Understanding the role of vocational skills and abilities on the livelihood of artisans/
craftsman
□ Understanding of entrepreneurial skills and abilities of the artisans/craftsman
□ Understanding of the unemployment problem of the state and role of art and craft of
the state in generating employment opportunities
□ Value aspect -
□ Sense of gratitude - by appreciating the contributions made by others in the
betterment of our lives
□ Appreciating the dignity of work
□ Sensitivity towards social, cultural, ethnical and religious differences Benefits of social
harmony and peace
□ Understanding and appreciating the unity in diversity in India
□ Appreciating differences in race, skin colour, languages, religion, habits, festivals,
clothing coexistence
report.
1. Nature of the business organisation (emporium)
2. Determinants for location of the concerned emporium
3. Is the space rented or owned
4. Nature of the goods dealt in
5. Sources of merchandise of the emporium
6. Role of co-operative societies in the manufacturing and/or marketing of the
merchandise
7. Role of gifts of nature or natural produce in the development of goods/merchandise
8. Types of buyers and sellers
9. Modes of goods dispersed, minimum quantity sold and type of carrying bag or
package used for delivery of the products sold
10. Factors determining the pricing at the emporium
11. Comparison between the prices of goods available at the emporium with the prices
in the open market. Also highlight probable causes of variations if any.
12. Kind of raw material available naturally, used in making the products
13. The technique used in making the products i.e., hand made or machine made
14. Has the child labour being used in making the products sold at the emporium
15. Are the products eco-friendly, in terms of manufacturing, disposal and packing
16. Seasonal factors if any affecting the business of the emporium
17. Weekly/ Monthly non-working days
18. Mode of billing and payments - Cash, Credit Card/ Debit Card, Swipe facility.
19. Does the emporium sell its merchandise in installment / deferred payment basis
20. Do they provide home delivery and after sales services.
21. Different types of promotional campaigns / schemes
22. Assistance by Sales Personnel
23. Export orientation of this emporium and procedure used
24. Policies related to damaged/ returned goods
25. Any government facility available to the emporium
26. Warehousing facilities available / availed
27. Impact of tourism on the business of emporium

28. Additional facility offered to customers
29. Any Corporate Social Responsibility (CSR) assumed by the emporium
30. Contribution made by the emporium to its locality
ASSESSMENT
The marks will be allocated on the following heads.

5 Viva 10Marks
Total 25 Marks
CLASS XII: GUIDELINES FOR TEACHERS
Students are supposed to select one unit out of four and are required to make only
ONE project from the selected unit. (Consist of one project of 20 marks)
1. Help students to select any ONE Topic for the entire year.
should then be discussed at every stage of the submission of the project.
The teacher should play the role of a facilitator and should closely supervise the
process of project completion. The teachers must ensure that the project work
assigned to the students whether individually or in group are discussed at different
stages right from assignment to drafts review and finalization. Students should be
facilitated in terms of providing relevant materials or suggesting websites, or
obtaining required permissions from business houses, malls etc for their project.
The periods assigned to the Project Work should be suitably spaced throughout
the academic session. The teachers MUST ensure that the student actually go
through the rigors and enjoy the process of doing the project rather than depending
on any readymade material available outside.
3. The students must make a presentation of the project before the class.
4. The teachers must ensure that the student’s self-esteem and creativity is
enhanced and both the teacher and the student enjoy this process.
5. The teachers should feel pride in the fact that they have explored the different
dimensions of the project in an innovative way and their students have put in
genuine work.
I. Project One: Elements of Business Environment

The teachers should help the students in selecting any one element of the following:
1. Changes witnessed over the last few years on mode of packaging and its economic
impact. The teacher may guide the students to identify the following changes:
a) The changes in transportation of fruits and vegetables such as cardboard crates being
used in place of wooden crates, etc. Reasons for above changes.

b) Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and
through vending machines.
c) Plastic furniture [doors and stools] gaining preference over wooden furniture.
d) The origin of cardboard and the various stages of changes and growth.
e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
f) Re use of packaging [bottles, jars and tins] to attract customers for their products.
g) The concept of pyramid packaging for milk.
h) Cost being borne by the consumer/manufacturer.
i) Packaging used as means of advertisements.
2. The reasons behind changes in the following:

Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to
Pepsi and Coke in nineties.
The teacher may guide the students to the times when India sold Coca Cola and Fanta
which were being manufactured in India by the foreign companies.
The students may be asked to enquire about

a) Reasons of stopping the manufacturing of the above mentioned drinks in India THEN.
b) The introduction of Thums up and Campa cola range.
c) Re entry of Coke and introduction of Pepsi in the Indian market.
d) Factors responsible for the change.
e) Other linkages with the above.
f) Leading brands and the company having the highest market share.
g) Different local brands venturing in the Indian market.
h) The rating of the above brands in the market.
i) The survival and reasons of failure in competition with the international brands.
j) Other observations made by the students
The teacher may develop the following on the above lines
3. Changing role of the women in the past 25 years relating to joint families, nuclear
families, women as a bread earner of the family, changes in the requirement trend of
mixers, washing machines, micro wave and standard of living.
4. The changes in the pattern of import and export of different Products.
5. The trend in the changing interest rates and their effect on savings.
6. A study on child labour laws, its implementation and consequences.
7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
8. The laws of mining /setting up of industries, rules and regulations, licences required
for running that business.
9. Social factors affecting acceptance and rejection of an identified product. (Dish
washer, Atta maker, etc)
10. What has the effect of change in environment on the types of goods and services?
The students can take examples like:
a) Washing machines, micro waves, mixers and grinder.
b) Need for crèche, day care centre for young and old.
c) Ready to eat food, eating food outside, and tiffin centres.
11. Change in the man-machine ratio with technological advances resulting in change of
cost structure.
12. Effect of changes in technological environment on the behaviour of employee.

II. Project Two: Principles of Management
The students are required to visit any one of the following:
1. A departmental store.
2. An Industrial unit.
3. A fast food outlet.
4. Any other organisation approved by the teacher.
They are required to observe the application of the general Principles of management
advocated by Fayol.
Fayol’s principles
1. Division of work.
2. Unity of command.
3. Unity of direction.
4. Scalar chain
5. Espirit de corps
6. Fair remuneration to all.
7. Order.
8. Equity.
9. Discipline
10. Subordination of individual interest to general interest.
11. Initiative.
12. Centralisation and decentralisation.
13. Stability of tenure.
OR
They may enquire into the application of scientific management techniques by F.W.
Taylor in the unit visited.
Scientific techniques of management.

1. Functional foremanship.
2. Standardisation and simplification of work.
3. Method study.
4. Motion Study.
5. Time Study.
6. Fatigue Study
7. Differential piece rate plan.
Tips to teacher
(i) The teacher may organize this visit.
(ii) The teacher should facilitate the students to identify any unit of their choice and guide
them to identify the principles that are being followed.
(iii) Similarly they should guide the students to identify the techniques of scientific
management implemented in the organisation.
(iv) It may be done as a group activity.
(v) The observations could be on the basis of
□ The different stages of division of work resulting to specialisation.
□ Following instructions and accountability of subordinates to higher authorities.
□ Visibility of order and equity in the unit.
□ Balance of authority and responsibility.
□ Communication levels and pattern in the organisation.

□ Methods and techniques followed by the organisation for unity of direction and
coordination amongst all.
□ Methods of wage payments followed.The arrangements of fatigue study.
□ Derivation of time study.
□ Derivation and advantages of method study.
□ Organisational chart of functional foremanship.
□ Any other identified in the organisation
vi. It is advised that students should be motivated to pick up different areas of visit. As
presentations of different areas in the class would help in better understanding to the other
students.
vii. The students may be encouraged to develop worksheets. Teachers should help
students to prepare observation tools to be used for undertaking the project.
Examples; worksheets, questionnaire, interviews and organisational chart etc.
III. Project Three: Stock Exchange

The purpose of this project is to teach school students the values of investing and utilising
the stock market. This project also teaches important lessons about the economy,
mathematics and financial responsibility.
The basis of this project is to learn about the stock market while investing a specified
amount of fake money in certain stocks. Students then study the results and buy and sell
as they see fit.
This project will also guide the students and provide them with the supplies necessary to
successfully monitor stock market trends and will teach students how to calculate profit
and loss on stock.
The project work will enable the students to:

□ understand the topics like sources of business finance and capital market
□ understand the concepts used in stock exchange
□ inculcate the habit of watching business channels, reading business
journals/newspapers and seeking information from their elders.
The students are expected to:

a) Develop a brief report on History of Stock Exchanges in India. (your country)
b) Prepare a list of at least 25 companies listed on a Stock Exchange.
c) To make an imaginary portfolio totalling a sum of Rs. 50,000 equally in any of the 5
companies of their choice listed above over a period of twenty working days.
The students may be required to report the prices of the stocks on daily basis and
present it diagrammatically on the graph paper.
□ They will understand the weekly holidays and the holidays under the
Negotiable Instruments Act.
They will also come across with terms like closing prices, opening prices, etc.
□ During this period of recording students are supposed to distinctively record
the daily and starting and closing prices of the week other days under the
negotiable instrument act so that they acquire knowledge about closing and
opening prices.
□ The students may conclude by identifying the causes in the fluctuations of
prices. Normally it would be related to the front page news of the a business
journal, for example,

□ Change of seasons.
□ Festivals.
□ Spread of epidemic.
□ Strikes and accidents
□ Natural and human disasters.
□ Political environment.
□ Lack of faith in the government policies.
□ Impact of changes in government policies for specific industry.
□ International events.
□ Contract and treaties at the international scene.
□ Relations with the neighbouring countries.
□ Crisis in developed countries, etc.
The students are expected to find the value of their investments and accordingly
rearrange their portfolio. The project work should cover the following aspects;
1. Graphical presentation of the share prices of different companies on different dates.
2. Change in market value of shares due to change of seasons, festivals, natural and
human disasters.
3. Change in market value of shares due to change in political environment/ policies of
various countries/crisis in developed countries or any other reasons
4. Identify the top ten companies out of the 25 selected on the basis of their market
value of shares.
It does not matter if they have made profits or losses.
IV. Project Four: Marketing 26. Fans

1. Adhesives
2. Air conditioners
3. Baby diapers
4. Bathing Soap
5. Bathroom cleaner
6. Bike
7. Blanket
8. Body Spray
9. Bread
10. Breakfast cereal
11. Butter
12. Camera
13. Car
14. Cheese spreads
15. Chocolate
16. Coffee
17. Cosmetology product
18. Crayons
19. Crockery
20. Cutlery
21. Cycle
22. DTH
23. Eraser
24. e-wash
25. Fairness cream

27. Fruit candy

28. Furniture
29. Hair Dye
30. Hair Oil
31. Infant dress
32. Inverter
33. Jams
34. Jeans
35. Jewellery
36. Kurti
37. Ladies bag
38. Ladies footwear
39. Learning Toys
40. Lipstick
41. Microwave oven
42. Mixers
43. Mobile
44. Moisturizer
45. Music player
46. Nail polish
47. Newspaper
48. Noodles
49. Pen
50. Pen drive
51. Pencil
52. Pickles

53. Razor 66. Suitcase/ airbag
54. Ready Soups 67. Sunglasses
55. Refrigerator 68. Tea
56. RO system 69. Tiffin Wallah
57. Roasted snacks 70. Toothpaste
58. Salt 71. Wallet
59. Sarees 72. Washing detergent
60. Sauces/ Ketchup 73. Washing machine
61. Shampoo 74. Washing powder
62. Shaving cream 75. Water bottle
63. Shoe polish 76. Water storage tank
64. Shoes 77. Wipes
65. Squashes
Any more as suggested by the teacher.

The teacher must ensure that the identified product should not be items whose
consumption/use is discouraged by the society and government like alcohol products/pan
masala and tobacco products, etc.
Identify one product/service from the above which the students may like to
manufacture/provide [pre-assumption].
Now the students are required to make a project on the identified product/service
keeping in mind the following:
1. Why have they selected this product/service?
2. Find out ‘5’ competitive brands that exist in the market.
3. What permission and licences would be required to make the product?
4. What are your competitors Unique Selling Proposition.[U.S.P.]?
5. Does your product have any range give details?
6. What is the name of your product?
7. Enlist its features.
8. Draw the ‘Label’ of your product.
9. Draw a logo for your product.
10. Draft a tag line.
11. What is the selling price of your competitor’s product?
(i) Selling price to consumer
(ii) Selling price to retailer
(iii) Selling price to wholesaler
What is the profit margin in percentage to the

□ Manufacturer.
□ Wholesaler.
□ Retailer.
12. How will your product be packaged?
13. Which channel of distribution are you going to use? Give reasons for selection?
14. Decisions related to warehousing, state reasons.
15. What is going to be your selling price?
(i) To consumer
(ii) To retailer
(iii) To wholesaler

16. List 5 ways of promoting your product.
17. Any schemes for
(i) The wholesaler
(ii) The retailer
(iii) The consumer
18. What is going to be your ‘U.S.P?
19. What means of transport you will use and why?
20. Draft a social message for your label.
21. What cost effective techniques will you follow for your product.
22. What cost effective techniques will you follow for your promotion plan.
At this stage the students will realise the importance of the concept of marketing mix and
the necessary decision regarding the four P’s of marketing.
□ Product
□ Place
□ Price
□ Promotion
On the basis of the work done by the students the project report should include the
following:
1. Type of product /service identified and the (consumer/industries) process involve
there in.
2. Brand name and the product.
3. Range of the product.
4. Identification mark or logo.
5. Tagline.
6. Labeling and packaging.
7. Price of the product and basis of price fixation.
8. Selected channels of distribution and reasons thereof.
9. Decisions related to transportation and warehousing. State reasons.
10. Promotional techniques used and starting reasons for deciding the particular
technique.
11. Grading and standardization.

report.
1. The total length of the project will be of 25 to 30 pages.
2. The project should be handwritten.
3. The project should be presented in a neat folder.
4. The project report should be developed in the following sequence-
□ Cover page should include the title of the Project, student information, school
and year.
□ Acknowledgements and preface (acknowledging the institution, the places
visited and the persons who have helped).
□ Introduction.
□ Observations and findings of the visit.

□ Conclusions (summarized suggestions or findings, future scope of study).
□ Photographs (if any).
□ Appendix
□ Teacher’s observation.
□ Signatures of the teachers.
□ At the completion of the evaluation of the project, it should be punched in the
centre so that the report may not be reused but is available for reference only.
□ The project will be returned after evaluation. The school may keep the best
projects.
ASSESSMENT
Allocation of Marks = 25 Marks
The marks will be allocated under the following heads:

5 Viva 8 Marks
Total 25 Marks

the following syllabus is to be CLASS XII- CHEMISTRY
taught as per the teaching COMPLETE SYLLABUS
Unit No. Title
Unit I A) Solid State, & B) Solutions

Unit II Electrochemistry
Unit III Chemical Kinetics
Unit IV Surface Chemistry

Unit V General Principles and Processes of Isolation of Elements
Unit VI p -Block Elements
Unit VI d -and f -Block Elements
Unit VII Coordination Compounds
Unit VIII Haloalkanes and Haloarenes

Unit IX Alcohols, Phenols and Ethers
Unit X Aldehydes, Ketones and Carboxylic Acids
Unit XI Organic Compounds containing Nitrogen
Unit XII Biomolecules
Unit XIII Polymers
Unit XIV Chemistry in Everyday Life
Unit I : A) 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.
Band theory of metals, conductors, semiconductors and insulators and n and p type
semiconductors.
Unit I: B)Solutions
Types of solutions, expression of concentration of solutions of solids in liquids,

solubility of gases in liquids, solid solutions, colligative properties - relative lowering of
vapour pressure, Raoult's law, elevation of boiling point, depression of freezing point,
osmotic pressure, determination of molecular masses using colligative properties,
abnormal molecular mass, Van't Hoff factor.
Unit II: Electrochemistry
Redox reactions, conductance in electrolytic solutions, specific and molar conductivity,

variations of conductivity with concentration, Kohlrausch's Law, electrolysis and law of
electrolysis (elementary idea), dry cell-electrolytic cells and
Galvanic cells, lead accumulator, EMF of a cell, standard electrode potential, Nernst
equation and its application to chemical cells, Relation between Gibbs energy change
and EMF of a cell, fuel cells, corrosion.
Unit III: Chemical Kinetics
Rate of a reaction (Average and instantaneous), factors affecting rate of reaction:

concentration, temperature, catalyst; order and molecularity of a reaction, rate law and
specific rate constant, integrated rate equations and half-life (only for zero and first
order reactions), concept of collision theory (elementary idea, no mathematical
treatment). Activation energy, Arrhenius equation.
Unit IV: Surface Chemistry
Adsorption - physisorption and chemisorption, factors affecting adsorption of gases

on solids, catalysis, homogenous and heterogenous activity and selectivity;
enzyme catalysis colloidal state distinction between true solutions, colloids and
suspension; lyophilic, lyophobic multi-molecular and macromolecular colloids;
properties of colloids; Tyndall effect, Brownian movement, electrophoresis,
coagulation, emulsion - types of emulsions.
Unit V: General Principles and Processes of Isolation of Elements
Principles and methods of extraction - concentration, oxidation, reduction -

electrolytic method and refining; occurrence and principles of extraction of
aluminium, copper, zinc and iron
Unit VI: p -Block Elements
Group 16 Elements: General introduction, electronic configuration, oxidation states,

occurrence, trends in physical and chemical properties, dioxygen: Preparation,
Properties and uses, classification of Oxides, Ozone, Sulphur - allotropic forms;
compounds of Sulphur: Preparation Properties and uses of Sulphur-dioxide,
Sulphuric Acid: industrial process of manufacture, properties and uses; Oxoacids of
Preparation
and properties Sulphur (Structures only).
of phasphine. Group 17 Elements: General introduction, electronic configuration, oxidation states,
(Not to be
consider in occurrence, trends in physical and chemical properties; compounds of halogens,
exams) Preparation, properties and uses of Chlorine and Hydrochloric acid, interhalogen
compounds, Oxoacids of halogens (structures only).
Oxides of
Nitrogen,
Group 18 Elements: General introduction, electronic configuration, occurrence,
(structure
trends in physical and chemical properties, uses. only),
Allotropic
Unit VII: ‘d’ and ‘f’ Block Elements forms of P.
(Not to be
consider in
General introduction, electronic configuration, occurrence and characteristics exams)
of
transition metals, general trends in properties of the first row transition metals -
metallic character, ionization enthalpy, oxidation states, ionic radii, colour, catalytic
property, magnetic properties, interstitial compounds, alloy formation, preparation
and properties of K2Cr2O7 and KMnO4.
Lanthanoids - Electronic configuration, oxidation states, chemical reactivity and

lanthanoid contraction and its consequences.
Actinoids - Electronic configuration, oxidation states and comparison with

lanthanoids.
Unit VIII: Coordination Compounds
Coordination compounds - Introduction, ligands, coordination number, colour,

magnetic properties and shapes, IUPAC nomenclature of mononuclear coordination
compounds. Bonding, Werner's theory, VBT, and CFT; structure and
stereoisomerism, importance of coordination compounds (in qualitative inclusion,
extraction of metals and biological system).
Unit IX: Haloalkanes and Haloarenes 12 Periods
Haloalkanes: Nomenclature, nature of C-X bond, physical and chemical

properties, mechanism of substitution reactions, optical rotation.
Haloarenes: Nature of C-X bond, substitution reactions (Directive influence of
halogen in monosubstituted compounds only).
Uses and environmental effects of - dichloromethane, trichloromethane,

tetrachloromethane, iodoform, freons, DDT.
Unit X: Alcohols, Phenols and Ethers
Alcohols: Nomenclature, methods of preparation, physical and chemical properties

(of primary alcohols only), identification of primary, secondary and tertiary alcohols,
mechanism of dehydration, uses with special reference to methanol and ethanol.
Phenols: Nomenclature, methods of preparation, physical and chemical properties,

acidic nature of phenol, electrophillic substitution reactions, uses of phenols.
Ethers: Nomenclature, methods of preparation, physical and chemical properties,

uses.
Unit XI: Aldehydes, Ketones and Carboxylic Acids
Aldehydes and Ketones: Nomenclature, nature of carbonyl group, methods of

preparation, physical and chemical properties, mechanism of nucleophilic addition,
reactivity of alpha hydrogen in aldehydes, uses.
Carboxylic Acids: Nomenclature, acidic nature, methods of preparation, physical and

chemical properties; uses.
Unit XII: Organic compounds containing Nitrogen
Amines: Nomenclature, classification, structure, methods of preparation, physical

and chemical properties, uses, identification of primary, secondary and tertiary
amines.
Cyanides and Isocyanides - will be mentioned at relevant places in text.
Diazonium salts: Preparation, chemical reactions and importance in synthetic

organic chemistry.
Unit XIII: Biomolecules
Carbohydrates - Classification (aldoses and ketoses), monosaccahrides (glucose

and fructose), D-L configuration oligosaccharides (sucrose, lactose, maltose),
polysaccharides (starch, cellulose, glycogen); Importance of carbohydrates.
Proteins -Elementary idea of - amino acids, peptide bond, polypeptides, proteins,

structure of proteins - primary, secondary, tertiary structure and quaternary
structures (qualitative idea only), denaturation of proteins; enzymes. Hormones -
Elementary idea excluding structure.
Vitamins - Classification and functions.

Nucleic Acids: DNA and RNA.
Unit XIV: Polymers
Copolymerization, some important polymers: natural and synthetic like polythene,

nylon polyesters, bakelite, rubber. Biodegradable and non- biodegradable polymers.
Unit XV: Chemistry in Everyday life
Chemicals in medicines - analgesics, tranquilizers antiseptics, disinfectants,

antimicrobials, antifertility drugs, antibiotics, antacids, antihistamines.
Chemicals in food - preservatives, artificial sweetening agents, elementary idea of
antioxidants.Cleansing agents- soaps and detergents, cleansing action.

PRACTICALS
Evaluation Scheme for Examination Marks

Radical 08
Titration 07
Class record 05
Viva 05
Total 25
Micro-chemical methods are available for several of the practical experiments.

Wherever possible, such techniques should be used.
(a) Preparation of one lyophilic and one

lyophobic sol Lyophilic sol - starch, egg
albumin and gum
Lyophobic sol - aluminium hydroxide, ferric hydroxide, arsenous sulphide.
(b) Dialysis of sol-prepared in (a) above.
(c) Study of the role of emulsifying agents in stabilizing the emulsion of different oils.
B. Chemical Kinetics
(a) Effect of concentration and temperature on the rate of reaction between Sodium
Thiosulphate and Hydrochloric acid.
(b) Study of reaction rates of any one of the following:
(i) Reaction of Iodide ion with Hydrogen Peroxide at room temperature using
different concentration of Iodide ions.
(ii) Reaction between Potassium Iodate, (KIO3) and Sodium Sulphite: (Na2SO3)
using starch solution as indicator (clock reaction).

C. Thermochemistry
Any one of the following experiments
i) Enthalpy of dissolution of Copper Sulphate or Potassium Nitrate.
ii) Enthalpy of neutralization of strong acid (HCI) and strong base (NaOH).
iii) Determination of enthaply change during interaction (Hydrogen bond formation)
between Acetone and Chloroform.
D. Electrochemistry
Variation of cell potential in Zn/Zn2+|| Cu2+/Cu with change in concentration of

electrolytes (CuSO4or ZnSO4) at room temperature.
E. Chromatography
i) Separation of pigments from extracts of leaves and flowers by paper

chromatography and determination of Rfvalues.
ii) Separation of constituents present in an inorganic mixture containing two cations

only (constituents having large difference in Rf values to be provided).
F. Preparation of Inorganic Compounds

i) Preparation of double salt of Ferrous Ammonium Sulphate or Potash Alum.
ii) Preparation of Potassium Ferric Oxalate.
G. Preparation of Organic Compounds

Preparation of any one of the following compounds
i) Acetanilide
ii) Di -benzal Acetone
iii) p-Nitroacetanilide
iv) Aniline yellow or 2 - Naphthol Aniline dye.
H. Tests for the functional groups present in organic compounds:

Unsaturation, alcoholic, phenolic, aldehydic, ketonic, carboxylic and amino (Primary)
groups.
I. Characteristic tests of carbohydrates, fats and proteins in pure samples and their
detection in given food stuffs.

J. Determination of concentration/ molarity of KMnO4 solution by titrating it against a
standard solution of:
i) Oxalic acid,
ii) Ferrous Ammonium Sulphate
(Students will be required to prepare standard solutions by weighing themselves).
K. Qualitative analysis
Determination of one cation and one anion in a given salt.
Cation - Pb2+, Cu2+, Al3+, Fe3+, Mn2+, Zn2+, Cu2+, Co2+, Ni2+, Ca2+, Sr2+, Ba2+,
Mg2+,[NH4]+
Anions – [CO3]2-, S2-, [SO3]2-, [SO4]2-, [NO2]-, Cl-,Br-, I-, [PO4]3-, [C2O4]2-, CH3COO-
(Note: Insoluble salts excluded)
PROJECT
Scientific investigations involving laboratory testing and collecting information from other
sources.
A few suggested Projects.
• Study of the presence of oxalate ions in guava fruit at different stages of ripening.
• Study of quantity of casein present in different samples of milk.
• Preparation of soybean milk and its comparison with the natural milk with respect to
curd formation, effect of temperature, etc.
• Study of the effect of Potassium Bisulphate as food preservative under various

conditions (temperature, concentration, time, etc.)
• Study of digestion of starch by salivary amylase and effect of pH and temperature on

it.
• Comparative study of the rate of fermentation of following materials: wheat flour,

gram flour, potato juice, carrot juice, etc.
• Extraction of essential oils present in Saunf (aniseed), Ajwain (carum), Illaichi

(cardamom).

• Study of common food adulterants in fat, oil, butter, sugar, turmeric power, chilli
powder and pepper.
Note: Any other investigatory project, which involves about 10 periods of work, can be
chosen with the approval of the teacher.
Practical Examination for Visually Impaired Students of Classes XI and XII

Evaluation Scheme
Max.Marks: 25
Identification/ Familiarity with the apparatus 5 marks
Written test (based on given/ prescribed practicals 5 marks
Practical Record 5 marks
Viva 10 marks
Total 25 marks
General Guidelines
• The practical examination will be of two hour duration.
• A separate list of ten experiments is included here.
• The written examination in practicals for these students will be conducted at the time
of practical examination of all other students.
• The written test will be of 30 minutes duration.

• The question paper given to the students should be legibly typed. It should contain a total
of 15practical skill based very short answer type questions. A student would be required
to answer any 10 questions.
• A writer may be allowed to such students as per CBSE examination rules.
• All questions included in the question papers should be related to the listed practicals.
• These students are also required to maintain a practical file. A student is expected to
• The format of writing any experiment in the practical file should include aim, apparatus
• Questions may be generated jointly by the external/internal examiners and used for
assessment.
• The viva questions may include questions based on basic theory/principle/concept,

apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
A. Items for Identification/Familiarity of the apparatus for assessment in practicals (All

experiments)
Beaker, glass rod, tripod stand, wire gauze, Bunsen burner, Whatman filter paper, gas jar,
capillary tube, Pestle and mortar, Test tubes, tongs, test tube holder, test tube stand,
burette, Pipette, conical flask, standard flask, clamp stand, Tripod stand, burner, wire
gauze, funnel, filter paper
Hands-on Assessment
• Identification/familiarity with the apparatus
• Odour detection in qualitative analysis
The experiments have been divided into two sections: Section A and Section B. The
experiments mentioned in Section B are mandatory.
SECTION- A
(1) Preparation of one lyophilic and one lyophobic sol
Lyophilic sol - starch, egg albumin and gum
(2) Preparation of one
lyophobic sol Lyophobic
sol - Ferric hydroxide
B. Chromatography
(1) Separation of pigments from extracts of leaves and flowers by paper chromatography
and determination of Rf values (distance values may be provided).
C. Tests for the functional groups present in organic compounds:

(1) Alcoholic and Carboxylic groups.
(2) Aldehydic and Ketonic
D. Characteristic tests of carbohydrates and proteins in the given food stuffs.

E. Preparation of Inorganic Compounds- Potash Alum

SECTION-B (Mandatory)
F. Quantitative analysis
(1) (a) Preparation of the standard solution of Oxalic acid of a given volume
(b) Determination of molarity of KMnO4solution by titrating it against a standard

solution ofOxalic acid.
(2) The above exercise [F 1 (a) and (b)] to be conducted using Ferrous ammonium
sulphate (Mohr's salt)
G. Qualitative analysis:
(1) Determination of one cation and one anion in a given salt.
+
Cations- [NH]
Anions – [CO3]2- , S2-, [SO3]2-, Cl-, CH3COO- (Note: Insoluble salts excluded)
Note: The above practicals may be carried out in an experiential manner rather than
recording observations.
Prescribed Books:
1. Chemistry Part -I, Class-XII, Published by NCERT.

2. Chemistry Part -II, Class-XII, Published by NCERT.
3. Chemistry Lab Manual, Class XII, Published by NCERT
-----------------------------x------------------------------------

CLASS XII in the following syllabus is to
COMPUTER SCIENCE (NEW) be taught as per the teaching
be the part of any
1. Prerequisites examination.
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.
Total Marks: 100
Unit Unit Name

No.
1. Programming and Computational Thinking – 2
2. Computer Networks
3. Data Management – 2
4. Society, Law and Ethics – 2
5. Practicals
Total
4.1 Unit 1: Programming and Computational Thinking (PCT-2)
• 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.
4.2 Unit 2: Computer Networks (CN)
• Structure of a network: Types of networks: local area and wide area (web and internet), new
technologies such as cloud and IoT, public vs. private cloud, wired and wireless networks;
concept of a client and server.
• Network devices such as a NIC, switch, hub, router, and access point.
• Network stack: amplitude and frequency modulation, collision in wireless networks, error
checking, and the notion of a MAC address, main idea of routing. IP addresses: (v4 and v6),
routing table, router, DNS, and web URLs, TCP: basic idea of retransmission, and rate
modulation when there is congestion (analogy to a road network), Protocols: 2G, 3G, 4G, Wi-
Fi. What makes a protocol have a higher bandwidth?
• Basic network tools: traceroute, ping, ipconfig, nslookup, whois, speed-test.
• Application layer: HTTP (basic idea), working of email, secure communication: encryption and
certificates (HTTPS), network applications: remote desktop, remote login, HTTP, FTP, SCP,
SSH, POP/IMAP, SMTP, VoIP, NFC.
4.3 Unit 3: Data Management (DM-2)

• Write a minimal Django based web application that parses a GET and POST request, and
writes the fields to a file - flat file and CSV file.
• Interface Python with an SQL database
• SQL commands: aggregation functions – having, group by, order by.
4.4. Unit 4: Society, Law and Ethics (SLE-2)

• Intellectual property rights, plagiarism, digital rights management, and licensing (Creative
Commons, GPL and Apache), open source, open data, privacy.
• Privacy laws, fraud; cyber-crime- phishing, illegal downloads, child pornography, scams;
cyber forensics, IT Act, 2000.
• Technology and society: understanding of societal issues and cultural changes induced by
technology.
• E-waste management: proper disposal of used electronic gadgets.
• Identity theft, unique ids, and biometrics.
• Gender and disability issues while teaching and using computers.
5. Practical
S.No. Unit Name

1. Lab Test
Python program (60% logic + 20% documentation + 20% code quality)
Small Python program that sends a SQL query to a database and displays the result. A
stub program can be provided.
2. Report File + viva
Report file: Minimum 21 Python programs. Out of this at least 4 programs should send
SQL commands to a database and
retrieve the result; at least 1 program should implement the web server to write user data
to a CSV file.
Viva voce based on the report file
3. Project + viva
Project (that uses most of the concepts that have been learnt)
Project viva voce
Some sample lab assignments are as follows:
5.1. Programming in Python:

• Recursively find the factorial of a natural number.
• Read a file line by line and print it.
• Remove all the lines that contain the character à' in a file and write it to another file.
• Write a Python function sin(x, n) to calculate the value of sin(x) using its Taylor series
expansion up to n terms. Compare the values of sin(x) for different values of n with the correct
value.
• Write a random number generator that generates random numbers between 1 and 6
(simulates a dice).
• Write a recursive code to find the sum of all elements of a list.
th
• Write a recursive code to compute the n Fibonacci number.
• Write a Python program to implement a stack and queue using a list data-structure.
• Write a recursive Python program to test if a string is a palindrome or not.
2
• Write a Python program to plot the function y = x using the pyplot or matplotlib libraries.
• Create a graphical application that accepts user inputs, performs some operation on them, and
then writes the output on the screen. For example, write a small calculator. Use the tkinter
library.
• Open a webpage using the urllib library.
• Compute EMIs for a loan using the numpy or scipy libraries.
• Take a sample of 10 phishing e-mails and find the most common words.
5.2. Data Management: SQL and web-server

• Find the min, max, sum, and average of the marks in a student marks table.
• Find the total number of customers from each country in the table (customer ID, customer
name, country) using group by.
• Write a SQL query to order the (student ID, marks) table in descending order of the marks.
• Integrate SQL with Python by importing the MySQL module
• Write a Django based web server to parse a user request (POST), and write it to a CSV file.
6. Project
The aim of the class project is to create something that is tangible and useful. This should be
done in groups of 2 to 3 students, and should be started by students at least 6 months before
the submission deadline. The aim here is to find a real world problem that is worthwhile to
solve. Students are encouraged to visit local businesses and ask them about the problems
that they are facing. For example, if a business is finding it hard to create invoices for filing
GST claims, then students can do a project that takes the raw data (list of transactions),
groups the transactions by category, accounts for the GST tax rates, and creates invoices in
the appropriate format. Students can be extremely creative here. They can use a wide variety
of Python libraries to create user friendly applications such as games, software for their
school, software for their disabled fellow students, and mobile applications, Of course to do
some of this projects, some additional learning is required; this should be encouraged.
Students should know how to teach themselves.
If three people work on a project for 6 months, at least 500 lines of code is expected. The
committee has also been made aware about the degree of plagiarism in such projects.
Teachers should take a very strict look at this situation, and take very strict disciplinary action
against students who are cheating on lab assignments, or projects, or using pirated software
to do the same. Everything that is proposed can be achieved using absolutely free, and
legitimate open source software.
COMPLETE SYLLABUS – CLASS XII
ECONOMICS Remark: Highlighted portion in the
following syllabus is to be taught
as per the teaching schedule,
Units however it may not be the part of
Part A Introductory Macroeconomics any examination.
National Income and Related Aggregates
Money and Banking
Determination of Income and Employment
Government Budget and the Economy
Balance of Payments
Part B Indian Economic Development

Development Experience (1947-90)
and Economic Reforms since 1991
Current Challenges facing Indian Economy
Development Experience of India – A Comparison with
Neighbours
Theory Paper (75Marks)
Part A: Introductory Macroeconomics

Unit 1: National Income and Related Aggregates
What is Macroeconomics?
Basic concepts in macroeconomics: consumption goods, capital goods, final goods,
intermediate goods; stocks and flows; gross investment and depreciation.
Circular flow of income (two sector model); Methods of calculating National Income -
Value Added or Product method, Expenditure method, Income method.
Aggregates related to National Income:

Gross National Product (GNP), Net National Product (NNP), Gross and Net Domestic
Product (GDP and NDP) - at market price, at factor cost; Real and Nominal GDP.
GDP and Welfare
Unit 2: Money and Banking

Money - meaning and supply of money - Currency held by the public and net demand
deposits held by commercial banks.

