Maharashtra State Board Class 9 and 10 Syllabus

SYLLABI
FOR
STANDARDS IX AND X
(As sanctioned under Government of Maharashtra
Letter No. SSC-210/(195/10)/ C._m.{e.2 {X.12/03/2012
Maharashtra State Board of Secondary

And Higher Secondary Education,
Pune – 411 004.
© All rights reserved
No part of this book shall be reproduced or transmitted in any form or by any means, such as Printed,
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Secretary of Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004.
Publisher : Shahaji Dhekane

Secretary,
Maharashtra State Board of Secondary and
Higher Secondary Education, Pune - 411 004.
Liaison Officers : K. B. Gawade Research Officers

Dr. Shivaji Shelke Research Officers
G. D. Sonawane Research Officers
Maharashtra State Board of Secondary and
Co- ordinator : Dr. Umesh D. Pradhan
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CONTENTS
Page No.
1. FIRST LANGUAGE
1.1 Marathi ........................................................................................................ 01 to 03
1.2 Hindi ............................................................................................................ 04 to 06
1.3 Urdu ............................................................................................................ 07 to 09
1.4 Gujarati ........................................................................................................ 10 to 14
1.5 Kannada ...................................................................................................... 15 to 16
1.6 Tamil ............................................................................................................ 17 to 18
1.7 Telugu .......................................................................................................... 19 to 20
1.8 Malayalam ................................................................................................... 21 to 22
1.9 Sindhi........................................................................................................... 23 to 24
1.10 Bengali ......................................................................................................... 25 to 27
1.11 Punjabi ........................................................................................................ 28 to 31
1.12 English ......................................................................................................... 32 to 38
2. SECOND LANGUAGE
Modern Indian Languages
2.1 Hindi ............................................................................................................ 39 to 40
2.2 Hindi (Composite) ................................................................................................. 41
2.3 Marathi ........................................................................................................ 42 to 43
2.4 Marathi (Composite) ............................................................................................. 44
2.5 Urdu ............................................................................................................ 45 to 46
2.6 Urdu (Composite) ....................................................................................... 47 to 48
2.7 Gujarati ........................................................................................................ 49 to 51
XI
2.8 Gujarati (Composite) ................................................................................... 52 to 53
2.9 Kannada ...................................................................................................... 54 to 55
2.10 Kannada (Composite) ................................................................................. 56 to 57
2.11 Tamil ............................................................................................................ 58 to 59
2.12 Tamil (Composite) ....................................................................................... 60 to 61
2.13 Telugu .......................................................................................................... 62 to 63
2.14 Telugu (Composite) ..................................................................................... 64 to 65
2.15 Malayalam ................................................................................................... 66 to 67
2.16 Malayalam (Composite) .............................................................................. 68 to 69
2.17 Sindhi........................................................................................................... 70 to 71
2.18 Sindhi (Composite) ...................................................................................... 72 to 73
2.19 Punjabi ........................................................................................................ 74 to 76
2.20 Punjabi (Composite) .................................................................................... 77 to 78
2.21 Bengali ......................................................................................................... 79 to 81
2.22 Bengali (Composite) .................................................................................... 82 to 83
Classical Languages .................................................................................................... 84
2.23 Sanskrit ....................................................................................................... 85 to 88
2.24 Sanskrit (Composite) ................................................................................... 89 to 90
2.25 Pali .............................................................................................................. 91 to 92
2.26 Pali (Composite) ................................................................................................... 93
2.27 Ardhamagadhi .............................................................................................. 94 to 95
2.28 Ardhamagadhi (Composite) ......................................................................... 96 to 97
2.29 Persian ......................................................................................................... 98 to 99
2.30 Persian (Composite) ............................................................................................ 100
2.31 Arabic...................................................................................................... 101 to 102
2.32 Arabic (Composite) ............................................................................................. 103
XII
2.33 Avesta...................................................................................................... 104 to 105
2.34 Pahalavi ............................................................................................................... 106
Modern Foregin Languages
2.35 French ..................................................................................................... 107 to 109
2.36 French (Composite) ................................................................................. 110 to 112
2.37 German ..................................................................................................... 113 to 115
2.38 German (Composite) ............................................................................................ 116
2.39 Russian ..................................................................................................... 117 to 119
2.40 Russian (Composite) ............................................................................... 120 to 122
3. THIRD LANGUAGE
3.1 English ..................................................................................................... 123 to 128
3.2 Hindi .................................................................................................................... 129
4. INFORMATION COMMUNICATION TECHNOLOGY ........................ 130 to 132
5. MATHEMATICS
Algebra and Geometry ............................................................................ 133 to 142
or
General Mathematics ..................................................................................................
6. SCIENCE AND TECHNOLOGY ................................................................ 143 to 148
7. SOCIAL SCIENCES
7.1 History + Political Science .................................................................... 149 to 151
7.2 Geography + Economics ......................................................................... 152 to 155
8. PERSONALITY DEVELOPMENT ............................................................. 156 to 163
9. WORK EDUCATION
(Anyone from Group A or Group B or Group C of the following subjects)
Group A
A 9.1 Electrical Appliances (J1) ....................................................................... 164 to 168
XIII
A 9.2 Bakery Products (J2) ............................................................................. 168 to 170
A 9.3 Food Preservation (J3) .......................................................................... 170 to 172
A 9.4 Maintenance and Elementary Repairs of water pump (J4) .................... 172 to 174
A 9.5 Milk and Milk Products (J5) ................................................................. 174 to 175
A 9.6 Integrated Nutrient Management for Sustainable
Agriculture (J6)........................................................................................ 175 to 177
A 9.7 A - Tie and Dye (only for Std. IX) (J7) ................................................ 177 to 179
B - Batic Work (only for Std. X) (J7)
A 9.8 Screen Printing (J8) ................................................................................ 180 to 183
A 9.9 Hand Embroidery (J9) ........................................................................... 183 to 184
A 9.10 Stitching with Sewing Machine and
Its Repairing & Maintenance (K1) ......................................................... 185 to 186
A 9.11 Dolls and Soft Toys Making (K2) ....................................................... 186 to 188
A 9.12 Prepare of Articles Useful for School (K3) ......................................... 188 to 193
A 9.13 Preparation of Soaps and Detergents (K4) ......................................... 193 to 195
A 9.14 Preparation of Decorative Pieces by Utilisation of
Waste Materials (K5) ............................................................................. 195 to 198
A 9.15 Fundamentals of Electronics (K6) ........................................................ 198 to 201
A 9.16 (A) Cultivation of Vegetables (Only for Std. IX)
(B) Gardening for Decoration (Only for Std. X) (K8) ....................... 201 to 204
A 9.17 Preparation of Name-Plates and Badges (K9) .................................... 205 to 207
A 9.18 Bio-Gas and Its Use (L1) ................................................................... 207 to 209
A 9.19 Plumber (L2) ........................................................................................ 209 to 211
A 9.20 Creative Applied Art (L3) .................................................................... 211 to 215
A 9.21 Crochet Work and Knitting (L4) ......................................................... 215 to 218
XIV
A 9.22 Household Laundry (L5) ...................................................................... 218 to 220
A 9.23 Cookery (L7) ....................................................................................... 221 to 222
A 9.24 Typewriting (English and Marathi) (M4-M5) ....................................... 222 to 225
A 9.25 Elements of Agriculture and Crop Production (M2) ............................ 225 to 228
A 9.26 Green House (R3) ............................................................................... 228 to 230
A 9.27 Paper Work, Card Board and Book-Binding (M7) ............................ 230 to 232
A 9.28 Beautification (M8) ............................................................................... 233 to 236
A 9.29 Clay Mould Work (N1) ...................................................................... 236 to 238
A 9.30 Cane and Bamboo Work (N2) ........................................................... 238 to 241
Group B
B 9.1 Drawing and Painting (M6) .................................................................... 242 to 244
B 9.2 Indian Music (Vocal and Instrumental) (M3) ......................................... 244 to 248
B 9.3 Elements of Commerce (L8) .................................................................. 249 to 250
B 9.4 Elements of Book Keeping (L9)............................................................ 250 to 252
B 9.5 Fisheries (M1) ........................................................................................ 252 to 254
B 9.6 Vocational Guidance (R4) ...................................................................... 255 to 259
Group C
C 9.1 New work Experience Activity .......................................................................... 260
10 PREVOCATIONAL SUBJECTS .................................................................. 261 to 263
(Option to subjects of work experience)
(Any one of the following)
10.1 Introduction to Basic Technology (V-1) ................................................... 264 to 273
10.2 Elements of Mechanical Engineering (V-2) .............................................. 274 to 292
10.3 Elements of Electrical and Electronics Technology (V-3) ........................ 293 to 308
XV
11 SCHOOL EXAMINATION CERTIFICATE SUBJECT (COMPULSORY)
11.1 Health and Physical Education ................................................................. 309 to 314
12. SCHOOL EXAMINATION CERTIFICATE SUBJECTS
(Any One of the following)
12.1 Scouting/Guiding (P2) ............................................................................... 315 to 316
12.2 M.C.C. (For Std. IX only) ...................................................................... 317 to 318
12.3 N.C.C./Sea Cadet Corps (P3) ............................................................................ 319
12.4 Defence Studies (P4) ............................................................................... 320 to 322
12.5 Civil Defence and Road Safety (P5) ....................................................... 323 to 324
12.6 Social Service (P6) .................................................................................. 325 to 327
12.7 Vocational Guidance (R4) .................................................................................... 328
XVI
Analytical Perspective on
Curriculum Development
Background the syllabi were implemented for Std. IX and

Taking into consideration the Std. X simultaneously in the academic year
recommendations of the Kothari 2006-2007 and for Std. XI and Std. XII in the
Commission (1964-66) and National year 2007-2008. The first Secondary School
Education Policy (1968), the State of Certificate and Higher Secondary Certificate
Examination were held in March 2008 by
Maharashtra adopted the 10 + 2 + 3
the Board.
educational pattern and implemented
uniformly throughout the state. Accordingly Participate Restructuring of the Syllabi
the first Secondary School Certificate While restructuring the syllabi after
Examination on the new syllabi was held in almost a decade, a variety of exercise were
April 1975. The implementation at the + 2 undertaken by the State Board to ensure a
stage for Std. XI and Std. XII was done from broad based participation of the
the academic year. 1975-76 and 1976-77 stakeholders. Syllabi are often criticized as
respectively. The first Higher Secondary being framed by expert in ivory towers and
Certificate Examination was held in stakeholders’ views are ignored. The syllabi
fail to reflect the needs and aspirations of
April 1977.
the society. To pre-empt this, the State Board
Subsequently the syllabi were revised undertook various studies before
based on the recommendations of forming its policy. This also ensured the
Dr. Ishwarbhai Patel National Review adopting of the ‘bottom up’ policy i.e.
Committee. This was implemented for taking into consideration the needs of the
Std. VII from the academic year 1982-83 and society before framing the syllabi.
the first S.S.C Examination was
Maharashtra State Curriculum Frame
conducted in March 1985. It was work (MSCF)
implemented at the + 2 stage from the
The state policy a education is clearly
year 1986-87 respectively and the first
stated in this document. Realisation of the
Higher Secondary Certificate Examination
principles and approacher is as envisaged
was held in March 1987.
in NCF 2005 were brought into the context
Based on the National policy of 1986
XVII
of the state. While restructuring the Syllabi curriculum set up.
the recommendations in respect of policy,
3. To analyse the structuring of the content
teaching and learning procedure, evaluation
of the syllabi.
are considered. The major thrust is on
constructivism. 4. To study the scope and limitation of
different subject.
Other Studies
5. To study scope and limitation of the
The State Board also undertook
content.
various studies to have the relevant database
for revising the syllabi. 6. To decide the best approach
towards teaching and learning.
1. Subject wise review of previous
Syllabi. 7. To study the syllabi through different
perspectives.
The study included a review of the old
and existing syllabi implemented in the 8. To study the evaluation systems.
State from time to time. It is to be noted 9. To find out which syllabus is closest to
that in keeping with the our needs.
changing needs of the times, the Board
10. To find out the extent to which the
incorporated changes in the content,
syllabi in Maharashtra is at par with
approach, methodology, etc. the syllabi the syllabi of other states.
at every stage. In framing the new
11. To establish a foundation for
syllabi, again, a conscious effort was
restructuring the syllabi.
made to include challenging areas to
keep pace with the challenges of the 12. To undertake the necessary research
changing world scenario. and restructure the syllabi.
2. Study of the Syllabi of other states.

Before framing its own policy an Different parameters of observation
in-depth study of the syllabi of various were decided upon the detailed reading of
subjects from different State Boards of the syllabi was undertaken. The parameters
Education in India was undertaken. included –
The major objectives of the enterprise
were –
1. The place of the subject in the
1. To study difficulty levels of syllabi in curriculum
Maharashtra with that of syllabi of other
2. Objectives of the syllabus
states.
3. Presentation of the syllabus
2. To decide the importance to be
accorded to particular subject in the 4. Contents of the syllabus
XVIII
5. Suitability of the textbooks with respect 1. Under ‘objectives’ the study in each
to the syllabus subject
6. Periods to be allotted 1.1 The suitability of the objectives in each
7. Evaluation pattern subject
8. Total marks to be allotted to the 1.2 Clarity of the objectives

examination 1.3 Scope and limitations of the objectives
9. Duration of the examination 1.4 Drawbacks of the objectives
10. Minimum marks of passing 1.5 Changes needed in the objectives to
11. Design of the question paper and test suit the changing times
items 4. Under ‘presentation’ of the syllabus,
The syllabi of the different states like opinions on the following issues were
Tamil Nadu, Bihar, Madhya Pradesh, studied
Karnataka, Andhra Pradesh, West Bengal 4.1 Objectives
were considered. The syllabi of NCERT,
4.2 Teaching – learning process
CBSE and ICSE were also studied and a
comparative statement was evolved to note 4.3 Textbooks and learning material
the status of the State’s position. An attempt 4.4 Evaluation process
was made by the Board of Studies to
4.5 Reference material
incorporate the best in all these syllabi after
considering the local needs and the The views have immensely helped the
backgrounds of our students. The exercise State Board in framing restructured syllabi.
was an effort to keep the State syllabi at par 5. Study of the recommendations of
with national standards. NCERT Document
3. Reactions of Expert Teachers N.C.E.R.T, New Delhi has made
To ascertain the valuable opinions of several valuable recommendations in its
the experienced teachers in the field document viz. The National Curriculum
regarding the existing syllabi of different Frame 2005 as well as MSCF 2010. Views
subjects, a questionnaire was sent to about pertaining to the organization of the
hundred teachers of different subjects curriculum at the elementary and secondary
throughout the state. They were requested stages, goals and aims of education when
to send their responses. The questionnaire seen in larger perspective, the scheme of
was framed to so as to elicit the reasons of studies at different levels, organization of the
these teachers regarding the objectives, curriculum at the higher secondary stage,
content and presentation of the syllabi. vocationalisation of education, adopting
XIX
more relevant modes of evaluation, learners’ 9. Education enhancing general
progress have been explicitly dealt within the knowledge.
document. 10. Education to enable to face the
Features of the restructured Syllabi challenges of liberalization privatization
and globalization.
The periodic reframing of the syllabi of
almost all the subjects ensures an adequate 11. Education for fighting terrorism and
coverage of knowledge and information in emergency management.
accordance with the times and the age group 12. Education for improving emotional
of learners. It also ensures that a proper quotient.
place is given to the culture, heritage, social
13. Creating consumer awareness.
reforms, life skills, student’s interest and
needs, and that cognizance is taken of the 14. Safeguarding human rights.
very different abilities of students from 15. Creating awareness regarding space
heterogeneous backgrounds. technology
An effort has been made to make the 16. Genetic engineering.
syllabi more futuristic and user friendly.
17. Biotechnology.
Rapidly changing lifestyles and the
explosion of knowledge and information have 18. New areas of health care.
been taken into consideration. In order to 19. Energy problems.
make the citizen of tomorrow a more 20. World geography.
concerned and able individual the frontline
21. World Trade Organizations.
issues have been given due to consideration
in all the subjects. The following areas were 22. Anthropological discoveries.
focused upon – 23. Entrepreneurship.
1. Training in life skills. 24. Water management.
2. Education to develop vocational skills. 25. Awareness regarding agriculture.
3. Education in stress management. 26. Awareness regarding child labour.
4. Advance education. 27. Eradication of superstition.
5. Education in information technology 28. Travel and Tourism.
6. Teaching communication skills 29. Awareness regarding removal
7. Environment awareness and the need corruption.
for ecological preservation. 30. Constructive approach in education.
8. Value education 31. Use of Information communication
technology in all subjects.
XX
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EH "A{ÔmV ^mfm' qH dm H moUVrhr EH "AmYw{ZH naH s` ^mfm' qhXr ^mfoEodOr Aä`mgVm òB©b. VWm{n,
hr ^mfm {dÚmÏ`m©Zo {ZdSboë`m {ÛVr` ^mfonojm doJir Agob.
3. naXoer nmbH m§À`m nmë`m§Zr B§J«Or _mÜ`_mÀ`m emim§V B`ËVm 5 dr Vo B`ËVm 10 dr _Üò H moUË`mhr B`ËVoV
àdoe KoVë`mg Ë`m§Zm _amRr d qhXr ^mfm Aä`mgÊ`mnmgyZ gyQ amhrb. Ago {dÚmWu Á`m ^mfm _mÜ`_mÀ`m
emioV àdoe KoVrb Vo ^mfm _mÜ`_ hr Ë`m§Mr àW_ ^mfm amhrb. `m ì`{V[aŠV `m {dÚmÏ`mªZm Cd©[aV H moUË`mhr
XmoZ ^mfm "AmYw{ZH ^maVr` ^mfm' qH dm "A{ÔmV ^mfm' qH dm "AmYw{ZH naH s` ^mfm' `m g§dJm©VyZ {ZdSyZ
Ë`m§Zm ^mfm§H [aVm emgZmZo {d{hV Ho bobm Aä`mgH« _ nyU© H amdm bmJob. VgoM, A{Zdmgr ^maVr`m§À`m nmë`m§Zr
XXII
B§J«Or _mÜ`_mÀ`m emim§V Oa B`ËVm 5 drV àdoe KoVbm d Vo {H _mZ gbJ Mma df} (B`ËVm 5 dr, B`ËVm
6 dr, B`ËVm 7 dr d B`ËVm 8 dr) {ejU KoUma AgVrb Va Ë`m§Zm qhXr g§nyU© ^mfoMm {d{hV Aä`mgH« _
nyU© H amdm bmJob. Aem {dÚmÏ`mªZm _amRr ^mfoMm Aä`mg H aÊ`mnmgyZ gyQ amhrb d Ë`mEodOr Ë`m§Zm H moUVrhr
EH ^mfm "AmYw{ZH ^maVr` ^mfm' qH dm "A{ÔmV ^mfm' qH dm "AmYw{ZH naH s` ^mfm' `m g§dJm©VyZ {ZdSyZ
Ë`m ^mfoH [aVm emgZmZo {d{hV Ho bobm Aä`mgH« _ nyU© H amdm bmJob. Aem {dÚmÏ`mªZr AmUIr XmoZ df} gbJ
(B`ËVm 9 dr, 10 dr) {ejU KoVë`mg, Ë`m§Zm da Z_yX Ho ë`mà_mUoM ^mfm§Mm {d{hV Aä`mgH« _ nyU© H amdm
bmJob.
Á`m A{Zdmgr ^maVr`m§À`m nmë`m§Zr CÀM àmW{_H ñVamda (B`ËVm 6 dr, B`ËVm 7 dr, B`ËVm 8 dr)
H moUË`mhr B`ËVoV àdoe KoVë`mg Ë`m§Zm Ë`m Ë`m B`ËVogmRr qhXr (g§nyU©) ^mfoMm emgZmZo {d{hV Ho bobm Aä`mgH« _
nyU© H amdm bmJob d Aem {dÚmÏ`mªZm _amRr ^mfoMm Aä`mg H aÊ`mnmgyZ gyQ amhrb d Ë`mEodOr Ë`m§Zm darbà_mUoM
H moUË`mhr EH m ^mfoMm emgZmZo {d{hV Ho bobm Aä`mgH« _ nyU© H amdm bmJob.
Á`m A{Zdmgr ^maVr`m§À`m nmë`m§Zr B§J«Or _mÜ`_mÀ`m emim§V _mÜ`{_H ñVamda H moUË`mhr B`ËVoV (B`ËVm
9 dr, B`ËVm 10 dr) àdoe KoVë`mg, Ë`m§Zm _amRr d qhXr ^mfm Aä`mgÊ`mnmgyZ gyQ am{hb. Ago {dÚmWu Á`m
^mfm _mÜ`_mÀ`m emim§V àdoe KoVrb Vo ^mfm _mÜ`_ Ë`m§Mr àW_ ^mfm amhrb. `m ì`{V[aŠV `m {dÚmÏ`mªZm Cd©[aV
H moUË`mhr XmoZ ^mfm "AmYw{ZH ^maVr` ^mfm' qH dm "A{ÔmV ^mfm' qH dm "AmYw{ZH naH s` ^mfm' `m g§dJm©VyZ
{ZdSy Z Ë`m ^mfm§H [aVm emgZmZo {d{hV Ho bobm Aä`mgH« _ nyU© H amdm bmJob.
Oo naXoer ZmJ[aH qH dm A{Zdmgr ^maVr` amÁ`mV Amë`mZ§Va H m`_ñdê nr ^maVr` ZmJ[aH Ëd ñdrH maVrb
Am{U Aem nmbH m§Mo nmë` Oa Ago ZmJ[aH Ëd ñdrH maë`mZ§Va B§J«Or _mÜ`_mÀ`m emim§V B`ËVm 5 drV àdoe KoV
AgVrb Am{U nwTo Vo gbJ B`ËVm 10 dr n`ªV {ejU KoUma AgVrb Va Aem {dÚmÏ`mªZm emgZmZo {d{hV Ho bobr
_mÜ`_{Zhm` ^mfm {df` Aä`mg `moOZm OerÀ`m Ver bmJy amhrb.
da Z_yX Ho boë`m _amRr d qhXr ^mfm Aä`mgÊ`mg gdbV {_iÊ`mgmRr Aem {dÚmÏ`mªZr e¡j{UH df© gwê
hmoÊ`mnydu AWdm emioV àdoe KoVë`m~amo~a Ë`m§À`m emimà_wIm§H So AO© H amdm. emimà_wIm§Zr {e\ mag Ho ë`mZ§Va
B`ËVm 5 dr Vo B`ËVm 9 drH [aVm g§~§{YV {d^mJmMo {d^mJr` {ejU Cng§MmbH `m§Mr nyd© nadmZJr àmá H amdr.
EH Xm B`ËVm 5 dr Vo B`ËVm 9 dr_Üò Aer gdbV {_imë`mda B`ËVm 10 dr gmRr nwÝhm _§SimH So gdbVrgmRr
doJim AO© H aÊ`mMr Amdí`H Vm Zmhr. VWm{n, Aer gdbV {Xë`mMo g§~§{YV {ejU Cng§MmbH m§Zr {d^mJr` _§Simg
H idmdo. B`ËVm 10 drV àdoe KoUmè`m {dÚmÏ`mªÀ`m ~m~VrV emimà_wI Amnë`m {e\ maergh {dÚmÏ`mªMm AO©
{d^mJr` _mÜ`{_H d CÀM _mÜ`{_H {ejU _§SimH So nmRdVrb d g§~§{YV {d^mJr` _§SimMr nadmZJr àmá H aVrb.
XXIII
n[a{eîQ "~'
{df` `moOZm d Vm{gH m {d^mJUr (B`ËVm 9 dr Am{U 10 dr )
(EH m AmRdS`mgmRr)
A. H« . {df` Vm{gH m
B`ËVm 9 dr B`ËVm 10 dr
1. àW_ ^mfm 06 06
2. {ÛVr` ^mfm qH dm g§`wŠV ^mfm 04/2+2 04/2+2
3. V¥Vr` ^mfm 08 08
4. _m{hVr g§àofU V§ÌkmZ 02 02
5. J{UV (~rOJ{UV + ^y{_Vr) qH dm gm_mÝ` J{UV 07 07
(A. ^mJ-1 + ~. ^mJ-2)
6. {dkmZ Am{U V§ÌkmZ 08 08
7. gm_m{OH emñÌo (A) B{Vhmg + ZmJ[aH emñÌ 06 06
(~) ^yJmob + AW©emñÌ
embo` loUr {df`
8. Amamo½` d emar[aH {ejU 03 03
9. ì`pŠV_Ëd {dH mg 02 02
10. H m`©{ejU/nyd©ì`mdgm{`H Aä`mgH« _ 02 02
11 E_.gr.gr. (B`ËVm 9 dr gmRr)/g_mOgodm/ 02 --
ñH m§D Q/JmB©S /ZmJar g§ajU d
dmhVyH gwajm/g§ajUemñÌ 02 02
/EZ.gr.gr./ì`dgm` _mJ©Xe©Z
EHy U 50 50
Qrnm : (1) àW_, {ÛVr` Am{U V¥Vr` `m VrZ ^mfm§Zm EHy U 18 Vm{gH m AmhoV. _w»`mÜ`mnH m§Zr ^mfm {df`m§À`m
^mfm{Zhm` Vm{gH m {d^mJUrV ~Xb H aÊ`mg haH V Zmhr.
(2) darb Vm{gH m {d^mJUr_Üò _w»`mÜ`mnH m§Zr Amdí`H VoZwgma JaOoZwgma gH maU ~Xb H aÊ`mg haH V
Zmhr.
XXIV
n[a{eîQ "H '
‘yë¶‘mnZ ¶moOZm (B¶ËVm 9dr Am{U 10dr)
boIr narjm Vm|S r àmË`{jH narjm EHy U JwU

A. {df` àíZ narjm JwU H mbmdYr B. B.
H« . n{ÌH m JwU H mbmdYr
g§»`m JwU 9 dr 10 dr
1. àW‘ ^mfm 01 80 03 20 100 100
2. {ÛVr¶ ^mfm 01 80 03 20 100 100

qH dm g§¶w³V ^mfm 02 40+40 02+02 10+10 100 100
3. V¥Vr¶ ^mfm 01 80 03 20 100 100
4. ‘m{hVr g§àofU V§ÌkmZ 01 40 02 10 50 loUr
5. J{UV 02 40+40 02 20 100 100

(~rOJ{UV+^y{‘Vr) àËòH s A§VJ©V
qH dm _yë`_mnZ
gm‘mÝ¶ J{UV 02 40+40 02 20
(^mJ 1+^mJ 2) àËòH s A§VJ©V 100 100
_yë`_mnZ
6. {dkmZ Am{U V§ÌkmZ 01 60 2 Vmg 20 (àmË`.) 1 Vmg 100 100

30 20 30 {_{ZQo
{_{ZQo ~hþn`m©`r 30
àíZ {_{ZQo
7. gm‘m{OH emñÌo 100 100
(A)B{Vhmg+Zm.emñÌ 01 28+12 02 10
(~)^yJmob+AW©emñÌ 01 28+12 02 10
A§VJ©V
_yë`_mnZ
8. Amamo½¶ d emar[aH {ejU 01 25 1.5 25 50 loUr
9. ì¶p³V‘Ëd {dH mg 01 50 02 50 loUr
10 H m¶©{ejU/nyd©ì¶mdgm{¶H Aä¶mgH« ‘ loUr loUr
11 E‘.gr.gr.(’ ³V 9dr gmRr)/ loUr

g‘mOgodm/ñH mCQ/JmB©S / ZmJar g§ajU
d dmhVyH gwajm/g§ajUemñÌ/ loUr loUr
EZ.gr.gr.ì¶dgm¶ ‘mJ©Xe©Z
EHy U 750 600
XXV
Qrnm
1. gd© {df`m§gmRr CËVrU©VogmRr 35% JwU Amdí`H amhVrb. Ë`m_Üò {H _mZ 25% JwU àmá hmoUo Amdí`H
Amho.
2. 300 JwUm§À`m VrZ ^mfm {df`m§Mm JQ CËVrU©VogmRr EH {ÌV Agob. `m VrZ ^mfm {df`m§À`m EH {ÌV JQ_Üò
CËVrU©VogmRr {H _mZ 105 JwU Amdí`H amhVrb.
3. _mÜ`{_H Aä`mgH« _mVrb B. 9 dr d B. 10 drÀ`m àM{bV H m`m©Zw^d {df`m§VJ©V òUmam _m{hVr V§ÌkmZ
`m {df`mEodOr Zì`mZo _m{hVr g§àofU V§ÌkmZ (ICT) `m {df`mMm A{Zdm`© JQm_Üò g_mdoe H aÊ`mV òV Amho.
Ë`mgmRr AmRdSçmV XmoZ Vm{gH m amhVrb. gXa {df`mMm Aä`mgH« _ 50 JwUm§Mm AgyZ Ë`m_Üò 40 JwU boIr
narjm d 10 JwU àmË`{jH narjogmRr amhVrb. boIr narjm _§Sim_m\© V Am`mo{OV H aÊ`mV òB©b. gXa {df`mMo
B. 10 dr Mo g§nm{XV JwU EHy U JwUmV g_m{dîQ Z H aVm loUr ñdê nmV Xe©{dÊ`mV òVrb. gXa {df`mMo
_mÜ`_ _amRr d B§J«Or amhrb. OyZ 2012 nmgyZ B. 9 dr gmRr d OyZ 2013 nmgyZ `m {df`mMr H m`©dmhr
gwê hmoB©b.
4. J{UV (~rOJ{UV + ^y{_Vr) d {dkmZ Am{U V§ÌkmZ `m {df`mÀ`m CÀMrH¥ V Aä`mgH« _mMr A§_b~OmdUr
B. 9 dr gmRr 2010-2011 d B. 10 dr gmRr 2011-2012 `m e¡j{UH dfm©nmgyZ gwê Pmbobr Agbr
Var B. 9 dr d B. 10 dr À`m {dkmZ n`m©daU g§X^©mVrb (gdm}ÀM Ý`m`mb`mÀ`m {ZU©`mZwgma) KQH m§Mo Zì`mZo
g_mdoe H aÊ`mV òV AgyZ d Ë`mZwgma B. 9 dr `m {dkmZ {df`mMm Aä`mgH« _ OyZ 2012 d B . 10 dr
gmRr Aä`mgH« _ OyZ 2013 nmgyZ H m`m©pÝdV hmoB©b.
5. gd© {df`m§À`m _yë`_mnZm_Üò narjoÀ`m JwUm§_Üò gmaIonUm Agmdm. EHy U narjm§À`m {Xdgm§Mm {dÚmÏ`mªda VmU
amhÿ Zò. VgoM _hmamîQ´ amÁ` Aä`mgH« _ AmamISm-2010 `m _gwÚmg emgZ _mÝ`Vm {_imbobr Agë`m_wio
BVa {df`m§à_mUoM J{UV {df`mgmRr 150 JwUm§EodOr 100 JwUm§Mr narjm amhrb. 100 JwUm§_Üò 80 JwU boIr
narjm d 20 JwU A§VJ©V _yë`_mnZmgmRr amhVrb. hm ~Xb B. 9 dr gmRr OyZ 2012 nmgyZ d B. 10 dr
gmRr OyZ 2013 nmgyZ A§_bmV òB©b.
6. J{UV {df`mÀ`m _yë`_mnZm_Üò ~Xb Pmbm Agbm Var {df`mÀ`m Vm{gH m§Mr g§»`m H _r hmoUma Zmhr.
7. n`m©daU {ejU hm {df` B. 9 dr d B. 10 dr gmRr gd© {df`m§_Üò EH mpË_H ñdê nmV amhrb, Ë`m_wio
n`m©daU {ejU `m {df`mgmRr Agboë`m Vm{gH m - _m{hVr g§àofU V§ÌkmZ `m {df`mgmRr amhVrb.
XXVI
First Language
1.1 _amR r
(àW_ ^mfm)
àmñVm{dH 9) {d{dY dmS²._`rZ àdmh, àH ma, àd¥Îmr `m§Mo AmH bZ

^mfm hr _mZdmMr {deof {Z{_©Vr Amho. _mZdr dmT{dUo.
ì`dhmamMo Vo EH à^mdr _mÜ`_ Amho. ^m{fH ì`dhmamgmRr, 10) {dKmVH eŠVs¨Zr {Z_m©U Ho bobr ApñWaVm bjmV
{dMma ì`ŠV H aÊ`mgmRr Am{U ñdV:À`m {dH mgmgmRr KoD Z {dÚmÏ`mªV AmË_{dídmg {Z_m©U H ê Z g§H Qm§Zm
_mZdmZo {VMm gmVË`mZo {dH mg Ho bm. kmZg§nmXZmMo Am{U gm_moao OmÊ`mMr úm_Vm {Z_m©U H aUo.
A{^ì`ŠVsMo ^mfm ho EH g_W© gmYZ Amho. 11) _m{hVr-V§ Ì kmZ, n`m© d aU `m§ M r Am{U
^mfoÀ`m _mÜ`_mVyZ {dÚmÏ`mªZm g§ñH m[aV H ê Z, OmJ{VH sH aUmÀ`m g_ñ`m§Mr AmoiI H ê Z XoUo d
Ë`m§À`m ^mfoMo H bmË_H ê n OmonmgUo Am{U Vo d¥qÕJV Ë`m§À`m AmìhmZm§Zm gm_moao OmÊ`mgmRr {dÚmÏ`mªZm g_W©
H aUo An[ahm`© Amho. H aUo.
12) {dÚmÏ`mª_Üò ñd`§-AÜ``ZmMr AmdS {Z_m©U H aUo d
Xoeào_, amï´ ^ŠVs, amï´r` EH mË_Vm, {díd~§YwËd,
Ë`m§Zm Aä`mgmgmRr àd¥Îm H aUo.
{dkmZ{Zðm, gd©Y_©g_^md, Z¡{VH _yëò, {ZgJ©à_o , l_à{Vðm
Am{U gm_m{OH OmUrd `m§Mm {dH mg ^mfo_wioM gmYbm 13) ^mfoMm X¡Z§{XZ ì`dhmamV Cn`moJ H aVm `mdm `m ÑïrZo
OmVmo. ì`mdhm[aH ^mfoV àmdrÊ` {_idyZ XoUo.
gd©gm_mÝ` C{Ôïo C{Ôïo
1) {dÚmÏ`m©Mr AmË_àH QrH aUmË_H ^m{fH H m¡eëò 1) {dÚmÏ`mªMm eãXg§Jh« dmTdyZ Ë`mMm X¡Z{§ XZ ì`dhmamV
Cn`moJ H aÊ`mg {eH {dUo Am{U {dÚmÏ`mª_Üò
{dH {gV H aUo.
CX²`_erbVoMr àoaUm {Z_m©U H ê Z ì`mdhm[aH ^mfoV
2) ^mfm{df`H J«hUeŠVsMm {dH mg H aUo. àmdrÊ` {_idyZ XoUo.
3) dmL²_`m~Ôb AmdS {Z_m©U H aUo. 2) ldU, g§^mfU, ^mfU, dmMZ, boIZ, AmH bZ
4) gËàd¥ÎmtMo nmofU H ê Z {M{H ËgH d¥ÎmrMr OmonmgZm Am{U ñdV§Ì A{^ì`ŠVs `m úm_Vm d H m¡eëò `mV
H aUo. dmT H aUo.
5) Zd{Z{_©Vr d AmË_m{dîH ma eŠVs¨Mm {dH mg H aUo. 3) kmZ Am{U AmZ§XàmárgmRr dmMZmMr AmdS {Z_m©U
H aUo.
6) AmYw{ZH ^mfm{dkmZmMr AmoiI H ê Z XoUo.
4) _amR r ^mfo V rb {d{dY gm{hpË`H m§ M r d
7) àM{bV OrdZmVrb dmñV{dH Vm bjmV AmUyZ XoD Z gm{hË`àH mam§Mr AmoiI H ê Z XoUo.
XheVdmX, ^«ï mMma, bmoH g§»`m dmT, Tmgibobr
5) {dÚmÏ`mªÀ`m [RH mUr Amnbr ^mfm, gm{hË`, g§ñH¥ Vr,
Zr{V_yëò `m§Mr OmUrd {Z_m©U H ê Z gdmªZm g_mZ
amï´, _mZdVm, {dkmZ{Zðm, gd©Y_©g_^md d ór-
g§Yr XoÊ`mMr d EH g§Y g_mO KS{dÊ`mMr àoaUm nwéf g_mZVm, dSrbYmè`m§~Ôb AmXa^mdZm, Z¡{VH
XoUo. _yëò, {ZgJ©ào_, l_à{Vðm Am{U gm_m{OH OmUrd
8) ÑH² -lmì` gmYZm§À`m Ûmao ^m{fH AZw^d dmT{dUo. B. JwUm§Mr dmT d OmonmgZm H aUo.
1
6) AÝ` ^mfm^{JZr Vgo M _amR rÀ`m {d{dY {Z~§Y boIZ
~mobr^mfm§~Ôb AmnwbH s {Z_m©U H aUo. {MÌmdê Z,àg§Jmdê Z, H ënZm{dñVma, AmË_d¥Îm
7) {MÌnQ , AmH medmUr, Xy a Xe© Z , g§ J UH , ({Z~§YmgmRr à_mU ^mfoVrb/~mobr ^mfoVrb boIZ
B©-_ob, B§QaZoQ, _mo~mB©b B. ÑH² -lmì` gmYZm§À`m Mmbob). gmYH ~mYH _wX² Xo _m§S Uo Amdí`H .
Ûmao ^m{fH AZw^d dmT{dUo. A{^ì`ŠVsg àmYmÝ`.
8) _m{hVr V§ÌkmZ, n`m©daU Am{U OmJ{VH sH aUmÀ`m JÚ AmH bZ/gmam§eboIZ - An{RV JÚCVmam.
g_ñ`m§Mr AmoiI H ê Z XoD Z Ë`m§À`m AmìhmZm§Zm
gm_moao OmÊ`mgmRr g_W© H aUo. Cn`mo{OV _amRr
9) {dÚmÏ`mª_Üò ñd`§-AÜ``ZmMr AmdS {Z_m©U H ê Z 1. nÌboIZ - {Z_§ÌU, Am^ma, A{^Z§XZ, _mJUr,

Ë`m§Zm Aä`mgmgmRr àd¥Îm H aUo. Mm¡H er.
10) ^mfoMr _yb^yV g§aMZm Am{U Aä`mgH« _mVrb 2. d¥ÎmboIZ
ì`mH aUmMo KQH g_OmdyZ XoUo. 3. Om{hamV boIZ
B`Îmm 9 dr 4. H WmnyVu
JÚ {d^mJ gw_mao 80 n¥ðo 5. ~mo b r^mfo V rb CVmao -~mo b r^mfo V rb CVmè`m§ M o
(àñVmdZm, Qrnm, ñdmÜ`m` dJiyZ) ñd`§AÜ``ZmgmRr à_mU^mfoV ê nm§Va H aUo.
nmR Zgob. ñWybdmMZ hm ñdV§Ì {d^mJ Agob (4 g§dmXH m¡eëò : (Vm|Sr narjm)
nmR) àmMrZ JÚ - 2 nmR ^mfmn[aM` : ^mfoMr g§aMZm (nmRçnwñVH mV XoUo, JwU
nÚ {d^mJ ZmhrV).
gw_mao 200 Amoir n¡H s àmMrZ nÚ 50 Amoir. nyaH dmMZ dmMZH m¡ímë`mgmRr dmMZr` nwñVH m§Mr
(A^§J, n§{SVr Hmì`, nX, {damUr, nmodmSm, \QHm B.) `mXr XoUo (JwU ZmhrV).
ì`mH aU embo` ñVamda nyaH dmMZmÀ`m nwñVH m§da AmYm[aV
1. Ab§H ma-`_H , AZwàmg, Cn_m, AZÝd`. 10 JwUm§Mr narjm emim KoD eH Vrb (narjm KoUo
gŠVrMo Zmhr).
2. Aì`ò - {H« `m{deofU,Ho dbà`moJr, C^`mÝd`r,
eãX`moJr. B`Îmm 10 dr
3. {Xboë`m eãXmVrb Ajam§nmgyZ AW©nyU© eãX V`ma JÚ {d^mJ gw_mao 80 n¥ðo
H aUo. (àñVmdZm, Qrnm, ñdmÜ`m` dJiyZ) ñd`§AÜ``ZmgmRr
4. n`m©`r eãX. nmR Zgob. ñWybdmMZ hm ñdV§Ì {d^mJ Agob - 4
nmR. àmMrZ JÚ 2 nmR.
5. bo I Z{Z`_m§ Z w g ma eãX {b{hUo (bo I Z{Z`_
nmRçnwñVH mV XoUo Amdí`H ). nÚ {d^mJ gw_mao 200 Amoirn¡H s àmMrZ nÚ 50
Amoir. (A^§J, n§{SVr H mì`, nX, {damUr, nmodmSm,
6. {dam_{MÝho - {dam_{MÝhm§Mm dmna H aUo. \ QH m B.).
dmH² àMma d åhUr ì`mH aU
AW© gm§ J y Z dmŠ`mV Cn`mo J H aUo . 1) Ab§H ma - ê nH , CËàoúmm, ì`{VaoH ,
2
2) g_mg - Û§Û (BVaoVa, d¡H pënH , g_mhma), [ÛJw, 3. AmdoXZnÌ
Aì``r^md. 4. AhdmbboIZ - (embo` H m`©H« _)
3) n`m©`r ímãX 5. A{^àm`boIZ(nwñVH , ZmQH , g§JrV, {MÌ)
4) bo I Z{Z`_m§ Z w g ma eãX {b{hUo (bo I Z{Z`_ 6. ~mo b r^mfo V rb CVmao (~mo b r^mfo V rb CVmè`m§ M o
nmRçnwñVH mV XoUo Amdí`H ). à_mU^mfoV ê nm§Va H aUo)
5) {dam_{MÝho - {dam_{MÝhm§Mm dmna H aUo. g§dmXH m¡eëò … (Vm|Sr narjm)
dmH² àMma d åhUr : AW© gm§JyZ dmŠ`mV Cn`moJ H aUo. ^mfmn[aM` … {MÝhì`dñWm (nmRçnwñVH mV XoUo, JwU
{Z~§YboIZ … ZmhrV)
àg§Jmdê Z, H ënZm{dñVma, AmË_d¥ËV, d¡Mm[aH nyaH dmMZ : dmMZH m¡ímë`mgmRr dmMZr` nwñVH m§Mr
{Z~§YmgmRr à_mU^mfoVrb ~mobr^mfoVrb boIZ `mXr XoUo (JwU ZmhrV).
Mmbo b . gmYH ~mYH _w X ² X o _m§ S Uo Amdí`H .
A{^ì`ŠVrg àmYmÝ`.
JÚ AmH bZ/gmam§eboIZ - An{RV JÚCVmam.
Cn`mo{OV boIZ
1. nÌboIZ - H m¡Qw§{~H , _mJUr, {dZ§Vr, VH« ma.
2. {Z_§ÌUn{ÌH m
3
1.2 qhXr
(àW_ ^mfm)
^y{_H m 2) kmZàgma VWm g§àofU V§ÌkmZ g§~§Yr H m¡eb {dH {gV

^mfm _Zwî` H s Amdí`H VWm {d{eîR {Z{_©{V h¡& H aZm& ñd`§ amoOJma Ho {bE Amdí`H OrdZH m¡eb
^mfm Ho _mÜ`_ go hr _Zwî` Zo {d{dY joÌm| _o§ AnZr àJ{V H m {dH mg H aZm &
H s h¡ & ^mfm H m ì`dhma kmZg§nmXZ, g§àfo U, X¡Z{§ XZ ì`dhma 3) NmÌm| _| Z¡{VH , _mZ{gH D Om© H m g§dY©Z H aHo ,
VWm gaH mar H m_H mO Am{X {d{dY ñVam| na hmoVm h¡ & joÌ ñdV§Ì gmoM VWm g_mO{dKmVH epŠV`m| H m gm_Zm
Ho AZwgma ^m{fH à`moJ _| Hw N n[adV©Z hmoVo h¢ & H aZo H s j_Vm {dH {gV H aZm & gmd©O{ZH g§n{ËV
^maV ~hþ^mfr Xoe h¡ & `hm± AZoH àm§Vr` ^mfmE± Ed§ gm§ñH¥ {VH {damgVm| Ho à{V ajm^mZ {Z_m©U H aZm&
~mobr OmVr h¢ & dV©_mZ `wJ _| qhXr g§nH© ^mfm Ho ê n _| 4) àmH¥ {VH g§gmYZm| H m {dH mg Ed§ CZH m EH gmW
H m`©aV h¡ & _hmamï´ amÁ` _| H jm nm±Mdr§ go hr qhXr ^mfm Cn`mo J H aZo H s úm_Vm {dH {gV
H m AÜ``Z-AÜ`mnZ àma§^ hmoVm h¡ & Cg_| g_`-g_` na H aZm &
n[adV©Z VWm n[adY©Z hmoVm ahVm h¡ & qhXr Ho na§namJV VWm 5) ^maVr` g§ ñ H¥ {V Ho ~bñWmZm| H m n[aM`
ZyVZ AZwà`moJm| go n[a{MV H amZo H s Ñ{ï go àñVwV nmR²çH« _ XoZm & amï´ H s gm_m{OH , Am{W©H MwZm¡{V`m| H s nhMmZ
H r {Z{_©{V H s JB© h¡ & Bg_| EZ. gr. E. 2010 Ho _mJ©Xe©H H amZm & AVrV Ho kmZ Ho _mÜ`_ go dV©_mZ VWm
VËdm| H m AmYma {b`m J`m h¡ & ^{dî` Ho à{V gMo V
^mfm H m _w»` ì`dhma gm{hË` Ho joÌ _| hmoVm h¡ & ~ZmZm & g_mO Ho Xþ~©b KQH m| VWm _{hbmAm| Ho
gm{hË` Ho _mÜ`_ go _yë`g§dY©Z hmoVm h¡ & Cggo NmÌ kmZmO©Z g~brH aU H s Amdí`H Vm H m _hËd
Ho gmW-gmW ^mfmË_H {dH mg H a nmVm h¡ {Oggo CgH o ~VmZm &
ì`{ŠVËd Ed§ Mm[aÍ` H m {Z_m©U hmoVm h¡& Bg Ñ{îQ go àñVwV 6) NmÌm| _| ñdV§ÌVm, Ý`m`, ~§YwVm VWm {d{dYVm Ho à{V
nmR²`H« _ _| gm{hË` H s {dYmAm| H mo H jm-ñVa Ho AZwgma AmXa^md {Z_m©U H aZm & {d{dYVm _| EH Vm,
g_m{dîQ H aZo H s `moOZm h¡& gd©Y_©g_^md, gm_m{OH gwg§dmX VWm g_Vm Am{X
H| Ð gaH ma Ho ñVa na qhXr emgH s` H m_H mO H s _yë`m| H mo AmË_gmV H amZm &
^mfm h¡ & Bg Ñ{îQ go nmR²`H« _ _| CgHo ì`mdhm[aH ê n H m 7) d¡ í drH aU, ñWmZr`rH aU, {ZOrH aU VWm
g_mdoe ^r Oê ar hmo OmVm h¡ & dV©_mZ `wJ {_{S`m H m h¡ & AmYw{ZH sH aU H m Vmb_ob {~RmVo hþE nañnamdb§~Z
qàQ Ed§ BboŠQ´m°{ZH {_{S`m _| qhXr H m H m\ s àMbZ h¡& H s ^mdZm H m Ehgmg {XbmZm &
AV: nmR²`H« _ _| à`moOZ _ybH qhXr H m g_mdoe Oê ar h¡
& Bg Ñ{îQ go CÀM _mÜ`{_H ñVa na "ì`mdhm[aH qhXr' H m 8) NmÌm| _| _mZH qhXr CÀMmaU, g§^mfU VWm boIZ
{dH ën aIZo H s `moOZm h¡ & Am{X VËdm| H m {dH mg H aZm & ldU, AmH bZ VWm
_yH Ed§ àH Q dmMZ H m H m¡eb {dH {gV H aZm &
dV©_mZ `wJ H s Amdí`H VmE±, NmÌm| H s j_VmE± VWm
AÜ`mnZ H s gr_mAm| H mo Ü`mZ _| aIVo hþE {ZåZ{b{IV 9) nmRçnwñVH Ho A{V[aŠV g_mMmanÌ VWm _m{gH
CX²Xoí` àñVwV {H E JE h¢ & n{ÌH mAm| Ho à{V N mÌm| H s é{M
OJmZm & AmH medmUr VWm XÿaXe©Z X²dmam àgm[aV
1) qhXr H m _mZH Ed§ à^mdnyU© à`moJ & qhXr Ho kmZdY©H H m`©H« _m| Ho à{V é{M OJmZm&
4
AZy{XV gm{hË`-nRZ H s Amoa NmÌm| H mo ào[aV H amZm& H hmZr 5
10) gm{hË` Ho _mÜ`_ go ^mfm H s H bmË_H Iy{~`m| H mo {Z~§Y 4
ñnîQ H aVo hþE NmÌm| _| gm¢X`©~moY VWm agmñdmXZ H s EH m§H s 1
j_Vm {dH {gV H aZm & _Zmoa§OZ Ho gmW kmZ-g§dY©Z
H aZm& {dkmZ/n`m©daU 1
EZ.gr.B©.Ama.Qr. X² dmam nwZ:g¥{OV nmRçH« _ Ho hmñ` ì`§½` 2
AmYma na _hmamîQ´ amÁ` nmR`²H« _ àmê n - 2010 (amÁ` `mÌmdU©Z 1
Aä`mgH« _ AmamISm 2010) Ho AZwgma àW_ ^mfm Zm¡dt 2. nX² ` - 200 nX² ` n§{ŠV`m± (bJ^J)
VWm Xgdt H m nmRçH« _ V¡`ma {H `m J`m h¡ & nmRçH« _ H r
nwZa©MZm H aVo g_` NmÌm| H s Am`w, é{M Ed§ ~m¡X²{YH j_Vm H {dVmE± 12
VWm Amdí`H VmAm| H mo Ü`mZ _| aIm J`m h¡ & _Ü``wJrZ 3
^maV O¡go ~hþ^mfr amîQ´ _| qhXr g§nH© ^mfm Ho ê n AmYw{ZH 9
_| H m`©aV h¡& AqhXr ^m{fH joÌ _| àW_ ^mfm Ho ê n _| 3. ñWybdmMZ ({d{dYm) 24 n¥îR (bJ^J)
qhXr Ho nRZ, boIZ Ed§ _m¡{IH g§àofU na ~b {X`m J`m
h¡ & qhXr gm{hË` Ho gmW AZydm{XV gm{hË` VWm AqhXr 4. ì`mH aU :
^m{fH boIH m| Ho qhXr gm{hË` H mo g_m{dîQ H aHo nmRçH« _ g§`wŠVmja, {dam_{Mh²Zm| H m n[aM`, ewX²Y à`moJ,
H mo amï´r` EH mË_Vm H s {Xem _| AJ«ga {H `m h¡ & nXn[aM`-g§kmgd©Zm_, {deofU, {H« `m, qbJ, dMZ,
H maH , Aì``, g§{Y, _whmdao, H hmdV|, XmohmMm¡nmB©
nmRçH« _ Ho _w»` CX²Xoí` {ZåZ{b{IV h¢ &
5. aMZm {d^mJ
1) qhXr VWm AÝ` ^mfm go AZy{XV gm{hË` Ho à{V é{M {Z~§Y - H ënZmË_H , {dMmamË_H , dU©ZmË_H ,
{Z_m©U H aZm & NmÌm| _| gm¢X`©~moY {dH {gV H aZm & AmË_H WmË_H , gmam§e boIZ, AmH bZ &
2) d¡km{ZH nmRm| Ho _mÜ`_ go kmZg§dY©Z H aVo hþE NmÌm| 6. à`moOZ_ybH qhXr
_| n`m© d aU aúmU Hs ^mdZm
OJmZm & d¡km{ZH m| Ho M[aÌm| H o AmXem©| go n[a{MV nÌ-H m`m©b`rZ, ì`mdgm{`H , H m`©H« _n{ÌH m,
H amZm& l_à{VîRm, CX²`_erbVm Ho _yë` OJmZm& {Zdo X Z,{Z_§ Ì U, g_mMmabo I Z, nm[a^m{fH
eãXmdbr&
3) qàQ VWm BboŠ Q´m°{ZH _r{S`m _| qhXr Ho AZwà`moJ Ho
à{V gMoV H amZm & g_mMma nÌ, n{ÌH mAm| Ho nRZ 7. g§^mfZ H m¡ec
hoVw NmÌm| H mo ào[aV H aZm & H jm 10 dr§
4) gaH mar H m`m©b`m| _| qhXr Ho ì`mdhm[aH Cn`moJ VWm 1. JX² ` - 64 n¥îR (bJ^J)
à`moJ H m kmZ H amZm & AZw_m{ZV 14 JX² ` nmR
5) N mÌm| _| g§ ^ mfU H m¡ e b H m {dH mg H hmZr 5
H aZm &
{Z~§Y 4
H jm 9 dt
EH m§H s 4
1. JX² ` - 64 n¥îR (bJ^J)
{dkmZ/n`m©daU 1
AZw_m{ZV 14 JX² ` nmR
5
hmñ`-ì`§½` 2 {Z~§Y - H ënZmË_H , {dMmamË_H , dU©ZmË_H ,
`mÌmdU©Z 1 AmË_H WmË_H ,gmam§e boIZ, AmH bZ-JX²`/nX²`
2. nX² ` - 200 nX² ` n§{ŠV`m± 6. à`moOZ_ybH qhXr
H {dVmE± 12 nÌ - H m`m©b`rZ, ì`mdgm{`H , H m`©H« _n{ÌH m,

{ZdoXZ, {Z_§ÌU, g_mMmaboIZ, nm[a^m{fH eãXmdbr
_Ü``wJrZ 3 AmXr&
AmYw{ZH 9 7. g§^mfZ H m¡ec
3. ñWybdmMZ ([d{dYm) 24 n¥îR (bJ^J)
4. ì`mH aU
g§`wŠVmúma, {dam_{Mh²Zm| H m n[aM`, ewX²Y à`moJ,
nXn[aM` - g§km, gd©Zm_, {deofU, {H« `m, qbJ,
dMZ, H maH Aì``, g§{Y, H hmdV| _whmdao dmŠ` -
CndmŠ`, N§X, dU©, `{V, _mÌm, JU n[aM`, Xmohm,
Mm¡nmB©, gmoaRm, Jr{VH m&
5. aMZm {d^mJ
♦ _hÎdny U © : Bg àmê n _| Amdí`H VmZw g ma n[adV© Z H aZo H m A{YH ma "_§ S b' Ho "qhXr AÜ``Z
n[a_§ S b' H mo aho J m &
6
1.3 Urdu
(First Language)
Introduction India and henbe all such thoughts which are

Urdu is a modern Indian language. relevant to the present times are to be
A mere glimpse of the history of the origin included in the syllabus and taught at
and development of the Urdu language Secondary and Higher Secondary levels.
suggests that, during the course of its General Objectives :
development Urdu has been influenced and
enriched from Arabic, Persian, Turkish, Khadi To enable the students to :
Boli, and Punjabi etc. 1. Acquire ability to make correct
As far as the early development of Urdu pronunciation at the time of the
language is concerned the credit goes to reciting a poem or reading a story
southern part of India including individually.
Maharashtra. Marathi saints like Namdeo 2. Develop skill of patient listening and
and Eknath composed poetry not only in speaking.
Marathi but also in mixed idiom. This was
later developed into Deccani Urdu by other 3. Develop skill to enrich vocabulary and
poets and prose writers of South India. There- its meaning.
fore, Urdu is also a heritage of Maharashtra. 4. Develop the ability of comprehension
Through the course of its evaluation and and writing skills. Develop skill of cre-
development of Urdu has assimilated all ative and imaginative language and to
thoughts and enriched by the poets and develop oral skills to express
writers belonging to all caste and religion and different ideas.
it is therefore, that, the Urdu is regarded as 5. Develop creative and imaginative use
true representative of ‘Ganga-Jamuni of Urdu language.
Tahzeeb.’
6. Develop the skill of use of Urdu as a
Besides, Urdu language has played tool to acquire of other subjects
instrumental role in the freedom struggle of knowledge.
India, The slogan of ‘INQUALAB
ZINDABAD’ which infused fresh soul, is the 7. Acquire ability to understand literary
body of freedom fighters that belongs to works of writers and poets.
Urdu. 8. Acquire ability to get acquainted with
It is therefore, that, the rich literary trea- different forms of Urdu literature.
sure of Urdu language which is a 9. Create interest in appreciation of lin-
mixture of different thoughts, culture and guistic beauty of different literary work.
religion are not only to be preserved but to
be spread. Because, the true secularism 10. Acquire ability to understand text con-
which the Urdu language has produced and tent, criticise, compare with other liter-
maintained is much needed for the Secular ary forms.
7
11. Acquire ability to understand subjects tween speakers satire and humour.
through the medium of the language. 4. to develop concentration power for cre-
Specific Objectives : ‘A’ ative writing and understanding.
1. to develop awareness of national inte- 5. to develop the skill of students to ex-
gration and patriotism. press their ideas in debates.
2. to develop positive attitude and 6. to enable students to be a good
confidence and to arouse noble speaker of a language.
sentiment through Urdu language. 7. to develop the skill of students to ex-
3. to nurture a sense of national identity. press spontaneons responses.
4. to respect India’s common and cultural 8. to develop the ability to make correct
heritage. use of idioms, phrases and proverbs.
5. to develop awareness of unity in diver- 9. to develop the ability to understand the
sity. work of other languages through
translation in Urdu.
6. to acquire scientific temper and
rational behaviour. Std. IX
7. to respect human rights and socio-cul- Prose : About 64 pages

tural values. (Excluding introductory note, exercises and
8. to develop sense of gender equality. glossary)
9. to develop the ability to understand the Poetry : About 250 lines

Urdu literature in a tension free Rapid Reading
environment. 24 pages covering literary pieces like
10. to have the knowledge of right to edu- short stories, etc.
cation, right to information Composition : Essay and composition.
11. to understand adverse effects of alco- Total = 10
hol.
1. Expansion of ideas
12. to acquire the ability to make use of
computer, internet, on line education 2. Story-writing on given headings or out-
etc. lines
Specific Objectives : ‘B’ 3. Essay writing

a) Biographical
Language Skills
b) Descriptive
1. to develop the skills of listening, read-
ing, writing and speaking. b) Imaginative
2. to enable student to develop the ability (Each of 200-250 words or about 20 to
to appreciate poetic beauty, 25 lines)
figures of speech etc. Communication: Letter writing,Personal
3. to develop the ability to differentiate be- Skills : letters to relatives and friends.
8
Report writing Comprehension Under- 2. Precis - writing
standing and explanation of poetical 3. Expansion of ideas
passages, prebis writing 80 to 100
words. 4. Autobiographies Communication
Grammar and portion studied in Std. Letter writing,Personal letters to friends
VIII and elders, applications for employer
for leave and absenbe etc (about 10
1. Revision of the exercises to be written during the
Figures of speech : course of the academic year) Report
2. Adjectives writing. Comprehension
3. Voices 1. Understanding and explanation of prose

passage of about 80 to 100 words.
4. Idioms and proverbs arising out of the
text. 2. Precis writing 80 to 100 words.
Figures of speech. Simile - metaphor, Revision of Grammar and P o r t i o n

tazaad etc. studied in std. IX
Oral Skills : 1. Figures of speech
Std. X 2. Simple, Compound and complex

sentences
Prose : About 64
3. Idioms and proverb arising out of the
pages (Excluding introductory note, text.
exercises etc.)
4. Talmeeh, Mubaligha-Tazad, Miratun
Poetry: About 250 lines. nazeer, Tajness-e Taam and Tajneese
Rapid Reading Naquis.
24 pages covering literary pieces like Oral Skills
one act play short stories, drama etc.
Composition
1. Reflective, Imaginative, humorous and
Descriptive essays
9
1.4 Gujarati
(First Language)
Introduction 9. Making curriculum less content loaded.