Money creation by the commercial banking system.
Central bank and its functions (example of the Reserve Bank of India): Bank of issue,
Govt. Bank, Banker's Bank, Control of Credit through Bank Rate, CRR, SLR, Repo Rate
and Reverse Repo Rate, Open Market Operations, Margin requirement.
Unit 3: Determination of Income and Employment

Aggregate demand and its components.
Propensity to consume and propensity to save (average and marginal).
Short-run equilibrium output; investment multiplier and its mechanism.
Meaning of full employment and involuntary unemployment.
Problems of excess demand and deficient demand; measures to correct them -
changes in government spending, taxes and money supply.
Unit 4: Government Budget and the Economy
Government budget - meaning, objectives and components.
Classification of receipts - revenue receipts and capital receipts; classification of
expenditure – revenue expenditure and capital expenditure.
Measures of government deficit - revenue deficit, fiscal deficit, primary deficit their
meaning.
Unit 5: Balance of Payments
Balance of payments account - meaning and components; balance of payments deficit-
meaning.
Foreign exchange rate - meaning of fixed and flexible rates and managed floating.
Determination of exchange rate in a free market.
Part B: Indian Economic Development

Unit 6: Development Experience (1947-90) and Economic Reforms since 1991:
A brief introduction of the state of Indian economy on the eve of independence.
Common goals of Five Year Plans.
Main features, problems and policies of agriculture (institutional aspects and new
agricultural strategy, etc.), industry (industrial licensing, etc.) and foreign trade.
Economic Reforms since 1991:
Features and appraisals of liberalisation, globalisation and privatisation (LPG policy);
Concepts of demonetization and GST
Unit 7: Current challenges facing Indian Economy

Poverty- absolute and relative; Main programmes for poverty alleviation: A critical
assessment;
Rural development: Key issues - credit and marketing - role of cooperatives;
agricultural diversification; alternative farming - organic farming
Human Capital Formation: How people become resource; Role of human capital in
economic development; Growth of Education Sector in India
Employment: Formal and informal growth; problems and policies.
Infrastructure: Meaning and Types: Case Studies: Energy and Health: Problems and
Policies- A critical assessment;
Sustainable Economic Development: Meaning, Effects of Economic Development on
Resources and Environment, including global warming.
Unit 8: Development Experience of India:
A comparison with neighbours
India and Pakistan
India and China
Issues: growth, population, sectoral development and other Human Development
Indicators.
Part C: Project in Economics
Prescribed Books:
1. Statistics for Economics, NCERT
2. Indian Economic Development, NCERT
3. Introductory Microeconomics, NCERT
4. Macroeconomics, NCERT
5. Supplementary Reading Material in Economics, CBSE
Note: The above publications are also available in Hindi Medium.
Guidelines for Project Work in Economics (Class XI and XII)
The objectives of the project work are to enable learners to:
• probe deeper into theoretical concepts learnt in classes XI and XII
• analyse and evaluate real world economic scenarios using theoretical constructs and
arguments
• demonstrate the learning of economic theory
• follow up aspects of economics in which learners have interest
• develop the communication skills to argue logically
The expectations of the project work are that:
• learners will complete only ONE project in each academic session

• project should be of 3,500-4,000 words (excluding diagrams & graphs), preferably hand-
written
• it will be an independent, self-directed piece of study
Role of the teacher:
The teacher plays a critical role in developing thinking skills of the learners. A teacher should:
• help each learner select the topic based on recently published extracts from the news media,
government policies, RBI bulletin, NITI Aayog reports, IMF/World Bank reports etc., after
detailed discussions and deliberations of the topic
• play the role of a facilitator and supervisor to monitor the project work of the learner through
periodic discussions
• guide the research work in terms of sources for the relevant data
• educate learner about plagiarism and the importance of quoting the source of the
information to ensure authenticity of research work
• prepare the learner for the presentation of the project work
• arrange a presentation of the project file
Scope of the project:
Learners may work upon the following lines as a suggested flow chart:
Choose a title/topic
Collection of the research material/data
Organization of material/data
Present material/data
Analysing the material/data for conclusion
Draw the relevant conclusion
Presentation of the Project Work

Expected Checklist:
• Introduction of topic/title
• Identifying the causes, consequences and/or remedies
• Various stakeholders and effect on each of them
• Advantages and disadvantages of situations or issues identified
• Short-term and long-term implications of economic strategies suggested in the course of
research
• Validity, reliability, appropriateness and relevance of data used for research work and
for presentation in the project file
• Presentation and writing that is succinct and coherent in project file
• Citation of the materials referred to, in the file in footnotes, resources section,
bibliography etc.
Mode of presentation/submission of the Project:

At the end of the stipulated term, each learner will present the research work in the Project File
to the External and Internal examiner. The questions should be asked from the Research
Work/ Project File of the learner. The Internal Examiner should ensure that the study
submitted by the learner is his/her own original work. In case of any doubt, authenticity
should be checked and verified.
Marking Scheme :
Marks are suggested to be given as –
S. No. Heading Marks Allotted
1. Relevance of the topic 4
2. Knowledge Content/Research Work 7
3. Presentation Technique 4
4. Viva-voce 10
Total 25 Marks
Suggestive List of Projects:
Class XI
• Effect on PPC due to various government • Invisible Hand (Adam Smith)
policies
• Opportunity Cost as an Economic Tool • Effect of Price Change on a Substitute Good
(taking real life situations) (taking prices from real life visiting local
market)
• Effect on equilibrium Prices in Local Market • Effect of Price Change on a Complementary
(taking real life situation or recent news) Good (taking prices from real life visiting
local market)
• Solar Energy, a Cost Effective Comparison • Bumper Production- Boon or Bane for the
with Conventional Energy Sources Farmer
• Any other newspaper article and its • Any other topic
evaluation on basis of economic principles
Class XII
• Micro and Small Scale Industries • Food Supply Channel in India
• Contemporary Employment situation in India • Disinvestment policy of the government
• Goods and Services Tax Act and its Impact • Health Expenditure (of any state)
on GDP
• Human Development Index • Inclusive Growth Strategy
• Self-help group • Trends in Credit availability in India
• Monetary policy committee and its functions • Role of RBI in Control of Credit
• Government Budget & its Components • Trends in budgetary condition of India
• Exchange Rate determination – Methods and • Currency War – reasons and repercussions
Techniques
• Livestock – Backbone of Rural India • Alternate fuel – types and importance
• Sarwa Siksha Abhiyan – Cost Ratio Benefits • Golden Quadrilateral- Cost ratio benefit
• Minimum Support Prices • Relation between Stock Price Index and
Economic Health of Nation
• Waste Management in India – Need of the • Minimum Wage Rate – approach and
hour Application
• Digital India- Step towards the future • Rain Water Harvesting – a solution to water
crises
• Vertical Farming – an alternate way • Silk Route- Revival of the past
• Make in India – The way ahead • Bumper Production- Boon or Bane for the
farmer
• Rise of Concrete Jungle- Trend Analysis • Organic Farming – Back to the Nature

COMPLETE SYLLABUS – CLASS XII in the following syllabus is to
be taught as per the
ENGLISH (CORE) teaching schedule, however
SECTION A
it may not be the part of any
READING COMPREHENSION examination.
The section A will have two passages .
A. One unseen passage with a variety of Objective Type Questions, including Multiple Choice
questions and Short Answer Questions to test comprehension, interpretation and inference.
Vocabulary such as word formation and inference of meaning will also be tested.
The total length of the passages will be between 800 - 900 words. Five Multiple Choice type
question and Seven Objective Type Questions (total 12 Marks) shall be asked from this
passage. The passage will include one of the following:
a) Factual passages, e.g., instructions, descriptions, reports.

b) Descriptive passages involving opinion, e.g., argumentative, persuasive or
interpretative text.
Literary passages, e.g., extract from fiction, drama, poetry, essay or biography.
B. The second passage will be of 400-500 words . Note-making and Abstraction will be
assessed.
i. Note making (4 Marks )

ii. Summary (4 Marks).
SECTION B
WRITING SKILLS
a. Advertisements and notices, designing or drafting posters, writing formal and informal
invitations and replies. One question out of the two Short Answer Questions– 4 Marks
b. Letters based on verbal / visual input.- One question out of the two Long Answer
Questions to be answered in 120-150 words:6 Marks
Letter types include
• Business or official letters (for making enquiries, registering complaints, asking for
and giving information, placing orders and sending replies)
• Letters to the editor (giving suggestions or opinion on issues of public interest)
Application for a job

c. Two compositions based on visual and/or verbal Input may be descriptive or
argumentative in nature such as an article/a debate/ a speech or a report- Two Very
Long Answer Questions containing internal choice, to be answered in 150-200 words.
(10x2=20 Marks)
SECTION C
Literature Textbooks
I. Eight Objective Type Questions – 4 from one poetry and 4 from one prose extract to
test comprehension and appreciation.
II. Five out of Seven Short Answer Questions based on prose / drama / poetry from both
texts (5x2=10 Marks)
III.One out of two Long Answer Questions to be answered in 120-150 words to test global
comprehension and extrapolation beyond the texts. (Flamingo)
IV. One out of two Long Answer Questions to be answered in 120-150 words to test global
comprehension along with analysis and extrapolation. (Vistas)
Prescribed Books
1. Flamingo: English Reader published by National Council of Education Research and

Training, New Delhi
1. Vistas: Supplementary Reader published by National Council of Education Research

and Training, New Delhi
Flamingo:
Prose Poetry:
The Last Lesson My Mother at Sixty Six
Lost Spring An Elementary School Classroom in a Slum
Deep Water Keeping Quiet
The Rattrap A Thing of Beauty
Indigo A Roadside Stand
Poets and Pancakes Aunt Jennifer’s Tigers
The Interview
Going Places
Vistas:
1. The Third Level
2. The Tiger King
3. Journey to the End of the Earth
4. The Enemy
5. Should Wizard Hit Mommy
6. On the Face of It
7. Evans Tries an O-Level
8. Memories of Childhood
9. The Cutting of My Long Hair
10. We too are Human Being

Remark: Highlighted portion in CLASS XII

the following syllabus is to be ENGLISH ELECTIVE
taught as per the teaching
COMPLETE SYLLABUS
SECTION – A
Reading
An unseen passage and a poem: -

1. 12 Objective Type Questions including Multiple Choice Questions from a literary or
discursive passage of about 950-1000 words.
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.
SECTION –B
Creative Writing Skills and Applied Grammar
1. Two Long Answer Questions out of three to be answered in 120-150 words
each: A discursive and interpretative writing.
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.
3. Eight objective Type Questions: Transformation of Sentences:
SECTION – C
Literature
1. One Short Answer Question out of two to be answered in 50-60 words to
test understanding and appreciation.
2. Two Short Answer Questions out of three to be answered in 60-80 words to
3. Two Long Answer Questions out of three to be answered in 80-100 words each
to test deeper understanding, interpretation, appreciation.
SECTION D

Fiction
test understanding and appreciation and seek comments, interpretation,
evaluation and appreciation of characters, events, episodes and interpersonal
relationships.
2. One Long Answer Question out of two to be answered in 120-160 words to
test deeper understanding, interpretation, appreciation and drawing inferences.
Students can select one of the two prescribed texts.
Seminar
• 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)

following syllabus is to be taught as CLASS XII
per the teaching schedule, however ENTREPRENEURSHIP
examination. COMPLETE SYLLABUS
S. No. Unit
1 Entrepreneurial Opportunities
2 Business Planning
3 Enterprise Marketing
4 Enterprise Growth Strategies
5 Business Arithmetic
6 Resource Mobilization
Project Work
COURSE CONTENT
Unit 1: Entrepreneurial Opportunities

Contents Learning Outcomes
• Sensing Entrepreneural Opportunities After going through this unit, the student/
• Environment Scanning learner would be able to:
• Problem Identification • Understand the concept and elements
of business opportunity
• Spotting Trends
• Understand the process involved in
• Creativity and Innovation sensing opportunities
• Selecting the Right Opportunity • Give the meaning of environment
scanning
• To understand the need to see the
environment
• Enlist the various forces affecting
• Understand the different fields of ideas
• Enlist the various sources of idea fields
• Understand the process of
transformation of ideas into
opportunities
• Explain the meaning of trend spotting

• Understand the concept of opportunity

assessment
• Identify the different ways of spotting
trends
• Differentiate the process of creativity
and innovation
Unit 2: Business Planning
• Business Plan After going through this unit, the student/
• Organisational plan learner would be able to:
• Operational plan • Understand the concept of

entrepreneurial planning
• Production plan
• Understand the forms of business
• Financial plan enterprise
• Marketing Plan • Distinguish among the various forms
• Human Resource Planning of Business enterprise
• Explain the concept of Business plan
• Appreciate the importance of a
Business Plan
• Describe the various components of
Business plan
• Differentiate among the various
components of Business plan
Unit 3: Enterprise Marketing
• Marketing and Sales strategy After going through this unit, the student/
• Branding - Business name, logo, learner would be able to:
tagline • Enlist the various marketing strategies
• Promotion strategy used in a Business firm
• Negotiations - Importance and • Explain the concepts of Product,
methods Price, Place and Promotion
• Customer Relationship Management • Understand the concept of Branding,
Packaging and Labelling
• Vendor Management
• Describe the various methods of
pricing
• Explain the various channels of

distribution
• Appreciate and discuss the various
factors affecting the channels of
distribution
• Understand the sales strategy
• State the different types of
components of sales strategy
• Enumerate the different tools of
promotion
• Understand the meaning and
objectives of Advertising
• Able to discuss the various modes of
Advertising
• Will be able to understand the concept
of personal selling and sales promotion
• Discuss the various techniques of
sales promotion
• Understand the meaning and methods
of negotiation
• Understand the concept of customer
relationship management
• State the importance of Customer
Relationship Management
• Explain the concept of management in
a firm
• Explain the concept and importance of
vendor management in a firm
Unit 4: Enterprise Growth Strategies

• Franchising After going through this unit, the student/
• Merger and Acquisition learner would be able to:
• Understand the concept of growth &
development of an enterprise
• Explain the concept of franchise
• Explain the different types of franchise
• Explain the advantages and limitations

of franchise
• Understand growth of a firm is possible
through mergers and acquisitions
• Explain the different types of mergers
• State the meaning and types of
acquisitions
• Understand the reasons for mergers
and acquisitions
• Understand the reasons for failure of
mergers and acquisitions
Unit 5: Business Arithmetic

Business Arithmetic • After going through this unit, the
• Unit of Sale, Unit Cost for multiple student/ learner would be able to:
products or services • Understand the concept of Unit Cost
• Break even Analysis for multiple • Understand the concept of unit price
products or services • Calculate Break-even point for
• Computation of working capital Multiple products
• Inventory control and EOQ • Understand the meaning of inventory
• Return on Investment (ROI) and control
Return on Equity (ROE) • Explain the concept of working capital
• Calculate Return on Investment;
Return on Equity and Economic order
quantity
Unit 6: Resource Mobilization
Resource Mobilization After going through this unit, the student/
• Angel Investor learner would be able to:
• Venture Capital Funds • Understand the need of finance in the
Business
• Stock Market – raising funds
• Understand the various sources of
funds required for a firm
• Understand the methods of raising
finance in primary market
• Understand the importance of
secondary market for mobilization or
10
resources
• Give the meaning of stock exchange
• Raising funds through financial
markets
• Understand the relevance of stock
exchange as a medium through which
funds can be raised
• Explain the concept of angel investors
• Explain the concept of venture capital
Project Work
1. Business Plan
2. Survey
Refer to the Guidelines issued by CBSE
Prescribed Books:
1. Entrepreneurship - Class XI- C.B.S.E, Delhi
2. Entrepreneurship - Class XII - C.B.S.E., Delhi
3. Udyamita (in Hindi) by Dr. MMP. Akhouri and S.P Mishra, pub. By National Institute
for Entrepreneurship and Small Business Development (NIESBUD), NSIC-PATC
Campus,Okhla
4. Everyday Entrepreneurs - The harbingers of Prosperity and creators of Jobs - Dr.
Aruna Bhargava.
Magazines
1. UdyamitaSamacharPatra (Monthly, Hindi), Pub. By Centre for Entrepreneurship
Development, M.P. (CEDMAP), 60 Jail Road, Jhangerbad,Bhopal-462008.
2. Science Tec. Entrepreneur (A Bi Monthly Publication), Centre for Entrepreneurship
Development, M.P (CEDMAP), 60 Jail Road, Jhangerbad, Bhopal -462008
3. LaghuUdhyogSamachar
4. Project Profile by DCSSI
11
AMU Board of Secondary and Senior Secondary Education, AMU
Remark: Highlighted portion in the following syllabus is to be
taught as per the teaching schedule, however it may not be the
part of any examination.
CLASS XII
There will be one paper of two hours duration carrying (c) Strategies for controlling growth of population.
75 marks and Internal Assessment of 25 marks. Strategies to include family planning and birth
The paper will have two Sections: control, health care, education, economic
Section A (Compulsory) will contain short answer development; women-centered human
questions covering the entire syllabus. development.
Section B will contain six questions. Candidates will (d) Development framework for poverty
be required to answer any four questions from this alleviation.
section. Social mobilisation, agricultural development,
small-scale industries, human development.
1. Controlling Air Pollution Not to be tested, for knowledge and
(a) From domestic combustion. understanding only.
Reducing pollution from domestic cooking; 3. Managing the Urban environment

clean cooking - kerosene as a desirable cooking
(a) Urbanisation - a challenge to the future.
fuel in rural areas.
Sustainable cities: the need of the hour.
(b) From industries.
(b) Planning environmental improvement.
Measures for controlling industrial air
pollution - technological measures (energy Efficient land use, planning energy, shelter and
efficient devices, clean technologies), transport; water supply management,
meteorological controls; zoning strategy; wastewater and sanitary waste management,
penalties and subsidies; Case Study: the Taj construction activities.
Trapezium.
(c) Rural development to counter migration.
(c) From vehicles.
Self-explanatory.
Vehicle emission control - modify engine design
(d) Development of secondary cities to counter
(catalytic converters, four stroke engines), migration.
clean fuels, public transport options, traffic
management, economic policy measures. Self-explanatory.
(e) Community participation and contribution of
2. Addressing Population private enterprises.
(a) The link between growing population and Community participation in keeping
environmental degradation. surroundings clean, participation of private
UN’s population projections for 2050, the enterprises in city improvement, measures to
climate link, the choice of alternative futures. increase private enterprise participation.
Growing population in the developing
countries and rising consumption in the 4. Managing Soil and Land
developed countries. (a) Conserving soil.
(b) The demographic transition.
Erosion control techniques - terracing,
Stages of transition, transition stages of certain contour ploughing, dry farming, tree planting,
developed nations and developing nations bunds, gullies, wind-breaks, use of organic
(such as India, China, Korea, Malaysia). Not to fertilizers.
be tested, for knowledge and understanding
only. Soil conservation techniques - land-use
management, vegetative and mechanical
practices, conserving soil and water together;
appropriate cropping systems – cropping Trickle drip irrigation – need for a trickle drip
patterns (strip cropping), tree crops, and irrigation system; operation of a drip irrigation
foliage crops. system; advantages and disadvantages.
(b) Land reforms. New organic fertilizers – integrated nutrient
supply programme, organic fertilizers - bulky
Meaning, measures enforced in India to give organic manures, green manures, bio-
land to the landless. fertilizers, and sewage sludge.
(c) Integrated rural development. Gene banks – what are gene banks; objectives
Objectives, self-help schemes like social and of maintaining gene banks.
community forestry. (b) Problem of global food security, food aid.
(d) Role of women and community in Global food imbalance, distributional
conservation.
inequality; role of food aid in achieving global
Self-explanatory. food security.
(e) Combating deforestation.
6. Biodiversity
Reforestation, energy plantations, forest
(a) Biodiversity at risk due to human actions.
harvesting of non-timber forest products,
exploring alternative sources of livelihood, Reasons for loss of biodiversity; Man - the
change in consumption patterns. super consumer: impact of his actions on the
(f) Managing forest grazing. earth’s resources; reasons for concern:
economic, ecological and aesthetic.
Causes and consequences of overgrazing,
controlled forest grazing as in National Forest (b) Conserving our genetic resource: in-situ and
Policy, 1988. ex-situ; harvesting wildlife.
(g) Alternatives to timber. In-situ - wildlife sanctuaries, national parks

and biosphere reserves.
Recycling of timber and paper.
Ex-situ – zoological parks, botanical gardens,
gene banks in agricultural research centres and
5. Food
forestry institutions.
(a) Sustainable agriculture.
Harvesting wildlife to meet commercial needs.
Integrated pest management – understanding
(c) Conservation strategies at national and
the term, aims, advantages, disadvantages.
international levels.
Genetically modified organisms, application
in plants and animals and environmental risks. Wildlife (Protection) Act 1972, Project Tiger
1973, IUCN, the Ramsar Convention on
New crop strains – high yielding varieties and Wetlands, 1971, CITES, The Convention on
their viability, hybrid varieties. Biological Diversity.
Mixed cropping – advantages and
disadvantages; regenerative farming 7. Energy
techniques - intercropping, crop rotation, agro (a) Fossil fuels used to produce electricity.
forestry, polyvarietal cultivation and
Electricity: energy on demand; dwindling
polyculture.
supplies of fossil fuels; renewable and non-
Conservation tillage farming - meaning of renewable energy resources. Not to be tested,
conservation tillage, advantages and for knowledge and understanding only.
disadvantages.
(b) Nuclear energy. 10. Towards a Sustainable Future
Nuclear fission, advantages and disadvantages (a) Global interdependence – economic and
of nuclear energy; safety concerns environmental.
(the Chernobyl disaster); nuclear fusion. Concept of economic and environmental
global interdependence; global environmental
(c) A sustainable energy future.
health – the shared responsibility of nations;
Energy conservation; alternative energy trade and aid as ways of reducing world
sources - solar energy, wind energy, inequalities.
hydroelectricity, geothermal energy, biomass,
(b) International cooperation.
liquid fuels from biomass- methanol, ethanol,
gasohol, CNG, hydrogen. The Montreal Protocol; the Global
Environmental Facility (GEF) support; the
8. Waste Earth Summit, UN’s International Conference
on Population and Development (Cairo); the
(a) Solid waste: the throwaway society.
Kyoto Treaty.
Solid waste, biodegradable and non- (c) Sustainable development.
biodegradable materials; where does the trash
go - landfills and incinerators. The concept of sustainable development,
sustainable development and developed
(b) Solid waste: options for the future. countries; sustainable development and
Producing less waste, reusing, recycling, developing countries.
composting, vermiculture, biotechnology; (d) Role of non-governmental organisations.
finding alternatives to materials we use.
Self-explanatory.
9. Environment and Development (e) Technology that sustains.
(a) Global environmental pollution. Satellite imagery as a means of monitoring the
Who is responsible - developed or developing global environment: satellite remote sensing,
countries? Need for mutual cooperation. advantages in collecting environmental data,
applying data in areas of environmental
(b) Economic development and environmental damage as deforestation, desertification, land
degradation. degradation, wastelands, mining, ozone layer
Role of developed and developing countries; depletion and predicting droughts and floods.
contrasting views of developed and developing
The concept of alternate technology, adopting
countries; debt trap.
alternate technology to create self-sustaining
(c) International trade. societies in the developed and developing
Its link to environmental deterioration – unfair world.
trade practices. Role of biotechnology in achieving global food
(d) Role of multinational corporations. security.
Definition of MNCs, their contribution to
development and debatable contribution to
environment; case study - Bhopal gas tragedy;
measures to regulate activities of MNCs in
developing countries.
PAINTING
following syllabus is to be taught as per the
teaching schedule, however it may not be CLASS–XII (THEORY)
Units
1 The Rajasthani and Pahari Schools of Miniature Painting

2 The Mughal and Deccan Schools of Miniature Painting
The Bengal School of Painting and the Modern Trends in
3
Indian Art
Unit 1: The Rajasthani and Pahari Schools of Miniature Painting

(16th Century A.D. to 19th Century A.D.)
A brief introduction to Indian Miniature Schools: Western-Indian, Pala, Rajasthani, Mughal,

Central India, Deccan and Pahari.
(A) The Rajasthani School:
(1) Origin and Development

(2) Sub-Schools-Mewar, Bundi, Jodhpur, Bikaner, Kishangarh and Jaipur
(3) Main features of the Rajasthani School
(4) Study and appreciation of the following Rajasthani paintings:
Title Painter Sub-School

Maru-Ragini Sahibdin Mewar
Raja Aniruddha Singh Hara Utkal Ram Bundi
Chaugan Players Dana Jodhpur
Krishna on swing Nuruddin Bikaner
Radha (Bani- Thani) Nihal Chand Kishangarh
Bharat Meets Rama at Guman Jaipur
(B) The Pahari School:

Origin and development
(1)
Sub-Schools-Basohli, Guler, Kangra, Chamba and Garhwal
(2)
Main features of the Pahari School
(3)
Study of the following Pahari paintings:
(4)

Krishna with Gopis Manaku Basohl
i
Nand, Yashoda and
Krishna with Kinsmen
going to Vrindavana Nainsukh Kangr
a

Unit 2: The Mughal and Deccan Schools of Miniature Painting
(16th Century AD to 19th Century A.D.)
(A) The Mughal School

(1) Origin and development
(2) Main features of the Mughal School
(3) Study and appreciation of the following Mughal Paintings:
Title Painter
Krishna Lifting Mount
GovardhanaMiskin Birth of Salini
Ramdas
Falcon on a Bird-Rest UstadMansoor Kabir and
RaidasUstadFaquirullah Khan
Marriage procession of DaraShikoh Haji Madni
(B) The Deccan School

(2) Main features of the Deccan School
(3) Study and appreciation of the following Deccan Paintings:
Ragini Pat-hamsika Unknown
Ahmadnagar HazratNizamuddinAuliya
and Amir Khusro Unknown Hyderabad Chand Bibi Playing Polo
(Chaugan) Unknown GolKonda
Unit 3: The Bengal School of Painting and the Modern trends in Indian Art
(About the beginning to mid of the 20th Centuary)
(A) National Flag of India and the Symbolic significance of its forms and the
colours.
(B) (1) Introduction to the Bengal School of Painting
(i) Origin and development of the Bengal School of painting
(ii) Main features of the Bengal School of painting
(2) Contribution of Indian artists in the struggle for National Freedom Movement
a) Painting :i) Tiller of the Soil - Nandlal Bose
(3) Study and appreciation of the following paintings of the Bengal school:
(i) Journey’s End - Abanindranath Tagore

(ii) Rasa-Lila –KshitindranathMajumdar Shri and Sati- Nandlal Bose.( to
(iv) Radhika - M.A.R. Chughtai be added in exams)
(v) Meghdoot - Ram GopalVijaivargiya
( C) The Modern Trends in Indian Art
Introduction
(1) Study and appreciation of the following work of Contemporary (Modern)
Indian Art
(a) Paintings:
(i) Rama Vanquishing the Pride of the Ocean – Raja Ravi Varma
(ii) Mother and child - Jamini Roy
(iii) Haldi Grinders - Amrita Sher Gil
(iv) Mother Teressa - M.F. Husain
(v) The Vulture - KamleshDuttPande
(b) Graphic - prints:
(i) Whirl pool - Krishna Reddy
(ii) Children - SomnathHore
(iii) Devi - Jyoti Bhatt
(iv) Of Walls - AnupamSud
(v) Man, Woman and Tree - K. LaxmaGoud
(c) Sculptures:
(i) Triumph of Labour - D. P. Roychowdhury
(ii) Santhal Family - RamkinkarVaij
(iii) Cries Un - heard – Amar NathSehgal
(iv) Ganesha - P.V. Jankiram
(v) Chatturmukhi - AekkaYadaGiriRao
The names of artists and titles of their art work as listed above are only suggestive and in
no way exhaustive. Teachers and students should expand this according to their own
resources. However, the questions will be set from the above mentioned art works only

PAINTING
CLASS–XII
(PRACTICAL)
Unit
s
1 Nature, and Object Study
2 Painting Composition
3 Portfolio Assessment
Unit 1: Nature and Object study
Studies on the basis of exercises done in class XI with two or three objects and two
draperies (in different colours) for background and foreground. Exercises in pencil
with light and shade and in full colour from a fixed point of view.
Unit 2: Painting Composition
Imaginative painting based on subjects from Life and Nature in water and poster
colours with colour values.
only four to be
Unit 3: Portfolio Assessment considered in
exams.
(a) Record of the entire year's performance from sketch to finished product.
(b) Five selected nature and object study exercises in any media done during
the session, including minimum of two still life exercises.
(c) Two selected works of paintings done by the candidate during the year
These selected works prepared during the course by the candidate and certified by
the school authorities as the work done in the school will be placed before the
examiners for assessment.
Note: The time-table to be so framed as to allow the students to work continuously for
minimum of two periods at a stretch.
d. One selected works based on any
Indian folk art (Painting)*( to be
considered in exams)

Guidelines for Evaluation of Practical
1. Marking Scheme:
Part Nature and Object Study,
I:
(i) Drawing (composition)
(ii) Treatment of media/colours
(iii) Overall impression
Part Painting Composition
II:
(i) Compositional arrangement including emphasis on the
subject
(ii) Treatment of media (colour) and appropriate colour
scheme
(iii) Originality, creativity and overall impression
Part III: Portfolio Assessment

(a) Record of the entire year's performance from sketch to finished product
(b) Five selected nature and object study exercises in any media
including minimum 05 of two still lives
(c) Two selected painting compositions prepared on the basis of life and nature
2. Format of the Questions:

Part I: Nature and Object Study
Draw and paint the still-life of a group of objects arranged on a drawing board
before you, from a fixed point of view (given to you), on a drawing paper of half
imperial size in colours. Your drawing should be proportionate to the size of the
paper. The objects should be painted in realistic manner with proper light and
shade and perspective, etc. In this study the drawingboard is not to be included.
Note : A group of objects to be decided by the external and internal examiners
jointly as per instructions. The objects for nature study and object study are to be
arranged before the candidates.
Part II: Painting Composition:
Make a painting - composition on any of the following five subjects in any medium
(water/pastel, tempera, acrylic) of your choice on a drawing-paper of half imperial
size either horizontally or vertically. Your composition should be original and
effective. Weightage will be given to a well composed drawing, effective use of
media, proper emphasis on the subject matter and utilization of full-space.
Note: Any five subjects for painting composition are to be decided by the external
and internal examiners jointly as per instructions and are to mentioned here strictly
just before the start of the examination for part II.
3. (A) Instructions for the selection of the objects for Nature and Object Study:
1. The examiners (Internal and External) are to select/decide two or three suitable
objects in such a way so that natural and geometrical forms may be covered in the
group of objects:
(i) Natural-forms-large size foliage and flowers, fruits, and vegetables, etc.
(ii) Geometrical forms made of wood/plastic/paper/metal/earthen, etc., such
as cube, cone, prism, cylinder and sphere.
2. Objects should be selected generally of large (suitable) size. 3. An object relating
to nature, according to the season and location of the examination centre, must
be included in the group of objects. The natural-objects should be
purchased/arranged only on the day of the examination so that its freshness may
be maintained. 4. Two draperies in different colours (one in dark and other in light
tone) are also to be included for background and foreground, keeping in view the
colours and tones of the objects.
(B) Instructions to decide the subjects for Painting-Composition:
1. The examiners (Internal and External) are to select/decide five subjects
suitable for painting – composition
2. The subjects should be so designed that the candidates may get clear-cut
ideas of the subjects and they can exercise their imagination freely, because
it is not important what you do, but how you do it.
3. The examiners (Internal and External) jointly are free to select/decide the
subjects, but these should be according to the standard of Class XII and
environment of the school/candidates.
Some identified areas of the subjects for painting-composition are given
below, in which some more areas may also be added:
(i) Affairs of family friends and daily life.
(ii) Affairs of family professionals.
(iii) Games and sports activities.
(iv) Nature
(v) Fantasy
(vi) National, religious, cultural, historical and social events and celebrations.
4. General Instructions to the examiners:

1. Candidates should be given one hour break after first three hours.
2. Work of the candidates, for Parts I, II and III, are to be evaluated on the
spot jointly by the external and internal examiners.
3. Each work of Part I, II and III, after assessment is to be marked as
"Examined" and duly signed by the external and internal examiners jointly.

CLASS XII Remark: Highlighted portion in
GEOGRAPHY the following syllabus is to be
COMPLETE SYLLABUS schedule, however it may not be
Part Units
A Fundamentals of Human Geography

Unit 1: Human Geography
Unit 2: People
Unit 3: Human Activities
Unit 4: Transport, Communication and Trade
Unit 5: Human settlements
Map Work
B India: People and Economy
Unit 6: People
Unit 7: Human Settlements
Unit 8: Resources and Development
Unit 9: Transport, Communication and International Trade
Unit 10: Geographical Perspective on selected issues and problems
Map Work
Total
C Practical Work
Unit 1: Processing of Data and Thematic Mapping
Unit 2: Field study or Spatial Information Technology
Practical Record Book and Viva Voce
COURSE CONTENT
Part A: Fundamentals of Physical Geography

Unit 1: Human Geography: Nature and Scope
Unit 2: People
l Population-distribution, density and growth
l Population change-spatial patterns and structure; determinants
of population change
l Population Composition - age-sex ratio; rural-urban

composition
l Human development - concept; selected indicators, international
comparisons
l Primary activities - concept and changing trends; gathering, pastoral,
mining, subsistence agriculture, modern agriculture; people engaged in
agricultural and allied activities - some examples from selected countries
l Secondary activities-concept; manufacturing: types - household, small
scale, large scale; agro based and mineral based industries; people
engaged in secondary activities - some examples from selected
countries
l Tertiary activities-concept; trade, transport and tourism; services; people
engaged in tertiary activities - some examples from selected countries
l Quatenary activities-concept; people engaged in quatenary activities -
case study from selected countries

l Land transport - roads, railways; trans-continental railways
l Water transport- inland waterways; major ocean routes
l Air transport- Intercontinental air routes
l Oil and gas pipelines
l Satellite communication and cyber space- importance and usage for
geographical information; use of GPS
l International trade- bases and changing patterns; ports as gateways of
international trade; role of WTO in international trade

l Settlement types - rural and urban; morphology of cities (case study);
distribution of mega cities; problems of human settlements in developing
countries
Map Work on identification of features based on 1-5 units on the outline

Physical/Political map of World.
Part B: India: People and Economy

Unit 6: People
l Population: distribution, density and growth; composition of population -

linguistic, religious; sex, rural-urban and occupational-regional variations
in growth of population
l Migration: international, national-causes and consequences
l Human development: selected indicators and regional patterns
l Population, environment and development

l Rural settlements - types and distribution
l Urban settlements - types, distribution and functional classification

l Land resources- general land use; agricultural land use;geographical
conditions and distribution of major crops (Wheat, Rice, Tea, Coffee,
Cotton, Jute, Sugarcane and Rubber); agricultural development and
problems
l Water resources-availability and utilization-irrigation, domestic, industrial
and other uses; scarcity of water and conservation methods-rain water
harvesting and watershed management
l Mineral and energy resources- distribution of metallic (Iron ore, Copper,
Bauxite, Manganese); non-metallic (Mica, Salt) minerals; conventional
(Coal, Petroleum, Natural gas and Hydroelectricity) and non-
conventional energy sources (solar, wind, biogas) and conservation
l Industries - types, factors of industrial location; distribution and changing
pattern of selected industries- iron and steel, cotton textiles, sugar,
petrochemicals, and knowledge based industries; impact of
liberalization, privatization and globalization on industrial location;
industrial clusters
l Planning in India- target group area planning (case study); idea of
sustainable development (case study)

l Transport and communication-roads, railways, waterways and airways:
oil and gas pipelines; Geographical information and communication net
works
l International trade- changing pattern of India's foreign trade; sea ports

and their hinterland and airports
l Environmental pollution; urban-waste disposal
l Urbanization, rural-urban migration; problems of slums
l Land degradation
Map work on locating and labelling of features based on above units on outline
map of India.

l Type and Sources of data: Primary, Secondary and other sources
l Tabulating and processing of data; calculation of averages, measures of
central tendency
l Representation of data- construction of diagrams: bars, circles and
flowchart; thematic maps; construction of dot; choropleth and isopleths
maps
l Data analysis and generation of diagrams, graphs and other visual
diagrams using computers
Unit 2: Field Study or Spatial Information Technology

l Field visit and study: map orientation, observation and preparation of
sketch; survey on any one of the local concerns; pollution, ground water
changes, land use and land-use changes, poverty, energy issues, soil
degradation, impact of floods and drought, catchment area of school,
Market survey and Household survey (any one topic of local concern
may be taken up for the study; observation and questionnaire survey
may be adopted for the data collection; collected data may be tabulated
and analyzed with diagrams and maps). Students can be given different
topics to get more insight into various problems of society.
OR
l Spatial Information Technology
Introduction to GIS; hardware requirements and software modules;
data formats; raster and vector data, data

input, editing and topology building; data analysis;
overlay and buffer.
Prescribed Books:
1. Fundamentals of Physical Geography, Class XI, Published byNCERT
2. India, Physical Environment, Class XI, Published byNCERT
3. Practical Work in Geography, Class XI, Published byNCERT
4. Fundamentals of Human Geography, Class XII, Published byNCERT
5. India - People and Economy, Class XII, Published byNCERT
6. Practical Work in Geography, Class XII, Published byNCERT
Note: The above textbooks are also available in Hindi medium.
10
Fundamentals of Human Geography
Class XII - Textbook I (NCERT)
Map Items for identification only on outline political map of the World.
Unit-1 Ch.-1 Nil
Unit-2 Ch. 2 to 4 1 The largest country in each continent in terms of area

Unit-3 Ch. 5 to 7 1 Areas of subsistence gathering
Primary Activities 2 Major areas of nomadic herding of the world
3 Major areas of commercial livestock rearing
4 Major areas of extensive commercial grain faming
5 Major areas of mixed farming of the World
6 Major areas of Mediterraneanagriculture of the World
Secondary Activities 1 Ruhr region, Silicon Valley, Appalachian region, Great
lakesregion
Unit - 4 Ch. 8 to 9 2 Transcontinental Railways: Terminal Stations of
transcontinentalrailways– Trans siberian, Trans
Canadian, Tran Australian Railways
3 Major Sea Ports :
Europe: North Cape, London, Hamburg
North America: Vancouver, San Francisco, New
Orleans
South America: Rio De Janeiro, Colon, Valparaiso
Africa: Suez, Durban and Cape Town
Asia: Yokohama, Shanghai, Hong Kong,
Aden,Karachi, Kolkata
Australia: Perth, Sydney, Melbourne
4. Inland Waterways: Suez canal, Panama canal, Rhine
waterway and St. Lawrence Seaway
5. Major Airports:
Asia: Tokyo, Beijing, Mumbai, Jedda, Aden
Africa: Johannesburg & Nairobi
Europe: Moscow, London, Paris, Berlin and Rome

North America: Chicago, New Orleans, Mexico City
South America: Buenos Aires, Santiago
Australia: Drarwin and Wellington
Unit - 5 Ch. 10 Mega cities of the world – Tokyo, Delhi, Shanghai,
Mumbai, Saopaulo
11
India - People and Economy
Class XII-Textbook II (NCERT)
Map Items for locating and labelling only on the outline political map of India
Units - 6 & Ch. 1 to 4 • State with highest level of urbanization and lowest level
7 ofurbanization
• One state with highest level of HDI & One lowest level ofHDI
• Statewithhigherlevelofpopulation density &onestatewith lowest
level of population density
• One out migratingstate
• One in migratingstate
• Any city with more than 10 millionpopulation – Greater Mumbai,
Delhi, Kolkata, Chennai, Bengaluru
Unit - 8 Ch. 5 to 9 Leading producing states of the following crops:
(a) Rice (b) Wheat (c) Jowar (d) Cotton,(e) Jute (f) Sugarcane (g) Tea
and (h) Coffee
Mines:
• Iron-ore mines: Mayurbhanj, Bailadila, Ratnagiri, Bellary
• Manganese mines: Balaghat, Shimoga
• Copper mines: Hazaribagh, Singhbhum, Khetari
• Bauxite mines: Katni, Bilaspur and Koraput
• Coal mines: Jharia, Bokaro, Raniganj, Neyveli
• Oil Refineries: Mathura, Jamnager, BaroniIndustries
Iron and Steel Plants:Bhadravati, Bhilai, Bokaro, Durgapur,
Rourkela and Jameshedpur
Cotton Textile:Surat, Varanasi, Murshidabad, Solapur and
Coimbatore
Software Technology Parks: Gandhinagar, Shrinagar, Mohali,
Noida, Indore, Hyderabad, Bengaluru and Major Industrial Regions
Unit - 9 Ch. 10 - 11 Transport:
(i) Important nodes on north south corridor,eastwest corridor &
goldenquadrieteral
(ii) Major Sea Ports: Kandla, Mumbai, Marmagao, Kochi,
Mangalore, Tuticorin, Chennai, Vishakhapatnam,
Paradwip,Haldia
(iii) International Air ports: Ahmedabad, Mumbai, Bengaluru,
Chennai, Kolkata, Guwahati, Delhi, Amritsar,
Thiruvananthapuram & Hyderabad
Unit-10 Ch.12 NIL
12
Remark: The portion not to be
considered from the point of view
AMU Board of Secondary and Senior Secondary Education, of exams shall be seen from the
Aligarh Muslim University, Aligarh (2020-21) deleted part attached with the
course structure cum teaching
schedule.
Based on CBSE board

CLASS XII- HISTORY
COMPLETE SYLLABUS Remark: Highlighted portion in
the following syllabus is to be
Units taught as per the teaching
Themes in Indian History Part-I(Units 1 – 4)
schedule, however it may not
be the part of any examination.
Unit 1 The Story of the First Cities: Harappan Archaeology
Unit 2: Political and Economic History: How Inscriptions tell a story
Unit 3: Social Histories: using the Mahabharata
Unit 4: A History of Buddhism: Sanchi Stupa
Themes in Indian History Part-II (Units 5 – 9)
Unit 5: Medieval Society through Travellers’ Accounts
Unit 6: Religious Histories: The Bhakti-Sufi Tradition
Unit7: New Architecture: Hampi
Unit 8: Agrarian Relations: The Ain-i-Akbari
Unit 9: The Mughal Court: Reconstructing Histories through Chronicles
Themes in Indian History Part-III (Units 10 – 15)

Unit 10: Colonialism and Rural Society: Evidence from Official Reports
Unit 11: Representations of 1857

Unit 12: Colonialism and Indian Towns: Town Plans and Municipal Reports
Unit 13: Mahatma Gandhi through Contemporary Eyes

Unit 14: Partition through Oral Sources
Unit 15: The Making of the Constitution
Map Work
Project work (Internal Assessment)

COURSE CONTENT
Class XII: Themes in Indian History

Themes Objectives
PART - I
1. The Story of the First Cities: • Familiarize the learner with early
Harappan Archaeology. urban centres as economic and
Broad overview: Early urban centres social institutions.
• Introduce the ways in which
Story of discovery: Harappan
civilization new data can lead to a
revision of existing notions
Excerpt: Archaeological report on a of history
major site
• Illustrate steps of making
Discussion: How it has been utilized by archaeological reports.
archaeologists/historians.
2. Political and Economic History: How • Familiarize the learner with

Inscriptions tell a story. major trends in the political
and economic history of the
Broad overview: Political and economic
subcontinent.
history from the Mauryan to the Gupta
period • Introduce inscriptional
analysis and the ways in
Story of discovery: Inscriptions and the which these have shaped
decipherment of the script. Shifts in the the understanding of
understanding of political and economic political and economic
history. processes.
Excerpt: Asokan inscription and Gupta
period land grant
Discussion: Interpretation of inscriptions
by historians.
3. Social Histories: Using the • Familiarize the learner with

Mahabharata issues in social history.
• Introduce strategies of
Broad overview: Issues in social
textual analysis and their
history, including caste, class, kinship and use in reconstructing social

gender history.
Story ofdiscovery:Transmission and
publications of the Mahabharata
Excerpt: from the Mahabharata,
illustrating how it has been used by
historians.
Discussion:Other sources
for
reconstructing social history.
4. A History of Buddhism: Sanchi • Discuss the major religious

Stupa Broad overview: developments in early India.
A brief review of religious histories

of Vedic religion, Jainism,
visual analysis and their use
Vaishnavism, Shaivism (Puranic
in reconstructing histories of
Hinduism).
religion.
a. Focus on Buddhism.
Story of discovery: Sanchi stupa
Excerpt: Reproduction of sculptures from
Sanchi.
Discussion: Ways in which sculpture has
been interpreted by historians, other
sources for reconstructing the history of
Buddhism.
PART-
II
5. Medieval Society through Travellers' • Familiarize the learner with
Accounts the salient features of social
Broad overview: histories described by the
travellers.
Outline of social and cultural life as they
appear in travellers' accounts.
• Discuss how travellers'
Story of their writings: A discussion of accounts can be used as
where they travelled, why they travelled, sources of social history.
what they wrote, and for whom they wrote.
Excerpts: from AlBiruni, Ibn Battuta,

Francois Bernier
Discussion: What these travel accounts
can tell us and how they have been
interpreted by historians.
6. Religious Histories: The Bhakti-Sufi
Tradition • Familiarize the learner with
religious developments.
Broad overview:
• Discuss ways of analyzing
a. Outline of religious developments devotional literature as
during this period sources of history.
b. Ideas and practices of the Bhakti-Sufi
saints
Story of Transmission: How
Bhakti-Sufi compositions have been
preserved.
Excerpt: Extracts from selected Bhakti-
Sufi works
Discussion: Ways in which these have
been interpreted by historians.
• Familiarize the learner with
7. New Architecture: the new buildings that were
Hampi Broad overview: built during the time.
• Discuss the ways in which
a. Outline of new buildings during
architecture can be
Vijayanagar period-temples,
analyzed to reconstruct
forts, irrigation
history.
facilities.
b. Relationship between architecture
and the political system
Story of Discovery: Account of how
Hampi was found.
Excerpt: Visuals of buildings at Hampi
Discussion: Ways in which historians
have analyzed and interpreted these
structures.
• Discuss developments in
8. Agrarian Relations: The Ain-i- agrarian relations.
Akbari Broad overview: • Discuss how to supplement
a. Structure of agrarian relations in the official documents with

16thand 17thcenturies.Patterns of other sources.
change over the period
Story of Discovery: Account of the
compilation and translation of Ain-i-Akbari
Excerpt: from the Ain-i-Akbari
have used the text to reconstruct history.
9. The Mughal Court:
Reconstructing Histories
through Chronicles • Familiarize the learner with
Broad overview: the major landmarks in
political history.
a. Outline of political history15th-
17th centuries • Show how chronicles and
other sources are used to
b. Discussion of the Mughal reconstruct the histories of
court and politics political institutions.
production of court chronicles, and their
subsequent translation and transmission.
Excerpts: from the Akbarnama and
Padshahnama
Discussion: Ways in which historians have
used the texts to reconstruct political
histories.
PART-III
10. Colonialism and Rural • Discuss how colonialism
Society: Evidence from
affected zamindars,
Official Reports peasants and artisans.
Broad overview: • Comprehend the problems
a. Life of zamindars, peasants and and limits of using official
artisans in the late 18thcentury sources for understanding
the lives of people.
b. East India Company, revenue
settlements in various regions of India
and surveys
c. Changes over the nineteenth century
Story of official records: An account of
why official investigations into rural
societies were undertaken and the types
of records and reports produced.
Excerpts: From Fifth Report, Accounts of
Frances Buchanan-Hamilton, and
Deccan Riots Report.
Discussion: What the official records tell
and do not tell, and how they have been • Discuss how the events of
used by historians. 1857 are being
11. Representations of reinterpreted.
1857 Broad overview: • Discuss how visual

material can be used by
a. The events of 1857-58 historians.
b. Vision of Unity
c. How these events were recorded and
narrated.
Focus: Lucknow
Excerpts: Pictures of 1857. Extracts from
contemporary accounts
Discussion: How the pictures of 1857
shaped British opinion of what had

happened.
12. Colonialism and Indian Towns: • Familiarize the learner with
Town Plans and Municipal the history of modern urban
Reports centres.
Broad overview: History of towns in • Discuss how urban
India, colonization and cities, hill stations, histories can be written by
town planning of Madras, Calcutta and drawing on different types
Bombay. of sources.
Excerpts: Photographs and paintings.
Plans of cities. Extract from town plan
reports.
Focus on Calcutta town planning
Discussion: How the above sources can

be used to reconstruct the history of
towns. What these sources do not reveal.
13. Mahatma Gandhi • Familiarize the learner with

through significant elements of the
Contemporary Eyes Nationalist Movement and
Broad overview: the nature of Gandhian
leadership.
a. The Nationalist Movement 1918 -48.
• Discuss how Gandhi was
b. The nature of Gandhian politics and perceived by different
leadership. groups.
Focus: Mahatma Gandhi and the three • Discuss how historians
movements and his last days as “finest need to read and interpret
hours” newspapers, diaries and
Excerpts: Reports from English and letters as historical source.
Indian language newspapers and other
contemporary writings.
Discussion: How newspapers can be a
source of history.
14. Partition through Oral Sources • Discuss the last decade of
Broad over view: the national movement, the
growth of communalism
a. The history of the 1940s •
and the story of partition.
b. Nationalism, Communalism
Partition. and Understand the events
through the experience of
Focus: Punjab and Bengal
those who lived through
these years of communal
violence.
Show the possibilities and limits of
oral sources.
Excerpts: Oral testimonies of those who
experienced partition.
been analyzed to reconstruct the history
of the event.
15. The Making of the • Familiarize students with
the history of the early
Constitution Broad overview:
years after independence.
a. Independence and the new
nation state. • Discuss how the founding
b. The making of the Constitution ideals of the new nation
state were debated and
Focus: The Constitutional
formulated.
Assembly debates
Understand how such debates and
Excerpts: from the debates discussions can be read by historians.
Discussion: What such debates reveal
and how they can be analyzed.
Map work on Units 1 to 15.
5

c.
PROJECT WORK
CLASS XII
INTRODUCTION
History is one of the most important disciplines in school education. It is the study of the past, which
helps us to understand our present and shape our future. It promotes the acquisition and
understanding of historical knowledge in breath and in depth across cultures.
The course of history in senior secondary classes is to enable students to know that history is a
critical discipline, a process of enquiry, a way of knowing about the past rather than just a collection
of facts. The syllabus helps them to understand the process, through which a historian collects,
chooses, scrutinizes and assembles different types of evidences to write history.
The syllabus in class-XI is organized around some major themes in world history. In class XII the
focus shifts to a detailed study of some themes in ancient, medieval and modern Indian history.
CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part
of regular studies in classroom, as project work gives students an opportunity to develop higher
cognitive skills. It takes students to a life beyond text books and provides them a platform to refer
materials, gather information, analyze it further to obtain relevant information and decide what
matter to keep and hence understand how history is constructed.
OBJECTIVES
Project work will help students:
• To develop skill to gather data from a variety of sources, investigate diverse
viewpoints and arrive at logical deductions.
• To develop skill to comprehend, analyze, interpret, evaluate historical evidence and
understand the limitation of historical evidence.
• To develop 21st century managerial skills of co-ordination, self-direction and time
management.
• To learn to work on diverse cultures, races, religions and lifestyles.
• To learn through constructivism-a theory based on observation and scientific study.
• To inculcate a spirit of inquiry and research.
• To communicate data in the most appropriate form using a variety of techniques.
• To provide greater opportunity for interaction and exploration.
• To understand contemporary issues in context to our past.
• To develop a global perspective and an international outlook.
• To grow into caring, sensitive individuals capable of making informed, intelligent and

independent choices.
• To develop lasting interest in history discipline.
GUIDELINES TO TEACHERS
This section provides some basic guidelines for the teachers to take up projects in History. It
is very necessary to interact, support, guide, facilitate and encourage students while assigning
projects to them.
• The teachers must ensure that the project work assigned to the students individually/
In-groups and discussed at different stages right from assigning topic, draft review to
finalization.
• Students should be facilitated in terms of providing relevant materials, suggesting
websites, obtaining of required permission for archives, historical sites, etc.
• The 20 periods assigned to the Project Work should be suitably spaced from April to
September in classes XI and XII so that students can prepare for theory part in term - II.
• One Project should be given to the students in the month of April/May before the summer
vacation and assessment of the project to be completed by September.
• The teachers must ensure that the students submit original work.
• Project report should be hand written only.
• Eco-friendly materials can be used by students
The following steps are suggested:

1. Teacher should design and prepare a list of 15-20 projects and should give an option
to a student to choose a project as per his/her interest.
2. The project must be done individually/In-groups.
3. The topic should be assigned after discussion with the students in the class to avoid
repetition and should then be discussed at every stage of submission of the draft/final
project work.
process of project completion, and should guide the children by providing necessary
inputs, resources etc. so as to enrich the subject content.
5. The project work (one per year) can culminate in the form of Power Point
Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story
telling/debate/panel discussion, paper presentation and so on. Any of these activities
which are suitable to visually impaired candidates can be performed as per the choice
of the student.
6. Students can use primary sources available in city archives, Primary sources can also
include newspaper cuttings, photographs, film footage and recorded written/speeches.
Secondary sources may also be used after proper authentication.
7. Evaluation will be done by external examiner appointed by the Board in class XII and
internal in class XI.
ASSESSMENT
• The marks will be allocated under the following heads:
1 Project Synopsis
2 Timeline/explanation and interpretation

/Map work
3 Visual/overall presentation
4 Analysis/ Data/Statistical analysis
5 Bibliography
6 Viva
Note: The project reports are to be preserved by the school till the final results are
declared, for scrutiny by CBSE.
FEW SUGGESTIVE TOPICS FOR PROJECTS

1. The mysteries behind the mound of dead –Mohenjo-Daro
2. An In-depth study to understand Spiritual Archaeology in the Sub-Continent
3. Buddha’s Path to Enlightenment
4. Insight and Reflection of Bernier’s notions of The Mughal Empire
5. An exploratory study to know the women who created history
6. “Mahatma Gandhi” – A legendary soul
7. To reconstruct the History of Vijayanagar through the Archaeology of Hampi
8. The emerald city of Colonial Era –BOMBAY
9. Vision of unity behind the first war of Independence
10. Divine Apostle of Guru Nanak Dev
11. Help, Humanity and Sacrifices during Partition
12. Glimpses inside Mughals Imperials Household

13. The process behind the framing of the Indian Constitution
14. The ‘Brahm Nirupam’ of Kabir – A journey to Ultimate Reality
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

LIST OF MAPS
Book 1
1 Page 2 Mature Harappan sites:
• Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira,
Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.
2 Page 30 Mahajanapada and cities :

• Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti,
Rajgir, Ujjain, Taxila, Varanasi.
3 Page 33 Distribution of Ashokan inscriptions:
• Kushanas, Shakas, Satavahanas, Vakatakas,Guptas
• Cities/towns: Mathura, Kannauj, Braghukachchha
• Pillar inscriptions -Sanchi, Topra, Meerut Pillar and Kaushambi.
• Kingdom of Cholas, Cheras and Pandyas.
4 Page 43 Important kingdoms and towns:
• Cities/towns: Mathura, Kanauj, Puhar, Rajgir, Vaishali,
Varanasi,Vidisha
5 Page 95 Major Buddhist Sites:Nagarjunakonda, Sanchi, Amaravati, Lumbini,
Nasik, Bharhut, BodhGaya, Ajanta.
Book 2
1 Page 174 Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram,
Mysore, Thanjavur, Kolar
2 Page 214 Territories under Babur, Akbar and Aurangzeb:
• Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Book 3
1 Page 297 Territories/cities under British Control in1857:
• Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam,
Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Daccan,
Chitagong, Patna, Benaras, Allahabad and Lucknow.
2 Page 305 Main centres of the Revolt of 1857:
• Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta,
Benaras, Gwalior, Jabalpur, Agra,Avadh.
Important centres of the National Movement:
• Champaran, Kheda, Ahmedabad, Benaras, Amritsar,
ChauriChaura, Lahore, Bardoli, Dandi, Bombay (Quit India
Resolution), Karachi.
Prescribed Books:
1. Themes in World History, Class XI, Published by NCERT

2. Themes in Indian History, Part-I, ClassXII, Published by NCERT
3. Themes in Indian History Part-II, ClassXII, Published by NCERT
4. Themes in Indian History Part-III, Class XII, Published byNCERT

following syllabus is to be taught CLASS XII
as per the teaching schedule, HOME SCIENCE
however it may not be the part of COMPLETE SYLLABUS
any examination.
Unit
I Human Development: Life Span Approach (Part II)
II Nutrition during life span

III Money Management and Consumer Education
IV Apparel: Designing, Selection and Care

V Community Development and Extension (Part II)
VI Career Options after Home Science Education
Practical
Unit I:Human Development: Life Span Approach (Part II)
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- career, 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
(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.
Unit III: Money Management and Consumer Education

(a) Family Income:
(i) Various sources of family income:
money income
real income (direct and indirect)
psychic income
(ii) Supplementing family income-need and ways; need and procedure for
maintaining household accounts (daily, weekly and monthly).
(b) Savings and Investment:
(i) Meaning and importance of savings.
(ii) Basis for selection of investment methods: risk, security, profit, tax saving.
(iii) Ways/methods of investment –
Bank schemes (saving, fixed, recurring);
Post Office schemes (savings, recurring deposit, monthly income

scheme, National saving certificate, Senior citizen scheme);
Insurance schemes (whole life, medi claim);
Public Provident Fund (PPF), Provident Fund (PF).
(iv) Consumer Protection and Education: Meaning, problems faced by consumer,
Consumer Protection
Amendment Act (2011); Consumer aids: labels, standardization marks, (ECO
Mark, Hallmark, Wool mark, Silk mark), advertising, leaflets, and Consumer
redressal forum, Internet.
Unit IV: Apparel: Designing, Selection and Care

(i) Application of elements of art and principles of design in designing apparel.

(ii) Selection and purchase of fabrics- purpose, cost, season, quality, durability,
ease of maintenance and comfort.
(iii) Selection of apparel- factors influencing selection of apparel- age, size,
climate, occupation, figure, occasion, fashion, drape cost and workmanship.
(iv) Care and maintenance of clothes:
(a) Cleansing agents: soaps and detergents (basic differences and their
utility);
(b) Stain removal - General principles of stain removal, stain removal of tea,
coffee, lipstick, ball pen, Grease, Curry and Blood.
(c) Storage of clothes.
Unit V: Community Development and Extension (Part II)
(i) Water safety: Safe drinking water-importance of potable water for good health,
and its qualities, simple methods of making water safe for drinking; boiling,
filtering (traditional and modern technology), use of alum, chlorine.
(ii) Salient features of income generating schemes
DWCRA (Development of Women and Children in Rural Area)
MGNREGA (Mahatma Gandhi National Rural Employment Guarantee Act,
2005)
Unit VI: Career Options after Home Science Education

Career options of self and wage employment in various fields of Home Science.

HOME SCIENCE
CLASS XII
PRACTICAL
1) Human Development: Life Span Approach (Part II)
Activities
Identify the problems of adjustment of adolescents with the help of a tool (group
activity) and make a report.
Spend a day with an aged person and observe the needs and problems. Write a
report.
List and discuss at least 4 areas of agreement and disagreement of self with:-
a) Mother b) Father
b) Siblings d) Friends
2) Nutrition for Self, Family and Community Activities

Record one day diet of an individual and evaluate it against principles of balanced
diet.
Plan a meal and modify for any one physiological condition – Fever, Diarrhoea,
Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age
and Infants. Prepare a dish.
Identify food adulteration: using visual and chemical methods; Turmeric, Chana
Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee.
Prepare ORS Solution.
3) Money Management and Consumer Education

Collect and fill savings account opening form in Post Office and Bank.
Fill up the following forms and paste in file: Withdrawal slip, Deposit slips, Draft slip
and cheque (bearer of A/c payee).
Collect labels of any three products and compare them with mandatory
requirements.
Prepare one label each of any three items bearing ISI, FPO, Agmark.

4) Apparel: Designing, Selection and Care
Illustrate principles of design or elements of art on a paper or cloth and evaluate
them.
Removal of different types of stains: tea, coffee, curry, grease, blood, lipstick, ball
pen.
Examine and evaluate readymade garments for their workmanship. [at-least two]
Make sample of Hemming, Backstitch, Interlocking, and Press buttons, hooks and
eye.
5) Community Development and Extension
Visit any two places (home/restaurant/school/business centre, etc.) and
observe its measure for safe drinking water and general conditions of hygiene
around it.
Scheme for practical examination (Class XII)-

1. Unit I-Human Development: Life Span Approach (Part II) Project Report-
2. Unit II- Nutrition for Self, Family and Community-
a) Plan a meal and modify and prepare a dish for any one physiological condition Fever,
Diarrhoea, Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old
age and Infants-
b) Identify food adulteration: using visual and chemical methods; Turmeric, Chana
Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee-
3. Unit III-Money Management and Consumer Education
a) Prepare one label each of any three items bearing ISI, FPO, Agmark.-
b) Filling up of paying slip either to deposit cash or cheque-

4. Unit IV- Apparel: Designing, Selection and Care
a) Removal of different types of stains- Tea, coffee, grease, blood, lipstick, ball pen
(Any two)
OR
Readymade garment- Quality check –
b) Make sample of hemming/backstitch/interlocking/fastener-
5. Unit V-Community Development and Extension- Survey Report-
6. File Work-
7. Viva Voce-
Reference books for teachers:

1. Human Ecology and Family Sciences – Part I, Class- XII, NCERT Publication
2. Human Ecology and Family Sciences – Part II, Class- XII, NCERT Publication

CLASS XII the following syllabus is to be
MATHEMATICS taught as per the teaching
No. Units
I. Relations and Functions
II. Algebra
III. Calculus
IV. Vectors and Three - Dimensional Geometry
V. Linear Programming
VI. Probability
Unit-I: Relations and Functions

1. Relations and Functions
Types of relations: reflexive, symmetric, transitive and equivalence relations. One to one and onto
functions, composite functions, inverse of a function.
2. Inverse Trigonometric Functions
Definition, range, domain, principal value branch. Graphs of inverse-trigonometric functions

Elementary properties of inverse trigonometric functions.
Unit-II: Algebra
1. Matrices
Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix,
symmetric and skew symmetric matrices. Operation on matrices: Addition and multiplication and
multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication.
Non- commutativity of multiplication of matrices and existence of non-zero matrices whose product
is the zero matrix (restrict to square matrices of order 2). Concept of elementary row and column
operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices
will have real entries).

2. Determinants
Determinant of a square matrix (up to 3 x 3 matrices), properties of determinants, minors, co-factors

and applications of determinants in finding the area of a triangle. Adjoint and inverse of a square
matrix. Consistency, inconsistency and number of solutions of system of linear equations by
examples, solving system of linear equations in two or three variables (having unique solution) using
inverse of a matrix.
Unit-III: Calculus
1. Continuity and Differentiability
Continuity and differentiability, derivative of composite functions, chain rule, derivative of inverse
trigonometric functions, derivative of implicit functions. Concept of exponential and logarithmic
functions.
Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions

expressed in parametric forms. Second order derivatives. Rolle’s and Lagrange's Mean Value
Theorems (without proof) and their geometric interpretation.
2. Applications of Derivatives
Applications of derivatives: rate of change of bodies, increasing/decreasing functions, tangents and

normals, use of derivatives in approximation, maxima and minima (first derivative test motivated
geometrically and second derivative test given as a provable tool). Simple problems (that illustrate
basic principles and understanding of the subject as well as real-life situations).
3. Integrals
Integration as inverse process of differentiation. Integration of a variety of functions by substitution, by
partial fractions and by parts, Evaluation of simple integrals of the following types and problems based
on them.
dx dx dx dx dx
ƒ 2 ƒ , ƒ , ƒ , ƒ
x ± a2, ƒx 2 ± a2 √a2 − x 2 ax 2 + bx + c ƒ ax 2+bx+c
px + q px + q
ƒ 2 dx, ƒ dx, ƒ ƒa 2 ± x 2 dx, ƒ ƒx 2 − a2 dx
ax + bx + c √ax2+bx + c

ƒ ƒ 2 + + , ƒ( + )ƒ 2 + +

Definite integrals as a limit of a sum, Fundamental Theorem of Calculus (without proof).Basic
properties of definite integrals and evaluation of definite integrals.
4. Applications of the Integrals
Applications in finding the area under simple curves, especially lines, circles/ parabolas/ellipses (in
standard form only), Area between any of the two above said curves (the region should be clearly
identifiable).
5. Differential Equations
Definition, order and degree, general and particular solutions of a differential equation. formation of
differential equation whose general solution is given. Solution of differential equations by method of
separation of variables, solutions of homogeneous differential equations of first order and first degree.
Solutions of linear differential equation of the type:
dy
+ py = q, where p and q are functions of x or constants.
dx
dx
+ px = q, where p and q are functions of y or constants.
dy

Unit-IV: Vectors and Three-Dimensional Geometry
1. Vectors
Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a
vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point,
negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar,
position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation,
properties and application of scalar (dot) product of vectors, vector (cross) product of vectors, scalar
triple product of vectors.
2. Three - dimensional Geometry
Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector
equation of a line, coplanar and skew lines, shortest distance between two lines. Cartesian and vector
equation of a plane. Angle between (i) two lines, (ii) two planes, (iii) a line and a plane. Distance of a
point from a plane.

Unit-V: Linear Programming
1. Linear Programming
Introduction, related terminology such as constraints, objective function, optimization, different types
of linear programming (L.P.) problems, mathematical formulation of L.P. problems, graphical method
of solution for problems in two variables, feasible and infeasible regions (bounded or unbounded),
feasible and infeasible solutions, optimal feasible solutions (up to three non-trivial constraints).
Unit-VI: Probability
1. Probability
Conditional probability, multiplication theorem on probability, independent events, total probability,

Bayes’ theorem, Random variable and its probability distribution, mean and variance of random
variable.
Prescribed Books:
1) Mathematics Textbook for Class XI, NCERT Publications

2) Mathematics Part I - Textbook for Class XII, NCERT Publication
3) Mathematics Part II - Textbook for Class XII, NCERT Publication
4) Mathematics Exemplar Problem for Class XI, Published by NCERT
5) Mathematics Exemplar Problem for Class XII, Published by NCERT
6) Mathematics Lab Manual class XI, published by NCERT
7) Mathematics Lab Manual class XII, published by NCERT
h ttp://www.ncert.nic.in/exemplar/labmanuals.html

AMU Board of Secondary and Senior Secondary SCHOOL EDUCATION
CLASS XII
PERSIAN
Remark:
COMPLETE SYLLABUS Highlighted portion
Unit/Area of Learning in the following
syllabus is to be
A. Reading Comprehension
taught as per the
B. Writing Skills teaching schedule,
C. Applied Grammar however it may not
D. Literature be the part of any
E. Internal Assessment examination.
Language
Section -A: Reading Comprehension
An unseen passage of 150 words followed by 3-4 short questions to test

comprehension.2marksmaybeallocatedfortesting vocabulary. 1markmay be allocated for providing a
suitable heading.(7+2+1)
Section - B: Writing Skills: Questions will be asked on given subjects.
(i) Letter writing /EssayWriting

(ii) Objective type questions will be asked from prescribed textbook
(iii) Summarizing of prescribed lesson intoUrdu/English/Hindi/Persian
Section - C: Applied Grammar

1. Definition of the following withexamples:
i. Noun
ii. Pronoun
iii. Preposition
iv. Verb
2. Word formations frominfinitives
i. Imperatives
ii. Aorists(Muzare) andConjugation
3. lsm-e-Fail, lsm-e-Mafool, AdjectivesSingular/Plurals

Section - D: Literature (Lessons to be studied) :Farsi-wa-Dastoor Part I, Kitab-e-Awwal (1977) by
Dr. Zahrae-Khanlari, published by ldarah-e-Adabiyat-e-Dilli, 2009 Qasimjan Street, Delhi-110006
Prose and Poetry:

1. Tarrar-e-Amanatdar 2. Qissa-e-Kodak Moosa (PartI)
3. Qissa-e-Kodak Moosa (PartII) 4. Shaban-wa-Gusfand

5. Qissa-e-GuleKhandan-wa- 6. Guwahi-e-Darakht
Durr-e- Giryan-Part I, II,Ill
7. DastureZaban-e-Farsi 8. DastureZaban-e-Farsi Wabastah-e-
Wabastah-e Fail(Qaid)
AjzaiJumlaMuzafIIeh
9. Mazandaran(Poem) 10. Nageen-e-Angushtri
(Poem)
11. Kitab(Poem)
Amoozish-e-Zaban-e-Farsi Book IV by Dr. YadullahSamareh Published by lntesharat-
e-BenulMillali Al-Hoda, available at Iran Culture House, 18, TilakMarg, New Delhi.
1. Qissah-e-Rangha 2. Nohomeenljlasi-yeSaran
3. GandhiKhastar-e-Aghaz-e- 4. DeeruzlmruzWaFarda
Naw- darRawabit-e-Chin wa
HindShod
5. WaqtiKelshqNeest(Poem)
Section – E: Internal Assessment

d. Written Project i) Appreciation of a Persian Poem/Prose
ii) Good hand writing (Khushnavesi)
iii) Grammar based charts
e. Oral Test Oral Test on a given topic from prescribed text

f. Eloquence Test i) Debate
ii) Group discussion
iii) Extempore Speech
iv) Reading and Recitation of Persian texts
7) Qissai-e-Sindbad Behri-Part 8) Dastur-e-Zaban-e-Farsi-Isme- Mufrad/lsm-e-

II Jama (Noun- Singular/Plural)
9) Dasture-e-Zaban-e- 10) Dastur-e-Zaban-e-Farsi-Fail-e- Lazim/Fail-e-

Farsi Zamir(Pronoun) Mutaaddi (verb: Transitive/Intransitive)
11) Doorbeeni(Poem) 12) Sadeh(Poem)


PHYSICAL EDUCATION
COMPLETE SYLLABUS however it may not be the part of
Theory
Unit I Planning in Sports any examination.
• 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
Unit III Yoga & Lifestyle
• 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 & Women in Sports

• Motor development & factors affecting it
• Exercise Guidelines at different stages of growth & Development
• Common Postural Deformities - Knock Knee; Flat Foot; Round Shoulders; Lordosis, Kyphosis, Bow
Legs and Scoliosis and their corrective measures
• Sports participation of women in India
• Special consideration (Menarch & Menstural Disfunction)
• Female Athletes Triad (Oestoperosis, Amenoria, Eating Disorders)
Unit VI Test & Measurement in Sports

o Motor Fitness Test – 50 M Standing Start, 600 M Run/Walk, Sit & Reach, Partial Curl Up,
Push Ups (Boys), Modified Push Ups (Girls), Standing Broad Jump, Agility – 4x10 M Shuttle
Run
o General Motor Fitness – Barrow three item general motor ability (Standing Broad Jump, Zig
Zag Run, Medicine Ball Put – For Boys: 03 Kg & For Girls: 01 Kg)
o Measurement of Cardio Vascular Fitness – Harvard Step Test/Rockport Test -
Computation of Fitness Index: Duration of the Exercise in Seconds x 100

5.5 x Pulse count of 1-1.5 Min after Exercise

o Rikli & Jones - Senior Citizen Fitness Test 1. Chair Stand Test for lower body strength
2. Arm Curl Test for upper body strength
3. Chair Sit & Reach Test for lower body flexibility
4. Back Scratch Test for upper body flexibility
5. Eight Foot Up & Go Test for agility
6. Six Minute Walk Test for Aerobic Endurance
Unit VII Physiology & Injuries in Sports

• Physiological factor determining component of Physical Fitness
• Effect of exercise on Cardio Respiratory System
• Effect of exercise on Muscular System
• Physiological changes due to ageing
• Sports injuries: Classification (Soft Tissue Injuries:(Abrasion, Contusion, Laceration, Incision,
Sprain & Strain) Bone & Joint Injuries: (Dislocation, Fractures: Stress Fracture, Green Stick,
Communated, Transverse Oblique & Impacted) Causes, Prevention& treatment
• First Aid – Aims & Objectives
Unit VIII Biomechanics & Sports

• Meaning and Importance of Biomechanics in Sports
• Types of movements (Flexion, Extension, Abduction & Adduction)
• Newton’s Law of Motion & its application in sports
• Friction & Sports
Unit IX Psychology & Sports

• Personality; its definition & types – Trait & Types (Sheldon & Jung Classification) & Big Five
Theory
• Motivation, its type & techniques
• Exercise Adherence; Reasons to Exercise, Benefits of Exercise
• Strategies for Enhancing Adherence to Exercise
• Meaning, Concept & Types of Aggressions in Sports
Unit X Training in Sports

• Strength – Definition, types & methods of improving Strength – Isometric, Isotonic & Isokinetic
• Endurance - Definition, types & methods to develop Endurance – Continuous Training, Interval
Training & Fartlek Training
• Speed – Definition, types & methods to develop Speed – Acceleration Run & Pace Run
• Flexibility – Definition, types & methods to improve flexibility
• Coordinative Abilities – Definition & types
• Circuit Training - Introduction & its importance
Practical
01. Physical Fitness Test

02. Proficiency in Games and Sports (Skill of any one Game of choice from the given list*)
03. Yogic Practices
04. Record File **
05. Viva Voce (Health/ Games & Sports/ Yoga)
* Basketball, Football, Kabaddi, Kho-Kho, Volleyball, Handball, Hockey, Cricket, Bocce &
Unified Basketball [CWSN (Children With Special Needs - Divyang)]
**Record File shall include:
Practical-1: Fitness tests administration for all items.

Practical-2: Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle
disease.
Practical-3: Procedure for administering Senior Citizen Fitness Test for 5 elderly family members.
Practical-4: Any one game of your choice out of the list above. Labelled diagram of field & equipment
(Rules, Terminologies & Skills).