Curriculum renewal is the contineous 10. Relating education with activity.
process as the needs and the aspirations of 11. Introducing the upgraded National
the society keep on changing. Even in this syllabus keeping in mind the trend and
new millennium, some of the earlier and yet challenges of 21st century steps to
significant social concerns of our country overcome the problems faced by them
have remained unchanged. But at the same and for future development.
time, there have arisen certain new concerns
The three foundations of curriculum,
which need to be given prime importance.
Appropriateness, Equality and Excellence
Continuous contemplation, awareness have been taken into consideration. Moreover
and research are the prerequicities for the element of flexibility is inherent in it.
making our education lively and relevant. Only However, its success will be determined by
then shall we be able to maintain the quality the way in which educational Objectives are
of education and to prodube skilled and realized at various levels. i.e. from policy
efficient citizens. making to curricular framework, syllabus,
textbooks and teachers. And finally in the
The curriculum gives paramount importance
classroom, in this long chain the syllabus is
to the following points. an important link between the curricular
1. National identity for the fundamental frameworks the teaching materials and the
social ethical cultural and spiritual teachers.
heritage. At the Secondary level first language
2. Need for strengthening unity and teaching aims at improving the
protecting cultural heritage. communication skills, correctness in the
usage of grammar and appropriate style of
3. Integrating curriculum with locally
the learner, to use the language in real life
relevant knowledge with a view to situations-orally and in written form and
making them cohesive and coherent. developing reading comprehension at a
4. The new curriculum offers suggestions reasonable speed. At the end of the
to meet the challenges of globalization Secondary education, learner should be able
and the emergence of ICT (Information to use the first language orally and in written
and Communication Technology) form effectively and the second language in
5. Linking Education with Basic life skills. a generally acceptable manner.
6. Value Education. All human beings use language to
express their feelings, so it is a means of
7. Coherence of knowledge emotions and communication, beside this, language is also
creativity. a medium through which most of our
8. Yoga and aesthetic development. knowledge is acquired; language expresses
10
our ideas, views, and other imagination. With 6. To develop awareness of unity in
the language we celebrate our trend and diversity.
tradition. 7. Increase the ability to use Gujarati with
Development of language is ultimately proper use of grammar.
stimulated by our cultural heritage and the 8. Increase competency of listening,
needs of social development, but we would speaking, reading, writing and thinking
not overlook the reverse dependence either.
Human society can not do without language 9. Respect India’s historical, geographical
as the most important, most perfect and and cultural heritage.
universal means of communication, 10. Increase the knowledge, to motivate the
expression of thoughts and accumulation and students for extra reading.
means of expression. It is equally important 11. Know different types of literature and
to realize that languages are not discrete maintain their values.
objects our theme almost frozen in time and
space, both physical and mental 12. Participate in different cultural program
in mothertongue.
The syllabi in Gujarati have been set to
introduce the aims and to achieve the goal 13. Develop the art of appreciation.
set by M.S.B.S and H.S.E. It enhances the 14. Increase cultural, moral and spiritual
basic language abilities like learning, values through literature.
speaking, reading, writing and thinking. For 15. Improve their power of expression.
this purpose syllabus is prepared as per the
age class and standards. The basic aim is 16. Develop scientific approach, self
to introduce. ‘Linguistic Units’ and to develop reliance and respect for all religions.
linguistic skills of the students. 17. Develop originality, imagination power,
creativity and appreciation of beauty.
Last but not the least it is hoped that this will
cater to the needs of the present education 18. Motivate students to use library.
systems for which it is formulated. 19. Make students independent for future
Objectives vocational life.
To enable the students to 20. Prepare students to face and solve all
natural calamities.
1. Understand Gujarati literature and
increase competenby to analyse 21. Understand the beauty of script.
different aspects of literature. 22. Motivate the students to use reference
2. Develop competenby to pronounce books.
effectively and properly. 23. Encourage students for self-study.
3. Increase vocabulary of the students and 24. Encourage students to prepare different
to make use of the same. projects.
4. Increase competency to study other 25. Make learning process more interesting
subjects through mother tongue. and joyful.
5. Add to their vocabulary and modes of 26. Encourage students to use Gujarati
expression in their mother tongue. effectively and spontaneously.
11
27. Increase competency of writing and oral 5. Acquire skill of silent reading and
expressions. understanding.
28. Develop skill of information technology. 4. Writing
Spebific Objectives To enable the students to
1. Listening Skill 1. Use appropriate words and know the
To enable the students to beauty of script.
1. Develop ability to listen with 2. Use dictionary.

understanding to conversations, 3. Develop ability of comprehension and
lectures, discussions, talks and various writing skill.
programmes presented through mass
4. develop creativity.
media and also activate ability to share
Ideas. 5. Acquire knowledge of the basic
structure of the language idioms, figure
2. Develop ability to listen to others with
patience. of speech, phrases and proverbs.
3. Understand speaker’s satire and 5. Thinking

humor. To enable the students to
4. Develop concentration power. 1. Express their opinion about different
2. Narration Skill aspect of literature.
To enable the students to 2. Motivate students for comparative study.
1. Use correct words with proper 3. Express their ideas and views for or
pronounciation. against
2. Develop fluency in expressing their 4. motivate students to think

ideas. independently.
3. Be good speakers of the language. 6. Understanding
4. Develop their ability to express ideas To enable the students to
spontaneously. 1. Develop oral skills to enable them to
3. Reading answer questions and narrate incidents-
experiences in a discussion mode;
To enable the students to express ideas correctly and clearly with
1. Read about the short prose passage, confidence.
dialogues and poems with proper 2. Have a knowledge of dignity of labour.
pronounciation, and intonation.
3. Be aware about the problems like
2. Enrich vocabulary with the help of the
regionality, superstitions, population
knowledge of different types of
growth, pollution, terrorisim, corruption,
literature.
etc.
3. Develop interest in literature through
7. Conversation
reading.
To enable the students to
4. Make use of dictionaries and other
reference materials. 1. participate in debates, discussions,
12
elocution, drama, etc. Drama and laghu Katha (Short story)
2. develop oral skills to enable students 4. COMPOSITION
answer questions and narrate incidents.
Develop confidence in discussing and a) Essays: Descriptive, Reflective,
express ideas, feelings correctly and Imaginative, Autobiographibal
clearly. b) Precis
3. express their views on different subjects b) Comprehension
like social, political, scientific and
cultural issues, etc. 5. COMMUNICATION SKILL
4. introduce guest, express vote of thanks, a) Letter writing
etc.
b) Report writing
8. Grammar
b) Advertisement
d) Programme
1. understand and know the basic rules of
Grammar through wellknown Panini and e) Expansion of ideas
Hembhandracharya.
6. ORAL/CONVERSATION SKILL
2. acquire knowledge of the basic
a) Listening
structure of language, idioms and
principles of grammar. b) Narration
3. know Noun, Pronoun, Sandhi, b) Loud reading
Compound.
d) Conversation
Std IX
7. GRAMMAR
1. PROSE : About 64 pages.
a) Adjectives - formation
(Essay, part of an autobiographies,
novels, short stories, one act plays, part b) Sandhi (swar and vyanjan)
of biographies, travelogues, critiques,
b) Opposite words
humorous articles, satirical articles) (One
lesson for self-study) It should be small d) Meanings of words
in length.
e) Compounds
2. POETRY : About 200 lines.
Dwandwa - Dwigu - Madhyampadlopi-
Forms of Medieival literature- pada,
Bahuvrihi
akhyan, chappa, garbi, bodh kavya,
folk-song, sonnet, gazzal, song, f) Figures of speech Varnanupras,
apadyagadya, poem on nature, Muktak, Shabdanupras, Antyanupras
ancient and modern poetry (One poem
Arthalankar —— Upma
for self-study) It should be small in length.
3. RAPID READER : About 24 pages. Utpreksha Sajivaropan
13
Std. X d) Programme
1. PROSE e) Expansion of ideas
About 64 pages. (One lesson for self- 6. ORAL/CONVERSATION SKILL
study) a) Listening
[Essay, Extracts from autobiographies, b) Narration
from novel, short stories, one-act-plays,
biographies, travelogues, critiques, b) Loud reading
humorous articles, satirical articles] d) Conversation
2. POETRY 7. GRAMMAR
About 200 lines. (One poem for self- a) Adjectives- formation
study)
b) Sandhi (swar and vyanjan)
[Forms of medieval literature- pada,
b) Opposite words
akhyan, chhappa, garbi, bodh kavya,
folk-song, khand-kavya, sonnet, gazzal, d) Meanings of words
song, apadyagadya, (blank verse) on e) Compounds
nature] It should be small in length.
Dwandwa, Dwigu, Madhyampadlopi,
3. RAPID READER : About 24 pages. Bahuvrihi
4. COMPOSITION g) Figures of speech Varnanupras,
a) Essays: Descriptive, Reflective, Shabdanupras, Antyanupras
Imaginative, Autobiographical Arthalankar —— Upma
b) Precis Utpreksha
b) Comprehension Sajivaropan
5. COMMUNICATION SKILL
a) Letter writing
b) Report writing
b) Advertisement
14
1.5 Kannada
(First Language)
Introduction 7. Understand the importance of conver-

Kannada, Tamil, Telugu and Malayalam sation of resources, culture, heritage,
are the languages spoken in Karnataka, health and hygiene.
Tamilnadu, Andhra Pradesh and Kerala are 8. Uevelop ability to narrate experiences,
of Dravidian family. For the growth and de- participate in debates and discussions,
velopment of the country it is necessary that in proper language and in logical
the languages should be able to imbibe the sequence.
multifaceted requirements of a society. In the
syllabus of these languages, the Objectives Std. IX
cover many areas which have ethical values. 1. Prose : About 64 pages (Exclusive of
These include pesronality development, com- Introduction, notes, exercise etc.) One
munication skills, human rights, environmen- lesson for self study.
tal problems, conservation of resources, etc.
By introducing different languages in the 2. Poetry : About 200 lines (Medieval and
state, Maharashtra State Board of Second- modern)
ary and Higher Secondary Education has 3. Rapid Reading : About 24 pages.
facilitated the immigrants to adapt the new
curriculum with an ease. 4. Grammar : Revision of the grammar
items taught in the previous classes.
The syllabus for these languages are
prepared keeping in mind the syllabus for (i) Sandhi (i) Kannada Sandhi : Lopa,
Std. I to VIII and also the curriculum followed Agam, Adesh
by the concerned states. (ii) Sanskrit Sandhi: Savarnadeergha,
Objectives Guna.
To enable students to (2) Samasa : Tatpurusha, Dwigu, Dwandwa
1. Enrich their vocaculary. (3) Parts of Sentence: Karthru, Karma,
2. Enhance their abilities in basic skills Kriya.
like listening, speaking, reading, writ- (4) Alankar (i) Shabdalankar-
ing and communication. Vrutyanuprasa, Chekanuprasa, Yamaka
3. Develop life skills. (ii) Arthalankar- Upama
4. Develop the abilities to use the lan-
Utpreksha
guage more accurately, effectively and
meaningfully. Rupaka
5. Get awareness about environmental Drishtanth
studies. (5) Chhandassu : (a) Akshargana
6. Update General Knowledge.
(i) Utpalamale
15
(ii) Champakamale 2) Active and Passive voice and their
transformation.
(iii) Sragdhare
2) Tatsama, Tadbhave, Upasargayukta
(b) Mathragana
words.
Shatpadi, Shara, Kusum, Bhoga
3) 1) Samasas - Karmdadharaya, Amshi,
(b) Amsagana Bahuvrihi.
Sangathya, Tripadi 2) Idioms, Proverbs and their uses.
6. Composition 4) Prosody
1. Essays : About 250 words. 1) Kanda, Shatpadi (Bhamini, Parivardhini
(a) Biography & Vardhak only) and types Ragale.
(b) Autobiography 2) Akshara gana. (Mattebha, Shardul)
(b) Narrative 5) Figures of Speech :
(d) Descriptive Utpreksha, Swabhavokti, Apahnuti and
Arthanaranyas.
2. Precis Writing : Passage around 150
words. 5. Composition
3. Comprehension: Prose passage 1. Essays : About 250 words.
around 150 words or Poetry 20-25 (a) Biography
Lines with four questions
(b) Autobiography
7. Communication Skill : (written)
(b) Narrative
1. Letter writing: Formal and informal
(d) Descriptive
2. Preparation of invitation cards for dif-
ferent occasions 2. Precis writing : (Passage around 150
words)
3. Report writing (about function)
3. Comprehension : (Prose passage
8. Communication Skill (oral)
around 150 words or Poetry 20-25 lines
Std. X with four questions)
1. Prose : About 64 pages (Exclusive of 6. Communication Skill : (written)
Introduction, notes, exercise etc.). One
1. Letter writing : Formal and Informal.
lesson for self study.
2. Poetry : About 200 lines (Medieval and
ferent occasions
modern)
3. Report writing (about function/incidents,
3. Rapid Reading : About 24 pages.
etc.)
4. Grammar : Revision of the grammar
items covered in the previous classes. 7. Communication Skills (Oral)
1) Vakyavibhara
1) Kinds of sentences: - Simple, Com-
pound and Complex.
16
1.6 Tamil
(First Language)
Introduction 7. Understand the importance of

Kannada, Tamil, Telugu and Malayalam concervation of resources, culture, heri-
are the languages spoken in Karnataka, tage health and hygiene.
Tamilnadu, Andhra Pradesh and Kerala are 8. Develop ability to narrate experiences,
velopment of the country it is necessary that in proper language and in logical se-
the languages should be able to imbibe the quence.
multifaceted requirements of a society. In the Std. IX
syllabus of these languages, the Objectives
These include personality development, com- Introduction, notes, exercise etc.) One
tal problems, conservation of resources etc. 2. Poetry : About 200 lines (Medieval and
By introducing different languages in the modern)
state, Maharashtra State Board of Second-
facilitated the immigrants to adapt the new 4. Grammar : Revision of the grammar
curriculum with an ease. items taught in the previous classes.
The syllabus for these languages are (1) Punarbhi : Iyalbu punarbhi,
prepared keeping in mind the syllabus for vikarapunrbhi, thontral, thirithal,
Std. I to VIII and also the curriculum followed keduthal.
by the concerned states. (2) Sentences : Eluvaay, Payanilai,
Objectives Seyapaduporel
To enable students to – Kinds of Sentence - Simple, compound,
1. Enrich their vocaculary. complex and Transformation of sen-
tences.
2. Enhance their abilities in basic skills
(3) Classification of words-
like listening, speaking, reading, writ-
ing and communication. Peyar - Thinai, Pall, Enn. Idam
3. Develop life skills. Vinai - Tenses, Gender
4. Develop the abilities to use the lan- Idam - Its Function
guage more accurately, effectively, and Verbs - Finite, Infinite
meaningfully.
(4) Prosody : Eathukai, Monai
5. Get awareness about environmental
studies. (5) Figures of Speech : Thanmai navirbhi
6. Update General Knowledge. Uyaruv navirbhi
17
5. Composition (2) Sentences : Thanvinai, Piravinai,
1. Essays : About 250 words Seyvinai, Sayapatuvinai
(a) Biography (3) Idoms, Proverbs and their usage.
(b) Autobiography (4) Tenses and Gender
(b) Narrative (5) Figures of Speech - Vuvamai,

Vuruvakam.
(d) Descriptive
Note : (From among items Prosody)
2. Precis Writing : Passage around 150 The Figures of Speech only those oc-
words. curring in the Prescribed text book
3. Comprehension : Prose passage should be taught.
around 150 words or Poetry 20-25 lines 5. Composition
with four questions
1. Essay : About 250 words.
(a) Biography
1. Letter writing: Formal and informal
(b) Autobiography
ferent occasions (b) Narrative
3. Report writing (about funbtion) (d) Descriptive
7. Communication Skill (oral) 2. Precis Writing : (Passage around 150

words)
Std. X
3. Comprehension : (Prose passage
1. Prose : About 64 pages (Exclusive of around 150 words or Poetry 20-25 lines
Introduction, notes, exercise etc.). one with four questions)
modern) 1. Letter writing : Formal and Informal.
3. Rapid Reading : About 24 pages. 2. Preparation of invitation cards for dif-

ferent occasions
4. Grammar : Revision of the previous
classes portion. 3. Report writing (about function/incidents,
etc.)
(1) Agupeyar, and its kinds, Eight
Vetrumaikel. 7. Communication Skills (Oral)
18
1.7
1.
1.6 Telugu
(First Language)
Introduction 7. Understand the importance of conser-

Kannada, Tamil, Telugu and Malayalam vation of resources, culture, heritage
velopment of the country it is necessary that in proper language and in logical se-
the languages should be able to imbibe the quence.
multifaceted requirements of a society. In the
syllabus of these languages, the Objectives Std IX
These include pessonality development, com- Introduction, notes, exercise, etc.) One
tal problems, conservation of resources etc.
By introducing different languages in the
modern)
curriculum with an ease. items covered in the previous classes.
1. Sandhi
prepared keeping in mind the syllabus for
Std I to VIII and also the curriculum followed (i) Telugu sandhi : Dhrutha, Thrika,
by the concerned states. Yadagama
Objectives (ii) Sanskrit sandhi : Yanadesa,
Vruddhi
To enable students to
2. Samasamulu - Nangtatpurusha,
1. Enrich their vocaculary.
sambhavana Purvapada, Dwandwa
like listening, speaking, reading, writ- 3. Kartharthaka, Karmanyarthaka
ing and communication. vaakyamulu
3. Develop life skills. 4. Alankaramulu :
4. Develop the abilities to use the lan- (i) Shabada Chekanuprasa,

guage more accurately, effectively, and Mukta pada grastha.
meaningfully.
(ii) Artha Utpreksha, Swabhavokthi,
5. Get awareness about environmental Vyajasthuthi
studies.
5. Chandassu : Yathi maitri, prasa
6. Update General Knowledge. niyamamu.
19
i) Vruthamulu - shardhulamu, 2) Sandhi : Telugu : Aamreditha,
Mathabhamu Prathadula, Gasadadavadeesa.
ii) Jathulu - kandamu, Dwipada 3) Samasamulu : Rupaka, Bahrvrihi,
5. Composition Avayayeebhava
1. Essays : About 250 words. 4) Alankaramu : (a) Shabda -

latanuprasa, Anthyaprasa
(a) Biography
(b) Artha - Rupaka, Athishayokti,
(b) Autobiography Artantaranyas.
(b) Narrative 5) Chandassu : Matragana Chandasu
(d) Descriptive Upajaltulu : Aataveladi, Tetageeti,
2. Precis writing : Passage around 150 Seesamu.
words. 5. Composition
3. Comprehension : Prose passage 1. Essay : About 250 words
with four questions (a) Biography
6. Communication Skill : (written) (b) Autobiography
1. Letter writing : Formal and informal (b) Narrative
2. Preparation of invitation cards for dif- (d) Descriptive

ferent occasions 2. Precis writing : (Passage around 150
3. Report writing (about function) words)
7. Communication Skill (oral) 3. Comprehension : (Prose passage

Std. X with four questions)
1. Prose : About 64 pages (Exclusive of 6. Communication Skill : (written)
Introduction, notes, exercise etc. ) one
lesson for self study. 1. Letter writing : Formal and Informal
2. Poetry : About 200 lines (Medieval and 2. Preparation of invitation cards for dif-
modern) ferent occasions
3. Rapid Reading : About 24 pages 3. Report writing (about function/incidents,

etc.)
4. Grammar : Revision of the grammar
taught in the previous classes. 7. Communication Skills (Oral)
1) Basha Bhagamulu -
Nama vabhakamu, Sarvanamamu,
Kriya, Visheshanamu, Avyayamu.
20
1.8 Malayalam
(First Language)
Introduction 7. Understand the importance of conser-

Kannada, Tamil, Telugu and Malayalam vation of resources, culture, heritage
velopment of the country it is necessary that in proper language and in logical
the languages should be able to imbibe the sequenbe.
multifaceted requirements of a society. In the Std IX
syllabus of these languages, the Objectives
These include personality development, com- Introduction, notes, exercise, etc.). One
tal problems, conservation of resourbes etc. 2. Poetry : About 200 lines (Medieval and
By introdubing different languages in the modern)
3. Rapid Reading : About 24 pages
ary and Higher Secondary Education has
curriculum with an ease. items taught in the previous classes.
The syllabus for these languages are 1. Sandhi (i) Agama, (ii) Adesa, (iii) Lopa,
prepared keeping in mind the syllabus for (iv) Dwithwa
Std. I to VIII and also the curriculum fol- 2. Samasam (i) Dwandwa, (ii) Bahuvreehi
lowed by the concerned states.
3. Karthari prayogam
Objectives
4. Alankaram :
(a) Shabdalankaram :
1. Enrich their vocaculary.
(i)Adiprasam
like listening, speaking, reading, writ- (ii) Dwiheeyaksharaprasam
ing and communication. (b) Arthalankaram :
3. Develop life skills. (i) Athishayokthi (ii) Upama
4. Develop the abilities to use the lan- 5. Vruththam : Keka, kakali,
guage more accurately, effectively, and
5. Composition
meaningfully.
1. Essay : About 250 words
5 Get awareness about environmental
studies. (a) Biography
6. Update General Knowledge. (b) Autobiography
21
(b) Narrative 3. Alankaram : 1. Shabdalankaram
(d) Descriptive (a) Athiprasam
2. Precise writing : Passage around 150 (b) Dwitheeyakshara Prasam
words. (b) Anthyaprasam
3. Comprehension : Prose passage 2. Arthalaakaram
with four questions (a) Athishayokthi
6. Communication Skill : (written) (b) Samyokthi.
1. Letter writing : Formal and informal 4. Vruththam : Keka, kakali and Manjari
2. Preparation of invitation cards for dif- 5. Composition
ferent occasions 1. Essay : About 250 words.
3. Report writing (about function) (a) Biography
7. Communication Skill (oral) (b) Autobiography
Std. X (b) Narrative
1. Prose : About 64 pages (Exclusive of (d) Descriptive
Introduction, notes, exercise etc.). one
2. Precise writing : (Passage around
150 words)
modern) 3. Comprehension : (Prose passage
3. Rapid Reading : About 24 pages with four questions)
4. Grammar : Revision of the grammar 6. Communication Skill : (written)
covered in the previous classes.
1. Letter writing: Formal and Informal.
1. Sandhi (i) Agama Sandhi
(ii) Lopa Sandhi ferent occasions
(iii) Dwithva Sandhi 3. Report writing (about function/incidents,
(vi) Aadesha Sandhi. etc. )
2. Samasam (i) Tatpurusha Samasam 7. Communication Skills (Oral)
(ii) Avyaeebhava Samasam
(iii) Karmadharanya Samasam
22
1.9 Sindhi
(First Language)
Introduction Objectives
Sindhi is rich in its literature. It is the To enable the student
descedent of Indo Aryan family of 1. to be able to utter the language
languages. In its own state the language
correctly e.g. pronunciation,
is taught and learnt. However, it always
conversation and various basic
happens that people from other states
concepts of grammar.
come to Maharashtra for their own reason,
like industrial development, transfer in 2. to create interest among students to
services, in search of job etc. In such various radio programmes and watch
situations they have to learn the state different T.V. programmes, etc.
language in order to mix with the people. 3. to celebrate particular days, relevant
At the same time they are eager to keep to Specific language i.e. Sindhi,
alive their own mother tongue/language in Punjabi, Bengali every year, with
order to mix with people. Maharashtra elocution, poetry recitation, story
State Board of Education is very telling, essay writing and group
enthusiastic to offer this facility to learn discussion etc.
mother-tongue, for students of Bengali,
Punjabi and Sindhi. 4. to develop among the student, the
feeling of love and respect for the
Lakhs of Bengalies, Punjabies and nation, unity and national harmony,
Sindhies in Maharashtra are scattered,
scientific vision, work culture, equality,
throughout the state, and Maharashtra
enterprise education and basic values
State Board is kind and eager to keep
of life etc.
these minor languages (in Maharashtra)
alive. Any migrated service mean, wishing Std IX / X
to keep a child in touch with mother-tongue 1. Prose : A Textbook about 64 pages
should be able to do so. As a first
2. Poetry : about 200 lines (classical
language, the study is comparatively deep
and present age poetry)
as in the case of Bengali and Sindhi and
thus, minor language speakers are also 3. Rapid Reading : About 24 pages
able to express themselves in their mother- 4. Composition
tongues. And it has been possible due to
the eagerness and enthusiasm of a. Essay of about 300 words
Maharashtra State Board of Education. b. Precis writing
An effort is made to develop the syllabus
C. Comprehension
keeping this as in background.
23
5. Communication Skill h. Figures of speech
Written i. Punctuation
a. Letter Writing Std. X
b. Report Writing Grammar
6. Oral/Conversation Skill (a) Compound Verbs
Std. IX (b) Synonyms/Antonyms
1. (Grammar) (c) Upasarga
a. Tenses Simple & Compound (d) Idioms, Provers, Phrases as
b. Indeclinacles arising out of texts
b. Change of gender (e) Figures of speech
d. Word derivation
e. Analysis of Sentences
f. Transformation of sentences
g. Idioms, Proverbs, Phrases as
arising out of text
24
1.10 Bengali
(First Language)
Introduction 2. to encourage the students to read

regularly the daily newspapers,
Bengali is rich in its literature. It is the
periodicals and journals etc.
decedent of Indo Aryan family of languages.
In its own state the language is taught and 3. to create interest among students to
learnt. However, it always happens that various radio programmes and watch
people from other states come to different T.V.programmes etc.
Maharashtra for their own reason, like 4. to celebrate particular days, relevant to
industrial development, transfer in services, Specific language i.e. Sindhi, Punjabi,
in search of job etc. In such situations they Bengali every year, with elocution.
have to learn the state language in order to Poetry recitation, story telling essay
mix with the people. At the same time they writing and Group discussion etc.
are eager to keep alive their own mother 5. to develop among the students, the
tongue/language in order to mix with people. feeling of love and respect for love of
Maharashtra State Board of Edubations is nation, unity and national harmony,
very enthusiastic to offer this facility to learn scientific vision, work culture, equality,
mother-tongue, for students of Bengali, enterprose education, the basic values
Punjabi and Bengali. of life etc.
Lakhs of Bengalies, Punjabies and a. Prose - A text book about 60 pages.
Sindhies in Maharashtra are scattered,
b. Poetry-about 200 lines (Classical
throughout the state, and Maharashtra State and present age poetry)
Board is kind and eager to keep these minor
languages (in Maharashtra) alive. Any C. Rapid reading – about 20 pages
migrated servicemen, wishing to keep a child Composition
in touch with mother-tongue should be able
a. Essay of about 260 words
to do so. As a first language, the study is
comparatively deep as in the base of Bengali b. Precis writing
and Sindhi and thus, minor language C. Comprehension
speakers are also able to express
Communication Skill (written)
themselves in their mother-tongues. And it
has been possible due to the eagerness and a. letter writing
enthusiasm of Maharashtra State Board of b. Report writing
Education. An effort is made to develop the
Oral/Conversational Skill
syllabus keeping this as in background.
Std. IX
Objective
Text Book – Path Sankalan, New Edition,
1. Students should be able to utter the January - 2005
language correctly e.g. pronunciation,
conversation and various basic Published by – the west Bengal Board
concepts of grammar. of Secondary Education
25
1. Prose – 80 pages 7. Compositoin should be of about 260
words
1. Sabhya ‘O’ Ashabhya
8. Unseen passage/précis writing/
2. Sagar – Samgame-Navakumar
summary
3. Ghar ‘O’ Bahir 9. Bhab samprasaran
4. Balai 10. Rebommended Books on Bengali
5. Chhinna Patra grammar -
6. Padma – Nadir – Majhi a. Adhunik bangla Vyakaran by
Jagadish Chandra ghosh
2. Poetry
b. Bhasha prakash bangla Vyakaran by
1. Paper Bhagi Dr. Suniti K.Chattarjee
2. Annapurna ‘O’ Ishari Patani C. Bangla Vyakaran by Sukumar Sen
3. Cheler Dal d. Madhyamik Bangla Vyakaran by Dr.
4. Pather Disha Rabin Gupta
5. Kabar e. Best collection on Bengali Grammar
by Mr. M. S. Mallick Sir
6. Kashte
(Rajiv Gandhi Jr.College, Bengali
3. Rapid Reading Camp, Chandrapur)
1. Bhagirathir-Utsa-Sandhane Note : Above all grammar and text book
2. Mahesh are available at-
4. Grammar 1. M/s ‘Debashree Book Depot’ Bengali
Camp, c/o Mr. M.S.Mallibk Sir (Rajiv
1. Bipari tarthak shabda Gandhi Jr.College, Bengali Camp,
2. Pad parivartan Chandrapur – 442401 Ph. 07172 –
261925 Cell Phone – 9422837698 /
3. Sandhi Bibhhed 9021581944
4. A Lankarer Udaharan Any Book Depot, College Street,
5. Ek Kathay Prakash Kolkata, West Bengal, India (2005 to
2014 next 10 years)
6. Bakyarabhona
Std. X
7. Samas
Composition
5. Composition
a. Essay of about 260 words
1. Descriptive and narrative essays
b. Precis writing
2. Comprehension (Unseen Passage)
b. Comprehension
3. Bhab Samprasaran
Communication Skill : (written)
6. Letter Writing
a. letter writing
1. Business
b. Report writing
2. Personal
3. Official
26
Std. X 2. Comprehension (Unseen Passage)
Text Book – Path Sankalan, New Edition, 3. Bhab Samprasaran

January – 2005 6. Letter Writing
Published by – The west Bengal Board 1. Business
of Secondary Education
2. Personal
1. Prose - 80 pages
3. Official
1. Vidya Sagar
7. Composition should be of about 260
2. Palli Samaj words
3. Palli Sahitya 8. Unseen passage / precis / summary
4. Agnidever Sajjya 9. Translation English to Bengali
5. Paribesh Dushan Recommended Books on Bengali
6. Harun Salemer Mashi Grammar -
2. Poetry 1. Adhunik bangla Vyakaran by

Jagadish Chandra ghosh.
1. Dui Bigha Jami
2. Bhasha prakash bangla Vyakaran
2. Chhatra-Dhara by Dr. Suniti K. Chattarjee.
3. Banglar Mukh Ami Dekhebhi 3. Bangla Vyakaran - by Sukumar
4. Kandari Hushiyar Sen.
5. Ulanga Raja 4. Madhyamik Bangla Vyakaran by Dr.
Rabin Gupta
6. Janam Dukhinir ghar
5. Best collection on Bangla Vyakaran
3. Rapid Reading (about twenty
and Composition - by Mr. M. S.
pages)
Mallick Sir, (BOS) (Rajiv Gandhi Jr.
1. Nona jal College, Bengali Camp,
2. Chheda Tar Chandrapur)
4. Grammar Note – Above all grammar and text book

are available at-
1. Bipari tarthak shabda
1. M/s ‘Debashree Book Depot’ Bengali
2. Pad parivartan Camp
3. Sandhi Bibhhed C/o Mr. M. S. Mallick Sir (Rajiv Gandhi
4. Alankarer Udaharan Jr. College, Bengali Camp,
Chandrapur – 442401
5. Bakya Sankobhan
Ph. 07172 – 261925
6. Samas Cell Phone – 9422837698 /
7. Bakya Rabhona 9021581944
5. Composition (about 260 words) 2. Any Book Depot, College Street,

Kolkata, West Bengal, India
1. Descriptive and narrative essays
27
1.11 Punjabi
(First Language)
Introduction parents and other.

Punjabi is the outstanding language of Objectives
Punjab, which finds its place in the schedule A. General Objectives
of regional Languages of our constitution by
enacting language Act 1967. Punjabi To enable the students to
Language had been given the status of State 1. Acquire the ability to speak the
Official Language of Punjab. It is the language properly through correct
descendant of Indo-Aryan family of pronunciation, intonation etc.
languages. Punjabi people have spread all
2. Develop the ability to comprehenced
over the world. Therefore, like English,
the language effectively.
Punjabi has moved around the world and
developed local forms by integrating local 3. Encourage to read newspapers,
vocabulary. periodicals and journals in the language
in order to develop reporting skill and
In their own state this language taught
other skills.
and learnt. However, it always happens that
people from other states migrate for various 4. Develop interest in the language.
reasons like industrial development, transfer 5. Develop interest in the language and
in servibe, search of job etc. In such situations, in-culture self-study habits.
they have to learn the state language in order
to communicate with the people. At the same 6. Create interest among students to read
time they are keen on keeping in touch with regularly the daily newspapers,
their mother tongue and the parents want their periodicals etc.
children to learn the same. 7. Be able to use various semantic
The Maharashtra State Board of variations in the use of various words,
Secondary and Higher Secondary Education phrases and idioms in varying
have provided the necessary facilities to learn circumstances.
such languages. 8. Develop the skill of translating in
The syllabus of Punjabi First, Second Punjabi from other languages without
and Composite courses are presented in disturbing the original theme or ruining
continuation of the syllabus of Secondary level the literary flavour.
in order to scope with the higher studies of B. Specific Objectives
these languages.
1. Listening Skill
The curriculum for the subject of Punjabi
Std. IX and Std. X has been prepared
bearing in mind the curriculum of Punjabi for a) enjoy and appreciate the rhythmic
the Classes I to X in Maharashtra, current beauty of poems read out by the
thinking in curriculum implementation and the teacher in the class.
views/opinions expressed by teachers, b) apply listening skill to other activities
28
like discussion, debates, reading materials will offer necessary guidance in this
and writing. regard.
2. Speaking Skill 6. Grammar
To enable the students to Grammar has an important role to play
a) Enjoy reciting poems with proper in teaching and learning of Punjabi. However,
accent, rhythm band intonation. our focus should not be much on the rules of
grammar but on the use of grammar. The
b) Speak in syntactically acceptable knowledge of grammar should lead to an
forms/patterns. effective application of the skills of listening,
c) Make oral presentation on a given speaking, reading and writing. Therefore, the
topic for a reasonable span of time focus has to be on the functional aspects of
in an ordered manner. grammar and not on the formal ones.
3. Reading Skill Std. IX
To enable the students to Text Book No. 1. Sahit Mala (New
Edition-2004)
a) Improve the speed of reading.
Text Book No. 2. Vangi
b) Read in order to find the intention
and attitude of the writer. Published by :- Punjab Sbhool
Education Board,
c) Read a loud and appreciate the Sahibzada Ajit Singh
rhythm of poem. Nagar, Mohali, Punjab.
d) Understand and appreciate Portion to be Studied
features of Literaby Style.
a) Prose : about 80 pages
4. Writing Skill
Literary and non literary (informative)
To enable the students to: texts/passages (exbluding notes, tasks,
a) Acquire the mechanics’ of writing illustrations, etc)
including handwriting, the use of 1. Poetry : About 200-250 lines.
Punctuation marks, capital letters
2. For non-detailed study : A selection of
and correct spellings.
literary and non-literary texts (longer
b) Write correctly and neatly using prose) about 40 pages.
appropriate vocabulary and 3. Grammar :
grammar.
1 Tense
C) Make notes based on the given text
leading to summarizing. 2 .Number, gender, opposite words
5. Vocabulary 3. Verb and adverb
Development of vocabulary has its 4. Noun, Adjective

importance in language learning. Learners 5. Formation of sentences
need to be helped in the consolidation and 6. Conjunction
the extension of their vocabulary. Learners
need to be learning how to use words in an 7. Punctuation
effective way. The course books and other 8. Idioms, proverbs and phrases
29
9. Active, passive 5. Baki-Sab-Sukh-Sand-Hai
10. Suffix, Preffix Poets and Poetry to be Studied
4. Compositions : About 250-300 I. Guru Nank DevjiA) Harni-Hovan-Van-
words Vasan
1. Descriptive and narrative essay B) Gagan-Mae-Thal
2. Biographies II. Guru Arjun devji A) Tu Hai Mera Pita
3. Expansion of ideas Tu Hai Mera Mata
4. Comprehensions B) Tum Data Thakur Prit
5. Letter Writing palak
1. Business Letters III. Bhai Gurdas Ji A) Sat Gur Nanak

Pargatya
2. Social Letters
B) Dhru Hasda Ghar
3. Official Letters Aaya
6. Unseen Passage / Summary / Precis C) Aap Bhala Sab Jag
writing / Dialogue. Bhala
7. Translation English into Punjabi. IV. Sheikh Farid A) Samey-di-Sumbhal
Std. X B) Shalok
(A) Text Book No. 1. Sahit Mala (Prose) V. Buley Shah A) Meri Bukal De Vibh
Published by : Punjab School Chor
Education Board, Sahibzada Ajit Singh VI. Waris Shah A) Kise Da Arambh
Nagar, Mohali, Punjab.
B) Hir Da Sidak
Portion to be studied
VII. Kadar Jar A) Kissa Puran Bhagat
1. Hasana-te-Kookna
VIII. Guru Gibind Singh Ji
2. Baba Ram Singh Kuka
A) Chandi-di-Var
3. Bece
IX. Shah Mohammad
4. Maha Kavi Kalidas
A) Jangnama Singha Te
5. Mere-Vade-Vadare Farangian
(B) Text Book No. 2. VANGI (Poetry) X. Bhai Vir Singh A) Kutub-di-Lath
Published by:- Punjab School XI. Prof. Puran Singh A) Hal Bahun Wale
Education Board.
XII. SS Charan Singh Shahid
A) Des-Pyar
1. Rub Te Ruttan
XIII. Prof. Mohan Singh
2. Dheeru
A) Ek-Piala-Pani
3. Ik Paer Ghat Turna
XIV. Bawa Balwant
4. Nikki Booti da Suit
30
A) Aaj Bari Ronak See School for free concession.
XV. Pritam Singh Safir 2. An application for a leave to attend
A) Do Pipal De Patte marriage party.
XVI. Amrita Pritam 3 Letter to uncle inviting him to your

birthday party.
A) Asan Jawana
4. Letter to your friend, sympathizing with
(C) Text Bkko No. 3. Poh-Phutan him on the death of his/her mother.
Ton Pehlan (One Act Play)
5. A complaint to the police inspector
Published by:- Punjab School about the theft of your cycle.
Education Board
(H) Dialogue
1. Between two friends.
1. Mahatma
2. Between the Principal and a teacher.
2. Be-Basi
3. Between a Bank manager and a
(D) Rapid Reading:- about 20 pages customer.
(E) Compositions:- (Each of 250 to 300 4. Between a master and a servant.
words)
5. Between a Bus-conductor and a
1. My favourite poet - Guru Gobind Singh passenger.
Ji.
(I) Grammar- Revision of the portion
2. Cinema its merits and demerits. studied in the Std. IX
3. An accident 1. Tense
4. Patriotism 2. Number, gender, opposite words
5. A visit to a hill-station 3. Verbs and adverbs
6. Shaheed Bhagat Singh. 4. Noun and Adjective
7. An autobiography of an old umbrella. 5. Formation of sentences
8. My favourite game. 6. Conjunction
9. Diwali. 7. Punctuation
(F) Story-writing on given outlines 8. Idioms, proverbs and phrases
1. The sea and the dove. 9. Active- passive
2. A foolish donkey. 10. Suffix, Prefix
3. The graphs are sour.
4. The cap seller and the monkeys.
5. The fox and the brow.
(G) Letters
1. An application to the Principal of the
31
1.12 English
(First Language)
Introduction To enable the student to
This curriculum framework for the 1. develop his/her language skills to a fair
subject of English (First Language) at Std. degree of proficiency.
IX and X has been prepared bearing in mind 2. acquire communication skills in English
the National Curriculum Framework and the useful for higher education and also for
State Curriculum Framework, the curriculums real life situations, such as social
of the CBSE, the ISCE and different State interaction, vocations and
Boards and opinions expressed by teachers entrepreneurship development.
on the existing curriculum framework. 3. enrich his / her vocabulary.
In view of the developments in the field 4. use English in appropriate grammatical
of Information and Communication forms.
Technology, the Board recommends 5. use dictionaries, encyblopedia and
increasing use of technology for effective such other reference materials.
implementation of the curriculum of English.
6. develop the ability to use English for
The new curriculum underscores the need of
the development of personality and for
making education learner centered and of the building of character.
adopting the constructivist model of
7. cultivate a broad human and cultural
education. The learner, therefore, is expected
outlook.
to discover and construct his/her learning.
8. develop interest in and appreciation of
General Objectives Literature.
The course of English (First Language) 9. to facilitate self learning to enable them
at Std. IX and X has been prepared to become independent learners.
considering the fact that the students have
Specific Objectives
studied English from Class I to Class VIII.
Listening Skill
Further, they have also studied other school
subjects through the medium of English. The To enable the student to
dual exposure to English language that the 1. enjoy and appreciate the rhythmic
students have received has been taken into beauty of various types of poems read
consideration while designing this course. out by the teacher in the class.
32
2. guess meanings of new words and 12. listen with comprehension to talks,
phrases used in different contexts. conversations and interviews.
3. get a global understanding of a variety 13. listen with comprehension to news,

of passages of a reasonable length commentaries, speeches and such
read out/recorded. other programmes on Radio/T.V./Tapes/
CDs and multimedia.
4. follow and appreciate narrative,
descriptive and such other prose texts 14. understand nuanbes bonveyed through
read aloud so as to answer the stress and intonation.
questions set on them. 15. exploit listening for other activities like
5. listen to speeches or passages for the debating, discussing, reading, writing,
purpose of taking notes and giving a role-playing, problem solving and

decision making.
gist or a short summary.
16. listen between the words. (to know what
6. understand read out or recorded
is really meant by speakers who do not
stories, narrations, descriptions, pieces
always spell out what they mean)
of information of a reasonable length
so as to ask pertinent questions on Speaking Skill
them. To enable the student to
7. identify relevant/irrelevant points; facts 1. enjoy reciting poems with proper
and opinions in the speeches or the accent, rhythm and intonation.
passages read out. 2. speak with acceptable pronunbiation
8. infer a speaker’s attitude/intention/ and appropriate stress and intonation.
mood from his/her choice of words and 3. use a variety of words and phrases in
grasp the message given. different contexts appropriately.
9. predict what is coming next in a speech, 4. give a gist of a passage of a
story, conversation; etc. using the clues reasonable length read out in the class.
from what he/she has heard.
5. answer orally questions based on
10. enjoy and appreciate various literary Specific information or details in a
forms to get sensitized to literary passage read out in the class or read
language and experiences. by the student himself/herself.
11. identify the genre and register of a text 6. express ideas and feelings correctly,
after listening to it. clearly and coherently.
33
7. ask pertinent questions on stories, 2. read silently with a fair speed of
narrations, descriptions, pieces of comprehension depending on the kind
information of a reasonable length. of text.
8. differentiate between relevant and 3. read for pleasure short stories, extracts
irrelevant points. from biography, travelogue, plays, etc.
9. present short oral reports on news, 4. read for information newspapers,
commentaries, speeches and such advertisements, notices, leaflets, etc.
other programmes on Radio, T.V.,
5. understand the overall message,
Tapes, C.D.s, etc.
coherence, implied meanings and
10. present orally in brief his/her development of thoughts using different
interpretation of a speaker’s or writer’s techniques of reading such as
mood, attitude and intention.
skimming, scanning and close reading.
11. participate in discussions, debates,
6. read intensively so as to develop good
interviews, conversations.
study habits.
12. narrate stories, anecdotes, jokes,
7. read extensively for pleasure and
incidents, experiences.
information and to get abquainted with
13. comment on writer’s idea and point of the works of great writers and poets.
view.
8. identify and understand figures of
14. give an extempore speech (unprepared speech and other literary devices used
oral presentation) on a familiar topic in in prose and poetry.
precise words.
9. use clues from discourse markers (such
15. use a range of conversational styles as however, moreover, on the other
from formal to informal. hand, etc. - in order to predict what
16. use the language for the development could follow)
of personality, building of charabter and
10. anticipate and predict events,
participation in social life.
consequences, etc. while reading.
Reading Skill
11. identify logical relationship in a given
To enable the student to text.
1. read aloud a poem to enjoy and 12. differentiate between relevant and
appreciate rhythm and other features. irrelevant information, fact and opinion.
34
13. transfer information from verbal to given opening statements.
diagrammatic form and vice-versa. 8. write expository/argumentative essays
14. develop reference skills (i.e. using a of 200-250 words.
dictionary, encyblopedia, etc.) for 9. develop a dialogue on different
detailed as well as additional situations such as at the Principal’s
understanding. office, Enquiry counter at the Railway
15. understand and appreciate features of station/S.T. stand, etc.
literary style. 10. write reports on conversation,
16. enjoy and appreciate the language and interviews, and radio talks.
its literature to develop sensitivity. 11. make notes on seen texts leading to
Writing Skill summarizing.
To enable the student to 12. write minutes, notices, curriculum vitae.
1. write correctly, neatly and legibly with 13. transfer information from verbal to
reasonable speed. diagrammatical form and viceversa.
2. master the mechanics of writing 14. write articles for school magazines,
including planning, organizing, journals, etc.
composing and revising. Vocabulary
3. write answers to questions based on 1. Consolidation and extension of
prescribed or unseen text in prose and vocaculary learnt in the previous classes
poetry and to explain figures of speech (upto Std. VIII/IX)
and other literary devices.
2. Acquisition of vocabulary arising out of
4. convey information through writings such the prescribed texts.
as instructions, posters, leaflets,
Grammar
messages and advertisements.
The grammar items listed below have to be
5. write formal and informal letters.
taught and learned only with reference to
6. desbribe/narrate events, objects and appropriate contexts. Grammar should not be
processes coherently. taught in isolation. It is not an end in itself but
7. complete a story beginning with the a means of learning to use a language.
35
Std. IX
a) A Coursebook in English (Kumarbharati)

Detailed Study
1) a) Prose : About 64 pages of literary and non-literary
(informative) text
(excluding notes, illustrations, tasks, etc.)
b) Poetry : About 250 lines.
Non-detailed study : A selection of literary texts (short stories, one
b) Grammar
Sr. No. Items Specification

1 Revision of
grammatical —————————
items studied up to
Std VIII.
2 different kinds of Assertive/Exclamatory/Imperative/Negative/Interrogativ
sentences
3 The Tenses a) i) Simple present ii) Present Continuous,
iii) Simple past iv) Past Continuous
b) Sequence of tenses
4 Articles a, an. the
5 prepositions different uses
6 Tenses of Uses of ‘see’, ‘hear’, ‘smell’, ‘feel’, ‘taste’
pereception
7 Concord Subject +Verb agreement
8 Word Nouns/Adjectives/Verbs/Adverbs
Formation
9 Voice Statements, questions, negatives, indirect object
10 Question a) Yes/No question
formation b) ‘Wh’+ question
11 Reported Statements, questions, commands, requests,
Speech
12 Punctuation Usage
13 Non-finites Infinitives, Gerunds, Participles
14 Modal Uses of ‘will’, ‘shall’
Auxiliaries
15 Collocation The co-occurrence of lexical items
36
Std. X
a) A Coursebook in English (Kumarbharati)

Detailed Study
1) a) Prose : About 64 pages of literary and non-literary
(informative) text
b) Poetry : About 250 lines.
Non-detailed study : A selection of literary texts (short stories, one act play)
b) Grammar :
1 Revision of
grammatical —————————
items studied up to
Std VIII.
2 different kinds of Simple, Compound, Complex
sentences
3 different kinds of Principal, Co-ordinate, Sub-ordinate
4 The Tenses a) Continuous
i) Present Perfect ii) Present Perfect
iii) Past Perfect
iv) Future with will/shall and ‘going to’
b) Continuous
Sequence of Tenses.
4 Articles a, an, the (advanced level)
5 prepositions different uses
8 Word Nouns/Adjectives/Verbs/Adverbs
Formation
9 Voice Statements, questions, negatives, indirect object
10 Question Tag questions
formation
11 Reported Statements, questions, commands, requests,
Speech exclamation
12 Punctuation Usage
13 Non-finites Infinitives, Gerunds, Participles
14 Modal Uses of ‘can’, ‘may’, ‘might’, etc
Auxiliaries
15 Conditionals Unreal conditions in the present/past Possible
conditions in the future
37
Weightage to be given at Std. IX and X
The following weightage is to be given to the various aspects of the syllabus.
1 Reading Skill (Textual and non-textual) 40%
2 Grammar 15%
3 Writing skill 25%
4 Oral test 20%
38
Second Language
2.1 qhXr
(X²{dVr` ^mfm)
_hmamîQ´ emgZ X²dmam ñdrH¥ V ZdrZ nmRçH« _ VWm {dYmE± :

CZHo CX² Xoí`m| H mo _wÔo ZOa aIVo hþE amîQ´ r` EH Vm H s H hmZr 4 (ZmarH| {ÐV - 1)
^mdZm H mo Ñ‹T H aZo hoVw Zm¡dt VWm Xgdt qhXr-X²{dVr` ^mfm
H m nmRçH« _ V¡`ma {H `m J`m h¡ & Bg_| AqhXr ^mfr NmÌm| {Z~§Y bJ^J 4
H s Am`w, é{M VWm AmH bZe{ŠV H m {dMma {H `m J`m h¡& EH m§H s 1
Bg ñVa Ho NmÌm| H mo qhXr ^mfm VWm qhXr gm{hË` go {dkmZ/n`m©daU 1
n[a{MV H amZo H s Ñ{îQ go nmRçH« _ _| à`moJerbVm H m
`mÌmdU©Z 1
g_mdoe {H `m J`m h¡ &
hmñ`ì`§½` 1
CX²Xoí`
1) NmÌm| _| AnZr _mV¥^mfm Ho gmW-gmW qhXr Ho à{V 12
é{M {Z_m©U H aZm &
2. nX² ` - 100 nÚ n§{ŠV`m± (bJ^J),
2) qhXr Ho _mZH CÀMmaU, boIZ VWm g§dmX H m¡eb _|
d¥X{² Y H aZm & ^mfm Ho ì`mH aU Ed§ g§aMZm H m n[aM` àmMrZ _Ü`H mbrZ, N m`mdmXr, ZB©
XoZm & H {dVm, g_H mbrZ
3) NmÌm| _| nmR²`nwñVHo Va gm{hË` Ho à{V é{M OJmZm& AmYw{ZH
4) g_mMma nÌ, nÌ-n{ÌH mE±, XÿaXe©Z Am{X _| à`wŠV (BZ_o§ àH¥ {VnaH : 2 H {dVmE± Ano{jV)
qhXr à`moJm| H m n[aM` XoZm & 3. ñWybdmMZ : {d{dYm 20 n¥îR (bJ^J)
5) AZw{XV gm{hË` Ed§ AqhXr ^m{fH boIH m| H s qhXr 4. ì`mH aU
H¥ {V`m| H mo g_m{dîQ H aHo amîQ´ r` EH Vm H m ~moY
OJmZm & _w±hmda|, Aì``, H mbn[adV©Z, dmŠ` ew{ÕH aU
6) gm[hË` H m agmñdmXZ H aZo H s úm_Vm H m {dH mg 5. aMZm{d^mJ
H aZm & NmÌm| _| H bm~moY OJmZm & {Z~§Y - {dMmamË_H , dU© Z mË_H ,
7) gm{hË` Ho _mÜ`_ go emídV _yë`m| Ho kmZ Ho g§ñH ma AmË_H WmË_H &
H aZm & H hmZr - ê naoIm Ho AmYma na; AmH bZ
8) gaH mar ñVa na à`wŠV qhXr go n[a{MV H amZm& Ed§ gma boIZ AWdm nyNo JE
H jm 9 dt àíZm| Ho CËVa {bIZm &
1. JX² ` : gyú_ AÜ``Z : 50 n¥îR (bJ^J) à`moOZ_ybH qhXr - nÌbo I Z- H m`m© b `rZ Ed§
ì`mdgm{`H , nm[a^m{fH
àñVmdZm, {QßnUr Am{X H mo NmoSH a.....
eãXmdbr, d¥ËVmÝVboIZ &
gyú_ AÜ``Z 12 JX²` nmR
39
H jm 10 dt 3. ñWybdmMZ ({d{dYm)
1. JX²` : 12 nmR : 50 n¥îR (bJ^J) (bJ^J drg n¥ð) 5 go 6 nmR
H hmZr 4 4. ì`mH aU - nyd©kmZ H s Amd¥{ËV
{Z~§Y 4 _w±hmda| - AW© {bIH a dmŠ`à`moJ, Aì``
EH m§H s 1 nhMmZZm VWm dmŠ`à`mo J , H mbn[adV© Z ,
AewXY² dmŠ`m| H m ew{ÕH aU
{dkmZ/n`m©daU 1
5. aMZm{d^mJ
`mÌmdU©Z 1
{Z~§ Y - {dMmamË_H , dU© Z mË_H ,
hmñ`ì`§½` 1 AmË_H WmË_H & H hmZr boIZ - ê naoIm Ho
AmYma na, AmH bZ &
12
à`moOZ_ybH qhXr -
2. nX² ` - 100 nX² ` n§{ŠV`m±
nÌbo I Z- H m`m© b `rZ Ed§ ì`mdgm{`H ,
_Ü``wJrZ : H {dVmE±, X²{ddoXr`wJrZ, Nm`mdmXr, {dkmnZ nm[a^m{fH eãXmdbr &
ZB© H {dVm, g_H mbrZ (àH¥ {VnaH :
2 H {dVmE± hmo)
40
2.2
qhXr
(g§`wŠV)
gm_m{OH g§àofU H m _hËdnyU© gmYZ h¡ - ^mfm! 2. nX² ` - 25-30 n§{ŠV`m± (bJ^J)

^maV O¡go ^mfm~hþb Xoe _| ^md VWm {dMmam| Ho AmXmZ- Hw c H {dVmE± 6
àXmZ Ho {bE qhXr ^mfm H m _hËd gd©{d{XV h¡ & AqhXr _Ü``wJrZ 1
^mfr àXoem| _| ^mdmË_H EH Vm Ho {bE qhXr H s {ZVm§V
AmYw{ZH 5
Amdí`H Vm h¡ &
NmÌm| H s A{^é{M, Am`w VWm g§`Šw V qhXr H s gr_mAm| 6
H mo Ü`mZ _| aIVo hþE nmR²`H« _ H s {Z{_©{V H s JB© h¡ &
3. ì`mH aU
CX² Xo í ` - _wh± mda|
1) NmÌm| H s ^m{fH j_Vm {dH {gV H aZm & qhXr ^mfm Aì`` nhMmZZm Aì``m§o H m ñWyc n[aM`
H s g§aMZmJV VWm ì`mH a{UH {deofVmAm| go n[a{MV 4. aMZm
H amZm & {Z~§Y - AmË_H WmË_H
2) g§`wŠV ^mfm Ho ê n _| qhXr ^mfm H m AmH bZ VWm dU©ZmË_H
gm{hË` H m agmñdmXZ H aZo H s j_Vm ~TmZm& H ënZmË_H
3) àgma_mÜ`_m| Ho qhXr Hm`©H« _m| Ho à{V é{M OJmZm & nÌboIZ - AZwdmX/ì`mdgm{`H
4) gaH mar H m_H mO _| à`wŠV qhXr go n[a{MV H amZm& H jm 10 dt
1. nmR - 30 n¥îR (bJ^J)
5) {d{dY gm{hpË`H Ed§ gm{hËòVa nmRm| Ho _mÜ`_ go
JX² ` - 8
NmÌm| H m ^mdmË_H VWm kmZmË_H {dH mg H aZm &
H hmZr 3
6) NmÌm| _| g§^mfU VWm boIZH m¡eb {dH {gV H aZm & {Z~§Y 3 (hmñ`ì`§½` - 1)
H jm 9 dt EH m§H s 1
cJ^J n`m©daU 1
1. JX² ` - 30 n¥îR (bJ^J)
8
nmR- 8
2. nX² ` - 6 H {dVmE°§ cJ^J (25-30 n§{ŠV`m±)
H hmZr 3 _Ü``wJrZ 1
{Z~§Y 3 (hmñ` ì`§½` - 1) AmYw{ZH 5
EH m§H s 1 3. ì`mH aU
n`m©daU 1 _wh± mda|
Aì``m| H m dmŠ`m§o _| à`moJ
8
_hÎdnyU© : Bg àmén_§o Amdí`H VmZwgma n[adV©Z H aZo H m A{YH ma "_§Si' Ho qhXr AÜ``Z _§Sc H mo ahoJm &
41
2.3 _amR r
({ÛVr` ^mfm)
àmñVm{dH 8) {MÌnQ, AmH medmUr, XyaXe©Z, g§JUH , B©-_oc,

_amRr hr _hmamîQ´mMr amO^mfm Amho. ^maVmVrb àJV _mo~mBc B. ÑH ²-lmì` gmYZm§À`m Ûmao ^m{fH AZw^d
^mfm§n¡H s _amRr hr EH ^mfm Amho. {d{dY àm§VmVrc AZoH dmT{dUo.
A_amRr ^m{fH bmoH _hmamîQ´mV amhVmV. Ë`m§Mr _mV¥^mfm B`Îmm 9 dr
Oar doJir Agcr Var ho cmoH _hmamîQ´mV amhV Agë`m_wio
Ë`m§Zm X¡Z§{XZ ì`dhma Mmc{dÊ`mgmRr _amRr ^mfm AdJV JÚ nmR : EHy U 55 n¥ ð o
hmoUo A{Zdm`© Amho. Ë`m_wio Ë`m§Zr _amRr ^mfm {eH Ê`mMr (àñVmdZm, Qrnm, ñdmÜ`m` dJiyZ)
AË`§V Amdí`H Vm Amho. Ë`m§À`m_Üò _amRr ^mfo~Ôb
AmnwbH s, ào_ d {Oìhmim {Z_m©U ìhmdm, _hmamï´ mVrc nÚ nmR : EHy U Amoir- 100
bmoH OrdZ, na§nam `m§À`mer EH ê nVm {Z_m©U ìhmdr, VgoM ñWy c dmMZ : gw_mao 15 n¥îRo.
_amRr gm{hË`mMr àm{V{Z{YH ñdê nmV AmoiI ìhmdr hmhr
ì`mH aU : dmŠàMma, dmŠ`mV Cn`mo J H am
{ÛVr` ^mfoMm AmUIr EH hoVy Amho.
coIZ{Z`_m§Zgw ma eãXm§Mr XþéñVr, gm_mÝ`
C{Ôïo ên
1) {dÚmÏ`mªZm _amRr ^mfoMo AmH cZ hmoD Z Vr ghOnUo {d^ŠVs Am{U àË`` ( \ ŠV n[aM` JwU
~mocVm, dmMVm Am{U {c{hVm òUo. ZmhrV)
2) _amRr ^mfoVrc eãXg§J«h dmTy Z Ë`mMo Cn`moOZ
g_mZmWu/{déÕmWu eãX XoUo
H m¡eë` {dH {gV hmoUo.
co I Z : A) {Z~§YcoIZ (_wÚm§À`m AmYmao)
3) `mo½` Cƒma d `mo½` ñdamKmV `m§Mm _oi gmYyZ àH Q
dmMZ H aVm òU.o dU©ZmË_H 1 {df`, H ënZmË_H 1 {df`
4) coIZmÀ`m {Z`_m§Mm `mo½` Cn`moJ H ê Z {c{hVm òUo. (M[aÌ/AmË_M[aÌ ho àH ma dJiÊ`mV
5) _amRrVrc {d{dY gm{hË` àH mam§Mm AmñdmX KoVm Amco AmhoV )
òUo d gm{hpË`H m§Mm n[aM` hmoUo. Am) JmoîQ/H WmcoIZ (_wÚm§dê Z Jmoï)
6) amîQ´ r` EH mË_Vm, {díd~§ Y w Ë d, {dkmZ{Zð m, B) CVmam AmH cZ (An{RV CVmè`mda
gd©Y_©g_^md, ór-nwéf g_mZVm, Z¡{VH _yëò, VrZ àíZ XoUo)
{ZgJ©ào_, l_à{Vðm Am{U gm_m{OH OmUrd B.
JwUm§Mr dmT d OmonmgZm H aUo. Cn`mo{OV (ì`mdhm[aH ) : A) nÌcoIZ
7) ^mfoMm X¡Z§{XZ ì`dhmamV Cn`moJ H aVm `mdm `m ÑïrZo 1) Am¡nMm[aH nÌ
ì`mdhm[aH ^mfoV àmdrÊ` {_idyZ XoU.o Am) d¥ÎmcoIZ /Om{hamV
_hÎdnyU© : Bg àmê n Ho AmdíH `VmZwgma n[adV©Z H aZo H m A{YH ma "_§S b' Ho "qhXr AÜ``Z
_§ S b' H mo aho J m!
42
g§dmXH m¡eëò 3) coIZ{Z`_m§Zwgma eãX {c{hUo
B`Îmm 10 dr 4) dmŠàMma
JÚ nmR : gw_mao 55 n¥ðo co I Z : A) {Z~§Y ({Xcoë`m _wX²Xçm§Mo AmYmao)
(àñVmdZm, Qrnm, ñdmÜ`m` B. dJiyZ) dU©ZmË_H 1, H ënZmàYmZ 1, d¡Mm[aH
nÚ : gw_mao 100 Amoir 1
ñWy c dmMZ : gw_mao 15 n¥îRo Am) Jmoï/H WmcoIZ - (_wX²Úm§dê Z)
ì`mH aU : 1) g_mg, X²{dJy, Û§Û (VrZ CnàH mam§gh- B) CVmam AmH cZ (An{RV CVmè`mda
g_mhma, d¡H pënH , BVaoVa)) VrZ àíZ XoUo)
2) dmŠ`àH ma- àíZmW©H , AmkmW©H , Cn`mo { OV (ì`mdhm[aH ) co I Z : A) nÌco I Z -

CX²JmadmMH , {dYmZmWu ì`mdgm{`H
Am) d¥ÎmcoIZ (~mV_r coIZ) / Om{hamV
g§ d mXH m¡ e ëò : Vm|S r narjm
43
2.4
_amR r
(g§`wŠV)
_amRr hr _hmamï´ mMr amO^mfm Amho. `m amÁ`mV dU©ZmË_H /AmË_d¥Îm

{d{dY H maUm§Zr _amRr ^m{fH m§~amo~a JwOamWr, H ÝZS,
H Wmco I Z : _wÚm§dê Z Jmoï
qgYr, CXy© BË`mXr ^mfm ~mocUmao cmoH hr amhVmV.
amÁèmgZmZo `m cmoH m§À`m gmoB©gmRr Ë`m§À`m {ejUmMr ì`mH aU : gm_mÝ`ê n, qcJ, dMZ,
ì`dñWm Ë`m§À`m _mV¥^mfoVyZ Ho cr Amho. VWm{n _amRr coIZ{Z`_m§Zwgma eãX {c{hUo.
^m{fH m§er Ë`m§Zm gwc^VoZo ^m{fH ì`dhma H aVm `mdm, nmRçnwñVH mVrc dmŠàMma
_amRr ^mfm, `m ^mfoVrc gm{hpË`H , gm{hË` `m§Mm g§dmXH m¡eëò
n[aM` ìhmdm; `mgmRr Ë`m§Zm _amRr ^mfm {eH Uo Amdí`H
Amho. B`Îmm 10 dr
C{Ôï JÚ nmR : gw_mao 30 n¥ð o
1) {dÚmÏ`mªMm _amRr ^mfoVrc eãXg§J«h dmTyZ Ë`m§Mo (àñVmdZm, {Qnm,ñdmÜ`m` B. dJiyZ)
Cn`moOZ H m¡eë` {dH {gV hmoUo. nÚ nmR : gw_mao 50 Amoir
2) _amRr ^mfm ghOnUo ~mocVm, dmMVm òUo. co I Z : EHy U 3 àH ma
3) Amnco {dMma, ^mdZm d H ënZm ewÕ _amRrV 1) dU©ZmË_H /AmË_d¥Îmna {Z~§Y
{c{hVm òUo. ({Xcoë`m _wÚm§À`m AmYmao)
4) _amRr ^mfoV ì`ŠV Pmcoco {dMma, ^mdZm d 2) _wÚm§dê Z Jmoï
H ënZm g_OyZ KoUo.
3) nÌcoIZ
5) _amRr ^mfm d g§ñH¥ Vr `m§À`m{df`r AmnwcH s,
gm_§Oñ` d ^mdZmË_H Eo³` dmT{dUo. ì`mH aU : 1) H mimMo àH ma - dV© _ mZ,
^yVH mi, ^{dî`H mi
B`Îmm 9 dr
JÚ nmR : gw_mao 30 n¥ð o 2) dmŠ`coIZ
(àñVmdZm, {Qnm, ñdmÜ`m` dJiyZ) 3) ewÕ eãX {c{hUo

nÚ nmR : gw_mao 50 Amoir 4) dmŠàMma (nmRm§À`m AmYmao)
bo I Z g§dmXH m¡eëò (Vm|S rn[ajm)
{Z~§ Y co I Z : EHy U 2 àH ma
44
2.5
Urdu
(Second Language)
General Objectives Specific Objectives : ‘B’

To enable the students to 1. To devel op the skill of listening,
speaking, reading and writing.
1. read, write and speak Urdu in simple
form. 2. To enable students to develop ability to
appreciate poetic beauty, figures of
2. have rapport with others through Urdu speech, etc.
language.
3. To develop the ability to differentiate
3. understand the contents of the text. between speaker’s satire and humour.
4. develop the writing skill to express their 4. To develop the skill of students to
thoughts and ideas in simple Urdu express their ideas in debates.
language.
5. To develop the ability of the usage of
5. acquire the skill in reading aloud with correct idioms, phrases and proverbs.
proper pronunciation and intonation.
Std. IX
6. acquire the skill of proper use of
Prose : 50 pages (Excluding notes,
spelling and Punctuation in writing.
exercises, glossary)
7. appreciate the beauty of the language
Poetry : 150 lines. (Recitation : About 20
and thoughts in the literary pieces
verses)
included in the text.
Rapid Reading : About 20 pages.
Specific Objectives : ‘A’
Composition
1. To inspire the feelings of national
integration and patriotism through Urdu 1. Composition of simple passages
language. 2. Story-writing based on a given theme
2. To nurture sense of national identity to or an outline.
respect India’s common and cultural 3. Descriptive and narrative essays.
heritage 4. Translation of simple Urdu prose
3. To develop awareness of unity in passages in the medium of instruction.
diversity. a) 10 written exercises are essential
4. To acquire scientific temper and rational during the year.
behavior. b) Oral work and writing practice is
5. To respect human rights and socio- essential.
cultural values. Grammar
6. To develop sense of gender equality. 1. Revision of the functional Grammar
7. To develop the ability to understand the done in Std. VIII.
subject in a tension free environment. 2. Parts of Speech (Simple)
45
3. Singular and Plural with Arabic and 3. Autobiographies
Persian rules, etc. 4. Letter- writing
4. Gender- Feminine and Masculine with 5. Dialogue- writing
all Tenses, etc.
6. Comprehension
(Grammar should be based on
prescribed Texts in particular but for the 7. Precis- Writing
purpose of exercises and practice the 8. Translation of Urdu passages into
examples from outside the text are the medium of instrubtion
advisable.)
(10 exercises to be written during the
Oral Skills : year)
Std. X Grammar
Prose : About 50 pages 1. Alphabet vowels and consonants
Poetry : About 200 lines. 2. Adjectives and Adverbs and their
Rapid Reading : About 20 pages. kinds.
Composition 3. Assertive, Interrogative, Imperative,
Exblamatory, Affirmative and
1. Story-writing based on a given Negative sentences.
theme or an outline
Oral Skills :
2. Descriptive or Reflective essays
46
2.6 Urdu
(Composite Language)
The Composite course of languages 5. be aware of the rich cultural impact of

provide an opportunity to students to be in the language in Indian society
touch with the language culture of their mother encouraging them to strive to use the
tongue and also to develop the classic literary language as a powerful instrument of
taste of the language of their liking. The preservation of national integration.
composite course of Urdu language for Std.
IX and X is designed and based on the 6. participate in multilingual cultural
criteria that Urdu plays an important role in activities.
the maintenance and preservation of Std. IX
composite culture of the country and that the
Prose : 25 pages
national feeling of a free democratic country
nurtured among the Indians during the Poetry : 80 lines. (Recitation 20 verses)
previous two centuries through Urdu literature Composition
have to be made known to the younger
generation. Urdu has therefore to continue, 1. Narrative and Descriptive essays. With
spreading message of love and integration the help
through its passages meant for students’ 2. Story writing on a given outline or given
reading. Care has therefore been taken to points
highlight this character of the language and
also to maintain the continuity of Urdu 3. Letter-writing (simple).
composite course prescribed at the 4. Translation of simple Urdu prose
vernacular stage. passages into the medium of instruction
Objectives (7 Exercises to be completed during
the year)
To enable the student’s to
Grammar
1. read the simple passages of the text
and of the news material relayed and 1. Revision of functional grammar done in
published in the media. Std. VIII.
2. be well conversant with the cultural 2. Parts of speech
nibeties of the language in order that 3. Singular and Plural with Arabic and
they impress the listeners during
Persian rules, etc.
conversation and verbal expression.
4. Gender : Feminine and Masculine with
3. create an urge among students to know
all Tenses etc
and learn more about the language.
(Grammar should be based on
4. develop the oral skill, to speak
prescribed Text but exercises for
grammatically correct language and
write it with correct orthography. practice purpose and examples from
outside the text may be used).
47
Oral Skills : Grammar
Std. X 1. Idioms and Proverbs and their uses.
Prose : 30 pages 2. Figures of Speech : Tashbih, Isteara,
Poetry : 100 lines. Tazad and Mubaleghal.
Composition : (Grammar portion should be based on

Texts but for the purpose of exercises
1. Narrative and Descriptive essays. With and practice, examples from outside the
the help Text may be used.)
2. Story-writing on a given outline. of given Oral Skills
points
3. Letter-writing (simple).
(7 Exercises to be written during the
year)
48
2.7 Gujarati
(Second Language)
Introduction 10. Relating education with activity.