AMU Board of Secondary and Senior Secondary Education
Aligarh Muslim University, Aligarh (2020-2021)
following syllabus is to be taught as
CLASS XII
per the teaching schedule, however PHYSICS (THEORY)
it may not be the part of any COMPLETE SYLLABUS
examination.
Unit–I Electrostatics
Chapter–1: Electric Charges and Fields
Chapter–2: Electrostatic Potential and Capacitance
Unit-II Current Electricity

Chapter–3: Current Electricity
Unit-III Magnetic Effects of Current and Magnetism
Chapter–4: Moving Charges and Magnetism
Chapter–5: Magnetism and Matter
Unit-IV Electromagnetic Induction and Alternating Currents
Chapter–6: Electromagnetic Induction

Chapter–7: Alternating Current
Unit–V Electromagnetic Waves
Chapter–8: Electromagnetic Waves
Unit–VI Optics
Chapter–9: Ray Optics and Optical Instruments
Chapter–10: Wave Optics
Unit–VII Dual Nature of Radiation and Matter
Chapter–11: Dual Nature of Radiation and Matter
Unit–VIII Atoms and Nuclei

Chapter–12: Atoms
Chapter–13: Nuclei
Unit–IX Electronic Devices
Chapter–14: Semiconductor Electronics: Materials, Devices and
Simple Circuits
Based on CBSE Syllabus

Unit I: Electrostatics
Electric Charges; Conservation of charge, Coulomb's law-force between two

point charges, forces between multiple charges; superposition principle and
continuous charge distribution.
Electric field, electric field due to a point charge, electric field lines, electric
dipole, electric field due to a dipole, torque on a dipole in uniform electric fleld.
Electric flux, statement of Gauss's theorem and its applications to find field due
to infinitely long straight wire, uniformly charged infinite plane sheet and
uniformly charged thin spherical shell (field inside and outside).
Electric potential, potential difference, electric potential due to a point charge,

a dipole and system of charges; equipotential surfaces, electrical potential
energy of a system of two point charges and of electric dipole in an electrostatic
field.
Conductors and insulators, free charges and bound charges inside a

conductor. Dielectrics and electric polarisation, capacitors and capacitance,
combination of capacitors in series and in parallel, capacitance of a parallel
plate capacitor with and without dielectric medium between the plates, energy
stored in a capacitor.
Unit II: Current Electricity
Electric current, flow of electric charges in a metallic conductor, drift velocity,

mobility and their relation with electric current; Ohm's law, electrical resistance,
V-I characteristics (linear and non-linear), electrical energy and power,
electrical resistivity and conductivity, Carbon resistors, colour code for carbon
resistors; series and parallel combinations of resistors; temperature
dependence of resistance.

Internal resistance of a cell, potential difference and emf of a cell, combination
of cells in series and in parallel, Kirchhoff's laws and simple applications,
Wheatstone bridge, metre bridge.
Potentiometer - principle and its applications to measure potential difference

and for comparing EMF of two cells; measurement of internal resistance of a
cell.
Unit III: Magnetic Effects of Current and Magnetism
Concept of magnetic field, Oersted's experiment.
Biot - Savart law and its application to current carrying circular loop.
Ampere's law and its applications to infinitely long straight wire. Straight and
toroidal solenoids (only qualitative treatment), force on a moving charge in
uniform magnetic and electric fields, Cyclotron.
Force on a current-carrying conductor in a uniform magnetic field, force

between two parallel current-carrying conductors-definition of ampere, torque
experienced by a current loop in uniform magnetic field; moving coil
galvanometer-its current sensitivity and conversion to ammeter and voltmeter.
Current loop as a magnetic dipole and its magnetic dipole moment, magnetic
dipole moment of a revolving electron, magnetic field intensity due to a
magnetic dipole (bar magnet) along its axis and perpendicular to its axis, torque
on a magnetic dipole (bar magnet) in a uniform magnetic field; bar magnet as
an equivalent solenoid, magnetic field lines; earth's magnetic field and
magnetic elements.
Para-, dia- and ferro - magnetic substances, with examples. Electromagnets

and factors affecting their strengths, permanent magnets.
Unit IV: Electromagnetic Induction and Alternating Currents

Electromagnetic induction; Faraday's laws, induced EMF and current; Lenz's

Law, Eddy currents. Self and mutual induction.
Alternating currents, peak and RMS value of alternating current/voltage;

reactance and impedance; LC oscillations (qualitative treatment only), LCR
series circuit, resonance; power in AC circuits, power factor, wattless current.
AC generator and transformer.
Unit V: Electromagnetic waves
Basic idea of displacement current, Electromagnetic waves, their

characteristics, their Transverse nature (qualitative ideas only).
Electromagnetic spectrum (radio waves, microwaves, infrared, visible,

ultraviolet, X-rays, gamma rays) including elementary facts about their uses.
Unit VI: Optics
Ray Optics: Reflection of light, spherical mirrors, mirror formula, refraction of

light, total internal reflection and its applications, optical fibers, refraction at
spherical surfaces, lenses, thin lens formula, lensmaker's formula,
magnification, power of a lens, combination of thin lenses in contact, refraction
of light through a prism.
Scattering of light - blue colour of sky and reddish appearance of the sun at
sunrise and sunset.
Optical instruments: Microscopes and astronomical telescopes (reflecting and

refracting) and their magnifying powers.

Wave optics: Wave front and Huygen's principle, reflection and refraction of
plane wave at a plane surface using wave fronts. Proof of laws of reflection and
refraction using Huygen's principle. Interference, Young's double slit
experiment and expression for fringe width, coherent sources and sustained
interference of light, diffraction due to a single slit, width of central maximum,
resolving power of microscope and astronomical telescope, polarisation, plane
polarised light, Brewster's law, uses of plane polarised light and Polaroids.
Unit VII: Dual Nature of Radiation and Matter
Dual nature of radiation, Photoelectric effect, Hertz and Lenard's observations;

Einstein's photoelectric equation-particle nature of light.
Matter waves-wave nature of particles, de-Broglie relation, Davisson-Germer

experiment (experimental details should be omitted; only conclusion should be
explained).
Unit VIII: Atoms and Nuclei
Chapter–12: Atoms
Alpha-particle scattering experiment; Rutherford's model of atom; Bohr model,

energy levels, hydrogen spectrum.
Composition and size of nucleus, Radioactivity, alpha, beta and gamma

particles/rays and their properties; radioactive decay law.
Mass-energy relation, mass defect; binding energy per nucleon and its
variation with mass number; nuclear fission, nuclear fusion.
Unit IX: Electronic Devices
Chapter–14: Semiconductor Electronics: Materials, Devices and Simple

Circuits
Energy bands in conductors, semiconductors and insulators (qualitative ideas

only)
Semiconductor diode - I-V characteristics in forward and reverse bias, diode as

a rectifier;
Special purpose p-n junction diodes: LED, photodiode, solar cell and Zener
diode and their characteristics, zener diode as a voltage regulator.
PRACTICALS
The record to be submitted by the students at the time of their annual examination has to
include:
§ Record of at least 15 Experiments [with a minimum of 6 from each section], to be

performed by the students.
§ Record of at least 5 Activities [with a minimum of 2 each from section A and section
B], to be demonstrated by the teachers.
§ The Report of the project to be carried out by the students.

Evaluation Scheme
Max. Marks: 25
Two experiments one from each section 7+7 Marks

Practical record [experiments and activities] 6 Marks
Viva on experiments, activities and project 5 Marks
Total 25 marks
Experiments SECTION–A
1. To determine resistance per cm of a given wire by plotting a graph for potential

difference versus current.
2. To find resistance of a given wire using metre bridge and hence determine the
resistivity (specific resistance) of its material.
3. To verify the laws of combination (series) of resistances using a metre bridge.
4. To verify the laws of combination (parallel) of resistances using a metre bridge.
5. To compare the EMF of two given primary cells using potentiometer.
6. To determine the internal resistance of given primary cell using potentiometer.
7. To determine resistance of a galvanometer by half-deflection method and to find its

figure of merit.
8. To convert the given galvanometer (of known resistance and figure of merit) into a
voltmeter of desired range and to verify the same.
9. To convert the given galvanometer (of known resistance and figure of merit) into an
ammeter of desired range and to verify the same.
10. To find the frequency of AC mains with a sonometer.
Activities (For the purpose of demonstration only)
1. To measure the resistance and impedance of an inductor with or without iron core.
2. To measure resistance, voltage (AC/DC), current (AC) and check continuity of a

given circuit using multimeter.
3. To assemble a household circuit comprising three bulbs, three (on/off) switches, a

fuse and a power source.
4. To assemble the components of a given electrical circuit.
5. To study the variation in potential drop with length of a wire for a steady current.
6. To draw the diagram of a given open circuit comprising at least a battery,

resistor/rheostat, key, ammeter and voltmeter. Mark the components that are not
connected in proper order and correct the circuit and also the circuit diagram.
SECTION-B
Experiments
1. To find the value of v for different values of u in case of a concave mirror and to find
the focal length.
2. To find the focal length of a convex mirror, using a convex lens.
3. To find the focal length of a convex lens by plotting graphs between u and v or
between 1/u and 1/v.
4. To find the focal length of a concave lens, using a convex lens.
5. To determine angle of minimum deviation for a given prism by plotting a graph
between angle of incidence and angle of deviation.
6. To determine refractive index of a glass slab using a travelling microscope.
7. To find refractive index of a liquid by using convex lens and plane mirror.
8. To draw the I-V characteristic curve for a p-n junction in forward bias and reverse bias.
9. To draw the characteristic curve of a zener diode and to determine its reverse breaks
down voltage.
10. To determine the wavelength of a laser beam by diffraction.
1. To identify a diode, an LED, a resistor and a capacitor from a mixed collection of such
items.
2. Use of multimeter to see the unidirectional flow of current in case of a diode and an
LED and check whether a given electronic component (e.g., diode) is in working order.
3. To study effect of intensity of light (by varying distance of the source) on an LDR.
4. To observe refraction and lateral deviation of a beam of light incident obliquely on a
glass slab.

5. To observe polarization of light using two Polaroids.
6. To observe diffraction of light due to a thin slit.
7. To study the nature and size of the image formed by a (i) convex lens, (ii) concave
mirror, on a screen by using a candle and a screen (for different distances of the
candle from the lens/mirror).
8. To obtain a lens combination with the specified focal length by using two lenses from
the given set of lenses.
Suggested Investigatory Projects
1. To study various factors on which the internal resistance/EMF of a cell depends.
2. To study the variations in current flowing in a circuit containing an LDR because of a

variation in
(a) the power of the incandescent lamp, used to 'illuminate' the LDR (keeping all the
lamps at a fixed distance).
(b) the distance of a incandescent lamp (of fixed power) used to 'illuminate' the LDR.
3. To find the refractive indices of (a) water (b) oil (transparent) using a plane mirror, an
equi convex lens (made from a glass of known refractive index) and an adjustable object
needle.
4. To design an appropriate logic gate combination for a given truth table.
5. To investigate the relation between the ratio of (i) output and input voltage and (ii)
number of turns in the secondary coil and primary coil of a self-designed transformer.
6. To investigate the dependence of the angle of deviation on the angle of incidence using
a hollow prism filled one by one, with different transparent fluids.
7. To estimate the charge induced on each one of the two identical styrofoam (or pith)
balls suspended in a vertical plane by making use of Coulomb's law.
8. To study the factor on which the self-inductance of a coil depends by observing the
effect of this coil, when put in series with a resistor/(bulb) in a circuit fed up by an A.C.
source of adjustable frequency.
9. To study the earth's magnetic field using a tangent galvanometer.

Practical Examination for Visually Impaired Students of

Classes XI and XII Evaluation Scheme
Time Allowed: Two hours Max. Marks:25
Identification/Familiarity with the apparatus 5 marks

Written test (based on given/prescribed practicals) 9marks
Practical Record 6marks
Viva 5marks
Total 25marks
General Guidelines
§ The practical examination will be of two hour duration.
§ A separate list of ten experiments is included here.
§ The written examination in practicals for these students will be conducted at the time of
practical examination of all other students.
§ The written test will be of 30 minutes duration.
§ The question paper given to the students should be legibly typed. It should contain a
total of 15 practical skill based very short answer type questions. A student would be
required to answer any 10 questions.
§ A writer may be allowed to such students as per CBSE examination rules.
§ All questions included in the question papers should be related to the listed practicals.
§ These students are also required to maintain a practical file. A student is expected to
§ The format of writing any experiment in the practical file should include aim, apparatus
§ Questions may be generated jointly by the external/internal examiners and used for
assessment.
§ The viva questions may include questions based on basic theory/principle/concept,
apparatus/ materials/chemicals required, procedure, precautions, sources of error etc.
§

§ Class XII
A. Items for Identification/ familiarity with the apparatus for assessment in

practicals (All experiments)
Meter scale, general shape of the voltmeter/ammeter, battery/power supply,

connecting wires, standard resistances, connecting wires, voltmeter/ammeter, meter
bridge, screw gauge, jockey Galvanometer, Resistance Box, standard Resistance,
connecting wires, Potentiometer, jockey, Galvanometer, Lechlanche cell, Daniell cell
[simple distinction between the two vis-à-vis their outer (glass and copper) containers],
rheostat connecting wires, Galvanometer, resistance box, Plug-in and tapping keys,
connecting wires battery/power supply, Diode, Resistor (Wire-wound or carbon ones
with two wires connected to two ends), capacitors (one or two types), Inductors,
Simple electric/electronic bell, battery/power supply, Plug-in and tapping keys,
Convex lens, concave lens, convex mirror, concave mirror, Core/hollow wooden
cylinder, insulated wire, ferromagnetic rod, Transformer core, insulated wire.
1. To determine the resistance per cm of a given wire by plotting a graph between

voltage and current.
2. To verify the laws of combination (series/parallel combination) of resistances by
Ohm’s law.
3. To find the resistance of a given wire using a meter bridge and hence determine
the specific resistance (resistivity) of its material.
4. To compare the e.m.f of two given primary cells using a potentiometer.
5. To determine the resistance of a galvanometer by half deflection method.
6. To identify a resistor, capacitor, inductor and diode from a mixed collection of such
items.
7. To understand the principle of (i) a NOT gate (ii) an OR gate (iii)an AND gate and
to make their equivalent circuits using a bell and cells/battery and keys /switches
8. To observe the difference between
(i) a convex lens and a concave lens
(ii) a convex mirror and a concave mirror and to estimate the likely difference
between the power of two given convex /concave lenses.
9. To design an inductor coil and to know the effect of
(i) change in the number of turns
(ii) Introduction of ferromagnetic material as its core material on the inductance of
the coil.
10. To design a (i) step up (ii) step down transformer on a given core and know the
relation between its input and output voltages.
Note: The above practical may be carried out in an experiential manner rather than recording
observations.
Prescribed Books:
1. Physics, Class XI, Part -I and II, Published by NCERT.
2. Physics, Class XII, Part -I and II, Published by NCERT.
3. Laboratory Manual of Physics for class XII Published by NCERT.
4. The list of other related books and manuals brought out by NCERT (consider multimedia also).


POLITICAL SCIENCE
A. Theory
be the part of any
examination.
Units
Part A: Contemporary World Politics
1 Cold War Era
2 The End of bipolarity
3 US Hegemony in World Politics
4 Alternative centres of power
5 Contemporary South Asia
6 International Organizations
7 Security in Contemporary World
8 Environment and Natural Resources
9 Globalization
Part B: Politics in India since Independence

10 Challenges of Nation Building
11 Er of One-Party Dominance
12 Politics of Planned Development
13 India’s External relations
14 Challenges to the Congress System
15 Crisis of the Democatitic Order
16 Rise of Popular Movements
17 Regional aspirations
18 Recent Developments in Indian Politics
B. Project Work

COURSE CONTENTS

1 Cold War Era
Emergence of two power blocs after the second world war. Arenas of the cold
war.
Challenges to Bipolarity: Non Aligned Movement, quest for new international
economic order.
India and the cold war.
2. The End of Bipolarity
New entities in world politics: Russia, Balkan states and Central Asian states.
Introduction of democratic politics and capitalism in post- communist regimes.
India’s relations with Russia and other post-communist countries.
Growth of unilateralism: Afghanistan, first Gulf War, response to 9/11 and
attack on Iraq.
Dominance and challenge to the US in economy and ideology. India’s
renegotiation of its relationship with USA.
4 Alternative Centres of Power
Rise of China as an economic power in post-Mao era, creation and expansion
of European Union, ASEAN. India’s changing relations with China.
5 Contemporary South Asia in the Post-Cold War Era Democratisation in

Pakistan and Nepal. Ethnic conflict in Sri Lanka, Impact of economic
globalization on the region.
Conflicts and efforts for peace in South Asia. India’s relation with its
neighbours.
Restructuring and the future of the UN. India’s position in the restructured UN.
Rise of new international actors: new international economic organizations,
NGOs. How democratic and accountable are the new institutions of global
governance?
Traditional concerns of security and politics of disarmament. Non-traditional or
human security: global poverty, health and education.
Issues of human rights and migration.

Environment movement and evolution of global environmental norms. Conflicts
over traditional and common property resources. Rights of indigenous people.
India’s stand in global environmental debates.
9 Globalization
Economic, cultural and political manifestations. Debates on the

nature of consequences of globalization. Anti-globalization
movements. India as an arena of globalization and struggle against it.

10 Challenges of Nation-Building
Nehru’s approach to nation-building; Legacy of partition: challenge of ‘refugee’
resettlement, the Kashmir problem. Organization and reorganization of states;
Political conflicts over language.
11 Era of One-Party Dominance

First three general elections, nature of Congress dominance at the national
level, uneven dominance at the state level, coalitional nature of Congress.
Major opposition parties.
Five year plans, expansion of state sector and the rise of new economic
interests. Famine and suspension of five year plans. Green Revolution and its
political fallouts.
13 India’s External Relations
Nehru’s foreign policy. Sino-Indian war of 1962, Indo-Pak war of 1965 and
1971. India’s nuclear programme. Shifting alliance in world politics.

Political succession after Nehru. Non-Congressism and electoral upset of
1967, Congress split and reconstitution, Congress’ victory in 1971 elections,
politics of ‘garibi hatao’
15 Crisis of the Democratic Order
Search for ‘committed’ bureaucracy and judiciary. Navnirman movement in
Gujarat and the Bihar movement. Emergency: context, constitutional and extra-
constitutional dimensions, resistance to emergency. 1977 elections and the
formation of Janata Party. Rise of civil liberties organizations.
16 Popular Movements in India

Farmers’ movements, Women’s movement, Environment and Development-
affected people’s movements. Implementation of Mandal Commission report
and its aftermath.
17 Regional Aspirations
Rise of regional parties. Punjab crisis and the anti-Sikh riots of 1984. The
Kashmir situation. Challenges and responses in the North East.

Participatory upsurge in 1990s. rise of the JD and the BJP. Increasing role of
regional parties and coalition politics. Coalition governments:
NDA (1998-2004)
UPA (2004-2014)
NDS (2014 onwards)

Prescribed Books:
1. Contemporary World Politics, Class XII, Published by NCERT
2. Politics in India since Independence, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi and Urdu versions.
The weightage or the distribution of marks over the different dimensions paper shall
be as follows:-
1. Weightage of Content
Units
Part A : Contemporary World Politics
1 Cold War Era
4 Alternative centres of Power
8 Environment and Natural Resource
9 Globalization

11 Era of One-party Dominance
2. Weightage of Difficulty Level
Estimated difficulty level Percentage

Difficult 20%
Average 50%
Easy 30%

3. Scheme of Options:
There is internal choice for long answer questions. Map question has
choice only with another map.
There are three passage-based or picture-based Questions.
4. Project Work:
Details of Project Work

The Project work will be implemented in class XII from the session i.e. 2019-20.
Out of 20 marks, 10 marks are to be allotted to viva voce and 10 marks for project
work.
For class XII, the evaluation for 20 marks project work should be done jointly by the
internal as well as the external examiner.
The project can be individual/pair/group of 4-5 each. The Project can be made on
any of the topics given in the syllabus of a particular class.
The suggestive list of activities for project work is as follows:-
Role Play, Skit, Presentation, Model, Field Survey, Mock Drills/Mock Event etc.
The teacher should give enough time for preparation of the Project Work. The topics
for Project Work taken up by the student must be discussed by the teacher in
classroom.
5. In order to assess different mental abilities of learners, question paper is likely to

include questions based on passages, visuals such as maps, cartoons, etc. No
factual question will be asked on the information given in the plus (+) boxes in the
textbooks.

BOARD OF SECONDARY & SENIOR SECONDARY SCHOOL
EDUCATION
CLASS XII following syllabus is to be taught
PSYCHOLOGY as per the teaching schedule,
any examination.
One Theory Paper
Units Topics
I Variations in Psychological Attributes

II Self and Personality
III Meeting Life Challenges
IV Psychological Disorders
V Therapeutic Approaches
VI Attitude and Social Cognition
VII Social Influence and Group Processes
VIII Psychology and Life
IX Developing Psychological Skills
COURSE CONTENT
Unit I
Variations in Psychological Attributes
The topics in this unit are:
1. Introduction
2. Individual Differences in Human Functioning
3. Assessment of Psychological Attributes
4. Intelligence
5. Psychometric Theories of Intelligence, Information Processing
Theory, Theory of Multiple Intelligences,

EDUCATION
Triarchic Theory of Intelligence, Planning, Attention- arousal and
Simultaneous successive Model of Intelligence
6. Individual Differences in Intelligence
7. Culture and Intelligence
8. Emotional Intelligence
9. Special Abilities: Aptitude: Nature and Measurement
10. Creativity
Unit II
Self and Personality
1. Introduction
2. Self and Personality
3. Concept of Self
4. Cognitive and Behavioural Aspects of Self
5. Culture and Self
6. Concept of Personality
7. Major Approaches to the Study of Personality
• Type Approaches
• Trait Approaches
• Psychodynamic Approach
• Behavioural Approach
• Cultural Approach
• Humanistic Approach
8. Assessment of Personality
• Self-report Measures
• Projective Techniques
• Behavioural Analysis

EDUCATION
Unit III Meeting Life Challenges
1. Introduction
2. Nature, Types and Sources of Stress
3. Effects of Stress on Psychological Functioning and Health
• Stress and Health
• General Adaptation Syndrome
• Stress and Immune System
• Lifestyle

EDUCATION
4. Coping with Stress
• Stress Management Techniques
5. Promoting Positive Health and Well-being
• Life Skills
Unit IV
Psychological Disorders
1. Introduction
2. Concepts of Abnormality and Psychological Disorders
• Historical Background
3. Classification of Psychological Disorders
4. Factors Underlying Abnormal Behaviour
5. Major Psychological Disorders
• Anxiety Disorders
• Obsessive-Compulsive and Related Disorders
• Trauma-and Stressor-Related Disorders
• Somatic Symptom and Related Disorders
• Dissociative Disorders
• Depressive Disorder
• Bipolar and Related Disorders
• Schizophrenia Spectrum and Other Psychotic Disorders
• Neurodevelopmental Disorders
• Disruptive, Impulse-Control and Conduct Disorders
• Feeding and Eating Disorders
• Substance Related and Addictive Disorders

EDUCATION
Unit V
Therapeutic Approaches
1. Nature and Process of psychotherapy
• Therapeutic relationship
2. Types of Therapies
• Psychodynamic Therapy
• Behaviour Therapy
• Cognitive Therapy
• Humanistic-existential Therapy
• Biomedical Therapy

EDUCATION
• Alternative Therapies
3. Rehabilitation of the Mentally Ill
Unit VI Attitude and Social Cognition
1. Introduction
2. Explaining Social Behaviour
3. Nature and Components of Attitudes
4. Attitude Formation and Change
• Attitude Formation
• Attitude Change
• Attitude-Behaviour Relationship
5. Prejudice and Discrimination
6. Strategies for Handling Prejudice
7. Social Cognition
8. Schemas and Stereotypes
9. Impression Formation and Explaining
10. Behaviour of Others through Attributions
• Impression Formation
• Attribution of Causality
11. Behaviour in the Presence of Others
12. Pro-social Behaviour
• Factors Affecting Pro-social Behaviour

EDUCATION
Unit VII
Social Influence and Group Processes
1. Introduction
2. Nature and Formation of Groups
3. Type of Groups
4. Influence of Group on Individual Behaviour
• Social Loafing
• Group Polarisation
5. Conformity, Compliance and Obedience
6. Cooperation and Competition
• Determinants of Cooperation and Competition
7. Social Identity
8. Intergroup Conflict: Nature and Causes
9. Conflict Resolution Strategies

EDUCATION
Unit VIII
Psychology and Life
1. Introduction
2. Human-Environment Relationship
• Different Views of the Human-Environment Relationship
3. Environmental Effects on Human Behaviour
• Human Influence on the Environment
• Noise
• Pollution
• Crowding
• Natural Disasters
4. Promoting Pro-environmental Behaviour
5. Psychology and Social Concerns
• Poverty and Discrimination
• Aggression, Violence and Peace
• Mahatma Gandhi on Non-violence
• Health
• Impact of Television on Behaviour
Unit IX
Developing Psychological Skills
1. Introduction
2. Developing as an effective Psychologist
3. General Skills
4. Observational Skills
5. Specific Skills
• Communication Skills
• Psychological Testing Skills
6. Interviewing Skills
7. Counselling Skills

EDUCATION
Practical
A. Development of case profile:
Using appropriate methods like interview, observation and psychological tests.
B. Test administration:
Students are required to administer and interpret five
any two (to

be
considered
in exams)

EDUCATION
psychological tests related to various psychological attributes
like intelligence, aptitude, attitude, personality, etc.
C. In Practical examination, the student will be required to
administer and interpret two psychological tests.
Distribution of Marks:
• Practical File and Case profile
• Viva Voce (Case profile and practical)
• Two practicals (5 for conduct and 10 for reporting)
Prescribed Books:
1. Psychology, Class XI, Published by NCERT
2. Psychology, Class XII, Published by NCERT

CLASS XII
SOCIOLOGY it may not be the part of any
COMPLETE SYLLABUS examination.
One Theory Paper
Units
A Indian Society
1. Introducing Indian Society
2. The Demographic Structure of Indian Society
3. Social Institutions-Continuity and Change
4. Market as a Social Institution
5. Patterns of Social Inequality and Exclusion
6. Challenges of Cultural Diversity
7. Suggestions for Project Work
B Change and Development in Indian Society
8. Structural Change
9. Cultural Change
10. The Story of Indian Democracy
11. Change and Development in Rural Society
12. Change and Development in Industrial Society
13. Globalization and Social Change
14. Mass Media and Communications
15. Social Movements
COURSE CONTENT
A.
INDIAN SOCIETY
Unit 1 Introducing Indian Society
• Colonialism, Nationalism, Class and Community (Non- evaluative)
Unit 2 The Demographic Structure of the Indian Society

• Theories and concepts in demography
• Rural-Urban Linkages and Divisions

Unit 3 Social Institutions: Continuity and Change
• The Caste System
• Tribal Communities
• Family and Kinship
Unit 4 Market as a Social Institution
• Sociological perspectives on markets and the economy
• Globalization - Interlinking of Local, Regional, National and
International Markets
Unit 5 Patterns of Social Inequality and Exclusion
• Social Inequality and Social Exclusion
• Caste prejudice, Scheduled Castes & Other Backward Classes
• Adivasi Struggles
• The Struggle for Women’s Equality and Rights
• The struggles of the Differently Abled
Unit 6 The Challenges of Cultural Diversity

• Cultural communities and the nation state
• Problems of Regionalism
• The Nation state, religion related issues and identities
• Communalism, secularism and the nation state
• State and Civil Society
Unit 7 Suggestions for Project Work
B. CHANGE AND DEVELOPMENT IN INDIA
Unit 8 Structural Change
• Colonialism, Industrialization, Urbanization
Unit 9 Cultural Change
• Social Reform Movements and Laws
• Different Kinds of Social Change: Sanskritisation,
Westernization, Modernization, Secularization

Unit 10 The Story of Indian Democracy
• The Constitution as an instrument of Social Change
• Panchayati Raj and the Challenges of Social Transformation
• Political Parties, Pressure Groups and Democratic Politics
Unit 11 Change and Development in Rural Society

• Land Reforms, Green Revolution and Emerging Agrarian
society
• Agrarian Structure : Caste & class in Rural India
• Land Reforms
• Green revolution and its social consequences
• Transformation in Rural Society
• Globalization, Liberalization and Rural Society
Unit 12 Change and Development in Industrial Society
• From Planned Industrialization to Liberalization
• Getting a Job
• Work Processes
Unit 13 Globalization and Social Change
• Dimensions of Globalization
Unit 14 Mass Media and Communication
• Types of Mass Media: Radio, Television and Print Media
• Changing Nature of Mass Media
Unit 15 Social Movements

• Theories and Classification of Social Movements
• Environmental Movements
• Class-Based Movements: Workers, Peasants
• Caste-Based Movements: Dalit Movement, Backward Castes, Trends
in Upper Caste Responses
• Tribal Movements
• Women’s Movements in Independent India

PRACTICAL
EXAMINATION
A. Project (undertaken during the academic year at school level)

1. Statement of Purpose
2. Methodology / Technique
3. Conclusion
B. Viva – based on the project work
C. Research design
i. Overall format
ii. Research Question/Hypothesis
iii. Choice of technique
iv. Detailed procedure for implementation of technique
v. Limitations of the above technique
B & C to be administered on the day of the external examination
Prescribed Books:
1. Introducing Sociology, Class XI, Published by NCERT
2. Understanding Society, Class XI, Published by NCERT
3. Indian Society, Class XII, Published by NCERT
4. Social Change and Development in India, Class XII, published by NCERT


CLASS XII
URDU ELECTIVE highlighted in the respective
COMPLETE SYLLABUS teaching schedule of Urdu.

Section Content
Textbooks and Supplementary Reader
A. Prose All the lessons from the book, Gulistan-E-Adab are to the studied.
i. One short extract from the prescribed lesson followed by short answer type questions for
comprehension.
ii. One essay type question in about 100 words on content/ theme (Internal choice) (value
based/ general)
iii. Two short answer type questions on the content of the poem
Note: 1 (Detail is given in the end)
B. Poetry All the poets and their works from the book Gulistan-E-Adab are to be studied.
(ii) One short extract from prescribed lessons followed by short answer type
questions for comprehension
(iii) One essay type question in about 100 words on content/ theme (Internal
choice) (value based/ general)
(iv) Two short answer type questions on the content of the poem
C. Suppl. All the lessons from the book Khayaban-E-Urdu are to be studied
Reader
(i) One out of two essay type questions
(ii) Two out of four short answer type questions
D. History of Urdu Literature
1. Three out of Five Long Answer type questions on the areas numerated below:
(iv) Elementary knowledge of the origin and development of Urdu Language (Fort William
College, Delhi school & Lucknow school)
(v) Life and contributions of the authors and poets covered in the prescribed Text Book
published by the NCERT.
(vi) Adabi Tehrikat (Sir Syed Tehreek and Taraqqi Pasand Adabi Tehreek)
2. Two short answer type questions on History of Urdu Literature
3. Five objective type question on History of Urdu Literature
C. Speaking and Listening skill

D. Project Work
Note:
1. The Question Paper will include value based question(s) to the extent of five marks.
2. The detail of Speaking and Listening skill, and Project Work is enclosed.
Prescribed Books:
1. Gulistan-E-Adab (Gyarahvin Jama’at Ke Liye) published by NCERT, New Delhi


2. Supplementary Reader, Khayaban-E-Urdu published by NCERT, New Delhi
References:
1. Urdu Adab Ki Tareekh, published by NCERT, New Delhi.

2. Urdu Qawaid, published by NCERT, New Delhi.
Note 1:
Yahudi ki Ladki first four Act I, II, VI & VIII, Only will be evaluated in the examination)
Note 2:
a) Ek Basti Jani Pahchani – Meeraji

b) Admi Nama – Nazeer Akabarabadi
c) Bharat Hari – First Four Band
(only the above mentioned content will be evaluated in the examination)
GUIDELINES FOR THE EVALUATION OF PROJECT

1. Content (Max. Word limit 1000)
2. Language & Vocabulary
3. The pictures and data presented based on the topic
4. Presentation
5. Viva on the project
SUGGESTIVE PROJECTS
1. Review of any prescribed textbook

2. Critical review of any poem included in the prescribed textbook
3. History of Urdu literature
4. Nationalism
5. Freedom struggle of India
6. Secularism
7. Environmental Protection
8. Rivers of India
9. Mountains of India
10. Seasons and their Impact on life
11. Our Soldiers
12. Our Freedom Fighters (any one may be given)
13. Our Villages
14. Farmers of India
15. Biography & contribution of any author of the prescribed text book


16. Global Warming
17. Industrialization
18. Role of technology in today’s life
19. Role of multimedia in Education
20. Condition of Education in India
21. Inclusive Education
22. Population Explosion
23. Co-operative learning
24. Importance of Skill development
25. Importance of Sports in life
26. Importance of Science and Technology in life
27. Cyber Safety
28. Merits and demerits of Advertisement
29. Importance of Newspaper and Magazines

Note: Emphasis may be given on the use of computer in the preparation and presentation of project.
LISTENING (SUGGESTIVE ACTIVITES)

1. To comprehend the explained content.

2. To do discussions on topics taken from the textbooks.
3. To listen to News bulletins and to develop the ability to discuss informally on wide ranging
issues like current, National and International affairs, sports, business and any other
relevant issue.
4. Formal group discussions and their reporting.
5. Development of art of formal public speaking.
6. Listening of lectures and talks and to extract relevant and useful information and to do
presentations.
7. To listen to business news and to be able to extract relevant important information.
SPEAKING (SUGGESTIVE ACTIVITES)

1. Organization of Debates
2. Poem recitation
3. Group Discussions – Any relevant topic


4. Programme Anchoring
5. To present any event
6. Story Telling
7. Story Completion
8. Role Play
9. Reporting
10. Picture Narration – Students are asked to tell the story taking place in the sequential
pictures by paying attention to the criteria provided by the teacher as a Rubric.
11. Picture Description – A single picture may be given to student/ group of student’s and
they may asked to describe the picture.
12. Organization of a Seminar.
13. Presentation of a book review/ a play a short story or any other given by the teacher
to be followed by a Q&A session.
14. Poetry Reading and reciting to be followed by interpretative tasks based on literary
analysis of the content.
15. Critical review of a film or a play
Note: Teacher’s may develop their own rubrics to assess the performance of student objectively.
It is recommended that listening & speaking skills should be regularly practiced in the class.
GUIDELINES FOR ASSESSMENT IN LISTENING & SPEAKING SKILLS
A. Parameters for Assessment – The listening & speaking skills are to be assessed on the
following parameters.
i) Interactive competence (Initiation & turn taking relevance to the topic)
ii) Fluency (cohesion, coherence and speed of delivery)
iii) Pronunciation
iv) Language (accuracy & vocabulary)
Note:
1. The practice of listening & speaking skills should be done throughout the academic year.
2. The final assessment of the skills is to be done as per the convenience and schedule of the
school.
3. The record of the activities conducted and the marks given must be kept for three months after
the declaration of result for any random checking by the Board (No recording of the speaking
skill is to be done).

COMPLETE SYLLABUS – CLASS XII
ECONOMICS Remark: Highlighted portion in the
Units however it may not be the part of
Part A Introductory Macroeconomics any examination.
National Income and Related Aggregates
Money and Banking
Determination of Income and Employment
Government Budget and the Economy
Balance of Payments
Part B Indian Economic Development

Development Experience (1947-90)
and Economic Reforms since 1991
Current Challenges facing Indian Economy
Development Experience of India – A Comparison with
Neighbours
Theory Paper (75Marks)
Part A: Introductory Macroeconomics

Unit 1: National Income and Related Aggregates
What is Macroeconomics?
Basic concepts in macroeconomics: consumption goods, capital goods, final goods,
intermediate goods; stocks and flows; gross investment and depreciation.
Circular flow of income (two sector model); Methods of calculating National Income -
Value Added or Product method, Expenditure method, Income method.
Aggregates related to National Income:

Gross National Product (GNP), Net National Product (NNP), Gross and Net Domestic
Product (GDP and NDP) - at market price, at factor cost; Real and Nominal GDP.
GDP and Welfare
Unit 2: Money and Banking

Money - meaning and supply of money - Currency held by the public and net demand
deposits held by commercial banks.

Money creation by the commercial banking system.
Central bank and its functions (example of the Reserve Bank of India): Bank of issue,
Govt. Bank, Banker's Bank, Control of Credit through Bank Rate, CRR, SLR, Repo Rate
and Reverse Repo Rate, Open Market Operations, Margin requirement.
Unit 3: Determination of Income and Employment

Aggregate demand and its components.
Propensity to consume and propensity to save (average and marginal).
Short-run equilibrium output; investment multiplier and its mechanism.
Meaning of full employment and involuntary unemployment.
Problems of excess demand and deficient demand; measures to correct them -
changes in government spending, taxes and money supply.
Unit 4: Government Budget and the Economy
Government budget - meaning, objectives and components.
Classification of receipts - revenue receipts and capital receipts; classification of
expenditure – revenue expenditure and capital expenditure.
Measures of government deficit - revenue deficit, fiscal deficit, primary deficit their
meaning.
Unit 5: Balance of Payments
Balance of payments account - meaning and components; balance of payments deficit-
meaning.
Foreign exchange rate - meaning of fixed and flexible rates and managed floating.
Determination of exchange rate in a free market.
Part B: Indian Economic Development

Unit 6: Development Experience (1947-90) and Economic Reforms since 1991:
A brief introduction of the state of Indian economy on the eve of independence.
Common goals of Five Year Plans.
Main features, problems and policies of agriculture (institutional aspects and new
agricultural strategy, etc.), industry (industrial licensing, etc.) and foreign trade.
Economic Reforms since 1991:
Features and appraisals of liberalisation, globalisation and privatisation (LPG policy);
Concepts of demonetization and GST
Unit 7: Current challenges facing Indian Economy

Poverty- absolute and relative; Main programmes for poverty alleviation: A critical
assessment;
Rural development: Key issues - credit and marketing - role of cooperatives;
agricultural diversification; alternative farming - organic farming
Human Capital Formation: How people become resource; Role of human capital in
economic development; Growth of Education Sector in India
Employment: Formal and informal growth; problems and policies.
Infrastructure: Meaning and Types: Case Studies: Energy and Health: Problems and
Policies- A critical assessment;
Sustainable Economic Development: Meaning, Effects of Economic Development on
Resources and Environment, including global warming.
Unit 8: Development Experience of India:
A comparison with neighbours
India and Pakistan
India and China
Issues: growth, population, sectoral development and other Human Development
Indicators.
Part C: Project in Economics
Prescribed Books:
1. Statistics for Economics, NCERT
2. Indian Economic Development, NCERT
3. Introductory Microeconomics, NCERT
4. Macroeconomics, NCERT
5. Supplementary Reading Material in Economics, CBSE
Note: The above publications are also available in Hindi Medium.
Guidelines for Project Work in Economics (Class XI and XII)
The objectives of the project work are to enable learners to:
• probe deeper into theoretical concepts learnt in classes XI and XII
• analyse and evaluate real world economic scenarios using theoretical constructs and
arguments
• demonstrate the learning of economic theory
• follow up aspects of economics in which learners have interest
• develop the communication skills to argue logically
The expectations of the project work are that:
• learners will complete only ONE project in each academic session

• project should be of 3,500-4,000 words (excluding diagrams & graphs), preferably hand-
written
• it will be an independent, self-directed piece of study
Role of the teacher:
The teacher plays a critical role in developing thinking skills of the learners. A teacher should:
• help each learner select the topic based on recently published extracts from the news media,
government policies, RBI bulletin, NITI Aayog reports, IMF/World Bank reports etc., after
detailed discussions and deliberations of the topic
• play the role of a facilitator and supervisor to monitor the project work of the learner through
periodic discussions
• guide the research work in terms of sources for the relevant data
• educate learner about plagiarism and the importance of quoting the source of the
information to ensure authenticity of research work
• prepare the learner for the presentation of the project work
• arrange a presentation of the project file
Scope of the project:
Learners may work upon the following lines as a suggested flow chart:
Choose a title/topic
Collection of the research material/data
Organization of material/data
Present material/data
Analysing the material/data for conclusion
Draw the relevant conclusion
Presentation of the Project Work

Expected Checklist:
• Introduction of topic/title
• Identifying the causes, consequences and/or remedies
• Various stakeholders and effect on each of them
• Advantages and disadvantages of situations or issues identified
• Short-term and long-term implications of economic strategies suggested in the course of
research
• Validity, reliability, appropriateness and relevance of data used for research work and
for presentation in the project file
• Presentation and writing that is succinct and coherent in project file
• Citation of the materials referred to, in the file in footnotes, resources section,
bibliography etc.
Mode of presentation/submission of the Project:

At the end of the stipulated term, each learner will present the research work in the Project File
to the External and Internal examiner. The questions should be asked from the Research
Work/ Project File of the learner. The Internal Examiner should ensure that the study
submitted by the learner is his/her own original work. In case of any doubt, authenticity
should be checked and verified.
Marking Scheme :
Marks are suggested to be given as –
S. No. Heading Marks Allotted
1. Relevance of the topic 4
2. Knowledge Content/Research Work 7
3. Presentation Technique 4
4. Viva-voce 10
Total 25 Marks
Suggestive List of Projects:
Class XI
• Effect on PPC due to various government • Invisible Hand (Adam Smith)
policies
• Opportunity Cost as an Economic Tool • Effect of Price Change on a Substitute Good
(taking real life situations) (taking prices from real life visiting local
market)
• Effect on equilibrium Prices in Local Market • Effect of Price Change on a Complementary
(taking real life situation or recent news) Good (taking prices from real life visiting
local market)
• Solar Energy, a Cost Effective Comparison • Bumper Production- Boon or Bane for the
with Conventional Energy Sources Farmer
Class XII
• Micro and Small Scale Industries • Food Supply Channel in India
• Contemporary Employment situation in India • Disinvestment policy of the government
• Goods and Services Tax Act and its Impact • Health Expenditure (of any state)
on GDP
• Human Development Index • Inclusive Growth Strategy
• Self-help group • Trends in Credit availability in India
• Monetary policy committee and its functions • Role of RBI in Control of Credit
• Government Budget & its Components • Trends in budgetary condition of India
• Exchange Rate determination – Methods and • Currency War – reasons and repercussions
Techniques
• Livestock – Backbone of Rural India • Alternate fuel – types and importance
• Sarwa Siksha Abhiyan – Cost Ratio Benefits • Golden Quadrilateral- Cost ratio benefit
• Minimum Support Prices • Relation between Stock Price Index and
Economic Health of Nation
• Waste Management in India – Need of the • Minimum Wage Rate – approach and
hour Application
• Digital India- Step towards the future • Rain Water Harvesting – a solution to water
crises
• Vertical Farming – an alternate way • Silk Route- Revival of the past
• Make in India – The way ahead • Bumper Production- Boon or Bane for the
farmer
• Rise of Concrete Jungle- Trend Analysis • Organic Farming – Back to the Nature

COMPLETE SYLLABUS – CLASS XII in the following syllabus is to
be taught as per the
ENGLISH (CORE) teaching schedule, however
SECTION A
READING COMPREHENSION examination.
The section A will have two passages .
A. One unseen passage with a variety of Objective Type Questions, including Multiple Choice
questions and Short Answer Questions to test comprehension, interpretation and inference.
Vocabulary such as word formation and inference of meaning will also be tested.
The total length of the passages will be between 800 - 900 words. Five Multiple Choice type
question and Seven Objective Type Questions (total 12 Marks) shall be asked from this
passage. The passage will include one of the following:
a) Factual passages, e.g., instructions, descriptions, reports.

b) Descriptive passages involving opinion, e.g., argumentative, persuasive or
interpretative text.
Literary passages, e.g., extract from fiction, drama, poetry, essay or biography.
B. The second passage will be of 400-500 words . Note-making and Abstraction will be
assessed.
i. Note making (4 Marks )

ii. Summary (4 Marks).
SECTION B
WRITING SKILLS
a. Advertisements and notices, designing or drafting posters, writing formal and informal
invitations and replies. One question out of the two Short Answer Questions– 4 Marks
b. Letters based on verbal / visual input.- One question out of the two Long Answer
Questions to be answered in 120-150 words:6 Marks
Letter types include
• Business or official letters (for making enquiries, registering complaints, asking for
and giving information, placing orders and sending replies)
• Letters to the editor (giving suggestions or opinion on issues of public interest)
Application for a job

c. Two compositions based on visual and/or verbal Input may be descriptive or
argumentative in nature such as an article/a debate/ a speech or a report- Two Very
Long Answer Questions containing internal choice, to be answered in 150-200 words.
(10x2=20 Marks)
SECTION C
Literature Textbooks
I. Eight Objective Type Questions – 4 from one poetry and 4 from one prose extract to
test comprehension and appreciation.
II. Five out of Seven Short Answer Questions based on prose / drama / poetry from both
texts (5x2=10 Marks)
III.One out of two Long Answer Questions to be answered in 120-150 words to test global
comprehension and extrapolation beyond the texts. (Flamingo)
IV. One out of two Long Answer Questions to be answered in 120-150 words to test global
comprehension along with analysis and extrapolation. (Vistas)
Prescribed Books
1. Flamingo: English Reader published by National Council of Education Research and

Training, New Delhi
1. Vistas: Supplementary Reader published by National Council of Education Research

and Training, New Delhi
Flamingo:
Prose Poetry:
The Last Lesson My Mother at Sixty Six
Lost Spring An Elementary School Classroom in a Slum
Deep Water Keeping Quiet
The Rattrap A Thing of Beauty
Indigo A Roadside Stand
Poets and Pancakes Aunt Jennifer’s Tigers
The Interview
Going Places
Vistas:
1. The Third Level
2. The Tiger King
3. Journey to the End of the Earth
4. The Enemy
5. Should Wizard Hit Mommy
6. On the Face of It
7. Evans Tries an O-Level
8. Memories of Childhood
9. The Cutting of My Long Hair
10. We too are Human Being

Remark: Highlighted portion in CLASS XII

the following syllabus is to be ENGLISH ELECTIVE
COMPLETE SYLLABUS
SECTION – A
Reading
An unseen passage and a poem: -

1. 12 Objective Type Questions including Multiple Choice Questions from a literary or
discursive passage of about 950-1000 words.
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.
SECTION –B
Creative Writing Skills and Applied Grammar
1. Two Long Answer Questions out of three to be answered in 120-150 words
each: A discursive and interpretative writing.
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.
3. Eight objective Type Questions: Transformation of Sentences:
SECTION – C
Literature
2. Two Short Answer Questions out of three to be answered in 60-80 words to
3. Two Long Answer Questions out of three to be answered in 80-100 words each
to test deeper understanding, interpretation, appreciation.
SECTION D

Fiction
test understanding and appreciation and seek comments, interpretation,
evaluation and appreciation of characters, events, episodes and interpersonal
relationships.
2. One Long Answer Question out of two to be answered in 120-160 words to
test deeper understanding, interpretation, appreciation and drawing inferences.
Students can select one of the two prescribed texts.
Seminar
• 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)

following syllabus is to be taught as CLASS XII
per the teaching schedule, however ENTREPRENEURSHIP
examination. COMPLETE SYLLABUS
S. No. Unit
1 Entrepreneurial Opportunities
2 Business Planning
3 Enterprise Marketing
4 Enterprise Growth Strategies
5 Business Arithmetic
6 Resource Mobilization
Project Work
COURSE CONTENT
Unit 1: Entrepreneurial Opportunities

• Sensing Entrepreneural Opportunities After going through this unit, the student/
• Environment Scanning learner would be able to:
• Problem Identification • Understand the concept and elements
of business opportunity
• Spotting Trends
• Understand the process involved in
• Creativity and Innovation sensing opportunities
• Selecting the Right Opportunity • Give the meaning of environment
scanning
• To understand the need to see the
environment
• Enlist the various forces affecting
• Understand the different fields of ideas
• Enlist the various sources of idea fields
• Understand the process of
transformation of ideas into
opportunities

• Understand the concept of opportunity

assessment
• Identify the different ways of spotting
trends
• Differentiate the process of creativity
and innovation
Unit 2: Business Planning
• Business Plan After going through this unit, the student/
• Organisational plan learner would be able to:
• Operational plan • Understand the concept of

entrepreneurial planning
• Production plan
• Understand the forms of business
• Financial plan enterprise
• Marketing Plan • Distinguish among the various forms
• Human Resource Planning of Business enterprise
• Explain the concept of Business plan
• Appreciate the importance of a
Business Plan
• Describe the various components of
Business plan
• Differentiate among the various
components of Business plan
Unit 3: Enterprise Marketing
• Marketing and Sales strategy After going through this unit, the student/
• Branding - Business name, logo, learner would be able to:
tagline • Enlist the various marketing strategies
• Promotion strategy used in a Business firm
• Negotiations - Importance and • Explain the concepts of Product,
methods Price, Place and Promotion
• Customer Relationship Management • Understand the concept of Branding,
Packaging and Labelling
• Vendor Management
• Describe the various methods of
pricing
• Explain the various channels of

distribution
• Appreciate and discuss the various
factors affecting the channels of
distribution
• Understand the sales strategy
• State the different types of
components of sales strategy
• Enumerate the different tools of
promotion
• Understand the meaning and
objectives of Advertising
• Able to discuss the various modes of
Advertising
• Will be able to understand the concept
of personal selling and sales promotion
• Discuss the various techniques of
sales promotion
• Understand the meaning and methods
of negotiation
• Understand the concept of customer
relationship management
• State the importance of Customer
Relationship Management
• Explain the concept of management in
a firm
• Explain the concept and importance of
vendor management in a firm
Unit 4: Enterprise Growth Strategies

• Franchising After going through this unit, the student/
• Merger and Acquisition learner would be able to:
• Understand the concept of growth &
development of an enterprise
• Explain the concept of franchise
• Explain the different types of franchise
• Explain the advantages and limitations

of franchise
• Understand growth of a firm is possible
through mergers and acquisitions
• Explain the different types of mergers
• State the meaning and types of
acquisitions
• Understand the reasons for mergers
and acquisitions
• Understand the reasons for failure of
mergers and acquisitions
Unit 5: Business Arithmetic

Business Arithmetic • After going through this unit, the
• Unit of Sale, Unit Cost for multiple student/ learner would be able to:
products or services • Understand the concept of Unit Cost
• Break even Analysis for multiple • Understand the concept of unit price
products or services • Calculate Break-even point for
• Computation of working capital Multiple products
• Inventory control and EOQ • Understand the meaning of inventory
• Return on Investment (ROI) and control
Return on Equity (ROE) • Explain the concept of working capital
• Calculate Return on Investment;
Return on Equity and Economic order
quantity
Unit 6: Resource Mobilization
Resource Mobilization After going through this unit, the student/
• Angel Investor learner would be able to:
• Venture Capital Funds • Understand the need of finance in the
Business
• Stock Market – raising funds
• Understand the various sources of
funds required for a firm
• Understand the methods of raising
finance in primary market
• Understand the importance of
secondary market for mobilization or
10
resources
• Give the meaning of stock exchange
• Raising funds through financial
markets
• Understand the relevance of stock
exchange as a medium through which
funds can be raised
• Explain the concept of angel investors
• Explain the concept of venture capital
Project Work
1. Business Plan
2. Survey
Refer to the Guidelines issued by CBSE
Prescribed Books:
1. Entrepreneurship - Class XI- C.B.S.E, Delhi
2. Entrepreneurship - Class XII - C.B.S.E., Delhi
3. Udyamita (in Hindi) by Dr. MMP. Akhouri and S.P Mishra, pub. By National Institute
for Entrepreneurship and Small Business Development (NIESBUD), NSIC-PATC
Campus,Okhla
4. Everyday Entrepreneurs - The harbingers of Prosperity and creators of Jobs - Dr.
Aruna Bhargava.
Magazines
1. UdyamitaSamacharPatra (Monthly, Hindi), Pub. By Centre for Entrepreneurship
Development, M.P. (CEDMAP), 60 Jail Road, Jhangerbad,Bhopal-462008.
2. Science Tec. Entrepreneur (A Bi Monthly Publication), Centre for Entrepreneurship
Development, M.P (CEDMAP), 60 Jail Road, Jhangerbad, Bhopal -462008
3. LaghuUdhyogSamachar
4. Project Profile by DCSSI
11
AMU Board of Secondary and Senior Secondary Education, AMU
Remark: Highlighted portion in the following syllabus is to be
taught as per the teaching schedule, however it may not be the
part of any examination.
CLASS XII
There will be one paper of two hours duration carrying (c) Strategies for controlling growth of population.
75 marks and Internal Assessment of 25 marks. Strategies to include family planning and birth
The paper will have two Sections: control, health care, education, economic
Section A (Compulsory) will contain short answer development; women-centered human
questions covering the entire syllabus. development.
Section B will contain six questions. Candidates will (d) Development framework for poverty
be required to answer any four questions from this alleviation.
section. Social mobilisation, agricultural development,
small-scale industries, human development.
1. Controlling Air Pollution Not to be tested, for knowledge and
(a) From domestic combustion. understanding only.
Reducing pollution from domestic cooking; 3. Managing the Urban environment

clean cooking - kerosene as a desirable cooking
(a) Urbanisation - a challenge to the future.
fuel in rural areas.
Sustainable cities: the need of the hour.
(b) From industries.
(b) Planning environmental improvement.
Measures for controlling industrial air
pollution - technological measures (energy Efficient land use, planning energy, shelter and
efficient devices, clean technologies), transport; water supply management,
meteorological controls; zoning strategy; wastewater and sanitary waste management,
penalties and subsidies; Case Study: the Taj construction activities.
Trapezium.
(c) Rural development to counter migration.
(c) From vehicles.
Self-explanatory.
Vehicle emission control - modify engine design
(d) Development of secondary cities to counter
(catalytic converters, four stroke engines), migration.
clean fuels, public transport options, traffic
management, economic policy measures. Self-explanatory.
(e) Community participation and contribution of
2. Addressing Population private enterprises.
(a) The link between growing population and Community participation in keeping
environmental degradation. surroundings clean, participation of private
UN’s population projections for 2050, the enterprises in city improvement, measures to
climate link, the choice of alternative futures. increase private enterprise participation.
Growing population in the developing
countries and rising consumption in the 4. Managing Soil and Land
developed countries. (a) Conserving soil.
(b) The demographic transition.
Erosion control techniques - terracing,
Stages of transition, transition stages of certain contour ploughing, dry farming, tree planting,
developed nations and developing nations bunds, gullies, wind-breaks, use of organic
(such as India, China, Korea, Malaysia). Not to fertilizers.
be tested, for knowledge and understanding
only. Soil conservation techniques - land-use
management, vegetative and mechanical
practices, conserving soil and water together;
appropriate cropping systems – cropping Trickle drip irrigation – need for a trickle drip
patterns (strip cropping), tree crops, and irrigation system; operation of a drip irrigation
foliage crops. system; advantages and disadvantages.
(b) Land reforms. New organic fertilizers – integrated nutrient
supply programme, organic fertilizers - bulky
Meaning, measures enforced in India to give organic manures, green manures, bio-
land to the landless. fertilizers, and sewage sludge.
(c) Integrated rural development. Gene banks – what are gene banks; objectives
Objectives, self-help schemes like social and of maintaining gene banks.
community forestry. (b) Problem of global food security, food aid.
(d) Role of women and community in Global food imbalance, distributional
conservation.
inequality; role of food aid in achieving global
Self-explanatory. food security.
(e) Combating deforestation.
6. Biodiversity
Reforestation, energy plantations, forest
(a) Biodiversity at risk due to human actions.
harvesting of non-timber forest products,
exploring alternative sources of livelihood, Reasons for loss of biodiversity; Man - the
change in consumption patterns. super consumer: impact of his actions on the
(f) Managing forest grazing. earth’s resources; reasons for concern:
economic, ecological and aesthetic.
Causes and consequences of overgrazing,
controlled forest grazing as in National Forest (b) Conserving our genetic resource: in-situ and
Policy, 1988. ex-situ; harvesting wildlife.
(g) Alternatives to timber. In-situ - wildlife sanctuaries, national parks

and biosphere reserves.
Recycling of timber and paper.
Ex-situ – zoological parks, botanical gardens,
gene banks in agricultural research centres and
5. Food
forestry institutions.
(a) Sustainable agriculture.
Harvesting wildlife to meet commercial needs.
Integrated pest management – understanding
(c) Conservation strategies at national and
the term, aims, advantages, disadvantages.
international levels.
Genetically modified organisms, application
in plants and animals and environmental risks. Wildlife (Protection) Act 1972, Project Tiger
1973, IUCN, the Ramsar Convention on
New crop strains – high yielding varieties and Wetlands, 1971, CITES, The Convention on
their viability, hybrid varieties. Biological Diversity.
Mixed cropping – advantages and
disadvantages; regenerative farming 7. Energy
techniques - intercropping, crop rotation, agro (a) Fossil fuels used to produce electricity.
forestry, polyvarietal cultivation and
Electricity: energy on demand; dwindling
polyculture.
supplies of fossil fuels; renewable and non-
Conservation tillage farming - meaning of renewable energy resources. Not to be tested,
conservation tillage, advantages and for knowledge and understanding only.
disadvantages.
(b) Nuclear energy. 10. Towards a Sustainable Future
Nuclear fission, advantages and disadvantages (a) Global interdependence – economic and
of nuclear energy; safety concerns environmental.
(the Chernobyl disaster); nuclear fusion. Concept of economic and environmental
global interdependence; global environmental
(c) A sustainable energy future.
health – the shared responsibility of nations;
Energy conservation; alternative energy trade and aid as ways of reducing world
sources - solar energy, wind energy, inequalities.
hydroelectricity, geothermal energy, biomass,
(b) International cooperation.
liquid fuels from biomass- methanol, ethanol,
gasohol, CNG, hydrogen. The Montreal Protocol; the Global
Environmental Facility (GEF) support; the
8. Waste Earth Summit, UN’s International Conference
on Population and Development (Cairo); the
(a) Solid waste: the throwaway society.
Kyoto Treaty.
Solid waste, biodegradable and non- (c) Sustainable development.
biodegradable materials; where does the trash
go - landfills and incinerators. The concept of sustainable development,
sustainable development and developed
(b) Solid waste: options for the future. countries; sustainable development and
Producing less waste, reusing, recycling, developing countries.
composting, vermiculture, biotechnology; (d) Role of non-governmental organisations.
finding alternatives to materials we use.
Self-explanatory.
9. Environment and Development (e) Technology that sustains.
(a) Global environmental pollution. Satellite imagery as a means of monitoring the
Who is responsible - developed or developing global environment: satellite remote sensing,
countries? Need for mutual cooperation. advantages in collecting environmental data,
applying data in areas of environmental
(b) Economic development and environmental damage as deforestation, desertification, land
degradation. degradation, wastelands, mining, ozone layer
Role of developed and developing countries; depletion and predicting droughts and floods.
contrasting views of developed and developing
The concept of alternate technology, adopting
countries; debt trap.
alternate technology to create self-sustaining
(c) International trade. societies in the developed and developing
Its link to environmental deterioration – unfair world.
trade practices. Role of biotechnology in achieving global food
(d) Role of multinational corporations. security.
Definition of MNCs, their contribution to
development and debatable contribution to
environment; case study - Bhopal gas tragedy;
measures to regulate activities of MNCs in
developing countries.
PAINTING
following syllabus is to be taught as per the
teaching schedule, however it may not be CLASS–XII (THEORY)
Units
1 The Rajasthani and Pahari Schools of Miniature Painting

2 The Mughal and Deccan Schools of Miniature Painting
The Bengal School of Painting and the Modern Trends in
3
Indian Art
Unit 1: The Rajasthani and Pahari Schools of Miniature Painting

(16th Century A.D. to 19th Century A.D.)
A brief introduction to Indian Miniature Schools: Western-Indian, Pala, Rajasthani, Mughal,

Central India, Deccan and Pahari.
(1) Origin and Development

(2) Sub-Schools-Mewar, Bundi, Jodhpur, Bikaner, Kishangarh and Jaipur
(3) Main features of the Rajasthani School
(4) Study and appreciation of the following Rajasthani paintings:

Bharat Meets Rama at Guman Jaipur
(B) The Pahari School:

Origin and development
(1)
Sub-Schools-Basohli, Guler, Kangra, Chamba and Garhwal
(2)
Main features of the Pahari School
(3)
Study of the following Pahari paintings:
(4)

Krishna with Gopis Manaku Basohl
i
Nand, Yashoda and
Krishna with Kinsmen
going to Vrindavana Nainsukh Kangr
a

Unit 2: The Mughal and Deccan Schools of Miniature Painting
(16th Century AD to 19th Century A.D.)
(A) The Mughal School

(2) Main features of the Mughal School
(3) Study and appreciation of the following Mughal Paintings:
Title Painter
Krishna Lifting Mount
GovardhanaMiskin Birth of Salini
Ramdas
Falcon on a Bird-Rest UstadMansoor Kabir and
RaidasUstadFaquirullah Khan
Marriage procession of DaraShikoh Haji Madni
(B) The Deccan School

(2) Main features of the Deccan School
(3) Study and appreciation of the following Deccan Paintings:
Ragini Pat-hamsika Unknown
Ahmadnagar HazratNizamuddinAuliya
and Amir Khusro Unknown Hyderabad Chand Bibi Playing Polo
(Chaugan) Unknown GolKonda
Unit 3: The Bengal School of Painting and the Modern trends in Indian Art
(About the beginning to mid of the 20th Centuary)
(A) National Flag of India and the Symbolic significance of its forms and the
colours.
(B) (1) Introduction to the Bengal School of Painting
(i) Origin and development of the Bengal School of painting
(ii) Main features of the Bengal School of painting
(2) Contribution of Indian artists in the struggle for National Freedom Movement
a) Painting :i) Tiller of the Soil - Nandlal Bose
(3) Study and appreciation of the following paintings of the Bengal school:
(i) Journey’s End - Abanindranath Tagore

(ii) Rasa-Lila –KshitindranathMajumdar Shri and Sati- Nandlal Bose.( to
(iv) Radhika - M.A.R. Chughtai be added in exams)
(v) Meghdoot - Ram GopalVijaivargiya
( C) The Modern Trends in Indian Art
Introduction
(1) Study and appreciation of the following work of Contemporary (Modern)
Indian Art
(a) Paintings:
(i) Rama Vanquishing the Pride of the Ocean – Raja Ravi Varma
(ii) Mother and child - Jamini Roy
(iii) Haldi Grinders - Amrita Sher Gil
(iv) Mother Teressa - M.F. Husain
(v) The Vulture - KamleshDuttPande
(b) Graphic - prints:
(i) Whirl pool - Krishna Reddy
(ii) Children - SomnathHore
(iii) Devi - Jyoti Bhatt
(iv) Of Walls - AnupamSud
(v) Man, Woman and Tree - K. LaxmaGoud
(c) Sculptures:
(i) Triumph of Labour - D. P. Roychowdhury
(ii) Santhal Family - RamkinkarVaij
(iii) Cries Un - heard – Amar NathSehgal
(iv) Ganesha - P.V. Jankiram
(v) Chatturmukhi - AekkaYadaGiriRao
The names of artists and titles of their art work as listed above are only suggestive and in
no way exhaustive. Teachers and students should expand this according to their own
resources. However, the questions will be set from the above mentioned art works only

PAINTING
CLASS–XII
(PRACTICAL)
Unit
s
1 Nature, and Object Study
2 Painting Composition
3 Portfolio Assessment
Unit 1: Nature and Object study
Studies on the basis of exercises done in class XI with two or three objects and two
draperies (in different colours) for background and foreground. Exercises in pencil
with light and shade and in full colour from a fixed point of view.
Unit 2: Painting Composition
Imaginative painting based on subjects from Life and Nature in water and poster
colours with colour values.
only four to be
Unit 3: Portfolio Assessment considered in
exams.
(a) Record of the entire year's performance from sketch to finished product.
(b) Five selected nature and object study exercises in any media done during
the session, including minimum of two still life exercises.
(c) Two selected works of paintings done by the candidate during the year
These selected works prepared during the course by the candidate and certified by
the school authorities as the work done in the school will be placed before the
examiners for assessment.
Note: The time-table to be so framed as to allow the students to work continuously for
minimum of two periods at a stretch.
d. One selected works based on any
Indian folk art (Painting)*( to be
considered in exams)

Guidelines for Evaluation of Practical
1. Marking Scheme:
Part Nature and Object Study,
I:
(i) Drawing (composition)
(ii) Treatment of media/colours
(iii) Overall impression
Part Painting Composition
II:
(i) Compositional arrangement including emphasis on the
subject
(ii) Treatment of media (colour) and appropriate colour
scheme
(iii) Originality, creativity and overall impression
Part III: Portfolio Assessment

(a) Record of the entire year's performance from sketch to finished product
(b) Five selected nature and object study exercises in any media
including minimum 05 of two still lives
(c) Two selected painting compositions prepared on the basis of life and nature
2. Format of the Questions:

Part I: Nature and Object Study
Draw and paint the still-life of a group of objects arranged on a drawing board
before you, from a fixed point of view (given to you), on a drawing paper of half
imperial size in colours. Your drawing should be proportionate to the size of the
paper. The objects should be painted in realistic manner with proper light and
shade and perspective, etc. In this study the drawingboard is not to be included.
Note : A group of objects to be decided by the external and internal examiners
jointly as per instructions. The objects for nature study and object study are to be
arranged before the candidates.
Part II: Painting Composition:
Make a painting - composition on any of the following five subjects in any medium
(water/pastel, tempera, acrylic) of your choice on a drawing-paper of half imperial
size either horizontally or vertically. Your composition should be original and
effective. Weightage will be given to a well composed drawing, effective use of
media, proper emphasis on the subject matter and utilization of full-space.
Note: Any five subjects for painting composition are to be decided by the external
and internal examiners jointly as per instructions and are to mentioned here strictly
just before the start of the examination for part II.
3. (A) Instructions for the selection of the objects for Nature and Object Study:
1. The examiners (Internal and External) are to select/decide two or three suitable
objects in such a way so that natural and geometrical forms may be covered in the
group of objects:
(i) Natural-forms-large size foliage and flowers, fruits, and vegetables, etc.
(ii) Geometrical forms made of wood/plastic/paper/metal/earthen, etc., such
as cube, cone, prism, cylinder and sphere.
2. Objects should be selected generally of large (suitable) size. 3. An object relating
to nature, according to the season and location of the examination centre, must
be included in the group of objects. The natural-objects should be
purchased/arranged only on the day of the examination so that its freshness may
be maintained. 4. Two draperies in different colours (one in dark and other in light
tone) are also to be included for background and foreground, keeping in view the
colours and tones of the objects.
(B) Instructions to decide the subjects for Painting-Composition:
1. The examiners (Internal and External) are to select/decide five subjects
suitable for painting – composition
2. The subjects should be so designed that the candidates may get clear-cut
ideas of the subjects and they can exercise their imagination freely, because
it is not important what you do, but how you do it.
3. The examiners (Internal and External) jointly are free to select/decide the
subjects, but these should be according to the standard of Class XII and
environment of the school/candidates.
Some identified areas of the subjects for painting-composition are given
below, in which some more areas may also be added:
(i) Affairs of family friends and daily life.
(ii) Affairs of family professionals.
(iii) Games and sports activities.
(iv) Nature
(v) Fantasy
(vi) National, religious, cultural, historical and social events and celebrations.
4. General Instructions to the examiners:

1. Candidates should be given one hour break after first three hours.
2. Work of the candidates, for Parts I, II and III, are to be evaluated on the
spot jointly by the external and internal examiners.
3. Each work of Part I, II and III, after assessment is to be marked as
"Examined" and duly signed by the external and internal examiners jointly.