Curriculum renewal is the continuous 11. Introducing the upgraded National
process as the needs and the aspirations of syllabus keeping in mind the trend and
the society keep on changing. Even in this challenges of 21st century steps to
new millennium, some of the earlier and yet overcome the problems faced by then
significant social concerns of our country and for future development.
have remained unchanged. But at the same The three foundations of curriculum,
time, there have arisen certain new concerns Appropriateness, Equality and Excellence
which need to be given prime importance. have been taken into consideration. Moreover
Continuous contemplation, awareness the element of flexibility is inherent in it.
and research are the prerequisites for making However, its success will be determined by
the way in which educational Objectives are
our education lively and relevant. Only then
realized at various levels. i.e. from policy
shall we be able to maintain the quality of
making to curricula framework, syllabus,
education and to produce skilled and efficient
textbooks and teachers. And finally in the
citizens. classroom, in this long chain the syllabus is
The curriculum gives paramount an important link between the curricula
importance of the following points. framework the teaching materials and the
teachers.
1. National identity for the fundamental
social ethical cultural and spiritual At the Secondary level first language
heritage. teaching aims at improving the
communication skills, correctness in the
2. need for strengthening unity and
usage of grammar and appropriate style of
protecting cultural heritage. the learner, to use the language in real life
3. Integrating syllabi with locally relevant situations-orally and in written form and
knowledge with a view to making them developing reading bomprehension at a
cohesive and coherent. reasonable speed. At the end of the
Secondary education, learner should be able
4. The new syllabi offers suggestions to
to use the first language orally and in written,
meet the challenges of globalization and
form effectively and the second language in
the emergence of ICT (Information and
a generally acceptable manner.
Communication Technology).
All human beings use language to
5. Linking education with basic life skills. express their feelings, so it is a means of
6. Value education. communication beside this, language is also
a medium through which most of our
7. Coherence of knowledge, emotions
knowledge is abquired. Language expresses
and breativity.
our ideas, views, and other imaginations.
8. Yoga and aesthetic development. With the language we celebrate our trend and
9. Making syllabi less content loaded. tradition.
49
Development of language is ultimately 6. develop skills in writing composition like
stimulated by our cultural heritage and the essays, letters, etc.
needs of social development, but we would 7. make proper use of dictionary and other
not overlook the reverse dependence either. reference material on their own.
Human society can not do without language
as the most important, most perfect and 8. develop interest in reading literary
universal means of communication, passages and appreciating the beauty
expression of thoughts and accumulation and of language and ideas in them.
means of expression. It is equally important 9. cultivate broad human and cultural
to realize that languages are not discrete outlook through literature read by them.
objects our theme almost frozen in time and
10. develop the asthetic sense to
space, both physical and mental.
appreciate imagination and creative
The syllabi in Gujarati have been set to pieces of literature.
introduce the aims and to achieve the goal 11. develop awareness of unity in diversity.
set by M.S.B.S. and H.S.E. It enhances the
basic language abilities like learning, 12. develop the ability to understand the
speaking, reading, writing and thinking. For subject in a tension free environment.
this purpose syllabus is prepared as per the STD. - IX
age and standards. The basic aim is to
1. PROSE : About 60 pages.
introduce, Linguistic Units and to develop
linguistic skills of the students. 2. POETRY : About 60 Lines.
Last but not the least it is hoped that 3. RAPID READER : About 20 pages.
this will cater to the needs of the present 4. COMPOSITION
education systems for which it is formulated.
a) Conversation
Objectives
b) Letter writing i) Formal
To enable student’s to
ii) Informal
1. acquire fair knowledge of basic
structure of the language and elements c) Story writing by given points.
of grammar as per syllabus. d) Advertisement.
2. enrich the vocaculary. e) Unseen prose and poetry.
3. accquire skill in reading silently story f) Essay Writing i) Biographical
books, news papers, magazines and ii) Descriptive
other prescribed texts with proper
speed and understanding. iii) Imaginative
4. develop ability to narrate experiences, g) Translation from English to Gujarati

participate in debates and discussion e) Precis
and express their views in correct
5. GRAMMAR :
language and in logical sequence.
a) Type of sentences
5. develop ability to express ideas from
the text in their own language without b) Noun/Pronoun
sacrificing the content. c) Adjective
50
d) Verb f) Essay Writing i) Biographical
e) Punctuation ii) Descriptive
f) Sandhi iii) Imaginative
g) Samas [Dwandwa, Dwigu, g) Translation from English to Gujarati
Madhyampadlopi] e) Precis
STD. -X 5. GRAMMAR
1. PROSE : About 60 pages a) Type of sentences
2. POETRY : About 60 Lines b) Noun/Pronoun
3. RAPID READER : About 20 pages c) Adjective
4. COMPOSITION d) Verb
a) Conversation e) Punctuation
b) Letter writing i) Formal f) Sandhi
ii) Informal g) Samas [Dwandwa, Dwigu,
b) Story writing by given points Madhyampadlopi]
d) Advertisement
e) Unseen prose and poetry
51
2.8 Gujarati
Introduction 7. develop ability to narrate experiences,

Gujarati is taught in Maharashtra as the participate in debates and disbussions
first/second/composite level. As there are and express their views in correct
many Gujarati people in Maharashtra, Gujarati language.
is used frequently in day to day life, Gujarati
8. appreciate the beauty of language.
students, living in Maharashtra must be made
aware of rich and varied heritage of Gujarati. Std. IX
They must be familiar with Gujarati life style, 1. PROSE : About 30 pages
Gujarati culture, customs and traditions and
festivals. Then only students will respect and Expected from short stories, one-act-
love their mother tongue. The syllabus is play, novels, travelogues, extracts from
framed considering this aspect. autobiographies
Language being the medium of 2. POETRY: About 50 lines
communication, content selected is expected
Forms of medieval literature pada, folk
to develop in the human and cultural values.
songs, gazal, Song on nature
Objectives
3. GRAMMAR
To enable the student’s to
Noun - Singulars-Plural, gender, Sandhi,
1. know and understand Gujarati language
Adjective, idoms, types of sentences
and grammar.
2. develop competency of listening, 4. COMPOSITION :
speaking, reading and writing a) Essay - Descriptive, Imaginative,
conversation. Autobiographical
3. enrich vocabulary. b) Short stories
4. acquire skill in reading silently story
5. COMMINICATION SKILL
books, newspapers, magazines and
other prescribed texts with proper a) Letter-writing-social
speed and understanding. b) Translation
5. motivate students to use dictionary,
6. Oral/Conversational Skill
library, and other reference books.
a) Listening
6. develop skills in writing compositions
like essays, letters, summaries of given b) Narration
passages in optional language and its
c) Loud reading
idioms.
d) Conversation
52
Std. X 4. COMPOSITION
a) Essay - Descriptive, Imaginative,
Autobiographical
1. PROSE : About 30 pages b) Short stories
Expected from short stories, one-act- 5. COMMINICATION SKILL
play, novels, travelogues, extracts from
autobiographies a) Letter-writing-social
2. POETRY : About 50 lines b) Translation
Forms of medieval literature pada, folk 6. Oral/Conversation Skill :

songs, gazal, song on nature a) Listening
3. GRAMMAR b) Narration
Noun- Singulars-Plural, gender, Sandhi, c) Loud reading
Adjective, idioms, type of sentences d) Conversation
53
2.9 Kannada
(Second Language)
Introduction Std. IX
Kannada, Tamil, Telugu and Malayalam 1. Prose : About 50 pages
are taught as second language in Std. IX
(Exclusive of Introduction, notes, and
and X in the schools of Maharashtra, for the
exercise)
students who migrate from other parts of the
country. The syllabus for these languages 2. Poetry : About 100 lines
have been formulated according to the
(Medieval and modern)
prescribed Objectives set up by the
Maharashtra 3. Rapid Reading : About 20 pages
Board for Secondary Education. The 4. Composition
new curriculum is set not only to enhance the a) Story writing based on given outlines
ability of the students to develop the basic
skills like reading, writing, listening, speaking b) Essays of about 120 words mainly on
but also to study and understand the rich experience, abtivities, incidents or
literature of these languages so as to develop places of interest. (i) Narrative (ii)
belongingness to the language they speak Descriptive
at home everyday. In short the Objectives, in c) Letter writing: Formal and Informal
overall, would definitely help the students to
d) Comprehension of a simple prose
grow into ideal human beings in the present
about 120 words.
era.
Note : The total number of exercises to be
done by students during the years-12
Std I to VIII and also the curriculum followed 5. Grammar
by the concerned states.
Revision of the portion covered in the
Objectives previous classes.
To enable students to 1) Sandhi - Lop sandhi, Agama Sandhi,
1. enrich their vocabulary. Adesh Sandhi.
2. enhance their abilities in listening, 2) Sentences and their parts namely subject,
speaking, reading and writing. objebt, verb.
3. develop the abilities to use the 3) Change the voice kartari, karmani
language more accurately, effectively prayoga.
and meaningfully. 4) Verb - Tenses: Past, Present and Future
4. cultivate a broad human and cultural out 5) Idiom and proverbs arising out of Text.
look through literature.
54
6. Conversational Skills d) Comprehension of a simple prose
about 120 words.
Std. X
1. Prose : About 50 pages Exclusive of done by students during the years-12
Introduction, notes and exercise
5. Grammar
modern) Revision of the grammar items covered in
the previous classes.
1) Kinds of Sentences : Simple, Compound
4. Composition and Complex
a) Story writing based on given outlines. 2) Noun, Verb, Adjectives and Adverb
b) Essays of about 120 words mainly on 3) Active and passive voice
experience, activities, incidents or
places of interest. (i) Descriptive (ii) 4) Krudanta, Taddhita and Samasa arising
Autobiography. out of text
c) Letter writing : Formal and Informal 5) Idiom and proverbs arising out of the text
6. Conversational skills
55
2.10 Kannada
Introduction national harmony, scientific vision work

culture, equality, enterprise education,
In the modern world, it has become very
the basic values of life.
common for human beings to migrate from
one place to another for various reasons such Std. IX
as transfer of service, in search of jobs, etc. 1. Prose : 30 pages
Our Country is a composition of multilingual
states. To fulfill the aspirations of the (Exclusive of Introduction, notes and
immigrants, the Maharashtra State Board of exercise etc.)
started Composite courses in different Indian
2. Poetry : About 60 lines
languages at the Secondary level. It would
also give an opportunity for students from (Modern Poetry only)
other states to learn these languages if they
3. Composition
are interested. The learning of these
languages would give the students a feeling a) Essay writing: about 100 words with the
of happiness and well-being in their life. help of the given points.
The syllabus for these languages are b) Story writing with the help of the given
prepared keeping in mind the syllabus for points.
Std. I to VIII and also the curriculum followed
by the concerned states. 4. Grammar
Objectives Revision of the grammar items covered in
the previous classes.
1. enrich their vocabulary. a. Nouns and Pronouns
2. enhance their abilities in listening, b. Verbs - Tenses : Present, Past and

speaking, reading, writing and Future only.
communication. c. Gender and number
3. develop life skills. d. Parts of Sentences : (Kartha, Karma,
4. develop the abilities to use the Kriya)
language more accurately, effectively
5. Communication skills
and meaningfully.
5. understand the importance of Std. X
conservation of resources, cultural 1. Prose : 30 pages
heritage, health and hygiene.
6. get awareness about environmental exercise etc.)
studies.
7. develop among the students, the feeling
and respect for love of nation, unity and (Modern and Medieval)
56
3. Grammar b) Story writing with the help of the given
a. Adverb, Adjective points.
b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication skills (Written)
c. Simple and Compound Sentences. a) Letter- writing to friends and relatives

(Identifing) with the help of given points
d. Idioms and Phrases (Using in a b) Preparation of invitation cards

meaningful senence) 6. Communication skills
4. Composition :
a) Essay writing : about 100 words with
the help of the given points
57
2.11 Tamil
(Second Language)
are taught as second language in Std. IX
and X in the schools of Maharashtra, for the Exclusive of Introduction, notes and
students who migrate from other parts of the exercise
country. The syllabus for these languages has 2. Poetry : About 100 lines
been formulated according to the prescribed (Medieval and modern)
Objectives set up by the Maharashtra Board
for Secondary Education. The new curriculum 3. Rapid Reading : About 20 pages
is set not only to enhance the ability of the 4. Composition
students to develop the basic skills like
a) Story writing based on given
reading, writing, listening, speaking but also outlines
to study and understand the rich literature of
these languages so as to develop b) Essays of about 120 words mainly
belongingness to the language they speak on experience, activities, incidents
at home everyday. In short the Objectives, in or places of interest.
overall, would definitely help the students to (i) Descriptive (ii) Narrative
c) Letter writing: Formal and Informal
era.
The syllabus for these languages are about 120 words
Std I to VIII and also the curriculum followed Note : The total number of exercises to be
by the concerned states. done by students during the years-12
Objectives 5. Grammar
To enable students to Revision of the portion covered in the

previous classes.
1. enrich their vocaculary
1) Alphabets - Vuyir, mai, Vuyirmai,
2. enhance their abilities in listening, aayutham and their classifications
reading, writing and speaking.
2) Sentence and its parts. Noun and
3. develop the abilities to use the verb only
3) Words - Nouns, Pronouns, Kinds of
and meaningfully.
nouns, thinai, Pal, enn, idom.
4. Cultivate a broad human and cultural
4) Verb - Tense : Past, Present, Future
out look through literature.
5) Idioms and Proverbs arising out of
texts.
58
Std. X d) Comprehension of a simple prose
about 120 words
1. Prose : About 50 pages
Exclusive of Introduction, notes, and done by students during the years-
exercise 12
2. Poetry : About 100 lines 5. Grammar
(Medieval and modern) 1) Adjective and Adverbs
3. Rapid Reading : About 20 pages 2) Words : Nouns, Pronouns, Kinds of
4. Composition nouns
a) Story writing based on given 3) Agupeyar and its kinds
outlines. 4) Idiom and proverbs arising out of
b) Essays of about 120 words mainly text
on experience, activities, incidents 5) Tenses and Gender
or places of interest. (i) Descriptive 6) Vettumigal
(ii) Autobiography
c) Letter writing: Formal and Informal
59
2.12 Tamil
Introduction 7. develop among the students, the feeling

and respect for love of nation, unity and
national harmony, scientific vision work
one place to another for various reasons such
as transfer of service, in search of jobs etc.
Our country is a composition of multilingual Std. IX
states. To fulfill the aspirations of the 1. Prose : 30 pages
immigrants, the Maharashtra State Board
started Composite courses in different Indian
exercise etc.)
also give an opportunity for students from 2. Poetry : About 60 lines
other states to learn these languages if they (Modern Poetry only)
are interested. The learning of these 3. Composition :
languages would give the students a feeling
of happiness and well-being in their life. a) Essay writing: about 100 words with
the help of the given points.
The syllabus for Tamil (composite
b) Story writing with the help of the
course) is prepared keeping in mind the
given points.
syllabus for Std. I to VIII and also the
curriculum followed by the concerned states. 4. Grammar
Objectives Revision of the portion covered in the
previous classes.
a. Nouns and Pronouns
1. enrich their vocaculary.
b. Verbs - Tenses: Present Past and
2. enhance their abilities in listening, Future only.
reading, writing, speaking and
b. Gender and number
communication.
d. Parts of Sentences :
3. develop life skills.
(Kartha, Karma, Kriya)
4. develop the abilities to use the
language more accurately, effectively 5. Communication skills
and meaningfully. Std. X
5. understand the importance of 1. Prose : 30 pages
conservation of resources, cultural (Exclusive of Introduction, notes, and
heritage, health and hygiene. exercise etc.)
6. get awareness about environmental 2. Poetry : About 60 lines
studies. (Modern and Medieval)
60
3. Grammar : b) Story writing: with the help of the
given points
a. Adverb, Adjective
b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication Skills (Written)
c. Simple and Compound Sentences a) Letter- writing to friends and

(Identifing) relatives with the help of the given
points
d. Idioms and Pharases (Using in a
meaningful senence) b) Preparation of invitation cards
4. Composition : 6. Communication skills
a) Essay writing: about 100 words with

the help of the given points
61
2.13 Telugu
(Second Language)
are taught as second language in Std. IX (Exclusive of Introduction, notes, and
and X in the schools of Maharashtra, for the exercise )
students who migrate from other parts of the 2. Poetry : About 100 lines
country. The syllabus for these languages has
been formulated according to the prescribed
Objectives set up by the Maharashtra Board 3. Rapid Reading : About 20 pages
for Secondary Education. The new curriculum 4. Composition
is set not only to enhance the ability of the a) Story writing based on given
students to develop the basic skills like outlines
reading, writing, listening, speaking but also b) Essays of about 120 words mainly
to study and understand the rich literature of on experience, activities, incidents
these languages so as to develop or places of interest. (i) Narrative
belongingness to the language they speak (ii) Descriptive
at home everyday. In short the Objectives, in c) Letter writing : Formal and Informal
overall, would definitely help the students to d) Comprehension of a simple prose
grow into ideal human beings in the present about 120 words
era. Note : The total number of exercises to be
The syllabus for Telugu language is done by students during the years-12
prepared keeping in mind the syllabus for 5. Grammar
Std. I to VIII and also the curriculum followed Revision of the portion covered in the
by the concerned states. previous classes.
Objectives 1. Vakyamu : Vaakya Angamulu- Kartha,
Karma, Kriya
2. Bhasha bhagamulu : Namavabhakamu,
1. enrich their vocaculary Sarvanamamu, Visheshnamu
2. enhance their abilities in listening, 3. Vibhaktulu - Pratyayamulu
reading, writing and speaking. 4. Sandhi - Telugu - Akara, Ikara, Vukara
3. develop the abilities to use the Sandhulu
language more accurately, effectively, Sanskrit - Savarnadeerga, Guna
and meaningfully. Sandhaulu.
4. cultivate a broad human and cultural out 5. Samasamulu - Dwiguvu, Dwandwa,

Tatpurusha
look through literature.
6. Conversational Skills
62
Std. X 1. Vakya rakamulu
1. Prose : About 50 pages 1. Nisbhayataka 2. Vyatirekarthaka
Exclusive of Introduction, notes, and 3. Prasnartaka 4. Asbeharyartaka.

exercise 2. Bhashabhagamulu
2. Poetry : About 100 lines 1. Visheshanamu,
(Medieval and modern) 2. Kriya Visheshanamu
3. Rapid Reading : About 20 pages 3. Avyayamu
4. Composition 3. Kalamu
a) Story writing based on given 1. bhutakalamu,
outlines.
2. Varthamana Kalamu
b) Essays of about 120 words mainly
3. Bhavshyat Kalamu.
on experience, activities, incidents
or places of interest. (i) Descriptive 4. Tadharmrthaka Kalamu
(ii) Autobiography 4. Sandhi
c) Letter writing : Formal and Informal Telugu-yadagama, Druta, Trika
d) Comprehension of a simple prose Sandhulu
about 120 words Sanskrit - Vrudhi, yanadeesa Sandhulu
Note : The total number of exercises to be 5. Samasamu
done by students during the years-12 Visheshana purvapada,
5. Grammar Sambhavana purvapada, Bahurvrihi,
Rupaka.
Revision of the portion covered in the 6. Conversational skills
previous classes.
63
2.14 Telugu
Introduction 7. develop among the students, the feeling

and respect for love of nation, unity and
national harmony, scientific vision work
one place to another for various reasons such
as transfer of service, in search of jobs etc.
Our Country is a composition of multilingual Std. IX
immigrants, the Maharashtra State Board
started Composite courses in different Indian exercise etc.)
3. Composition :
languages would give the students a feeling
of happiness and well-being in their life. a) Essay writing : about 100 words
with the help of the given points
b) Story writing with the help of the
given points
Std. I to VIII and also the curriculum followed
by the concerned states. 4. Grammar
Objectives Revision of the portion covered in the
previous classes.
1. enrich their vocabulary
b. Verbs - Tenses : Present, Past and
2. enhance their abilities in listening, Future only.
reading, writing, speaking and
c. Gender and number
communication
d. Parts of Sentences : (Kartha,
3. develop life skills Karma, Kriya)
4. develop the abilities to use the 5. Communication Skills
and meaningfully Std. X
5. understand the importance of 1. Prose : 30 pages

conservation of resources, cultural (Exclusive of Introduction, notes, and
heritage, health and hygiene exercise etc.)
6. get awareness about environmental 2. Poetry : About 60 lines
studies (Modern and Medieval)
64
3. Grammar b) Story writing : with the help of the
given points
b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication Skills (Written)
c. Simple and Compound Sentences a) Letter- writing to friends and relatives

(Identifing) with the help of given points
d. Idioms and Phrases (Using in a b) Preparation of invitation cards

meaningful sentence) 6. Communication skills
4. Composition :
a) Essay writing : about 100 words
with the help of the given points
65
2.15 Malayalam
(Second Language)
are taught as second language in Std. IX (Exclusive of Introduction, notes and
and X in the schools of Maharashtra, for the exercise)
students who migrate from other parts of the
country. The syllabus for these languages has
been formulated according to the prescribed (Medieval and modern)
Objectives set up by the Maharashtra State 3. Rapid Reading : About 20 pages
Board of Secondary Education. The new 4. Composition
curriculum is set not only to enhance the a) Story writing based on given outlines
ability of the students to develop the basic
b) Essays of about 120 words mainly on
skills like reading, writing, listening, speaking
experience, activities, incidents or
but also to study and understand the rich places of interest. (i) Narrative (ii)
literature of these languages so as to develop Descriptive
belongingness to the language they speak
c) Letter writing : Formal and Informal
at home everyday. In short the Objectives, in
overall, would definitely help the students to d) Comprehension of a simple prose
about 120 words
era. Note : The total number of exercises to be
5. Grammar
Std. I to VIII and also the curriculum followed Revision of the portion covered in the
by the concerned states. previous classes
1) Sandhi - Lopa sandhi and
Objectives
Dwitwasandhi
To enable students to 2) Sentences and its parts: subjebt, objebt,
1. enrich their vocabulary verb
2. enhance their abilities in listening, 3) Samasas - Tatpurusha, Upama
reading, writing and speaking 4) Tenses- Past, Present and Future
3. develop the abilities to use the 5) Parts of Speech - Noun, Pronon,
language more accurately, effectively Visheshanam, Verb, Ayyayam
and meaningfully 6) Idiom and proverbs arising from Text
4. cultivate a broad human and cultural out book
look through literature 6. Conversational Skills
66
Std. X 5. Grammar
1. Prose : About 50 pages Revision of the portion covered in the

previous classes
Exclusive of Introduction, notes, and
exercise 1. Kinds of sentences
2. Poetry : About 100 lines Simple, Compound and Complex

(Only recognition)
2. Adjectives and Adverbs
3. Active and Passive Voice
4. Composition
4. Idiom and proverbs arising out of text
a) Story writing based on given
outlines 5. Tenses
b) Essays of about 120 words mainly 6. Conversational skills

on experience, activities, incidents
or places of interest. (i) Descriptive
(ii) Autobiography
c) Letter writing : Formal and Informal
about 120 words
67
2.16 Malayalam
Introduction and respect for love of nation, unity and

In the modern world, it has become very national harmony, scientific vision work
common for human beings to migrate from culture, equality, enterprise education,
one place to another for various reasons such the basic values of life.
as transfer of service, in search of jobs etc. Std. IX
Our country is a composition of multilingual
immigrants, the Maharashtra State Board (Exclusive of Introduction, notes and
started Composite courses in different Indian exercise etc.)
languages would give the students a feeling 3. Composition
of happiness and well-being in their life. a) Essay writing : about 100 words with
The syllabus for these languages are the help of the given points
prepared keeping in mind the syllabus for b) Story writing with the help of the given
Std. I to VIII and also the curriculum followed points
by the concerned states.
4. Grammar
Objectives
Revision of the portion covered in the
previous classes
1. enrich their vocabulary
2. enhance their abilities in listening,
speaking, reading, writing and b. Verbs - Tenses : Present, Past and
communication Future only
3. develop life skills c. Gender and number
4. develop the abilities to use the d. Parts of Sentences : (Kartha,
language more accurately, effectively Karma, Kriya)
and meaningfully
5. understand the importance of
Std. X
conservation of resources, cultural
heritage, health and hygiene 1. Prose : 30 pages
6. get awareness about environmental (Exclusive of Introduction, notes and
studies exercise etc.)
7. develop among the students, the feeling 2. Poetry : About 60 lines
68
(Modern and Medieval) with the help of the given points
3. Grammar b) Story writing : with the help of the
given points
5. Communication Skills (Written)
b. Vibhakti - Pratyaya (Vettkumaikal)
a) Letter- writing to friends and
c. Simple and Compound Sentences.
relatives with the help of the given
(Identifing)
points
d. Idioms and Pharases (Using in a
b) Preparation of invitation cards
meaningful sentence)
4. Composition
a) Essay writing : about 100 words
69
2.17 Sindhi
(Second Language)
Introduction 3. Rapid Reading : About 20 pages

Sindhi is one of the oldest language 4. Composition
and having rich literature. In 1947, after (Student’s are expected to write at least
independence of India, the largest number of 10 exercises during the academic year)
Hindu Sindhis migrated from Sindh to the
different parts of India, particularly a) Simple descriptive essays (about
Maharashtra. In the wake of Partition; as 100 words)
before 1936, the whole of Sindh state was a b) Story forming from given outlines
part of Bombay Presidency hence many (about 10
Sindhi medium schools were opened in
5. Communication skill (Written)
different towns of Maharashtra and the
students are allowed to appear through Sindhi a. Letter writing formal & Informal
medium up to Standard X. (about 50 words)
Objectives b. Report writing (about 50 words)
To enable students to 6. Grammar
1. utter the language correctly e.g. a. Study of words in sentences :
pronunciation, conversation and various Identifying parts of speech verbs
basic concepts of grammar and adverbs
2. read newspapers, periodicals and b. Gender, number and person
journals regularly.
c. Sentence and its parts
3. create interest among students to listen d. Simple word formation
various Radio programmes and to
watch different T. V. channels e. Idioms, phrases and proverbs with
meaning arising out of the text
4. recite Sindhi poetry, story telling, essay
writing and participate in group 7. Oral Skill
discussion Std. X
5. develop the feeling of love and respect 1. Prose : About 50 pages
for nation, unity harmony and basic
(Exclusive of notes & exercises, etc.)
values of life, etc.
Std. IX
(50 lines prescribed for recitation)
1. Prose : About 50 pages
3. Rapid reading : About 20 pages
(Exclusive of notes & exercises etc.)
from the text book
4. Composition :
(50 lines prescribed for recitation)
(Students are expected to write at least
70
10 exercises during the academic year) a. Types of sentences : assertive,
a. Simple descriptive essays (about interrogative,imperative
exclamatory, affirmative and
100 words)
negative etc.
b. Story forming from given outline
b. Word formation: abstract nouns,
(about 100 words)
synonyms and antonyms
5. Communication skill (written)
c. Simple transformation of sentences
a. Letter writing formal towards
d. Idioms, phrases and proverbs as
relatives, friends and business
arising out of texts.
letters (about 50 words)
7. Oral/Conversation Skill
b. Report writing (about 50 words)
6. Grammar
71
2.18
Sindhi
Sindhi, Bengali and Punjabi are the 2. to encourage the students to read
languages that are rich in their literature. They regularly the daily newspapers,
are the decedent of Indo-Aryan family of periodibals and journals, etc.
languages. In their own state the language is 3. create interest among students to listen
taught and learnt. While Sindhi is being taught various Radio programmes and to
in Maharashtra, Gujarati, Rajasthan and watch different T. V. channels.
Delhi, as Sindhis are scattered in India after
partition. However, it always happens that 4. celebrate particular days, relevant to
people from other states come to Specific language i.e. Sindhi, Punjabi,
Maharashtra for their own reason, like Bengali every year, with elocution.
industrial development, transfer in services, poetry recitation, story telling, essay
in search of job etc. In such situations they writing and group discussion etc.
have to learn the state language in order to 5. develop among the students, the feeling
mix with the people. At the same time they of love and respect for love of nation,
are eager to keep alive their own mother unity and national harmony, scientific
tongue in order to mix with people. vision, work culture, equality, enterprise
Maharashtra State Board of Secondary and education, the basic values of life, etc.
Higher Secondary Education is very
Std. IX/X
enthusiastic to offer this facility to learn
mother-tongue, for students of Bengali, 1. Prose : a textbook of about 30
Punjabi and Sindhi. pages
Lakhs of Sindhis, Bengalies and 2. Poetry : about 50 lines
Punjabies in Maharashtra are scattered, 3. Composition
throughout the state, and Maharashtra State
Board is eager help the children learn these b. Essay of about 200 words
languages if they wish. Any migrated service c. Letter writing to relatives, friends on
man, wishing to keep his child in touch with social matters in about 10 lines
mother-tongue should be able to do so. As a d. Comprehension
first language, the study is comparatively
deep as in the base of Bengali and Sindhi 4. Grammar
and thus, minor language speakers are also Std. IX
able to express themselves in their mother-
a. Tenses- simple & Compound
tongues.
b. Indeclinable
Objectives
c. Change of Gender
To enable lthe student’s to
d. Word derivation
1. able to use the language correctly, e. g.
pronunciation, conversation and various e. Analysis of sentences
basic concepts of grammar.
72
f. Transformation of sentences Rapid Reader : About 20 pages
g. Idioms, proverbs, phrases as (Lesson No. 2,21,34) (Total 3
arising out of texts lessons)
h. Figures of speech Composition
i. Punctuation (A student is expected to write at least
Std. X 10 exercises during the academic year)
Prescribed Text Book Balbharti Std. VIII a. Simple descriptive eassy (about
(Sindhi) 2009 Published by Maharashtra 100 words)
State Bureau of Text Book and b. Story writing from given outlines.
Production Curriculam Research, about 100 words)
‘Balbharti’, Senapati Bapat Marg, Pune – Communication Skill
411 004
1. Letter writing towards relatives, friends
Portion or business (about 50 words)
Prose : About 50 pages. 2. Report writing (about 50 words)
(Exclusive of notes and Exercises Grammar
etc.)
1. Types of Sentences : (Assertive,
(Lesson No. 3, 5, 7, 12, 14, 19, 24, interrogative, exclamatory,
25, 33, 36) affirmative and Negative etc.)
(Total 10 lessons) 2. Simple transformation of sentences.
Prose : About 100 lines. 3. Idioms, Phrases and Proverbs as
(Poem No. 1,6,11,13,20,26,29,31) arising out of texts
(Total 8 poems) Conversational Skill
73
2.19
Punjabi
(Second Language)
Publisher : Punjab School Education 3. My Mother

Board, Sahibzada Ajit Sing Nagar, Mohali 4. A Cricket Match
Punjab.
5. A hot-day in summar
Text Book : Punjabi Pathya Pustak No.7
6. Holi
Std. IX
7. My School
8. Guru Nanak Dev Ji
PROSE
9. An autobiography of an old book
Lesson No. : 3. Jago
10. My favourite leader
6. Baldan - wala Piara Singh
Story-Writing on given Outlines
8. Punjabi-Di-Lok-Giaika-Surinder
Kaur 1. Thirsty-Crow
12. Baba Banda Sing Bahadur 2. Greedy-Dog
15. Baisakhi 3. The lion and the mouse
19. Sabhdan - Hoshiar 4. Bad company
20. Kartar Singh Sarbha 5. Union is strength
22. Shernia Letters
23. Lala Lajpat Rai 1. An application for two days sick
leave
25. Sat Dobtor
2. An application for emission of fine
27. Gandhi ji.Sabhamati Ashram
3. A letter to your friend explaning him
POETRY
how you celebrate your birthday.
Lesson No. : 1 Sona Rangian Dhupan
4. A letter to your father to send you
5 Ma-Da-Pyar some money and allow you to go
9 Same-Di-Bahar on a picnic.
13 Vehla Dialogue
17 Sawan 1. Between two brother

Compositions 2. Between a coach and a player
(Each of 150 to 200 words) 3. Between a bookseller and
1. My Best Friend 4. Between the mother and the
daughter
2. 15th August
74
Grammar 13. Dosti
Revision of the portion studied in Std. 17. Gulab-Di-Fasal
VIII 24. Punjab
1. Gender, Number, Opposites Compositions
2. Idioms, phrases (Each 200 to 250 words)
3. Punctuation 1. My favourate Ledger
4. Noun
2. Guru Gobind Singh Ji
5. Verb
3. T.V. its merits and demerits
6. Tense
4. A visit to a historical place
7. Adjective
5. A scene at the railway station
8. Add a Question-tag
6. 26th January
Std. X
7. A visit to Taj Mahal
Text Book : Punjab Path Pustak No. 8
8. Dussehra
Publisher : Pubjab School Education
Board, Sahibjada Ajit Singh Nagar, 9. My India
Mohali (Punjab). 10. An autobiography of a river
Portion to be done Story-writing on given outlines
PROSE : 1. Tit for tat
Lesson No. : 2. Safaltwan Asafaltawan 2. Two wise goats
3. Master Mela Singh 3. Two friends and a bear
4. Molana Azad 4. Shepherd boy
7. Jeon Tere Babhre 5. The fox and the grapes
8. Lohri Letters
10. Nawan-Chehra 1. An application for school-leaving
14. Unbhhi-Than-da-Subha certificate
15. Hari Kishan 2. An application for fee concession
16. Pritam Singh-da-Subha 3. A letter to your father requesting him
19. Gaggu to send you some money
21. Mohinder Singh Randhawa 4. A letter to your friend to spend his
summer vacation with you
23. Puara-Te-Jit
5. A letter to book seller ordering him
Poertry some books
1. Punjabi
Dialogue
5. Udam-Kari-Jaroor
1. Between two sisters
9. Guru Amar das
2. Between a student and a teacher
75
3. Between a T.C. and a passanger 3. Number, gender, opposite words
4. Between a Doctor and a patient 4. Idioms. proverbs, phrases
5. Between a father and a son 5. Punctuation
Grammar 6. Formation of sentences
Revision of the portion studied in 7. Su-fix, Pre-fix
Std. IX : 8. Question-tag
1. Tense 9. Verb and adverb
2. Framing questions 10. Adjective
76
2.20 Punjabi
Publisher : Pubjab School Education 1. Essay of about 300 words

Board,Sahibjada Ajit Singh Nagar, Mohali 2. Letter writing to relatives, friends on
(Punjab). social matters in about 10 lines
Text Book : Punjab Path Pustak No. 7
(Second Language) 3. Translation from English to Punjabi
about 5 lines
Std. IX
4. Comprehension
Portain to be studied.
5. Story writing
Prose
2. Akkal Di Gal Std. X
3. Maharshi Balmikji Publisher : Pubjab School Education
Board, Sahibjada Ajit Singh Nagar,
6. Babey De Puttar
Mohali (Punjab).
10. Mahabharat Text Book : Punjab Path Pustak No. 8
14. Sach ton vadda Hathiyar (Second Language)
17. Yatra Hemkund Sahib Portain to be studied
21. Tahnedari Prose
26. Sarojini Naidu
3. Gup Baaj
Poetry
6. Rani Sahib Kaur
1. Hari Piyari Bharat Ma
8. Lok Naabh Bhangra
8. Holi Da Geet
15. Sardar Patel 11. Kaniya Kumari
22. Akashi Bijli 14. Dussehra
Grammar 15. Prahlad Bhagat
1. Tense - Simple & Compound 27. Manwa Thandiya Shanva
2. Change of gender and number Poetry
3. Word derivation
4. Hor Da Hor Nee
4. Analysis of sentence
10. Varkha Di Rut
5. Transformation of sentences
16. Maa
6. Idioms, proverbs, phrases as
arising out of the text 22. Guru Nanak
7. Punctuation Grammar
Composition 1. Compound Verbs
2. Samasi Shabad
77
3. Opposite Words, Similar words Composition
4. Pre-fix/Suffix 1. Essay of about 300 words
5. Idioms, proverbs, etc. from the text 2. Letter writing to relatives, friends of
on social matters in about 10 lines
6. Change of gender and number
3. Comprehension
7. Transformation of sentences
4. Story writing
78
2.21
Bengali
(Second Language)
Introduction a. Prose - A text book about 60 pages.

Bengali is rich in its literature. It is the b. Poetry-about 100 lines
decendent of Indo Aryan family of languages Std. IX
in its own state the language is taught and
learnt. However, it always happens that Text Book – Bangla sahayak path (New
people from other states come to Edition 2005 January)
Maharashtra for their own reason, like Publisher – The West Bengal Board of
industrial development, transfer in services, Secondary Education
in search of job etc. In such situations they
1. Prose – 60 pages
have to learn the state language in order to
mix with the people. At the same time they 1. Post master
are eager to keep alive their own mother 2. Abhagir swarga
tongue/language and also want their children
to learn the same. 3. Khajanbhi babu
Objective 4. dudher dam
To enable students to 5. Ashouyogi
1. utter the language correctly e.g. 2. Poetry

pronunciation, conversaton and various 1. Mritunjay
basic concepts of grammar. 2. Smirity bhinna
2. read regularly the daily newspapers, 3. Kajala didi
periodicals and journals, etc.
4. Fariyadh
3. create interest among students to listen
various radio programmes and to watch 5. Agami
different T. V. Programmes etc. 3. Rapid reading – About 20 pages
4. celebrate particular days, relevant to 1. Deenu rakhit
specific language i.e. Sindhi, Punjabi
2. Sougat
Bengali ever year, elocution, poetry
recitation, storytelling, essay writing and 4. Composition
to participate group discussion etc. 1. Letter writing
5. develop the feeling and respect for love a. Personal letter to relatives and
of nation, unity and national harmony, friends
scientific vision, work culture, equality,
enterprise education, the basic values b. Business/Offcial
of life, etc. 2. Story writing from given points and
outlines.
79
3. Eassay- Narratives and Kolkata, West Bengal, India
descriptives (about two fifty words)
Std. X
4. Comprehension of unseen passage
Text Book – Bangla Sahayak Path (New
5. Precis Edition January – 2005)
5. Grammar Published by – The west Bengal Board
1. Antonyms and synonyms (Opposite of Secondary Education
Word) 1. Prose - 60 page
2. Sandhi 1. Kabuliwala
3. Pad-Paribartan-Noun to Adjective, 2. Mamlar phal
Adjective to Noun
3. Ajantrik
4. Gender
4. Debatar Janma
5. Make sentences from idioms and
phrases 5. Banku Babur Bandhu
6. Verb(tense-Present, past, Future) 2. Poetry
7. Giving one word 1. Duranta Asha
6. Oral/Conversational Skill 2. Champa
Recommended Books on Bengali 3. Lohar bataha
Grammar-
4. Chithi
1. Adhunik bangla Vyakaran by
Jagadish Chandra ghosh 5. Swagat
2. Bhasha prakash bangla Vyakaran 3. Rapid Reading (about twenty

by Dr. Suniti K.Chattarjee pages)
3. Bangla Vyakaran by Sukumar Sen 1. Muktir Kata

4. Madhyamik Bangla Vyakaran by Dr. 2. Dhup Kathi
Rabin Gupta 4. Grammar
5. Best collection on Bengala 1. Antonyms and Synonyms (Opposite
Vyakaran and composition by Mr. word)
M.S.Mallick Sir (BOS) (Rajiv Gandhi
Jr. College, Bengali Camp, 2. Sandhi
Chandrapur) 3. Pad-Paribartan-Noun to Adjective,
Note – Above all grammar and texts book Adjective to noun
are available at – 4. Gender and Number
1. M/s. Debashree Book Depot, Bengali 5. Make sentences from idioms and
Camp, C/o Mr. M. S. Mallibk Sir (Rajiv phrases
Gandhi Jr. College, Bengali, Camp,
Chandrapur – 442 401 Ph. 07172 – 6. Verb – (Tense-Present, Past,
261925, Cell Phone – 9422837698/ Future)
9021581944 7. Giving one word
2. Any Book Depot, College Street,
80
5. Composition (about 260 words) 4. Madhyamik Bangla Vyakaran by Dr.
Rabin Gupta
1. Letter Writing
5. Best collection on Bangla Vyakaran
1. Personal letter to relatives and
and Composition composition – by
friends
Mr. M. S. Mallibk Sir, (BOS) (Rajiv
2. Business/Official Gandhi Jr. College, Bengali Camp,
2. Story Chandrapur)
Writing from given points and outlines. Note – Above all grammar and text
book are available at-
1. Essay-Narratives and descriptives
(about two fifty words) 1. M/s. Debashree Book Depot, Bengali
Camp C/o. Mr. M. S. Mallibk Sir (Rajiv
2. Coprehension of unseen passage Gandhi Jr. College, Bengali Camp,
3. Precis Chandrapur – 442 401 Ph. 07172 –
6. Oral/Conversation Skill 261925
Recommended Books on Bengali Cell Phone – 9422837698/ 9021581944

grammar - 2. Any Book Depot, College Street,
1. Adhunik bangla Vyakaran by Kolkata, West Bengal, India
Jagadish Chandra ghosh
2. Bhasha prakash bangla Vyakaran
by Dr. Suniti K. Chattarjee
3. Bangla Vyakaran - by Sukumar Sen
81
2.22
Bengali
Introduction samity, Kolkata

Bengali is rich in its literature. It is the 1. Prose – 35 pages
decendent of Indo Aryan family of languages
1. Char – Ghoshpure gora
in its own state the language is taught and
learnt. However, it always happens that 2. Deshio shilper sarbonash
people from other states come to 3. Nirjan arannye apu
Maharashtra for their own reason, like
industrial development, transfer in services, 4. Birangana
in search of job etc. In such situations they 2. Poetry
have to learn the state language in order to
1. Bharu dutter besati
mix with the people. At the same time they
are eager to keep alive their own mother 2. Ramnagarer nayab Mashai
tongue/language and also want their children 3. Poan
to learn the same. The State Board has
4. Harano Tupi
offered this facility to learn mother-tongue,
for student of Bengali, Punjabi and Sindhi. 3. Grammar
Objective 1. Gender-Change the gender
To enable students to 2. Opposite word
1. utter the language correctly e.g. 3. Punctuation
pronunciation, conversation and various
4. Give one word
basic concepts of grammar.
5. Idioms, Phrases (use in sentences)
2. read regularly the daily newspapers,
(from text book)
periodicals and journals, etc.
6. Pad-Paribartan (Noun to Adjective
3. listen various radio programmes and
Adjective to Noun)
to watch different T. V. Programmes.
4. Composition
4. celebrate particular days, relevant to
specific language i.e. sindhi, Punjabi 1. Letter writing – Personal letter to
Bengali every year, elocution, poetry relatives and friends
recitation, story telling, essay writing 2. Story writing from given points and
and to participate group discussion, etc. outlilnes
Std. IX 3. Narrative and Descriptive essay
Text Book – Sahitya Chavan (II Part) New writing
edition 2005 5. Oral skill
Publisher – Nikhil Bangha shikshak
82
Contact for the book - 6. Pad paribartan (Noun to Adjective,
1. M/s. Debashree Book Depot, Bengali Adjective to Noun)
Camp, C/o. Mr. M. S. Mallibk Sir (Bos) 4. Composition
(Rajiv Gandhi Jr. College, Bengali
1. Letter writing - Personal letter to
Camp, Chandrapur – 442 401 Ph.
relatives and friends
07172 – 261925, Cell Phone –
9422837698 / 9021581944 2. Story writing from the given points
and outlines.
Kolkata, West Bengal, India 3. Eassay- Narratives and
desbriptives
Std. X
5. Oral Skills
Text Book – Sahitya Chayan Part-II (New
edition -2005) Recommended Books on Bengali
Grammar-
Publisher by Nikhil Bangla Shikshakh
Samiti 1. Adhunik bangla Vyakaran by Jagadish
Chandra Ghosh
1. Prose – 35 pages
2. Bhasha prakash bangla Vyakaran by
1. Beiman
Dr. Suniti K. Chattarjee
2. Bannya
3. Bangla Vyakaran by Sukumar Sen
3. Aparajya Rammohan
4. Madhyamik Bangla Vyakaran by Dr.
4. Khaiber giri sankat Rabin Gupta
2. Poetry 5. Best bollebtion on Bengali Grammar by
1. Barjatra Mr. M. S. Mallibk Sir (BOS), (Rajiv
Gandhi Jr. College, Bengali Camp,
2. Jharna
Chandrapur)
3. Kulilmajur
Note – Above all grammar and text
4. Ranar book are available at –
3. Grammar 1. M/s. Debashree Book Depot, Bengali
1. Gender (Change the gender) Camp, C/o. Mr. M. S. Mallibk Sir (Rajiv
Gandhi Jr. College, Bengali Camp,
2. Opposite Word Chandrapur – 442 401 Ph. 07172 –
3. Punctuation 261925, Cell Phone – 9422837698 /
9021581944
4. Give one word
5. Idioms and phrases (Use in
Kolkata, West Bengal, India
sentences from text book)
83
Classical Languages
2.23, 2.24, 2.25, 2.26, 2.27, 2.28
Sanskrit/Pali/Ardhamagadhi
Introduction precision and potential to coin new words. It
Sanskrit, Pali, Ardhamagadhi is, therefore, absolutely necessary to acquaint
languages symbolize Indian culture and the 21st century generation with Sanskrit.
contribute immensely to the national At the same time the teachings of Lord
integration and international feeling of Buddha and Lord Mahavir are essential for
friendship and fraternity. universal peace and brotherhood. Henbe the
These classical languages have the rich study of Pali and Ardhamagadhi is also
cultural heritage of various branches of relevant.
learning such as Religion, Philosophy, History, Thus, the study of these classibal
Geography, lifesciences like Ayurveda, languages will help the students to activate
Alchemy, Architecture, Yoga, etc. and fine arts their thought process and improve their
like Folklore, Music, Dance, Painting, communication skills such as proper
Dramatics. pronunciation in Modern Indian Languages
From the point of view of value- too.
education also the study of classical This syllabus of classical Languages is
languages is extremely useful especially in in consonance with the presecondary level
this era of erosion of values. up to Post-Graduate University-level. It can
Moreover, Sanskrit has been now be said to be at par with the syllabi of
universally acknowledged and acclaimed to neighbouring Boards’ Secondary level.
be the only language, most appropriate for Similarly the syllabi of the NCERT and policy
computer because of its unique grammar, of SCF are also considered.
84
2.23 Sanskrit
(Second Language)
Introduction the pronunciation.

Sanskrit is one of the oldest languages The renowned Sanskrit grammarian
of the world from the period of Rigved. We Panini wrote the grammar which has been
can trace the development of Sanskric abknowledged and acclaimed to be the most
language through g§{hVm, ~«m÷U-J«ÝW, Cn{ZfX²- scientific grammar by linguists and scientists
J«ÝW, ZmQç, etc. These are the salient features alike all over the world. In the article,
of Sanskrit language ‘Knowledge Representation in Artificial
Intelligence (AI)’ Mr. Briggs, a scientist at
This should be known to the students
NASA has praised Panini “a computer
at the level ²of Secondary and higher scientist without any hardware”. So, the
Secondary Education. This is taken into sutras of Panini may initiate the learners to
account while restructuring the Sanskrit use the bomputer which is the key of
Syllabi. Information and Technology era.
Language is the means of effective Similarly, the origin of concepts of co-
Communication all over the world. Sanskrit operation, demobraby globalization,
language has great capabity to coin new environmental awareness, etc. is seen in
words as per the requirement, with the help ancient vedic hymns. e. g.
of about 2000 roots, 22 preffixes and
innumarable suffixes. So the study of Sanskrit ghZmddVw gh Zm¡ ^wZºw gh dr¶ª H admdh¡ &
is essential to enrich other regional VoOpñdZmdYrV_ñVw _m {d{Ûfmdh¡&
languages too.
or g_mZrd AmHy {V: - Let our opinions be one
Sanskrit is not only the language of and the same
literature but also of sciences.
g_mZm{Z öX¶m{Z d: - Let our hearts be
The knowledge of various sciences like
one.
Ayurveda, Physibs, Chemistry, Mathematics,
Aeronautics, Architecture Archaeology, g_mZ_ñVw dmo _Z: - Let our minds be one
Indology, Manuscriptology, Astrology,
In ancient times, when Sanskrit dramas
Astronomy, Phonetics, etc, as well as Social were the only common source of
Sciences like Logic, Political Science, entertainment for the entire society, Kalidas
Economics and Dramatics is precisely
aptly said "ZmQç§ {^ÝZéMoOZ© ñ` ~hþYmQçoH§ g_mamYmZ_²',
expressed in Sanskrit. The golden heritage
in the form of these books exhibits a in his play _mb{dH m{¾{‘Ì
developed state of citizenry in respebtive The dialectic stories (fables) from the
historical periods. books ‘Mahabharat’, ‘Panbhatantra’,
This is an articulary language. Each ‘Hitopdesh’ are really very fascinating. The
study of these stories help to develop the
sound has a separate symbol. So, Sanskrit
reasoning and logical thinking as well as
language becomes easier to write as per
interest in Sanskrit. With the help of the
85
knowledge of these stories, students can opt expressions in their mother tongue with
for good career in the field of animation. the help of the knowledge of Sanskrit.
N ÝX _mÌm d¥ Î m are the characteristic 4. understand simple passages in
features of Sanskrit poetry. The knowledge Sanskrit
of meters like AZwïw ^², Am`m© etc. help the 5. answer the questions in Sanskrit orally.
students to recite the verses properly. Its
6. read and recite Sanskrit shlokas and
rhythm also conveys the sentiments and the
stotras fluently
expressions.
7. participate in different cultural
The noble charabters from ancient
programmes in Sanskrit
scripture like sage Agastya, sage Vasishtha,
eminent scholars like Varahamihir, 8. translate the Sanskrit passage into their
Aryabhatta, the king Bhagiratha etc. would mother tongue
certainly provide an idol to the students. 9. know the terminology of Indian
The syllabi at the Secondary level as languages such as Marathi, Hindi also
well as the graduate and postgraduate levels of Maths, Science and Social Science.
have been taken into consideration for the 10. enrich their Sanskrit vocaculary.
sake of proper integration. A serious thought
has been given to the New Educational 11. develop skills in reading aloud Sanskrit
approach of Maharashtra State Board. passages fluently with proper
Modern teaching aids would play an articulation, intonation, pronunciation
important role in the achievement of these and understanding.
objectives. 12. acquire skills in writing short
The knowledge of Sanskrit promotes compositions, passages and stories
the interdisciplinary studies e.g. Bhagvad 13. develop more interest in Sanskrit
Gita, the world famous book is the science literature.
of ‘Personality Development’, as well as 14. acquaint them with the cultural, spiritual
“Stress management”. So, the study of this and moral heritage of India.
book is essential in the study of Psychology,
Management ect, Kautilya Arthshastra and Specific Objectives
Political Science, Leelavati and Mathematics. To enable the students to
Moreover, the Study of Sanskrit 1. take interest in listening Sanskrit songs,
Literature helps to broaden the outlook of the hymns and Subhashitas.
learners.
2. understand programmes on Radio, T.V.
General Objectives
3. speak grammatically correct sentences.
4. read various types of literature with
1. understand the basic structure of correct pause.
Sanskrit grammar.
5. use nouns, verbs, adjectives correctly.
2. speak simple sentences using proper
intonation 6. write answer in correct Sanskrit.
3. add to their vocabulary and modes of 7. translate unseen passages in Sanskrit

into the medium offered.
86
8. collect Subhashitas, lyrics on partibular 2) {dgJ© gpÝY
subjects.
E) Voice- Active, Passive, Impersonal (^mdo
9. write correct compounds, sandhis and
à`moJ)
verb forms.
F) Participles.
Std. IX
1. Past Participles (ŠV, ŠVdVw)
1. Prose
2. Potential passive participles
About 200 lines
H _©{U {dÜ`W©H Ym. gm. {deofU (`, Vì`, AZrà²)
One lesson should be in the form of a
letter (formal or informal) 3. Gerunds ËdmÝV, ë`~ÝV (ŠËdm, ë`n²)
2. Poetry 4. Infinitive of purpose VwÝV (VwZ²)
About 120 lines. 60 lines for Recitation G) CnnX{d^{ŠV
120 H) Compounds g_mg - Aì``r^md, Û§Û, {d^{ŠV
One lesson should comprise of VËnwéf
following meters I) Numbers (1 to 20, 30, 40, 50, 60, 70,80,
AZwïw ^², ^wO§Jà`mV, Am`m© 90, 100)
3. Rapid Reading about 60 lines. J) Composition

(Prose and Poetry) 1. Answer in Sanskrit to the questions
4. Grammar based on text or - Arrange the
sentences chronologically
A) Nouns
2. Translation of unseen passages into
^mZw, YoZw, dYw, {nV¥, _mV¥, MÝÐ`g², n`g², _éV², the medium offered (Prose, Poetry,
OJV² Drama)
B) Pronouns 3. Translation of Sentences into

Sanskrit
gd©, AÝ`, ^dV², BX² (All genders)
or - Writing a Paragraph of 5 lines
C) Roots (A) in Sanskrit on a given topic
The roots belonging to 1, 4, 6, 10 or Gap Story (around 10 gaps)
classes of nañ_¡nX, AmË_ZonX Std. X
`m (`m{V) 2 P. P. Ag² (ApñV) 2 P.P. 1. Prose
H¥ . (H amo{V, Hw éVo) 8 U.P. About 200 lines
Uses of roots with prefixes. One lesson should be in the form of
Present Tense, past Tense, Imperative letter (formal or informal)
mood- Potential mood. 2. Poetry
D) gpÝY About 120 lines. 60 lines for Recitation
1) ñdagpÝY : JwU, d¥{Õ, Revision Ù², One lesson should comprising of

following meters
A`m{X
87
BÝÐdO«m, CnoÝÐdO«m, Jr{V 6. Va - V‘ dmMH éno (Comparative and
3. Rapid Reading 60 lines. (Prose and superlative degree)
Poetry) 7. Absolute Locative, g{V gá_r
4. Grammar
8. Causal à`moOH ({UM²)
1. Nouns - ^JdV², e{eZ², ^m{dZ², AmË_Z², 9. Numerals 1 to 20 (Cardinals and
Zm_Z², amOZ², H _©Z², dmM², {Xe² Ordinals) g§»`m VWm H« _dmMH
2. Pronouns - Revision of pronouns
10. Present Participles dV©_mZ H mbdmMH
studied in VIII, IX Std. and AXg²
YmVwgm{YV {deofU (eV¥, emZM²)
3. Roots (A) - ~«y (2 U. P.), Xm (3 U. P.),
11. ì`§OZg§Yr
Amn² (5 P. P.), e¥ ( 5 P. P.), ^wO² (7 U. P.),
VZ² (8 U. P.), km, J«h ( 9 U. P.), 12. Compounds – VËnwéf g_mg, ~hþd«rhr
(remaining types)
Present Tense, Imperfect past tense
dV©_mZ H mi (bQ² bH ma) àW_ ^yVH mi (bS². 13. Uses of CnnX{d^{ŠV
bH ma) 5. Composition
Imperative Potential 1. Answer in Sanskrit to the questions
based on text or Arrange the
AmkmW© (bmoQ² bH ma) {dÜ`W© ({d{Y {bS².) sentences chronologically
Second future, perfect past tense 2. Translation of unseen passages into
{ÛVr` ^{dî` H mi (b¥Q² bH ma) namoj ^yVH mi the medium offered (Prose, Poetry,
([bQ² bH ma) Drama)
of the above mentioned roots 3. Translation of sentences into

Sanskrit or - Writing a paragraph
4. (Denominative) Zm‘YmVy of about 5 lines in Sanskrit on a
5. pÀd ê n, given topic or A gap story (8 gaps)
88
2.24 Sanskrit
Std. IX Indeclinables
1. Gerunds (ŠËdm, ë`n²)
1. Prose 2. Infinitive of purpose Vw_ÝV (Vw_wZ²)
About 150 lines G) Special uses of CnnX{d^{ŠV
One lesson should be in the form of H) Compounds - g_mg - Aì``r^md, Û§Û,
letter (formal or informal) VËnwéf
2. Poetry I) Composition -
About 70 lines (30 lines for Recitation) 1. Answer in Sanskrit to the
3. Grammar questions based on text.
2. Arrange the sentences
A) Nouns - ^mZw, YoZw, _Yw, {nV¥, _mV¥,
chronologibally
_éV², OJV² MÝÐg², n`g²
3. Gap Story (around 10 gaps)
B) Pronouns- BX_² (In 3 genders)
Std. X
C) Roots
1. Prose
(A) The roots belonging to 1, 4,
6, 10 classes of nañ_¡ n X, About 150 lines
AmË_ZonX 2. Poetry
Present Tense, Imperfect About 70 lines (30 lines for Recitation)
Past tense, Imperative mood,
Potential mood 3. Grammar
(B) Forms of `m (`m{V) 2 P. P. Ag² 1. Nouns

(ApñV) 2 P. P. H¥ . (H amo{V, Hw éVo) ^JdV², e{eZ², ^m{dZ², AmË_Z², Zm_Z², amOZ²,
8 U. P. H _©Z,² dmM², {Xe²
D) Sandhis - ñdagpÝY : Ù², A`m{X, {dgJ© 2. Pronouns - Revision of pronouns
gpÝY studied in VIII, IX Std.
E) Voice - Active, Passive, Impersonal 3. Roots (A) -
(only for recognition). ~« y (2 U. P.), Xm (3 U. P.),
Amn² (5 P. P.), e¥ (5 P. P.), ^wO²
F) Participles -
(7 U. P.), VZ² (8 U. P.), km, J«h
1. Past Participles ^yVH mbdmMH ( 9 U. P.)
YmVwgm{YV {deofU (ŠV and ŠVdVw) 4. Present Tense dV©_mZ H mi (bQ² bH ma)
2. Potential Passive Participles Imperfect Past tense àW_ ^yVH mi
(`, Vì`, AZrà²) (bS². bH ma)
Imperative mood AmkmW© (bmoQ² bH ma)
89
Potential mood {dÜ`W© ({d{Y {bS² .) 8. Revision of Participles, studied in
Perfect past tense namoj ^yVH mi - Std IX. Present Participles dV©_mZ
({bQ² bH ma) H mbdmMH YmVwgm{YV {deofU (eV¥, emZM²)
Second future tense {ÛVr` ^{dî` H mi 9. ì`§OZg§Yr -
(b¥Q ² bH ma) 10. Compounds – g_mg VËnwéf (All types)
5. Causal à`moOH ({UM²) 11. Uses of CnnX{d^ŠVr
6. Numerals 1 to 20 (Cardinals and 4. Composition
Ordinals) g§»`m VWm H« _dmMH
1. Answer in Sanskrit to the questions
7. Absolute Locative g{V gá_r based on text or Gap Story (around 10
gaps) or arrange the sentences
chronically.
90
2.25 Pali
(Second Language)
Introduction 2. read and listen to the passage with keen