GEOGRAPHY the following syllabus is to be
Part Units
A Fundamentals of Human Geography

Unit 1: Human Geography
Unit 2: People
Unit 5: Human settlements
Map Work
B India: People and Economy
Unit 6: People
Map Work
Total
C Practical Work
Unit 2: Field study or Spatial Information Technology
Practical Record Book and Viva Voce
COURSE CONTENT
Part A: Fundamentals of Physical Geography

Unit 1: Human Geography: Nature and Scope
Unit 2: People
l Population-distribution, density and growth
l Population change-spatial patterns and structure; determinants
of population change
l Population Composition - age-sex ratio; rural-urban

composition
l Human development - concept; selected indicators, international
comparisons
l Primary activities - concept and changing trends; gathering, pastoral,
mining, subsistence agriculture, modern agriculture; people engaged in
agricultural and allied activities - some examples from selected countries
l Secondary activities-concept; manufacturing: types - household, small
scale, large scale; agro based and mineral based industries; people
engaged in secondary activities - some examples from selected
countries
l Tertiary activities-concept; trade, transport and tourism; services; people
engaged in tertiary activities - some examples from selected countries
l Quatenary activities-concept; people engaged in quatenary activities -
case study from selected countries

l Land transport - roads, railways; trans-continental railways
l Water transport- inland waterways; major ocean routes
l Air transport- Intercontinental air routes
l Oil and gas pipelines
l Satellite communication and cyber space- importance and usage for
geographical information; use of GPS
l International trade- bases and changing patterns; ports as gateways of
international trade; role of WTO in international trade

l Settlement types - rural and urban; morphology of cities (case study);
distribution of mega cities; problems of human settlements in developing
countries
Map Work on identification of features based on 1-5 units on the outline

Physical/Political map of World.
Part B: India: People and Economy

Unit 6: People
l Population: distribution, density and growth; composition of population -

linguistic, religious; sex, rural-urban and occupational-regional variations
in growth of population
l Migration: international, national-causes and consequences
l Human development: selected indicators and regional patterns
l Population, environment and development

l Rural settlements - types and distribution
l Urban settlements - types, distribution and functional classification

l Land resources- general land use; agricultural land use;geographical
conditions and distribution of major crops (Wheat, Rice, Tea, Coffee,
Cotton, Jute, Sugarcane and Rubber); agricultural development and
problems
l Water resources-availability and utilization-irrigation, domestic, industrial
and other uses; scarcity of water and conservation methods-rain water
harvesting and watershed management
l Mineral and energy resources- distribution of metallic (Iron ore, Copper,
Bauxite, Manganese); non-metallic (Mica, Salt) minerals; conventional
(Coal, Petroleum, Natural gas and Hydroelectricity) and non-
conventional energy sources (solar, wind, biogas) and conservation
l Industries - types, factors of industrial location; distribution and changing
pattern of selected industries- iron and steel, cotton textiles, sugar,
petrochemicals, and knowledge based industries; impact of
liberalization, privatization and globalization on industrial location;
industrial clusters
l Planning in India- target group area planning (case study); idea of
sustainable development (case study)

l Transport and communication-roads, railways, waterways and airways:
oil and gas pipelines; Geographical information and communication net
works
l International trade- changing pattern of India's foreign trade; sea ports

and their hinterland and airports
l Environmental pollution; urban-waste disposal
l Urbanization, rural-urban migration; problems of slums
l Land degradation
Map work on locating and labelling of features based on above units on outline
map of India.

l Type and Sources of data: Primary, Secondary and other sources
l Tabulating and processing of data; calculation of averages, measures of
central tendency
l Representation of data- construction of diagrams: bars, circles and
flowchart; thematic maps; construction of dot; choropleth and isopleths
maps
l Data analysis and generation of diagrams, graphs and other visual
diagrams using computers

l Field visit and study: map orientation, observation and preparation of
sketch; survey on any one of the local concerns; pollution, ground water
changes, land use and land-use changes, poverty, energy issues, soil
degradation, impact of floods and drought, catchment area of school,
Market survey and Household survey (any one topic of local concern
may be taken up for the study; observation and questionnaire survey
may be adopted for the data collection; collected data may be tabulated
and analyzed with diagrams and maps). Students can be given different
topics to get more insight into various problems of society.
OR
l Spatial Information Technology
Introduction to GIS; hardware requirements and software modules;
data formats; raster and vector data, data

input, editing and topology building; data analysis;
overlay and buffer.
Prescribed Books:
1. Fundamentals of Physical Geography, Class XI, Published byNCERT
2. India, Physical Environment, Class XI, Published byNCERT
3. Practical Work in Geography, Class XI, Published byNCERT
4. Fundamentals of Human Geography, Class XII, Published byNCERT
5. India - People and Economy, Class XII, Published byNCERT
6. Practical Work in Geography, Class XII, Published byNCERT
10
Class XII - Textbook I (NCERT)
Map Items for identification only on outline political map of the World.
Unit-1 Ch.-1 Nil
Unit-2 Ch. 2 to 4 1 The largest country in each continent in terms of area

Unit-3 Ch. 5 to 7 1 Areas of subsistence gathering
Primary Activities 2 Major areas of nomadic herding of the world
3 Major areas of commercial livestock rearing
4 Major areas of extensive commercial grain faming
5 Major areas of mixed farming of the World
6 Major areas of Mediterraneanagriculture of the World
Secondary Activities 1 Ruhr region, Silicon Valley, Appalachian region, Great
lakesregion
Unit - 4 Ch. 8 to 9 2 Transcontinental Railways: Terminal Stations of
transcontinentalrailways– Trans siberian, Trans
Canadian, Tran Australian Railways
3 Major Sea Ports :
Europe: North Cape, London, Hamburg
North America: Vancouver, San Francisco, New
Orleans
South America: Rio De Janeiro, Colon, Valparaiso
Africa: Suez, Durban and Cape Town
Asia: Yokohama, Shanghai, Hong Kong,
Aden,Karachi, Kolkata
Australia: Perth, Sydney, Melbourne
4. Inland Waterways: Suez canal, Panama canal, Rhine
waterway and St. Lawrence Seaway
5. Major Airports:
Asia: Tokyo, Beijing, Mumbai, Jedda, Aden
Africa: Johannesburg & Nairobi
Europe: Moscow, London, Paris, Berlin and Rome

North America: Chicago, New Orleans, Mexico City
South America: Buenos Aires, Santiago
Australia: Drarwin and Wellington
Unit - 5 Ch. 10 Mega cities of the world – Tokyo, Delhi, Shanghai,
Mumbai, Saopaulo
11
India - People and Economy
Class XII-Textbook II (NCERT)
Map Items for locating and labelling only on the outline political map of India
Units - 6 & Ch. 1 to 4 • State with highest level of urbanization and lowest level
7 ofurbanization
• One state with highest level of HDI & One lowest level ofHDI
• Statewithhigherlevelofpopulation density &onestatewith lowest
level of population density
• One out migratingstate
• One in migratingstate
• Any city with more than 10 millionpopulation – Greater Mumbai,
Delhi, Kolkata, Chennai, Bengaluru
Unit - 8 Ch. 5 to 9 Leading producing states of the following crops:
(a) Rice (b) Wheat (c) Jowar (d) Cotton,(e) Jute (f) Sugarcane (g) Tea
and (h) Coffee
Mines:
• Iron-ore mines: Mayurbhanj, Bailadila, Ratnagiri, Bellary
• Manganese mines: Balaghat, Shimoga
• Copper mines: Hazaribagh, Singhbhum, Khetari
• Bauxite mines: Katni, Bilaspur and Koraput
• Coal mines: Jharia, Bokaro, Raniganj, Neyveli
• Oil Refineries: Mathura, Jamnager, BaroniIndustries
Iron and Steel Plants:Bhadravati, Bhilai, Bokaro, Durgapur,
Rourkela and Jameshedpur
Cotton Textile:Surat, Varanasi, Murshidabad, Solapur and
Coimbatore
Software Technology Parks: Gandhinagar, Shrinagar, Mohali,
Noida, Indore, Hyderabad, Bengaluru and Major Industrial Regions
Unit - 9 Ch. 10 - 11 Transport:
(i) Important nodes on north south corridor,eastwest corridor &
goldenquadrieteral
(ii) Major Sea Ports: Kandla, Mumbai, Marmagao, Kochi,
Mangalore, Tuticorin, Chennai, Vishakhapatnam,
Paradwip,Haldia
(iii) International Air ports: Ahmedabad, Mumbai, Bengaluru,
Chennai, Kolkata, Guwahati, Delhi, Amritsar,
Thiruvananthapuram & Hyderabad
Unit-10 Ch.12 NIL
12
Remark: The portion not to be
considered from the point of view
AMU Board of Secondary and Senior Secondary Education, of exams shall be seen from the
Aligarh Muslim University, Aligarh (2020-21) deleted part attached with the
course structure cum teaching
schedule.
Based on CBSE board

CLASS XII- HISTORY
COMPLETE SYLLABUS Remark: Highlighted portion in
Units taught as per the teaching
Themes in Indian History Part-I(Units 1 – 4)
schedule, however it may not
be the part of any examination.
Unit 1 The Story of the First Cities: Harappan Archaeology
Unit 2: Political and Economic History: How Inscriptions tell a story
Unit 3: Social Histories: using the Mahabharata
Unit 4: A History of Buddhism: Sanchi Stupa
Themes in Indian History Part-II (Units 5 – 9)
Unit 5: Medieval Society through Travellers’ Accounts
Unit 6: Religious Histories: The Bhakti-Sufi Tradition
Unit7: New Architecture: Hampi
Unit 8: Agrarian Relations: The Ain-i-Akbari
Unit 9: The Mughal Court: Reconstructing Histories through Chronicles
Themes in Indian History Part-III (Units 10 – 15)

Unit 10: Colonialism and Rural Society: Evidence from Official Reports
Unit 11: Representations of 1857

Unit 12: Colonialism and Indian Towns: Town Plans and Municipal Reports
Unit 13: Mahatma Gandhi through Contemporary Eyes

Unit 14: Partition through Oral Sources
Unit 15: The Making of the Constitution
Map Work
Project work (Internal Assessment)

COURSE CONTENT
Class XII: Themes in Indian History

Themes Objectives
PART - I
1. The Story of the First Cities: • Familiarize the learner with early
Harappan Archaeology. urban centres as economic and
Broad overview: Early urban centres social institutions.
• Introduce the ways in which
Story of discovery: Harappan
civilization new data can lead to a
revision of existing notions
Excerpt: Archaeological report on a of history
major site
• Illustrate steps of making
Discussion: How it has been utilized by archaeological reports.
archaeologists/historians.
2. Political and Economic History: How • Familiarize the learner with

Inscriptions tell a story. major trends in the political
and economic history of the
Broad overview: Political and economic
subcontinent.
history from the Mauryan to the Gupta
period • Introduce inscriptional
analysis and the ways in
Story of discovery: Inscriptions and the which these have shaped
decipherment of the script. Shifts in the the understanding of
understanding of political and economic political and economic
history. processes.
Excerpt: Asokan inscription and Gupta
period land grant
Discussion: Interpretation of inscriptions
by historians.
3. Social Histories: Using the • Familiarize the learner with

Mahabharata issues in social history.
Broad overview: Issues in social
textual analysis and their
history, including caste, class, kinship and use in reconstructing social

gender history.
Story ofdiscovery:Transmission and
publications of the Mahabharata
Excerpt: from the Mahabharata,
illustrating how it has been used by
historians.
Discussion:Other sources
for
reconstructing social history.
4. A History of Buddhism: Sanchi • Discuss the major religious

Stupa Broad overview: developments in early India.
A brief review of religious histories

of Vedic religion, Jainism,
visual analysis and their use
Vaishnavism, Shaivism (Puranic
in reconstructing histories of
Hinduism).
religion.
a. Focus on Buddhism.
Story of discovery: Sanchi stupa
Excerpt: Reproduction of sculptures from
Sanchi.
Discussion: Ways in which sculpture has
been interpreted by historians, other
sources for reconstructing the history of
Buddhism.
PART-
II
5. Medieval Society through Travellers' • Familiarize the learner with
Accounts the salient features of social
Broad overview: histories described by the
travellers.
Outline of social and cultural life as they
appear in travellers' accounts.
• Discuss how travellers'
Story of their writings: A discussion of accounts can be used as
where they travelled, why they travelled, sources of social history.
what they wrote, and for whom they wrote.
Excerpts: from AlBiruni, Ibn Battuta,

Francois Bernier
Discussion: What these travel accounts
can tell us and how they have been
interpreted by historians.
6. Religious Histories: The Bhakti-Sufi
Tradition • Familiarize the learner with
religious developments.
Broad overview:
• Discuss ways of analyzing
a. Outline of religious developments devotional literature as
during this period sources of history.
b. Ideas and practices of the Bhakti-Sufi
saints
Story of Transmission: How
Bhakti-Sufi compositions have been
preserved.
Excerpt: Extracts from selected Bhakti-
Sufi works
been interpreted by historians.
• Familiarize the learner with
7. New Architecture: the new buildings that were
Hampi Broad overview: built during the time.
• Discuss the ways in which
a. Outline of new buildings during
architecture can be
Vijayanagar period-temples,
analyzed to reconstruct
forts, irrigation
history.
facilities.
b. Relationship between architecture
and the political system
Story of Discovery: Account of how
Hampi was found.
Excerpt: Visuals of buildings at Hampi
have analyzed and interpreted these
structures.
• Discuss developments in
8. Agrarian Relations: The Ain-i- agrarian relations.
Akbari Broad overview: • Discuss how to supplement
a. Structure of agrarian relations in the official documents with

16thand 17thcenturies.Patterns of other sources.
change over the period
compilation and translation of Ain-i-Akbari
Excerpt: from the Ain-i-Akbari
have used the text to reconstruct history.
9. The Mughal Court:
Reconstructing Histories
through Chronicles • Familiarize the learner with
Broad overview: the major landmarks in
political history.
a. Outline of political history15th-
17th centuries • Show how chronicles and
other sources are used to
b. Discussion of the Mughal reconstruct the histories of
court and politics political institutions.
production of court chronicles, and their
subsequent translation and transmission.
Excerpts: from the Akbarnama and
Padshahnama
Discussion: Ways in which historians have
used the texts to reconstruct political
histories.
PART-III
10. Colonialism and Rural • Discuss how colonialism
Society: Evidence from
affected zamindars,
Official Reports peasants and artisans.
Broad overview: • Comprehend the problems
a. Life of zamindars, peasants and and limits of using official
artisans in the late 18thcentury sources for understanding
the lives of people.
b. East India Company, revenue
settlements in various regions of India
and surveys
c. Changes over the nineteenth century
Story of official records: An account of
why official investigations into rural
societies were undertaken and the types
of records and reports produced.
Excerpts: From Fifth Report, Accounts of
Frances Buchanan-Hamilton, and
Deccan Riots Report.
Discussion: What the official records tell
and do not tell, and how they have been • Discuss how the events of
used by historians. 1857 are being
11. Representations of reinterpreted.
1857 Broad overview: • Discuss how visual

material can be used by
a. The events of 1857-58 historians.
b. Vision of Unity
c. How these events were recorded and
narrated.
Focus: Lucknow
Excerpts: Pictures of 1857. Extracts from
contemporary accounts
Discussion: How the pictures of 1857
shaped British opinion of what had

happened.
12. Colonialism and Indian Towns: • Familiarize the learner with
Town Plans and Municipal the history of modern urban
Reports centres.
Broad overview: History of towns in • Discuss how urban
India, colonization and cities, hill stations, histories can be written by
town planning of Madras, Calcutta and drawing on different types
Bombay. of sources.
Excerpts: Photographs and paintings.
Plans of cities. Extract from town plan
reports.
Focus on Calcutta town planning
Discussion: How the above sources can

be used to reconstruct the history of
towns. What these sources do not reveal.
13. Mahatma Gandhi • Familiarize the learner with

through significant elements of the
Contemporary Eyes Nationalist Movement and
Broad overview: the nature of Gandhian
leadership.
a. The Nationalist Movement 1918 -48.
• Discuss how Gandhi was
b. The nature of Gandhian politics and perceived by different
leadership. groups.
Focus: Mahatma Gandhi and the three • Discuss how historians
movements and his last days as “finest need to read and interpret
hours” newspapers, diaries and
Excerpts: Reports from English and letters as historical source.
Indian language newspapers and other
contemporary writings.
Discussion: How newspapers can be a
source of history.
14. Partition through Oral Sources • Discuss the last decade of
Broad over view: the national movement, the
growth of communalism
a. The history of the 1940s •
and the story of partition.
b. Nationalism, Communalism
Partition. and Understand the events
through the experience of
Focus: Punjab and Bengal
those who lived through
these years of communal
violence.
Show the possibilities and limits of
oral sources.
Excerpts: Oral testimonies of those who
experienced partition.
been analyzed to reconstruct the history
of the event.
15. The Making of the • Familiarize students with
the history of the early
Constitution Broad overview:
years after independence.
a. Independence and the new
nation state. • Discuss how the founding
b. The making of the Constitution ideals of the new nation
state were debated and
Focus: The Constitutional
formulated.
Assembly debates
Understand how such debates and
Excerpts: from the debates discussions can be read by historians.
Discussion: What such debates reveal
and how they can be analyzed.
Map work on Units 1 to 15.
5

c.
PROJECT WORK
CLASS XII
INTRODUCTION
History is one of the most important disciplines in school education. It is the study of the past, which
helps us to understand our present and shape our future. It promotes the acquisition and
understanding of historical knowledge in breath and in depth across cultures.
The course of history in senior secondary classes is to enable students to know that history is a
critical discipline, a process of enquiry, a way of knowing about the past rather than just a collection
of facts. The syllabus helps them to understand the process, through which a historian collects,
chooses, scrutinizes and assembles different types of evidences to write history.
The syllabus in class-XI is organized around some major themes in world history. In class XII the
focus shifts to a detailed study of some themes in ancient, medieval and modern Indian history.
CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part
of regular studies in classroom, as project work gives students an opportunity to develop higher
cognitive skills. It takes students to a life beyond text books and provides them a platform to refer
materials, gather information, analyze it further to obtain relevant information and decide what
matter to keep and hence understand how history is constructed.
OBJECTIVES
Project work will help students:
• To develop skill to gather data from a variety of sources, investigate diverse
viewpoints and arrive at logical deductions.
• To develop skill to comprehend, analyze, interpret, evaluate historical evidence and
understand the limitation of historical evidence.
• To develop 21st century managerial skills of co-ordination, self-direction and time
management.
• To learn to work on diverse cultures, races, religions and lifestyles.
• To learn through constructivism-a theory based on observation and scientific study.
• To inculcate a spirit of inquiry and research.
• To communicate data in the most appropriate form using a variety of techniques.
• To provide greater opportunity for interaction and exploration.
• To understand contemporary issues in context to our past.
• To develop a global perspective and an international outlook.
• To grow into caring, sensitive individuals capable of making informed, intelligent and

independent choices.
• To develop lasting interest in history discipline.
GUIDELINES TO TEACHERS
This section provides some basic guidelines for the teachers to take up projects in History. It
is very necessary to interact, support, guide, facilitate and encourage students while assigning
projects to them.
• The teachers must ensure that the project work assigned to the students individually/
In-groups and discussed at different stages right from assigning topic, draft review to
finalization.
• Students should be facilitated in terms of providing relevant materials, suggesting
websites, obtaining of required permission for archives, historical sites, etc.
• The 20 periods assigned to the Project Work should be suitably spaced from April to
September in classes XI and XII so that students can prepare for theory part in term - II.
• One Project should be given to the students in the month of April/May before the summer
vacation and assessment of the project to be completed by September.
• The teachers must ensure that the students submit original work.
• Project report should be hand written only.
• Eco-friendly materials can be used by students
The following steps are suggested:

1. Teacher should design and prepare a list of 15-20 projects and should give an option
to a student to choose a project as per his/her interest.
2. The project must be done individually/In-groups.
3. The topic should be assigned after discussion with the students in the class to avoid
repetition and should then be discussed at every stage of submission of the draft/final
project work.
process of project completion, and should guide the children by providing necessary
inputs, resources etc. so as to enrich the subject content.
5. The project work (one per year) can culminate in the form of Power Point
Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story
telling/debate/panel discussion, paper presentation and so on. Any of these activities
which are suitable to visually impaired candidates can be performed as per the choice
of the student.
6. Students can use primary sources available in city archives, Primary sources can also
include newspaper cuttings, photographs, film footage and recorded written/speeches.
Secondary sources may also be used after proper authentication.
7. Evaluation will be done by external examiner appointed by the Board in class XII and
internal in class XI.
ASSESSMENT
• The marks will be allocated under the following heads:
1 Project Synopsis
2 Timeline/explanation and interpretation

/Map work
3 Visual/overall presentation
4 Analysis/ Data/Statistical analysis
5 Bibliography
6 Viva
Note: The project reports are to be preserved by the school till the final results are
declared, for scrutiny by CBSE.
FEW SUGGESTIVE TOPICS FOR PROJECTS

1. The mysteries behind the mound of dead –Mohenjo-Daro
2. An In-depth study to understand Spiritual Archaeology in the Sub-Continent
3. Buddha’s Path to Enlightenment
4. Insight and Reflection of Bernier’s notions of The Mughal Empire
5. An exploratory study to know the women who created history
6. “Mahatma Gandhi” – A legendary soul
7. To reconstruct the History of Vijayanagar through the Archaeology of Hampi
8. The emerald city of Colonial Era –BOMBAY
9. Vision of unity behind the first war of Independence
10. Divine Apostle of Guru Nanak Dev
11. Help, Humanity and Sacrifices during Partition
12. Glimpses inside Mughals Imperials Household

13. The process behind the framing of the Indian Constitution
14. The ‘Brahm Nirupam’ of Kabir – A journey to Ultimate Reality
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

LIST OF MAPS
Book 1
1 Page 2 Mature Harappan sites:
• Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira,
Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.
2 Page 30 Mahajanapada and cities :

• Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti,
Rajgir, Ujjain, Taxila, Varanasi.
3 Page 33 Distribution of Ashokan inscriptions:
• Cities/towns: Mathura, Kannauj, Braghukachchha
• Pillar inscriptions -Sanchi, Topra, Meerut Pillar and Kaushambi.
• Kingdom of Cholas, Cheras and Pandyas.
4 Page 43 Important kingdoms and towns:
• Cities/towns: Mathura, Kanauj, Puhar, Rajgir, Vaishali,
Varanasi,Vidisha
5 Page 95 Major Buddhist Sites:Nagarjunakonda, Sanchi, Amaravati, Lumbini,
Nasik, Bharhut, BodhGaya, Ajanta.
Book 2
1 Page 174 Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram,
Mysore, Thanjavur, Kolar
2 Page 214 Territories under Babur, Akbar and Aurangzeb:
• Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Book 3
1 Page 297 Territories/cities under British Control in1857:
• Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam,
Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Daccan,
Chitagong, Patna, Benaras, Allahabad and Lucknow.
2 Page 305 Main centres of the Revolt of 1857:
• Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta,
Benaras, Gwalior, Jabalpur, Agra,Avadh.
Important centres of the National Movement:
• Champaran, Kheda, Ahmedabad, Benaras, Amritsar,
ChauriChaura, Lahore, Bardoli, Dandi, Bombay (Quit India
Resolution), Karachi.
Prescribed Books:
1. Themes in World History, Class XI, Published by NCERT

2. Themes in Indian History, Part-I, ClassXII, Published by NCERT
3. Themes in Indian History Part-II, ClassXII, Published by NCERT
4. Themes in Indian History Part-III, Class XII, Published byNCERT

following syllabus is to be taught CLASS XII
as per the teaching schedule, HOME SCIENCE
however it may not be the part of COMPLETE SYLLABUS
any examination.
Unit
I Human Development: Life Span Approach (Part II)
II Nutrition during life span

III Money Management and Consumer Education
IV Apparel: Designing, Selection and Care

V Community Development and Extension (Part II)
VI Career Options after Home Science Education
Practical
Unit I:Human Development: Life Span Approach (Part II)
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- career, 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
(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.
Unit III: Money Management and Consumer Education

(a) Family Income:
(i) Various sources of family income:
money income
real income (direct and indirect)
psychic income
(ii) Supplementing family income-need and ways; need and procedure for
maintaining household accounts (daily, weekly and monthly).
(b) Savings and Investment:
(i) Meaning and importance of savings.
(ii) Basis for selection of investment methods: risk, security, profit, tax saving.
(iii) Ways/methods of investment –
Bank schemes (saving, fixed, recurring);
Post Office schemes (savings, recurring deposit, monthly income

scheme, National saving certificate, Senior citizen scheme);
Insurance schemes (whole life, medi claim);
Public Provident Fund (PPF), Provident Fund (PF).
(iv) Consumer Protection and Education: Meaning, problems faced by consumer,
Consumer Protection
Amendment Act (2011); Consumer aids: labels, standardization marks, (ECO
Mark, Hallmark, Wool mark, Silk mark), advertising, leaflets, and Consumer
redressal forum, Internet.
Unit IV: Apparel: Designing, Selection and Care

(i) Application of elements of art and principles of design in designing apparel.

(ii) Selection and purchase of fabrics- purpose, cost, season, quality, durability,
ease of maintenance and comfort.
(iii) Selection of apparel- factors influencing selection of apparel- age, size,
climate, occupation, figure, occasion, fashion, drape cost and workmanship.
(iv) Care and maintenance of clothes:
(a) Cleansing agents: soaps and detergents (basic differences and their
utility);
(b) Stain removal - General principles of stain removal, stain removal of tea,
coffee, lipstick, ball pen, Grease, Curry and Blood.
(c) Storage of clothes.
Unit V: Community Development and Extension (Part II)
(i) Water safety: Safe drinking water-importance of potable water for good health,
and its qualities, simple methods of making water safe for drinking; boiling,
filtering (traditional and modern technology), use of alum, chlorine.
(ii) Salient features of income generating schemes
DWCRA (Development of Women and Children in Rural Area)
MGNREGA (Mahatma Gandhi National Rural Employment Guarantee Act,
2005)
Unit VI: Career Options after Home Science Education

Career options of self and wage employment in various fields of Home Science.

HOME SCIENCE
CLASS XII
PRACTICAL
1) Human Development: Life Span Approach (Part II)
Activities
Identify the problems of adjustment of adolescents with the help of a tool (group
activity) and make a report.
Spend a day with an aged person and observe the needs and problems. Write a
report.
List and discuss at least 4 areas of agreement and disagreement of self with:-
a) Mother b) Father
b) Siblings d) Friends
2) Nutrition for Self, Family and Community Activities

Record one day diet of an individual and evaluate it against principles of balanced
diet.
Plan a meal and modify for any one physiological condition – Fever, Diarrhoea,
Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age
and Infants. Prepare a dish.
Identify food adulteration: using visual and chemical methods; Turmeric, Chana
Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee.
Prepare ORS Solution.
3) Money Management and Consumer Education

Collect and fill savings account opening form in Post Office and Bank.
Fill up the following forms and paste in file: Withdrawal slip, Deposit slips, Draft slip
and cheque (bearer of A/c payee).
Collect labels of any three products and compare them with mandatory
requirements.
Prepare one label each of any three items bearing ISI, FPO, Agmark.

4) Apparel: Designing, Selection and Care
Illustrate principles of design or elements of art on a paper or cloth and evaluate
them.
Removal of different types of stains: tea, coffee, curry, grease, blood, lipstick, ball
pen.
Examine and evaluate readymade garments for their workmanship. [at-least two]
Make sample of Hemming, Backstitch, Interlocking, and Press buttons, hooks and
eye.
5) Community Development and Extension
Visit any two places (home/restaurant/school/business centre, etc.) and
observe its measure for safe drinking water and general conditions of hygiene
around it.
Scheme for practical examination (Class XII)-

1. Unit I-Human Development: Life Span Approach (Part II) Project Report-
2. Unit II- Nutrition for Self, Family and Community-
a) Plan a meal and modify and prepare a dish for any one physiological condition Fever,
Diarrhoea, Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old
age and Infants-
b) Identify food adulteration: using visual and chemical methods; Turmeric, Chana
Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee-
3. Unit III-Money Management and Consumer Education
a) Prepare one label each of any three items bearing ISI, FPO, Agmark.-
b) Filling up of paying slip either to deposit cash or cheque-

4. Unit IV- Apparel: Designing, Selection and Care
a) Removal of different types of stains- Tea, coffee, grease, blood, lipstick, ball pen
(Any two)
OR
Readymade garment- Quality check –
b) Make sample of hemming/backstitch/interlocking/fastener-
5. Unit V-Community Development and Extension- Survey Report-
6. File Work-
7. Viva Voce-
Reference books for teachers:

1. Human Ecology and Family Sciences – Part I, Class- XII, NCERT Publication
2. Human Ecology and Family Sciences – Part II, Class- XII, NCERT Publication

CLASS XII the following syllabus is to be
MATHEMATICS taught as per the teaching
No. Units
I. Relations and Functions
II. Algebra
III. Calculus
IV. Vectors and Three - Dimensional Geometry
V. Linear Programming
VI. Probability
Unit-I: Relations and Functions

1. Relations and Functions
Types of relations: reflexive, symmetric, transitive and equivalence relations. One to one and onto
functions, composite functions, inverse of a function.
2. Inverse Trigonometric Functions
Definition, range, domain, principal value branch. Graphs of inverse-trigonometric functions

Elementary properties of inverse trigonometric functions.
Unit-II: Algebra
1. Matrices
Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix,
symmetric and skew symmetric matrices. Operation on matrices: Addition and multiplication and
multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication.
Non- commutativity of multiplication of matrices and existence of non-zero matrices whose product
is the zero matrix (restrict to square matrices of order 2). Concept of elementary row and column
operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices
will have real entries).

2. Determinants
Determinant of a square matrix (up to 3 x 3 matrices), properties of determinants, minors, co-factors

and applications of determinants in finding the area of a triangle. Adjoint and inverse of a square
matrix. Consistency, inconsistency and number of solutions of system of linear equations by
examples, solving system of linear equations in two or three variables (having unique solution) using
inverse of a matrix.
Unit-III: Calculus
1. Continuity and Differentiability
Continuity and differentiability, derivative of composite functions, chain rule, derivative of inverse
trigonometric functions, derivative of implicit functions. Concept of exponential and logarithmic
functions.
Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions

expressed in parametric forms. Second order derivatives. Rolle’s and Lagrange's Mean Value
Theorems (without proof) and their geometric interpretation.
2. Applications of Derivatives
Applications of derivatives: rate of change of bodies, increasing/decreasing functions, tangents and

normals, use of derivatives in approximation, maxima and minima (first derivative test motivated
geometrically and second derivative test given as a provable tool). Simple problems (that illustrate
basic principles and understanding of the subject as well as real-life situations).
3. Integrals
Integration as inverse process of differentiation. Integration of a variety of functions by substitution, by
partial fractions and by parts, Evaluation of simple integrals of the following types and problems based
on them.
dx dx dx dx dx
ƒ 2 ƒ , ƒ , ƒ , ƒ
x ± a2, ƒx 2 ± a2 √a2 − x 2 ax 2 + bx + c ƒ ax 2+bx+c
px + q px + q
ƒ 2 dx, ƒ dx, ƒ ƒa 2 ± x 2 dx, ƒ ƒx 2 − a2 dx
ax + bx + c √ax2+bx + c

ƒ ƒ 2 + + , ƒ( + )ƒ 2 + +

Definite integrals as a limit of a sum, Fundamental Theorem of Calculus (without proof).Basic
properties of definite integrals and evaluation of definite integrals.
4. Applications of the Integrals
Applications in finding the area under simple curves, especially lines, circles/ parabolas/ellipses (in
standard form only), Area between any of the two above said curves (the region should be clearly
identifiable).
5. Differential Equations
Definition, order and degree, general and particular solutions of a differential equation. formation of
differential equation whose general solution is given. Solution of differential equations by method of
separation of variables, solutions of homogeneous differential equations of first order and first degree.
Solutions of linear differential equation of the type:
dy
+ py = q, where p and q are functions of x or constants.
dx
dx
+ px = q, where p and q are functions of y or constants.
dy

Unit-IV: Vectors and Three-Dimensional Geometry
1. Vectors
Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a
vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point,
negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar,
position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation,
properties and application of scalar (dot) product of vectors, vector (cross) product of vectors, scalar
triple product of vectors.
2. Three - dimensional Geometry
Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector
equation of a line, coplanar and skew lines, shortest distance between two lines. Cartesian and vector
equation of a plane. Angle between (i) two lines, (ii) two planes, (iii) a line and a plane. Distance of a
point from a plane.

Unit-V: Linear Programming
1. Linear Programming
Introduction, related terminology such as constraints, objective function, optimization, different types
of linear programming (L.P.) problems, mathematical formulation of L.P. problems, graphical method
of solution for problems in two variables, feasible and infeasible regions (bounded or unbounded),
feasible and infeasible solutions, optimal feasible solutions (up to three non-trivial constraints).
Unit-VI: Probability
1. Probability
Conditional probability, multiplication theorem on probability, independent events, total probability,

Bayes’ theorem, Random variable and its probability distribution, mean and variance of random
variable.
Prescribed Books:
1) Mathematics Textbook for Class XI, NCERT Publications

2) Mathematics Part I - Textbook for Class XII, NCERT Publication
3) Mathematics Part II - Textbook for Class XII, NCERT Publication
4) Mathematics Exemplar Problem for Class XI, Published by NCERT
5) Mathematics Exemplar Problem for Class XII, Published by NCERT
6) Mathematics Lab Manual class XI, published by NCERT
7) Mathematics Lab Manual class XII, published by NCERT
h ttp://www.ncert.nic.in/exemplar/labmanuals.html

CLASS XII
PERSIAN
Remark:
COMPLETE SYLLABUS Highlighted portion
Unit/Area of Learning in the following
syllabus is to be
A. Reading Comprehension
taught as per the
B. Writing Skills teaching schedule,
C. Applied Grammar however it may not
D. Literature be the part of any
E. Internal Assessment examination.
Language
Section -A: Reading Comprehension
An unseen passage of 150 words followed by 3-4 short questions to test

comprehension.2marksmaybeallocatedfortesting vocabulary. 1markmay be allocated for providing a
suitable heading.(7+2+1)
Section - B: Writing Skills: Questions will be asked on given subjects.
(i) Letter writing /EssayWriting

(ii) Objective type questions will be asked from prescribed textbook
(iii) Summarizing of prescribed lesson intoUrdu/English/Hindi/Persian
Section - C: Applied Grammar

1. Definition of the following withexamples:
i. Noun
ii. Pronoun
iii. Preposition
iv. Verb
2. Word formations frominfinitives
i. Imperatives
ii. Aorists(Muzare) andConjugation
3. lsm-e-Fail, lsm-e-Mafool, AdjectivesSingular/Plurals

Section - D: Literature (Lessons to be studied) :Farsi-wa-Dastoor Part I, Kitab-e-Awwal (1977) by
Dr. Zahrae-Khanlari, published by ldarah-e-Adabiyat-e-Dilli, 2009 Qasimjan Street, Delhi-110006
Prose and Poetry:

1. Tarrar-e-Amanatdar 2. Qissa-e-Kodak Moosa (PartI)
3. Qissa-e-Kodak Moosa (PartII) 4. Shaban-wa-Gusfand

5. Qissa-e-GuleKhandan-wa- 6. Guwahi-e-Darakht
Durr-e- Giryan-Part I, II,Ill
7. DastureZaban-e-Farsi 8. DastureZaban-e-Farsi Wabastah-e-
Wabastah-e Fail(Qaid)
AjzaiJumlaMuzafIIeh
9. Mazandaran(Poem) 10. Nageen-e-Angushtri
(Poem)
11. Kitab(Poem)
Amoozish-e-Zaban-e-Farsi Book IV by Dr. YadullahSamareh Published by lntesharat-
e-BenulMillali Al-Hoda, available at Iran Culture House, 18, TilakMarg, New Delhi.
1. Qissah-e-Rangha 2. Nohomeenljlasi-yeSaran
3. GandhiKhastar-e-Aghaz-e- 4. DeeruzlmruzWaFarda
Naw- darRawabit-e-Chin wa
HindShod
5. WaqtiKelshqNeest(Poem)
Section – E: Internal Assessment

d. Written Project i) Appreciation of a Persian Poem/Prose
ii) Good hand writing (Khushnavesi)
iii) Grammar based charts
e. Oral Test Oral Test on a given topic from prescribed text

f. Eloquence Test i) Debate
ii) Group discussion
iii) Extempore Speech
iv) Reading and Recitation of Persian texts
7) Qissai-e-Sindbad Behri-Part 8) Dastur-e-Zaban-e-Farsi-Isme- Mufrad/lsm-e-

II Jama (Noun- Singular/Plural)
9) Dasture-e-Zaban-e- 10) Dastur-e-Zaban-e-Farsi-Fail-e- Lazim/Fail-e-

Farsi Zamir(Pronoun) Mutaaddi (verb: Transitive/Intransitive)
11) Doorbeeni(Poem) 12) Sadeh(Poem)


PHYSICAL EDUCATION
Theory
Unit I Planning in Sports any examination.
• 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
Unit III Yoga & Lifestyle
• 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 & Women in Sports

• Motor development & factors affecting it
• Exercise Guidelines at different stages of growth & Development
• Common Postural Deformities - Knock Knee; Flat Foot; Round Shoulders; Lordosis, Kyphosis, Bow
Legs and Scoliosis and their corrective measures
• Sports participation of women in India
• Special consideration (Menarch & Menstural Disfunction)
• Female Athletes Triad (Oestoperosis, Amenoria, Eating Disorders)
Unit VI Test & Measurement in Sports

o Motor Fitness Test – 50 M Standing Start, 600 M Run/Walk, Sit & Reach, Partial Curl Up,
Push Ups (Boys), Modified Push Ups (Girls), Standing Broad Jump, Agility – 4x10 M Shuttle
Run
o General Motor Fitness – Barrow three item general motor ability (Standing Broad Jump, Zig
Zag Run, Medicine Ball Put – For Boys: 03 Kg & For Girls: 01 Kg)
o Measurement of Cardio Vascular Fitness – Harvard Step Test/Rockport Test -
Computation of Fitness Index: Duration of the Exercise in Seconds x 100

5.5 x Pulse count of 1-1.5 Min after Exercise

o Rikli & Jones - Senior Citizen Fitness Test 1. Chair Stand Test for lower body strength
2. Arm Curl Test for upper body strength
3. Chair Sit & Reach Test for lower body flexibility
4. Back Scratch Test for upper body flexibility
5. Eight Foot Up & Go Test for agility
6. Six Minute Walk Test for Aerobic Endurance
Unit VII Physiology & Injuries in Sports

• Physiological factor determining component of Physical Fitness
• Effect of exercise on Cardio Respiratory System
• Effect of exercise on Muscular System
• Physiological changes due to ageing
• Sports injuries: Classification (Soft Tissue Injuries:(Abrasion, Contusion, Laceration, Incision,
Sprain & Strain) Bone & Joint Injuries: (Dislocation, Fractures: Stress Fracture, Green Stick,
Communated, Transverse Oblique & Impacted) Causes, Prevention& treatment
• First Aid – Aims & Objectives
Unit VIII Biomechanics & Sports

• Meaning and Importance of Biomechanics in Sports
• Types of movements (Flexion, Extension, Abduction & Adduction)
• Newton’s Law of Motion & its application in sports
• Friction & Sports
Unit IX Psychology & Sports

• Personality; its definition & types – Trait & Types (Sheldon & Jung Classification) & Big Five
Theory
• Motivation, its type & techniques
• Exercise Adherence; Reasons to Exercise, Benefits of Exercise
• Strategies for Enhancing Adherence to Exercise
• Meaning, Concept & Types of Aggressions in Sports
Unit X Training in Sports

• Strength – Definition, types & methods of improving Strength – Isometric, Isotonic & Isokinetic
• Endurance - Definition, types & methods to develop Endurance – Continuous Training, Interval
Training & Fartlek Training
• Speed – Definition, types & methods to develop Speed – Acceleration Run & Pace Run
• Flexibility – Definition, types & methods to improve flexibility
• Coordinative Abilities – Definition & types
• Circuit Training - Introduction & its importance
Practical
01. Physical Fitness Test

02. Proficiency in Games and Sports (Skill of any one Game of choice from the given list*)
03. Yogic Practices
04. Record File **
05. Viva Voce (Health/ Games & Sports/ Yoga)
* Basketball, Football, Kabaddi, Kho-Kho, Volleyball, Handball, Hockey, Cricket, Bocce &
Unified Basketball [CWSN (Children With Special Needs - Divyang)]
**Record File shall include:
Practical-1: Fitness tests administration for all items.

Practical-2: Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle
disease.
Practical-3: Procedure for administering Senior Citizen Fitness Test for 5 elderly family members.
Practical-4: Any one game of your choice out of the list above. Labelled diagram of field & equipment
(Rules, Terminologies & Skills).

CLASS XII
per the teaching schedule, however PHYSICS (THEORY)
it may not be the part of any COMPLETE SYLLABUS
examination.
Unit–I Electrostatics
Unit-II Current Electricity

Unit-III Magnetic Effects of Current and Magnetism
Unit-IV Electromagnetic Induction and Alternating Currents

Unit–V Electromagnetic Waves
Unit–VI Optics
Unit–VII Dual Nature of Radiation and Matter
Unit–VIII Atoms and Nuclei

Chapter–12: Atoms
Unit–IX Electronic Devices
Chapter–14: Semiconductor Electronics: Materials, Devices and
Simple Circuits

Unit I: Electrostatics
Electric Charges; Conservation of charge, Coulomb's law-force between two

point charges, forces between multiple charges; superposition principle and
continuous charge distribution.
Electric field, electric field due to a point charge, electric field lines, electric
dipole, electric field due to a dipole, torque on a dipole in uniform electric fleld.
Electric flux, statement of Gauss's theorem and its applications to find field due
to infinitely long straight wire, uniformly charged infinite plane sheet and
uniformly charged thin spherical shell (field inside and outside).
Electric potential, potential difference, electric potential due to a point charge,

a dipole and system of charges; equipotential surfaces, electrical potential
energy of a system of two point charges and of electric dipole in an electrostatic
field.
Conductors and insulators, free charges and bound charges inside a

conductor. Dielectrics and electric polarisation, capacitors and capacitance,
combination of capacitors in series and in parallel, capacitance of a parallel
plate capacitor with and without dielectric medium between the plates, energy
stored in a capacitor.
Unit II: Current Electricity
Electric current, flow of electric charges in a metallic conductor, drift velocity,

mobility and their relation with electric current; Ohm's law, electrical resistance,
V-I characteristics (linear and non-linear), electrical energy and power,
electrical resistivity and conductivity, Carbon resistors, colour code for carbon
resistors; series and parallel combinations of resistors; temperature
dependence of resistance.

Internal resistance of a cell, potential difference and emf of a cell, combination
of cells in series and in parallel, Kirchhoff's laws and simple applications,
Wheatstone bridge, metre bridge.
Potentiometer - principle and its applications to measure potential difference

and for comparing EMF of two cells; measurement of internal resistance of a
cell.
Unit III: Magnetic Effects of Current and Magnetism
Concept of magnetic field, Oersted's experiment.
Biot - Savart law and its application to current carrying circular loop.
Ampere's law and its applications to infinitely long straight wire. Straight and
toroidal solenoids (only qualitative treatment), force on a moving charge in
uniform magnetic and electric fields, Cyclotron.
Force on a current-carrying conductor in a uniform magnetic field, force

between two parallel current-carrying conductors-definition of ampere, torque
experienced by a current loop in uniform magnetic field; moving coil
galvanometer-its current sensitivity and conversion to ammeter and voltmeter.
Current loop as a magnetic dipole and its magnetic dipole moment, magnetic
dipole moment of a revolving electron, magnetic field intensity due to a
magnetic dipole (bar magnet) along its axis and perpendicular to its axis, torque
on a magnetic dipole (bar magnet) in a uniform magnetic field; bar magnet as
an equivalent solenoid, magnetic field lines; earth's magnetic field and
magnetic elements.
Para-, dia- and ferro - magnetic substances, with examples. Electromagnets

and factors affecting their strengths, permanent magnets.
Unit IV: Electromagnetic Induction and Alternating Currents

Electromagnetic induction; Faraday's laws, induced EMF and current; Lenz's

Law, Eddy currents. Self and mutual induction.
Alternating currents, peak and RMS value of alternating current/voltage;

reactance and impedance; LC oscillations (qualitative treatment only), LCR
series circuit, resonance; power in AC circuits, power factor, wattless current.
AC generator and transformer.
Unit V: Electromagnetic waves
Basic idea of displacement current, Electromagnetic waves, their

characteristics, their Transverse nature (qualitative ideas only).
Electromagnetic spectrum (radio waves, microwaves, infrared, visible,

ultraviolet, X-rays, gamma rays) including elementary facts about their uses.
Unit VI: Optics
Ray Optics: Reflection of light, spherical mirrors, mirror formula, refraction of

light, total internal reflection and its applications, optical fibers, refraction at
spherical surfaces, lenses, thin lens formula, lensmaker's formula,
magnification, power of a lens, combination of thin lenses in contact, refraction
of light through a prism.
Scattering of light - blue colour of sky and reddish appearance of the sun at
sunrise and sunset.
Optical instruments: Microscopes and astronomical telescopes (reflecting and

refracting) and their magnifying powers.

Wave optics: Wave front and Huygen's principle, reflection and refraction of
plane wave at a plane surface using wave fronts. Proof of laws of reflection and
refraction using Huygen's principle. Interference, Young's double slit
experiment and expression for fringe width, coherent sources and sustained
interference of light, diffraction due to a single slit, width of central maximum,
resolving power of microscope and astronomical telescope, polarisation, plane
polarised light, Brewster's law, uses of plane polarised light and Polaroids.
Unit VII: Dual Nature of Radiation and Matter
Dual nature of radiation, Photoelectric effect, Hertz and Lenard's observations;

Einstein's photoelectric equation-particle nature of light.
Matter waves-wave nature of particles, de-Broglie relation, Davisson-Germer

experiment (experimental details should be omitted; only conclusion should be
explained).
Unit VIII: Atoms and Nuclei
Chapter–12: Atoms
Alpha-particle scattering experiment; Rutherford's model of atom; Bohr model,

energy levels, hydrogen spectrum.
Composition and size of nucleus, Radioactivity, alpha, beta and gamma

particles/rays and their properties; radioactive decay law.
Mass-energy relation, mass defect; binding energy per nucleon and its
variation with mass number; nuclear fission, nuclear fusion.
Unit IX: Electronic Devices
Chapter–14: Semiconductor Electronics: Materials, Devices and Simple

Circuits
Energy bands in conductors, semiconductors and insulators (qualitative ideas

only)
Semiconductor diode - I-V characteristics in forward and reverse bias, diode as

a rectifier;
Special purpose p-n junction diodes: LED, photodiode, solar cell and Zener
diode and their characteristics, zener diode as a voltage regulator.
PRACTICALS
The record to be submitted by the students at the time of their annual examination has to
include:
§ Record of at least 15 Experiments [with a minimum of 6 from each section], to be

performed by the students.
§ Record of at least 5 Activities [with a minimum of 2 each from section A and section
B], to be demonstrated by the teachers.
§ The Report of the project to be carried out by the students.

Evaluation Scheme
Max. Marks: 25
Two experiments one from each section 7+7 Marks

Practical record [experiments and activities] 6 Marks
Viva on experiments, activities and project 5 Marks
Total 25 marks
Experiments SECTION–A
1. To determine resistance per cm of a given wire by plotting a graph for potential

difference versus current.
2. To find resistance of a given wire using metre bridge and hence determine the
resistivity (specific resistance) of its material.
3. To verify the laws of combination (series) of resistances using a metre bridge.
4. To verify the laws of combination (parallel) of resistances using a metre bridge.
5. To compare the EMF of two given primary cells using potentiometer.
6. To determine the internal resistance of given primary cell using potentiometer.
7. To determine resistance of a galvanometer by half-deflection method and to find its

figure of merit.
8. To convert the given galvanometer (of known resistance and figure of merit) into a
voltmeter of desired range and to verify the same.
9. To convert the given galvanometer (of known resistance and figure of merit) into an
ammeter of desired range and to verify the same.
10. To find the frequency of AC mains with a sonometer.
1. To measure the resistance and impedance of an inductor with or without iron core.
2. To measure resistance, voltage (AC/DC), current (AC) and check continuity of a

given circuit using multimeter.
3. To assemble a household circuit comprising three bulbs, three (on/off) switches, a

fuse and a power source.
4. To assemble the components of a given electrical circuit.
5. To study the variation in potential drop with length of a wire for a steady current.
6. To draw the diagram of a given open circuit comprising at least a battery,

resistor/rheostat, key, ammeter and voltmeter. Mark the components that are not
connected in proper order and correct the circuit and also the circuit diagram.
SECTION-B
Experiments
1. To find the value of v for different values of u in case of a concave mirror and to find
the focal length.
2. To find the focal length of a convex mirror, using a convex lens.
3. To find the focal length of a convex lens by plotting graphs between u and v or
between 1/u and 1/v.
4. To find the focal length of a concave lens, using a convex lens.
5. To determine angle of minimum deviation for a given prism by plotting a graph
between angle of incidence and angle of deviation.
6. To determine refractive index of a glass slab using a travelling microscope.
7. To find refractive index of a liquid by using convex lens and plane mirror.
8. To draw the I-V characteristic curve for a p-n junction in forward bias and reverse bias.
9. To draw the characteristic curve of a zener diode and to determine its reverse breaks
down voltage.
10. To determine the wavelength of a laser beam by diffraction.
1. To identify a diode, an LED, a resistor and a capacitor from a mixed collection of such
items.
2. Use of multimeter to see the unidirectional flow of current in case of a diode and an
LED and check whether a given electronic component (e.g., diode) is in working order.
3. To study effect of intensity of light (by varying distance of the source) on an LDR.
4. To observe refraction and lateral deviation of a beam of light incident obliquely on a
glass slab.

5. To observe polarization of light using two Polaroids.
6. To observe diffraction of light due to a thin slit.
7. To study the nature and size of the image formed by a (i) convex lens, (ii) concave
mirror, on a screen by using a candle and a screen (for different distances of the
candle from the lens/mirror).
8. To obtain a lens combination with the specified focal length by using two lenses from
the given set of lenses.
Suggested Investigatory Projects
1. To study various factors on which the internal resistance/EMF of a cell depends.
2. To study the variations in current flowing in a circuit containing an LDR because of a

variation in
(a) the power of the incandescent lamp, used to 'illuminate' the LDR (keeping all the
lamps at a fixed distance).
(b) the distance of a incandescent lamp (of fixed power) used to 'illuminate' the LDR.
3. To find the refractive indices of (a) water (b) oil (transparent) using a plane mirror, an
equi convex lens (made from a glass of known refractive index) and an adjustable object
needle.
4. To design an appropriate logic gate combination for a given truth table.
5. To investigate the relation between the ratio of (i) output and input voltage and (ii)
number of turns in the secondary coil and primary coil of a self-designed transformer.
6. To investigate the dependence of the angle of deviation on the angle of incidence using
a hollow prism filled one by one, with different transparent fluids.
7. To estimate the charge induced on each one of the two identical styrofoam (or pith)
balls suspended in a vertical plane by making use of Coulomb's law.
8. To study the factor on which the self-inductance of a coil depends by observing the
effect of this coil, when put in series with a resistor/(bulb) in a circuit fed up by an A.C.
source of adjustable frequency.
9. To study the earth's magnetic field using a tangent galvanometer.

Practical Examination for Visually Impaired Students of

Classes XI and XII Evaluation Scheme
Time Allowed: Two hours Max. Marks:25
Identification/Familiarity with the apparatus 5 marks

Written test (based on given/prescribed practicals) 9marks
Practical Record 6marks
Viva 5marks
Total 25marks
General Guidelines
§ The practical examination will be of two hour duration.
§ A separate list of ten experiments is included here.
§ The written examination in practicals for these students will be conducted at the time of
practical examination of all other students.
§ The written test will be of 30 minutes duration.
§ The question paper given to the students should be legibly typed. It should contain a
total of 15 practical skill based very short answer type questions. A student would be
required to answer any 10 questions.
§ A writer may be allowed to such students as per CBSE examination rules.
§ All questions included in the question papers should be related to the listed practicals.
§ These students are also required to maintain a practical file. A student is expected to
§ The format of writing any experiment in the practical file should include aim, apparatus
§ Questions may be generated jointly by the external/internal examiners and used for
assessment.
§ The viva questions may include questions based on basic theory/principle/concept,
apparatus/ materials/chemicals required, procedure, precautions, sources of error etc.
§

§ Class XII
A. Items for Identification/ familiarity with the apparatus for assessment in

practicals (All experiments)
Meter scale, general shape of the voltmeter/ammeter, battery/power supply,

connecting wires, standard resistances, connecting wires, voltmeter/ammeter, meter
bridge, screw gauge, jockey Galvanometer, Resistance Box, standard Resistance,
connecting wires, Potentiometer, jockey, Galvanometer, Lechlanche cell, Daniell cell
[simple distinction between the two vis-à-vis their outer (glass and copper) containers],
rheostat connecting wires, Galvanometer, resistance box, Plug-in and tapping keys,
connecting wires battery/power supply, Diode, Resistor (Wire-wound or carbon ones
with two wires connected to two ends), capacitors (one or two types), Inductors,
Simple electric/electronic bell, battery/power supply, Plug-in and tapping keys,
Convex lens, concave lens, convex mirror, concave mirror, Core/hollow wooden
cylinder, insulated wire, ferromagnetic rod, Transformer core, insulated wire.
1. To determine the resistance per cm of a given wire by plotting a graph between

voltage and current.
2. To verify the laws of combination (series/parallel combination) of resistances by
Ohm’s law.
3. To find the resistance of a given wire using a meter bridge and hence determine
the specific resistance (resistivity) of its material.
4. To compare the e.m.f of two given primary cells using a potentiometer.
5. To determine the resistance of a galvanometer by half deflection method.
6. To identify a resistor, capacitor, inductor and diode from a mixed collection of such
items.
7. To understand the principle of (i) a NOT gate (ii) an OR gate (iii)an AND gate and
to make their equivalent circuits using a bell and cells/battery and keys /switches
8. To observe the difference between
(i) a convex lens and a concave lens
(ii) a convex mirror and a concave mirror and to estimate the likely difference
between the power of two given convex /concave lenses.
9. To design an inductor coil and to know the effect of
(i) change in the number of turns
(ii) Introduction of ferromagnetic material as its core material on the inductance of
the coil.
10. To design a (i) step up (ii) step down transformer on a given core and know the
relation between its input and output voltages.
Note: The above practical may be carried out in an experiential manner rather than recording
observations.
Prescribed Books:
1. Physics, Class XI, Part -I and II, Published by NCERT.
2. Physics, Class XII, Part -I and II, Published by NCERT.
3. Laboratory Manual of Physics for class XII Published by NCERT.
4. The list of other related books and manuals brought out by NCERT (consider multimedia also).


POLITICAL SCIENCE
A. Theory
be the part of any
examination.
Units
1 Cold War Era
4 Alternative centres of power
9 Globalization

10 Challenges of Nation Building
11 Er of One-Party Dominance
15 Crisis of the Democatitic Order
B. Project Work

COURSE CONTENTS

1 Cold War Era
Emergence of two power blocs after the second world war. Arenas of the cold
war.
Challenges to Bipolarity: Non Aligned Movement, quest for new international
economic order.
India and the cold war.
2. The End of Bipolarity
New entities in world politics: Russia, Balkan states and Central Asian states.
Introduction of democratic politics and capitalism in post- communist regimes.
India’s relations with Russia and other post-communist countries.
Growth of unilateralism: Afghanistan, first Gulf War, response to 9/11 and
attack on Iraq.
Dominance and challenge to the US in economy and ideology. India’s
renegotiation of its relationship with USA.
4 Alternative Centres of Power
Rise of China as an economic power in post-Mao era, creation and expansion
of European Union, ASEAN. India’s changing relations with China.
5 Contemporary South Asia in the Post-Cold War Era Democratisation in

Pakistan and Nepal. Ethnic conflict in Sri Lanka, Impact of economic
globalization on the region.
Conflicts and efforts for peace in South Asia. India’s relation with its
neighbours.
Restructuring and the future of the UN. India’s position in the restructured UN.
Rise of new international actors: new international economic organizations,
NGOs. How democratic and accountable are the new institutions of global
governance?
Traditional concerns of security and politics of disarmament. Non-traditional or
human security: global poverty, health and education.
Issues of human rights and migration.

Environment movement and evolution of global environmental norms. Conflicts
over traditional and common property resources. Rights of indigenous people.
India’s stand in global environmental debates.
9 Globalization
Economic, cultural and political manifestations. Debates on the

nature of consequences of globalization. Anti-globalization
movements. India as an arena of globalization and struggle against it.

Nehru’s approach to nation-building; Legacy of partition: challenge of ‘refugee’
resettlement, the Kashmir problem. Organization and reorganization of states;
Political conflicts over language.
11 Era of One-Party Dominance

First three general elections, nature of Congress dominance at the national
level, uneven dominance at the state level, coalitional nature of Congress.
Major opposition parties.
Five year plans, expansion of state sector and the rise of new economic
interests. Famine and suspension of five year plans. Green Revolution and its
political fallouts.
13 India’s External Relations
Nehru’s foreign policy. Sino-Indian war of 1962, Indo-Pak war of 1965 and
1971. India’s nuclear programme. Shifting alliance in world politics.

Political succession after Nehru. Non-Congressism and electoral upset of
1967, Congress split and reconstitution, Congress’ victory in 1971 elections,
politics of ‘garibi hatao’
Search for ‘committed’ bureaucracy and judiciary. Navnirman movement in
Gujarat and the Bihar movement. Emergency: context, constitutional and extra-
constitutional dimensions, resistance to emergency. 1977 elections and the
formation of Janata Party. Rise of civil liberties organizations.
16 Popular Movements in India

Farmers’ movements, Women’s movement, Environment and Development-
affected people’s movements. Implementation of Mandal Commission report
and its aftermath.
17 Regional Aspirations
Rise of regional parties. Punjab crisis and the anti-Sikh riots of 1984. The
Kashmir situation. Challenges and responses in the North East.

Participatory upsurge in 1990s. rise of the JD and the BJP. Increasing role of
regional parties and coalition politics. Coalition governments:
NDA (1998-2004)
UPA (2004-2014)
NDS (2014 onwards)

Prescribed Books:
1. Contemporary World Politics, Class XII, Published by NCERT
2. Politics in India since Independence, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi and Urdu versions.
The weightage or the distribution of marks over the different dimensions paper shall
be as follows:-
1. Weightage of Content
Units
Part A : Contemporary World Politics
1 Cold War Era
4 Alternative centres of Power
8 Environment and Natural Resource
9 Globalization

11 Era of One-party Dominance
2. Weightage of Difficulty Level
Estimated difficulty level Percentage

Difficult 20%
Average 50%
Easy 30%

3. Scheme of Options:
There is internal choice for long answer questions. Map question has
choice only with another map.
There are three passage-based or picture-based Questions.
4. Project Work:
Details of Project Work

The Project work will be implemented in class XII from the session i.e. 2019-20.
Out of 20 marks, 10 marks are to be allotted to viva voce and 10 marks for project
work.
For class XII, the evaluation for 20 marks project work should be done jointly by the
internal as well as the external examiner.
The project can be individual/pair/group of 4-5 each. The Project can be made on
any of the topics given in the syllabus of a particular class.
The suggestive list of activities for project work is as follows:-
Role Play, Skit, Presentation, Model, Field Survey, Mock Drills/Mock Event etc.
The teacher should give enough time for preparation of the Project Work. The topics
for Project Work taken up by the student must be discussed by the teacher in
classroom.
5. In order to assess different mental abilities of learners, question paper is likely to

include questions based on passages, visuals such as maps, cartoons, etc. No
factual question will be asked on the information given in the plus (+) boxes in the
textbooks.

EDUCATION
CLASS XII following syllabus is to be taught
PSYCHOLOGY as per the teaching schedule,
any examination.
One Theory Paper
Units Topics
I Variations in Psychological Attributes

II Self and Personality
III Meeting Life Challenges
IV Psychological Disorders
V Therapeutic Approaches
VI Attitude and Social Cognition
VII Social Influence and Group Processes
VIII Psychology and Life
IX Developing Psychological Skills
COURSE CONTENT
Unit I
Variations in Psychological Attributes
1. Introduction
2. Individual Differences in Human Functioning
3. Assessment of Psychological Attributes
4. Intelligence
5. Psychometric Theories of Intelligence, Information Processing
Theory, Theory of Multiple Intelligences,

EDUCATION
Triarchic Theory of Intelligence, Planning, Attention- arousal and
Simultaneous successive Model of Intelligence
6. Individual Differences in Intelligence
7. Culture and Intelligence
8. Emotional Intelligence
9. Special Abilities: Aptitude: Nature and Measurement
10. Creativity
Unit II
Self and Personality
1. Introduction
2. Self and Personality
3. Concept of Self
4. Cognitive and Behavioural Aspects of Self
5. Culture and Self
6. Concept of Personality
7. Major Approaches to the Study of Personality
• Type Approaches
• Trait Approaches
• Psychodynamic Approach
• Behavioural Approach
• Cultural Approach
• Humanistic Approach
8. Assessment of Personality
• Self-report Measures
• Projective Techniques
• Behavioural Analysis

EDUCATION
Unit III Meeting Life Challenges
1. Introduction
2. Nature, Types and Sources of Stress
3. Effects of Stress on Psychological Functioning and Health
• Stress and Health
• General Adaptation Syndrome
• Stress and Immune System
• Lifestyle

EDUCATION
4. Coping with Stress
• Stress Management Techniques
5. Promoting Positive Health and Well-being
• Life Skills
Unit IV
Psychological Disorders
1. Introduction
2. Concepts of Abnormality and Psychological Disorders
• Historical Background
3. Classification of Psychological Disorders
4. Factors Underlying Abnormal Behaviour
5. Major Psychological Disorders
• Anxiety Disorders
• Obsessive-Compulsive and Related Disorders
• Trauma-and Stressor-Related Disorders
• Somatic Symptom and Related Disorders
• Dissociative Disorders
• Depressive Disorder
• Bipolar and Related Disorders
• Schizophrenia Spectrum and Other Psychotic Disorders
• Neurodevelopmental Disorders
• Disruptive, Impulse-Control and Conduct Disorders
• Feeding and Eating Disorders
• Substance Related and Addictive Disorders

EDUCATION
Unit V
Therapeutic Approaches
1. Nature and Process of psychotherapy
• Therapeutic relationship
2. Types of Therapies
• Psychodynamic Therapy
• Behaviour Therapy
• Cognitive Therapy
• Humanistic-existential Therapy
• Biomedical Therapy

EDUCATION
• Alternative Therapies
3. Rehabilitation of the Mentally Ill
Unit VI Attitude and Social Cognition
1. Introduction
2. Explaining Social Behaviour
3. Nature and Components of Attitudes
4. Attitude Formation and Change
• Attitude Formation
• Attitude Change
• Attitude-Behaviour Relationship
5. Prejudice and Discrimination
6. Strategies for Handling Prejudice
7. Social Cognition
8. Schemas and Stereotypes
9. Impression Formation and Explaining
10. Behaviour of Others through Attributions
• Impression Formation
• Attribution of Causality
11. Behaviour in the Presence of Others
12. Pro-social Behaviour
• Factors Affecting Pro-social Behaviour

EDUCATION
Unit VII
Social Influence and Group Processes
1. Introduction
2. Nature and Formation of Groups
3. Type of Groups
4. Influence of Group on Individual Behaviour
• Social Loafing
• Group Polarisation
5. Conformity, Compliance and Obedience
6. Cooperation and Competition
• Determinants of Cooperation and Competition
7. Social Identity
8. Intergroup Conflict: Nature and Causes
9. Conflict Resolution Strategies

EDUCATION
Unit VIII
Psychology and Life
1. Introduction
2. Human-Environment Relationship
• Different Views of the Human-Environment Relationship
3. Environmental Effects on Human Behaviour
• Human Influence on the Environment
• Noise
• Pollution
• Crowding
• Natural Disasters
4. Promoting Pro-environmental Behaviour
5. Psychology and Social Concerns
• Poverty and Discrimination
• Aggression, Violence and Peace
• Mahatma Gandhi on Non-violence
• Health
• Impact of Television on Behaviour
Unit IX
Developing Psychological Skills
1. Introduction
2. Developing as an effective Psychologist
3. General Skills
4. Observational Skills
5. Specific Skills
• Communication Skills
• Psychological Testing Skills
6. Interviewing Skills
7. Counselling Skills

EDUCATION
Practical
A. Development of case profile:
Using appropriate methods like interview, observation and psychological tests.
B. Test administration:
Students are required to administer and interpret five
any two (to

be
considered
in exams)

EDUCATION
psychological tests related to various psychological attributes
like intelligence, aptitude, attitude, personality, etc.
C. In Practical examination, the student will be required to
administer and interpret two psychological tests.
Distribution of Marks:
• Practical File and Case profile
• Viva Voce (Case profile and practical)
• Two practicals (5 for conduct and 10 for reporting)
Prescribed Books:
1. Psychology, Class XI, Published by NCERT
2. Psychology, Class XII, Published by NCERT

CLASS XII
SOCIOLOGY it may not be the part of any
COMPLETE SYLLABUS examination.
One Theory Paper
Units
A Indian Society
1. Introducing Indian Society
2. The Demographic Structure of Indian Society
3. Social Institutions-Continuity and Change
4. Market as a Social Institution
5. Patterns of Social Inequality and Exclusion
6. Challenges of Cultural Diversity
7. Suggestions for Project Work
B Change and Development in Indian Society
8. Structural Change
9. Cultural Change
10. The Story of Indian Democracy
11. Change and Development in Rural Society
12. Change and Development in Industrial Society
13. Globalization and Social Change
14. Mass Media and Communications
15. Social Movements
COURSE CONTENT
A.
INDIAN SOCIETY
Unit 1 Introducing Indian Society
• Colonialism, Nationalism, Class and Community (Non- evaluative)
Unit 2 The Demographic Structure of the Indian Society

• Theories and concepts in demography
• Rural-Urban Linkages and Divisions

Unit 3 Social Institutions: Continuity and Change
• The Caste System
• Tribal Communities
• Family and Kinship
Unit 4 Market as a Social Institution
• Sociological perspectives on markets and the economy
• Globalization - Interlinking of Local, Regional, National and
International Markets
Unit 5 Patterns of Social Inequality and Exclusion
• Social Inequality and Social Exclusion
• Caste prejudice, Scheduled Castes & Other Backward Classes
• Adivasi Struggles
• The Struggle for Women’s Equality and Rights
• The struggles of the Differently Abled
Unit 6 The Challenges of Cultural Diversity

• Cultural communities and the nation state
• Problems of Regionalism
• The Nation state, religion related issues and identities
• Communalism, secularism and the nation state
• State and Civil Society
Unit 7 Suggestions for Project Work
B. CHANGE AND DEVELOPMENT IN INDIA
Unit 8 Structural Change
• Colonialism, Industrialization, Urbanization
Unit 9 Cultural Change
• Social Reform Movements and Laws
• Different Kinds of Social Change: Sanskritisation,
Westernization, Modernization, Secularization

Unit 10 The Story of Indian Democracy
• The Constitution as an instrument of Social Change
• Panchayati Raj and the Challenges of Social Transformation
• Political Parties, Pressure Groups and Democratic Politics
Unit 11 Change and Development in Rural Society

• Land Reforms, Green Revolution and Emerging Agrarian
society
• Agrarian Structure : Caste & class in Rural India
• Land Reforms
• Green revolution and its social consequences
• Transformation in Rural Society
• Globalization, Liberalization and Rural Society
Unit 12 Change and Development in Industrial Society
• From Planned Industrialization to Liberalization
• Getting a Job
• Work Processes
Unit 13 Globalization and Social Change
• Dimensions of Globalization
Unit 14 Mass Media and Communication
• Types of Mass Media: Radio, Television and Print Media
• Changing Nature of Mass Media
Unit 15 Social Movements

• Theories and Classification of Social Movements
• Environmental Movements
• Class-Based Movements: Workers, Peasants
• Caste-Based Movements: Dalit Movement, Backward Castes, Trends
in Upper Caste Responses
• Tribal Movements
• Women’s Movements in Independent India

PRACTICAL
EXAMINATION
A. Project (undertaken during the academic year at school level)

1. Statement of Purpose
2. Methodology / Technique
3. Conclusion
B. Viva – based on the project work
C. Research design
i. Overall format
ii. Research Question/Hypothesis
iii. Choice of technique
iv. Detailed procedure for implementation of technique
v. Limitations of the above technique
B & C to be administered on the day of the external examination
Prescribed Books:
1. Introducing Sociology, Class XI, Published by NCERT
2. Understanding Society, Class XI, Published by NCERT
3. Indian Society, Class XII, Published by NCERT
4. Social Change and Development in India, Class XII, published by NCERT


CLASS XII
URDU ELECTIVE highlighted in the respective
COMPLETE SYLLABUS teaching schedule of Urdu.

Section Content
Textbooks and Supplementary Reader
A. Prose All the lessons from the book, Gulistan-E-Adab are to the studied.
i. One short extract from the prescribed lesson followed by short answer type questions for
comprehension.
ii. One essay type question in about 100 words on content/ theme (Internal choice) (value
based/ general)
iii. Two short answer type questions on the content of the poem
B. Poetry All the poets and their works from the book Gulistan-E-Adab are to be studied.
(ii) One short extract from prescribed lessons followed by short answer type
questions for comprehension
(iii) One essay type question in about 100 words on content/ theme (Internal
choice) (value based/ general)
(iv) Two short answer type questions on the content of the poem
C. Suppl. All the lessons from the book Khayaban-E-Urdu are to be studied
Reader
(i) One out of two essay type questions
(ii) Two out of four short answer type questions
D. History of Urdu Literature
1. Three out of Five Long Answer type questions on the areas numerated below:
(iv) Elementary knowledge of the origin and development of Urdu Language (Fort William
College, Delhi school & Lucknow school)
(v) Life and contributions of the authors and poets covered in the prescribed Text Book
published by the NCERT.
(vi) Adabi Tehrikat (Sir Syed Tehreek and Taraqqi Pasand Adabi Tehreek)
2. Two short answer type questions on History of Urdu Literature
3. Five objective type question on History of Urdu Literature
C. Speaking and Listening skill

D. Project Work
Note:
2. The detail of Speaking and Listening skill, and Project Work is enclosed.
Prescribed Books:
1. Gulistan-E-Adab (Gyarahvin Jama’at Ke Liye) published by NCERT, New Delhi


2. Supplementary Reader, Khayaban-E-Urdu published by NCERT, New Delhi
References:
1. Urdu Adab Ki Tareekh, published by NCERT, New Delhi.

2. Urdu Qawaid, published by NCERT, New Delhi.
Note 1:
Yahudi ki Ladki first four Act I, II, VI & VIII, Only will be evaluated in the examination)
Note 2:

b) Admi Nama – Nazeer Akabarabadi
(only the above mentioned content will be evaluated in the examination)
GUIDELINES FOR THE EVALUATION OF PROJECT

1. Content (Max. Word limit 1000)
2. Language & Vocabulary
3. The pictures and data presented based on the topic
4. Presentation
5. Viva on the project
SUGGESTIVE PROJECTS
1. Review of any prescribed textbook

2. Critical review of any poem included in the prescribed textbook
3. History of Urdu literature
4. Nationalism
5. Freedom struggle of India
6. Secularism
7. Environmental Protection
8. Rivers of India
9. Mountains of India
10. Seasons and their Impact on life
11. Our Soldiers
12. Our Freedom Fighters (any one may be given)
13. Our Villages
14. Farmers of India
15. Biography & contribution of any author of the prescribed text book


16. Global Warming
17. Industrialization
18. Role of technology in today’s life
19. Role of multimedia in Education
20. Condition of Education in India
21. Inclusive Education
22. Population Explosion
23. Co-operative learning
24. Importance of Skill development
25. Importance of Sports in life
26. Importance of Science and Technology in life
27. Cyber Safety
28. Merits and demerits of Advertisement
29. Importance of Newspaper and Magazines

Note: Emphasis may be given on the use of computer in the preparation and presentation of project.
LISTENING (SUGGESTIVE ACTIVITES)

1. To comprehend the explained content.

2. To do discussions on topics taken from the textbooks.
3. To listen to News bulletins and to develop the ability to discuss informally on wide ranging
issues like current, National and International affairs, sports, business and any other
relevant issue.
4. Formal group discussions and their reporting.
5. Development of art of formal public speaking.
6. Listening of lectures and talks and to extract relevant and useful information and to do
presentations.
7. To listen to business news and to be able to extract relevant important information.
SPEAKING (SUGGESTIVE ACTIVITES)

1. Organization of Debates
2. Poem recitation
3. Group Discussions – Any relevant topic


4. Programme Anchoring
5. To present any event
6. Story Telling
7. Story Completion
8. Role Play
9. Reporting
10. Picture Narration – Students are asked to tell the story taking place in the sequential
pictures by paying attention to the criteria provided by the teacher as a Rubric.
11. Picture Description – A single picture may be given to student/ group of student’s and
they may asked to describe the picture.
12. Organization of a Seminar.
13. Presentation of a book review/ a play a short story or any other given by the teacher
to be followed by a Q&A session.
14. Poetry Reading and reciting to be followed by interpretative tasks based on literary
analysis of the content.
15. Critical review of a film or a play
Note: Teacher’s may develop their own rubrics to assess the performance of student objectively.
It is recommended that listening & speaking skills should be regularly practiced in the class.
GUIDELINES FOR ASSESSMENT IN LISTENING & SPEAKING SKILLS
A. Parameters for Assessment – The listening & speaking skills are to be assessed on the
following parameters.
i) Interactive competence (Initiation & turn taking relevance to the topic)
ii) Fluency (cohesion, coherence and speed of delivery)
iii) Pronunciation
iv) Language (accuracy & vocabulary)
Note:
1. The practice of listening & speaking skills should be done throughout the academic year.
2. The final assessment of the skills is to be done as per the convenience and schedule of the
school.
3. The record of the activities conducted and the marks given must be kept for three months after
the declaration of result for any random checking by the Board (No recording of the speaking
skill is to be done).