Pali is an ancient classical language. interest.
During the period of the Lord Buddha, It was 3. take interest in the study of pali
the Lingua Indica. Later Pali spread to literature. At Std. IX & X, the exphasis
different parts of the world especially the far is on a classical language.
East. The principles enshrined in Pali are
noble and lofty. Self-upliftment (AÎm-Xrn-^d) 4. take interest in listening to blassibal
is the universal message disseminated by prose and poetry in Pali.
the revered Buddha. The Pali language and 5. know the meaning of the passages
literature contains a lot of historical source whenever read.
material which has encouraged the scholars
all over the world to study further. The large 6. speak small sentences and then give a
number of stupas, viharas etc. built by the speech.
Emperor Ashoka, the beautiful caves at 7. know about the writers and poets in Pali
Ajanta and Ellora as well as a number of and the books written by them.
rock-inscriptions bear a testimony to the
historical evidence this language contains. 8. know the style and beauty of Pali
The tenets of Buddhism like world peace, language.
universal brotherhood as ensconced in pali 9. read the dramatic passages with proper
have attracted world scholars, statesmen like pronunciation and dramatisation.
Albert Einstien, Vishwaratna Boddhisatva Dr.
Babasaheb Ambedkar, Mr. & Mrs. Rhys 10. write and express their own thoughts
Devid, Anagarik Dhammapal, Rahul through Pali.
Sanskrutyayan, Dharmanand Kaushambi, 11. recite and translate the passages from
Admin, Laski, Dr Surendra Adnyat, Dr. L. R. the Pali literature.
Bali, Jawaharlal Nehru. Even today vipassana
is extremely popular among the people. It 12. study the social, cultural, philosophical
gives mental peace, which is very rare these aspects of Indian like through Pali
days. The teachings of Dhammapada are literature.
extremely useful to mankind. Thus the study 13. acquaint them with the spiritual and
of Pali ultimately helps the multi-dimentional moral heritage of India.
development of individuals, societies and
nations.
Objectives
1. know the accents and intonations of the
words and to note the changes in the
meanings there of.
91
Std. IX Std. X
1) Prose : JÁO - About 200 lines. 1) Prose : JÁO - About 200 lines.
2) Poetry : nÁO - About 120 lines (60 2) Poetry : nÁO - About 120 lines
lines for Recitation)
(60 lines for Recitation)
3) Rapid Reading - About 50 lines.
3) Rapid Reading : About 60 lines
4) Grammar : dU©, dU© n[adV©Z - Tense and 4) Grammar : Tense, Sandhi, Case,
Sandhi, Nouns Pronouns. Compounds
5) General knowledge – Pabbajja, 5) General knowledge : Vihar, Chaitya,
Tisaran, Chiwar, Arhant, Chariya. Stupas, Short notes on Pali books
6) Oral Skills – Listening, Loud Reading, Dhammapada. Suttanipat, Therigatha,
Speaking and Conversation. Jataka, Caves- Ajantha & Ellora,
6) Oral Skills : Listening, loud reading,
speaking and conversation.
92
2.21 Pali
Objectives Std. IX
1) Prose : JÁO - About 100 lines.
1. listen carefully to passages in Pali
2) Poetry : nÁO - About 50 lines
2. know the intonations
3) Grammar : dU©, dU© n[adV©Z, H mi, g§Yr
3. read out the subhashits loudly after the
teacher’s reading 4) General knowledge – Pabbajja,
Chariya, Tisaran
4. read the passages properly on their
own. 5) Oral Skills – Listening, loud reading,
speaking and conversation.
5. translate the passage into the mother
tongue and the medium offered. Std. X
6. take interest in other extracts from Pali 1) Prose : JÁO - About 100 lines.
literature
2) Poetry : nÁO - About 50 lines
7. write and express their own thoughts
through Pali 3) Grammar : Tense, Sandhi, Case
8. study the Social, Cultural, philosophical 4) General Knowledge : Vihar, Chaittya,

aspects, Spiritual and moral heritage Stupas, Ajantha, Ellora and Nasik
of India through Pali literature (Trirashmi) Caves
5) Oral Skills : Listening, Loud Reading,
Speaking and Conversation
93
2.27 Ardhamagadhi
(Second Language)
Introduction 7. acquire skills in reading aloud seen and

unseen passages fluently with proper
Like Sanskrit, Ardhamagadhi is also
articulation, intonation, pronunciation
and ancient classical language. The
and understanding.
principles like non-violence, truth, non-
thieving, etc. enshrined in Ardhamagadhi 8. develop ability to narrate experiences,
have attracted the world scholars. Especially participate in debates and discussions
the principles of truth and nonviolence were and express their views in correct
effectively used by Mahatma Gandhi for language and in logical sequence.
achieving Indian independence. The thoughts 9. develop ability to express ideas from
of Lord Mahavir still guide us. They are the texts in their own language without
extremely useful for mankind. Hence the study sacrificing the content.
of Ardhamagadhi is essential. 10. develop skills in writing composition
Objectives like essay, letters, summaries of given
passages in appropriate language and
To enable students to its idiom.
1. acquire fair knowledge of basic 11. make proper use of dictionary and other
structure of the language and elements reference material.
of grammar as per the syllabus.
12. develop interest in reading literary
2. enrich the vocabulary. passages and appreciating the beauty
of language and ideas in them and
3. listen carefully and with understanding
spoken passage read out to them, 13. cultivate broad human and cultural
lectures talks etc. at a normal outlook through literature read by them.
conversational speed. Specific objectives
4. comprehend different forms of literary To enable the students to
passages (seen & unseen) in their
1. listen to Subhashit, sloks, Geets,
various aspects, structures, significance
carefuly
development of main idea and writer’s
point of view. 2. Know modern Indian Languages better
5. develop ability to take notes of lectures, 3. speak short sentences with proper
prepare report and summaries of pronunciation
conversations, lectures and talks with 4. read interesting stories in
proper speed. Ardhamagadhi
6. acquire skills in reading aloud seen and 5. learn how to use idioms in his own
unseen passages fluently with proper sentences
articulation, intonation pronunciation and 6. enrich the vocabulary in Ardhamagadhi
understanding. and
94
7. write a few sentences in Ardhamagadhi recitation.
on any given subjebt.
d. To collect old pictures and coins.
Std. IX
5. Oral Skill
1. Prose
250 lines for detail study
Std. X
100 lines for Rapid Reading
1. Prose
1. Length of each lesson -30 lines
maximum 220 lines for detail study
2. Number of lessons 8 to 10 100 lines for Rapid Reading
2. Poetry 2. Poetry
100 lines for detail study 100 lines for detail study
1. Length of each lesson -50 to 80 lines 3. Grammar
2. Number of lessons 7 to 8 a. Tenses- Present, Past, Future
3. Grammar b. Active and Passive Voice
a. Declensions of nouns and pronouns c. Numerals : From 1 to 100
Nouns : Masculine, Feminine, d. Casual forms and their usage

Common Gender e. comparative and superlative
b. Conjugation degrees.
c. Present participles, potential/ 4. Project work

Passive participles a. To visit the prominent libraries.
4. Project work b. To arrange tours to the Jain,
a. To collect idioms and proverbs. Buddha and Hindu temples.
b. To recite idioms and proverbs. c. To read the rock inscriptions and to

visit the cave.
c. To enlist the special sentences-
formations and easy sentences 5. Oral/Conversational Skill
so as to help conversation and Listening, Loud, Reading, Speaking
and Conversation
95
2.28 Ardhamagadhi
Introduction 7. acquire skill in reading silently story

Like Sanskrit, Ardhamagadhi is also an books, news papers, magazines and
ancient language. The principles like non- other prescribed text with proper speed
violence, truth, non thieving, etc. enshrined in and understanding,
Ardhamagadhi have attracted the world 8. develop ability to narrate experiences,
scholars. Especially the principles of truth and participate in debates and discussions
non-violence were effectively used by and express their views in correct
Mahtma Gandhi achieving Indian language and in logical sequence,
independence. The tenets of Lord Mahavir 9. develop ability to express ideas from
still guide us. They are extremely useful for the texts in their own language without
mankind. He the study of Ardhamagadhi. sabrifibing the bontent,
Objectives 10. develop skills in writing composition
like essays, letters, summaries of given
To enable students to-
passages in appropriate language and
1. acquire fair knowledge of basic its idiom,
structure of the language and elements 11. make proper use of dictionary and other
of grammar as per syllabus, reference material,
2. enrich the vocabulary, 12. develop interest in reading literary
3. listen carefully and with understanding passages and appreciating the beauty
spoken passages read out of them, of language and ideas in them and,
lectures, talks etc. at normal 13. cultivate broad human and cultural
conversational speed, outlook through literature read by them.
4. comprehend different forms of literary Instruction
passages (seen and unseen) in their 1. From the Ardhamagadhi syllabus of
various aspects, structures, standard IX first seven prose lessons
significance, development of main idea are for the complete course
and writer’s point of view,
2. First five poems are taken for the
5. develop ability to take notes on lectures, complete course
prepare reports and summaries of
3. Grammar as per the syllabus
conversations, lectures and talks with
proper speed, N. B. Text book for IX & X would be one
each with Specific passages/lessons
6. acquire skills in reading aloud seen and earmarked for Entire and composite course.
unseen passages fluently with proper
articulation, intonation pronunciation and
understanding,
96
Std. IX & X 3. Common Gender
1. Prose b. Conjugation
200 lines c. Changes of conjunct consonants in
Sanskrit
Length of each lesson : 30 lines
maximum d. Sandhi
Number of lessons : 7 4. Project Work
2. Poetry a. To collect idios one proverbs
50 lines for detail study b. To recite idios proverbs
Length of each lesson : 15 to 20 lines c. to enlist the special sentence
formations and some easy
Number of lessons : 5
sentences so as to help
3. Grammar conversation and recite them
a. Declaration of nouns and pronoun d. To collect old pictures and coins
1. Masculine Gender 5. Oral/Conversational Skill
2. Feminine Gender Listening, Loud Reading, Speaking and
Conversation.
97
2.29 Persian
(Second Language)
Persian Objectives
Persian has a long history of its origin To enable the Students to
and development. In India Persian has served
1) have acquaintance with the structure of
as a court language for more than six hundred
Persian language and elements of its
years. During these years Persian language
grammar.
has produced a number of poets and writers
irrespective of caste and religion from all over 2) enrich the modern vocabulary in Persian
India and assimilated different thoughts. 3) speak and express their own ideas in
Due to its long history of origin and modern Persian
development, Persian language is regarded
4) learn by heart quotations and verses in
as a classical language. But, like other
Persian
languages of the world Persian language has
also gone through transformation and 5) understand simple passages from
therefore, the literature produced in Persian Persian and appreciate linguistib
from the beginning of the twentieth century beauty.
onwards is classified as modern Persian.
Specific Objectives
The vital role whith the Persian
language has played in India for, almost, more
than six centuries has made the language, 1) be aware of the close relationship of
especially in Indian perspective quite their mother tongue and regional
important. Moreover, the multifaceted language on one hand and the national
literature produced in India in Persian language in particular.
language reflects the love and affection with
2) arouse in them active interest in Persian
the poets and writers had for India. The poetry
in order to get an idea of the rich
of Amir Khusrav, Faizi, Abu Talib Kaleem and
writings of Abul Fazal are few examples to heritage of the medieval India and its
be quoted. tradition, wisdom and culture.
During centuries Persian language has 3) make them aware of the close relations
left vast impact on Indian languages, foods, between India and Persian speaking
dresses, place names, fruits and Indian countries.
culture. Thus, in medieval India Persian 4) acquaint them with the culture and
language immensely helped in the growth of literary trends of classical Persian.
composite culture and common heritage and
in modern times Persian language is serving 5) acquire knowledge about right to
as a bridge between India and Persian information and right to education.
Speaking countries of the world. It is therefore 6) create interest to make use of computer,
that the study of Persian language and rich internet and e-mail.
literature produced in it is unavoidable at
Secondary and Higher Secondary levels. 7) create awareness about the gender
equality.
98
8) develop awareness of national 8) Tense (Past, Present and Future)
integration and patriotism through
Oral Skills
Persian language.
Std. X
Std. IX
Prose : 30 pages
Text Book (Classical and modern)
50 pages of stories, dialogues, essays on Poetry : 40 couplets
festivals and seasons, poetical passages and Composition
letters etc (Exbluding introductory notes,
1) Story writing on a given outline or
exercise and glossary etc)
on a given subject in simple
Prose : 30 pages Persian.
Poetry : 60 to 70 couplets (Recitation of 3) Translation of simple passages
20 verses and Reading of the from Persian into the language of
text) instrubtion.
Composition : 4) Essay of 7 to 10 simple sentences
1) Revision of the Alphabet and in Persian on familiar subject.
sentence making done in std VIII. 5) Explanation of textual passages
2) Written work in the form of simple (Prose and Poetical)
sentences on familiar objects. 6) Precis writing based on the text
3) Translation of words, phrases and 7) Simple letter writing to friends,
simple sentences from language of relatives or parents
instructions like English, Urdu,
Marathi, Gujarati or Hindi into Grammar
Persian. 1) Revision of grammar done in Std.
4) Translation and explanation of IX
prose Passages and poetical 2) Adverb
portion from the text into the
language of instruction. 3) Infinitive and Imperative from the text
book
5) Introduction of simple dialogue in
Persian. 4) Voices
Grammar : 5) Gender
1) Revision of grammar done in Std 6) Kinds of Past, Present and future
VIII 7) Numeral
2) Parts of speech 8) Conjunction
3) Kinds of Noun 9) Figures of speech, Tashbeeh,
4) Adjectives Isteyara, Talmeeh and mubalegha
5) Pronoun Oral Skills
6) Verb
7) Conjunction
99
2.30 Persian
Std. IX Composition
Prose : 25 pages 1) Story writing on a given outline or
Poetry : 35 couplets on a given subject in simple Persian
Composition : 2) Translation of simple passages

from Persian into the language of
1) Revision of Alphabet done in std instruction
VIII.
3) Essay of 7 to 10 simple sentences
2) Written work in the form of simple in Persian on familiar subject
sentences on familiar subjects.
4) Explanation of textual passages
3) Translation of simple Persian words
(Prose and Poetical)
and phrases into the medium of
instruction. 5) Precis writing based on the text
4) Translation and explanation of 6) Simple letter writing to friends,
prose passages and poetical relatives or parents
portion from the text into the Grammar :
language of instruction.
1) Revision of grammar done in Std.
5) Introduction of simple dialogue in IX
Persian.
2) Adverb
Grammar
3) Infinitive and Imperative from the text
1) Revision of grammar done in Std
book
VIII
4) Voices
2) Part of speech
5) Gender
3) Kinds of Noun
6) Numeral
4) Adjectives
5) Pronoun 7) Conjunction
6) Verb Oral Skills
7) Conjunction
8) Tense (Past, Present, Future)
Oral Skills
Std. X
Prose : 30 pages
Poetry : 40 couplets
100
2.31 Arabic
(Second Language)
Introduction Std. IX & X

Arabic is regarded as a classibal Objectives
language. It is only because of a long history
of its origin and rich literature whith the
language possesses. But, like other 1. have a fair acquaintance with the
languages of the world, Arabic, through the structure of the of Arabic language and
ages, has also gone into transformation and elements of its grammar.
has produced modern literature. 2. enrich the vocabulary and the
expression of the mother tongue with
Due to close contacts between India the help of Arabic knowledge.
and Arabic speaking countries in various
fields especially in the field of trade, gradually 3. speak and express their own ideas in
modern Arabic.
Arabic language left a great impabt on Indian
languages and culture. 4. learn by heart quotations, verses in
Arabic for gainful pleasure and
During medieval India Arabic was given enlightenment.
very high regards in India and the language
5. understand simple passages from
produced vast literature. Arabic & appreciate their linguistib
The influence of the Arabic language is beauty.
not only confined to the Indian languages and Specific Objectives
culture but its impact can be seen in other
areas also. And this very impact of the
language helped in emergence of a common 1. Develop close relationship of Arabic
Indian heritage and culture. with their mother tongue and regional
language on the one hand, also with
On one hand the classical literature of the national language in particular.
the language helps a student of Arabic
2. arouse in them active interest in Arabic
language in learning morale and ethics which in order to get an idea of the great
are essential for survival of mankind in the heritage of the anbient and medieval
era of globalization, on the other hand the India and its tradition, wisdom and
modern Arabic language is regarded as a culture.
link language between India and Arabic 3. make them aware of the contacts of
speaking world. India, which it had with Middle East
To learn morale and ethics and to Arab countries.
preserve common heritage and culture whith 4. acquaint them with the culture and
the Arabic language has left, keeping in mind literary trends of ancient Arabia and
the importance of Arabic as a link language modern Arab world.
between India and Arabic speaking countries 5. provide opportunities to Indian students
in modern times, the interest in learning the to visit foreign culture houses,
language is day by day increasing. consulates and embassies.
101
6. have thorough knowledge of right to saheehah) (Maroof-wa-majhool)
education, right to information. i) Adjective
7. acquire ability to make use of computer, Oral Skills
internet, on line education etc.
Std. X
8. develop awareness of adverse effects
of alcohol. Text-Book (Classical and Modern)
9. develop awareness of gender equality. 60 pages.
10. develop awareness of national Literary, biographibal, descriptive
integration and patriotism through conversational and historical excerpts
Arabic language. (excluding introductory notes exercises and
Std. IX glossary etc.).
Text-Book (Classibal and Modern) 50 pages Prose : 40 pages
of stories, dialogue anecdotes and Poetry : 50 couplets
biographibal sketches (excluding introdubtory Composition
notes exercises, glossary etc.).
a) Translation of simple Arabic
Prose : 40 pages sentences into the language of
Poetry : 40 verses instruction
Composition b) An essay of 10 lines on familiar
objects
a) Revision of Alphabet, basic
structure of sentences done in Std. c) Translation and explanation of
VIII passages Prose and Poetry from
the Texts
b) Composition of sentences on
familiar objects. d) Answering the questions of general
nature in Arabic and conversational
c) Translation from Arabic into the Practice
e) Paragraph writing in Arabic on
d) Paragraph writing on given theme/ common topics
topics in about ten sentences.
Grammar
e) Introduction and practice of Simple
dialogue in Arabic. a) Numerals in figures and in words
from 1 to 100
Grammar
b) Nouns, active participles and passive
a) Numerals (21 to 50 in figures and particbiples of Thalathi Mazeed
in words) verbs
b) Definite article ‘The’ c) Broken plurals
c) The Sun letters and the moon d) Conjugation of verb, Active voice
letters. and Passive voice (Mu’tallah verbs)
d) Nouns, active participle and passive e) Imperatives and Prohibitives
participle of Tri lettered verbs.
f) Types of sentences (affirmative,
e) Pronoun, Personal, Possesive. negative, interrogative)
f) Gender Oral Skills
g) The singular, the dual and the sound
plural (masculine and feminine)
h) The verb and the Tenses (Afaal-e-
102
2.32 Arabic
Std. IX Std. X
Text Book (Classical and modern) 30 pages Text Book (Classical and modern) 30 pages
of prose and poetry (excluding notes, of prose and poetry (excluding notes,
exercises and glossary etc.). exercises and glossary etc.).
Prose
Prose
25 pages of modern/blassibal prose,
dialogues anecdotes and biographibal 25 pages of modern-/classical prose,
sketbhes. dialogues anecdotes and biographical
Poetry : 15 couplets (Classical) sketches etc.
Recitation of 5 to 10 verses/lines/one Poetry : 15 couplets (Classical)

story from the text-book. (Recitation of 5 to 10 verses/lines of a
Composition story from the text-book)
a) Revision of Alphabet basic structure Composition
of sentences done in Std. VIII
a) Translation of Prose and Poetry
b) Reading and writing of simple from Arabic into language of
Arabic text with the teacher’s help
instruction
c) Introduction of simple dialogues in
Arabic. b) Translation of simple sentences
(seen vocabulary) from language of
d) Translation of Arabic-Text into the the instructions into Arabic
c) Introduction of simple dialogues in
Grammar
Arabic
a) Revision of Grammar done in Std.
VIII Grammar
b) Arabic numerals in figures and in a) Pronouns
words from 1 to 20 b) Adjectives and Possessive
c) Nouns active Participles and compound
Passive Partibiples of trilateral
verbs c) Verbs with conjugation
d) Pronouns - Personal, demonstrative d) Numerals figures from 1 to 100 and
and Possessive in words from 1 to 50
e) Number and Gender in Arabic e) Imperative and Prohibitive
f) Adjective Oral Skills
g) Possessive compound
h) Verbs in Arabic-conjugation of
perfect and imperfect verbs
Oral Skills
103
2.33
Avesta
(Second Language)
Introduction 7. make a proper use of dictionaries and

Avesta is one of the ancient Iranian other reference books, and
languages in whith the oldest Zoroastrian 8. cultivate a broad, human and cultural
scriptures are composed while Pahlavi is one outlook expressed through the literature
of the Middle - Iranian languages in which read by them.
later Zoroastrian religious writings are Std. IX
composed.
1. Text - book
Avesta and Pahlavi have great religious
significance for the Parsis who immensely 20 pages of Reading - Writing -
contributed to enrich Indian culture and Translation
civilization. The Zoroastrian scriptures are Havana - Gah - transliteration -
written in Avesta and Pahlavi and their study Translation - Explanation - Grammar
will provide opportunities to understand this
ancbient religion in its true perspective. (Reference : Avesta Grammar by K.S.
However, very little change can be perceived Kanga and Avesta Text for University
in their present syllabus as their reach and Students I. published by The Trustees
scope is very much limited. of the Parsi Panchayat, Bombay, 1954)
Objectives 2. Composition
To enable students to Translation of simple sentences from
1. acquire knowledge of the basic Avesta into English and English into
structure of the language and the Avesta.
elements of grammar arising out of the 3. Grammar
Text. Alphabet with transbription, Sindhi Guna
2. enrich the vocabulary and diction of the and Vridhhi, Roots and Formation of
language. Nouns Degree of Adjectives, General
3. comprehend stories and literary Case Terminations. Declensions of
passages from the Text as well as Nouns and Adjectives, 10 Classes of
outside the text. Verbs, Conjugations and Non-
Conjugational Tenses and Moods.
4. develop ability to take notes on lectures
and talks relevant to the subject. 4. Oral/Conversational Skill.
5. acquire skill in reading seen and unseen Std. X

passages with proper articulation, 1. Text - book
pronunciations. Rapithwin gah and Atash - Niyayishn
6. acquire skill in writing passages in the including poetic stanzas from Yasna 33.
language with correct spelling and 12-14 and 34.4 - Transliteration -
Punctuation. Translation - Explanation - Grammar.
104
(Reference : Avesta Grammar by K. S. 3. Grammar
Kanga and Avesta Text for University Revision of grammar portion studied
Students I. published by The Trustees into Standard IX.
of the Parsi Panchayat, Bombay, 1954)
Numeral - Pronouns - Participles
2. Composition Derivative Verbs - Prepositions -
Translation of simple sentences from Prefixes and Suffixes - Adverbs.
Avesta into English and English into 4. Oral/Conversational Skill
Avesta.
105
2.34 Pahlavi
(Second Language)
Avesta is one of the ancient Iranian 1. Text - book
languages in which the oldest Zoroastrian 20 pages of Reading - Writing -
scriptures are composed while Pahlavi is one Translation
of the Middle - Iranian languages in which
later Zoroastrian religious writings are The Pahlave Karnamagei Artaxir
composed. papakan by D.P. Sanjana, Bombay,
1896. - Chapter I.
Avesta and Pahlavi have great religious
signifibance for the Parsis who immensely 2. Composition
contributed to enrich Indian culture and Translation of simple sentences from
civilization. The Zoroastrian scriptures are Pahlavi into English and English into
written in Avesta and Pahlavi and their study Pahlavi.
will provide opportunities to understand this 3. Grammar
ancient religion in its true perspective. Alphabet with transcription, joining of
However, very little change can be perceived letters - Nouns - Pronouns - Adjectives
in their present syllabus as their reach and - Prepositions - Prefixes and Suffixes -
scope is very much limited. Verbs (Perteritc and Present.)
Objectives 4. Oral/Conversational Skill
To enable students to - Std. X
1. acquire knowledge of the basic 1. Text - book
structure of the language and the
elements of grammar arising out of the The Pahlavi Karnamagei Artaxir
Text. papakan by D. P. Sanjana, Bombay,
1896. - Chapters 2.4.
2. enrich the vocabulary and diction of the
language. (Reference : A Middle-Persian
Grammar by C. Salimann translated
3. comprehend stories and literary
from German by L. BOGDANOV,
passages from the Text as well as
outside the text. Bombay, 1930)
4. develop ability to take notes on lectures 2. Composition
and talks relevant to the subject. Translation of simple sentences from
5. acquire skill in reading seen and unseen Pahlavi into English and Pahlavi into
passages with proper articulation, Avesta.
pronunciations. 3. Grammar
6. acquire skill in writing passages in the Revision of grammar portion studied
language with correct spelling and into Standard IX. Cardinal and Ordinal
Punctuation. Numerals - Ideograms with Iranian
7. make a proper use of dictionaries and equivalents.
other reference books, and cultivate a 4. Oral/Conversational Skill
board, human and cultural outlook
expressed through the literature read
by them.
106
Modern Foreign Languages
2.35
French
(Second Language)
The world of the 21st bentury has shrunk The major Objectives of teaching
to become a global village and the individual, foreign language is to make students aware
a global citizen, Interdependence amongst of a foreign culture and its people in order to
nations is an inevitable fact and exposure to promote international understanding and
foreign cultures the need of the hour in order harmony by acquiring the necessary
to promote international understanding and communication skills in the foreign language.
co-operation. General Objectives
Given the scenario, the knowledge of a To enable the students to
foreign language becomes a handy tool for
communication. The study of a foreign 1. acquire basic knowledge of the
language by itself or coupled with other vocaculary and grammatical structures
specialization viz. pure sciences, in the foreign language.
engineering, commerce, 2. understand the foreign language as it
social sciences etc. is a major asset is spoken.
for any individual. Besides offering myriad 3. speak the foreign language with
job opportunities in traditional areas like confidence in simple day to day
industry, trade and commerce, foreign and situations.
tourism, binema, sports and cultural
4. comprehend simple written texts.
exchanges.
5. write in simple and reasonable correct
At a more personal level, the study of a
sentences in the foreign language.
foreign language provides the individual an
unique opportunity to look at the world beyond 6. acquire the necessary communication
his, to learn about other cultures even as he skills which may require for day to day
presents his own to others. In the process, social interaction.
he imbibes the good points from other 7. develop his/her personality and self-
cultures and introspects on his own, thus confidence by inculcating a sense of
enhancing the learning process. Above all, universal values like punctuality,,
the study of a foreign language and the cleanliness and respect for law and
civilization of its people give the young mind order.
an opportunity to dream.
Specific Objectives
“I do not want my house to be walled in
on all sides and my windows to be stuffed. I Listening skills
want cultures of all lands to be blown about To enable the students to
my house as freely as possible. But refuse
1. distinguish sounds of the foreign
to be blown off my feet by any.” - M. K.
language.
Gandhi.
2. listen for a global understanding so as
107
to able to give main points. 4. read silently, with reasonable speed
3. take dictation in a foreign language. depending on the text.
5. read text silently for overall
4. understand conversations in simple,
understanding (skimming) and for
familiar, day to day situations.
finding & Specific information.
5. listen to and understand a telephonic
6. deduce the meaning of words, phrases
bonversation.
with the help of context.
6. understand the nuanbes bonveyed
7. read notices, advertisements, news
through stress and intonation.
headlines & road signs etc.
Speaking Skills
8. learn to club or group sentences into
To enable the students to - appropriate sense groups/grammatical
1. Pronounce words correctly, in the groups.
foreign language. 9. learn to use a dictionary and reference
material.
2. make meaningful use of words, phrases
and sentences in context. 10. ultimately to read for pleasure and
knowledge.
3. produce simple statements, questions,
commands and requests. Writing Skill
4. express his/her ideas coherently and To enable the student to
logically in simple sentences. 1. master the art of writing including the
5. orally answer questions set on simple use of Punctuation marks, capital letters
texts. and spellings
6. narrate personal experiences incidents, 2. write grammatically acceptable and
and stories in brief. situationally appropriate forms of the
foreign language.
7. describe a situation or to describe a
picture. 3. write answers to question based on the
text or reading material as well as
8. converse appropriately in formal and personal response questions.
informal contexts.
4. frame statements, questions,
9. sing songs in the foreign language. commands and requests for their
Reading Skills appropriate use in different contexts.
To enable the students to 5. develop a paragraph on a given subject
taking into account coherence, logical
1. read aloud, with correct pronunciations, sequences and connective devices.
stress and intonation.
6. write informal letters, e-mails with the
2. read aloud, at an appropriate pace and help of given points.
with pauses, showing awareness of
Punctuation. 7. write essays, compositions with the help
of guidelines.
3. read aloud seen short texts and poems
with appropriate rhythm. 8. describe a situation and events with the
help of given guidelines.
108
9. fill up registration/application forms in Immediate Future
French. Recent Past
Weightage to be given to the different skills Partitive Articles
in Std. IX & X
(d) Adjectives-Qualifying, Numerical,
1. Reading and Comprehension Skills Demonstrative and Possessive
30%
(e) Pronouns-Subject
2. Writing Skill 30%
(f) Nouns
3. Translation Skill 20%
Std. X
4. Oral Skill 20%
Course Book : PANORAMA
(Includes listening comprehension writing as
in dictation, reading & speaking skills) 1. Prose
Std. IX Lessons 9 - 16 (Up to page 153)
Course book : PANORAMA 2. Grammar
1. Prose Revisions of grammar done in Std.IX
Lessons 1-8 pages 76 a) Verbs Future Tense
2. Grammar b) Adjectives : Qualifying,

Interrogative, Comparative and
(a) Articles : Indefinite, Definite, Superlative Degree Demonstrative,
Partitive Possessive
(b) Prepositions c) Pronouns - Direct, Indirect Object,
(b) Verbs: Regular and Irregular Emphatic, Relative, Demonstrative,
Indefinite, En, Y.
Reflexive and Non-Reflexive
d) Adverbs
Tenses : Present, Perfect (Passe
Compose), Imperfect
109
2.36 French
Introduction vocabulary and grammatical structures

The world in the 21st Century has in the foreign language.
become a global village. Young Indian 2. understand the foreign language as it
professionals are fanning out across the is spoken.
globe for taking up assignments in different 3. comprehend simple written texts.
fields, be it finance, engineering or research
in pure sciences. Whereas, earlier on the 4. write in simple and reasonable correct
exodus was mainly to the UK and the USA, sentences in the foreign language.
today, south America, Europe, Japan, China 5. acquire the necessary communication
and the Far-East are also popular skill which they may require for day to
destinations. Today, even those who do not day social interaction.
venture overseas need to know a foreign
6. develop his/her personality and self-
language in view of the lucrative jobs
confidence by inculcating a sense of
opportunities offered by Call centers and
universal values like punctuality,,
BPO’s. In this context, the role of foreign
cleanliness and respect for law and
languages for the purpose of communication
order.
cannot be overemphasized. The learning of
foreign languages therefore assumes great Specific Objectives
importance. What better way than to ‘catch Listening Skills
them young’ as is being done in the case of
English language teaching. Exposure of To enable the student to
foreign languages at an early age helps the 1. distinguish sounds of the foreign
student develop an understanding of a language.
foreign culture, the good points of which can
2. take dictation of words in a foreign
be adapted and inculcated in one’s own life
language.
and approach to problems. It helps the
youngster to reappraise his/her own 3. follow simple texts read aloud so as to
perspectives in the global context. Learning answer simple questions set on them.
of a foreign language at an early age 4. understand conversation in simple,
facilitates the acquisition of language skills familiar, situations.
e.g. students pick up the right accent at an
early age with minimal interferenbe from the 5. listen and understand simple pre-
mother tongue. recorded cassettes.
Objectives Speaking Skills
To enable the students to To enable the student to
1. acquire a basic knowledge of the 1. pronounce words correctly in the foreign

language.
110
2. make meaningful use of words, phrases important in language learning. Learners
and sentences in context. need to understand meanings of words with
3. produce simple statements, questions, the help of context and to express themselves
commands and requests. in that language. The textbooks and other
material will offer necessary guidance in this
4. express his/her ideas coherently and regard. Learners should be taught situation
logically in simple sentences. based vocabulary so that they can learn and
5. answer oral questions set on simple apply it in real life situations.
texts. Weightage to be given to the different
6. sing songs in the foreign language. aspects of the syllabus in Std. IX & X
(Composite)
Reading Skills
1. Writing Skill 30%
2. Translation Skill 10%
1. read aloud with correct pronunciation,
stress and intonation. 3. Grammar and Vocabulary 40%
2. read aloud at appropriate pace and with 4. Oral Skills 20%
appropriate pauses showing Std. IX
awareness of punctuation.
Course Book
3. read aloud short texts, poems with
appropriate rhythm. ``Le Francais, c'ets un Atout!''
4. read silently with reasonable speed, 1. Prose

depending on the text. Approximately 82 Pages
5. learn to use dictionary & reference 2. Composition
material. (a) Translation from French into English
Writing Skills (b) Short, guided essay of 10 lines
To enable the students to 3. Grammar
1. master the mechanics of writing (a) Nouns- Plural and Feminine
including the use of punctuation marks,
capital letters and spellings. (b) Pronouns- Identify direct object
2. write grammatically acceptable and Replace direct Object
situationally appropriate forms of Emphatic Pronouns
English.
(c) Adjective - Interrogative
3. write answer to questions on textual/non
(d) Verb - Regular, Irregular, Reflexive
textual reading material.
(e) Prepositions
commands and requests for their (f) Tenses - Immediate Future, Recent
appropriate use in different contexts. Past, Perfect (Pass Compose)
Vocabulary (g) Degree of Comparison -
Comparative and Superlative
Development of vocabulary is
111
Note : Any other grammar that may occur in (b) Pronouns - Identity indirect object
the prescribed text book. Replace indirect objects
Std. X (c) Verbs - regular and Irregular
Course Book : yet to be written (d) Tenses - Revision of IX Std.
1. Prose Present, Immediate Future, Recent,
Approximately 82 pages Past. Perfect (Pass Compose with
"avoi of irregular verbs only)
2. Compositions
Perfect : (Passe compose with 'etre
(a) Translation of French into English except reffexive verbs)
(b) Short guided essay of 10 lines or (e) Expression of negative
informal letter writing of 10 lines.
Note : Any other grammar the may occur in
3. Grammar the prescribed text book.
Revision of grammar in Std. IX
(a) Nouns - Plural and Feminine.
112
2.37
German
(Second Language)
The world of the 21st century has shrunk The major Objective of teaching a
to become a ‘global village’ and the foreign language is to make students aware
individual, a ‘global citizen.’ Interdependence of a foreign culture and its people in order to
amongst nations is an inevitable fact and promote international understanding and
exposure to foreign cultures the need of the harmony by acquiring the necessary
hour, in order to promote international communication skills in the foreign language.
understanding and co-operation. To enable the students to
Given this scenario, the knowledge of 1. acquire a basic knowledge of the
a foreign language bebomes a handy tool vocabulary and grammatical structures
for communication. The study of a foreign in the foreign language.
language by itself or coupled with other
specializations viz. pure sciences, 2. understand the foreign language as it
engineering, commerce, social sciences etc, is spoken.
is a major asset for any individual. Besides 3. speak the foreign language with
offering myriad job opportunities in traditional confidence in simple day to day
areas like industry, trade and commerce, situations.
foreign services, journalism, etc. it opens new
4. comprehend simple written texts.
vistas in the areas of travel and tourism,
cinema, sports and cultural exchanges. 5. write in simple reasonably correct
sentences in the foreign language.
At a more personal level, the study of a
foreign language provides the individual an 6. acquire the necessary communication
unique opportunity to look at the world beyond skills which they may require for day to
his/her, to learn about other cultures even as day social interaction.
he/she presents his/her own to others. In the 7. develop his/her personality and self-
process, he/she imbibes the good points confidence by inculcating a sense of
from other cultures and introspects on his/ universal values like punctuality,,
her own, thus enhancing the learning process. cleanliness and respect for law and order.
Above all, the study of a foreign language
and the civilization of its people give the 8. read, analyse and translate simple
young mind an opportunity to dream. research texts.
“I do not want my house to be walled in Specific Objectives

on all sides and my windows to be stuffed. I Listening Skills
want bultures of all lands to be blown about
my house as freely as possible. But refuse
to be blown off my feet by any.” - M. K. 1. distinguish sounds of the foreign
Gandhi. language.
113
2. maintain his/her attention for a 2. read aloud, at an appropriate pace and
reasonable length of time. with pauses, showing awareness of
3. listen for global understanding so as to Punctuation.
be able to identify main points. 3. read aloud, short texts, poems with
4. take dictation in a foreign language. appropriate rhythm.
5. follow simple texts, read aloud so as to 4. read silently with reasonable speed
answer simple questions set on them. depending on the text.
6. understand conversation in simple, 5. read texts silently for overall
familiar day to day situations. understanding (skimming) and for
finding Specific information.
7. listen to and understand simple texts
on the Cassette/CD. 6. deduce the meaning of words, phrases
8. listen to and understand a telephonic with the help of the context.
conversation. 7. read notices, advertisements, news
9. understand the nuances conveyed headlines and road signs etc.
through stress and intonation. 8. learn to club or group sentences into
Speaking Skills appropriate sense groups/grammatical
groups.
9. learn to use a dictionary and reference
1. pronounce words correctly in the foreign
material.
language.
10. and finally to be able to read for
2. make meaningful use of words, phrases
pleasure, knowledge or research.
and sentences in context.
Writing Skills
3. produce simple statements, questions,
commands and requests. To enable the students to
4. express his/her ideas coherently and 1. master the art of writing including the
logically in simple sentences. use of Punctuation marks, capital letters
5. answer questions on simple texts orally. and spellings.
6. narrate personal experiences, incidents 2. write grammatically acceptable and

and stories in brief. situationally appropriate forms of the
foreign language.
7. describe a situation or to describe a
picture. 3. write answers to questions based on
the texts or reading material as well as
8. converse appropriately in formal and
to personal response questions.
informal contexts.
9. sing songs in the foreign language.
commands and requests for their
Reading Skills appropriate use in different contexts.
To enable the students to 5. develop a paragraph on a given subject
1. read aloud, with correct pronunciation, taking into abbount boherence, logical
stress and intonation. sequence and connective devices.
114
6. write informal letters with the help of Note : in addition to this, grammar based
given points. on the prescribed texts.
7. develop a story with the help of given 3. Oral/Conversational Skill
outlines/ points.
Std.X
8. write essays, compositions with the help
Course Book : Lernziel
of guidelines.
Lesson 8 to 15
9. describe a situation and events with the
of given guidelines. 1. Prose
10. write a short conversation with the help 60 pages (approximately)
of given guidelines. 2. Items of Grammar and Syntax
11. answer questions based on charts, a. Articles : Definite and indefinite
timetables, maps etc. b. Prepositions : Governing
12. fill up registration/ application form in a accusative, dative and governing
foreign language. both
Std. IX c. Verbs
Course Book- Lernziel i. Auxiliary Modal Verbs
Lessons from 1 to 7 ii. Weak, strong, mixed verbs

iii. Simple and compound verbs
1. Prose
iv. Impersonal verbs
about 60 pages
d. Adjectives : Qualitative, Numerical,
2. Items of Grammar and Syntax Demonstrative and Possessive
(a) Artibles : Indefinite, Definite e. Pronoun : Nominative, Accusative
(b) Prepositions and Dative
(c) Verbs f. Simple and compound sentence
(i) Regular and Irregular g. Tenses : Present, Perfect, Past

tense
(ii) Reflexive and Non-Reflexive
h. Cases : Accusative, Dative and
(iii) auxiliary verbs Genitive
(d) Adjectives- Qualitative, Numerical, Note : In addition to this grammar based on
Demonstrative and Possessive the prescribed texts.
(e) Pronouns - nominative, accusative 3. Oral/Conversational Skills
and dative
(f) Tenses : Present, Perfect.
115
2.38 German
Std. IX Std. X
Course Book All grammar item covered in Std. IX
1. Verbs 1. Verbs : Conjugation of verbs
a. Regular verbs i. Regular verbs
b. Auxiliary verbs ii. Auxiliary verbs
c. Weak, strong, mixed verbs iii. Weak, strong, mixed verbs
2. Nouns iv. Compound verbs both separable
a. Cases : Nominative, Accusative, and inseparable verbs
Dative v. Reflexive Verbs
b. Declension of personal pronouns : 2. Present Perfect Tense
in three bases (Nominative, 3. Prepositions : Governing, Accusative,
Accbusative, and Dative). Dative
c. Imperative mood 4. Cases : Nominative, Accusative, Dative
3. Prepositions and Genitive
a. Governing accusative only 5. Degrees
b. Governing dative only Note : Any other Grammar that may occur in
the prescribed textbook.
c. Governing sometimes accusative &
sometimes dative
4. Past Tense (Sein and haben)
116
2.39 Russian
(Second Language)
Introduction harmony by abquiring the necessary

The world in the 21st Century has communication skills in foreign language.
bebome a global village. Young Indian To enable the students to
professionals are fanning out across the 1. acquire basic knowledge of the
globe for taking up assignments in different vocabulary & grammatical structures in
fields, be it finance, engineering or research the foreign language.
in pure cbiences. Whereas, earlier the
exodus was mainly to the UK and the USA, 2. understand the foreign language as it
today, South Ameriba, Europe, Japan, China is spoken.
and the Far-East are also popular 3. speak the foreign language with
destinations. Today, even those who do not confidence in simple day to day
venture overseas need to know a foreign situations.
language in view of the lucrative jobs
4. comprehend simple written texts
opportunities offered by Call centers and
BPOs. In the context, the role of foreign 5. write simple reasonably correct
languages for the purpose of communication sentences in the foreign language
cannot be overemphasized. The learning of 6. acquire the necessary communication
foreign languages therefore assumes great skills which they may require for day to
importance. What better way than to “Catch day social interaction.
them young” as is being done in the base of
English language teaching. Exposure to 7. develop his/her personality & self
foreign languages at an early age helps the confidence by inculcating a sense of
student develop an understanding of a universal values like punctuality,,
foreign culture, the good points of which can cleanliness & respect for law & order.
be adapted and inculcated in one’s own life Specific Objectives
and approach to problems. It helps the
Listening Skills
youngster to reappraise his/her own
perspectives in the global context. Learning To enable the students to
of a foreign language at an early age 1. distinguish sounds of the foreign
facilitates the acquisition of language skills language.
e.g. students pick up the right accent at an
early age with minimal interference from the 2. maintain his/her attention for a
mother tongue. reasonable length of time.
Objectives 3. take dictation in a foreign language.
The major Objective of teaching a 4. follow simple texts, read aloud so as to

foreign language is to make students aware answer simple questions set on them.
of a foreign culture & its people in order to 5. understand conversation in simple,
promote international understanding & familiar day to day situations.
117
6. listen to and understand simple texts 7. Learn to club or group sentences into
on the Cassette/CD. appropriate sense groups/grammatical
groups.
7. understand the nuances conveyed
through stress and intonation. 8. Learn to use a dictionary and reference
material.
Speaking Skills
Writing Skills
1. Pronounce words correctly in the foreign
language. 1. master the art of writing including the
use of Punctuation marks, capital letters
2. Make meaningful use of words, phrases and spellings.
and sentences in context.
2. write grammatically acceptable and
3. Produce simple statements, questions, situationally appropriate forms of the
commands and requests. foreign language.
4. Express his/her ideas coherently and 3. write answers to questions based on
logically in simple sentences. the texts or reading material as well as
5. Answer questions on simple texts orally. to personal response questions.
6. Narrate personal experiences, incidents 4. frame statements, questions,

and stories in brief. commands and requests for their
appropriate use in different contexts.
7. Desbribe a situation or to describe a
5. develop a paragraph on a given subject
picture.
taking into account coherence, logical
8. Converse appropriately in formal and sequence and connective devices.
informal contexts.
6. write informal letters with the help of a
Reading Skills given points.
To enable the students to 7. develop a story with the help of given
outlines/points.
1. Read aloud, with correct pronunciation,
stress and intonation. 8. write essays, compositions with the help
of guidelines.
2. Read aloud, at an appropriate pace
and with pauses, showing awareness 9. describe a situation and events with the
of Punctuation. of given guidelines.
3. Read aloud, short texts, poems with 10. answer questions based on charts,
appropriate rhythm. timetables, maps, etc.
4. Read silently with reasonable speed Std. IX
depending on the text. Text : Pages 50
5. Read texts silently for overall 1. Revision of covered topics.
understanding (skimming) and for 2. Imperative mood and demonstrative
finding Specific information. pronouns.
6. Read notices, advertisements, news 3. Declension of noun in the
headlines, road signs etc. Prepositional (Singular and Plural)
118
and Accusative base (singular, 3. Verbs on motion - idti and yekhat.
plural with and without preposition) 4. Formation of adjectives from nouns.
4. Past tense of verbs. 5. Reflexive verbs.
5. Reflexive verbs. 6. Use of conjunctions Kotoriy, Yesli
6. Adjectives in Nominative base and in the subordinate clause and use
their composition with adverb. of word.
Recommended text book ‘Russian’ Recommended text book ‘Russian’ by V.
by V. N. Wagner and Y. G. Ovsienko. N. Wagner and Y. G. Ovsienko.
7. Oral/Conversational skill. Oral/Conversational skill.
Std. X
Text : Pages 50
1. Revision of covered topics.
2. Aspect of verbs.
119
2.40 Russian
Introduction To enable the students to –

The world in the 21” Century has 1. acquire basic knowledge of the
become a global village. Young Indian vocabulary & grammatical structures in
Professionals are fanning out across the the foreign language.
globe for taking up assignments in different 2. understand the foreign language as it
fields, be it, finance, engineering or research is spoken.
in pure sciences. Whereas, earlier the
3. speak the foreign language with
exodus was mainly x to the U.K. and USA, confidence in simple day to day
today South America, Europe, Japan, China situations.
and Far-East are also popular destinations.
In this context, the role of foreign languages 4. comprehend simple written texts
for the purpose of communication cannot be 5. write simple reasonably correct
overemphasized. The learning of foreign sentences in the foreign language
languages therefore assumes great 6. acquire the necessary communication
importance. What better way than to ‘Catch skills which they may require for day to
them young’ as is being done in the case of day social interaction.
English language teaching. Exposure to
7. develop his/ her personality & self
foreign languages at an early age helps confidence by inculcating a sense of
students develop an understanding of foreign universal values like punctuality,
culture, the good points of which can be cleanliness & respect for law & order.
adopted and inculcated in one’s own life and
Specific Objectives
one’s approach to problems. It helps the
youngster to reappraise his/her own Listening Skills
perspectives in the global context. Learning To enable the students to-
of a foreign language at an early age
1. distinguish sounds of the foreign
facilitates the acquisition of language skills
language.
e.g. students pickup the right accent at an
early age with minimal interference from the 2. maintain his/her attention for a
mother tongue. reasonable length of time.166
Objectives 3. take dictation in a foreign language.
The major objective of teaching foreign 4. follow simple texts, read aloud so as to
answer simple questions set on them.
language is to make students aware of a
foreign culture and it people in order to 5. understand conversation in simple,
promote international understanding and familiar day to day situations.
harmony by acquiring the necessary 6. listen to and understand simple texts
communication skills in the foreign language. on the cassette/CD.
120
7. understand the nuances conveyed 8. Learn to use a dictionary and reference
through stress and intonation. material.
Speaking Skills Writing Skills
To enable the students to- To enable the students to-
1. Pronounce words correctly in the foreign 1. master the art of writing including the
language. use of punctuation marks, capital letters
and spellings.
2. Make meaningful use of words, phrases
and sentences in context. 2. write grammatically acceptable and
situationally appropriate forms of the
3. Produce simple statements, questions, foreign language.
commands and requests.
3. write answers to questions based on
4. Express his/her ideas coherently and the texts or reading material as well as
logically in simple sentences. to personal response questions.
5. Answer questions on simple texts orally. 4. frame statements, questions,
6. Narrate personal experiences, incidents commands and requests for their
and stories in brief. appropriate use in different contexts.
7. Describe a situation or to describe a 5. develop a paragraph on a given subject

picture. taking into account coherence, logical
sequence and connective devices.
8. Converse appropriately in formal and
6. write informal letters with the help of a
informal contexts.
given points.
Reading Skills
7. develop a story with the help of given
To enable the students to- outlines/ points.
1. Read aloud, with correct pronunciation, 8. write essays, compositions with the help
stress and intonation. of guidelines.
2. Read aloud, at an appropriate pace 9. describe a situation and events with the
and with pauses, showing awareness of given guidelines.
of punctuation. 10. write a short note conversation with the
3. Read aloud, short texts, poems with help of given guidelines.
appropriate rhythm. 11. answer questions based on charts,
4. Read silently with reasonable speed timetables, maps etc.
depending on the text. Std. IX
5. Read texts silently for overall 1. Introduction to Russian sounds and
understanding (skimming) and for letters.
finding specific information. 2. Word stress in Russian language.
6. Read notices, advertisements, news 3. Reduction of vowels.
headlines, road signs etc.
4. Voicing and Devoicing of consonants.
7. Learn to club or group sentences into
appropriate sense groups/ grammatical 5. Nouns in Russian Language.
groups. 6. Gender of Nouns
121
7. Plural Nouns 3. Recitation of poems
8. Conjugation of verbs in the Present 4. Recitation of poems
Tense. 5. Collection of new spaper articles related
9. Pronouns: Personal, Possessive, to the country- continent
Demonstrative. 6. Information from various sources (about
10. Exerecise and Tests on topic covered. the language) countries in which the
Recommended text books- Russian by language is spoken.
V.N.Wagner. U.G.O.vsinko 7. Visits- factories (collboration)
Lessons No. 1 to 10 Institutes - Max Mueller Bhavan
Oral/Conversational Skill Alliance Francaise
Std. X M.E.L. department University of Pune
1. Revision of Topics covered in Std. IX. (Ranade Institute)
2. Adjectives (Nominative case) 8. Use of a dictionary
3. Past Tense of verbs. 9. Recipes
4. Prepositional case to denote Location. 10. Story telling

(Nouns-singular & plural) 11. Group-discussion
5. Personal pronouns in the prepositional 12. Elocution
case. 13. Dialogue-Role play
6. Word order in Russian 14. Narrating jokes
7. Reflexive verbs and their usage 15. Bring native- speakers it (whenever
8. Exerecise and Tests on topic covered. possible) and let the students hear the
Recommended text books- Russian by language, intonation, ask questions,
V.N.Wagner. Y.G.Dvsinko convenes, etc
Lessons No. 11 to 15 16. Give sites addresses to browse on

Internet to find out more information
Grammar.
Suggested classroom activities
1. Projects
2. Models
122
Third Language
3.1
English
Background English at the Secondary level.
This curriculum framework for the (Some students may terminate their
subject of English (Third Language) at Std. studies after Std. X. Others may
IX and X has been prepared bearing in mind pursue higher studies in different
the National Curriculum Framework and the faculties).
State Curriculum Framework, the curriculums Objectives
of English of the CBSE, the ISCE and
different State Boards and the views/opinions The major objective of teaching English
expressed by teachers on the existing at the Secondary level is to consolidate and
curriculum framework. extend the language abilities already
In view of the developments in the field acquired. In the course of two years, students
of Information and Communication are expected to develop a broad-based
Technology the Board recommends conceptual understanding (cognition) of the
increasing use of technology for effective idiom of English and to learn to make
implementation of the Curriculum of English. effective use of English in real life contexts
The new curriculum underscores the need of (application).
making education learner centered and of General Objectives
adopting the constructivist model of
education. The learner, therefore, is expected To enable the student to
to ‘discover’ and ‘construct’ his/her learning. 1. Learn to use English appropriately.
Some of the other considerations have been
as follows : 2. Understand spoken English, used in
and outside the school.
Increasing importance of English at the
International and National level. 3. Speak with confidence using
appropriate vocaculary, grammatical
Increasing demand for English, not only
as a source language (Library forms and acceptable pronunciation.
Language) but also as an important 4. comprehend written texts in English
language of communication. (both textual and non-textual)
Introduction of English from Class I, with 5. write in simple and acceptable/
effect from June 2000, in all the Non- reasonably correct English.
English medium schools in the State of
Maharashtra. 6. acquire the necessary communication
skills required for their day to day social
The functional (communicative), literary
interaction.
(aesthetib) and cultural (integrative)
needs of the learner. 7. cultivate a broad, human and cultural
The terminal and the non-terminal outlook.
Objectives of teaching/learning 8. Facilitate self-learning.
123
Specific Objectives 15. infer a speaker’s attitude/intention and
Listening Skill the message given in his speech.
To enable the student to Speaking Skill
1. enjoy and appreciate various types of To enable the student to

poems read aloud. 1. enjoy reciting poems with appropriate
2. understand meanings of words, rhythm.
phrases and sentences in context. 2. make meaningful use of words, phrases
3. guess meanings of new words and and sentences in context.
phrases. 3. use a variety of words and phrases in
4. understand statements, questions, different contexts.
commands, requests and such other 4. learn to speak fluently and intelligibly
sentences. on a given topic for a reasonable period
5. understand and respond appropriately of time.
to directive language, e.g. instrubtions, 5. answer orally the questions set on
advice, requests and warning. narrative and descriptive passages.
6. maintain his/her attention for a 6. produce simple statements, questions,
reasonable length of time. commands and requests.
7. listen for a global understanding so as 7. converse appropriately in formal and
to be able to give main points. informal contexts.
8. follow simple narrative, descriptive and 8. express his/her ideas coherently and
such other prose texts read aloud, so
logically.
as to answer questions set on them.
9. narrate events, stories and experienbes
9. enjoy and appreciate stories, short
in brief.
plays and short narrations read out in
the class. 10. describe states and processes that he/
she observes.
10. take dictation keeping pace with the
speed of the speaker. 11. participate in discussions, decates and
conversations.
11. understand and interpret spontaneous
spoken discourse in familiar social 12. use a variety of expressions for
situations. complimenting, requesting, apologizing,
12. listen with understanding news, etc.
commentaries, short speeches and Reading Skill
such other programmes on Radio/T.V./
To enable the student to
Tapes/CDs, etc.
1. read aloud effectively with correct
13. listen with understanding to telephonic
pronunciation, stress and intonation.
conversation.
2. read aloud with appropriate pace and
14. understand nuances conveyed through
pauses showing awareness of
stress and intonation.
punctuation.
124
3. read aloud poems with appropriate 4. write answers to questions on textual/
rhythm. non-textual reading material
4. read silently with reasonable speed, 5. frame statements, questions,
depending on the type of text. commands and requests for their
appropriate use in different contexts.
5. read silently textual and non-textual
material for overall/global understanding 6. develop a paragraph on a given theme
(skimming), for finding Specific considering coherence, logical
information (scanning), for detailed sequence and connective devices.
understanding (intensive). 7. write formal and informal letters with the
6. guess/predict appropriately while help of given points.
reading. 8. develop a story with the help of given
7. deduce the meaning of words, phrases outline/points.
with the help of context. 9. write short imaginary write ups e.g.
8. read informative material such as personal essays, compositions with the
notices, advertisements, road signs and help of guidelines.
news headlines. 10. write short reports based on interviews,
9. learn to chunk or group sentences into events and talks.
appropriate sense groups/grammatical 11. describe states and processes with the
groups. help of given guidelines.
10. learn to use a dictionary and such other 12. write a short conversation with the help
reference material. of given guidelines.
11. read to understand themes, ideas, 13. transfer the information from nonverbal
emotions, expressed in the text and to to verbal forms such as from tables,
respond appropriately. charts and maps to write-ups.
12. understand logical sequence of 14. Fill in a variety of forms in given formats
sentences in the text. such as admission form and bio-data
form.
13. read for pleasure extensively the texts
within the range of his/her imagination. Vocabulary
Writing Skill 1. Consolidation and extension of
vocabulary learnt in the previous
To enable the student to classes (up to Std. VIII / IX).
1. master the mechanics of writing 2. Abquisition of vocabulary arising out of
including the use of Punctuation marks, the prescribed texts.
capital letters and spellings.
Considering the importance of
2. write correctly, neatly and legibly with a vocabulary in language learning, a
reasonable speed. systematic effort will be made to help
3. write grammatically acceptable and students in the acquisition of
situationally appropriate forms of vocabulary. The coursebooks and
English. handbooks will offer the necessary
125
guidelines in this direction. A variety of 3. The focus has to be on the functional
tasks/activities will be included in the aspects of grammar and not on the
coursebooks (e.g. Dictionary entries, formal ones.
guessing meanings, finding appropriate 4. Grammar affects meaning. Therefore,
words, matbhing exercises, synonyms the teaching of grammatical meaning
and antonyms, word formation, etc.) should be emphasized.
Grammar 5. The study of grammar should lead to a
Grammar has an important role to play discovery of rules. We should draw
in the teaching and learning of English. students attention to a variety of
However, the question is how should we examples from the given text and expect
present grammar in a classroom situation to them to deduct or infer the rules.
facilitate the learning of English i.e. how can 6. Practice plays an important role in the
we help our students to learn to use their study of language. But mechanical
knowledge of grammar to use English practice is of no use. Meaningful
effectively in a variety of situations. In view of practice, that is, practice combined with
this, the Board makes the following understanding should be encouraged.
recommendations. 7. We have to move from fluency to
1. Grammar should not be taught for its accuracy.
own sake. Grammar is not an end in 8. Activities/tasks for vocabulary and
itself, it is a means to the use of grammar should help students in
language. developing their language skills.
2. Grammar should be taught with 9. The grammar of the learner’s first
reference to a context. Language is not language may be used for showing the
used in a vacuum, it is used in similarities and differences between the
situations. Isolated sentences should be two languages.
avoided.
Std IX
a) A Coursebook in English (English Reader)
For Detailed Study

i) Prose : About 50 pages of literary and non-literary texts/passages
ii) Poetry : About 100 lines.
Non-detailed study
A selection of literary texts: About 20 pages.
(The coursebook will include reading texts for both : detailed study and
non-detailed study.)
b) Grammar
126
1 Revision of grammatical —————————
items studied up to
Std VIII.
2 . The Sentence Types
i) Statements- Affirmatives, Negatives
ii) Questions- ‘Yes’/’No’ questions
3. The Tenses i) Simple Present-
Uses- universal truth, habitual activity,
Permanent states, future reference.
ii) Present Continuous-
Uses- action in progress, temporary states, future.
iii) Simple Past –
Uses- habitual activity, single occurrence actions.
iv) Past Continuous-
Uses- actions in progress at a point of time in past.
4. Articles Uses of ‘a’, ‘an’, ‘the’
5. Prepositions Different uses
6. Reported Speech Statements, questions, commands, requests,
exclamations
7 Passive Voice Statements, Questions, and Indirect objects.
8 Modal Auxiliaries Can, may, might, etc.
9. Non-finites Infinitives and Participles
10 Degrees of Comparison Identification and conversion
11. Word formation Interchange of word-forms
(Nouns/Adjectives/Verbs/Adverbs)
12. Punctuation Different uses
127
b) Grammar Std. X
Sr.No. Items Specification
1 Revision of grammatical —————————
items studied up to
Std IX.
2. The Sentence Types
i) Questions- ‘Wh’ word questions
ii) Imperatives
iii) Exclamations
3. The Tenses i) Present Perfect-
Uses- action in the past having current relevance.
ii) Present Perfect Continuous-
Uses- actions continued from past to present.
iii) Past Perfect and Past Perfect Continuous
iv) Future with will/shall and ‘going to’
4. Articles Uses of ‘a’, ‘an’, ‘the’
5. Prepositions Different uses
6. Reported Speech Statements, questions, commands, requests,
exclamations
7 Passive Voice Statements, Questions, and Indirect objects.
8 Modal Auxiliaries Can, may, might, etc.
9. Non-finites Infinitives and Participles
10 Degrees of Comparison Identification and conversion
11. Word formation Interchange of word-forms
(Nouns/Adjectives/Verbs/Adverbs)
12. Punctuation Different uses
Weightage to be given at Std. IX and X

The following weightage is to be given to the various aspects of the syllabus.
1 Reading Skill (Textual and non-textual) 40%
2 Grammar 15%
3 Writing skill 25%
4 Oral test 20%
128
3.2 Hindi
(Third Language)
Syllabuses for standards IX and X will be the same as prescribed under Hindi Second
Language.
129
INFORMATION COMMUNICATION
4 TECHNOLOGY (ICT)
INTRODUCTION Marathi and English.

The emerging Information and • ICT has to be taught for 60 periods
Communication Technology (ICT) has yearly (40 periods theory and 20
become a strategic alternative for schools periods for practicals) 2 periods per
all over the world to enhance learning and week.
deliver both quantity and quality programs for • The subject will be taught by any subject
mass education. With globalization of teacher who has undergone a short
Economy and information, as well as training in ICT subject.
technological innovations, knowledge based List of Practicals (Std. IX)
economy and society, escalating demand for Effective use of ICT in continuous learning
education the implementation of ICT helps in
effective learning for all anytime anywhere. 1. Familarisation with basic operational
parts of PC based desktop computer.
ICT has great potentials such as
2. Identification of Computer Systems and
expanding educational opportunities, understanding LAB setup.
increasing efficiency, enhancing quality of
teaching and learning as well as facilitating 3. Creation of a Simple document using
Word processor 2 pages with
skill formation, sustaining lifelong learning and
paragraphs, use of various text
advance community linkage. formatting techniques.
OBJECTIVES 4. Creation of a spreadsheet using a
1. Introduction to ICT and its necessity. spreadsheet program.
2. Study of ICT tools. 5. Creation of Charts from spreadsheet
data
3. Effective use of ICT in continuous
6. Creation of simple presentation
learning
7. Introduction to Web Browser and
4. Prepare students to make effective use browsing web sites.
of information and communication
technology. 8. Introduction to web search.
9. Introduction to locating places using
5. Make student familiar with ICT
Free mapping services available over
packages in science, mathematics and the internet.
other areas.
10. Studying the use of Translation software
Structure available online such as Google
• ICT will be introduced as a subject at Translate to convert Simple English to
Hindi/Marathi.
Std. IX and X as a compulsory
independent subject of 50 marks. 11. Downloading and saving Web page
content and images as files.
• The medium of instruction will be
12. Introduction to Web Based e-mail
130
Standard IX
Topic No. Topic Periods
1 Concepts of ICT, Necessity of ICT 8
2 ICT Tools 4
a. Computer
b. Cellular phones
c. Radio and TV
d. Internet
3 ICT Soft Tools word processing 4
4 ICT Soft Tools Spreadsheet 4
5 ICT Soft Tools Presentation 4
6 Introduction to Internet 6
a. World Wide Web
b. e-mail
c. Instant Messaging and Chat
7 ICT in Languages, Social Sciences and Arts 8
8 Morals and Ethics 2
access opening new e-mail account and and Simulation

web-based access to the same. 4 ICT in day-to-day life
Standard X 5 Information in Indian Languages
1 Potential of ICT a. Unicode
2 Internet Applications b. Generating information in Indian
a. Blogs, Forums
Languages
b. VOIP
c. Translation/Transliteration
c. E-Commerce
6 Use of Geogebra in understanding
d. E-Governance Mathematics
e. E-maps – Maps and navigation
3 ICT in Science, Mathematics, Modeling
131
List of Practical (Std. X) 6. Introduction to Chat.
1. Introduction to e-mail access using e- 7. Introduction to video conferencing using

mail client software such as Outlook or Skype
Windows Mail. 8. Creation of short audiovisual content
2. Introduction to Instant Messaging using (not exceeding 2 minutes; using
MSN Messenger/Yahoo! Messenger. webcam or digital camera with video
recording facility. Copying and viewing
3. Creation of a simple document using the same on a PC.
Word processor in an Indian Language
(Marathi or Hindi) making use of an 9. Uploading a short video to a free online
Unicode font. streaming video service such as
YouTube.
4. Creation of presentation using sounds
and animation. 10. Practical 1 on Geogebra.
5. Creation of spreadsheet making use of 11. Practical 2 on Geogebra.
values linked using formulae. 12. Practical 3 on Geogebra.
132
Mathematics
5
Std IX and X
Introduction The teaching of Mathematics should

be imparted through various activities which
Mathematics is the language of all
may involve the use of concrete materials,
sciences. Mathematics as a subject at the
models, patterns, charts, pictures, posters,
secondary level has great importance in a
games, puzzles, experiments and through
progressive country like India as it develops
field visits and projects.
various life skills. The challenges caused by
tremendous growth in the population, Objectives
globalization, pollution, competitions between To enable the students
countries, natural disasters emphasise the
need to develop the curriculum in 1. to consolidate the mathematical
Mathematics at the secondary level. knowledge and skills acquired at the
Knowledge of the subject and skills acquired upper primary stage.
while learning-Mathematics helps in 2. to acquire knowledge and
developing the ability to execute, manage, understanding of mathematical terms,
plan with precision. This could be effectively symbols, concepts principles and
inculcated at the secondary level and hence processes and proofs.
Mathematics has got the pivotal place in the
scheme of studies of secondary education. 3. to develop the ability to apply
mathematical knowledge to solve
Mathematics helps to develop problems in real life situations.
decision making which is applicable to real
life situations. In addition, it helps enormously 4. to develop analytical, logical thinking
in the development of the other disciplines and problem solving abilities of
which involves analysis, reasoning and students.
adoption of innovative ideas. A study of the 5. to develop skills in drawing geometrical
different applications of Mathematics at figures, diagrams, graphs, charts etc.
secondary level in various fields like science, 6. to identify the inter relationship between
geography, economics, social sciences etc. different parts of problems and draw
gives the student a comprehensive and logical conclusions.
global perspective.
7. to develop an interest in students to
The curriculum in the subject of study mathematics as a discipline.
Mathematics has undergone changes from
time to time in accordance with the growth of 8. to develop awareness of the need for
the subject to address the emerging needs national integration, protection of
of the society. The proposed syllabus for the environment, by nuclear family removal
state of Maharashtra has been designed by of social barriers, elimination of sex bias.
adopting all units and subunits from the 9. to develop reverence and respect
respective syllabus of NCF 2005. The towards great mathematicians
proposed curriculum includes the . study of particularly towards Indian
Number system, Algebra, Geometry, Mathematicians.
Trigonometry, Mensuration, Statistics, Graphs
and Co-ordinate geometry.
133
Std. IX
Algebra
1. Sets : · Value of polynomials

· Introduction · Zeros/roots of polynomial
· Methods of writing sets · Relation between zeros and coefficient
· Types of sets of polynomials?
· Subset - Proper, Improper subset · Remainder theorem
· Super set · Factor theorem
· Universal set 4. Graphs :
· Venn diagrams · Cartesian coordinate system
· Operations on sets · Understanding of graphs of lines parallel
Relations between various operations to axes
·
Number of elements in the set and · Graph of line ax + by + c = o
·
related results. 5. Linear equations in two variables
2. Real Numbers : · System of linear equations
· Revision of natural numbers, integers, · Solution of system of linear equations
rational numbers and irrational numbers in two variables(Algebraic methods)
· Existence of irrational numbers and 6. Ratio, proportion and variation
their representations on the number line · Introduction to ratio
· Every real number is represented by a · Properties of ratio
unique point on the number line and · Properties of equal ratios
conversely, every point on the number Theorem on equal ratios
line represents a unique real number ·
· Percentage as a ratio
· Properties of real numbers
· Introduction to proportion
· Definition of nth root of a real number
· Introduction to variation
· Surds - Definition
· Revision of concepts based on Direct
· Forms of surds variation, Inverse variation
· Operations and Laws of surds Mixed variation
·
· Rationalization of Surds Real life problems based on ratio,
·
· Absolute value of real numbers proportion and variation
· Euclid's division Lemma 7. Statistics :
· Fundamental theorem of Arithmetic · Collection of data
3. Algebraic Expressions : · Classification and tabulation of data
· Introduction to algebraic expression ? · Diagramatic representation of data
· Operations on algebraic expressions · Graphical representation of data
· Methods of factorization of algebraic · Mean, median, mode of ungrouped data
expression ?
· Introduction to polynomials
· Operations on polynomials
134
Geometry
1. Lines and Angles : 3. Congruence of triangles :

· Introductions to line · Criteria of congruent triangles
· Basic terms and definitions related to · Theorem of an isosceles triangle and
line its converse
· Introduction to Euclid's Geometry · Perpendicular bisector theorem
· Plane seperation axiom · Angle bisector theorem
· Introduction to angles in terms of · Properties of triangles based on
rotation inequalities
· Directed angles, Sexagesimal system · Property of perpendicular drawn from
Types of angles a point outside the line.
·
· zero angle, straight angle,coterminal 4. Circle :
angle · Introduction to circle and related terms
· Relation between angles · Circle passing through the given points
· Introduction to mathematical proofs · One and only one circle passes through
· Parallel lines the three non collinear points.
· Results on parallel lines and transversal · Congruence of circles
· Tests of parallel lines · Properties of chords of the circle
· Results on perpendicular lines 5. Quadrilateral :
· Distance of a point from a line · Properties of quadrilateral

2. Triangles : · Properties of parallelogram
· Types of triangles · Properties of rectangle
· Terms related to triangle · Properties of a trapezium
· Properties of triangle · Properties of a rhombus
· Exterior angles and corresponding · Properties of a square

interior opposite angles Kite
·
· Results involving exterior angle and Tests for particular quadrilateral
·
corresponding interior opposite angles
· Theorem on midpoints of two sides of
· Similar triangles a triangle and its converse
135
6. Coordinate Geometry : 9. Mensuration :
· Distance formula · Area of triangle
· Section formula · Area of regular hexagon, polygon
· Area of a triangle · Area of quadrilaterals
7. Geometric constructions : · If two parallelograms lie between two
Basic construction - perpendicular parallel lines and have the same base
·
bisector of given segment. then they have thesame area.
Construction of a triangle · If a triangle and a parallelogram have

·
the same base and lie between the
- Sum/difference of two sides and base same parallel lines, then the area of the
angles is given triangle is half the area of the
- Perimeter and base angles are given parallelogram.
8. Trigonometry : · Perimeter of triangle and quadrilateral
· Introduction to trigonometric ratios · Area of circle
· Trigonometric Ratios of angles 0o, 30

o, 45 o, 60 o, 90 o
· Trigonometric identities for
complementary angles
136
Std. X
Algebra
1. Arithmetic Progression : · Cramer's rule

· Introduction to Sequence · Consistency of pair of linear equations
· Arithmetic Progression (A.P.) and 4. Probability :
Geometric Progression (G.P.) Introduction to probability and related
·
· General term of an A.P. and G.P. terms
· Sum of the first 'n' terms of an A.P. and · Classical definition of probability
G.P. Types of events
·
· Arithmetic Mean and Geometric Mean. Equally likely outcomes
·
2. Quadratic Equations Probability of an event
·
· Introduction to quadratic equations Properties of Probability
·
· Solutions of quadratic equations Addition theorem (without proof)
·
· Nature of roots based on discriminant 5. Statistics :
· Relation between roots of the equation Brief revision of Tabulation of data,
·
and coefficient of the terms in the inclusive and exclusive type of tables
equation Equations reducible to
quadratic form · Mean, median and mode of grouped
data
3. Linear equations in two variables
· Histograms, frequency polygon,
· System of linear equations in two frequency curve, pie diagram
variables
· Ogives (Cumulative frequency graphs)
· Algebraic methods of solving linear
equations in two variables · Applications of ogives in determination
of median
· Graphical representation of different
possibilities of solutions/Inconsistency · Relation between measures of central
tendency
· Graphical method of solving a system
of linear equations · Introduction to normal distribution
· Determinantof order two · Properties of normal distribution
137
Geometry
1. Similarity : · Construction of tangent to the circle

· Properties of ratios of areas of two from the point on the circle and out side
triangles the circle.
· Basic proportionality theorem · Construction of tangent without using
· Introduction to similarity centre
· Similar triangles · Construction of triangle If the base,
· Areas of two similar triangles angle apposite to it and either median
· Similarity in right angled triangles altitude is given
· Pythagoras theorem and its converse · Construction of a triangle similar to a
· 30o-60o-90o theorem and 45 o-45 o- given triangle
90 o theorem 5. Trigonometry :
· Application of Pythagoras theorem in · Angles in standard position.
acute and obtuse angle. · Trigonometric ratios in terms of
· Appolonius theorem coordinates of point
2. Circle : · Trigonometric Identities (with proof)
· Tangents and its properties · Use of basic identities and their
· Theorem - Tangent at any point to the applications
circle is perpendicular to the radius and · Problems on height and distance
its converse 6. Menstruation :
· Number of tangents from a point to a · Length of an arc
circle · Area of the sector
· Theorem- The length of two tangent · Area of a Circular Segment
segments drawn from a point outside · Euler's formula
the circle are equal · Surface area and volume of cuboids
· Touching circles Spheres, hemispheres, right circular
· Introduction to an arc cylinders cones, frustum of a cone.
· Angle subtended by the arc to the centre · Problems based on areas and
and to the point on the circle perimeter/circumference of circle,
· Cyclic quadrilateral sector and segment of a circle.
· Tangent - Secant theorem · Problems on finding surface areas and
3. Co-ordinate Geometry : volumes of combinations of any two of
· Slope of a line the following : cuboids, spheres,
· Intercepts made by a line hemispheres and right circular
· Standard forms of equation of a line cylinders/ cones
· General equation of a line. · Problems involving converting one type
4. Geometric Constructions : of metallic solid into another.
· Division of line segment in a given ratio
· Basic geometric constructions
138
General Mathamatics
Introduction : avoided while restrucuring the syllabus of

Mathamatics is the language of all General Mathamatics. The topics selected
sciences It is important to note that the are useful to develop knowledge,
subject itself has a separate identity in the understanding skill and application which will
life of human beings. The study of enable the students to cope confidently with
Mathematics has to be graded at different the developments in the modern world.
levels viz. primary, secondary and higher OBJECTIVES
secondary. At the primary level the focus in
· Consolidate the knowledge and skills
on understanding the various concepts and
acquired in Mathematics at primary
fundamentals and on developing basic skills
stage.
of calculation. At the secondary level the
emphasis is on developing the capacity of · Acquire the knowledge and skills
the student to apply mathamatics in solving required for various competitive
problems. examinations.
As curriculum renewal is a continuos · Acquire the skills required for various
proces, the curriculum of Mathamatics has professions where minimum
also undergone several changes from time qualification is Standard X.
to time in accordance with the changing
· Acquire the skills in Mathematics
needs of the society. Inresponse to the
required for self employment.
demand of the society after diliberation of
Government and Maharashtra State Board · Expertise in basic Mathematical skills.
of Secondary and Higher Secondary Build the confidence and develop
·
Education, the Board has taken decision to creative interest in Mathematics.
implement Mathamatics at two levels from
the year 2008 viz. Mathamatics (Algebra and · Use the available modern technology
Geometry) and General Mathamatics. to understand the concepts in
Mathematics
The Board has restruetried the syllabus
of Mathamatics for std. IX and X on the · Understand and use the terms, symbols,
directives of NCF 2005 and SCF 2010 with principles in Mathematics.
a new perspective. The syllabus has been · Apply mathematical knowledge to solve
designed to foser a sense of personal problem in real life situations.
achievement and to encourage the continuing
creative interact so as to overcome · Develop the skill of drawing through
Mathophobia among students. geometric constructions.
The logical proofs of the problems are · Think logically, analytically and use
139
different techniques for problem solving. - Solutions of the equations
Std. IX - Word Problems
Part-I Part-II
Unit (I) - Arithmetic Unit (IV) - Geometry
1. Indices - 1. Lines, Angles and Plane -
- Introduction - Axioms
- Laws of indices - Parallel lines, perpendicular lines,
- Square and square root Coplanar lines, Transversal
- Properties of parallel lines
- Cube and cube root
- Angle, Types of angles
2. Ratio and Proportion -
- Pair of angles
- Introduction : Ratio 2. Triangles -
- Properties of ratios - Types of triangles
- Theorems on equal ratios - Medians, altitudes, angle bisectors,
- Proportion Perpendicular bisectors of sides of
Unit(II) - Commercial mathematics triangles
- Congurence of triangles
3. Profit and Loss -
- Properties of triangles
- Introduction to profit and loss.
3. Quadrilaterals
- Percentage Profit - Types of quadrilaterals
- Percentage Loss - Properties of particular quadrilateral
4. Interest, Banking and Currency - Unit (V) - Construction
- Simple interest 4. Geometric Constructions
- Compound interest - Basic constructions
- Construction of triangle
- Growth and decay
- Construction of quadrilateral
- Banking and Currency exchange
- Constructions to the design related
Unit (III) - Algebra Unit (VI) - Mensuration
5. Algebraic expression 5. Measurement and Area
- Identities - Measurement of the length, weight
- algebraic expression and capacity
- Operations on algebraic - Perimeter and Areas
- Area of circle and circumference
expressions
Unit (VII)th - Statistics
- Polynomials, Factors of quadratic
6. Statistics
polynomial - Collection of data
6. Linear equations in one variable - Types of data
- Introduction - Classification of data
- Representation of data
140
- Measures of central Tendency for 5 Linear equations in two variables
ungrouped data - Introduction
Std. X - Solution of equations in two
Part-I variables
Unit I - Arithmetic - Methods of solving linear equations
in two variables
1 Variation -
- Introduction 6 Quadratic equations -
- Types of variation - Introduction
- Time, work and speed - Solution of quadratic equations
2 Sequences - - Methods of solving quadratic

equations
- Introduction
Part-II
- Patterns of numbers
Unit IV - Geometry
- Progressions
- Arithmetic Progressions 1. Similarity
Unit II - Commercial Mathematics - Introduction
3 Modern marketing techniques - - Test of similarity
- Discount - Properties of similar triangles

- Rebate - Basic proportionality theorem
- Commission - Similarity in right angled triangle.
- Brokerage Pythagoras theorem statement
- Instalments - Pythagorian Triplets
4 Taxes and Investments - - Application of Pythagoras theorem
a. Introduction - Appolloneous theorem
b. Sales tax 2. Circle -
c. VAT - Introduction
d. Income Tax - Terms related to circle
e. Investments - Properties of chords
i. Bank investment - Properties of tangents
ii. Post investment
- Arc of circle
iii. Life insurance
3. Trigonometry
iv. Shares and Mutual funds
- Basic concepts in Trigonometry
Unit III - Algebra
- Problems related to height and
141
distance - Cone
Unit V - Constructions - Sphere and hemisphere
4. Geometric Constructions - Unit - Statistics
- Construction of incircle of triangle 6. Statistics
- Construction of circumcircle of - Representation of data
triangle - Histogram
- Tangents to the circle - Frequency polygon
- Construction related to design - Pie Diagram
Unit VI- Mensuration - Measures of central tendency for
5. Surface area and volume - grouped data
- Parallelopiped - Probability
- Rectangular parallelopiped
- Cube
- Cylinder
142
6 SCIENCE AND TECHNOLOGY
Introduction 3. To correlate scientific principles to the

The National curriculum Framework student's experience.
2005(NCF 2005) is one of the most 4. To involve students in exploring topics
comprehensive documents published in the through discussion and activity.
last decade. It suggests radical changes in 5. To imbibe the spirit of enquiry in
curricula for the country and offers an excellent students through valuable learning
framework for preparing need based experiences through experiment.
curricula. While revising the syllabi for
Science and Technology, the position paper 6. To help the students become
on science ( NCF 2005) has selected autonomous learners.
"Learning without burden" as the main theme. STD. IX
It also recommends a pedagogy which is 1. Food
hands-on and inquiry based. The present
syllabus of Science and Technology for Std. 1.1. Plant and animal breeding and
IX and X is based on the principles and selection for quality improvement.
themes suggested in NCF 2005. The Themes 1.2. Use of fertilizers, manures.
are cross-disciplinary in nature: Food,
1.3. Protection from pests and diseases;
Materials, The world of the Living, How things
organic farming.
work, Moving things; people and ideas;
Natural Phenomena and Natural Resources. 2. Materials
Some themes have been merged to 2.1 Matter: All things occupy space,
consolidate content.As suggested in NCF possess mass. Definition of matter,
2005, unnecessary focus on enumeration has characteristics of solids, liquids and
been avoided. More importance has been gases e.g. shape, volume, density.
given to the processes in science rather than Change of state: freezing, melting,
focusing on only factual information. evaporation, condensation, sublimation.
Cooling by evaporation. Absorption of
Since the themes are inter-linked to
heat.
each other, the entire syllabus has been
integrated into one paper . This will facilitate 2.2 Elements, mixtures and Compounds:
better understanding of the subject across elements, compounds and mixtures as
disciplinary boundaries and at the same time types of chemical substances.
expose students to many topics in Biology, Types of mixtures; Heterogeneous,
Physics and Chemistry. homogeneous, colloids, suspensions.
Objectives 2.3 Combination of substances: Law of
constant proportion, atomic and
1. To enable the students to "Learn without molecular masses. Particle nature,
Burden". basic units: Atoms and Molecules.
2. To expose the students to a "hands-on 2.4 Mole Concept: Relationship of mole to
way’’ of learning science. mass of the particles and numbers.
143
Valency. Chemical formulae of common * Pulse Polio program.
compounds.
3.4. Exchange of substances by living
2.5 Atomic Structure: Electrons, protons organisms with the external world:
and neutrons. Atomic number and
Diffusion/exchange of substances
atomic mass number. Isotopes and
between cells and their environment and
Isobars.
between the cell themselves in the living
3. The World of the Living system; role in nutrition, water and food
3.1 Biological Diversity transport, excretion, gaseous exchange.
Diversity of plants and animals: Basic 4. Moving Things. People and ideas.
issues in scientific naming. Basis of Motion.
classification, Hierarchy of categories/ 4.1 Motion: displacement, velocity, Uniform
groups. and non-uniform motion along a straight
Plant classification: Major Plant groups line,acceleration, distance-time and
(salient features): Bacteria, velocity-time graphs for motion and
Thalophyta, Bryophyta, Pteridophyta, uniformly accelerated motion. Equations
gymnosperms and Angiosperms. of motion by graphical method .
Animal Classification : Major groups of Elementary idea of uniform circular
animals (salient features): Non- motion.
Chordates up to phyla and non 4.2. Force and Newton's Laws : Force and
chordates up to classes. Motion; Newton's Laws of Motion.
3.2 Smallest living unit of Life, Cell : Cell Inertia of a.body, inertia and mass,
as a basic unit of life prokaryotic and momentum, force and acceleration.
eukaryotic cells, multicellular Elementary idea of conservation of
organisms;cell membrane and cell wall, momentum, action and reaction forces.
cell organelles, chloroplast,
mitochondria, vacuoles, ER, Golgli 4.3. Gravitation: gravitation, universal law of
apparatus. Nucleus, chromosomes, gravitation, force of gravitation of the-
basic structure, number.Tissues, earth (earth's gravity), acceleration due
organs, organ system, organism to gravity, mass and weight, free fall .
Structure and functions of animal and 4.4. Work, Energy and Power: work done
plant tissues. (four types in by a force, energy, power. Kinetic and
animals;meristematic and permanent Potential energy, Law of conservation
tissues in plants). of energy.
3.3. Health 4.5 Floating Bodies: Thrust and Pressure,
Archimedes' Principle, Buoyancy. Idea
* Failure of health leading to disease.
of relative density.
* Disease and its causes.
4.6. Sound; Nature of sound and its
* Diseases caused by microbes and propagation through different media,
their prevention: Typhoid, diarrhoea, speed of sound, range of hearing in
malaria,hepatitis, rabies, AIDS, TB, humans; ultrasound; reflection of sound;
Polio.
echo and SONAR Structure of the
144
Human Ear. (Auditory aspect). and alum
5. Natural Resources - Understanding b) A suspension of soil, chalk powder and
Ecosystem - fine sand in water
5.1 Types of ecosystem - forest, grassland, c) A colloidal of starch in water and egg
desert, aquatic, costal, marine albumin in water and distinguish
between these on the basis of
5.2 Interaction between biotic and abiotic
factors in an eco-system i) transparency
5.3 Energy flow and its importance. Cycles ii) filtration criterion
of nutrients in terrestrial and aquatic iii) stability
(fresh water and marine) ecosystems, 2. To prepare
nature's mechanism in maintaining
a) a mixture
balance.
b) A compound
6. Waste Generation and Management
Using iron filings and sulphur powder
6.1 Sources of waste - domestic, industrial, and distinguish between these on the
agricultural and commercial basis of:
6.2 Classification of waste : biodegradable i) Appearance i.e., homogeneity and
non biodegradable, toxic, non- toxic heterogeneity
biomedical.
ii) Behaviour towards a magnet
6.3 Impact of waste accumulation -
iii) Behaviour towards carbon disulphide
Spoilage of landscape, pollution, health
as a solvent.
hazards, effect on terrestrial and
aquatic (fresh water and marine) life. iv) Effect of heat.
6.4 Need for management of waste. 3. To carry out the following chemical
reactions and record observations. Also
6.5 Methods of safe disposal of waste identify the type of reaction involved in
segregation, dumping, composting, each case
drainage, treatment of effluents before i) Iron with copper sulphate solution in
discharge, incineration, use of water.
scrubbers and electrostatic
precipitators. ii) Burning of Magnesium in air.
6.6 Need for reducing, reusing and recycling iii) Zinc with dilute sulphuric acid
waste. iv) Heating of Lead Nitrate
6.7 Legal provisions for handling and v) Sodium sulphate with Barium chloride
management of waste. in the form of their solutions in water.
STD. IX 4. To verify laws of reflection of sound.
PRACTICALS 5. To determine the density of solid.
(denser than water) by using a spring
LIST OF EXPERIMENTS balance and a measuring cylinder.
1. To prepare 6. To establish the relation between the
a) A true solution of common salt, sugar loss in weight of a solid when fully
145
immersed in b) one adaptive feature with reference to
i) tap water its habitat.
ii) strongly salty water, with the weight of STD. X

water displaced by it by taking at least 1. Materials
two different solids.
1.1 Acids and Bases: Acids, Bases and
7. To measure the temperature of hot Salts: General properties, examples
water as it cools and plot a temperature- and uses.
time graph.
1.2 Chemical Reactions: Types of chemical
8. To determine the velocity of a pulse reactions: combination, decomposition,
propagated through stretched string/ displacement double decomposition,
slinky. precipitation, and neutralization.
9. To prepare stained temporary mounts 1.3 Oxidation and Reduction: Oxidation and
of onion peel and to record Reduction in terms of gain and
observations and draw labeled loss of oxygen and hydrogen.
diagram.
1.4 Metals and Non-Metals: Brief
10. To identify parenchyma and discussion on basic metallurgical
sclerenchyma tissues in plants, striped processes. Properties of common
muscle fibers and nerve metals. Elementary idea about bonding.
cells in animals, from prepared slides 1.5 Carbon Compounds: Elementary idea
and to draw their labeled diagrams. about bonding. Saturated
11. To separate the components of a hydrocarbons, alcohols, carboxylic acids
mixture of sand, common salt and (properties only)
ammonium chloride (or camphor) by 1.6 Common chemicals used in daily life:
Sublimation.
Soap, common salt, Washing soda,
12. To determine the melting point of ice Baking soda, bleaching powder,
and the boiling point of water. Plaster of Paris.
13. To test (a) the presence of starch in the 1.7 Classification of Elements: Brief
given food sample (b) the presence historical account, Mendeleev's periodic
of the adulterant metanil yellow in dal. table, gradation in properties.
14. To study the characteristic of spirogyra/ 2. The World of the Living
Agaricus, Moss/Fern, Pinus (either 2.1. Life Processes: Definition of "Living
with male or female cone) and an things". Basic concept of nutrition,
Angiospermic plant. Draw and give two respiration, transport and excretion in
identifying features of groups they plants and animals.
belong to.
2.2. Control in the Living: Tropic movements
15. To observe and draw the given in plants .Introduction to plant hormones;
specimens-earthworm, cockroach, bony control and coordination in animals;
fish and bird. For each specimen voluntary, involuntary and reflex action,
record. nervous system, chemical coordination,
a) one specific feature of-its phylum animal hormones.
146
2.3. Reproduction in the Living: remedies. Application of spherical
Reproduction in plants and animals. mirrors and lenses.
Need for and methods of family 5. Pollution
planning. Safe Sex vs-. HIV/AIDS. Child
bearing and women's health. 5.1 Types of pollution - air, water, (fresh and
marine), soil, radiation, and noise.
2.4. Heredity and Evolution: Heredity, origin
of life- brief introduction, Basic concepts 5.2 Sources of pollution and major
of evolution. pollutants, oil spills
3. Moving things. People and Ideas 5.3 Effect of pollution on -environment,
human health and other organisms
3.1. Electric Circuits: Potential and potential
difference. Ohm's Law, Resistances 5.4 Abatement of pollution
in series and parallel. Power dissipated 6. Striving for a Better Environment
due to current. Inter relation between P,
6.1 Use of efficient and eco-friendly
V, I and R.
technology
3.2. Magnets: Magnetic field, field lines.
6.2 Sustainable use of resources.
Field due to a current carrying wire, coil,
solenoid. Force on current carrying 6.3 Enforcement of acts, laws and policies
conductor. Fleming's Left Hand Rule. STD. X
Electric motor, electromagnetic
induction. Induced potential differences, PRACTICALS
induced current. Electric generator, LIST OF EXPERIMENTS
principle and working.
1. To find the pH of the following samples
Direct and Alternating current. by using pH paper universal indicator.
Frequency of AC. Advantages of AC
i) Dilute Hydrochloric acid
over DC. Domestic Electric Circuits.
ii) Dilute NaOH solution
4. Natural Phenomena
iii) Dilute Ethanoic acid solution
4.1. Light : Convergence and Divergence
of Light. iv) Lemon juice .
4.2 Spherical Mirrors: Images formed by a v) Water
concave mirror. Related concepts: vi) Dilute Sodium Bicarbonate
centre of curvature, principal axis, Solution.
optical centre, focus, focal length.
2. To study, the properties of acids and
4.3 Refraction: appreciation of the concept bases HCl & NaOH by their reaction
of refraction. Laws of refraction. Velocity with
of light. Refractive index; twinkling of
i) Litmus solution (Blue/Red)
stars; dispersion of light. Scattering of
light. ii) Zinc metal
4.4. Lenses: Images formed by a convex iii) Solid Sodium Carbonate
lens; functioning of the lens in the 3. To determine the focal length of
human problems of vision and their
a) Concave mirror
147
b) Convex lens by obtaining the image i) Combination Reaction .
of a distant object.
ii) Decomposition Reaction
4. To trace the path of a ray of light
iii) Displacement Reaction
passing through a rectangular glass
slab for different angles of incidence. iv) Double Displacement Reaction
Measure the angle of incidence, angle 1. Action of water on quick lime. .
of refraction, angle of emergence and
interpret the result. 2. Action of heat on Ferrous Sulphate
crystals
5. To study the dependence of current (I)
on the potential difference 3. Iron Nails kept in copper sulphate
solution
(V) across a resistor and determine
its resistance. Also plot a graph 4. Reaction between Sodium sulphate and
between V and I. Barium chloride solutions.
6. To determine the equivalent resistance 14. a) To observe the action of Zn, Fe, Cu
and Al metals on the following salt
of two resistors when connected in
solutions.
series.
i) ZnS04 (aq.)
7. To determine the equivalent resistance
of two resistors when connected in ii) FeS04 (aq.)
parallel. iii) CuS04 (aq.)
8. To prepare a temporary mount of a leaf iv) Al2(S0)3 (aq.)
peel to show stomata.
b) Arrange Zn, Fe, Cu and Al metals
9. To show experimentally that light is in the decreasing order of reactivity
necessary for photosynthesis. based on the above result.
10. To show experimentally that carbon 15. To study the following properties of
dioxide is given out during respiration. acetic acid (ethanoic acid):
11. To study (a) binary fission in Amoeba i) odour
and (b) budding in yeast with the help
of prepared slides. ii) solubility in water
12. To determine the percentage of water iii) effect on litmus

absorbed by raisins. iv) reaction with sodium bicarbonate
13. To perform and observe the following
reactions and classify them into;
148
SOCIAL SCIENCES
7.1 PART -I
HISTORY AND POLITICAL SCIENCE
HISTORY 4. To develop contemporary, cultural,
Introduction social & modern point of view and to
build a scientific attitude free from
This syllabi includes Ancient, Medieval narrow mindedness, regressive
and Modern history. We tried to draw all the prejudices and communalism.
events and movements chronologically, also
recognized India's Political, Social and 5. To create awareness about the
cultural values in the new education policy. protection of environment.
Inclusion of Religious and social Reformation 6. To develop a historical attitude in order
can develop moral attitude among the to understand universal brotherhood,
students. Giving deep knowledge of our
human rights, international
country, to the students of secondary as well
understanding and to understand the
as higher secondary, is our main motto.
challenges of globalization.
Standard X History begins with
Revolutions simultaneously turning into 7. To create awareness about the
Imperialism. Study of two world wars show important historical events,
how the constructive mind turned as a contemporary important happenings &
destructive one by giving the knowledge of critical issues.
two dictators. 8. To inculcate and preserve the values of
After that the students will study about unbiased nationalism, national
scientific and technological era that the integration, secularism & democracy.
students do need now a days. This kind of
9. To develop humanitarian & community
vast knowledge really make them think about
oriented attitude among the students.
what the world achieved in past, what it is
going to achieve now and what will be the Std IX
future standing before them.
Unit 1 : Ancient and Medieval Civilizations
Objectives
a) Greek b) Indian c) Arabian
1. To safeguard the comprehensive and
Unit 2 : Renaissance and Feudalism
unbiased perspective in the teaching
of history. a) Feudalism in Medieval Age,
2. To interpret & analyses past in order to Decline, Crusades
understand the present and to face ably b) Reformation
the challenges of the future.
c) Renaissance
3. To develop students' curiosity and
analytical reasoning in the subject of Unit 3 : Age of Revolutions
history. a) Industrial Revolution
149
b) American war of Independence about society as well as activities in the
society. Basically all political activities are
c) French Revolution
studied in Political Science.
Std. X
Political Science is one of the
Unit 1 : Imperialism important Social Science. It deals with
a) Geographical discoveries and fundamental rights and duties of citizen,
colonization Electrical process, Constitution etc. Political
Science basically deals with Democracy,
b) Asia: India, China, Japan
political parties, Social diversity and its
c) Africa relationship with democracy. Through the
Unit 2 : 20th Century Age of conflict syllabus of political science an attempt is
made to explain the challenges to democracy.
a) First world war
Political Science trains students to
b) Russian Revolution
study actual day to day problem to identify
c) The League of Nations and analyse them.
d) Dictatorships in Europe, Second Objectives
World War and world
1. To introduce to students importance of
e) United Nations Organization Political Science in human life from
Unit 3 : Emancipation of Asia and Africa primitive age to modern times.
a) Asia 2. To introduce to students political
concepts and political ideologies.
b) Africa
3. To introduce India's political system to
Unit 4 : World after World War II
students.
a) Cold war
4. To introduce to students attitudes and
b) Scientific and Technological values strengthening healthy civic and
Progress political life.
c) Globalization 5. To develop sense of responsibility
POLITICAL SCIENCE regarding voting process for developing
participatory democracy.
Introduction
6. To strengthen awareness about
This subject was earlier known as
Fundamental Rights and Duties listed
civics. The students were learning basically
in constitution.
about rights and duties in this subject.
Students are also expected to learn political 7. To introduce to the students social
concepts like democracy, political parties, etc. diversity in Democracy.
Therefore, the students will learn Political Std. IX
Science at this stage.
1. Introduction to Political Science
Political Science is a Social Science. Meaning, Nature and Scope.
We all live in a society. So we must learn
2. Making of the Constitution of India
150
Need of the Constitution, Constituent 2. Political Parties and types Meaning,
Assembly Preamble to the constitution Need, Types of Political Parties -
of India National and Regional
3. Fundamental Rights and Duties, Need 3 Social Diversity and Democracy.
of Fundamental Rights, Fundamental What is social diversity?
Rights mentioned in Indian Constitution
i) Caste/race and Democracy
What are Duties?
ii) Language and Democracy
4. Electoral Process
iii) Religion and Democracy
What is election? Voter, Constituency,
iv) Gender and Democracy
Candidate,
4. Challenges to Democracy Remedial
Adult franchise, Direct and Indirect
measures to the challenges
election
5. Internal work
5. Internal Work
Std. X
1. Democracy
Meaning, Types and characteristics
151
SOCIAL SCIENCES
7.2 Part - II
GEOGRAPHY AND ECONOMICS
GEOGRAPHY Objectives
Introduction To enable the students to
Students at early state are very corious, 1. Develop an understanding of man and
so while observing they learn geography environment, their interrelationship at
unknowingly. Hence Geography is introduced the global level
in their syllabus at early stage. Gradually from 2. Develop awareness to protect the
their doorstep they are taken to the world environment
through curriculum. At 9th and 10th level
students are well equipped with information 3. Protect and improve the natural
about natural processes operating in different resources including forests, water, soils
parts of the world. At this stage they are being and wild life
exposed to aerial differentiation and 4. Understand and appreciate the diversity
problems arising out of them. The regional of land and people of the country with
differentiations are basically because of its unity underlying
differences in natural resources as well as
5. Enhance & deepen the knowledge and
the ability and efficiency of the people to utilize
understanding of Indian environment in
them and hence at this level they are
its totality. Their interactive processes
introduced to understand the resource base
and effects on the quality of life in future
and analyse the reasons of regional
imbalance. 6. Develop an understanding and concern
about the growing population and its
Maharashtra being a home state of the
impact on the environment
students, these concepts are introduced with
Maharashtra and then in the next step to 7. Develop an appreciation of the
India. interdependence of nations and regions
of the world in general and India in
The SCF (State Curriculum Frame
particular.
work) has been introduced in 2010 by
Government of Maharashtra is very much in 8. Develop scientific knowledge by
line with NCERT ( National Council for promoting the spirit of enquiry and
Educational and Research Training ) Which following a rational and objective
gives emphasis on students participation in approach
creation of knowledge as well as active 9. Develop skills and abilities to read,
learning for the syllabus for geography to understand and analyse geographical
promote these Objectives outlined in the data presented in various forms such
SCF2010 as photographs, maps, graphs,
diagrams and charts
152
GEOGRAPHY OF MAHARASHTRA GEOGRAPHY OF INDIA
Std. IX Std. X
Unit 1: Concept of Region Unit 1: Physical Divisions of India
1.1 Concept of Region 1.1 Identification of Physical divisions
1.2 Identification of a region Unit 2: North Indian Mountains
Unit 2: Natural resources 2.1 Himalayas
2.1 Land 2.2 Associated mountains
2.2 Water Unit 3: North Indian Plain Region
2.3 Soil 3.1 Deserts
2.4 Forests 3.2 Western Plains
2.5 Minerals
3.3 Central Plains
Unit 3: Occupations
3.4 Eastern Plains
3.1 Classification of occupations
3.5 Delta region
Unit 4: Agriculture
Unit 4: Peninsular Plateau Region
4.1 Types of agriculture
4.1 Malwa Plateau
4.2 Major crops
4.2 Chhotta Nagpur Plateau
Unit 5: Industries
4.3 Maharashtra Plateau
5.1 Agro-based industries
4.4 Karnataka Plateau
5.2 Other industries
4.5 Telangana Plateau
Unit 6 : Transportation, Communication
and Tourism Unit 5: Western Ghats and Eastern Ghats
6.1 Types of transportation 5.1 Sahyadries
6.2 Means of Communication 5.2 Eastern Ghats
6.3 Tourism Unit 6: Coastal Region
Unit 7: Population 6.1 Eastern coastal plain
7.1 Growth of population 6.2 Western coastal plain
7.2 Structure of population Unit 7: Indian Islands
Unit 8: Regional development 7.1 Western Islands
8.1 Human development Index 7.2 Eastern Islands
8.2 Regional development in Maharashtra Unit 8: Practical
Unit 9: Practical 8.1 Cartography
9.1 Cartography Unit 9: Practical
9.2 Isopleths maps 9.1 One dimensional diagrams
9.3 Field study 9.2 Two dimensional diagrams
153
ECONOMICS 8. To develop research approach of the
Introduction students with the help of local level
projects.
According to the National Educational
Policy 1986, Economics has been included 9. To develop awareness among the
in Social Science faculty to be taught at IX students about the co-relationship
and X standard. Keeping in view the between economy and environment.
Objectives of NCF 2005 to provide 10. Creation, construction and application
information of Economics and Nature of?” of knowledge among the students
Economy through constructivism to the through self realization & action.
students of Secondary Section, the subject
Objectives
Economics has been included in SCF 2010
for the students of IX & X standard. While The study of Economics as a part of
preparing the curriculum and the Objectives Social Science starts from Std. IX to
of Economics, Consideration has been made introduce Economics to these students and
of Recent Events and Future changes in the make them easy to understand, the following
economy and also to develop the potentials objectives are determined.
of the students.
1. To introduce subject of economics to
General Objectives the students.
1. Economics is one of the important 2. To develop Self Study with the help of
subjects in Social Science. The subject Basic Economic concepts.
should be taught with scientific methods
so that it becomes easy and simple for 3. With the help of the concept of Family
the students to understand. Budget, explain the students concepts
of Family Income & Expenditure.
2. To provide primary information to the
students about Economics & Nature of 4. To explain the concept of Want.
Economy with changing time. Std IX
3. To develop skills & abilities of the 1. INTROCUCTION OF ECONOMICS
students to use the scarce resources
(Natural and human resources) in 1.1 Introduction
efficient and optimum manner. 1.2 Concept of Economics, Meaning &
4. To develop creativity among the Definition
students to solve the economic 1.3 Importance of Economics
problem.
2. BASIC ECONOMIC CONCEPTS
5. To create awareness among the
students about local Economic 2.1 Human wants & classification of wants
problems and challenges. 2.2 Commodity - Economic goods & Free
6. To introduce to the students Economic goods.
concepts, economic planning and new 2.3 Resources & Scarcity of resources.
economic policies.
2.4 Utility, value & Price.
7. To develop potential of self study
among the students.
154
2.5 Demand & Supply. 2) Basic problems of an economy
solution
3. SOURCES OF INCOME
2.1) Introduction
3.1 Personal Income - Agriculture, Industry,
2.2) Problems
Trade, Agro allied Industry- Allutedar,
Balutedar, Small Scale & Cottage For whom to produce?
Industry. How much to produce?
3.2 Modern Sources of Income- By whom to produce?
Income from Service Sector- Transport, How best are the resources being
Communication, used?
Doctor, Lawyer, Chartered Accountant, 2.3) Solutions
Cyber Café.
Capitalism
4. FAMILY BUDGET
Socialism
4.1 Income & Expenditure, Explanation with
the help of Examples. Mixed Economy
Inflation
4.2 Project on Income & Expenditure of
family (local level) 3.1 Introduction
Std X 3.2. Causes of inflation
Objectives 3.3. Effects of inflation
1) To give information about Indian 3.4. Measures
Economy to the students. 4) Public distribution system &
2) To make the students realize the consumer protection
problems of Indian Economy. 4.1. Introduction
3) To inform the students about different 4.2. Public Distribution system - meaning &
sectors of economy. explanation
4) To make the students aware of 4.3. Objectives of P.D.S.
consumer's rights.
4.4. Progress of P.D.S.
Std X
4.5. Drawbacks of P.D.S.
Topics
4.6. Remedial Measures
1.1) Introduction of an Economy
4.7. Consumer Protection - Rights & duties
1.2) What is an economy? of cunsumer, food adulteration.
1.3) Types of Economy
1.4) Main features of Economy
155
8 PERSONALITY DEVELOPMENT
Introduction will be the generation of 2020. At this junc-

ture, study of 'personality development' as a
Education continues to be a key factor
separate subject will provide each child with
in building a nation. In the year 1892, before
an independent thought and identity.
independence, Hon'ble Shri Gopal Krishna
Constructivist teaching approach is the ba-
Gokhale was the first to introduce the com-
sis of this subject. Teaching of this subject
pulsory primary education bill in central law
coupled with enriching self experience will
board. Finally, free and compulsory primary
help the students to build all-round personal-
education has become a reality today. There-
ity in future. This would further lead to a strong,
fore, along with intellectual development
powerful young India.
physical, emotional, social and spiritual de-
velopments are also being given prime im- The objective of personality develop-
portance in the educational process today. ment subject is to make students strong and
From time to time conducive committed bold in order to face upcoming challenges.
educationists have always emphasized dy- The framework and the evaluation scheme
namic development of students. for this subject have been designed accord-
ingly.
Education is not a material that can be
distributed among the students. Effective and CONCEPT OF PERSONALITY
enriching education is the foundation of DEVELOPMENT
student's development. When the Objectives Introduction
of education are realized, then true person-
ality development will take place. Regular Intellectual development was supposed
interactions among children, parents, teach- to be the only aim of education for many
ers and society enhance personality growth. years. However, the connotation of educa-
Positive approach and healthy environment tion has became much larger. Now with the
of educational institution lead to adding value advent of constructivist approach emphasis
to students' personality. is given to all-round development of students.
The main objective of today's education is
The major objective of education is to development of various abilities and good
acquire an all-round personality development character along with intellectual growth of
of students. Preparing students to face chal- students.
lenges in day to day life has become an
While considering the study of all-round
important goal of today's education. It is only
development, one must think of the develop-
through a programme of personality devel-
ment of body, mind and intellect. A mature
opment that one can break the shackles of
personality evolves only after all these three
traditional closed-door approach to educa-
aspects get developed.
tion.
Various internal and external factors in-
In 2020, India is going to be a nation of
fluence personality development. These in-
youth. The children of primary schools today
156
fluences have varied impact on students’ 1.2.4 Review of oneself regarding Social
personalities. Some students excel in physi- development
cal and some in intellectual development. 1.2.5 Review of oneself regarding Spiritual
Students need to understand their individual
development
level of progress in relation to the physical,
mental, emotional, intellectual and spiritual 1.2.6 Planning for future development
growth. Only then it will be easier for the Who Am I ?
teachers to provide a sense of direction to
the students. Intrduction
Objectives Identifying and knowing oneself is very
important for every teenage. During adoles-
1) to help students understand the con-
cence every boy and girl undergoes physical
cept of allround development of person-
and mental changes. At this juncture, every
ality.
student starts to find out the answer of the
2) to make students aware of various question- 'who am I?' At home students
methods and approaches to an all- constantly grow as an individual and at school
round development of personality. as a social being . The contribution of par-
3) to help students develop physically, ents and teachers is crucial in helping the
mentally, emotionally intellectually and students to establish their self identity. Guid-
spiritually. ance of teachers and parents will facilitate
the smooth transition of a student from teen-
Standard IX
age to youth. Helping students to develop
1.1 Meaning of personality healthy and sound personality is one of the
development major Objectives of 'Personality Develop-
1.1.1 Physical development ment' subject.
1.1.2 Emotional development Objectives
1.1.3 Intellectual development 1) to help students know the meaning of
1.1.4 Social development self-identity.
1.1.5 Spiritual development 2) to help students understand the physi-

cal and mental development of self.
Standard X
3) to motivate students to think over their
1.1 Review of syllabus covered in Std. IX likes and dislikes and plan the future.
1.2 Evaluation of Personality development 4) to motivate students to identify their
of oneself
ideals and to lead a cultured and de-
1.2.1 Review of oneself regarding physical scent life.
development
Standard IX
1.2.2 Review of oneself regarding
2.1 Knowing oneself
emotional development
1.2.3 Review of oneself regarding 2.1.1 Knowing one's own body
intellectual development 2.1.2 Knowing one's own mind

2.1.3 Reviewing physical and mental
157
qualities in oneself not be left only to training through chance
2.2. Future of self events. So, we must create appropriate at-
mosphere to teach our children basic val-
2.2.1 Nature of oneself, likes and d i s l i k e s ues.
of oneself
OBJECTIVES
2.2.2 Family and social background of one-
self To enable students to
i) acquire knowledge regarding values as
2.2.3 Plan for the future development of one-
per their age and standard of learning.
self
ii) realise importance of values in day-to-
Standard X
day life.
2.1 Review of syllabus covered in Std. IX
iii) develop judgmental capacity to differ-
2.2 Search for one's own ideals entiate between good and bad.
2.2.1 Ideas about one's own ideals iv) inculcate values such as truth, nonvio-
2.2.2 Ways and means to reach one's ideals lence, gender, equality, humanity, dig-
nity of labour, secularism, national inte-
A. Reading good literature gration, patriotism, peacefulness etc.
B. Participation in workshops, seminars, Standard IX
group discussions, social gathering,
etc. 3.1. Concept and importance of value edu-
cation.
2.3 Preparing for one's future
3.1.1 Concept of value education
2.3.1. Ideas about one's future
3.1.2 Importance of value education
2.3.2. Family and social background of
3.2. Process of value inculcation
oneself
3.2.1 Family Teachings
2.3.3 Making use of natural dispositions and
3.2.2 School Teachings
capacities
3.2.3 Reading of good literature
VALUE EDUCATION
3.2.4 Value inculcation through self experi-
Introduction
ence
Values are guideposts in our life. We
3-3 Inculcation of values (Truth, Non
must teach our children universal values like
violence,Humanity,Dignity of Labour,
truth, honesty, compassion, peace, etc. Val-
Gender, Equality, Patriotism, Peace,
ues give a sense of security and self esteem
National Integration, Secularism, Global
to those who adopt them. Values help chil-
Citizenship, Inclusiveness with respect
dren to protect themselves from falling into
to gender, race, caste, religion)
traps and not to succumb to easy tempta-
tions and not to step on anybody else's Standard X
shoes. Some experiences will definitely Review of syllabus covered in Std. IX
educate children about what is right and what
3.1 Factors responsible for inculcation of
is wrong. However, value education should
values
158
3.2.1 Personal factors human relationships
3.2.2 Family factors 4) to strengthen the family bonding
3.2.3 Social factors Standard IX
3.2.4 Cultural factors 4.1 Changes during puberty
3.2.5 Educational factors 4.1.1 Physical changes
3.3 Inculcation of values through activities 4.1.2 Emotional changes
and project 4.1.3 Psychological changes
3.3.1 Activities 4.2 Advantages and disadvantages of Peer
3.3.2 Projects Pressure
Note : 4.2.1 Advantages of Peer Pressure
1) All the values to be introduced in Std. 4.2.2 Disadvantages of Peer Pressure
IX. 4.3 Family Bonding.
2) Values to be inculcated through activi- 4.3.1 Relationship with elderly in the family
ties and project in Std X.
4.3.2 Relationship with siblings
GROWING UP
Standard X
Introduction 4.1 Review of syllabus covered in Std. IX
The child in the stage of puberty is in a 4.2 Controlling temptations
great hurry to grow up, feel independent and
to experience various pleasures of life. Poor 4.2.1 Types of temptation (Things & persons)
foundations, lack of guidance, absence of 4.2.2 Measures for controlling temptations
suitable models, inadequate opportunities for 4.3 Building healthy relationships
social development, in appropriate exposure
through electronic media and insufficient 4.3.1 Meaning of healthy relationships
motivation are some of the conditions which 4.3.2 Development of healthy relationships
make transition to adolescence and good 4.4 Communication skills and proper use
citizenship difficult. The social and emotional of technology
pressures on adolescents to have friendship
or relationship with opposite sex can be quite 4.4.1 Communication skills
strong. We have to make sure that our stu- 4.4.2 Proper use of technology
dents turn out to be a responsible citizen.
STRESS MANAGEMENT
Objectives Introduction
1) to enable the students to have some Today we are living in an age of sci-
insight into physical emotional and psy- ence. Human life has become dynamic as
chological changes during puberty per the scientific progress. While reaching
2) to help them keep away from negative at the zenith of success and progress man is
peer pressure finding days, months, years and even his
whole life very short day by day. In the mo-
3) to help them know importance of good
159
tion of this temptation everyone is losing 5.1.1 Positive effect of stress.
health. The traditional tools of motion are 5.1.2 Negative effect of stress.
inadequate to him. He feels need of more
speedy appliances than the speed of his 5.1.3 Hyper stress
thoughts. 5.1.4 Hypo stress.
The world has come too close be- 5.2 Causes of stress
cause of the progress of information and
5.2.1 Situational causes
technology. Everyone's passion has in-
creased to control over the whole world and 5.2.2 Personal causes
information. This has created fierce compe- 5.3 Effects of stress
tition in human life. This competition has
burdened an unknown stress on human mind. 5.3.1 Positive effects
Man has lost his natural life and living be- 5.3.2 Negative effects
cause of this stress. Surrounding stress and
5.4 Overcoming stress.
adverse physical and psychological effects
have affected his daily life. 5.4.1 Handling family issues
Mobile screen has become more im- 5.4.2 Addressing changes in personality
portant instead of the rising sun after getting traits.
early in the morning. Man has suffered from 5.4.3 Addressing the degree (severity) of
various diseases which are created by stress stress.
from dawn to dusk. These diseases make
human life more stressful. This increases 5.4.4 Managing stress.
incompetence. It affects personal, social and Standard X
national progress. To avoid this damage, we
5.1 Review of syllabus of Std. IX
have to strengthen the students to face the
stresses bravely. 5.2 Analyzing the stress of self.
Objectives 5.2.1 Analyze reasons of stress.
1) to help the students to understand the 5.2.2 Analyze effects of stress.
nature of stress and to make them 5.3 Overcome self stress.
aware of its effects.
5.3.1 Methods to overcome stress.
2) to explain the students the factors which
create educational, social and family 5.3.2 Managing stress
stress. LIFE SKILLS
3) to help the students to explore the so- Introduction
lutions on effects of stress.
In order to lead a successful life every
4) to try to make educational life of stu- individual has to acquire certain skills. These
dents tension-free. life skills are acquired at different stages and
5) to help the students to think positively is a long term and continuous process. Some
about stress. skills are visible, some invisible, some tan-
gible and some intangible.
Standard IX
Life skills such as planning, communi-
5.1 Nature of stress
160
cation, problem solving and leadership need 6.4.1 Goal setting (social and professional)
to be internalized for an effective growth. Life
6.4.2 Target
skills broadens the horizon of students per-
sonality. It addresses the basic skills required 6.4.3 Strategy
for an effective personality-balancing the in- Standard X
ternal and external development and its re-
6.1 Preparing for college
flection, making one's personality to be ac-
cepted with ease. 6.1.1 Initiative
Objectives 6.1.2 Career counseling (workshop)
1) to help students understand life skills 6.1.3 Handling peer pressure
2) to help students to develop effective 6.1.4 How to tackle ragging

planning and communication skills. 6.2 Creative thinking
3) to help students to develop good 6.2.1 Innovative thinking
presenting skills 6.2.2 Analytical thinking
4) to help students to be focused. 6.2.3 Critical thinking
5) to help students to develop creativity, 6.3 Problem solving skills - Practical case
problem solving skills and leadership study
skills. 6.3.1 Brainstorming session
Standard IX 6.3.1.A. Group discussion
6.1 Planning skills B. Logical Analysis
6.1.1 Planning C. Logical elimination of
6.1.2 Systematic thinking nonrelated issues.
6.4 Leadership skills
6.1.3 Systematic execution
6.4.1 Motivation
6.2 Communication skills
6.4.2 Team Building
6.2.1 Knowledge of the subject
6.4.3 Power sharing
6.2.2 Clarity
DISASTER MANAGEMENT
6.2.3 Expressions and body language
Introduction
6.2.4 Analytical thinking
In day to day life, human beings face
6.3 Presentation skills natural calamities like deluge, flood, land
6.3.1 Art of speaking slide, fire, earthquake and tsunami.
6.3.2 Etiquette Like the various natural calamities, hu-
man errors lead to road farlities domestic
6.3.3 Art of dressing accidents and riots. They are the fall out of
6.4 Life skills for quality living irresponsible thinking and behaviour of hu-
mans which one has to face.
161
It is beyond our control to completely 7.4.1 Reasons that cause fire.
stop natural calamities. However, it is pos-
7.4.2 Actions post fire.
sible to reduce the damages to people and
property by creating awareness and warning 7.5 Epidemic - diseases due to contami-
through the use of media, gevernment and nated water.
social institutions. 7.5.1 Information about diseases through
The process of initiating to control the contaminated water.
damage is 'Disaster Management'. 7.5.2 Reasons for water getting contami-
This lesson is being introduced to cre- nated and prevention.
ate an understanding and awareness among 7.5.3 Personal hygiene and importance of
the students. clean and healthy living.
Objectives 7.6 Road Accident.
1) to explain what is 'Disaster Manage- 7.6.1 How do road accidents take place.
ment'. 7.6.2 Precautions to be taken by the students
2) to understand the implication of natural and families.
calamities as well as disaster caused 7.6.3 Precautions to be taken by driver.
by man.
7.6.4 Instructions given by the head of school.
3) to understand the techniques and skills
Standard X
of disaster management and imple-
ment the same to reduce the severity 7.1 Revision of the concepts in standard
of the damages. IX.
4) to introduce social awareness and how 7.2 Assistance for disaster management
to rehabilitate affected people. and first aid facility.
Standard IX 7.2.1 What is disaster, categories of disas-

ter and First-aid.
7.1 What is 'Disaster Management'?
7.2.2 The function of individual and group
7.2 Earthquake members.
7.2.1 Damages due to earthquake 7.2.3 The importance of first-aid during di-
7.2.2 Actions during earthquake saster.
7.2.3 Actions post earthquake 7.3 The techniques of life saving, help and
shelter during disaster.
7.3 Floods
7.3.1 Methods and help for earthquake vic-
7.3.1 Reasons tims
7.3.2 Precaution and prevention 7.3.2 Methods and help during floods
7.3.3 Actions during floods. 7.3.3 Methods and help during fire.
7.3.4 Actions post floods. 7.3.4 Methods and help for road accident
victims.
7.4 Fire.
7.3.5 Arrangement of shelter during disaster.
162
7.4 Group Activity and planning for disas- with the seed of terrorism, this unit is being
ter management. introduced.
7.4.1 Plans for village/ward. Objectives
7.4.2 Formation of volunteers’ groups. 1) to provide students information on ter-
7.4.3 Rehabilitation and reconstruction. rorism
7.4.4 Feedback and evaluation. 2) to inform students the causes and ef-
fects of terrorism
ANTI TERRORISM
3) to make students aware of various
Introduction measures to fight terrorism
Every individual has a right to live hap- 4) to make students aware of measures
pily. Man is social by nature. Individuality to uproot against terrorism
coupled with peaceful happy co-existence is
the epitome of living. Standard IX
Ironically, the world is inhabited by 8.1 Terrorism : Nature, history and causes
people of all kinds that include barbaric, cruel, 8.1.1 Nature and effects of terrorism
antisocial and the insensitive. 8.1.2 History of terrorism
When such people let their actions pre- 8.1.3 Causes of terrorism
vail upon the society, terrorism is born. In
general, terrorism's fundamental reasons are Standard X
Religion, Regional language, caste and dif- 8.1 Review of syllabus covered in Std IX
ferent thoughts. Today terrorism is not only
limited to any one country but has spread the 8.2 Spread of terrorism and fighting against
world at large. it
This chapter will create an awareness 8.2.1 Uprooting of terrorism

in students about the causes and ill effects 8.2.2 Various ways of uprooting terrorism
of terrorism. ( group discussion, speeches, street
In order that the society is not inflicted plays, public awareness etc.)
163
WORK EDUCATION
9 Group A
(J-I) ELECTRICAL APPLIANCES
Std. IX 4. To know about conductors insulators

Introduction used in regular practice.
In modern times electrical appliances 5. To acquire knowledge of different

constitute an integral part of life. Man has electrical appliances, their functions,
been discovering of new electrical appliances construction & uses.
to make his life comfortable. According to 6. To create a sense among students
needs, various versions of new appliances about the opportunities of careers in
are also available. Therefore, it is essential
electrical field.
for the students to be familiar with electrical
appliances. The students should get familiar 7. To create awareness among students
with different electrical terminologies such as about electrical energy saving.
electrical circuits, conductors, insulators. The Theory
students should also know about different
electrical hand-tools, the skill of their use and Topic No. 1
precautions to be taken while handling these Current Electricity and safety
tools. The students get familiar about the precautions
information of the electrical appliances,
different methods of their handling and voltage, current, resistance, power,
precautions to be taken while handling these energy
appliances. They get familiar about (Definition, units, measuring instruments
dismantling, testing and reassembling of used for above quantities), Safety
electrical appliances. Therefore, it is
precautions while handling electrical
obligatory to include this syllabus into the work
appliances and electrical work. (First
education subject.
aid treatments).
To teach the syllabus effectively, it is
expected to make use of audio-visual aids Calculation of energy bill. Electrical
to maximum. Similarly, to create interest symbols.
among students about the opportunities in Topic No. 2
the field of electricity.
Types of Electric Supply and circuits.
Objectives
· AC supply – 1 phase , 3 phase
1. To get the information of electrical (Introduction and uses)
terminologies electrical circuits
· DC supply – (Introduction and uses)
2. To be familiar with safety precautions
to be taken while handling electrical · Difference between AC and DC supply.
appliances. · Connection of resistances in series and
3. To acquire skills of handling different parallel.
electrical hand-tools. · Open circuit and short circuit
164
· Generation and effects of Electricity · Types of uses of cables, current,
(Kinds, methods of Generations and capacity.
transmission in figure) Topic No. 5
Effects of Electricity Electric Iron and Reflector Type Room
1. Physical Effects Heater.
2. X-ray effects · Types: electric iron, working principles
3. Thermal effects · Construction and testing of common

iron, faults and repairing of common
4. Light effects. iron.
5. Chemical effects. · Room heater construction and working
6. Magnetic effects. principle (Reflector type)
Topic No. 3 · Room heater checking, repairing.
Electricians common tools (Figures, Topic No. 6
Information, uses only) Electrical stove, Toaster Types,
· Combination pliers, long nose pliers. construction, testing, repairing.
· Wire stripper Topic No. 7
· Screw drivers Immersion Heater and Gyser
· Hammers, Hack-saw. Working principles. Types of Gyser,
construction, checking and repairing.
· Neon testers
Topic No. 8
· Electrician Knife
Electric water purifier and Microwave
· Rawal punch, poker, centre punch, Tri
oven
square
· Working principle
· Measuring Tape and steel rule
· Construction
· Hand drill machine.
· Uses
· Soldering Iron
· Precautions while handling
· Test Lamp, Series Test lamp
Practical
· Plumb bob, Level bottle
1) Measurement of voltage, current using
(students need not be asked to draw
voltmeter and ammeter and calculation
figures)
of power of 200 watt lamp.
Topic No. 4
2) Connection of resistances in series and
Wires & Cables measuring voltage, current.
Conductors,Insulators(Explanation of 3) Connection of resistances in parallel
uses of conductors and Insulators by and measuring voltage and current.
diagram.
4) Making test lamp and checking supply
· Types of uses of wires, current, capacity. with test lamp & neon tester.
165
5) Making a series test lamp and testing Information about this is included in the
a given electric appliance [OC/SC and syllabus.
earth test] For effective teaching, use of
6) Checking polarity of DC supply. multimedia is expected. It is expected to
create interest among students about the
7) Making wire joint and soldering.
career opportunities in the sector of
8) Dismantling, testing and finding fault & electricity.
repairing of given appliance. OBJECTIVE
i) Electric Iron. 1. To get knowledge about wiring as well
ii) Electric Stove. as materials & accessories used for
wiring.
iii) Immersion Heater.
2. To get knowledge about illuminating
iv) Reflector type Room Heater.
equipments.
9) Testing of given appliances
3. To get knowledge about different
i) Electric Gyser electric motors used in electric
ii) O.T.G (Oven Toaster – Griller) appliances.
(J-1) ELECTRICAL APPLIANCES 4. To make students familiar with different

electrical appliances their working,
(std X) construction & repairing.
Introduction 5. To create interest about different career
In modern times electrical appliances opportunities in electrical field among
constitute an integral part of life. Human being children.
has been finding different kinds of new 6. To get knowledge about non-
electrical appliances to make his life conventional energy sources (solar
comfortable. According to different needs energy) & how the electric energy is
various versions of new appliances are also generated from solar energy & to know
available. Therefore, it is essential for the about electric energy storage devices.
students to be familiar with electrical Theory
appliances, electrical house wiring and the
materials used for it. Students should get Topic No.1 Wiring
familiar about different illuminating lamps and · Wiring accessories
different electric motors. Knowledge · Types of Wiring
regarding dismantling, testing, reassembling
of electrical appliances is essential. Student 1) Conduit Wiring
should know about use of non-conventional 2) Casing Caping Wiring
energy sources for generating electricity and
3) Concealed wiring
should know about the electrical energy
storage devices. · Testing of polarity of wiring by test lamp
According to today’s need, it is · Earthing – need of Earthing
essential to make use of energy saving Types of Earthing - Pipe Earthing
appliances and also to use CFL, LED lamps,
– Plate Earthing
which contribute a lot in saving energy.
166
Topic No.2 Topic No.6
Illumination Refrigerator, Vacuum cleaner and
washing machine.
Incandescent lamp
Refrigerator – Introduction,
Fluorescent tube set – with winded Construction, Working.
choke, with electronic choke.
Vacuum Cleaner – Introduction, types.
Mercury Vapour lamp, Sodium Vapour Construction, Working
Lamp.
Washing Machine - Introduction, Types
Hallogen Lamp Construction, Working
CFL – Compact Fluorescent Lamp Topic No.7
LED Lamp Rechargable Batteries
Wattage and Lumens of all above Battery – Introduction Types
lamps Applications
Topic No.3 Lead Acid Battery –
Motors Used in Electrical Appliances Construction and working
Capacitor motor - Capacitor start motor Charging
Permanent capacitor motor Maintenance
Shaded pole motor Dry Batteries –
Universal motor (Structure and function Construction and working
of all the above motors) Charging
Topic No. 4 Maintenance
Electric Mixer and Food processor. Portable Rechargeable Torch
Construction and working.
Construction and working
Testing and repairing (at spare part
Uses
replacement level)
Solar Panel :-
Topic No. 5
Construction and working
Electric fans and Room coolers
Uses
Type of Electric Fans
Practicals
Ceiling Fan – Construction, Working,
testing, repairing. 1) Controlling separately two lamps
from two places in casing caping
Table Fan – Construction, Working, wiring
testing, repairing.
2) Staircase wiring using conduit fitting
Room coolers – Construction, Working, and saddles.
testing and repairing. 3) Wiring and testing of fluorescent tube
(at spare parts replacement level) set.
167
4) Dismantling, testing and reassembling 3) Develop & inculcate habits of hygiene
of electric mixer. and sanitation during production of
5) Dismantling, testing and reassembling bakery and confectionery products.
of electric ceiling fan.
4) Develop scientific and technical skills
6) Making of series parallel testing board for quality production.
and testing table fan.
5) Be economically self sufficient by sell
7) Switch board wiring practice.
of bakery and confectionery products.
8) Testing and repairing of portable
rechargeable torch. 6) Develop entrepreneurship attitude.
( J-2) BAKERY PRODUCTS Theory