DIRECTORATE OF SCHOOL EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
(Course structure, Teaching schedule & Distribution of Marks)
Contents
1. ENGLISH CORE CLASS XII (2020-21) .......................................................................................... 2

2. Mathematics Class XII (2020-21) .............................................................................................. 4
3. Physics Class XII (Theory) 2020-21............................................................................................ 5
4. Chemistry Class XII (2020-21) (Theory)..................................................................................... 6
5. Biology Class XII (Theory) 2020-21 ........................................................................................... 7
6. Environmental Science Class XII (Theory) 2020-21 ................................................................... 9
7. Computer Science Class –XII (2020-2021) New ...................................................................... 10
8. Home Science Class XII (2020-21)........................................................................................... 11
9. Physical Health Education Class XII (2020-21)_New ............................................................... 12
10. Accountancy Class XII (Theory) 2020-21 _New ...................................................................... 13
11. Business Studies Class –XII (2020-21) ..................................................................................... 14
12. Entrepreneurship Class –XII (2020-21) ................................................................................... 15
13. Economics Class XII (Theory) 2020-2021 _New ...................................................................... 16
14. History Class XII 2020-21 ........................................................................................................ 17
15. Political Science Class –XII (2020-21)...................................................................................... 18
16. Psychology Class XII (Theory) 2020-21 ................................................................................... 19
17. Geography Class XII 2020-21 .................................................................................................. 20
18. Sociology Class XII (Theory) 2020-21 ...................................................................................... 22
19. Fine Arts CLASS XII (2020-21) ................................................................................................. 23
20. English Elective XII (2020-21) ................................................................................................. 25
21. Urdu Elective Class XII (2020-21) ............................................................................................ 27
22. Hindi Elective Class XII (2020-21) ........................................................................................... 31
23. ARABIC Class-XII (Session 2020-21) ........................................................................................ 31
24. PERSIAN Class-XII (Session 2020-21) ...................................................................................... 34
Note: The syllabus is revised for session 2020-21 only as per notification vide
D.No.426/DSE dated 08.7.2020.
ENGLISH CORE CLASS XII (2020-21)
Subject Code (12EN03)
Theory Exams: 75
Periods allocated:
Units Test: 25
Periods Per week:
M.M: 100
Section Content Marks
Section –A Reading Comprehension 16
Section –B Writing 19
Section –C Literature 30
Novel 10
Total 75
Reading Comprehension 08
Writing 10
Literature 15
S. No Unit No. of Periods Marks

Textbook: Flamingo 10
Prose:
1 The Last Lesson 5
2 Lost spring 5
3 Deep Water 5
Poems:
4 My Mother at sixty six 4
5 An Elementary school classroom in a slum 4
Textbook: Vistas 5
1 Tiger king 00
2 The Enemy 6
3 Should wizard Hit mommy 5
Writing Skills 10
Short Composition
(Advertisement, Notice, Drafting, poster, writing (5+5+1+3)
invitation & their replies (formal & Informal )
Total Periods 48 25+08=33
Writing 09
Literature 15
D.No.426/DSE dated 08.7.2020.
S. No Unit No. of Periods Marks

Textbook: Flamingo 10
Prose:
1 The Rattrap 5
2 Indigo 5
3 Going Places 00
Poems:
4 Keeping quiet 4
5 A Thing of Beauty 4
Textbook: Vistas 5
1 On the Face of it 5
2 Memories of Childhood 5+5 for two stories
Writing Skills 10
1 Business Letter 01
2 Official Letter
3 Letter to Editor 2
4 Application for a job 2
5 Article 2
6 Debate 01
7 Speech
8 Repot writing 2
9 Factual Description 2
Total Periods 55 25+07=32
Novel- The invisible Man 15 periods 10

Listening + Speaking 10 periods
Total 25 Periods
Grand Total 128 Periods
D.No.426/DSE dated 08.7.2020.
Mathematics Class XII (2020-21)
Subject Code (12MM03)
Maximum Marks: 100
Periods allocated/week:
Theory Exam: 75
Periods per week:
Unit Test: 25
No. of Marks distribution
Unit Title
Periods for final exam
Relations and Functions
Unit-I 1. Relations and Functions 20 09
2. Inverse Trigonometric Functions 07
Algebra
Unit-II 1. Matrices 14 08
2. Determinants 14
Calculus
1. Continuity and Differentiability 10
2. Application of Derivatives 11
Unit-III 33
3. Integrals 14
4. Applications of the Integrals 07
5. Differential Equations 10
Vectors and Three-Dimensional Geometry

Unit-IV 1. Vectors 11 12
2. Three dimensional Geometry 11
Linear Programming
Unit-V 06
1. Linear Programming 08
Probability
Unit-VI 07
1. Probability 10
Total 147 75
D.No.426/DSE dated 08.7.2020.
Physics Class XII (Theory) 2020-21
Subject Code (12PH03)
Maximum Marks: 100
Periods allocated:
Theory Exam: 60
Period per week:
Practical exam: 25
Unit Test: 15
Marks distribution
Unit Title No. of Periods
for final exam
Electrostatics
Unit-I Chapter-1: Electric Charges and Fields 18 07
Chapter-2 Electrostatic Potential and Capacitance
Current Electricity
Unit-II 13 06
Chapter -3: Current Electricity
Magnetic Effects of Current and Magnetism

Unit-III Chapter-4 Moving Charges and Magnetism 18 09
Chapter-5 Magnetism and Matter
Electromagnetic Induction and Alternating Currents

Unit-IV Chapter-6 Electromagnetic induction 14 07
Chapter-7 Alternating Current
Unit-V Electromagnetic wave Waves
02 02
Chapter-8: Electromagnetic Waves
Optics
Unit-VI Chapter-9: Ray optics and optical Instruments
21 15
Chapter-10 Wave optics
Dual Nature of Radiation and Matter

Unit-VII
Chapter- 11: Dual Nature of Radiation and Matter 05 03
Atoms and Nuclei
Unit-VIII Chapter-12: Atoms
10 05
Chapter-13 Nuclei
Unit-IX Electronic Devices
Chapter-14: Semiconductor Electronics Materials,
11 06
Devices and Simple Circuits
Total 112 60
D.No.426/DSE dated 08.7.2020.
Chemistry Class XII (2020-21) (Theory)
Subject Code (12CH03)
Time: 3 Hours
Maximum Marks: 100

Periods allocated Theory Exam: 60
Periods Per week Practical Exam: 25
Unit Test: 15
Title No. of Marks distribution

Unit
Solid state 10 05
Unit-I
Solutions 10 06
Unit-II Electrochemistry 10 06
Unit-III Chemical Kinetics 08 05
Unit-IV Surface Chemistry 08 04
General Principal and Process of Isolation of

Unit-V 03 00
Elements
Unit-VI P-Block Elements 14 05
Unit-VI d- and f-Block Elements 10 05
Unit-VII Coordination Compounds 10 05
Unit-VIII Haloalkanes and Haloarenes 10 05
Unit-IX Alcohols, Phenols’ and Ethers 10 06

Unit-X Aldehydes, Ketones and Carboxylic Acids 04 00
Unit-XI Organic Compounds containing Nitrogen 10 06

Unit-XII Biomolecules 7 02
Unit-XIII Polymers 3 00
Unit-XIV Chemistry in Everyday life 3 00
Total 130 60
D.No.426/DSE dated 08.7.2020.
Biology Class XII (Theory) 2020-21
Subject Code (12BL03)
Maximum Marks: 100
Periods allocated: Theory Exam: 60
Periods per week: Unit Test: 15
Practical exam: 25
Botany
Periods allocated/week: Total Marks: 30 T + 12 P + 8 UT
Unit No Title No. of Marks distribution
Unit I Reproduction 8 05
Unit II Genetics and Evolution 24 11
Unit III Biology and Human Welfare 8 04
Unit IV Biotechnology and its Applications 10 04
Unit V Ecology and Environment 14 04
Total 64 30
Zoology
Periods allocated/week Total Marks: 30 T + 13 P + 7 UT
Unit No Title No. of Marks distribution
Unit I Human Reproduction 15 07
Unit II Human Genetics and Evolution 12 07
Unit III Zoology in Human Welfare 14 05
Unit IV Application of Biotechnology 10 04
Unit V Ecology and Environment 15 07
Total 66 30
D.No.426/DSE dated 08.7.2020.
D.No.426/DSE dated 08.7.2020.
Environmental Science Class XII (Theory) 2020-21
Subject Code (12ES03)
Maximum Marks : 100

Periods allocated/week: Examination: 75
Marks
No. of
Unit Title distribution for
Periods
final exam
Chapter 1. Controlling Air Pollution 15 8
Unit I Chapter 2. Addressing Population 10 7
Chapter 3. Managing he Urban environment 10 8
Chapter 4. Managing Soil and Land 15 8

Unit II
Chapter 5. Food 15 8
Chapter 6. Biodiversity 15 7
Chapter 7. Energy 13 7
Unit III
Chapter 8. Waste 05 6
Chapter 9. Environment and Development 13 8
Chapter 10. Towards a Sustainable Future 17 8
Total 128 75
D.No.426/DSE dated 08.7.2020.
Computer Science Class –XII (2020-2021) New
Subject code (12CS01N)
Maximum Marks: 100
Periods Per week: Unit Test: 15
Practical Exam: 25
Marks
Title
Unit No. of Periods distribution
for final exam
Programming and 25
Unit-1 75
computational Thinking -2
Computer Network systems 10
Unit-II 15
and Organization
Unit - 15
Data Management -2 50
III
Unit-IV Society, Law and Ethics-2 20 10
Total 160 60
D.No.426/DSE dated 08.7.2020.
Home Science Class XII (2020-21)
Subject Code (12HM03)
Maximum Marks: 100
Periods allocated:
Theory Exam: 60
Periods per week:
Unit Test: 15
Practical Exam: 25
Unit Title
Unit III Money Management and consumers education
(a) Family income
40 12
(b) Saving & Investment
Unit V Community Development and Extension
(a) Water Safety
(b) Salient features of income generating 15 03
schemes.
Unit II Nutrition for self, family and community

(a) Meal Planning
(b) food safety and quality
40 17
(c) Therapeutic modification of normal diet
(d) Modification of diet according to common
ailments:
Unit VI Carrier options after Home Science Education 10 02
Unit I Human development: Life Spam approach (Part II)

A: Adolescence (12+18 years)
15 13
B: Adulthood
Unit IV Apparel: Designing, selection and care 20 13
Total 140 60
D.No.426/DSE dated 08.7.2020.
Physical Health Education Class XII (2020-21)_New
Subject Code (12PE02N)
Periods allocated/week Maximum Marks: 100
Periods per week Theory Exam: 60
Unit Test: 15
Practical Exam: 25
Unit Title
1. Planning in Sports 11 7
2. Sports & Nutrition 11 5
3. Yoga & Lifestyle 11 6
Physical Education & Sports for CWSN (Children

4. 12 6
With Special Needs - Divyang)
5. Children & Women in Sports 10 6
6. Test & measurement in Sports 13 7

7. Physiology & Injuries in Sports 15 7
8. Biomechanics & Sports 10 5

9. Psychology & Sports 14 5
10. Training in Sports 13 6
120 60
D.No.426/DSE dated 08.7.2020.
Accountancy Class XII (Theory) 2020-21 _New
Subject Code (12AC03N)
Maximum Marks: 100
Periods per week Unit Test: 25
Unit Title No. of Marks distribution

Part A Accounting for Not-for-Profit Organisations, Partnership firms and companies
Unit 1 Financial statements of Not-for-Profit
14 05
Organisations
Unit 2 Accounting for Partnership firms 50 20
Unit 3 Accounting for companies 40 25

Unit 4 Analysis of financial statement 15 17
Unit 4 Analysis of financial statement (remaining 07

part)
Unit 5 Cash Flow Statement 16 8
Project test Project work/ Unit Test 05 25
Total 147 100
D.No.426/DSE dated 08.7.2020.
Business Studies Class –XII (2020-21)
Subject code (12CM03)
Maximum Marks: 100

Unit Title
Part A Principles and Significance of Management
1. Nature and significance of Management 10 6

2. Principles of Management 10 6
3. Business Environment 05 6
4. Planning 08 7
5. Organizing 11 6
6. Staffing 11 6
7. Directing 11 7
8. Controlling 10 6

9. Financial Management 15 8
10. Financial Markets 18 5
11. Marketing Management 22 8

12. Consumer Protection 11 4
Part C Project Work 05 25
Total 147 100
D.No.426/DSE dated 08.7.2020.
Entrepreneurship Class –XII (2020-21)
Subject code (12EP03)
Maximum Marks: 100
Periods per week Unit Test: 25

Unit Title
Unit- I Entrepreneurial Opportunities 30 13
Unit-II Entrepreneurial Planning 30 12

Unit-III Enterprise Marketing 15 12
Unit-IV Enterprise Growth Strategies 15 13

Unit-V Business Arithmetic 30 15
Unit-VI Recourse Mobilization 10 10

Project Work 15
Project
Work
Total
145 75
D.No.426/DSE dated 08.7.2020.
Economics Class XII (Theory) 2020-2021 _New
Subject Code (12EC03N)
Maximum Marks: 100

Unit Title
Part A Introduction Macroeconomics
National Income and Related Aggregates 25 12
Money and Banking 10 06
Determination of Income and Employment 20 10

Government Budget and the Economy 12 5
Balance of Payments 10 5
Part B Indian Economics Development

Development Experience (1947-90) 23 10
and Economics Reforms since 1991 10
Current challenged facing Indian Economy 35 14

Development Experience of India-A 10 03
Comparison with Neighbours
Theory Paper 75
Part C Project work/ Unit Test 10 25

Total 155 100
D.No.426/DSE dated 08.7.2020.
History Class XII 2020-21
Subject Code (12HS03)
Maximum Marks: 100
Marks
Unit Title No. of distribution
Periods for final
exam
Themes in Indian History Part 1 (Unit 1 -4)
1 The Story of the First Cities: Harappan Archaeology 11
2 Political and Economic History: How Inscriptions tell a story 12
3 Social Histories: using the Mahabharata 12 25
4 A History of Buddhism: Sanchi Stupa 12
Themes in Indian History Part-II (Unit 5-9)

5 Medieval Society through Travellers’ Accounts 03
6 Religious Histories: The Bhakti-Sufi Tradition 13
7 New Architecture: Hampi 13 25
8 Agrarian Relations: The Ain-i-Akbari 03
9 The Mughal Court: Reconstructing Histories through 13
Chronicles
Themes in Indian History Part-III (Unit 10-15)

10 Colonialism and Rural Society: Evidence from Official Reports 03
11 Representations of 1857 13
12 Colonialism and Indian Towns: Town Plans and Municipal 03
Reports
25
13 Mahatma Gandhi through Contemporary Eyes 13
14 Partition through Oral Sources 03
15 The Making of Constitution 14
Project Work 10
Total 151 75
D.No.426/DSE dated 08.7.2020.
Political Science Class –XII (2020-21)
Subject Code: (12PL03)
Maximum Marks: 100
Periods allocated:
Theory Exam: 75
Periods per week:
Unit Test: 25
Unit Title
1 Cold War Era 12 7
2 The End of bipolarity 11 7
3 US Hegemony in World Politics 12 4
4 Alternative centers of Power 11 5
5 Contemporary South Asia 12 6
6 International Organization 15 5
7 Security in Contemporary world 02 0

8 Environmental and Natural 02 0
9 Globalization 10 6

10 Challenges of Nation –Building 11 6
11 Era of One –Party Dominance 11 6
12 Politics of Planned Development 05 2
13 India’s External relations 06 2
14 Challenges to the Congress System 12 6
15 Crises of the Democratic order 12 6
16 Rise of Popular Movements 02 0

17 Regional aspirations 02 0
18 Recent Development in Indian Politics 13 7
Total 161 75
D.No.426/DSE dated 08.7.2020.
Psychology Class XII (Theory) 2020-21
Subject Code: (12PS03)
Maximum Marks: 100
Periods allocated: Theory: 60 Marks
Periods per week: Practical: 25 Marks
Unit Test: 15 Marks
Marks
No. of
Unit Title distribution for
Periods
final exam
Unit 1 Variations in Psychological Attributes 20 10
Unit 2 Self and Personality 24 10
Unit 3 Meeting Life Challenges 14 8
Unit 4 Psychological Disorders 24 14

Unit 5 Therapeutic Approaches 20 6
Unit 6 Attitude and Social Cognition 15 7

Unit 7 Social Influence and Group Processes 08 5
Unit 8 Psychology and Life 02 00

Unit 9 Developing Psychology Skills and Counselling 02 00
Total 129 60
D.No.426/DSE dated 08.7.2020.
Geography Class XII 2020-21
Subject Code: (12GG03)
Maximum Marks: 100
Periods allocated: Theory: 60 Marks
Periods per week: Practical: 25 Marks
Unit Test: 15 Marks
Unit Title No. of Marks distribution

Unit 1. Human Geography 5 2
Unit 2. People 15 7
Part A Unit 3. Human Activities 20 8
Unit 4. Transport, Communication and Trade 02 0

Unit 5. Human settlements 10 13

Unit Title
Indian People and Economy
Unit 6. People 15 7
Unit 7 Human settlements 10 8
Unit 8. Resources and Development water resources 15 2
onwards
Part B
Unit 9. Transport, Communication and International

03 0
Trade
Unit 10. Geographical Perspective on Selected issues
and problems 15 13
Total 110 60
Continued on next page…
D.No.426/DSE dated 08.7.2020.
Geography Class XII 2019-20

Type and Sources of data: Primary, Secondary and other sources
Tabulating and processing of data; calculation of averages, measures of central
tendency
Representation of data- construction of diagrams: bars, circles and flowchart;
thematic maps; construction of dot; choropleth and isopleths maps
Data analysis and generation of diagrams, graphs and other visual diagrams using
computers

Field visit and study: map orientation, observation and preparation of sketch; survey
on any one of the local concerns; pollution, ground water changes, land use and
land-use changes, poverty, energy issues, soil degradation, impact of floods and
drought, catchment area of school, Market survey and Household survey (any one
topic of local concern may be taken up for the study; observation and questionnaire
survey may be adopted for the data collection; collected data may be tabulated and
analyzed with diagrams and maps). Students can be given different topics to get
more insight into various problems of society.
D.No.426/DSE dated 08.7.2020.
Sociology Class XII (Theory) 2020-21
Subject Code: (12SO-03)
Maximum Marks: 100

Unit Title
Indian Society
1. Introducing Indian Society 6
2. Demographic Structure and of the Indian Society 12 8
Part A 3. Social Institutions- Continuity and Change 15 9
4. The Market as a Social Institution 2 00
5. Patterns of Social Inequality and Exclusion 20 8
6. Challenges of Cultural Diversity 6 10

7. Suggestions for project Work 10 Part of
Internal assessment
Change and Development in India Society
8. Structural Change 10 5
9. Cultural Change 12 5
10. The Story of Indian Democracy 4 0

Part B 11. Change and Development in Rural Society 10 8
12. Change and Development in Industrial Society 14 8
13. Globalization and Social Change 5 00
14. Mass Media and Communications 05 0

15. Social Movements 22 10
Total 153 75
D.No.426/DSE dated 08.7.2020.
Fine Arts CLASS XII (2020-21)
Subject Code: (12FA01)
Periods allocated: Theory - 30 Marks
Periods per week: Unit Test- 15 Marks
Theory Paper Time: 2 Hours Practical 55 Marks
Units Periods Marks
1. The Rajasthani and Pahari Schools of Miniature Painting 10 10 T
Practical
Nature and object study 35 27 P
2. The Mughal and Deccan School of Miniature Painting 10 10 T

Practical
Painting Composition 35 28 P
3. The Indian National flag and the Bengal School of Painting 10 05 T

4. The Modern Trends in India Art 10 05 T
Practical
Portfolio Assessment/Sessional test 40 15 UT
Total 150 100
Unit 1: The Rajasthani and Pahari Schools of Miniature Painting 13 Periods

th th
(16 Century A.D. to 19 Century A.D.)
A brief Introduction to Indian Miniature School: Western Indian, Pala, Rajasthani
Mugal, Central India, Deccan and Pahari
1. Origin and Development
2. Sub-School Mewar, Bundi Jodhpur, Bikaner, Kishangarh and Jaipur
3. Mian features of the Rajasthani school
4. Study of the following Rajasthani Painting
Bharat meets Rama at Chitrakuta Guman Jaipur
D.No.426/DSE dated 08.7.2020.
(A) The Pahari School :
1. Origin and development
2. Sub School Basohli, Guler, Kangra, Chamba and Garwal
3. Main feature of the Pahari School
4. Study of the following Pahari Paintings:
Krishna with Gopis Manaku Basohli
Bharat Worshipping
FINE ARTS CLASS XII (PRACTICAL)
Time: 6 Hours
Unit wise Weight age
Units Periods Marks
1. Nature and object study 50 27
2. Painting Composition 50 28
3. Portfolio Assessment/Sessional Test 42 15
142 55+15
Unit 1: Nature and Object Study 50 Periods

Studies on the basis of exercises done in class XI with two or three objects and two draperies (in different
colours) for background and foreground. Exercises in pencil with light and shade and in full colour from a
fixed point of view.
Unit 2: Painting Composition 50 Periods
Imaginative Painting based on subjects from life and Nature Life or Nature in water and poster colours
from a fixed point of views.
Unit 3: Portfolio Assessment/Sessional Test 42 Periods
a) Record of the entire year’s performance from sketch to finished product. 5 Marks
b) Five selected nature and object study exercises in any media done during the session including
minimum to two still life exercises. 5 Marks
c) Two selected works of paintings done by the candidate during the year. 5 Marks
These selected works prepared during the course by the candidates and certified by the school authorities
as the work done in the school will be placed before the examiners for assessment
Note: The time table to be so framed as to allow the students to work continuously for minimum of two
periods at stretch.
Guidelines for Evaluation of Practical (Total Marks = 55)
1. Marking Scheme:
Part I: Nature and Objective Study, 27 Marks
i) Drawing (composition) 15
ii) Treatment of media/colours 06
iii) Overall impression 06
Part II: Painting Composition 28 Marks
i) Composition arrangement including emphasis on the subjects 16
ii) Treatment of media (colour) and appropriate colour scheme 06
iii) Originality, creativity and overall Impression. 06
D.No.426/DSE dated 08.7.2020.
English Elective XII (2020-21)
Subject Code (12EO-03)
Maximum Marks: 100
Periods allocated:
Theory Exam: 75
Periods per week:
Unit Test: 25
Section: - A
Unseen Passage 08 Marks 20 Periods
Section: - B
Creative Writing Skills & Grammar 10 Periods
1. Essay 08 Marks 10 + 5 =15 Periods
2. Changing the Narration
Section: - C 15 Marks 35 periods
1. I sell my dreams
2. Evelin
3. A wedding in Brownsville
4. A lecture upon the window
5. Poems by Mitton
6. Poems by Mitton
7. Kubla Khan
8. Freedom
9. A Mark on the Wall
10. Film Making
Total 31 Marks 80 Periods
Section: - A
Unseen Poems 05 marks 05 periods
Section: - B
Creative Writing Skills & Grammar 05 periods
1. Article / Report / Speech: - 10 marks 10 + 5 periods
2. Editing & Error Correction of Words &
Sentences.
D.No.426/DSE dated 08.7.2020.
Section: - C 15 Marks 10 Periods
1. Tomorrow
2. One Centimeter
3. Trees
4. The Wild Swans of Coole
5. Time and Time again
6. Blood
7. Why the Novel Matters
8. The Argumentative
9. On Science Fiction
Total 30 Marks 35 Periods
Section C 04 Marks
1. Chandalika 04 Periods
2. Broken Images
Fiction
1. A Tiger for Malgodi 10 Marks 15 Periods
Total = 75
Total periods = 134
Marks
D.No.426/DSE dated 08.7.2020.
‫‪DIRECTORATE OF SCHOOL EDUCATION‬‬
‫‪ALIGARH MUSLIM UNIVERSITY, ALIGARH‬‬
‫)‪(Course structure, Teaching schedule & Distribution of Marks‬‬
‫)‪Urdu Elective Class XII (2020-21‬‬
‫)‪Subject code (12UR01‬‬
‫‪Total No. of periods allocated -‬‬ ‫‪Maximum Marks 100‬‬

‫‪Periods per week -‬‬ ‫‪Exam:75‬‬
‫‪Unit Test: 25‬‬
‫‪Marks for‬‬ ‫‪No. of‬‬ ‫‪Unit/ Chapters‬‬ ‫‪S.No.‬‬
‫‪final Exam‬‬ ‫‪Periods‬‬
‫‪17‬‬ ‫‪2‬‬ ‫مکتوب نگاری – غالب – منشی ہر گوپال –‬ ‫‪1‬‬
‫منشی نبی بخش‬
‫‪02‬‬ ‫تنقیدی مضمون – احتشام حسین – خوجی‬ ‫‪2‬‬
‫ایک مطالعہ‬
‫‪3‬‬ ‫خورشید االسالم –امراؤ جان ادا‬ ‫‪3‬‬
‫‪4‬‬ ‫غزلیں – الطاف حسین حالی ‪ -‬غزل‬ ‫‪4‬‬
‫‪01‬‬ ‫لکھنوی ‪ -‬غزل‬
‫ؔ‬ ‫آرزو‬ ‫‪5‬‬
‫‪03‬‬ ‫جذبی ‪ -‬غزل‬
‫ؔ‬ ‫معین احسن‬ ‫‪6‬‬
‫‪3‬‬ ‫جاں نثار اختر ‪ -‬غزل‬ ‫‪7‬‬
‫‪3‬‬ ‫ناصر کاظمی ‪ -‬غزل‬ ‫‪8‬‬
‫‪01‬‬ ‫راجندر منچندا بانی ‪-‬غزل‬ ‫‪9‬‬
‫‪10‬‬ ‫‪6‬‬ ‫اردوزبان کا ارتقاء‬ ‫‪10‬‬
‫‪3‬‬ ‫‪4‬‬ ‫کہانی‪ -‬کلرک کی موت‬ ‫‪11‬‬
‫‪8‬‬ ‫ڈرامہ – یہودی کی لڑکی‬ ‫‪12‬‬
‫‪8‬‬ ‫‪2‬‬ ‫مختصر افسانہ – بلونت سنگھ‬ ‫‪13‬‬
‫‪5‬‬ ‫قرة العین حیدر – فوٹو گرافر‬ ‫‪14‬‬
‫‪5‬‬ ‫سریندر پرکاش ‪ -‬بجوکا‬ ‫‪15‬‬
‫‪5‬‬ ‫اقبال مجید – سکون کی نیند‬ ‫‪16‬‬
‫‪15‬‬ ‫‪4‬‬ ‫شفیع جاوید – میں وہ‬ ‫‪1‬‬

‫‪6‬‬ ‫یادیں – سجاد ظہیر ‪ -‬روشنائی‬ ‫‪2‬‬
‫‪6‬‬ ‫آپ بیتی – اختر االیمان – اس آباد خرابے میں‬ ‫‪3‬‬
‫‪6‬‬ ‫نظمیں – علی حیدر – نظم طباطبائی‪ -‬گور‬ ‫‪4‬‬
‫غریباں‬
‫‪6‬‬ ‫عالمہ اقبال – روح ارضی آدم کم استقبال‬ ‫‪5‬‬
‫کرتی ہے‬
‫‪6‬‬ ‫جمیل مظہری ‪ -‬ارتقاء‬ ‫‪6‬‬
‫‪Note: The syllabus is revised for session 2020-21 only as per notification vide‬‬
‫‪D.No.426/DSE dated 08.7.2020.‬‬
‫‪DIRECTORATE OF SCHOOL EDUCATION‬‬
‫‪ALIGARH MUSLIM UNIVERSITY, ALIGARH‬‬
‫)‪(Course structure, Teaching schedule & Distribution of Marks‬‬
‫‪6‬‬ ‫‪6‬‬ ‫فورٹ ولیم کالج – دلی کالج‬ ‫‪1‬‬
‫‪6‬‬ ‫‪6‬‬ ‫دبستان لکھنؤ ۔ دبستان دہلی‬ ‫‪2‬‬
‫‪3‬‬ ‫‪4‬‬ ‫خیابان اردو – جنم دن‬ ‫‪3‬‬
‫‪1‬‬ ‫جلتی جھاڑی‬ ‫‪4‬‬
‫‪16‬‬ ‫‪5‬‬ ‫رپورتاز ‪ -‬کرشن چندر ‪ -‬پودے‬ ‫‪5‬‬
‫‪5‬‬ ‫انشائیہ – خواجہ حسن نظامی ‪ -‬مچھر‬ ‫‪6‬‬
‫‪8‬‬ ‫طنز و مزاح – کنہیا الل کپور ۔ غالب جدید‬ ‫‪7‬‬
‫شعرا کی ایک مجلس میں‬
‫‪6‬‬ ‫سفر نامہ – رام لعل – زرد پتوں کی بہار‬ ‫‪8‬‬
‫‪6‬‬ ‫خاکہ – احمد جمال پاشا‪ -‬کلیم الدین احمد‬ ‫‪9‬‬
‫‪6‬‬ ‫نظمیں – ن‪.‬م‪ .‬راشد زندگی سے ڈرتے ہوۓ‬ ‫‪10‬‬
‫‪4‬‬ ‫عمیق حنفی – ملک بے سحر و شام‬ ‫‪11‬‬
‫‪5‬‬ ‫شفیق فاطمہ – یاد نگر‬ ‫‪12‬‬
‫‪6‬‬ ‫طویل نظم – علی سردار جعفری‬ ‫‪13‬‬
‫‪12‬‬ ‫‪7‬‬ ‫ادبی تحریکات – سر سید تحریک‬ ‫‪1‬‬

‫‪6‬‬ ‫رومانی تحریک‬ ‫‪2‬‬
‫‪7‬‬ ‫ترقی پسند تحریک‬ ‫‪3‬‬
‫‪4‬‬ ‫‪5‬‬ ‫خیابان اردو – انشائیہ – مرحوم کی یادیں‬ ‫‪4‬‬

‫‪6‬‬ ‫ناول – پریم چند ‪ -‬بیوہ‬ ‫‪5‬‬
‫‪Note: The syllabus is revised for session 2020-21 only as per notification vide‬‬
‫‪D.No.426/DSE dated 08.7.2020.‬‬
URDU (Elective) CLASS - XII (2019 –20)
Subject Code (12UR01)
Total Periods allocated: Maximum Marks 100

Period per week: Exam: 75
Unit Test: 25
Section Content Marks Periods
Text Books and Supplementary Reader 50+6=56
All the lessons from the book, Gulistan-E-Adab are to be 56
A: Prose studied.
i. One short extract from the prescribed lesson followed by short 12
answer type questions for comprehension.
ii. One essay type question in about 100 words on 8
content/theme
(Internal choice) (value based/general)
iii. Two short answer type questions on the content of the poem 8
Note: 1 (Detail is given at the end) 28
All the poets and their works from the book Gulistan-E-Adab are 52
B: Poetry to bestudied.
i. One short extract from prescribed lessons followed by short 12
answer type questions for comprehension
ii. One essay type question in about 100 words on 8
content/theme (Internal choice) (value based/general)
iii. Two short answer type questions on the content of the poem 08
Note: 2 (Detail is given at the end) 28
C: Suppl. All the lessons from the book Khayaban-E-Urdu are to be
Reader studied 10
i. One out of two essay type questions 04
ii. Two out of four short answer type questions 06
D. History of Urdu Literature 30+4=34 34
1. Two out of four essay type questions on the areas numerated 15+4=19
below:
1) Elementary knowledge of the origin and development of Urdu
Language
2) Fort William College and Delhi College and their Contributions
3) Main characteristics of Delhi School of Urdu Poetry with
special
reference to Meer and Ghalib.
4) Main characteristics of Lucknow School of Urdu Poetry with
special reference to Aatish, Anees and Naseem.
5) Life and contributions of the authors and poets covered in the
D.No.426/DSE dated 08.7.2020.
prescribed Text Book published by the NCERT
6) Adabi Tehrikat (Sir Syyed Tehreek, Roomanvi Tehreek and
Taraqqi
Pasand Adabi Tehreek)
2. Two short answer type questions on History of Urdu Literature 10
3. Five objective type question on History of Urdu Literature 5
Total 100
Section C: Unit Test III 25 30
C Speaking and Listening skill 10 20
D Project Work 15
Total 210
Note:
2. The detail of Speaking and Listening skill, Project Work is enclosed.
Prescribed Books:
1) Gulistan-E-Adab (Barahvin Jama’at Ke Liye) published by NCERT, New Delhi

2) Supplementary Reader, Khayaban-E-Urdu published by NCERT, New Delhi
References:
1) Urdu Adab Ki Tareekh, published by NCERT, New Delhi.
2) Urdu Qawaid, published by NCERT, New Delhi.
Note1:
Yahudi ki Ladki first four Act I,II,III,VI & VIII, Only will be evaluated in the examination)
Note1:
b) Admi Nama –Nazeer Akarbarabadi
(Only the above mentioned content will be evaluated in the examination)
D.No.426/DSE dated 08.7.2020.
Hindi Elective Class XII (2020-21)
Subject Code (12HN03)
Total No. of Periods allocated: Maximum Marks 100
Period per week: Exam: 75
Unit Test: 25
D.No.426/DSE dated 08.7.2020.
ARABIC Class-XII (Session 2020-21)
Subject Code (12AR01)
Total Periods allocated: Maximum Marks 100
Period per week: Exam-75
Unit Test -25
Section Unit/Areas of learning
A Advanced Reading Skills: 15 05
An unseen Passage
B Literature: 34 10
Chapter-1 Al Dawa al-Ajeeb
Chapter-2 Fawaed al-Safar wa al-Rihlaat
Chapter-3 Qutub Minaar Yatahaddth
Chapter-4 Al-Tufaili wa al-Maaedah
Chapter-5 Al- Waqt
Chapter-6 Usrat Abdullah fi Ziyaarah
Chapter-7 Al- Khabb wa al-Mughaff.
C Grammar: 15 04
(i) I’laal (In Mithaal, Ajwaf and Naaqis)
(ii) Ibdaal (Mahmozul Faa, wal ‘Ain wal-Laam
Applied Grammar:
Correction of Sentences
A Effective writing Skills: 08 03

Summary of lesson from text book
B Literature: 12 06
Chapter-8 Al-Ma’had al-Aali......
Chapter-9 Al-Quran al- Kareem
Chapter-10 Lissan Hal al-Luhagh...
C Grammar: 08 02
(iii) Idgham-Mudao’f
Applied Grammar:
Fill in the Blanks

Summary of lesson from text book
B Literature: 12 06
Chapter-11 Dhikriyyat Ameed
Chapter- 12 Risalath Da’wath
Chapter-13 Rasheed Yamradh
C Grammar: 08 03
D.No.426/DSE dated 08.7.2020.
(i)-Murakkab-e Adadi (Adad and Ma’dood)1 -
100
(ii)-Use of Asmaa’- Mausoolah
(iii) Khasiyat- Abwaab Al- Mazid Fih ( If’aal,
Taf’el, Mufaa’lah, Tafa’ul and Istif’aal)

Informal Letter/ Application writing
B Literature: 18 06
Chapter-14 Al-umam al-Muttahidah
Chapter-15 Ghandhi
Chapter-16 Sholam Sholam
C Applied Grammar: 08 02
(i) Roots of the verbs
(ii) Formation of active participle and passive
participle (All verb patterns)

Writing a longer composition such as an essay,
speech or story.
B Literature: 12 08
Chapter-17 Izdihaar al-Harakah.....
Chapter-18 Min Hikaayat Cha Cha..
Chapter-19 Jaamiah al-Dual al-Arab...
Chapter-20 Ru’yaa Taaer`
C Grammar: 06 08
(i) Jumla Shartiyyah
(ii) Jumla Nidaiyyah
Total 174 75
D.No.426/DSE dated 08.7.2020.
PERSIAN Class-XII (Session 2020-21)
Subject Code (12PR01)
Maximum Marks 100
Total Periods allocated: Exam marks -75
Period per week: Unit Test -25
Unit/Area of Learning Marks

A. Reading Comprehension 10
B. Writing Skills 15
C. Applied Grammar 15
D. Literature 35
Total = 75
Chapter Name No of periods
Reading comprehension 10
Letter Writing 10
Grammar (Noun, Pronoun, Preposition Imperatives) 10
Literature:
1,. Tarrar-e- Amnat dar 0
2. Qissa-e- Kodak Mosa (part l) 0
3. Nageen-e- Angushtri 3
4. Gawahi-e- Darakht 5
5. Qissa-e- Rangha 0
6. Qissa-e- Kodak Mosa (part t) 5
7. Mazanderan (Poem) 3
71
Essay Writing/Objective types questions 10
Literature:
8. Shaban-wa-Gusfand 3
9. Nohmeen ljlasi-ye-saran 5
28
D.No.426/DSE dated 08.7.2020.
Writing Skill (Summary of Lesson) 10

Grammar 10
Chapter:
10. Kitab (Poem) 0
1l-. Dasture Zabane farsi Wabastahe AjzaiJumala Muzaflleh 3
12. Dasture zabane farsi wabastahe fail (OaiO1 2
13. Qissa-e-gul Khandan l,ll,lll 05
68
Grammar (Muzare and Conjugation) 15
Chapter:
14. Ghandhi Khaster -e-Aghaz -e-nawdar Rawabit-e chin wa Hindshod 5
15. Deeruz lmruz wa farad 5
16. Waqti ke lshq neest (Poem) 3
33
---------------------------------x--------------------------------------
D.No.426/DSE dated 08.7.2020.

Accounting for Not-for-Profit Organizations

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Accounting for Not-for-Profit Organizations

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BOARD OF SECONDARY & SENIOR SECONDARY SCHOOL EDUCATION

ALIGARH MUSLIM UNIVERSITY, ALIGARH (2020-21)

Part A Accounting for Not-for-Profit Organizations, Partnership Firms and

Unit 2. Accounting for Partnership Firms

Unit 3. Accounting for Companies

Part B Financial Statement Analysis

Unit 5. Cash Flow Statement

Part C Project Work

Project File 4 Marks

Written Test 12 Marks (One Hour)

Viva Voce 4 Marks

Unit 4. Computerized Accounting

Part C Practical Work

Practical File 4 Marks

Practical Examination 12 Marks (One Hour)

Viva Voce 4 Marks

Based on CBSE syllabus

Unit 1: Financial Statements of Not-for-Profit Organizations

Unit 2: Accounting for Partnership Firms

Based on CBSE syllabus

Based on CBSE syllabus

Unit-3 Accounting for Companies

Units/Topics Learning Outcomes

Based on CBSE syllabus

Part B: Financial Statement Analysis

Unit 4: Analysis of Financial Statements

Based on CBSE syllabus

Unit 5: Cash Flow Statement

Units/Topics Learning Outcomes

Based on CBSE syllabus

Note: Kindly refer to the Guidelines published by the CBSE.

Part B: Computerised Accounting

Unit 3: Computerised Accounting

Overview of Computerised Accounting System

Accounting Application of Electronic Spreadsheet.

Using Computerized Accounting System.

Database Management System (DBMS)

Part C: Practical Work

Based on CBSE syllabus

Diacritical marking of any text passages

Based on CBSE syllabus

Remark: Highlighted portion in the

Chapter-1: Reproduction in Organisms

Unit VII Genetics and Evolution

Chapter-5: Principles of Inheritance and Variation

Chapter-6: Molecular Basis of Inheritance

Unit-VIII Biology and Human Welfare

Chapter-9: Strategies for Enhancement in Food Production

Plant breeding, tissue culture, single cell protein, Biofortification

Chapter-10: Microbes in Human Welfare

Unit-IX Biotechnology and its Application

Based on CBSE syllabus

Unit-X Ecology and Environment

Chapter-13: Organisms and Populations

Chapter-16: Environmental Issues

Based on CBSE syllabus

1. Study pollen germination on a slide.

B. Study/observation of the following (Spotting)

Based on CBSE syllabus

Chapter-3: Human Reproduction

Chapter-4: Reproductive Health

Unit II GENETICS AND EVOLUTION