Std : IX 1. Introduction of big & small equipment
Introduction used in bakery & confectionery.
In modern times, joint family system 2. Importance of hygiene & sanitation

has been replaced by nuclear families. All bakery.
earning members, women members also,
3. Functions & Characteristics of raw
have to stay away from home for a longer
material used in bakery & confectionery.
period. This has changed the dietary pattern
of families. Consumption of “Ready to eat” 4. Process & methods of preparation of
items is increasing rapidly. This has flourished bakery & confectionery products.
bakery and confectionery business.
Practical
Quality production of bakery items,
requires basic scientific knowledge about raw 1. Types of biscuits
material supported by specific skills. In (a) Nankatai
preparation of bakery products along with
skills it is also very important to follow the (b) Jeera Biscuits
rules of hygiene and sanitation. Considering
(c) Groundnut biscuits
these points this course is specially
designed to impart basic knowledge and 2. Types of cak
modern techniques of bakery and
(a) Plain cake
confectionery. This will help to develop
entrepreneurship attitude in students and (b) Cup cake with glaze icing
make him/her economically self sufficient.
3. Types of bread
Objectives
(a) Ladi pav
To enable the students to :
4. Papdi & Chikki Confectionery
1) Get scientific and technical information
regarding basic raw material required (a) Til Papad
for bakery and confectionery products
(b) Groundnut chikki
and their functions and characteristics.
2) Know about equipments used in bakery 5. Visit a commercial bakery unit &
and confectionery. write a report
168
(J 2) BAKERY PRODUCTS Theory
( std : X) 1. Characteristics of ideal biscuits, cakes
Introduction & bread
Now a days nuclear family pattern life 2. Fault in biscuits, cakes & bread –
style is rapidly increasing, therefore need of reasons & remedies
“ready to eat” products is also increasing. 3. Packaging of bakery & confectionery
Consumer of all age group relish bakery &
products.
confectionery products. More importance
have been gained to them due to fast growing 4. Calculation of selling price of bakery &
demand. confectionery products
The major products of bakery & Practicals
confectionery are Biscuits, Cakes, and
1. Types of Biscuits
Bread. Application of modern technology
principles of food science, accuracy in (a) Ragi (Nachni) biscuits
preparation are basic requirements of good (b) Sweet & Salty biscuits
quality, long lasting products.
2. Types of cakes & icing
Hands on training with the help of
actual work experience by learning – teaching (a) Pound cake & Butter icing
method can be imparted in this subject. (b) Chocolate cake
Introduction of such professional skill oriented
subject at school level will help students to 3. Types of bread
choose their career for future. (a) Fruit bread
Objectives 4. Sugar Confectionery
To enable the students to : (a) Khoa Burfi
1. Understand characteristics of ideal 5. Production & Sale of 15 servings of
cake, biscuit & bread. any two products from IX & X
2. Acquaint with probable faults in biscuits, syllabus
cake & bread products.
List of Equipment required for Bakery
3. Understand reasons behind biscuits, & Confectionery practicals -
cake & bread products & know the
remedies. 1. Laboratory
4. Develop skills in packaging bakery & 2. Oven – O.J.T.Electric oven

confectionery products. 3. Domestic cooking burner (L.P.G.)
5. Learn to calculate selling price of bakery 4. Table – with marble or granite or
& confectionery products. stainless steel top.
6. Develop skills in preparation of 5. Weighing scale
biscuits, cake & bread & burfi.
6. Aluminium tins
7. Learn to decorate cake with icing.
a. Cake tin – 6 to 73 round
8. Learn quantity production and sell of
bakery products. - 6 to 73 square
169
b. Baking tray – should fit in the oven ( J-3) FOOD PRESERVATION
c. Cooling racks. Std : IX
d. Biscuit cutters – round/fancy shape Introduction
7. Stainless steel equipment Fruits & Vegetables are important in

the diet. They provide mainly minerals &
a. Thali (Parat) vitamins & bring variation in taste, colour,
d. bowl with lid flavour & texture. One disadvantage of fruits
& vegetables is that they are perishable.
b. flour sieve During a season, those are available in large
e. Serving spoons quantities & are cheap and nutritious. Due
to technological progress, there is enormous
c. Vessel with lid production of fruits & vegetables. It can be
f. Tongs therefore processed when available in large
quantities & preserved for the whole year.
(1 to 2 lit capacity)
This can help a person to earn his livelihood
8. Kadai – hindalium or develop a small scale enterprise.
9. rolling pin Objectives
10. Set of small equipments 1) To learn to classify food according to
shelf life.
a. Measuring cups
2) To understand importance of food
h. Nozzles preservation.
b. Measuring spoons 3) To know principles & methods of food
i. Piping bag preservation.
c. Wooden spoon 4) To develop skill in handling equipment

used for food preservation.
j. turn table
5) To develop the skill in freezing,
d. Scraper/dough cutter preparing squash & synthetic syrup.
k. Bread knife 6) To learn to pack preserved products.
e. Pallete knife (for icing) 7) To learn to put appropriate label on
preserved product.
l. Vegetable knife
Theory
f. Spatulla (plastic)
1) Classification of food according to its
m. fork shelf life.
g. Spring egg beater 2) Food preservation – importance,
n. Scissor principles & methods.
o. Lighter/match box 3) Equipment used for Food Preservation.
11. Clean napkins – Turkish & plain. Muslin 4) Freezing vegetables.

cloth 5) Squash.
170
6) Synthetic syrup 2) To know the functions of different food
7) Preparation of label & costing of the preservatives.
preserved product. 3) To develop skill in preparation of jam.
Practical : 4) To develop skill in preparation of jelly.
1) Freezing – peas / spinach / carrot / corn 5) To understand principle behind
/ French beans. dehydration of fruits.
2) Preparation of squash – lemon / 6) To learn to dehydrate fruits.
orange / pineapple.
7) To know the principles of preserving
3) Preparation of synthetic syrup – Rose / pickles.
Khus / orange.
8) To learn to prepare pickles.
4) Preparation of tomato sauce
9) To develop skill in preparation of mixed
5) Dehydrated products – Sago papdi, spices.
Sandage, Grated Potato
Theory:
Arrowroot Kurdai, Papad.
Food preservative –
6) Preparation of muramba – Amla, Raw
mango, karwand. a) Natural – Sugar, Salt.
(J-3) FOOD PRESERVATION b) Artificial – Sodium benzoate,
Potassium
(Std.X)
meta bisulphite, Acetic acid / vinegar,
Introduction Citric acid.
In olden days, sugar, salt and oil was 1) Jam
used to preserve different foods. After few
years, with advances in food chemistry, 2) Jelly
different chemical food preservatives were 3) Dehydration of fruits
developed which were used in preserved food
products. 4) Pickles
Now a days, new methods of 5) Dry chutneys

packaging preserved products are 6) Packaging
developed which have increased the shelf
Practical
life of these products. There is a big market
for the preserved products. This has created 1) Preparation of Jam – Mixed fruit / Apple
various opportunities for the students in the / papaya.
field of food preservation. Scientific study of 2) Preparation of jelly – Guava / wood
this subject will help the student to develop
Apple.
small scale enterprise in the future. This will
also help to achieve the Objectives of NCF 3) Preparation of raisins
2005 and SCF 2010. 4) Preparation of tamarind sauce
Objectives 5) Preparation of pickles – Raw mango /
1) To learn to classify the food mixed vegetable / Fresh
preservatives. turmeric and Green Chilly.
171
6) Preparation of masala – Goda masala, In some areas, there is scarcity of pure
Garam masala, milk masala, Tea and drinkable water. After considering the
masala, Buttermilk masala. importance of pure and clean water, it is
necessary to use it properly. Also, it is
7) Packaging of preserved products.
necessary to stop its pollution. With the
help of this subject we should make the
( J-4) MAINTENANCE AND student aware of all these things.
ELEMENTARY REPAIRS OF It is necessary to prepare a skilled
WATER PUMP pump-mechanic to find out faults and repair
them. If the students get the proper guidance
Std : IX
of vocational education, they may become
Introduction skilled-workers and through self-employment
this can stand on their own, Considering the
According to the new National
importance of self-earning and knowledge
education policy, it is an objective of quality
this subject is included in the syllabus of
education to train all students to participate Std.IX.
in their own society and in the global
economy Objectives
To enable the students to-
Considering the needs of the students
of 21st century, the subject, ‘Maintenance and · Give information about various water
Primary, Repairs of Water Pumps’ has been pumps.
introduced in ‘Work Education’. · Give information about various parts of
Total 34 activities are included in ‘Work water pumps and their structure.
Education’ of Std.IX. They are divided into · Give information about taking care and
two parts – Theory and Practical. Some repairing of water pumps.
activities are practical – oriented. · Give information about tools used for
Due to heavy rain-fall, plenty of water assembling and repairing of water
was available on the earth, in early days. But pump
day-by-day, due to less rainfall, the storage · Understand the functioning and principle
of water is becoming less. The level of water of water pump.
under the earth is also decreasing. · Create interest about the skills of
It is essential to bring the underground pumps repairing.
water up on the earth to fulfil the need of · Create awareness about water
water of ever-growing population. The man management.
has prepared various types of pumps to bring Theory:-
deep underground water on the earth.
1 Introduction of hand pumps, their
The objective of the syllabus is to give principle and structure
the knowledge to students about how these
2 Functioning of hand pump.
various types of pumps should work properly
and how to keep their maintenance time-to- 3 Installation of hand pump.
time and their repairing. 4 Maintenance and care of hand pump.
172
5 Faults in hand pumps –causes and can be included in ‘Work Education.’ But
remedies. permission of the Board is necessary. In
6 Tools for hand pump repairing. overall development of students, knowledge,
emotions, physical fitness is expected.
7 Introduction of the centrifugal pump.
As per changing period new subjects
8 Parts of centrifugal pumps and its and problems are arising. It will be beneficial
functioning. from the point of view of society and students
9 Selection and installation of centrifugal to include the new activities in ‘Work
pumps. Education’. If any new activity by any school
is included, it will be considered as the new
10 Maintenance and care of centrifugal activity in ‘Work Education’. But the school
pump. should submit its proposal with all plans to
Practical the S.S.C. Board within time.
1 Practical of the functioning of the hand After the approval of S.S.C. Board the
pumps. introduction, syllabus, Objectives, evaluation
of new activity can be practised in the school.
2 Dismantle, assembling and testing the
These activities are included in Group C.
hand pumps.
New activities can be found out for this group
3 To observe the functioning of centrifugal and the proposal should be submitted to the
pump. S.S.C. Board. More information will be
4 Dismantle, assembling and testing the available in S.S.C. Board.
centrifugal pumps. Objectives
5Dismantle and assembling of To enable the students to-
footvalve 1 Give basic information about various
Water Pumps.
(J-4) MAINTENANCE AND PRIMARY
REPAIRS OF WATER PUMP. 2 Give knowledge about labour work and
STD.- X skill-full work.
Introduction 3 Create awareness about dignity of
According to new National education labour.
policy, it is an objective of quality education 4 Provide opportunity for ‘Earn and
prepare the students to participate in own Learn’.
society and in the global economy.
5 Create ability and skill to select proper
Considering the needs of the students tools and instruments.
21st century, the subject ‘Maintenance and
Primary Repairs of Water Pumps’ has been 6 Develop qualities of team work, co-
operation, tolerance and tenacity.
introduced in ‘Work Education.’
7 Help to increase productivity.
The S.S.C. Board has the broad vision
for the subject ‘Work Education’ (J 4) 8 Motivate for small scale industry.
Considering the local conditions of schools, 9 Understand importance of planning and
need of the society, attitude of the students functioning of organization in the
and availability of material; the new activities process of production.
173
10 Take joyful experience of self creation. milk.
11 Develop self discipline and confidence. 3) Know the rules of hygiene and
12 Develop ability of self-evaluation. sanitation, to be followed during
processing of milk.
13 Achieve self-sufficiency while doing
production and providing services. 4) Get information regarding milk products.
Theory 5) Develop skill in preparation of curds,
butter milk, butter, ghee, chakka, kheer,
1 Prime know movers.
flavoured milk, basundi and kulfi.
2 Installation of pump on foundation.
6) Learn serving and packaging of milk
3 Functioning of pump. products.
4 Maintenance of pump. Theory
Practical 1. Importance of milk in diet.
1 To connect the pump to the Prime- 2. Composition of milk.
movers.
3. Hygiene and sanitation.
2 Priming of the pump.
4. Processing of milk.
3 Switch on and off the pump.
5. Milk Products.
4 To remove the faults in the pump.
6. Serving and Packaging of milk
5 Proper maintenance of the pump.
products.
( J-5) MILK AND MILK PRODUCTS
Practicals
Std : IX
1. Preparation of curds, butter milk, butter
Introduction & ghee.
Milk is one of the important ingredients 2. Preparation of Chakka and Shrikhand.
in our daily diet. It is nutritionally very important
but it is a perishable product. Processing is 3. Preparation of flavoured milk.
necessary for its use and preservation. 4. Preparation of Kheer.
Processing and preparation of milk products
5. Preparation of Basundi and Kulfi.
need a special skill and knowledge about
milk. This course is designed specially so 6. To visit dairy or/confectionery centre
that the student can learn preparation of ice- preparing milk products and writing a
cream, burfi, kulfi, shrikhand, paneer and report.
other milk products. This will also provide to STD. X
the student self employment.
Introduction
Objectives
Maharashtra State ranks fifth in the milk
production per annum. It is one of the leading
1) Understand composition of milk and its state producing milk products in
importance in the diet. confectionery (Mithai) shops.
2) Know about various processes done on
174
To increase yield of milk, extensive 4. Preparation of pedha and burfi.
cross-breeding and grading up programmes 5. Preparation of milk shake.
are undertaken for dairy animals.
6. Preparation of ice cream.
The above status and growth pattern
signifies that there are bright career options 7. Identify 15 sellers of any two milk
for dairy technology trained personnel in the products and sell.
dairy industry as well as for self employment. ( J-6) INTEGRATED NUTRIENT
Introduction to the subject at early stage at MANAGEMENT FOR SUSTAINABLE
school level is beneficial to provide a firm AGRICULTURE
foundation for the future. Std : IX
Objectives
Introduction
The soil fertility is decreasing day by
1) Know different processes done on milk. day and area under problematic soils is
2) Know different milk products. increasing due to the use of fertilizers.
Moreover the prices of chemical fertilizers
3) Develop skill in preparation of paneer, are increasing drastically, which force to do
rosogulla, khoa, gulabjamun, pedha, the judicious use of chemical fertilizers. This
burfi, milk shake and icecream. is only possible in integration of organic, bio
4) Know the reasons for spoilage of milk. and chemical fertilizers, so as to maintain
crop productivity along with improvement /
5) Learn ideal methods of storage of milk.
maintain in soil fertility. It will also help to
6) Identify milk adulteration. minimize the environmental, soil and water
7) Calculate sale price of milk products. pollution. As more than 60% population living
in rural area and is dependent on Agriculture,
8) Develop the skill of selling the milk this knowledge is not only useful to increase
products. productivity with available resources but also
Theory it will be baseline for higher education in
Agriculture
1. Processing of milk
Objectives
2. Various milk products.
1) To know the role, deficiency symptoms
3. Reasons for milk spoilage and toxicity of different nutrients.
4. Storage of milk. 2) To know content of nutrient in various
5. fertilizers.
6. Calculation of selling price of milk 3) To know the advance technology of
products. fertilizers use and economy in fertilizers.
Practical 4) To understand the effective use of
organic manures, bio fertilizers and
1. Preparation of paneer and rasogulla. chemical fertilizers.
2. Preparation of khoa. 5) Fertilizer management in problematic
3. Preparation of gulabjamun. soils.
175
Theory 5) Trash management in sugarcane .
1. Introduction :- Need for integration of 6) Use of green manures in sugarcane
nutrients for sustainable Agriculture ratoon and insitu.
- Definition, meaning and scope of 7) Use of bio fertilizers -seed treatment ,
sustainable Agriculture . field application, application of drip /
sprinkler spray.
- Integrated nutrient management.
8) Visit to industrial waste management
2. Essential Nutrient of crops project / Visit to nearest research centre
- Essential nutrients , beneficial nutrients / agriculture collage/ University.
and their functions. STD : X
- factors attesting nutrient availability . Introduction
3. Organic manures Integrated nutrient management is at the
- Importance , classification , nutrient centre of sustainable agriculture. Organic
content . manures, bio fertilizers and chemical
fertilizers are the three main components of
- Preparation and enrichments of organic
nutrient management. The study of organic
manures,
manures and bio fertilizers is already
- New technique of Insitu trash included in Std IX. However the third
management in sugarcane ratoon. component i. e . chemical fertilizers is not
- Green manuring-scope advantages, covered in Std IX, so it is explained in detail
disadvantages, methods , nutrient in Std. X It will be helpful for judicious use of
contents. chemical fertilizers . This will help to obtain
sustainable yield by effective use of available
- Industrial waste management - resources and chemical fertilizers. This
Use of bio methanation effluent of spent knowledge is useful to obtain higher yield
wash Spent wash – Press mud cake with minimum inputs. This knowledge is a
compost, base for higher education in agriculture.
sewage. Sludge etc & their scope and Objectives
limitations. 1) To explain the technique of usage of
4. Bio fertilizers chemical fertilizers.
- Importance , classification , scope and 2) To impart knowledge of nutrient
limitations. Methods of usage. requirements of crop.
Practical 3) To give knowledge recommended
doses of fertilizers for various crops.
1) Collection of soil sample for analysis .
4) To understand the technology to obtain
2) Preparation of compost / F Y M .
higher yield with low cost and available
3) Preparation of vermicompost / resources.
vermiwash .
5) To understand the reclamation and
4) Use of compost / F Y M / vermicompost fertilizers management of problematic
/ vermiwash in field. Soils.
176
Theory 7) Use of chemical fertilizers
1) Chemical fertilizers Blending of chemical fertilizers .
Importance , classification of macro and Use of fertilizers through drip .
micro nutrient fertilizers and their
Spraying of chemical fertilizers .
nutrient contents.
Soil testing and Fertilizers uses.
Methods of fertilizer application.
Physical and chemical properties of Practical
chemical fertilizers. 1) Collection and identification of chemical
Storage and transport of fertilizers fertilizers.
Compound , complex and mixed
2) Calculation of fertilizers doses for
fertilizers .
different filed crops.
Preparation of mixed fertilizers ,
3) Time-table and methods of fertilizer
compatibility of different fertilizers.
uses.
Water soluble fertilizers.
4) Blending of urea with neemcake.
Slow release fertilizers , coated
fertilizers , cheats . 5) Enrichment of organic manures .
6) Use of micronutrients with organic
manures .
2) Deficiency toxicity & symptoms of
nutrients 7) Fertigation.
Role , toxicity and deficiency symptoms 8) Folier application of fertilizers .
of macro and micro nutrients . 9) Visit to Agriculture centre / college/
3) Recommendations of manures university /
organic and chemical fertilizers (J-7) Tie and Dye
Important crops-cereals, pulses, and (Std. IX)
cash crops.
Introduction
4) Nutrient management of
problematic soil Tie and dye is an ancient art. This art is
originated from two Indian States Rajasthan
Calcareous , acidic , saline , sodic ,
and Gujarat. Hence these states are
and saline sodic
supposed to be the birth places of tie and
soils - characteristics reclamation and dye. This handicraft has its own special place
nutrient management nutrient in this country and now it has been getting
management in very shallow, famous in the world. It is called 'Shibori' in
undulating, unlevelled soils . Japan. Wax is used for this craft in Nigeria.
5) Organic farming In India it is called 'Bandhani'. It is easy to
learn this art. The cloth is first tied with knots
Merits and limitations
or thread and then dyed in colours. This
6) Integrated nutrient management : creates beautiful images and the process is
Integrated use of bio fertilizers , organic called bandhani. This art is still developing
manures and chemical fertilizers . with great favour in Rajasthan and Gujarat.
177
Initially 'Bandhani' was used to prepare the 2. Types of fabrics needed for bandhani.
cloth for 'Pagri' or headgear, but now it is 3. Material needed for tie and dye.
used to make sarees, blouse, bedsheet,
Punjabi suits, etc. These days such articles 4. Methods of putting knots and types of
are exported to foreign countries and suitable tieing the cloth
income is generated. 5. Information about dyes.
Today's age is an age of modern 6. Methods of dyeing
technology. There are new trends, now a
day's. Today's generation is also fascinated 7. Precaution to be taken while dyeing and
by bandhani. There is a scope for innovation untieing the cloth
in this craft. Anybody can learn tie and dye. Practical
It requires limited space and equipments. Unit 1
Once the student excels in this art, he or she
can work with interest and sincerity. This art 1.1 Various types after tieing with thread
provides satisfaction of creating something 1.2 Bandhani work using needle and thread.
new and can help in a earning.
1.3 Bandhani work by putting knot
Previously, teachers were not available
for teaching this art but now a days teacher Unit 2
along with modern technology makes it 2.1 Dyeing four handkerchiefs in one colour
possible for the student to learn it conveniently 2.2 Dyeing a scarf in single colour.
in a better way. He/she can bring innovative
ideas in 'Bandhani' if he is trained right from 2.3 Dyeing a top in two colours.
Std. V 2.4 Dyeing a dupatta (Length 2 mts.)
Objectives Or a border (2 mts.) in two colours.
To enable the students to - (J-7) Batik Work
1. get introduced to the art of tie and dye (Std. X)
2. preserve this ancient art and develop Introduction
creativity
Man is gifted with various art and crafts
3. know colour combination from ancient times and these are passed on
4. learn to use this art on different types from generation to generation. Each art has
of fabrics. its own importance and place.
5. get joy of self creation Batik is one of such ancient arts. It is
originated in Indonesia in the 2nd century A.D.
6. use this art for him/herself
and later developed more in the 16th century
7. Persuade him/ her use this art for in Java Island. Gradually, it got propagated
earning. in America, Europe, China, Japan, India and
Theory other countries. In India, this art was
developed at 'Shanti Niketan' in West
Units Bengal. The word 'Batik' is originated from
1. Information about tie and dye and its Indonesian the word 'Batik' or 'tik' which
use. means trickling. To resist the dyeing of certain
178
parts of a cloth, it is covered with wax to 6. know how to use this art practically by
create attractive and beautiful work of art. learning it thoroughly.
This is called 'Batik' which became more
popular because of Indian contribution to its 7. develop production ability by self
spread. creation.
Batik is popular even in today's modern Theory (A)

world. Previously people used to learn it as 1. Information about batik work.
a hobby but today it can be a great source
of income. Wall hangings of Ajanta, Ellora 2. Importance and types of fabric used for
and Khajuraho figurines prepared by batik batik.
method are main point of attraction for 3. Knowledge of material used for batik
Foreigners. Many cities have schools/ like wax, chemicals, etc.
institutes which teach batik art. A village called
'Cholamandal' near Chennai in South India 4. Chart of proportions for using Brenthol
runs a huge batik work business. With the and Naphthol dyes.
encouragement from a Swedish institute 5. Method of applying wax on cloth
called 'Swalo', the women of this village do
this work with a lot of interest. 6. Method of preparing dyes and
procedure of dyeing.
Previously, natural designs like animals,
birds, fruits, vegetables, mountains etc. were 7. Method of removing wax.
prepared by batik work. Now a days even 8. Importance and use the of Batik art.
more beautiful modern designs are created.
Variety of materials like sarees, bedsheets, Practical (B)
dressmaterial, files, greeting cards, leather Unit - 1
goods are prepared by using batik work.
These articles are exported to other countries 1.1 Printing design on cloth.
to a great extent with mastery through 1.2 Applying wax on design.
practice and creativity, this art can provide
livelihood to students if it is taught from Std. 1.3 Dyeing the waxed cloth.
X. He/she can start business and start 1.4 Dyeing in single colour.
earning. In today's modern technological
world, students can enable themselves using 1.5 Dyeing in two colours.
slide shows, video compact discs along with Unit - 2
a good batik teacher.
Preparation of following models.
Objectives
2.1 Making two handkerchiefs in batik in
To enable the students to single colour (size 16" x 16")
1. get introduced to the art of batik.
2.2 Making a frame/piece in two colours
2. get joy of learning batik themselves. (size 15" x 20")
3. conserve this ancient art. 2.3 Making a border (Length 2 mts. Width
4. develop their creativity 4")
5. introduce things needed for batik work 2.4 Two greeting cards in two colours. (10
and colour combinations. cms x 16 cms)
179
(J - 8) SCREEN - PRINTING 6) developing the qualities like teamwork,
Std : IX co- operation, perseverance to
tolerance and neatness in the students.
Introduction
7) make aware about the socially - useful
The thought of future of the students and products with the help of screen-
society is always first in the priority list of the printing.
process of education while deciding its
Objectives. It is also necessary to think about Theory
the present of the students as it affects their 1) Importance of printing & screen printing
learning. The content of the curriculum and
2) Difference between transfer and
the methods of learning should fulfil the need
deposit printing
of the students.
3) Method of screen printing
It is important to use Information
Technology while learning. Information 4) Material needed for screen printing
Technology can be used easily and skilfully 5) Making of simple paper stencils of
in the learning process of Screen Printing. different shapes & designs.
This business can be started in limited space
and time . 6) Precautions to be taken while printing,
method of paper registration and drying
Various types of printing can be done of the printing stock
through 'Screen Printing' Screen Printing can
be done on various surfaces with the help on 7) The method and importance of cleaning
Screen. So there is a lot of scope is this art of screen printing tools.
in the field of advertisements. Practical
The students can print various types of 1) To make a stencil using thick paper &
educational material if they develop interest printing with it
in this subject at their early age. This subject
2) To prepare a wooden frame for printing.
is included in Work - Education because -
Screen Printing can be started with minimum 3) Prepare suitable design for screen
capital. It doesn't need huge machinery. And printing
it is very useful for the students in their future 4) To print directly using screen
life.
5) To dry the printed papers
Objectives
6) To clean the tools used for screen
To enable the students to printing
1) know the importance of printing. Equipments and Material needed
2) get introduced to screen printing. a) Material and tools needed for screen
3) learn details of essential material printing
needed for screen printing 1) Wooden frame
4) learn to make simple stencils for screen 2) Bolting cloth
printing.
3) Printing Board
5) preparation of screen for printing.
180
4) P.V.A Solution 5) Brush
5) Sensitizer 6) Black ink
6) Measuring jar 7) Tracing paper
7) Coater 8) Different designs
8) "G" or "C" clamp c) Material needed for stencil printing
9) Squeezee 1) Cut stencil
10) Screen printing ink 2) Soft cloth /rag
11) Ink knife 3) sponge
12) Thinner 4) Thick colour
13) Scissors or cutter 5) Paper to be printed
14) Drawing ink 6) Soap & water to wash hands
15) Painting brush 7) flat brush
16) Tracing paper (J - 8) SCREEN PRINTING
17) Scale /ruler ( Std : X )
18) Fevicol Introduction
19) P.V.C or brown paper tape Screen printing is one of the easiest
(1.5"to 2") methods of printing. Learning this technique
20) Cello tape can help to start a household business or
cottage industry in limited space and time.
21) Registration strips
It is important to use information
22) Drying rack technology while learning. It can be very useful
23) Turpentine in learning screen printing technique with
great ease and skill. Now a days, there are
24) Detergent powder or soap
different methods of printing used in this
25) Rag (waste hosiery) printing world. Only plain printing is replaced
26) Rough paper/news papers by Screen printing, which is attractive and
innovative printing to attract people. Screen
27) Printing paper/card printing is an effective medium to enhance
28) Decoating or bleaching powder beauty in printing by using different methods
and techniques.
29) Plastic mug
Invitation cards, wedding cards,
b) Material needed for making stencil
greeting cards, office stationery, banners,
1) Thick paper badges etc can be prepared by screen
2) Nontearable paper printing, printing on paper, wood, plastic,
glass, tin and even fabric is possible by this
3) Blade, scissors, cutter technique. There is lot of scope in advertising
4) Pencil, scale world to develop this art of printing since
printing on circular, semi circular surfaces is
181
also possible using screen. Practical
Screen printing is included in work 1) Preparing screen with direct photograph
education since the student's interest in this technique.
subject at an young age can make them 2) Preparing art work (design)
aware of socially useful production.
3) Printing with various colors
Objectives (Multicoloured printing)
To enable the students to 4) Screen printing on plastic
1) get introduced to screen printing 5) Making stickers
2) know the materials and tools needed 6) Preparing screen for reuse
for screen printing
7) Making screen using cromolin film
3) learn the technique of quality screen
printing 8) Preparing an album of printed articles
and estimate of expenditure.
4) screen Printing with various colors
Material & tools needed
5) learn printing on plastic
1) Wooden frame
6) screen printing on different educational
materials needed in school. 2) Bolting cloth
7) screen printing on different shapes and 3) Printing Board
textures 4) P.V.A Coating solution
8) learn to manage marketing of screen 5) Sensitizer
printed articles by knowing expenditure
and the technique of deciding the cost 6) Measuring jar
7) Coater scale
Theory
1) Importance & information of screen 8) Cromolin film
printing 9) 'G' / 'C' clamp
2) Tools / material needed for screen 10) squeeze
printing 11) Printing ink ( different colours)
3) Multi colored printing 12) Ink knife
4) Printing on plastic 13) Ink thinner
5) Printing different types of stickers 14) Scissors, cutter, blade
6) Printing on circular surfaces 15) Pencil
7) Estimate of the production cost of 16) Scale
screen printed article, and marketing
skills 17) Water proof black ink
8) Modern screen printing techniques 18) Rotering pen
9) Making screen with the help of cromolin 19) Painting brush
film. 20) Tracing paper
182
21) Card sheet paper fabric embroidery which is used for home
22) Fevicol decorations.
23) Duco paint It gives satisfaction and pleasure of self-

creation and gives an exposure to the hidden
24) Sticker gum talent and aesthetic sense. This can be a
25) Silicon/ Release paper source of income for students.
26) P.V.C/Brown paper gum tape Indian hand embroidery includes
27) Cello tape stitches used all over the world. This art is
spreading more with time. Different parts of
28) Registration slip India have unique embroidery forms that have
29) Drying Rack great demand across the world.
30) Stepple gun Objectives
31) Hammer 1) To achieve satisfaction of self creation
32) Plyer 2) To develop power of imagination
33) Turpentine / Kerosene 3) To learn the use of different stitches
34) Soap or detergent powder 4) To develop the skill of natural colour
35) Rag (Waste cloth) combination
36) Rough /old newspaper 5) To enhance concentration and patience
37) Printing paper & other tools 6) To develop aesthetic sense of hand
embroidery
38) De-coating powder
Theory
39) Bleaching powder
1) History of hand embroidery
40) Plastic mug
1.1. What is hand embroidery ?
41) Tap water
1.2. Origin of hand embroidery
42) Thick glass
1.3. Expansion of hand embroidery
43) Black paper
2) Rules and knowledge of hand e
44) Ply wood/wooden platform
broidery
45) Special gum for fixing cloth on frame.
3) Materials for hand embroidery
(J - 9) HAND EMBROIDERY 3.1. Coloured threads
Std : IX 3.2. Needles
Hand embroidery is a very popular art. 3.3. Cloth (Fabric)
Coloured threads and decorative materials 3.4. Ring
are used to make attractive articles. By using
multiple colour combinations and different 4) Methods of tracing and printing
stitches cloth can be embroided. designs before Embroidery
This art has been developed through 5) Detail Knowledge of different
stitches
183
Practical OBJECTIVE
1) Make samples of following stitches and To enable the students to-
paste it in your practical book
1) get pleasure of self-creation
1.1. Running Stitch
2) develop the skill of imagination
1.2. Back stitch
3) learn different stitches and their use
1.3. Stem stitch
4) develop skill of natural colour
1.4. Chain stitch combination
1.5. Buttonhole stitch 5) develop the ability of patience and
1.6. Laisy - Daisy stitch concentration
1.7. Heir ringbone stitch 6) develop the aesthetic sense in
embroidery
2) Prepare following Items
Theory
2.1. Two cushion covers
1) Specific material embroidery work.
2.2. Six hanker chiefs or
2) Types of cloth.
2.1. Two pillow covers
3) Information about threads and needles.
2.2. Table cloth (Use stitches given in your
syllabus) 4) Specialities of Indian embroidery.
Practical
(J-9) HAND- EMBROIDERY
( Std X) 1) Prepare a notebook showing the
specimen of the following stitches (Any
Introduction six)
Hand-embroidery is a very popular art. 1.1. Satin stitch
Various objects can be prepared by using
different coloured threads and decorative 1.2. French knot stitch
objects. An embroidery on a cloth is done 1.3. Blanket stitch
by applying various stitches with proper
1.4. Cross stitch
colour- combinations.
1.5. Mirror work
This art is developed through home
decoration and an embroidery on a cloth. The 1.6. Karnataka kashida
latent talents and aesthetic sense in students 1.7. Bead work
are developed because of this art. The
students can get pleasure of self - creation. 1) Prepare sofa cover and a purse
They can earn by using this art. 2) Embroidery work on Panjabi Kurta
An Indian Hand-embroidery includes all (Yoke or Buttas)
types of stitches existing in the world. Its or
propagation is on a large scale. Hence, an
Buttas on a border of Dupatta or
embroidery work from different provinces in
India has a great demand all over the world Dupatta
184
(K-1) STICHING WITH SEWING Theory
MACHINE AND ITS REPAIRING & 1. Basic knowledge about sewing
MAINTENANCE machine and its spare parts.
(Std : IX)
2. Knowledge relating to repairing of a
Introduction sewing machine.
Amongst the basic needs, clothing is 3. Knowledge about the material required
one of the primary needs of every man. For for sewing, e.g. tape, thread, cloth,
needle.
this, it is essential to have (at least) a basic
knowledge of sewing. Every time it is no 4. Method of measurements and paper
possible for us to depend on a tailor for small cutting technique of the following
works of sewing or stitching. garments
This art cannot be mastered easily and 4.1 Bonnet (with lining and without lining)
it requires able guidance from experts. It 4.2 Diapers (for babies)
needs consistent practice. Stitching your own
4.3 Jacket (for 6 months to 1 year old baby)
garments as per your need and fashion, not
only gives satisfaction of self-creation, but 4.4 Zable (for 6 months to 1 year old baby)
also helps to save time and money. One can 4.5 A-line petticoat (for one year old)
also save time and money if one learns the 4.6 Frock
basics of the maintenance and repair of a
sewing machine. The knowledge of both Practical
skills can then enable us to make this a Prepare any four of the following garments :
source of income. 1. Bonnet - a) with lining
Objectives b) without lining
To enable the students to 2. Square diapers (for 2 months to 6
Give information about the sewing months baby)
machine and its maintenance. 3. Jacket (for 6 months to 1 year old baby)
1. To develop the capability to repair a 4. Zable (for 6 months to 1 year old baby)
sewing machine at home. 5. A-line petticoat (for 1 year old)
2. Teach the skilful use of the sewing 6. Frock
machine.
3. Give complete information about sewing (K-1) STICHING WITH SEWING
MACHINE AND ITS REPAIRING &
and cutting.
MAINTENANCE (Std : X)
4. Take the correct measurements, draw
appropriate draft and stitch the garment Introduction
accordingly. Along with food and shelter, clothing is
5. After acquiring this skill and make its the basic needs of man. Stitching proper fitting
use for earning his/her bread and butter. and decent clothes, and making them
attractive and fashionable, is an art. Wearing
185
such attractive and fashionable attire makes collar, square collar, stand collar.
a person confident and adds to his/her 4. Information about the material,
personality. measurements, method and pattern
Developing the skill to stitch fashionable cutting for the preparation of the
and trendy clothes for self gives a unique following items-
satisfaction. This also reduces the
4.1 Frock
dependency on the tailor. It also saves time
and money. If need arises, this skill can also 4.2 One side pleated or box pleated skirt.
be used as a source of income. 4.3 Blouse for a pinafore dress
The knowledge about the sewing
4.4 Half sleeves shirt
machine and its maintenance and repairing
makes a person self reliant. One does not 4.5 Simple 6 pleated saree petticoat
have to depend and wait for a mechanic. 4.6 Salwar Kameez
For all the above mentioned factors, Practical
developing the skill of stitching has become
a necessity. Prepare any four of the following
garments -
Objectives
1. Frock
To enable the students to -
2. One sided pleated or box-pleated skirt
1. Give information about the sewing
machine and its maintenance. 3. Blouse for a pinafore dress
2. To develop the capability to repair a 4. Half sleeves shirt
sewing machine at home.
5. Simple 6 pleated saree petticoat
3. Teach the skilful use of the sewing
6. Salwar Kameez
machine.
4. Give complete information about sewing (K2) Dolls & Soft Toys Making
and cutting . Std : IX
5. Take the correct measurements, draw, Introduction
appropriate draft and stitch the garment
accordingly. Everyone in this world whether young
or old is fascinated by dolls and toys. A child
6. After acquiring this skill to encourage it
or an adult gets attracted towards a doll
use for earning.
equally. Everybody wants a doll to play with
Theory and that's why it is an important part of a
1. The material required for stitching, and child's toy bank.
its uses Dolls had been an important toy right
2. Information about the types of stitching, from historic times. Even the excavations at
frills, plates e.g. box pleats, simple pleat Mohenj-e-Dado and Harappa revealed that
etc. children of that era played with dolls. This
3. Information about the types of sleeves silent companion plays various interesting
and collars e.g. sleeve, puffed sleeve, roles in a child's imaginary world. In today's
regular cut, plain sleeve, collar, round mechanized world, the market is full of
186
electric, battery operated and remote 6. introduce various techniques &
controlled toys but every child may not be guidelines for making different types of
able to afford all of them. Making toys from dolls & toy making.
waste material give enormous pleasure of 7. develop liking towards walking dolls
self-creation to a child. He or she will be with different attire.
more unhappy if a self made toy breaks than
a readymade one. Theory
Doll making/toy making is an art. Home 1. Providing knowledge of different kinds
based easily available material like pieces of textiles used for the purpose.
of cloth, beads, thread, and wool etc. is 2. Giving knowledge of different kinds of
enough for this. Use of innovative ideas and toys
skillful hands can develop this art. The
3. Information regarding the manufacture
experience of toy making is very interesting
of various animals & birds.
and satisfying.
4. Provide information related to making
This tremendously imaginative art not
of dolls with various apparel.
only motivates the students to be creatively
skillful but also gives them joy of self-creation. Practical
Such toys provide entertainment to children, 1. Dolphin
improve their intellectual curiosity, give them
joy of innovation and simultaneously adds to 2. Mickey mouse pouch
their knowledge. It also develops their sense 3. Tortoise
of proportion, measuring and drawing skills.
4. Rabbit
They observe various shapes and colors of
animals and birds, thereby improve their 5. Elephant
observation power. Children get so involved 6. Doll
in playing with toys that they imagine the toy
to be a member of their family. 7. Joker using colourful pieces of cloth.
Doll and toy making art can provide 8. Doll/animal/bird for hanging.
means of livelihood. With the help of skillful
(K2) Dolls & Soft Toys Making
hands and creative mind this art can be
(Std X)
developed to a great extent.
OBJECTIVE Introduction
To enable the student to Everyone in this world whether young
or old is fascinated by dolls and toys. A child
1. get the joy of self creation.
or an adult gets attracted towards a doll
2. develop their power of imagination equally. Everybody wants a doll to play with
3. develop their ability of observation and that's why it is an important pant of a
child's toy bank.
4. develop the insight to make best use
of waste material Dolls had been an important toy right
from historic times. Even the excavations at
5. acquire knowledge of material needed Mohenj-e-Daro and Harappa revealed that
for doll & soft toy making. children of that era played with dolls. This
187
silent companion plays various interesting 3. develop the ability of detailed and
parts in a child's imaginary world. It today's minute observation.
mechanized world, the market is full of
electric, battery operated and remote 4. study different states, culture,
controlled toys but every child may not be geographic conditions and apparel.
able to afford all of them. Making toys from Theory
waste material give enormous pleasure of 1. Making models of animals and birds.
self-creation to a child. He or she will be
2. Making manikin/mannequin (model of
more unhappy if a self made toy breaks than
human being)
a readymade one.
3. Making dolls
Doll making/toy making is an art. Home
based easily available waste material like 4. Making toys
pieces of cloth, beads, thread, wool etc. is 5. Decorating
enough for this. Use of innovative ideas and Practical
skillful hands can develop this art. The
experience of toy making is very interesting 1. Parrot
and satisfying. 2. Dog
This tremendously imaginative art not 3. Camel
only motivates the students to be creatively 4. Teddy bear
skillful but also gives them joy of self-creation.
5. Manikin from paper Mache'
Such toys provide entertainment to children,
improve their intellectual curiosity, give them 6. Shell art
joy of innovation and simultaneously adds to 7. Female vegetable vendor
their knowledge. It also develops their sense 8. Doll's Attire
of proportion, measuring and drawing skills.
They observe various shapes and colors of 9. Dancing doll form plastic ball
animals and birds, thereby improve their 10. Dancer using shells
observation power. Children get so involved
in playing with toys that they imagine the toy (K-3) PREPARTION OF ARTICLES
USEFUL FOR SCHOOL
to be a member of their household.
Std : IX
Dolls and toy making art can provide
means of livelyhood. With the help of skillful Introduction
hands and creative mind this art can be In Student oriented education it is
developed to a great extent. expected that by maximum utilization of
abilities student should develop internal skills.
OBJECTIVE
In this development and application process
To enable the students to teacher plays a very vital role. The principal
1. make best use of waste material. objective of this knowledge and experience
based education system is to provide proper
2. motivate themselves for self facilities and environment to students.
employment.
188
There should be change and flexibility 8) To increase the confidence among
in the teaching- learning methods in due students by all these Objectives.
course. Making articles that are used in
school helps to develop skill. Hence learning Theory
and experience should be joyful and
SECTION-A
interesting.
This is a work oriented activity, hence it creating articles useful for school
can be used as a supplementary Aid to all 1) To prepare Duster
subjects. To make teaching- learning process
effective it is required to use various thought Material :- wooden block or wooden
promoting educational equipments and aids. block of used duster, piece of wooden
With the help of that students can understand cloth or sponge.
educational concepts more easily. It will 2) (A) To prepare envelopes of different
promote confidence and art creativity among types
students.
(B) To prepare envelopes by recycling of
While preparing the material useful for used envelopes
school , the students will understand, the
A) Material: light yellow, light cream, colour
procedure of work, method of using
lasor paper or
techniques and materials, being creative
leadership, problem solving etc. Hence self- white paper, glue, scissors, etc.
experience is the key to 'students' B) Used envelopes, Recycling them by
progresses. sticking white paper on them, scale,
Objectives gum, scissors, Fevicol.
1) To help students to learn useful 3) To prepare chalk:- plaster of perris
scientific principles in day to day life. (pop) or slacked china clay, Indigo
,grease oil etc.
2) To develop the skill of taking
measurements of objects like paper, 4) To prepare Pen & Pencil holder
cloth, cardboard, etc. and Material:- Tin or Cardboard boxes of
understanding techniques of making different sizes , coloured papers velvet
new and attractive articles from it. cloth, Fevicol, lace, coloured beads,
3) Provide opportunity to develop scissors
creativity and acquire skill. 5) To Prepare 'Pins' cushion:-
4) To develop scientific approach. Material:- Plastic cup, Ice cream Cup,
5) Use of articles made by students in their Saw-dust, Velvet paper, Khadi cloth
day to day life and promotes thinking pieces.
and creativity. 6) To prepare Map stand, Map bags:-
6) To learn the concept of saving by using Material:- White Khadi or raw cotton
materials available. cloth, scissors, string, needle, use of
7) Meaningful understanding and sewing machine.
application of new definitions and 7) To prepare stamps and stamp stand:-
subject oriented Terms and concepts. Material:- Wooden block, Metal rod,
189
screw, thick cardboard, scissors, ply 3) To make Dancing Doll
wood, Nails, Metal/ Tin round plate,
colourful cloth, cotton, fibre pad ink. Material:- Plastic doll, metal wire, cup,
saucer, string, marbles or metal balls
SECTION- B of waste ball bearing.
1) CHART OF STATIC STRIPS OF 4) To Make Kaleidoscope

PICTURES:- Material:- Transperant glass strips,
MATERIAL:- Cardboard, Butter-paper, round glasses, One milky round glass,
tracing paper, scissors, Pencil, Fevicol. Cardboard, Scissors, Blade, scale,
2) Making Educational articles from waste Brown Paper, Design Marble paper
material. Black craft paper, Fevicol, Tixo tape,
(a) Stethoscope (b) Caged parrot (c) Bangle pices.
Simple Hydro Microscope.
5) Multiple image apparatus
Material:- Rubber or plastic tube, plastic
tunnel, balloon, stickfast, cardboard, Material:- Cardboard, Paper, Mirrors,
string colour, Pen, Pencil, glass bottle. Texo tape, Protractor, Pencil, Candle,
3) Making Elevated, (Raised) Maps for Match box.
different subjects. 6) To make Wind cock
Material:- Cardboard, White Drawing Material:- Brown Paper, Craft Paper,
Paper Thermocol, scissors, cutter,
Fevicol, Pins, Scissors, Blade, Refill
Pencil
Point.
4) Multiple Image Apparatus:-
7) Hit me or Balanced doll
Material:- Boxboard, Paper, Coloured
cardboard, String. Material:- Bulb, Balls of used ball
5) To prepare (Create) Birds and Animals. bearing, Screw Driver, Hammer, Knife,
Plastic doll, Cloth, Paper.
Material:- Drawing Paper, Cardboard,
Pen, Pencil, Colour, Scissors, Fevicol. PRACTICALS
6) To prepare beads frame SECTION-(A)
Material:- Two thin wooden frame, Ten
thick metal wire of same size, Colourful PREPAR ATION ARTICLES USEFUL FOR
beads, Nails, hammer. SCHOOL.
SECTION-(C) 1) Dusters
1) TO MAKE PINHOLE CAMERA 2) Envelopes.
Material:- Empty chalk box. Carbon 3) Chalk
paper, gum, white tracing paper, Pins.
4) Pen / Pencil Holder
2) To make Newtons Colour disc
Material:- Cardboard, Colour paper, 5) Pin cushions.
Fevicol, Blade, Scissors. 6) Cloth bags to keep maps.
190
SECTION-(B) Preparation of school articles, teaching
aids, and modern scientific apparatus is one
PREPARE EDUCATIONAL AIDS of the subjects of work education.
1) Static strips of Pictures There should be change and flexibility
in the teaching, learning methods in due
2) Educational articles from waste
course. We should be aware that learning to
materials
create school articles develop their skill and
3) Raised maps for various subjects. experience. It should be pleasant and
enjoyable. It improves their scientific
4) (Tarang chitra)
attitude and technical skill.
5) Create Birds, animals Articles made by students can be used
6) Frame form beeds. in schools at different levels.
SECTION-C Their experience of making these
articles can make them start their own
PREPARE SCIENTIFIC APPARATUS business in future. It will solve the problem of
1) Pinhole Camera unemployment upto certain level.
2) Newton's coloured disc That is why this subject is useful.
3) Dancing doll Objectives
4) Multiple image apparatus 1) To learn the skill of making articles used

in daily life by students.
5) kaleidoscope
2) To get information about their utility and
6) wind cock. daily usage
7) Hit me or balanced doll 3) To develop students scientific approach
4) To learn the skill of making teaching
(K-3) PREPARTION OF ARTICLES
aids with minimum expenses.
USEFUL FOR SCHOOL
(STD - X) 5) To learn the concept of saving by using
materials available.
Introduction
Section A
In student oriented education, it is
expected that by optimum utilization, students (Creating Articles for school)
should develop their abilities. Theory
Teachers play a very vital role in the 1) To prepare files of different sizes.
process of development and application. The
Material : Card paper, binding
principal objective of the knowledge and cloth, brown paper, marble paper,
experience based education system is to
provide proper facilities and environment to laser paper, tape, lining paper.
the students. 2) Port folios
In this new syllabus students are given Material : Card board, binding
opportunity to create articles by using their cloth, brown paper marble paper,
inbuilt capacity, art and skill. laser paper, tape, lining paper.
191
3) Rolling Black Board 9) Paper weight
Material : Rexine cloth, Black Material : Medium sized flat based and
colour, Two wooden rods or pipes, smooth stone, colour, bindis, beads,
string/ coir , measuring tape, tape/ (waste material), brush, fevicol, lace.
scissors, brush.
Section B
4) Flannel board
(Preparation of educational aids)
Material : Flannel cloth , card
1. Preparation of Permanent charts
board, thick card board, clips, tape,
scissors, fevicol. Material : Drawing paper, coloured card
board paper, Rexin Cloth, Pencil, sketch
5) Black board paint
pens, coloured chalks thick card board,
Material : Lamp carbon, water, scissors, measuring tape, erasor.
lac, borex Pumice stone powder, camri)
2. Preparation of three dimensional
measuring jar, plastic tub or glass bowl,
model
laddle, pounding store, brush, weighing
scale. Material : Three strips of mirrors, card
6) Preparation of Gum board or plastic pipes, milky and plain
glass, pieces of coloured glass bangles,
Material : Gelatine, Sorbitol (glycerine), coloured beads, Bindis, coloured
salicylic acid or citronella, mathylated. papers, scissors, glue.
spirit, water, measuring jar, weighing
scale. glass beaker, spirit lamp or gas. 3. Branius (Breno)
7) Note books Material : Piece of hard board, coated

copper wire, ribit, battery, bulb, bulb
Material : Blank pages, from old note holder, scale, pencil, drill machine.
books, needle and thread, card board,
Big nail, (to make holes), glue, binding 4. Electric Bell
cloth, coloured marble paper, scale Material : Elecric magnet, spring
cutter, pencil, fevicol. scale, one bell, one screw, wire, cell,
8A) Stamp pad Ink wooden board.
Materials : Glyserine or syrbitol, 5. Display board
methulaed spirit, methyle violet, warm Material : Wooden frame hard
water, cold water, bottle fine ink. board, wooden cloth, tape, scissors,
8B) Pen ink : hammer and nails.
Material : Hydrochloric acid, Acid Section C
Glycerine, Acitone or spirit, blue ink,
crystals, Acacia gum, Carbolic acid, Preparation of various scientific
pherous sulphate, distilled water, plastic equipments based on scientific
tub, measuring jar, weighing scale, principles.
scale glass, beaker or mug, cloth or
Note :- Teachers should ask students
paper to strain ink, glass bottles, fuinnel,
dropper, glass straw. to prepare any three of the following
equipments.
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1) To make a small electric (battery 2) Portfolio
operated) motor car.
3) Rolling Black Board
Material : Wire, Four plastic
4) Flannel Board
wheels, winding wire, wooden stick,
long thick wire, simple gears, small 5) Black Board Colour
electric motor cell, fevicol.
6) Preparation of Gum
2A) Solar Cooker
7) Preparation of Notebook
Material : Stand, Black colour,
small bamboo basket, Tiffin with 8) Preparation of stamp pad ink and pen
aluminum handles, small round pieces ink.
of mirror wet soil. 9) Paper weight
2B) Solar Cooker Section B
Material :To round Aluminum tiffins, Preparation of Educational Aids
black paper, silver paper, funnel, string,
thermometer, scissors, fevicol. 1) Preparation of Permanent Chart
3) Wind mill 2) Preparation of three dimensional model
Material : Canvas cloth or thick card 3) Breno
board paper, round shoe polish tin, One 4) Display board
dozen strips of one foot long bamboo
or iron, measuring tape, pencil, Gum, Section C
scissors Preparation of Scientific Equipments
4) Water Wheel (mill) 1) Preparation of small electric motor
(battery operated)
Material : Straw or pipe or empty ball
pen refill, pen nib, water, rubber or 2) Solar Cooker
wooden lid, tray, blade, pencil 3) Wind mill
5) Visionary Toys 4) Water wheel
Material : Ball pen refill, round plastic 5) Visionary toys
lid, Pencil, Gum, scale, Protractor,
6) Periscope
eraser scissors. etc.
6) Periscope ( K-4 ) PREPARATION OF SOAPS
AND DETERGENTS
Material : Two empty card board boxes, Std : IX
small mirrors, scissors, cello tape.
Practical Introduction
It is very essential to re-design the
Section A syllabus of work experience (work education)
in the point of view of the needs of the society
Creating articles useful for schools
as well as the over-all development of the
1) Preparation of files of different sizes students in 21st century. It is also necessary
193
to use the achieved knowledge for working Objectives
out the concept of work-centred education
for the students in productive work by giving
scope to their creativity. In the social point of 1) Get the information about procedure
view it is essential to fulfil the expectations of needed for soap manufacturing .
the society through education. 2) Know the procedure of Cleaning
A student or any person always tries powder manufacturing .
to find out the meaning of the experience of
3) Know methods of stain removal.
his own. He creates the knowledge in his
mind related to his own past-experience. The 4) Know the quality of Soaps.
student never stuffs the knowledge and 5) Take precautions while handling Soap
information given by the teachers as it is. On Chemicals.
the other hand the conception and
understanding differs from person to person. 6) Learn the technique of manufacturing
The teacher should be attentive about the Soap.
understanding of the student. If the process Theory
has not worked properly the teacher should
1) Soaps : Definition , importance ,
try to help the students to understand the
ingredients used for preparation of
concept properly. The concept is prescribed
soaps and their Proportions , different
in the principle of constructivism. This concept
is used in the new syllabus. types and methods of preparing Soaps.
Salient features of good soaps.
In the previous syllabus, the syllabus of
Soaps and Detergents (STD - X) and 2) Cleaning powder : Ingredients , their
preparation of cosmetics (STD X) were kept proportions and methods of
together. In re-designed syllabus the subject preparation.
preparation of cosmetics is included in the 3) Stain remover : Principles , types of
subject Art of Cosmetics. Because both clothes , methods of removing stains.
subjects are co-related to each other. The
subject soaps and Detergents is divided in 4) Quality of products
two parts, one in STD IX and another in STD Practical
X.
1) To prepare washing soap.
Now it has become need of the
2) To prepare bath soap .
changing period, to make change in teaching
technique. Now it is possible to use internet 3) To prepare shaving soap.
and computer for teaching. To arrange 4) To prepare liquid soap.
various activities like exhibition of the
products made by the students, use CD for 5) To prepare cleaning powder .
teaching, use of OHP, training programmes 6) To remove different stains from clothes.
for teachers should be organised.
194
( K- 4 ) PREPARATION OF SOAPS types of phenyl , different methods of
AND DETERGENTS preparation of phenyl.
Std : X (3) Liquid Indigo : Ingredients and their
properties , proportion of ingredients
Introduction
and their used .
Health and hygiene are the most
(4) Liquid starch : Ingredients and their
important issues in life. It affects the individual
properties , proportion of ingredients
and society directly or indirectly. Using soaps and their used .
and detergents contribute towards
maintaining personal and social health. (5) Quality of products
Hence it is essential for students to inculcate Practicals
qualities like being hygienic, neat and self
(1) To prepare detergent powder.
reliance. Cleanliness is on essential part of
our life hence the importance of soaps and (2) To prepare liquid detergent.
detergent is vital. Knowledge of this subject (3) To prepare white phenyl .
can help the students to start earning in future.
(4) To prepare black phenyl .
Objectives
(5) To prepare liquid indigo.
(6) To prepare liquid starch.
1) Get information about making
detergents . (K-5) PREPARATION OF
DECORATIVE PIECES BY
2) Know how to make phenyl .
UTILISATION OF WASTE MATERIAL
3) Know the manufacturing process of Std : IX
liquid blue preparation.
Introduction
4) Know how to make liquid starch .
School education has introduced a
5) Get information about quality of new means of developing the creative and
detergents . artistic talents in students. Within this
6) Take precautions while handling education pattern students would be
detergent chemicals . encouraged to create attractive and artistic
items. So called waste material, both natural
7) Learn the technique of detergent
items and artificial can be effectively used to
making.
create the same. This would not just inculcate
Theory aesthetic sense but would promote overall
Detergents : Definition , Explanation of development of the student, giving him scope
word detergent, Ingredients used for to earn livelihood by using his skill. He would
also get satisfaction of self creation and
preparation of detergents and their
improvise his creativity.
proportions , Different types and
methods of preparing detergents , Most of the waste material can be
salient features of good detergents . effectively used to prepare artistic and
beautiful items. Exposure to this avenue will
(2) Phenyl : Definition , Importance of help the student develop an artistic nature
ingredients , proportions of ingredients, creativity, habit of collecting things and also
195
increase his confidence level. Seemingly 2) preparing a flower vase.
waste pieces of wood , coloured paper, cloth,
3) (Wall hanging).
bangles, beads, glass, trinkets, sequins,
mirrors, shells etc can be found easily in the 4) preparing show pieces by using egg-
house, prove useful in this art . These odd shell.
bits and pieces can be used to prepare
5) preparing pictures by using wheat-chalf,
attractive and beautiful items in minimum
Rice-chalf and broom sticks.
cost.
Objectives 6) preparation of art-work using chalk.
To help the student to 7) preparation of artistic hut.
A) prepare artistic objects out of waste 8) preparation of Door- mat.

material. 9) preparation of letter box.
B) develop an artistic and aesthetic sense. 10) preparation of toys and masks.
C) use various mediums . 11) greeting cards.
D) develop observation and creativity . 12) pin holders.
E) promote an attitude for group activity 13) pen stands.
and overall development .
14) hanging pictures.
F) experiment to improve aesthetic sense
while preparing best out of waste . 15) preparation of artistic work by using ice-
cream sticks.
G) get satisfaction of creation and self
expression . 16) useful items from plastic bags.
H) inculcate group activity and patience . Practical
I) find waste material . 1) Creative board by using thermocole.
J) develop the ability to use a variety of 2) A Flower pot.
materials and tools .
3) A wall hanging.
K) encourage self reliance and
independence . 4) A show- piece from egg shells.
L) improve sense of observation and 5) A show- piece using wheat chalk and
creative thinking. broom sticks.
M) develop experimental attitude in 6) Artistic- pieces using chalk.
students . 7) An attractive hut.
N) make them financially self sufficient by 8) Door mat.
teaching the skills of creating beautiful
items from waste material . 9) A letter box.
O) grant the children the freedom of 10) Toys and masks.
manifestation and creativity. 11) Greeting cards.
Theory Part 12) Pin Holders.
1) preparing creative board by using 13) Pen stand.
thermocol.
196
14) Hanging pictures. Objectives
15) An item using ice-cream sticks. 1) Find waste material.
16) Useful items from plastic bags. 2) Prepare artistic object out of waste
material.
(K-5) PREPARATION OF DECORATIVE
3) Identify different shapes and figures.
PIECES BY UTILISATION OF
WASTE MATERIAL (Std :X) 4) Use various mediums.
5) Develop the ability to use a variety of
Introduction materials and tools.
Most people have an eye for beauty. To 6) Motivating the hidden talents, curiosity
inculcate creativity in children, they must be and developing the habit of collection.
encouraged to learn how to create attractive
and artistic items out of waste material. 7) Develop experimental attitude in
Making beautiful objects of art from waste students.
material also helps to develop a habit of 8) Develop an artistic and aesthetic sense.
collecting things. Theory
Most of the waste material can be used Prepare Decorative Items
to prepare artistic items. The development 1) Lantern
of this skill also help in developing the art of
2) Toran
collection of different things. This also
enhances the aesthetic sense and 3) Masks
confidence of children. Things are abundantly 4) Wall Decoration
and randomly available in our surroundings
5) Artistic items.
can be used to make beautiful items, e.g.
waste pieces of wood, coloured paper, 6) Artistic objects from used corks, keys
beads, pieces of bangles, shells and etc.
conches, mirrors, etc. Using these waste 7) Chandeliers or Animal birds
material, artistic items can be made at
8) 3D sculpture from letter forms, word
minimum cost.
forms coloured blocks, fruit forms.
'To imbibe and develop creativity in
9) Show pieces from ceramic utencils and
school children' is the aim of including this
ceramic pipes.
subject in school curriculum. Children will be
encouraged to make artistic objects out of 10) Model of house, or model of school
waste material. 11) Paper bags using thick paper.
This talent will give a boost to the all- 12) Letter box
round development of children and at times, 13) A) Preparation of brush holders or
it can also prove to be a source of income. pencil holders using waste bamboo.
It will give the children, the satisfaction of self-
creation. B) Preparing pen stand using reel of
thread.
197
14) A) Preparation of useful items using (K-6) FUNDAMENTALS OF
coconut shell. ELECTRONICS
B) Preparation of useful and decorative Std : IX
objects from pumpkin. Introduction
15) Hanging pictures Students are very much familiar with
16) Preparation of purse various household consumer electronic
17) Preparation of a watch case. equipments. The students use all the
electronic equipments available. But if they
18) Preparation of spectacle case. are well aware of the constructional details
Practical and working of these appliances, it will be
Prepare Decorative Items very useful for them to understand it properly.
So basic electronics is introduced as work
1) Lantern.
education for standard IX and X students.
2) Toran.
Almost all the fields such as
3) Masks. communication, engineering, medical and
4) Wall decoration. Computers etc use electronic circuits and
equipments . To encourage students to learn
5) Artistic items. electronics , small circuits and its working
6) Artistic objects from used corks, keys will help them. Their interest will help them to
etc. handle various electronic devices such as CD
7) Chandeliers or Animal birds. player, mobiles, TV, DVD, I- POD etc
8) 3D sculpture from letter forms, word Technology is used in large scale in

forms coloured blocks, fruit forms. various fields of Communication,
Engineering, Medical and Computers.
9) Show pieces from ceramic utensils and
ceramic pipes. While teaching use of various charts,
diagrams, various circuits, Power point
10) Model of house, or Model of school. presentation will help a lot to understand
11) Paper using thick paper. the subject effectively .
12) Letter box 1. To study the use of various tools and
equipment used in electronic field.
13 A) Brush holders or pencil holders.
2. To understand the electrical and
B) Pen stand using reel of thread.
electronic circuits.
14 A) Useful items using coconut shells
3. To assemble the circuit as per diagram.
B) Useful and decorative object from
4. To study the working principle and use
pumpkin
of digital electronics.
15) Hanging pictures
5. Introduction to 'solar' energy and to
16) Purse. study it's importance and applicants.
17) Watch case 6. Introduction to study the use of various
18) Spectacle case. modern electronic equipments such as
198
mobile, computer, Internet,I-Pod, CD/ Unit 4] Electronic Components
DVD players . a) Resistor (R)
7. To apply the work education for b) Capacitor (C)
productive purpose.
c) Inductor (L) and Transformer.
8. To get information about employment
d) Switch.
and self employment opportunities in
electronic field. e) Relay.
Theory f) Diode.
Unit 1] Electric Circuits g) Transistor.

h) I C.
a) Introduction to current, Voltage and
Resistance. i) S M D.
b) Introduction to Cell, Battery and their Unit 5] Solar Energy
types. a) Introduction.
c) Study of dry cells and their connections. b) Information - Solar panel, Battery.
d) Ohm's law . c) Need and Application.
e) Introduction to electric circuit. Practical
f) Study of electric circuit. 1) Study the use of various tools used in
Electronic laboratory .
Unit 2] Electronic Equipment and Tools
2) Introduction to Electronic Components
2.1] Equipment and its symbols.
a) Ammeter. 3) Study of various meters used is
b) Voltmeter. Electronic laboratory.
c) Multimeter. 4) Study the use of multimeter.
d) Digital multimeter. 5) Measurement of Electric current using

ammeter.
2.2] Tools .
6) Measurement of Electric voltage using
Unit 3] Semiconductor voltmeter.
a) Atomic structure. 7) Study connection of dry cells in series
and opposition.
b) Conductor, Semiconductor and
Insulator. 8) Verification of Ohm's law.
c) Semiconductor and their types. 9) Testing of semiconductor diode.
d) P. N. Junction. 10) Study the use of semiconductor diode
as half wave rectifier /
e) Study of Diode.
full wave rectifier.
f) Application of Diode.
11) To find the value of resistor using colour
g) Types of Diode code.
199
12) Study the working of switches . curiosity and interest in this subject and it will
13) Testing of inductor and transformer. also inspire them to study work education.
14) Study of solar panel and battery. The subject of Electronics can be very
easily explained using various audio- visual
15) Study the use of solar energy for aids such as computer (Power point,
emergency lamp.
animation, internet) Its use will help the
16) Industrial visit and report writing. students to simplify its concepts and get the
work education to lead India on the path of
(K-6) FUNDAMENTALS OF
progress.
ELECTRONICS
(Std. X) Practical
1) Testing of transistor
Introduction
2) Study the use of transistor as amplifier.
Development of any nation is decided
on the basis of military force and agricultural 3) Study of P A system using one mic,
production. Now in 21st century development amplifier and loudspeaker.
of nation is decided on the basis of its 4) Testing of LED Display
technological achievements or development
and this is proved by nations like Japan and 5) Study of LCD Display.
Korea. Though they are small in size they 6) Verification of truth table of various logic
have made their separate identity through gates.
their technological development China has
been capturing whole Global market. China 7) Study of Half Adder / Full Adder .
had made its technological development due 8) Study of various control in mobile.
to their development in electronic science.
9) Study of battery and battery charger
Electronic is used in almost all the fields such
used in mobile.
as communication, industry, medical and
engineering etc. Due to Electronic use the 10) Study and use Bluetooth technology in
efficiency and automation has increased and mobile.
the most important thing is that, the prices of 11) Sending and receiving of text message
electronic instruments has reduced using mobile.
tremendously.
12) Download various information using
Indians have proved the world by mobile.
developing their own " Param " Super
computer that they are not far behind in 13) Sending and receiving of e-mail using
technological developments. But the mobile.
bombardment of China and other foreign 14) Study different controls in CD/ DVD
products have captured our market so to player and connect it to TV receiver.
overcome this "dragon effect" we should
introduce electronics subject from primary 15) Study of I-POD.
level. This will enable students to create 16) Industrial visits and report writing.
200
Theory 5) Introduction to few Electronics
1) Transistor Instruments.
1) Use of transistor as amplifier. 1) CD / DVD Player.
2) Types of Amplifier. 2) I - POD.
3) Single stage and multistage Amplifier. K8 Cultivation of Vegetable

STD : IX
4) Introduction - Microphone.
5) Introduction - Loudspeaker. Introduction
6) Study of public Address System. The aim of education system is to make

learning easy by remaining close to nature
7) Oscillator and earning their livelihood with new
2) Display Devices. innovations. The main objective of this study
is to make students earn while learning to
1) LCD. work directly or indirectly, to gain knowledge
by observing and innovate and enjoy new
2) Seven Segment Display.
creations. This helps them to maintain mental
3) Dot Matrix Display. balance and mould them to be good citizens.
4) Introduction - LCD Display. Work education is more important than
other subjects in school life because students
5) Working of LCD. are maintaining their own garden with lot of
6) Applications of LCD Display. efforts and hard labour. It motivates them and
gives immense pleasure to see their own
3) Digital Electronics . creation. It also gives scope to enhance their
1) Introduction. imagination and creation.
2) Logic Gate - Type, Description, Symbol, Now a days with global warming climate
in changing, sudden rain, occurrence of fog.,
Boolean Equation, Truth Table.
sudden change in temperature conditions
3) Half Adder. (high or low) and extremely high tides due to
cyclone activity are hazardous to vegetable
4) Full Adder
gardening. Fertility in the soil is decreasing
5) Digital memory. hence production is also declining. To combat
these problems students are introduce to new
4) Mobile Technology.
concepts like shade net, green house, bio-
1) Communication system and its types. technology and their advantages. While using
these new techniques to grow vegetables
2) Introduction to Mobile Technology. students should be made aware of clean
3) Description of GSM and CDMA. environment. It is necessary to teach them to
maintain the environmental balance and not
4) Information about different facilities to harm it in any way.
available on mobile.
New concepts, methods, researches,
5) Mobile battery and battery charger. improved strip cultivation on method and
6) Bluetooth GPRS etc. usage of organic fertilizers and insecticides
will fulfill the demand of vegetable production
in future and it will achieve the objective of
201
vegetable production along with its high 3) Types of classification of vegetables.
standard and good quality. There is no doubt 4) To prepare saplings of vegetables in
it will help the common man live healthy and the Nursery - Pot, Tray, Thumb pot.
happy life.
5) To prepare soil and beds for vegetable
Students should be encourage to gardening - usage of coco peat in pots
practice back yard gardening. They should and trays.
understand natural disaster management,
environmental balance, integrated insecticide 6) Points of commercial vegetable
and disease control, usage of organic gardening - Green house cultivation and
fertilizers. management.
All this will help students to grow 7) New methods of irrigation - Scarcity of
vegetables on a large scale with good quality. water (dry vegetable gardening)
Hence it should be included in school 8) Vegetable according to crops.
curriculum.
Points
Objectives
Climate, soil, preparation of soil,
1) Importance of vegetable in human diet. cultivation, weeding, loosening of soil
2) Techniques of cultivation of vegetable. etc. Crop protection, species,
harvesting, production, storage,
3) Cultivation of vegetable according to
marketing etc.
climate.
a) Fruit vegetables - 1) Brinjal 2) Chillies
4) To avoid soil pollution of organic
3) Tomatoes 4) lady finger 5) capsicum
fertilizers and pesticide.
6) Dencha
5) To develop a skill of selling vegetables
b) Beans 1) Gawar 2) Peas 3) Cow peas
in the market.
4) Tender sweet 5) Val papadi 6) Lima
6) Use of cold storage to preserve surplus bean 7) Drum stick
production of vegetables.
c) Cabbage type of vegetable - 1)
7) Processing of vegetables so that they Cabbage 2) cauliflower 3) Naval coal
can be used for long time, e.g. drying, 4) Brocoli.
canning, powdering etc.
d) Roots and tube - 1) Onion 2) Garlic 3)
8) Vegetable gardening should be Radish 4) Carrot 5) Potato 6) Beet root
acknowledge as a science. 7) Ginger 8) Turmeric
9) To study the expertise of vegetable e) Climbers and creepers - 1) Bitter gourd
gardeners. 2) Pumpkin 3) Cucumber
10) To experiment new ideas to grow 4) watermelon 5) marsh melon 6) Red
vegetables that are useful and eco- pumpkin 7) Tondli 8) Ash gourd
friendly. 9) Zuccuni 10) cherry - tomatoes
Theory 11) kurtoli.
1) Importance of vegetables in diet - use f) Leafy vegetables - 1) Spinach
of salads. 2) fenugreek 3) coriander 4) chakwat
2) Types of vegetable gardens - Necessity 5) amaranthus 6) shepu 7) Tandulja
of backyard gardening. 8) Ambadi
202
g) Exotic vegetables - 1) Broccoli salting, powdering, juices, pulp,
2) Calery 3) pok-chow 4) Red cabbage distilling, wafer, papad, nuggets, cubes,
h) Preservation of vegetables - study of etc.
various methods drying, canning, (K-8 )
sauce, ketch-up, wafers, papad, GARDENING FOR ECORATION
nuggets, saulting. STD X
Practicals
Introduction
1) Identify sapling, seeding and their parts,
Gardens are the natural mechanisms
Identification of Study of tools and
of the existence of living things, which work
equipments
like their lungs. In the period of dynamic life
2) processed products, (salad, chutney, and increasing industrialization, the number
wafers, nuggets, pulp, puree, juice, of plants and species are decreasing due to
powder etc.) population explosion and spreading cities.
3) Prepare raised bed, plain bed, thumb The existence of living things is on the
pot, crate, and hanging pots to grow verge of problem of drastic pollution and
saplings. number of diseases. The natural balance is
4) Transplant of saplings. collapsed due to the excessive proportion of
5) Preparation of framework e.g. flat bed, carbon-dioxide.
raised bed, elongated raised bed, round Tree plantation and augmentation is the
bed, tray, pot, thumb pot, plastic bucket, need of century to maintain the balance of
polythene bag and green house etc. the nature. The efforts should be done in the
6) Methods of application of fertilizer, and point of view of increasing the beauty of cities
liquid fertilizers. and villages, enjoying the valuable joy of
human life, helping the creation of situation.
7) Preparation of organic manure (worm
culture) and types Decorative trees, spreading greenery
make us free from mental stress. So it is
8) Methods of watering the plants.
necessary to construct gardens, parks in
9) Identification and control of disease and cities, town and villages. Even the gardens
insects. around houses, parks in public places
10) Preparation and usage of natural decorative streets are the various ways to
insecticides. face the calamity of ozone and to maintain
natural balance.
11) Disaster management
Objectives
12) Identification of ripe vegetables -
Harvesting in disasters. 1) To understand the nature or a garden.
13) Harvesting the vegetables - cooling, 2) To get information about the different
selecting, grading and bunching . types of trees.
14) Marketing of vegetables - local, main 3) To classify the trees.
market and international market.
4) To encourage the students to
15) Preservation of vegetables - drying, understand the various types of growth.
203
5) To get the information of various types 7) To get the information about the useful
trees for pollution - free atmosphere,
of decoration.
8) To enjoy rich experience of creativity.
6) To get the information of the
9) To preserve and to protect the saplings
arrangements of various flower plants. in the garden.
INDEX
1. Gardens.
2. Classification of decorative trees.
3. Cultivation of flower plants on commercial basis.
4. Cultivation of trees based on classification
5. Types of growth.
6. Prepare an outline of flower plants (According to colour combination.
7. Tree – cultivation on available vacant place.
8. Tree – cultivation in cities and villages.
9. Tree – cultivation suitable according to the place.
10. Importance of long lived trees.
PRACTICAL WORK
1. Introduction of specific trees.

2. Well-planned refilling of earth-vessel.
3. Types of growth.
4. An outline of tree cultivation according to the place.
5. To give shape to trees for decoration
6. Diseases and preventive treatment of flower plants.
7. Study of Gardens / parks
8. Garden designing around the bunglows
9. Occasional exhibition
10. Visit reports of various exhibitions
11. Decorative plants/ trees in Green house.
204
( K- 9 ) PREPARATION OF 4) To arrange the fonts / for creating vari-
NAME PLATES AND BADGES ous names .
Std : IX
5) To develop various innovative methods
Introduction for creating name-plates and badges .
It is very easy to prepare signboards, 6) To give information of modern
banners name plates and badges in this technology and techniques for creating
modern and information technology age. name plates and badges.
These media are used for advertisement, Theory
counselling and marketing in government
officers as well as in private, business 1) Importance of name plates.
concerns. In fact this is related to 2) To give information of various fonts /
advertisement field. In government offices letter their sizes, shapes and differ-
name plates are created according to des- ences.
ignation and work. The material, colours used
for these name plates must be attractive and 3) To give information of various mediums
suitable to the subject. Students must be given while creating name-plates .
the knowledge of the choice of colours, their 4) To provide information of colors , Color
combinations, their shades and uses. They combination and their shades.
should have enrichment of these things.
5) Provide information of creating letters
For name plates, information of vari-
from thermocole, mount boards , ply-
ous fonts and mediums must be given. It is
wood , acrylic sheets and foam sheets.
necessary to utilize the information. Badges
are used in various functions and program- 6) Letters practice with the help of sten-
mers, For the identification of honourable cils.
dignitaries is the chief guests, the presidents
7) Information about creating letters from
etc. students must be given the information
foam sheets, paste them on acrylic
about choice of materials and its utilization .
They must be able to create badges in vari- sheets and prepare name-plates .
ous designs, colors and shapes. 8) Preused cotton boards by using glossy
Keeping in view, the above Objectives, paper, tinted paper and quail paper
the students must be motivated, Their cre- 9) To tell Importance of badges.
ativity should be induced and inspired . It
requires proper guidance. 10) Knowledge about the creative use of
colourful stain cloth, ribbons, lace, vari-
Objectives ety of mirrors and glass, beads and but-
1) To give information of badges and tons etc. in the preparation of badges.
name-plates to the students .
11) Knowledge of fluorescent paper , crape
2) To give information of various fonts and paper, Duplex paper for preparing
typesets for preparing name-plates. badges.
3) To develop the students ability to use 12) Knowledge of flex- printing by creating
various materials for creating different designs with help of new technology
fonts / letters . and computers .
205
Practical Students should be made aware of the
1) Practice of various types of fonts and colours needed to fix on different media ,
letters. method of fixing these. They should be able
to use mouth spray , spray gun , compressor
2) Preparing name-plates with ply wood for this purpose .
letters.
Preparing flex board design on Com-
3) Preparing name-plates on-ply wood, puter using modern technology is necessary.
cloths, foam sheets with colours. Their Knowledge should be enriched to use
4) Prepare name plate on card sheet L. E. D. Light for making glow sigh board .
papers. They can use this Knowledge to earn a living
in future . There is scope of developing their
5) Create letters with thermo cole.
creativity in this field .
6) Prepare name-plates with flex printing.
Students should be provided with the
7) Practice of letters with stencils. knowledge of material needed to make dif-
8) Create badges with various ribbons. ferent types of badges in different media and
use the same for school functions.
9) Prepare badges with various cottons.
OBJECTIVE
( K- 9 ) PREPARATION OF To enable the students to
NAME-PLATES AND BADGES
(STD : X) 1) get knowledge of different types and
shapes of letters to make nameplate.
Introduction 2) get information about preparing differ-
Nameplate are used commonly in com- ent types of letters using metallic and
mercial and government officer , private in- acrylic sheets.
stitutes , banks , buses , railways and airline
3) learn colour combination and colour fix-
industry . These can be used effectively in
ing technique.
advertising world . Nameplates and badges
can be of different sizes and shapes .Name- 4) prepare nameplate using different me-
plates are also used in officer and residen- dia by itching.
tial area . 5) know material needed for making
Today, attractive nameplates can be badges for particular occasion.
made by using modern technology. Acrylic 6) know use of modern technology to
sheet, foam, copper sheet, glass, vinyl film, make badges and nameplates.
radium granite, marble etc. are used to make
these . Theory
Metallic letters are used to fix on 1) Importance of badges and nameplates,

temples and houses. Nameplates- Memoirs material needed and media for these .
and badges can be prepared by itching on 2) Knowledge of colours, various colours
metal . Now a days glass and stone itching and colour combinations .
is also need to make nameplates. Students
3) Knowledge of colour fixing technique
should be able do be this practically, armed
and material needed, spray machine,
with the knowledge of material, Chemicals
spray gun.
needed and the method of making these.
206
4) Information regarding letter making with 7) Preparing nameplate of classroom us-
metal, acrylic sheet, thermocole, plas- ing different media ( Foam sheet and
tic foam. Vinyl film .)
5) Knowledge of making memoirs , me- 8) Preparing glow sigh board using L. E.
mento using thermocole, plastic foam. D. Light .
6) Chemicals needed for granite , marble, 9) Preparing nameplate and visiting card
glass itching . by digital printing and lamination .
7) Knowledge of foam sheet , Vinyl film 10) Preparing different types of badges.
and such media to make nameplate for (cloth badges ).
the classroom . 11) Badges with petals.
8) Explain what is L . E. D. light and it use 12) Badges using leather foam.
for making glow sign board .
9) Knowledge of using digital printing and (L-1) BIO-GAS AND ITS USE
lamination technique to make name- Std IX
plate and visiting card .
Introduction
10) Information regarding different types of
About 30 % of the dung produced by
badges and their suitable use.
Indian cattle is used as a fuel. Maximum
11) Knowledge of material needed for animal excreta goes to waste. Bio-gas plant
badges making and using it suitable is proved to be very useful to avoid wastage.
for functions . Keeping in mind that India is an agricultural
12) Knowledge of making different types country, bio-gas project is very useful.
and shapes of badges using cloth , This project is very beneficial with mini-
satin, canvas , organdy , beads , lace, mum expenditure and time.
ribbon etc . Young students should be given infor-
Practical mation and knowledge of this project, so that
they can create self-employment. This in-
1) Preparing nameplate .
cludes the services like bio-gas plant instal-
2) Knowledge of colours , colour combi- lation, assemblage, examining and repairing
nation and making of colours combi- of project. One can earn his living with this
nation . self employment.
3) Explain different techniques of colour OBJECTIVE
fixing and using these practically.
1. Acquire the necessary information
4) Preparing letter of metal and about production of gobar gas.
thermocole.
2. Acquire scientific information of constitu-
5) Preparing memoirs , memento of plas- ent element of bio-gas and various or-
tic and foam . ganic matters used for its production.
6) Preparing nameplate by itching 3. Develop skills of operating the gobar
method. gas plant.
207
4. Develop awareness about the possible Practicals
defects of the gobar gas plant and to
1. Visit bio-gas plants of neighbourhood,
take precaution about its proper uses.
Observe its functioning.
5. Understand the importance of the slurry
coming out of the plant as organic 2. Compare kitchens and surroundings of
manure. households with and without gobar-gas
plants.
6. To get acquainted with the indirect ben-
efits of the gobar gas plant. 3. Observe the impact of the slurry ma-
nure on potted plants and crops.
7. Understand the role of gobar gas plant
as an agent to maintain clean environ- 4. Prepare and exhibit charts of different
ment and self reliance. kinds of gobar gas plants and their
8. Understand the role of gobar gas plant advantages.
as an agent to maintain clean environ- 5. Install a bio-gas plant in school pre-
ment in the school premises and self mises.
reliance.
9. Understand the role of gobar gas plant (L 1) BIO-GAS AND ITS USE
as an agent to maintain clean environ- STD. : X
ment of the village and self reliance.
Introduction
Theory
Importance of workbook, productivity
1. The process of gobar gas production. and entrepreneurship is given in the school
2. The constituent elements of gobar gas. education. Work education is very important
for school education and it motivates students
3. Properties and uses of gobar gas.
to work.
4. Various types of gobar gas plant.
In this syllabus more weightage is given
5. How the gobar gas plant is operated to practical keeping in mind the local envi-
and the precaution to be taken in oper- ronment, social requirement, availability of
ating the plant. resources and students attitude. School is
6. Possible defects and troubles arising given the opportunity to select this subject.
in the Gobar-gas plant. This syllabus is very beneficial as India
7. Importance of the slurry coming out of is an agricultural country. Young students
the plant as organic manure. should be given information and knowledge
8. Connection of latrine to the gobar gas of this project, so that they can create self-
plant. employment. Bio-gas is beneficial because
it fulfil social reforms and requirements. This
9. Environmental Benefits of gobar gas project is very useful as it require minimum
plant. time and cost.
10. Demerits of gobar gas plant. OBJECTIVE
11. Gobar gas as substitute to electricity, 1. Know the mechanism of the bio-gas
LPG and as a fuel for diesel engine. plant and its principle of working.
12. School, School premises and bio-gas
2. Understand the design aspects of bio-
creation.
gas plant.
208
3. Acquire technical knowledge about the 2. Visit to a workshop making bio-gas
bio-gas plant and fabrication of the gas plants in the neighbourhood of a school.
holder.
3. Visit to the construction site of a float-
4. Select a suitable design and size of ing dome and fixed dome bio-gas plant.
the bio-gas plant.
4. To study the effect of proportions of cow
5. Understand the microbiological process dung and water on the production of
involved in the production of the bio- bio-gas.
gas and its effect on the cooking gas.
5. To study the effect of bio-gas and air in
6. Create an awareness of the advan- their different ratio on the efficiency of
tages of the bio-gas plant other than a bio-gas burner.
that of the production of the cooking
gas. 6. To observe the movement of the dome
and to calculate quantity of the bio-gas
7. Develop the skill of handling Gobar gas that can be produced in summer and
plant and its slurry. winter in a floating dome bio-gas plant.
8. Use of Bio-gas plant for the all people. 7. To calculate the amount of cow dung
THEORY required for the production of the de-
sired volume of bio-gas.
1. Design of bio-gas plant.
8. Calculation of the requirement of metal
Floating dome, fixed dome.
sheet for fabricating the gas holder for
Types of floating dome. a gobar gas plant of the desired type
Types of fixed dome. and size.
2. Selecting the proper types and size of 9. Construct a common bio-gas plant to
the bio-gas plant. make use of public latrine and dump.
Consider the points of construction site. (L-2) PLUMBER
Size of the bio-gas plant. Std : IX
3. Designing and fabricating a gas holder, Introduction
stove and its maintenance.
Water is one of the basic needs of
Design and construct a gas tank. human beings. Man cannot live without
Gas stove and its maintenance. water. Usage of water has increased
tremendously due to industrialisation and
4. Working of gas mantle lamps with Bio-
urbanisation. Water gets polluted due to
gas.
natural and man-made causes. The level of
5. Effects of atmospheric temperature on underground water is depleting day by day.
the production of Bio-gas. Therefore proper and judicious management
6. Use of Bio-gas for the community. of water is today's need. It is possible to
provide the water to its users by a network of
PRACTICALS various pipelines. This needs the joining and
1. Preparing working model of a bio-gas other related works of pipes to be done prop-
plant and to run it on cattle dung in the erly. Hence plumbing has become an impor-
laboratory. tant job. If a student develops these skills,
209
he/she can start a plumbing business and (L-2)
start earning. PLUMBER (std X)
It is necessary for the students to be Introduction
aware of how to avoid wastage of water.
Water is one of the basic needs of
Students can visit market place to gather human beings. Man cannot live without water
information about materials and tools needed consumption of water has increased mani-
for plumbing and to be aware of new equip- fold due to urbanisation and industrialisation
ments available in market to enable him to water gets polluted due to natural and man-
be self employed. He/ She can earn a living made causes. The level of ground water is
by plumbing; hence this subject is included depleting day by day. Therefore proper and
in work education at school level. judicious management of water is to day's
need. It is possible to provide water to its
OBJECTIVE
users by a network of various pipelines.
To enable the students to - This needs the joining and other plumb-
1) know the material and tools used for ing related work to be done properly. Hence
plumbing. plumbing has become an important job. If a
student develops these skills, he/she can
2) developing skills of using these tools. start a plumbing business and start earning.
3) master the basic skills. It is necessary for the students to be
4) use this knowledge in day life. aware of ways of avoiding wastage of water.
Students can visit market place to gather
5) understand and inculcate the value of information regarding material and tools need
hard work and dignity of labour. for plumbing and to be aware of new trends
6) survey the market for plumbing equip- in this field to help him to be self employed.
ments and tools needed for plumbing. He /She can earn a living be plumbing, hence
this subject is included in work education at
7) introduce to new techniques. school level.
Practical OBJECTIVE
1) Construction and working of bench vice. To enable students to-
2) Cutting G.I. pipe using pipe vice and 1) understands the importance of water.
hacksaw. 2) get information about the natural source
3) Cutting G.I. pipe using pipe cutter. of water.
4) Threading pipe using pipe die. 3) use the material and tools required
plumbing with skill and technique.
5) Observe construction and working of
household plumbing. 4) use of this information in day to day
life.
6) Joining pipes using G.I./P.V.C. pipe join-
5) strengthen the base of vocational learn-
ing equipments.
ing / education.
7) Survey of pipes, joining tools and sani- 6) make the students to take interest in
tary ware. profession.
210
7) get information about how to prepare channelized, so that they get personal satis-
budget. faction and ability to find means of earning.
Practical Creative Applied Art provides practical
1) Joining various pipes and fixing cock knowledge to the students for preparing ar-
to them. ticles, items that can be used on various
occasions, for decoration and also for pre-
2) Threading G.I. pipe.
senting gifts. This would develop their curi-
3) Joining ball cock and push cock. osity, creativity and would give them the sat-
4) Study the procedure of attaching sec- isfaction of self creation.
ondary joints to main pipeline. Most of the material required for this
5) Fixing bathroom drainage trap in bath- art can be obtained from waste material or
room. from household scrap. Thus it is also easily
available. The objective is to teach the stu-
6) Information of hand pump.
dents to creatively prepare original, but inno-
7) Visit to water purification plant vative items that can be used as decorative
8) Preparing budget for plumbing. pieces for various occasions such as festi-
vals, wedding, birthdays, etc.
(L-3) CREATIVE APPLIED ART
OBJECTIVE
Std : IX
To enable students to -
Introduction
1) develop the observation power and also
According to National Education guide- their creativity
lines the essential objective of education is
2) develop the ability of new creation and
all round development of the student. How-
also artistic skills among the students.
ever, this is not possible only through book
knowledge. It is also necessary to develop 3) develop latent talents and various abili-
the emotional and creative aspects of the ties.
students. 4) develop ability of making new and use-
Along with theoretical skills, students ful articles from waste material
need to be exposed to the intricacies of 5) give the students the job of creation and
business management and practical life. The at the same time the ability to create a
knowledge of preparing various artistic items 'good' product which will become a
out of waste material and easily available means of earning.
material would prove beneficial.
6) inculcate self confidence in students.
Development of artistic abilities and
manual skills will help the students to get jobs 7) develop psychomotor skills through
various media/ means.
in this constantly changing technical age.
8) motivate students for collection of waste
Students should get practical knowledge
of production and business activity, Ideal material but useful for new creation.
development can be achieved by ensuring 9) motivate students for 'skillful creation'
quality in production with emphasis on mod- and develop business ability among
ernization. Their talent needs to be them.
211
10) develop the sense of co-operation, 6) Skillful creation through the concept of
social binding and brotherhood. stu- cognition.
dents should get a habit of working 7) To develop feeling of self creation
hard. through cognitism.
Theory 8) To develop skilful ability of handling
1] Preparation of artistic items with pa- various medium and means.
per. 9) To develop the qualities of team work,
co-operativeness, patience through Art.
2] Preparing Greeting cards.
3] Preparing Lamps / Lanterns. SECTION - I
4] Preparation of artificial flowers. Theory
5] Wall Hanging. 1) Preparation of artistic items by folding
Practical papers
1) Preparation of artistic items by folding 1.1) Types of paper folds.

paper 1.2) Preparing various items from the same.
2) Preparing Greeting cards 2) Preparing greeting cards.
3) Preparing Lamps / Lanterns 2.1) Types of greeting cards.
4) Making artificial flowers 2.2) Methods of preparing a variety of cards
and material required.
5) Wall hangings
3) Knowledge of preparing lamps /
6) Rangoli lanterns
7) Preparing 'Rakhis' 3.1) Information regarding methods of pre-
8) Flower Arrangement paring Lanterns and material required.
3.2) Information regarding card sheet, tech-
GENERAL OBJECTIVES OF ART nique of paper cutting and decoration
EDUCATION principles.
1) Prosperity comes with Art among hu- 4) Artificial flower.
man beings hence 'to give importance 4.1) Preparing flowers and Garlands with
for Art education in school curriculum. the crepe paper / kite paper.
2) To develop observation ability / creativ- 4.2) Understanding different decoration
ity of students styles as per occasion and location.
3) To develop a esthetic sense and abil- 5) Wall Hangings.
ity to admire art. 5.1) Preparing wall hanging, glass painting
4) To develop various skills and artistic with the use of colorful thick card sheet
qualities. or tinted cardboards, glass, bindis, cloth
pieces, beads, colourfull threads,
5) To develop ability and vision of utilizing
strings.
waste material
212
SECTION - II Understanding importance of Indian tra-
Practical dition of Raksha bandhan
Knowledge of material used to prepare
1) Preparing artistic paper articles / items Rakhis
by folding paper, like rabbit, fox, whale, To acquire ability to prepare variety of
dog, dog head, house, square, Triangle, Rakhis
Rectangle etc. Use of natural and artificial material on
2) Preparing attractive greeting cards - the preparation of rakhis
Preparing different types of greeting 9) Flower Arrangement :
cards. To be able to adopt and arrange natu-
3) Preparing lanterns :- Preparing lamps ral and artificial flowers and to use
or lanterns of various shapes and sizes Bamboo decorative.
Items for the arrangement of flowers for
like folding, stras shape, pentagon
offices, showrooms, corners and in flow-
shape, triangle shape etc.
erpots
4) Artificial flowers
* Preparing artificial flowers and gar- L3 CREATIVE APPLIED ART
lands with paper. STD - X
* Making garlands with cloth flowers.
Introduction
* Making necklaces and Garlands with
beads. According to National Education guide-
lines the essential objective of education is
5) Making flower arrangements in Bam- all round development of the student. How-
boo vase for different decorations. ever, this is not possible only through book
*Corner decoration - Decoration of sit- knowledge. It is also necessary to develop
ting room or office with flower arrange- the emotional and creative aspects of the
ment. students.
*Making gift rappers; flower pots with Along with theoretical skills, students
flower arrangements with Bamboo need to be exposed to the intricacies of
strips business management and practical life. The
6) Wall hanging (Wall decoration) knowledge of preparing various artistic items
Preparing wall hangings, taking vari- out of waste material and easily available
ous designs and shapes like Birds, Ani- material would prove beneficial.
mals, triangles, squares, circles etc. Pre- Development of artistic abilities and
paring Glass paintings. manual skills will help the students to get jobs
on this constantly changing technical age.
7) Rangoli
Knowledge of use of various colors and Students should get practical knowledge
color tents of production and business activity, ideal
Traditional rangoli forms development can be achieved by ensuring
quality in production with emphasis on mod-
Styles of Rangoli
ernization. Their talent need to be
Posters and nature scenes in Rangoli
channelised, so that they get personal satis-
8) Preparing Rakhis faction and ability to find means of earning.
213
Creative Applied Art provides practical General Objectives if art education
knowledge to the student for preparing ar- 1) To develop art with modern technology
ticles, items that can be used on various
occasions, for decoration and also for pre- 2) To develop the skill of communication
senting gifts. This would develop their curi- and information through art.
osity, creativity and would give them the sat- 3) To introduce hard work and skilled art
isfaction of self creation. and the pleasure to enjoy self creation.
Most of the material required for this 4) To develop the attitude to accept the
art can be obtained from waste material or culture and social heritage of other
from household scrap. Thus it is also easily countries.
available. The objective is to teach the stu- 5) To develop the attitude to welcome
dents to creatively prepare original, but in- occasions or our own cultural heritage.
novative items that can be used as decora-
tive pieces for various occasions such as 6) To develop business, skill, advertising
festivals, wedding, birthdays, etc. and human resource with changing
times
Objectives
7) Concept of cognition is used in filed of
1) To develop latent talents among stu- arts.
dents
8) To provide expertise and facilities to
2) To develop their observation and also
students who specializes in a particu-
their creative abilities
lar art.
3) To develop the skill to make decora-
9) To develop the capacity of self assess-
tions for various occasions like festi-
ment planning and to understand the
vals celebrations and birthdays etc.
activities of team work through art.
4) To develop the ability to make new and
useful articles from waste materials. 10) To develop curious thinking, sharing
knowledge, creativity, advertising skills
5) To develop the capacity to handle dif- esthetic sense that motivate teamwork,
ferent means or tools. entrepreneurship, social responsibilities
6) To give students the joy of creation and etc.
at the same time the ability to create a 11) To give an opportunity through arts to
'good' product which will become a learn and earn and to be self depen-
'means of earning'. dent.
7) To develop confidence and team work. Theory
8) To develop psychomotor skills through
1) Embossing work.
various media or means.
2) Patch work.
9) Motivate them to learn business by cre-
ating and skillfully. 3) Applique work.
10) To develop the sense of co-operation 4) Collage.
social-binding and brotherhood. 5) Fabric painting
Students should get a habit of working
hard. 6) Decorations for specific occasions
214
7) Stencil work. OBJECTIVE
8) Preparing Badges. To enable the students to
9) Paper smash. 1) Understand the importance and use of
crochet work.
10) Garnishing Baked and carving unbaked
objects. 2) Introduce the technical terms of crochet.
Practicals 3) Learn to select appropriate color com-
bination, threads and wool to make
1) Embossing work.
attractive samples.
2) Patch work.
4) Inculcate the habit of consistency, neat-
3) Applique work. ness & tidiness.
4) Collage. 5) Achieve excellence in this art.
5) Fabric painting.
Syllabus IX
6) Decorations for specific occasions.
Theory
7) Stencil work
1) Knowledge of various types of crochet
8) Preparing Badges .
needles, threats and wool.
9) Paper Smash.
2) Knowledge of taking care of crocheted
10) Garnishing Baked and carving unbaked garments.
objects.
3) Information about different types of
(L-4) Croche Work stitches and methods of taking mea-
Std : IX surements.
4) Methods of crochet
Introduction
1] Square handkerchief
Crochet is very popular art in Europe &
Japan. It is being practiced for the last 200 2] Round handkerchief
years and is popular even in India. Women 3] Small purse
both from urban and rural region, practice
4] Lace
crochet with a lot of interest. Crocheted
woollen clothes are particularly used in Practical
places of cold climate. Excellence in this art 1) Square handkerchief (30 cms x 30
can provide means of living. cms)
Ancient theme the crochet needle was 2) Round handkerchief (Diamater : 20
called hooked needle. Crochet is done by cms)
the hooked tip of the needle.
3) Small purse (14 cms x 14 cms)
Various attractive articles can be made
by doing crochet work, e.g. toran, sweaters, or
shawls, table mats, and garments, for chil- Doll (Height : 12 cms)
dren. One needs to have consistency and
4) Lace (width : 3 cms, length : 50 cms)
patience while performing this art.
5)
215
L-4 KNITTING needles etc.
(std IX)
2) Knowledge of taking care of knitted
Introduction garments.
The art of knitting is very popular in 3) Methods of knitting these articles.

Europe & Japan. It is being practiced from 1) Bonnet
200 years and is popular even in India.
2) Booties
Women both from urban & rural region, prac-
tice knitting with lot of interest. Knitted woollen 3) Scarf
garments are particularly used in the places 4) Doll
of extremely cold climate. Excellence in this
art can help one to earn a living. Practical
Knitting is done using two needles. Knitting any 3 of these articals

These needles are made up of light weight 1) Bonnet for one year old baby.
metal or plastic. Two needles numbered 6 to
2) Booties for one year old baby.
14 are used according to the ply of the woo,
used for knitting. 3) Scarf for two year old baby.
Variety of attractive items like sweat- 4) Doll (Height 12 cms)
ers, shawls, table mats, and garments for
young children can be prepared by knitting. L-4 Croche Work
Different samples of these items can be Std : X
made using different methods & patterns of
Introduction
knitting. One needs to have consistency and
while performing this art. Crochet work done with single hooked
needle is popular in Europe. Japan, India,
OBJECTIVE
America and other countries. New ways of
To enable the students to knitting and crochet making are a result of
1) Understand the importance of knitting innovative ideas in this field. These methods
and its use. are used to make sweaters, shawls, and
various woolen garments. Toran, handker-
2) Introduce the technical terms used for chief, bags and various delicate decorative
knitting. articles can be made by using crochet thread.
3) Develop a sense of colour combina- Anyone can make crochet or knitted
tion and learn to select appropriate articles using the symbols and draft of differ-
thread and wool to make attractive ent stitches. There is no language barrier for
sample. this. Croche work helpd in developing con-
4) Inculcate the habit of consistency, neat- centration, aesthetic sense and neatness.
ness & tidiness. OBJECTIVE
5) Achieve excellence in this art. To enable the students to
Theory 1) Understand the importance and use of
1) Knowledge of different things needed crochet work.
for knitting, such as wool, thread, 2) Introduce the technical terms of crochet.
216
3) Learn to select appropriate color com- sweaters & shawls etc.Anyone can knit by
bination, threads and wool to make referring to the symbols & draft of the stitches.
attractive samples. These is no language barrier for this.Knitting
can also be done on knitting machines but
4) Inculcate the habit of consistency, neat-
there are pattern limitations to it. Knitting can
ness & tidiness.
be done loosely and the wool can be re-
5) Achieve excellence in this art. used.One can develop concentration, aes-
Theory : thetic sense & neetness by knitting.
1) Knowledge of different types of thread OBJECTIVE

& wool To enable the students to
2) Knowledge of different types of needles 1) Understand the importance and use of
required for crochet work knitting.
2) Introduce technical terms of knitting
3) Making chain of cable according to
measurements 3) Learn to select appropriate color com-
bination, threads and wool to make
4) Knowledge of different types of crochet attractive samples.
stitches 4) Inculcate the habit of consistency, neat-
5) Methods of making crochet articles: ness and tidiness.
1) Glass cover 5) Achieve excellence in this art.

Theory
2) Mobile cover
1) Information about different types of wool
3) Woolen torran
2) Knowledge of different types of needles
Practical :
3) Care of knitted garments
Making following articles according to 4) Knitting stitches according to measure-
the methods. ments
1) Glass cover (6 pieces) 5) Learning different kinds of knitting
stitches.
2) Mobile cover
6) Knowledge of knitting different samples
3) Woolen toran. and articles.
L-4 Knitting 7) Knitting any four specimen samples of

the following and record it (10 cms x
( Std.X ) 10 cms each)
Introduction 1) Shell stitch
Knitting with two needles is practiced 2) Pearl stitch
in Europe, Japan, India and America.The 3) Pine stitch
pattern book of knitting is getting enriched 4) Lattice stitch
by different samples using innovative ideas. 5) Simple cable stitch
These patterns can be used to make woolen
6) Double cable stitch
217
Practical this subject students will be able to identify
Preparing following articles by using the various types of fabrics and their properties.
above mentioned stitches. Students will be aware of different kinds of
Shawl for a two year old baby soaps, detergents, chemicals, reagents avail-
able in the market. Students will also develop
or
the skill of selecting most appropriate re-
Knitting a sweater with full sleeves for agents and processes for washing particular
a two year old baby. type of fabrics. Study of this subject will also
(L-5) Household Laundry develop the skills required for laundering and
Std : IX ironing. Acquision of new concepts, knowl-
edge about advanced techniques and equip-
Introduction ments will help to develop vocational apti-
Textile industry is scaling new heights tude in the students.
and entering new horizons. Technological OBJECTIVE
advances have made possible a vast variety
1. To impart knowledge regarding various
of natural and man made fibres, yarns, fab-
textile fibres and their properties.
rics, blended fabrics. These fibres and fab-
rics are not only used to satisfy apparel need 2. To make student understand the impor-
but also for a number of many other such as tance of the care of various textiles.
household linens and home furnishing, indus- 3. To make students aware regarding
trial, medical, commercial and other pur- various laundry reagents.
poses. It is not only necessary to buy these 4. To encourage student to collect infor-
textiles wisely but also to care them suitably. mation regarding modern cleaning
Label information on textiles serves this pur- agents used in laundry.
pose effectively. Right choice and right use 5. To give information regarding traditional
of cleaning reagents is equally important. As and modern laundry methods, tech-
the scope of textiles is ever expanding so do niques and equipments.
the field of laundry.
6. To develop various skills required for
Laundry covers a number of pro- laundry.
cesses, washing, dry cleaning, starching, 7. To encourage student to use modern
ironing, stain removal etc. Various reagents, laundry techniques.
chemicals, equipments, processes are used
Theory
while laundering. Laundry science helps to
carry out all these processes effectively with Unit 1 - Introduction of textile fibres.
minimum wear and care. 1.1 Classification of fibres.
In most of the Indian families clothes 1.2 Properties of fibres
are laundered at home and majority of them Unit 2 - Care of textiles
do it manually. In urban families use of wash-
2.1 Importance
ing machine and variety of new laundry re-
agents is increasing. With the knowledge of 2.2 Methods
218
Unit 3 - Cleansing agents 9. Ironing blouse.
3.1 Water 10. Ironing salwar and kurta.
a) Hardness of water 11. Demonstration of preparation of liquid
detergent and detergent powder
b) Methods of softening water
12. Collection of information of various
c) Disadvantages of hard water in laundry
cleansing agents available in the mar-
3.2 Soaps and detergents ket.
a) Difference between soaps and deter-
(L5) Household Laundry
gents
Std. X
b) Functions of detergents in laundry.
Unit 4 - Whitening elements Introduction
4.1 Blue Textile industry is scaling new heights

and entering new horizons. Technological
4.2 Fluoroscent whitening agents advanced have made possible a vast variety
Unit 5 - Methods of washing of natural of man-made fibres', yarns, fabrics
5.1 Friction washing and blended fabrics. These fibres and fab-
rics are not only used to satisfy apparel
5.2 Kneading and squeezing
needs but also for a number of many others
5.3 Washing by machine. such as household lines and home furnish-
Unit 6 - Washing of various garment ing, industrial medical, commercial and other
purposes.
6.1 Pre washing processes
It is not only necessary to buy these
6.2 Washing
textiles wisely but also to care them suitably.
6.3 Post washing processes Label information on textiles serves these
Unit 7 - Ironing purposes effectively.
7.1 Types of irons Laundry covers not only washing of
clothes but also other cleaning processes
7.2 Equipments used for ironing
such as starching, stain removal, dry-clean-
7.3 General instructions for ironing. ing, ironing etc. Cleaning with water and
Practical Unit soap is not always possible or advisable for
1. Washing of white cottons. all kinds of fabrics, some rich and expensive
silks, rayon's and woollens lose their lustre,
2. Washing of coloured cottons. sheen colour and rich texture when washed.
3. Washing of silk garments. Such fabrics are cleaned by a method called
4. Washing of woollens. dry cleaning. Dry cleaning is carried out by
the use of grease solvents and grease
5. Washing of synthetic garments. absorbents.
6. Ironing shirt.
Study of label information gives the stu-
7. Ironing half pant and full pant. dent relevant information while purchasing
8. Ironing skirt.
219
various types of textiles wisely and also to 2.3 Methods of stain removal
care for them in a right way.
2.4 Removal of unknown stain
Study of this subject will impart neces-
Unit 3 - Dry Cleaning
sary skills and knowledge required for the
proper selection, use and maintenance of 3.1 History of dry cleaning
various textiles. 3.2 Concept of dry cleaning
OBJECTIVE 3.3 Methods of dry cleaning
1. To give students the knowledge about 3.4 Chemicals, reagents and equipments
methods of starching used for dry cleaning
2. To develop skills required for starching 3.5 Difference between washing and dry
3. To develop observation skills for iden- cleaning.
tification of stains Unit 4 - Labels
4. To get acquainted with techniques of 4.1 Interpretation of labels.
stain removal
4.2 Types
5. To impart knowledge of dry cleaning.
Unit 5 - Storage of textiles
6. To create awareness regarding wash-
ing of different types of garments. Practical
7. To give knowledge regarding the sym- 1. Use of boiling water starch for cotton.
bols used on care labels of readymade 2. Use of cold water starch for cotton.
garments. 3. Identification and classification of stains.
8. To encourage student to collect infor- 4. Preparation of Javelle water.
mation regarding modern laundry re-
agents and equipments. 5. Removal of tea, coffee and fruit stains
on cotton fabrics.
9. To develop vocational aptitude for the
field of laundry. 6. Removal of turmeric and ink stains on
cotton fabrics.
Theory
7. Removal of egg and blood stain on
Unit 1 - Starching cotton fabrics.
1.1 Objectives of starching 8. Removal of oil and grease stains on
1.2 Types of starches. cotton fabrics.
1.3 Methods of starching. 9. Dry cleaning with grease absorbents.
Unit 2 - Stain Removal 10. Collection of information of various
types of starches and stain removing
2.1 Classification of stain
agents available in market.
2.2 Chemicals and reagents used for stain
11. Collection of various types of labels.
removal
12. Interpretation of care labels.
220
(L6) COOKERY 4. Serving and Packaging of food prod-
Std : IX ucts.
Introduction 5. Costing and labelling of food products

Until now Indians preferred to cook and Practicals-
eat food at home. Now-a-days, a lot of change 1. Dry Chutney-
has been noticed in their food habits. Ten- (a) Groundnut
dency to buy ready-to eat food or eating
outside has increased. Therefore catering (b) Dry coconut
industry is gaining importance in Indian sce- (c) Niger(karale) Seeds
nario.
(d) Linseed (Javas)
Scientific knowledge, skills & tech-
niques of food production are required for 2. Breakfast & Snacks.
catering business. (a) Sandwiches
This syllabus covers basic recipes (b) Kacchi Dabeli
which will be beneficial for service and self (c) Bhel
employment as well as laying down the foun-
dation for further studies in this field. (d) Thepla / Leafy vegetable puri
Objectives 3. Salads-
To enable the students to (a) Kuchumber
1. Know & inculcate rules of hygiene & (b) Raita

sanitation in cookery. 4. Sweets-
2. Learn to improve acceptability of food. (a) Basundi / Kheer
3. Develop skill in preparing food prod- (b) Shrikhand
ucts using different methods of cook- (c) Chikki / Wadi
ing.
5. Quantity Cookery- Preparation & Sale
4. Learn to methods of serving food prod- of 15 servings of any two products from
ucts attractively. the syllabus.
5. Learn to pack different food products
(L6) Cookery
selecting appropriate material.
(Std -X)
6. Learn to calculate selling price of food
products Introduction
7. Develop entrepreneurship skills. Diet plays an important role in the life
of a person right from infancy to the old age.
Theory -
People have to think what to eat to maintain
1. Hygiene and Sanitation. good health. Now a days , there is a rapid
2. Acceptability of food. change in the life style of a person. The fam-
ily structure is changed from 'united' to nuclear.
3. Methods of Cooking.
221
The food habits are also changed. People (a) Pohe(Dadpe)
have started consuming more and more
(b) Leafy vegetable wadi © Idli (d) Batata
cooked food rather than cooking it at home.
Wada
This subject will enable the student to
develop and prepare nutritious products. This 3. Sweets
will help to achieve the objectives of NCF (a) Sheera
2005 and SCF 2010. The subject will help to
build a foundation for vocational course in (b) Nutritious Laddu.
cookery std. 11th and 12th Std. It will provide 4. Nutritious Products-
the student with self employment.
(a) Misal
OBJECTIVE
(b) Thalipith
1) To learn the nutrients present in food.
(c) Khichadi
2) To understand functions & sources of
nutrients. (d) Pav Bhaji
3) To know the five basic food groups. 5. Project- Preparation of " recipe book-
4) To plan balanced diet using five basic let"
food groups.
(M4 & M5) ENGLISH TYPEWRITING /
5) To develop skill of enrichment of food MARATHI TYPEWRITING
products. Std : IX
6) To know the factors affecting palatabil- Introduction

ity of food. The main aim of the reconstructed
7) To develop skill in preparation of palat- syllabus is to prepare the whole based of-
able & nutritious food products. fices. Typewriting will be an additional quali-
fication. As typing structure reflecting the
Theory principle of 'constructivism' (Knowledge
1) Nutrients based learning). In accordance with this aim
the importance has been given to the
2) Five Basic food Groups. students self-learning and practical work.
3) Enrichment of food products. Though in this age of Information Tech-
nology, typewriting is left behind. The knowl-
4) Palatability of food. edge and skill of typing is still very important
Practicals - for the normal/general and special students.
To get a job for general / special students in
1. Soups & Beverages Government Sector (Semi, Central, State
a) Tomato/ Mixed Vegetable/Corn. Government), in private office / companies,
IT / computer is the base of computer, type-
b) jaljeer/Mattha/ Shaebat writing should be one of the primary subjects
2. Breakfast & snacks in the schools and at least 2 periods should
be given in a week.
222
Objectives 4. Never hold the carriage and do not
1. To create awareness towards typewriter keep the typewriter on the shoulder. It
and its types. may damage the typewriter.
2. To give information and functioning of 5. In transporting the typewriter, the car-
their parts. riage should be tied up so that it should
not move when it is put in sacks, use
3. To make aware about maintenance and
waste papers for packing. Use the
how to take care of the typewriter
label "TYPEWRITER HANDLE WITH
4. To give information of the key board. CARE."
5. To demonstrate the proper sitting posi- 6. If the typewriter is not working properly
tion and handling of the typewriter. or any part is worn out call proper
BENEFITS OF TYPEWRITING mechanic and get it repaired/replaced.
1. Typewriting helps the students to be- 7. Oiling and cleaning should be done at
come active. More the speed, more least once in a month, call a proper
the active a typist is. mechanic for regular servicing.
2. The habit of concentrating on the given 8. After a period of to 11 year the
work is mostly generated through typ- typewriter should be overhauled. It helps
ing skill. Concentration helps a per- to increase the life of the typewriter.
son to do his work with accuracy and
neatness. PRACTICAL
3. A typist can achieve the skill of THE POINTS TO BE REMEMBERED
behaving gracefully, use his creativity WHILE TYPING.
and make the work presentable, neat
1. In address-typing, do not type,
and tidy.
(Comma) after To. (eg. To,)
UNIT MAINTENANCE & 2. An underline should not be typed be-
CARE OF TYPEWRITERS fore the matter and under the last signs
Every typist expects that his typewriter 3. The sign '&' should not be used the word
must work smoothly. For that, he has to take 'and' must be used instead of it.
care of it, considering the following points.
4. For tab setting a key top showing + /
1. Before starting the work remove the
tab set is to be pressed only once.
cover and clean the typewriter with a
piece of cloth. Do not press it more many a time. This
may damage the key.
2. Remove the cover in such a way that it
should not get stuck with other parts. 5. In Yours faithfully, "Y" is small. Do no
3. While lifting, the backside1of the type- use 's (apostrophe s)
writer should be held close2 to chest. 6. When the matter is typed in single line
The grip should be at the base only. spacing keep double line spacing
223
between two paragraphs, when the as an essential qualification. Therefore, it is
matter is typed in double line spacing suggested that every school should include
this subject, so typewriting will be an addi-
keep double line spacing in two para-
tional qualification. As typing is the base of
graphs. computer, typewriting should be one of the
7. Keep two spaces after full stop, ques- primary subjects in the schools and at least
tion mark as well as exclamation mark 2 period should be given in a week. Most of
the syllabus in MS Word is developed through
at the ending of a sentence. Do not
typewriting.
keep any space before them. keep
single space after comma, semi-colon Objectives
etc. No space should be kept before 1. Awareness towards typewriter and its
any of these signs. types.
2. To give information and functioning of
8. There should be give-space indentation
their parts.
at the beginning of the paragraph.
3. To make aware about maintenance and
9. Do not type short forms as Sub., Ref. how to take care of the Typewriter.
etc. type full words.
4. To give information of key board.
10. While typing date type (,), Comma af- 5. To demonstrate the proper sitting posi-
ter month eg. 20th Jaunary, 2011 tion and handling of the Typewriter.
(M 4 & M5) ENGLISH TYPEWRITING / 6. To enhance the knowledge of typing.

MARATHI TYPEWRITING 7. To give special attention to students
Std : X speed of typing accuracy Neatness etc.
Introduction BENEFITS OF TYPEWRITING:
The main aim of the reconstructed syl- 1. Typewriting helps the students to be-
labus is to prepare the whole structure re- come active. More the speed more
flecting the principle of 'constructivism' the active a typist is.
(Knowledge based learning). In accordance
2. The habit of concentrating on the given
with this aim of importance has been given
work is mostly generated through typ-
to the students self-learning and practical
work. ing skill. Concentration helps a person
to do his work with accuracy and neat-
Though in this age of Information Tech- ness.
nology typewriting is left behind. The knowl-
edge and skill of typing is still very important 3. A typist can achieve the skill of
for the normal / general and special students behaving gracefully, use his creativity
too. To get a job for general / special stu- and make the work presentable, neat
dents in Government Sector (Semi, Central, and tidy.
State Government), in private office / com- UNIT MAINTENANCE & CARE OF
panies, IT / Computer based offices back-
TYPEWRITERS
office, front-office,reception, H.R.D., banking
the knowledge of typewriting is considered 1. Every typist expects that his typewriter
224
must work smoothly. For that he has to 'and' must be used instead of it.
take care of it, considering the follow-
4. For tab setting a key top showing + /
ing points:
tab set is to be pressed only once.
Before starting the work remove the Do not press it more many a time.
cover and clean the typewriter with the This may damage the key.
piece of cloth.
5. In Yours faithfully, "Y" is small. Do no
2. Remove the cover in such1a way that it use's (apostrophe s)
should not get stuck with 2other parts.
6. When the matter is typed in single line
3. While lifting, the backside of the type- spacing keep double line spacing be-
writer should be held close to chest. tween two paragraphs, when the mat-
The grip should be at the base only. ter is typed in double line spacing keep
4. Never hold the carriage and do not double line spacing in two paragraphs.
keep the typewriter on the shoulder. It 7. Keep two spaces after full stop, ques-
may damage the typewriter. tion, mark as well as exclamation mark
5. In transporting the typewriter, the car- at the ending of a sentence. Do not
riage should be tied up so that it should keep any space before them. Keep
but move when it is moved in sacks single Space after comma, semi-colon
use waste papers for packing. Use the etc. No space should be kept before
label any of these signs.
"TYPEWRITER HANDLE WITH CARE." 8. There should be give-space indentation
6. If the typewriter is not working properly at the beginning of the paragraph.
or any part is worn out call proper 9. Do not type short forms as Sub., Ref.
mechanic and get it repaired/replaced. etc. type full words.
7. Oiling and cleaning should be done at 10. While typing date type (,), Comma af-
least once in a month call a proper ter month - eg. 20th Jaunary, 2011
mechanic for regular servicing.
(M-2) ELEMENTS OF AGRICULTURE
8. After a period of to 11 year the AND CROP PRODUCTION
typewriter should be overhauled. It Std : IX
helps to increase the life of the type-
writer. Introduction
THE POINTS TO BE REMEMBERED The population explosion in India is
WHILE TYPING. reaching towards 120 Crores. It has become
difficult to meet the demand of food grains,
1. In address typing, do not type, (Comma) fodder, fuel wood. cloth, medicine etc . From
after To. (eg. To,) agriculture to increasing population. It is due
2. An underline should not be typed be- to traditional farming systems, fragmentation
fore the matter and under the last signs. of land, industrialization, lack of working capi-
tal, indiscriminate irrigation application etc. If
3. The sign '&' should not be used the word
225
this situation continues scientist predicted soils, Physical properties
that, there will be acute shortage of food of soil .
grains to feed the millions of the empty stom-
Topic No . 4 : Weather elements Tem-
ach, up to 2020.
perature , Rainfall , Humid-
To overcome the future deficit, it is ity , Evaporation , Wind
necessary to make efforts on war footing by and their effect on crop
educating and creating interest in new gen- growth .
eration regarding agriculture.
Topic No . 5 : Cultivation of soil - Defini-
The population is increasing but,
tion, Objects, types and
cultivable land is constant, therefore, per
implements used .
capita land holding is decreasing due to frag-
mentation of land, industrialization, urbaniza- Topic No . 6 : Water - Sources , water re-
tion etc. On the other hand the cost on in- quirement of crops , meth-
puts like, fertilizers, irrigation, seeds, insec- ods of surface irrigation .
ticides, fungicides is increasing. For efficient
Topic No . 7 : Drainage - Types , advan-
utilization of these production input it is nec-
essary to train the students. By this, not only tages .
the food problem is solved but also employ- Topic No . 8 : Crops :- Classification and
ment crisis will be dissolved to some extent sowing methods.
and standard of living will be improved. Con-
Topic No . 9 : Types of farming.Rainfed.
sidering all these points this subject is in-
cluded under work experience. Dryland and Irrigated , Dry-
land management .
Objectives
Topic No.10: Fertilizers -
1) To study the factors affecting Agricul- Classification,Nutrient con-
tural production . tent .
2) To study the effect of soil, climate, irri- Topic No . 11 : Weed - Its types and classi-
gation management production . fication .
3) To study the classification of crops . Practical
4) To study the chemical fertilizers . Topic No . 1 : Collection and identification
of different soil types .
5) To study the different farming systems .
Topic No . 2 : Collection and identifica-
6) To study the weeds.
tion of seeds of different
Theory crops.
Topic No . 1 : Introduction . Topic No . 3 : Collection and identification
of weeds .
Topic No . 2 : Factors of crop produc-
tion-land , Labour, Capital, Topic No . 4 : Preparatory tillage :-
Management . 1. Tractor plougning .
Topic No . 3 : Soil , Different types of 2. Harrowing .
226
3. Levelling . materials , modern irrigation methods , weed
and nutrient Management , Season wise
4. Use of organic manures .
package of practices of different field crops,
5. Seedbed preparation . adoption of suitable plant protection mea-
Topic No . 5 : Irrigation layout . sures etc . In addition to this due to rising
demand of medicine, there is wide scope
Topic No . 6 : Methods of sowing . for plantation of medicinal plants. By taking
Topic No . 7 : Inter cultivation . advantage of ample available livestock resi-
due for agriculture production can be ex-
1. Hoeing . ploited by its efficient utilization . The quan-
2. Weeding . tity and quality of fodder can be provided to
feed these live stocks by adopting improved
3. Earthing up .
fodder production technology. For updating
4. Mulching . the knowledge of students regarding agricul-
Topic No . 8 : Surface irrigation methods. ture this subject is included under work ex-
perience .
1. Ridges and furrows .
OBJECTIVE
2. Flat bed .
1) To Study the agro - climatic zones of
3. Raised bed . Maharashtra.
4. Ring and basin . 2) To Study the effects of climate change
Topic No . 9 : Harvesting and storage on crop productivity.
Methods - Harvesting, stor- 3) To Study different cropping systems.
age.
4) To Study the modern irrigation systems.
(M-2) Element of Agriculture and
5) To Study the weed and fertilizers
Crop Production
management.
(std X)
6) To Study the season wise cropping
Introduction pattern.
India is predominant in agriculture and 7) To Study the cultivation of medicinal

day by day only its population is affects the plants.
agriculture production. In addition to this, Theory
climate charge shortage of farm laboures and
Topic No. 1: Agro climatic zones of
their high wages weed and fertilizers man-
agement , soil erosion and drainage prob- Maharashtra .
lems are also contributing towards decreas- Topic No. 2 : Climate change and effect
ing agriculture productivity. It these situations on crop .
prolong then country has to face severe food
Topic No. 3 : Cropping systems .
and nutritional security.
Topic No. 4 : Modern irrigation systems.
To overcome such problems, it is nec-
essary to undertake the cropping pattern on Topic No. 5 : Weed management .
the basis of climate, adoption of different Topic No. 6 : Fertilizers management .
cropping systems , provision of quality seed
227
Topic No. 7 : Crop management Prac components and their
tices Soil , Preparatory till- uses .
age . Topic No . 5 : Crop Protection equip-
Topic No . 8 : Season , seed treatment , ments .
seed and sowing , inter Topic No . 6 : Improved implements in
cultivation , fertilizers and Agriculture .
water managment , plant
protection , harvesting and Topic No . 7 : Harvesting and storage .
storage. Cultivation of fol- 1. Visit to warehouse /
lowing major crops on the store house .
above aspects . 2. Visit to Agriculture Re-
1) Cereals : Paddy , Sorghum , Pearl search Station .
millet , Maize , Wheat .
Topic No . 8 : Visit to Agro service Cen-
2) Pulses : Red gram , Soy bean , green ter in the region.
gram , black gram, Cow pea , Gram
pea . (R-3) GREEN HOUSE
3) Oil seeds : Groundnut , Sesamum , Std : IX
Sunflower , Safflower , Mustard . Introduction
4) Cash Crops : Sugarcane , Cotton , Today the world population is about 700
turmeric , Ginger. crores and Indian population reached upto
5) Fodder Crops : Maize , Sorghum , 121 crores. Food requirement of this popu-
Lucerne , Yashwant , Jaywant grass , lation is increasing day by day. Due to
Marvel , Stylo . industrialisation the cultivable area is de-
creasing very fastly. The land hold of farmers
6) Medicinal Plants : Ashwagandha , As-
has been drastically reduced to about 2 acres
paragus , Vel khand , Brahmi , Adulsa
from 10 acres since 1970. The heavy indus-
, Safed musali , Aloevera. Element of
trialization and use of fuels had changed the
Agriculture and Crop Production
environment resulting the adverse effect on
Practical crop production.
Topic No . 1 : Methods of weed control There will be a great need of fruits and
mechanical and chemical vegetables to the human being. To fulfil this
calculation of herbicide requirement, the greenhouse technology will
closes . definitely increase the production and pro-
Topic No . 2 : Fertilizer management ductivity.
time and methods of ap- The greenhouse is a inflated structure
plication , Calfertigation . covered with transparent or semi translucent
Topic No . 3 : Seed treatment Objec- plastic material in which controlled or par-
tives, benefits - actual tially controlled environment can be created.
Practical The sun rays enter through the plastic
Topic No . 4 : Modern irrigation methods cover, are partially absorbed by the green-
house material and partially entered in the
228
structure. Radiation and reflected variation Practical
cannot pass through the plastic cover. Hence 1. Study of planning and layout of green-
get trapped into the greenhouse structure. house
Due to this phenomenon the temperature
2. Comparative Study of crop growth in
inside the greenhouse is more as compare
greenhouse and open field (vegetables
to ambient temperature. This increase in
and flowers)
temperature in greenhouses is known as
'greenhouse effect'. 3. Visit to greenhouse
The environmental factors like tempera- Visit to greenhouse to study the differ-
ent factors and make note.
ture relative humidity, solar radiation CO2 etc
which are required for the growth of crop can (R-3) Green House
be easily controlled in the greenhouse. Pho- Std : X
tosynthesis rate in the greenhouse is more.
Hence, the export quality and quantity pro- Introduction
duction can be taken in greenhouses. Keep- The landhold of farmers is reducing day
ing in view the above facts the 'Greenhouse' by day. Due to heavy industrialization the
subject has been introduced in the syllabus. availability of water for agriculture has been
reduced. To overcome this problem the
Objectives
greenhouse technique is a solution by which
To enable the students to you can control the environmental factors can
1. To know the concept of greenhouse and produce a export oriented flowers and veg-
etables.
greenhouse effect.
Greenhouse cultivation (protected agri-
2. To understand history and development
culture) can be made feasible and economi-
of greenhouse. cal business. It is always easy to due crop
3. To know the traditional methods of management and protects the crop in green-
greenhouse technique. houses. Protected agriculture will also help-
ful to allied agricultural industries like pack-
4. To know the types of greenhouse aging transport. etc.
5. To know the basic factors regarding As compare to traditional agriculture the
construction of greenhouse. production and productivity in greenhouse is
6. To acquire the information regarding the more. Hence this greenhouse technology will
factors affecting the growth of crop. be beneficial to students farmers and entre-
preneurs involved in agriculture.
Theory
Objectives
1. Definition of greenhouse, history and
development, types of greenhouse
1. Know the various components to be
2. Need of greenhouse
used in the construction of a green
3. Factors affecting growth of crops un- house.
der greenhouse 2. Workout the expenditure incurred for
4. Planning and layout of greenhouse erection of greenhouse.
229
3. Know the different growth media in a ing of flowers - Rose, Carnation, Ger-
greenhouse. bera, capsicum.
4. Study the environment control in green- 6. Observation of irrigation method and
house. fertigation in greenhouse.
5. Know the computerized control system 7. Visit to flower market.

in a greenhouse. (M-7) PAPER WORK, CARD BOARD
6. Know the production of crops in a AND BOOK BINDING
greenhouse. Std.IX
7. Get knowledge of the post harvest Introduction

management of a greenhouse produce. This subject is focused in the concept
8. Study the economical factors used in of education through practical which will give
the green house technology an experience in day-to-day life. The intellec-
tual and emotional development of the stu-
Theory dents is equally essential with all round de-
1. Types of greenhouses. velopment of the students. The students
should get experience through practical. The
2. Control of the environmental factors in subject - Paper work and Book Binding is
a greenhouse. very useful to the students to inculcate skill,
3. Computerized control system in green- activity, creativity in them. It will also be helpful
house. to them to earn their own earning and stand
on their own in future life.
4. used in Green house for crops & their
The students should not only collect the
cultivation. means and materials but they should increase
5. Crops grown under the greenhouses. their capacity or creation. Now a days ad-
vance techniques, advance mechanical de-
6. Improved Irrigation and fertilization in velopment is rapidly taking place in this world.
greenhouses. To face this development, the students should
7. Post harvest management of crops in increase their knowledge and should learn
a greenhouse. new techniques. The syllabus is formed by
keeping these points in view - they are new
8. The economic evaluation of crops. techniques and knowledge and constructivity.
Practical With the help of the curriculum, the
1. Preparation of laboratory model of importance of earning can be inculcated in
greenhouse. students by opening a store of articles. All
handicrafts are essential for the students. As
2. Study of growing media. the students should understand the values
3. Visit to greenhouse to acquaint with and moral of life and they should develop
environment control. their knowledge in the point of view of trade
and commerce. If the curriculum is helpful to
4. Observation of crops grown under inculcate values in students, it will become
greenhouse.
easy for him to co-relate to the world of work
5. Harvesting grading, pre-cooling, pack- in present as well as future.
230
OBJECTIVE 3) To bind the old book.
1) To give the information about various 4) The methods of preparing gum and
types of paper to the students. glue.
2) To give the knowledge of the A) Paper work - Practical
availability of raw material, other means (Any four)
and materials to the students.
1) To make the shapes like cubes, square,
3) To encourage for using different types pyramid from paper
of card-sheets, card-boards to make
useful artistic thing in daily life. 2) To make badges from paper
4) To develop, the skill of students in 3) To make lanterns from kite-paper

making satisfactory, useful things and 4) To make paper-marks of animals
show pieces. 5) To make wall hanging of flower with
5) To develop, the skill of planning of work, folded paper.
arrangement, composition and produc- 6) To make jump-up greeting-card.
tivity, in the students.
B) Cardboard work - Practical
6) To inculcate the values in the students
such as self-reliance, co-operation, (Any two)
group-work, tolerance, patience, 1) To make square cube
respect etc. 2) To make square tray
7) To understand how the economical 3) To make letter pad
development / progress takes place
through production. 4) To make cartage boxes for packing
8) To develop the qualities of self assess- C) Book Binding - Practical

ment and productivity. (Any two)
A) Paper - (craftwork) - Theory 1) To prepare starch and glue.
1) Equipments of pasting 2) Bookbinding of an old Book
2) Information of card-sheet 3) To make phats albums
3) Importance of Greeting card 4) To make office - file.
B) Cardboard work-Theory (M-7) PAPERWORK - CARDBOARD
1) Information and types of cardboard WORK AND BOOKBINDING
(Std X )
2) Information about the things /articles
made from card-paper and card-board. Introduction
C) Book Binding Theory All round development of a student,
1) The information and history of along with his intellectual and emotional
bookbinding development, it is necessary to give them
practical experience. To develop their
2) Necessary tools and equipments for skills, creativity and production abilities
bookbinding
231
and make them financially self-reliant, the 2) Information of paper and modeling.
study of paper-work and book-binding has
3) Information about paper and its
proved useful.
different types.
The students should be exposed not just
to the material required for developing the B] Cardboard work - Theory
skill but also production ability. In this 1) Method of preparing cardboard / Mount
technically fast advancing world the students board.
should be exposed to all production proce-
2) Information relating to decorative items
dures and skills so that they can apply this
knowledge in future business prospect. that can be created using cardboard.
The students should not just understand C] Book Binding - Theory

the value of creation by hands but also start 1) Knowledge of material and tools
a store in which they can keep the things required for book-binding.
made by them and thus the students should
2) Knowledge of paper required for book-
appreciate the need to be self reliant.
binding.
OBJECTIVE
3) Various types of stitching
4) Information relating to cloth and resin.
1) To Know different types of paper.
A) Paper work - Practical (Prepare any
2) To Acquire knowledge regarding four articles from the following.)
required raw material and other mate-
rial and tools for the process. 1) A Lintel from the paper fold.
3) To Create a variety of artistic and 2) A sunflower from crape-paper.
useful items out of paper, card-sheet 3) A wing moving bird from the card sheet.
and card board.
4) A diamond shape from thick paper
4) To Develop skills relating to preparing
satisfactory useful items. 5) A sculpture from an empty box.
5) To Develop the ability to technically plan 6) A calendar from a paper.
the production process. B) Cardboard - Practical (Prepare any
6) To Inculcate traits like self reliance, four articles from the following)
co-operation, team work, consistency,
1) Toys out of card-board.
patience and respect towards labour
hardwork. 2) Mobile or hanging pictures.
7) To Develop the values of self reliance 3) A letter rack and it's decoration.
and the sense of business and earning 4) A hexagonal box.
capability.
5) An octagonal flower /pot / pen stand.
Theory
C) Book Binding - Practical
A] Paper work - Theory
1) A letter - pad for daily use.
1) Diagram based on correct proportion
and dimensions. 2) A file to hold news clippings.
232
(M-8) BEAUTIFICATION the proper methods of using cosmetics.
Std : IX Massage of the legs and manicure are newly
included in this syllabus.
Introduction
Profession syllabus of 'Cosmetic Mak-
The new syllabus designed for sec- ing' is inspiring for the student for their future
ondary and higher secondary level gives life.
an opportunity to the students, to get knowl-
edge in the field they like. It is very neces- OBJECTIVE
sary to motivate the students to achieve 1. To give information about personal
skill, to practice the skill and even they aesthetics to the students.
should come to about the theorise related 2. To give information about basic prin-
to cut and beautification. This will help them ciples of aesthetics.
to get profound knowledge of various arts
and to understand the importance of the 3. To introduce various techniques of
subject "Art of Beautification." beautification.
As the appreciation of beauty and vari- 4. To give information about the knowl-
ous arts has become an essential part of edge of techniques and there use.
human life; it is necessary to adjust with new 5. To develop the skills of increasing per-
and changing circumstances. The creativity sonal beauty.
in art and literature and the creativity in other
6. To learn the technique of cosmetics
field of knowledge are interrelated with each
making.
other. Education should give the opportunity
to the student to show ability, creativity and 7. To learn accurate and proper use of
ability of the appreciation of beauty. The tools cosmetics.
of increasing creativity should be given 8. To encourage the students to create
through education. Today the opinions and professional attitude.
interest about beauty is produced under the
pressure of the demand in market. This is Theory
the right time to give real knowledge of I Hygiene
creative art and learning about aesthetics
1.1 A) Personal hygiene
or beautification.
B) Exercise
Now-a-days the sense and awareness
about aesthetics has been increased in all C) Balance diet.
level, and at all ages due to the rapid spread 1.2 Public Hygiene
of mass-media. So it has become very nec-
essary to give knowledge about aesthetic to A) Pollution
the school students. B) Garbage problem.
Personal and public cleanliness are in- C) Contagious Disease, Preven-
cluded in the art of beautification. This is a tive medicines.
science which inculcates the habits of
1.3 Importance of Beauty
cleanliness and also enhances it further.
II Structure of skin
Personal Beautification includes
personal cleanliness, skin-care, and 2.1 Types of skin
233
2.2 Section of the skin and structure 7.2 Creams
2.3 Parts of the skin 7.3 Face pack
2.4 Functions of the skin 7.4 Tooth powder
2.5 Sweat glands, oil glands 7.5 Types of Aroma
2.6 Common diseases of the skin B) Practical Work
2.7 Variation in pigmentation. 1) Manicure and pedicure
III Manicure and pedicure 2) Massage - 1) Face
3.1 Nails 2) Hand
3.2 Nail structure 3) Foot
3.3 Nail diagram
3) Mask and packs.
3.4 Nail growth
4) Uses of Make up
3.5 Nail wraps care
1) Bridal make up
3.6 Nail care
2) Party make up
3.7 Nail Art
3) Stage make up
3.8 Care of hands and foot
5) Face powder
3.9 Introduction of equipments.
6) Creams
IV Massage
7) Face pack
4.1 Basic manipulation
8) Tooth powder
4.2 Methods of massage
9) Types of Aroma
4.3 Points to remember while massaging
Take any two practical from 5 to 9
4.4 Facial massage
4.5 Hand massage (M 8) BEAUTIFICATION
4.6 Foot massage Std. X
V Cleaning of the skin Introduction

5.1 Cleansing The syllabus designed for secondary
5.2 Steaming and a higher secondary student gives an
opportunity to get specific knowledge about
5.3 Mask theory
the field which they like. It is very necessary
5.4 Pack theory to mould the students to achieve skill, to
VI Make up practice the skill as well as to understand
the theories of art and beautification or aes-
6.1 Basic principles
thetic. Because of this their knowledge about
6.2 Tools, uses of equipments. various arts will become profound and it will
VII Cosmetics help them to understand the importance of
art to be cosmetics.
7.1 Face powder
234
The appreciation of beauty and art has 2. To give information about basic
now become an essentials part of human principles of aesthetic.
life. Art and creativity in literature and cre- 3. To introduce various techniques of
ativity in other field of knowledge are, inter- beautification.
related to each other. Education should help
them to appreciate the creativity to increase 4. To give information about the knowl-
the ability of creation and the opportunities edge of techniques and use of them.
in this on text. Now-a-days the opinions and 5. To develop the skills of increasing
interest about cosmetics is handled personal beauty.
under the pressure of cosmetic market. Ion 6. To learn the technique of cosmetic
this crucial period the knowledge about cos- making.
metics is very necessary.
7. To learn accurate and proper use of
The sense and awareness about cos- cosmetics.
metics has been increased due to the rapid
spread of mass-media. The awareness about 8. To encourage the students to create
beauty has been increased in all groups of professional attitude.
ages. So it is necessary to give knowledge Theory
about art of beautification to the students.
I Hair
The most important element of beauty
1.1 Structure and divisions of hair.
in the art of beautification is 'Hair', the growth
of hair, care, hair-dressing, hair treatment on 1.2 Hair growth
various hair problems are included in this 1.3 Oil massage for dry hair.
syllabus.
1.4 General care of hair.
The study on skin is an important topic
1.5 Head massage.
in the art of beautification. The knowledge
about inner and outer elements of skin is 1.6 Disorders of the hair and remedies.
studied in Std. IX. So now in Std X we are II Hair Cutting
going to learn more about waxing, bleaching
2.1 Tools of hair cutting- Information and
and their methods.
care
The topics like cosmetic surgery and
2.2 Techniques and basic methods.
exercise are newly included in the syllabus
of Std X in point of view of changing life style, 2.3 Hair cutting for woman.
and advance treatments. 2.4 Hair cutting for men.
This subject is included in the syllabus III Hair Styling
to teach the students to prepare cosmetics
and in to make alert about the use of natural 3.1 Procedures of hair styling.
cosmetics. 3.2 Information of head lines.
OBJECTIVE 3.3 Factors to be considered while hair
1. To give information about personal styling.
aesthetics to the students. 3.4 Applications and uses of tools.
235
3.5 Types of curls. B) Practical
3.6 Various types of hair styling. 1) Hair cutting.
3.7 Blow drying use of hair dryer. 2) Head massage
3.8 Hair style for long hair. (open curls, 3) Hair styling - French role, Back comb-
closed curls, flat curls, stand-up curls) ing, Back brushing.
3.9 Hair style for short hair. (Back hair 4) Roals for making curls
combing) a) Close curls
IV Hair Dye b) Flat curls
4.1 Artificial and natural dye. c) Direct curls
4.2 Application of Mehendi dye. d) Indirect curls
4.3 Equipments and application for 5) Eye bro shapping - Threading
Mehendi dye. 6) Procedure of making cosmetics.
V Hair removing on skin 6.1 Shikekai powder and utane
5.1 Epylation 6.2 Aromic oils
5.2 Depilation 6.3 Shampoo
VI Bleaching of skin 6.4 Conditioner
6.1 Procedure of bleaching. 6.5 Aloe-vera gel and liquid
6.2 Procotions while bleaching. Take any two practical from chapter 6.
6.3 Equipments and tools for bleaching. 1 to 4 practical are compulsory.
VII Cosmetic surgery (N1) CLAY MOULD WORK
7.1 Introduction of cosmetic surgery
1) Topics for written Examination
7.2 Types of cosmetic surgery.
1) Information about bricks production
VIII Exercise 2) Information of uses of Sticks / gummy
Importance of exercise article preparation process (Starch,
Glue, Gum)
Types of exercise.
3) Preparation of various moulds from
IX Procedure of making cosmetics.
Plaster of Paris.
9.1 Ingredients and tolls. 4) Types of moulds
9.2 Shikekai and utane Press mould
9.3 Aromic oils. - Pull cut mould
9.4 Shampoo - Single waste mould
9.5 Conditioner - Double waste mould
9.6 Aloe-Vera Gel and liquid 5) Uses of mould, care
236
2) Format of Question for written examination
Marks 25
Topics Marks Marks with option
1) Fill in the blanks 05 05
2) Match the following 05 05
3) Short notes (Any two) 06 09
4) Tell Uses / Say uses 04 04
5) Write Answer in 4 to 5 lines 05 10
(Any one)
Total 25 33
3) Annual Work vii) Ganpati

Records of annual work and written ex- viii) Half offtake plate/half embossing plate
amination is to be maintained in a journal ix) Preparing moulding for three dimension
or a practical note-book. create various shapes with decoration
Topics (any two) for example - triangle, circle
1) Preparation of bricks with wet clay - rectangle etc.
filling the moulds and preparing brocks. While coming to practical examination,
2) Methods of preparing sticky/ gummy it is necessary to bring practical note-
articles - Use of sticky articles. book/ journal.
3) Use of moulds and care - information 3) Practical examination

of preparing moulds. Time = 02 hours
4) Following things are to be prepared by Marks = 50
a students and its record is to be main- The articles created during the year,
tained in a record book. one article is to be asked to create /to
i) Fruits - Apple, custard apple. prepare.
ii) Vegetable - Bringal,, lady's finger Topics

Division of Marks
iii) Animals - Elephant , cow
1) Proportion of the article /measurement
iv) Birds - Sparrow, parrot of the article = 20
v) Flower pot - 2) Skill in the work / elegance in the work
vi) Human face - = 10
237
3) Decoration of the articles dent active in learning process. For this the
= 10 syllabus which can meet the challenges of
4) Performing the work in the given time / the changing world been constructed. The
proper time = 10 syllabus will give scope to the creativity of
the student which will build strong citizen of
Total = 50 tomorrow.
(N-2) Cane work and Bamboo work In today's changing world, it is difficult
Std : IX to tell that everyone will get a job. So to cre-
ate business minded approach among the
Introduction students, it is necessary that student should
Focusing the needs of 21st century, it develop intellectually as well as his creative
is necessary that every student should ac- expression is also very much necessary.
quire some specific skills. Taking into con- Use of Cane-work is increasing in home
sideration the technological developments - decoration, in hotels, in public places.
which are taking place across the globe, and Though the wood is used on less scale to-
also focusing on the developments and stan- day, the Cane is used for making -partitions
dard of living, it has become necessary to in big-halls, swings, chairs, furniture, things
develop the syllabus of the subject Work Edu- for home-decorations, artistic baskets on
cation', compulsory. According to 'National large scale, Cane and Bamboo are avail-
Curriculum Frame Work 2005' and 'State able in many sizes and many types. Cane is
Curriculum Frame Work 2010', learning pro- cheap, the prices are reasonable, affordable,
cess must make the student think and imple- and hangs made out of Cane are light
ment the work. It is necessary to include the weighted, durable and long lasting. Instead
following interactions in learning process; they of using plastic items, people nowadays pre-
are 'student-student learning, student-teacher fer to use Cane to save the environment. That
learning, student - learning material. is why the demand for Cane products is in-
Knowledge Constructivism' is the base creasing. Taking into consideration all the
of National Curriculum Frame Work 2005'. above things the subject 'Cane work and
Knowledge constructivism is a theory of Bamboo work' is included in the syllabus.
learning. Knowledge becomes more clear GENRAL OBJECTIVES
with experience; that is why knowledge is
1] To create awareness about the dignity
affected by the temporary conditions, devel-
of work among the students.
opments, social and cultural conditions; so
the knowledge is irrational. As learning is a 2] To introduce the students to labour work
dynamic process, it has become necessary and skilful work.
to stress on personal and social knowledge 3] To encourage the students to develop
constructivism. The stress should be given among themselves the skills, which will
on 'How the student has learnt', instead of develop the qualities of an entrepre-
'what topics he has learnt'. For this we have neurship
to take into consideration the age group of
students, their capabilities, their previous 4] To avail the student the opportunity of
knowledge and then plan the 'learning-expe- 'Earn and Learn' method.
riences' accordingly. This will make the stu- 5] To develop among the students the
238
capacities and skills for choosing 4] To acquire the happiness of one's own
proper material and tools. (useful for creation.
learning) 5] To develop the interest of making
6] to develop the student to become pro- household items and artistic items.
ductive. 6] To develop aesthetic sense and envi-
7] To avail the students the opportunities ronmental sense.
to acquire different skills necessary for 7] To develop the importance of dignity of
different products. labour.
8] To inspire the students to start small 8] To develop the interest of acquiring
scale-industry. practical knowledge by organising ex-
9] To explain the students the methods of hibitions and to develop the attitude of
planning and team-work in production. product selling.
10] To inform the students about the differ- 9] To avail the opportunity to acquire the
ent methods of production. skills based on previous knowledge.
11] To make the students enjoy their cre- Theory
ations. 1] Plantation of Cane and Bamboo
12] To develop among the students confi- 2] Types of Cane and Bamboo
dence and self-descipline.
3] Use of Cane and Bamboo in day to
13] To develop among the students the day life.
habit of self-evaluation while learning or
doing the work. 4] Information about the tools used in
Cane and Bamboo work, their mainte-
14] To help the student to become inde- nance and their use.
pendent while producing the product or
providing the service. 5] Methods of preservation of Bamboo
plants.
15] To develop among the students the
habit of inculcating scientific attitude and 6] Method of cutting Bamboo.
to develop the habit of using modern 7] Method of Bamboo stripping.
technology in the skills which he is
8] Cleaning of Bamboo
acquiring.
Objectives IX and X 9] Colouring the Bamboo sticks with natu-
ral colours.
1] To develop the skill of making things
10] To give information of weaving fan.
from Cane and Bamboo.
2] To develop the attitude of using mod- 11] To give information about making deco-
ern technology while making the furni- rative and artistic items. Example -
ture and decorative items from Cane greeting card, pen stand, wall decora-
tion, key chain decoration, photo-frame
and Bamboo.
decoration).
3] To explain and develop, among the stu-
12] Information of making mats and bas-
dents the principle of 'proportion'.
kets.
13] care of readymade items.
239
14] Environmental importance of Cane and 4) To visit small-scale industries in your
Bamboo. nearby area which produce the Bam-
Practical boo items and decoratives.
1] Bamboo cutting 5) To interview the Bamboo craftsman.
2] Making Bamboo strips 6) To arrange to demonstration of Bam-

boo craftsman in your area.
A] To cut thin stripes.
7) To visit the exhibitions of the bamboo
B] To make round sticks. and Cane item, observe the items and
C] To make square stripes. to collect information about the items.
3] To process the Bamboo sticks for du- 8) To understand the importance of the
rability items made out of bamboo and Cane
in day-to-day life, to collect information
A] Process using natural things.
about it, to make list of the collection.
B] Process using chemical things.
9) To create float-painting by using bam-
4] To colour the Bamboo sticks with natu- boo sticks.
ral colour
10) to collect information about the ad-
5] To make small mat out of Bamboo vanced tools used in bamboo and
6] To make different items from Bamboo. Cane work.
(small baskets, fan, tray, bowel, flower
(N-2) Cane and Bamboo work
basket) Easy activities which can be
Std: X
taken according to the convenience.
1) To make greeting card (using bamboo Introduction
stripes) collage method.
We have already started learning the
2) To make sky lantern using Bamboo subject in std IX. It is mandatory to recon-
stripes. struct the syllabus of std X according to the
3) To make pen-stand by using Bamboo. 'National curriculum frame work 2005' and
according to the state curriculum frame-work
4) To make decorative pieces by using
2010. We have created the syllabus for std
Bamboo
X taking into consideration the demands of
5) To makename plate using Bamboo the society. How to fulfil the demands, and
(Complete any two activities according the syllabus is designed which will give scope
to students choice) to student's creativity.
Complementary activities It has become difficult to get 9 to 5 job

to every person because of the computers
1) To collect information about various and advanced technology. So it is necessary
types of Bamboo. that our students should develop the attitude
2) To collect the samples of Bamboo tree of self-employment and for this attitude stu-
which are there in your surrounding dents manifestation in the creative manner
area. is very important.
3) To collect the items made from various It is necessary that the students should
types of Bamboo. have the knowledge about the various types
240
of Bamboos, their modern and artistic utili- 7) Information about making different items
zations, tools used in making Bamboo and made out of bamboo (example hair clip,
Cane items, and methods used to preserve phone-stand, wood sculpture, modern
and store the items. sculpture made out of Bamboo-roots).
We could see that wood is less used in 8) Information about the knowledge of re-
today's changing world but the use of furni- pairing the damaged Bamboo items,
ture made out of Cane and Bamboo are used tools used in it, procedure for it.
on large scale. Cane and Bamboo is used 9) To fix the price of the item for sell, tak-
for in reasonable and affordable price today. ing into consideration the time for manu-
Cane and Bamboo are cultivated on large- facturing and the raw material used for
scale today it has produced on large scale make the items.
today. People are preferring to cultivate Cane
and Bamboo. Items made out of Bamboo 10) Bamboo diseases, insect and remedies
and light weighted attractive and durable. for it.
Their demand is increasing in market be- 11) Bamboo bonsai.
cause of the above mentioned qualities.
Practical
Focusing on all these circumstances, 'Bam-
boo and Cane work' is included in the sylla- 1) To make household items out of bam-
bus of work education. boo.
Theory (e.g. spoon, Mug, sieve, tray)
1) To collect information about the various 2) To make baskets of different shapes.
types of Bamboo. 3) To decorate bamboo by heating it.
2) To know the special usages (artistic 4) To make chemical process on Bamboo
and others) of Bamboo. for durability.
3) Information of making household items 5) To make decorative s2how pieces out
from Bamboo. of Bamboo
4) Information of the chemical process (example - artificial flowers, lamp-shade,
done on Bamboo. miniature of a ship)
5) Information about the tools used in 6) To repair damaged items of Cane and
colouring bamboo, and advanced tools Bamboo
used in colouring Bamboo.
7) To organise and exhibition of items
6) Information about the making of deco- made of bamboo and Cane and to sell
rative house-hold items and furniture out the items.
of Bamboo.
241
GROUP B
(M-6) DRAWING & PAINTING Indian painters, sculptors etc. It is expected

Std : IX that the teachers should make use of the
various techniques, mediums in practicals.
Introduction Also to encourage students for practical's
To achieve the objective of all round along with written work it is necessary to give
development of a student, emphasis cannot them knowledge of stable- drawing, memory-
be given to academic study alone. It is nec- drawing, nature-drawing, art of graphic, and
essary to develop their ability of apprecia- clay-work etc-
tion as well as to cultivate aesthetic sense in OBJECTIVES
them. Hence art and drawing has been in-
cluded as a subject in the syllabus along with To enable the students to
painting. 1) Create alertness about the importance
India has rich cultural heritage where of dignity of labour.
traditions are revered. It is our duty to nurture 2) Introduce the work of labour and of work
this tradition and also encourage aesthetic skill.
vision and passion for its study. 3) Introduce the method of creativity
To achieve emotional, intellectual and 4) Increase self-discipline and self confi-
physical development and to maintain a bal- dence.
ance among them, the study of art becomes
essential. The subject Art is supplementary 5) Achieve the pleasure of creativity.
in the learning process of students, with In- 6) Acquire skills regarding efficient use of
formation Technology and science. Develop- various art media and to develop the
ment of art would not only help to preserve ability to handle art material and tools.
our rich traditional heritage but would also
7) Inculcate a passion of art and to de-
cultivate nationalism through national integra-
velop the sense of art through
tion and help to build, a strong democracy.
constructivism.
While studying the scope of Art
8) Give opportunity to express own actions
Essence, Expression, Creativity and new-
thoughts, concepts through knowledge
productivity should be stressed. This book-
of constructivism.
let will be useful for the teachers to teach the
students about the history of art and even 9) Enrich the student's cultural insight and
information with pictures about pre-historic artistic skills through various projects of
art, Indus- culture, Maurya period, Architec- arts on school-level.
ture of Indian Hindu temples, glorious caves 10) Make purposeful use of audio-visual,
in Maharashtra, basic principles of art, field-visits models in the study of art
242
History of Art technical know - how while promoting the
passion for art.
Theory
Development of art would not only help
Basic Fundamentals of Art to preserve our rich traditional heritage but
1. Principles of Drawing would also cultivate nationalism through na-
tional integration and help to build, a strong
2. Colour Theory
democracy. It will also promote the essential
3. Principles of Design objectives of work-experience education
Practicals which are to promote a means of likelihood
as well as provide satisfaction in the area of
1) Design. art education. While appreciating the essence
2) Still life . of art, the child's personal and creative ex-
pression needs to be nurtured. It is essential
3) Memory Drawing / composition
to channelize the student's latest talent on
(Cartoon style)
the basis of sound fundamental principles.
4) Nature Drawing Art, History, colour theory, geometry, calligra-
5) Geometry plain phy and cartoon illustration should form the
contents of Art of Education. Along with paint-
6) Calligraphy ing the other visual arts should also be pro-
7) Art & Decoration moted.
8) Clay work (sculpture) Objectives
(M-6) Drawing and Painting To enable the students to

(STD - X ) 1] Understand the great importance of art
as human life becomes prosperous due
Introduction to the art.
To achieve the objective of all round de- 2] Enrich the ability to appreciate an art
velopment of a student, emphasis cannot be and develop aesthetic sense.
given to academic study alone. It is neces-
3] Develop the skill of using the tech-
sary to develop their ability of appreciation
niques of information and technology
as well as to cultivate of aesthetic sense in
through the medium of Art.
them. Hence art and drawing has been in-
cluded as a subject in the syllabus along with 4] Enrich various types of values and arts
painting. and qualities.
India has rich cultural heritage where 5] Introduce the labour work and skilled,
traditions are revered. It is our duty to nurture technical work and develop the sense
this tradition and also encourage aesthetic of set creativity.
vision and passion for its study. To achieve 6] An art is the primary language of hu-
emotional and intellectual development and man being. Hence it is necessary to
maintain a balance between the two, the study develop this subject step by step at
of art becomes necessary. It is essential to every standard related to the student's
develop the student's artistic skills as well as
243
level. The help constructivism should be 2. Still life.
taken. The aptitude and interest of 3. Memory Drawing/ Composition
students should be considered.
4. Nature Drawing
7] Inculcate the love about Indian culture
and social heritage and welcome the 5. Free hand drawing
cultural heritage of other countries. 6. Cartoon
8] Realise the problem like provinciality, 7. Geometry (solid geometry)
blind-belief, increasing population, 8. Occasional Decoration
terrorism, corruption, environment etc.
Equally essential activity
9] Provide trained manpower in the field
of art for industrial field, advertising, A] Occasional easy activities
instead of only focusing on modern art. B] Socially useful activities
10] Provide a facility to a student if he has Gathering Rukhwat, Decoration
a special attitude or skill in any special On dining table, corner of a house,
field of art. stage, ceremonies birth days etc.
11] Take opportunity and encouragement A] Equally Essential Activity :To prepare
for earn and learn scheme and enrich shades of colour,
their productivity and creativity.
Gray scale
12] Enrich qualities like group-work,
B] Occasional easy activities : To prepare
co-operation, patience, consistency,
any texture by using leaves, flowers,
continuity etc.
thread, rangoli etc.
13] Develop the ability of self examination,
C] Socially useful activities : To prepare
self-assessment, also develop the
flower garlands, ornaments, of Halwa,
planning and habit of group-projects. bouqet, flower arrangement articles for
14] Realization of the things like critical decoration.
appreciation, information-transfer,
creativity, productivity, aesthetic sense, (M3) Indian Music
inspiration of work, rules while working (Vocal and Instrumental)
together, industrious skill and social Std : IX
responsibility. Introduction
Theory The basic purpose of education is to
1. Gupta Period achieve the all-round development of a stu-
dent. Education in music is very helpful for
2. Indian Temples
this. The physical, emotional and intellectual
3. Moghal Architecture development of a student is indeed possible
4. Modern Indian Sculptures/ Painters through the music. So the subject "Indian
Music"is included in the syllabus at school
5. Glorious caves in Maharashtra level.
Practical According to the state Curriculam
1. Design Framework 2010, the efforts have been
taken to unburden the load of unnecessary
244
information from the syllabi to make the firm fraternity etc.
foundation and focus on the practical's, the 10) Introduce the present method of
new syllabus is designed by including all the swarlekhan
topics studied in std.VIII such as
Alankara,Tala,Saragama etc. 11) Indentify different musical forms.
The new topic " Prayer" is included in 12) Develop the personality of a student
the syllabus of std-IX, to help the students in recognizing his ability in art.
concentration. The National Anthem is also 13) Describe the importance of music in
included in the new syllabus so that the stu- information technology.
dents can sing it in proper way. Kirtans,
14) Develop interest in different talas with
Owyas, Powadas are included as they will
their specialities with the table and dem-
be helpful for public awareness and social
onstrate geetas with gayaki.
awakening.
15) Describe the importance of music in
The biographies of the great personali-
day to day life.
ties in music - Pt. V.D. Paluskar and Pt. V.N.
Bhatkhande will definitely inspire the students Indian Music (Theory)
to study the life-sketches as well as Indian Unit 1
Music.
Folk Music - Information about vari-
The Syllabus is framed by thinking ous forms in Maharashtra
about both the normal students and special
students. 1.1 Folk- Music
Objectives 1.2 Folk-Music in Maharashtra
To make the students enable to. 1.2.1 - Bhajan
1) Feel interest in music. 1.2.2 - Lawani
2) Give scope to hidden qualities and to 1.2.3 -Powada

create self - confidence. 1.2.4 -Ovi
3) Enrich the knowledge of 'swaras' with 1.2.5 - Bharud
the help of 'swaralankar' and 'sargam'.
Unit 2
4) To give basic knowledge of 'ragas'.
Definition of Technical Terms in
5) To introduce various talas. Music
6) To describe and explain the contribu- 2.1 - Raga Anga - Sangeet,Swara, Aroha,
tions of musicians to Indian music Awaroha,Vadi, Samvadi Varjaswar
7) Increase the ability of recognizing the 2.2 - Tala Anga - sam, kal, khand, Matra,
types of instruments by the classifica- Awartan
tion of instruments in Indian Music.
Unit 3
8) Introduce the musical words through the
Information about musical terms
definitions of technical words.
3.1 - Swara and different types.
9) Enrich the values like national integrity,
245
3.2 - Saptak and different types. Theory if Talas
3.3 - Laya and different types. 3.1 - Kerwa
3.4 - Jati and upajati 3.2 - Dadra
Unit 4 3.3 - Roopak
Theory of Talas 3.4 - Trital
4.1 - Kerwa Unit 4.
4.2 - Dadra Presentation.
4.3 - Roopak 4.1 - one sargam (in each raga)
4.4 - Trital 4.1.1- Yaman
Unit 5 4.1.2- Bhoopali
Bhatkhande Swarlipi Method(Swar, 4.1.3- Kafi

Saptak & Tala) 4.1.4- Bhimpalas
Unit 6 4.2 - Laxangeet (Any one in prescribed
Ragas)
Different Musical Forms
Unit 5.
6.1 Group Song
Presentation.
6.2 Light Music
5.1 - Bandish in Chhota Khyals. (one any
Unit 7 following Ragaseach)
Classification of Instruments 5.1.1- Yaman
Unit 8 5.1.2 - Bhoopali
Biografical Sketches 5.1.3- Kafi
8.1 - Pt. V.D. Paluskar 5.1.4- Bhimpalas
8.2 - Pt. V.N. Bhatkhande 5.2 - Chhota Khyal with 2 alap & 2 tanas(Any
Indian Music (Practical) Two in prescribed Ragas)
Unit 1 Unit 6.
Alankar- 2 or 3 Swaras 4 alanakaras Presentation

6.1 - Prayer (One) or Environment song
Unit 2
(one)
Theory of Ragas
6.2 - Loksangeet in Maharashtra
2.1 - Yaman (Any one form)
2.2 - Bhoopali Unit 7.
2.3 - Kafi National Anthem
2.4 - Bhimpalas. 7.1 - Jan-Gan-Man.
Unit 3 7.2 - Vande-Mataram.
246
(M-3) Indian Music (Vocal Instrumental) OBJECTIVE
(Std - X ) To enable the students to.
Introduction 1) Create an interest in students about
The new syllabus is framed by keeping music.
the following things in focus- to create an 2) Give a scope to the hidden qualities of
interest about music in students, to make the students
all round development through music, to help
the normal students as well as students of 3) To enrich knowledge of swaras with the
special need, handicapped etc. The study if help of alankar and sargam.
music will help the students concentrate, to 4) Define basic principales of ragas with
enjoy, to become courageous, confident and technical terms.
to have positive attitude. The fartigue which
5) Introduce Talas.
they face due to the burden of other subjects
will decrease, they will become energetic. It 6) Describe and explain the contribution
will help them to control their breathing sys- of musicians to Indian music.
tem, there will be an improvement in their 7) Describe recognize and analyse Indian
health. In short it will make their all-round musical instruments.
development.
8) Define and describe the theory of tech-
According to the State Curriculum- nical terms of Indian music.
Framework 2010, this subject is included in
the syllabus to unburden the bad of unneces- 9) To enrich the values like national integ-
sary information, Considering their age fac- rity, fraternity etc.
tor the topics like Gurkul-system and 10) Introduce the present notation signs.
Gharanes in music are excluded from the
11) Identify different musical forms.
syllabus of std.X instead the students should
observe the surrounding situation of a mu- 12) Study the present situation of Indian
sic. To enrich their basic knowledge the top- Music.
ics like swaralankar, sargam, from VIII std 13) Explain the importance of informational
syllabus are re-included in this syllabi. technology in music.
The Song like Wel-come songs, patri- 14) Develop the personality of a students
otic songs, pasaydan are included to facili- identifying his capacity in art.
tate the celebrations like 15th August, 26th
15) Explain the importance of music in day
January, festivals, birth-death anniversaries
to day life.
etc.
( Theory)
According to the State Curriculum
Framework 2010, the students should pay Unit 1
attention towards the new techniques for Information about present seenario
music from informational technology. Through in music
internet or other medium they will enjoy the
music and even will get knowledge about it. Unit 2
Information about musical forms
247
2.1 - Sargam Alankar - 2,3,4, swaras 3 alankaras.
2.2 - Lakshangeet Unit 2
2.3 - Chhota Khyal. Theory of Ragas
Unit 3 2.1 - Khamaj
Information about instruments 2.2 - Vrindawani Sarang
3.1 - Tabala 2.3 - Shankara
3.2 - Harmonium 2.4 - Malkauns
3.3 - Sitar Unit 3
3.4 - Violin Theory of Talas
Unit 4 3.1 - All talas in std IX,
Theory of Talas 3.2 - Zaptal
4.1 - All talas of std IX 3.3 - Drut Ektal
4.2 - Zaptal Unit 4
4.3 - Drut Ektal. Presentation
Unit 5 4.1 - Sargam(Any two in prescribed ragas)
Biographical Sketches 4.2 - Lakshangeet(Any Two in prescribed
5.1 - Amir Khushro Ragas)
5.2 - Lata Mangeshkar Unit 5
5.3 - Balgandharva Presentation
5.4 - Pt. Ravishankar. 5.1 - Bandish in Chhota Khyal(One Bandish

in each Raga)
Unit 6
5.1.1 - Khamaj
Paluskar Swaralipi Method.
(Swar,Saptak & Tala) 5.1.2 - Vrindawani Sarang
Unit 7 5.1.3 - Shankara
Importance of modern Technology 5.1.4 - Malkauns

in music education 5.2 - Chhota Khyal with 2 Alap & 2
7.1 - Radio Tanas.(Any Two Chhota Khyal in pre-
scribed Raga)
7.2 - Tele-vision
Unit 6
7.3 - Tape-Recorder
Presentation - Pasaydan
7.4 - Computer.
Unit 7
Practical
Presentation - One Wel-come song
Unit 1 or one devotional song
248
(L - 8) ELEMENTS OF COMMERCE 3. get elementary knowledge about work-
Std. IX ing of business institutions.
Introduction 4. get knowledge of evolution of com-

merce.
National Curriculum Framework 2005
and State Curriculum Framework 2010 5. get introduced to working of banks.
emphasize the importance of practical, 6. get introduced to business offices and
productive and entrepreneurship oriented modern equipments used in these of-
syllabus at school level. Work education fices.
is very important from this point of view Theory -Units
elements of commerce is included under
work education subject for IX and X. 1. Introduction of commerce.
Commerce is playing a vital role in 2. Evolution of commerce.

today's modern and competitive world. 3. Kinds of Trade.
Hence, study of commercial matters is as
4. Money
important as study of science as a subject.
Commerce is also playing an important role 5. Bank
in national economy. 6. Business correspondence.
The subject includes study of produc- Practical
tion, distribution and exchange of goods,
1. Visit to a retailer and take interview.
banks, money and business correspondence.
Commerce is a scientific subject dealing with 2. Visit to chain shops and departmental
goods production and its study includes ser- store and draft a report .
vices required to provide there goods to the 3. To get /collect the information about
customer. Availability of materials is acceler- various types of money.
ating the national and International trade.
4. Visit to Bank and observe the banking
Elements of Commerce is included in the
transaction.
syllabus since it deals with the study of bank,
money etc. 5. Collect the documents which are using
banking transaction.
This subject will prepare the students
for various competitive examinations of 6. Draft a layout of business letter.
banks, insurance, economics and statistics 7. Prepare Inward and Outward Register.
in future.
8. Handling of official documents.
OBJECTIVE
(L - 8) ELEMENTS OF COMMERCE
Std. X
1. get introduced to business transactions.
Introduction
2. get motivated to start own business.
National Curriculum Framework 2005
249
and State Curriculum Framework 2010 Theory
emphasize the importance of practical, 1. Types of Business Organisation
productive and entrepreneurship oriented
syllabus at school level. Work Education is 2. Marketing
very important from this point of view 3. Advertisement and Salesmanship
Elements of Commerce is included under
4. Modern Communication
work education subject for IX and X.
5. Insurance
Independent study of commercial
organisation is necessary since the Practical
importance of commerce as a subject is 1. Visit to the business organisation and
increasing day by day. draft a report
This third dimension is uniquely 2. Visit to the mall/Big Bazar and draft a
important for economic development of na- report.
tion. Marketing, advertising, salesmanship,
3. Collect various printed advertisement.
transport, communication and insurance etc.
enable the industrial development of nation. 4. Arrange group discussion in respect of
media of advertisement.
The scientific and technical discover-
ies have brought the world closer. So, study 5. Prepare advertisement according to a
of modern communication facilities like given subject
e-mail, e-banking is included in this syllabus. 6. Arrange expert lecture regarding com-
The syllabus will be helpful for the munication.
students who wish to study commerce after 7. Collect an information about opening
Std X. e-mail account on internet.
OBJECTIVE 8. Collect information of various types of
To enable the students to insurance.
1. Get introduced to business transactions (L -9 ) ELEMENTS OF

presently used. BOOK KEEPING
2. Get motivated for self employment. Std : IX
3. Get elementary knowledge of working Introduction

of various business institutions.
National Curriculum Framework 2005 and
4. Know basic functions related to mar- State Curriculum Framework 2010 empha-
ket. sizes the importance of practical training and
5. Get introduced to advertising media. entrepreneurship development in school edu-
cation. Work Education is an important and
6. Get knowledge of different types of in-
practical oriented subject at school level
surance.
aimed at putting the student's skills to use.
250
There are 36 subjects included in work edu- atic & correct manner.
cation which include theory and practical 8) Keep a regular record of income and
units. expenditure for everyday use in daily
Elements of Book Keeping is included life.
in work education as Special/ separate 9) Motivate the use of modern technology
Subject. Study of this subject will motivate to procure the information of new book-
the students to become economically keeping techniques.
independent . They will acquire scientific
knowledge of financial transaction, related 10) Keep up to date record of daily ac-
paperwork and record keeping. Book counts.
keeping is a science and this art teaches Theory
the students to keep up to date account of
1) Types of Transactions .
their business and to complete the legal
formalities related to it. It is expected that the 2) Basic Accounting Terminologies .
theoretical and practical knowledge of this 3) System of Book keeping .
subject will help them to start earning.
4) Classification of Account .
The syllabus for Elements of Book keep-
5) Journal and Subsidiary books.
ing for std. IX included basic knowledge of
monetary transactions, financial entries, re- Practical
lated paperwork, account keeping and entry 1) Preparation of specimen forms of
books. Documents required for accounting .
Objectives 2) Preparation of Journal .
To enable the students to 3) Preparation of Subsidiary books.
1) Motivate them to classify transactions.
L-9 Elements of Book Keeping
2) Keep permanent written record of mon- (Std. X)
etary transactions.
OBJECTIVE
3) Practically enter business transactions
in books of account. To enable the students to
4) Introduce different types of book keep- 1) help them selves to allocate different
ing accounts in a ledger related to the busi-
ness .
5) Know importance of book keeping and
its use in day to day life. 2) Enter monetary transaction in different
accounts of a ledger.
6) Have logical information of book-keep-
ing. 3) get information about balancing of ac-
count .
7) Improve skills of maintaining income
and expenditure account in a system- 4) prepare trial balance of all accounts in
251
ledger at the and of accounting year . your livelihood, the only alternative remains
5) determine profit or loss at the end of is to utilise available resources with the help
accounting year . of present knowledge and skills. The means
of livelihood are naturally based on the three
6) prepare balance sheet of a business, basic human needs, i.e. food, clothing and
indicating it financial and monetary shelter.
position .
Man is a terrestrial animal. So, till now,
7) get information about computer and its he has preferably utilised the land resources
use related to book keeping . for his development and mainly for food pro-
8) get information about e-commerce duction. But due to global problem of popu-
Transaction. lation explosion, the demand of food is in-
creasing very fast. On the contrary majority
9) Know about tally - programmer and
of the population is facing the problem of
motivate the students to learn tally soft-
malnutrition. To control the use of land re-
ware .
sources and simultaneously solve the prob-
Theory lem of malnutrition, it has become essential
1) Ledger. to utilise the water resources on the earth.
2) Trial Balance . Nearly 71% of the earth's surface is
covered by water bodies. Majority of them
3) Final Account of Sole Trading Concern.
are rich in number of living and non-living
4) Computer Awareness . things. Out of them many aquatic organisms
Practical can be utilised in human diet. Various fish,
shell fish as well as algae could be a part of
1) Preparing ledger and balancing ledger
regular human diet. However, to utilise these
etc .
water resources, effective and appropriate
2) Preparing of Trial Balance . management is of prime importance. Fish-
3) Preparation of final Accounts of Sole eries is an enterprise related to procurement
trading concern. of aquatic organism. Realising its impor-
tance, the work experience programme of
(M 1) FISHERIES Std. IX is designed with the inclusion of types
Std IX of fisheries, present status of Indian Fisher-
ies, commercially important aquatic organ-
Introduction ism, methods of capture, transport and sale
Our country has been facing numer- of fish etc.
ous problems due to ever-increasing popu- OBJECTIVE
lation. Facilities of higher education and
employment is just unable to meet the de- 1. To know the utility of aquatic organisms
mand. Even if employment opportunities are in human diet.
generated, there is lack of technological and 2. To consider the production of aquatic
financial aid. In such circumstances to earn
252
organisms as a profitable enterprise. navigation.
3. To get acquainted with the economi- 6. Study of life saving appliances in navi-
cally important aquatic organisms from gation.
fresh water as well as marine water. 7. Visit to co-operative society.
4. To have a knowledge of the present
status of fisheries in India and to make (M-1) FISHERIES
efforts to improve it. (Std : X)
5. To study the methods of procurement Introduction

of fish from natural water bodies.
Like many other countries of the world,
6. To get acquainted with fish transport India has been also facing the problem of
and fish marketing. food supply due to population explosion.
7. To know the importance of co-opera- Increasing urbanization and industrial
tive movement in the development of development has resulted into the decrease
fisheries. of agricultural land. Simultaneously the
present land under agriculture is endangered
Theory due to excessive crop production and is
1. Introduction to fisheries and types of facing the problem of becoming infertile. To
fisheries. decrease the pressure on the agricultural
2. Present status of fisheries in India. sector, it has become a necessity to
concentrate on supplementary and
3. Study of commercially important aquatic alternative agriculture based sectors like
organisms in India. Fisheries.
4. Study of various fishing methods. There are various types of water
5. Transport and marketing of fresh fish. bodies on the earth most of them are rich in
aquatic organisms useful in human diet Many
6. Oceanography, navigation and seaman-
types of fin-fish, shell-fish, mollusks as well
ship
as algae are rich in proteins, minerals and
7. Co-operation. vitamins. Identifying such useful organisms,
Practical many countries are now engaged in their
production. But this business needs proper
1. Biological record of commercially
management. So topics related to the
aquatic organisms.
effective management of fish production and
2. Fabrication and operation of fishing marketing are included in the work
nets and gears. experience program of the Std. X.
3. Operation of fishing boats in different Programmers like production of fish
water bodies. and shell-fish from natural and man-made
4. Visit to a retail fish market. reservoirs, procurement of seed for their
culture, packing and transport of the seed,
5. Study of various buoys and signals in
253
preservation of produced fish, and prepara- home-aquarium.
tion of special products from fish are included 11. To know the role of fisheries in rural
in Std. X syllabus. Due to such activities, nu- economy and try to improve it.
merous opportunities of employment and live-
lihood will be generated. If these program- Theory
mers get support of higher education facili- Methods of production and
ties and modern technological aid, skilled procurement of fresh water and
manpower will be made available in fisher- brackish water fish-seed.
ies sector. Then only the dream of blue revo-
1. Packing and transport of fish seed.
lution will come in reality.
2. Culture of aquatic organisms in fresh,
Objectives
brackish and sea-water.
1. To notice the utility of fish in human
3. Management of fisheries.
diet.
4. Fish as 'food'.
2. Identification of culturable fish seed,
methods of procurement and controlled 5. Necessity of fish preservation and its
production of the fish seed. methods.
3. Identification of culturable fish, know 6. Special products and by products from

their main characteristics and their fish.
culture methods. 7. Study of ornamental fishes and
4. To know the importance of quality maintenance of household aquarium.
control during fish transport and Practical
marketing.
1. Visit to a nearby fish seed production
5. To know necessity of fish preservation. farm.
6. To get acquire the different methods of 2. Identification, conditioning and transport
fish preservation. of fish seed.
7. To acquire knowledge about 3. Visit to fresh water/brackish water fish
manufacturing of different & special culture unit.
products, by products, value-added
4. Visit to a fish landing centre.
products from fish.
5. Study of fish curing methods.
8. To acquire technique of important
ornamental fish and obtain skill of their 6. Visit to a fish processing unit.
seed production. 7. Visit to a fish meal plant
9. To gain skill of fabrication of an 8. Fabrication, setting and maintenance of
aquarium. an household aquarium.
10. To obtain skill about setting, 9. Visit to a public aquarium and fish
beautification and maintenance of an museum.
254
(R-4) VOCATIONAL GUIDANCE choosing proper courses and vocations
Std : IX according to their capacities and
available sources.
Introduction
7) To help the students understand about
Industrialization and progress in the factors affecting career choice and
Science and Technology have opened the importance of career planning.
doors of new vocational opportunities.
Globalization and Privatization have been 8) To motivate the students to collect
adding new dimension to quality and information about the academic and
competitions. In this context students need vocational courses conducted by
to be made aware of vocational opportuni- various institutes.
ties in indigenous as well as in global areas. 9) To acquaint the students with external,
Right guidance and right time would help the competitive,& scholarship examinations
student to choose the appropriate vocation and common entrance tests.
according to the aptitudes, abilities etc. 10) To make the students aware about the
Career planning is most crucial aspect need of counseling to be successful in
in every individual's life. While choosing a life.
career not only aptitudes and abilities are 11) To create the interest among the
taken into consideration but Interest, students to collect information regard-
Adjustment, Attitude, Financial position and ing careers and occupations from vari-
Personality factors also play significant role. ous sources.
OBJECTIVE 12) To inculcate professional ethics in the
1) To help the students understand the minds of the students by developing
meaning, scope, need and areas of healthy attitude towards dignity of
Guidance. labour.
2) To acquaint the students with the 13) To make the students aware about
meaning, nature, importance and acquiring essential education and skills
assumptions of Vocational Guidance. to develop their personality along with
3) To help the students understand the their vocational preparation.
relation between school subjects and 14) To make the students aware to get right
career opportunities. information about various ypes of oc-
4) To make the students aware about cupations and their nature of work.
proper utilization of leisure time. 15) To acquaint the students with Distance
5) To help the students understand the Education Scheme, self employment
importance of proper study habits/ study and employment opportunities.
skills. 16) To make the students aware about the
6) To make the students aware about importance of adjustment to be suc-
cessful in life.
255
Std. IX
Sr.No. Unit Sub Unit
1. Vocational 1.1 Meaning & nature
Guidance 1.2 Need and importance
1.3 Assumptions of Vocational Guidance
2. Study Skills 2.1 Listening
2.2 Note taking techniques
2.3 Reading Skill
2.4 Writing Skill.
2.5 Use of Library
2.6 Planning of study
2.7 Time management
2.8 Preparation for Examination
2.9 Stress Management
3. Leisure Time 3.1 Social activities.
Management 3.2 Physical activities
3.3 Mental Activities
3.4 Vocational Activities
4. School 4.1 Career Arts.
Subjects & 4.2 Career in Commerce
Related 4.3 Career in Science.
Careers 4.4 Career in Fine Arts
5. Some 5.1 I.T.I
Vocational 5.2 Polytechnic
Options 5.3 Lok Seva Kendra
5.4 District Industrial Centers.
5.5 Khadi & Gramodhyog Centers
5.6. Jan Shikshan Sansthan.
5.7 Laghu Udhyog Seva Sanstha.
5.8 M.S Board of Vocational Education
6. Competitive 6.1 Various Scholarship Examinations
Examinations 6.2 Various Entrance Examinations
6.3 Various External Examinations.
7. Dignity 7.1 Importance of Labour culture
of Labour Nature of work of come occupations.
7.2 Nature of work of come occupations.
7.3 Job Satisfaction
7.4 Professional Ethics
8. Importance 8.1 Human needs
of Adjustment 8.2 Adjustment.
8.3 Mal Adjustment
8.4 Defence Mechanism
8.5 Need of counseling
256
Practical Work (R-4) VOCATIONAL GUIDANCE
Std. IX Std : IX
1. Collection of Advertisement related to Introduction

vocations/ careers. Industrialization and progress in
2. Preparation of Charts related to Science and Technology have opened the
different careers/ vocations. doors of new vocational opportunities.
3. Writing an essay on career 'career'. Globalization and Privatization have been
4. Visit to vocational / industrial center adding new dimension to quality and
and preparing visit report. competitions. In this context students need to
5. Job analysis of an occupation. be made aware of vocational opportunities
in indigenous as well as in global areas. Right
6. Collection of articles / tips about
'Health' from newspapers. guidance and right time would help the student
to choose the appropriate vocation according
7. Interviewing of any successful
ex-student of the school. to the aptitudes, abilities etc.
8. Writing daily dairy. Career planning is most crucial aspect
9. Preparing list of one's merit and in every individual's life. While choosing a
demerit points. career not only aptitudes and abilities are
taken into consideration but interest,
10. Collection of information regarding
different products of daily use i.e. Adjustment, Attitude, Financial position and
Medicine, Milk, etc. Personality factors also play significant role.
257
Std. IX
Sr. No. Unit Sub Unit
1. Need of Guidance 1.1 Meaning & Scope of Guidance
1.2 Need of Guidance
1.3 Areas of Guidance.
2. Sources of Vocational Guidance 2.1 Vocational Guidance Centers.
2.2 Institute of Vo cational Guidance.
2.3 Resource persons.
2.4 Various Medias.
2.5 Reference material.
3. Factors affecting Career 3.1 Intelligence.
Gui dance. 3.2 Aptitu des.
3.3 Disposition
3.4 Intere st.
3.5 Physical ability.
3.6 Circumstance s.
3.7 Academ ic Achievement.
4. Some Career Options 4.1 Medical Field
4.2 Engineering Field
4.3 Agricu lture Field
4.4 Pharmacy
4.5 Social Field
4.6 Inform ation Technology
4.7 Commerce
4.8 Arts.
4.9 Fine Arts / Architecture.
4.10 Management Field
5. Competitive Examinations and 5.1 Com petitive Examinations
Career Opportunities 5.2 Career opportunities in Defense
5.3 Career opportunities for Wom en
and handicapped
6. Career Pl anning 6.1 Im portance of career pla nning
6.2 Preparat ion for vocation
6.3 Know Yourself
6.4 Personality Developmen t
7. Common Entrance 7.1 Com mon Entrance Test s after
Examinations. HSC.
7.2 Com mon Ent rance Test s for
P.G. courses.
7.3 Entranced tests for studying
abroa d.
8. Distance Education and Self 8.1 National institute of Open
employment. Schooling.
8.2 Open Universities
8.3 Distance Education.
8.4 Self em ployment
258
Practical Work: secured good marks in the SSC/ HSC
1. Writing Daily Diary. examination by overcoming many
hurdles.
2. Collection of Advertisements related to
Vocations/ careers. 8. Collection of Articles regarding inter-
views of the meritorious students of
3. Preparation of charts related to differ-
various competitive / entrance exami-
ent careers and vocations. nations from the news papers and
4. Visit to a vocational & Industrial center magazines.
and preparing visit report.
9. Collection of Articles published in the
5. Preparing List of occupations related news papers regarding choosing a
to the parts of human body. E.g. Eyes career.
- Opticians.
10. Collection of Articles/ tips published in
6. Collection of Advertisements regarding the news papers regarding preparation
vacancies / recruitment from the news for SSC examinations.
papers.
7. Collection of articles from the news
papers about the students who have
259
Group - C
9.1 New Work Experince Activity

Std- IX and X
Preface consideration the local conditions, social

The importance of practical training needs, interest of the students as well as
productivity and entrepreneurship is infrastructure facilities. However the school
nowadays emphasized in the school should take prior approval by the Board to start
education. In that view, the subject Work a new activity. In the overall development of
Education is very useful, & practical oriented. the skills, psychological, physical &
In this subject, it is expected to utilize the development in knowledge is also expected.
skills of the students. There are 35 various With the fast changing global scenario, the
activities covered in this group and these society is confronting new subjects and
activities are divided into theoretical & problems. The new activities should aim at
practical aspects. Some activities are based these subjects or problems in the interest of
on and encourage the students for production the society. If any school takes on such new
– oriented – training. These activities which activity, it will be included in the Group – Work
enhance the various skills of the students are Education. However, separate proposal with
included in “Group-A”. relevant information in due proforma should
be submitted to Board well in advance. After
Some activities are primarily based on the approval by the Board, the school should
theoretical aspects of the field, but still accept the syllabus Objectives and evaluation
influence the day to day human lifestyle. Such pattern laid down by the Board. Such new
activities are included in “Group-B” & are activities will be included in Group C. It is
useful in overall development of the students. expected that schools will discover some new
The board has its own broad views activities and implement them successfully.
about the subject – Work Education Schools
can start any new activity taking into
260
10 Pre-Vocational Subjects
Introduction 5. To inculcate healthy values related to

NCF 2005 highlighted importance of work culture.
work as pedagogical medium of education. 2) This Pre-vocational subject has the
In the context of work certain radical steps to following aims:
link learning with work from the primary steps
upwards are suggested on the ground that 1. Capability to think and act –
work transforms knowledge into experiences General academic education is
and generates important personal and social intended to give the capability to think. This
values, such as self reliance, creativity and subject not only helps the thinking but also
co-operation. It also inspires new forms of gives the capability to act on one’s thoughts,
knowledge & creativity. At a senior level a by giving action-oriented experiences.
strategy to recognize resources from the
community for work is recommended. (NCF 2. A Work culture –
2005, Prelims, Page IX-X). Industry has a work culture of which
In consistent with NCF 2005 directions, the important components are the monitoring
pre-vocational curriculum is revised. In the of performance indicators to ensure
Pre-vocational program, Students are trained competitiveness, cost control and planning;
to solve their daily problems by using these the client is considered supreme and every
skills. The community service is the major effort is made to satisfy the public need. The
way in which schools provides services to economics and productivity are key
the community and community pays for such considerations under such circumstances,
services. This helps in giving real life hard and effective work and invention are
experiences and prepares them for future.
encouraged, and dignity of labour is
OBJECTIVE recognized. Such a work culture should be
The Objectives of pre-vocational encouraged in the education system.
education at the secondary stage are – 3. Delivery Channel for New
1. To impart training of simple basic skills Technology –
to students in class IX and X, useful in The school technical wing in a remote
everyday life.
rural area also acts as a channel for delivery
2. To develop vocational interests, of new technology. Because of the equipment
aptitudes and allow self-exploration. and staff, and their use in services to the
3. To facilitate the students in making community, they are good receptors for
choice of vocational courses at the introducing new technology developed
higher secondary level. elsewhere, such as by National Laboratories
4. To prepare students for participation in etc. community service work in real life as
work as a desired dimension of part of education. Education and
academic education and Development have been integrated.
261
4. Plan Future Career – 3. Each period comprises of 30 to 35
minutes. It is taken for granted that this
Experience is a basic component of subject will be allotted 12 periods from
learning and this pre-vocational programme the main timetable of school. In general,
is intended to widen their experience base during one educational year 35 weeks
and also make it modern. It therefore has 4 are available. (365 days of a year - 80
modules of different skills. This helps the holidays - 52 Sundays - 12 unit test days
student to access his own potential and likes - 24 Terminal and final exam days - 5
and dislikes and thus helps him/her to plan gathering etc. days = 192 days = 30
for his/her career. It also introduces him to weeks.) Considering 30 weeks per
the modern world of industrial operation and year x 12 periods per week = 360
periods per year.
the spirit of enterprise. The usual admission
to higher education is not prohibited. 4. To plan the yearly work of teaching, a
tentative guideline of distribution of
4) Benefits expected from this: periods is given below. However, the
The student will get a wide exposure to prevalence of each of the following
the world of work. He will be guided to apply sections over daily life is so deep that
the periods allotted are not sufficient.
acquired knowledge and skills to socially
The teachers may require extra time to
useful work. This will generate self- teach the sections more effectively. The
confidence in the student. By making services School Administration is also expected
available to the community, education will be to provide necessary infrastructure.
brought closer to the community.
5. Most of these sections are expected to
Instructor provides services to the be taught practically. Hence, it is
community with the help of students. The advisable that the theory periods may
Community, the staff and to limited extent the be utilized for the practical or projects
student will also share economic benefits. or some theory topics can be effectively
taught through practical. Hence, the
The student will be encouraged to policy to distribute the workload
develop his own potential and will be helped between Teachers and Instructors
to make choice of his future career. should be flexible.
5) Instructions for Pre-Vocational 6. A vernacular language copy of these
Subject: syllabi must be provided along with the
1. The whole scheme of Pre-Vocational English version, as most of the topics
program is explained through three are related to daily life.
points - Scheme of the examination, 7. If possible, the vernacular version of
Syllabus, Task List. question papers and model answers
2. The syllabus is just a guideline for the should be considered as the original
teachers. A Teacher’s Hand Book document instead of the English version.
should be prepared. Additionally, the At least the state authorities should
teachers are expected to refer the agree with this policy. This would be
Teaching Material and Reference books helpful for the proper assessment of
given and give latest, locally useful answer papers and practical exams,
information related to the practical skill. because most of the teachers and
262
examiners are more familiar with the IX STD
vernacular language. The first year is devoted to give an
8. Though some tasks or practicals from introduction to the techniques and their
the Lab Handbook & Practical Hand potential use.
Book are very useful, due to technical X STD
difficulties these are not actually taught.
By modifying them slightly or finding The second year is to carry out projects
some local alternatives for them, these to demonstrate their use and create an
practicals should be taught. e.g. Milk asset or wealth in some form, to benefit
test by Gerber method. the community school.
9. While using the presently available
study material, all the three theory
books, practical Handbooks, Lab
Handbooks, drawing manual etc. are
necessary for every standard.
263
Introduction To
10.1
Basic Technology (V1)
Standard IX 2) Costing of Energy & Environment.

Section - Electrical Wiring of room,
Paper - I Estimation of Electric bill etc.
Drawing, costing & I.T. 3) Costing of Agriculture and AH - Poultry,
(03 Period per week, Total 90 Periods) Crops, Nursery, Vermicomposting etc.
4) Costing of Home & Health – Food
1. Drawing
products.
1) Introduction of Engineering Drawing – 2. Information Technology
Drawing Instruments , Types of Lines ,
1) Paint – electrical Circuits, Free hand
Lettering and Numbering ) drawing of jobs ¸ Hand Graph etc.
(04 Periods) (05 periods)
2) * Concept of Plan, Elevation and side 2) Word Processing – e.g. M.S.Word –
view(Orthographic Projection), Writing recipe, notes etc.
Isometric Projection – 4 sheets (05 Periods)
(32 Periods) 3) Spread Sheet – e.g. M.S.Excel – Water
Table, Plant Growth, Costing etc.
3) Contours – 2 sheet
(05 Periods)
(04 Periods)
4) Presentations – e.g. M.S.Powerpoint –
4) Electrical circuits – Series and arallel Flow Charts, Electrical Circuits etc.
Circuits , DOL Starter and Three Phase (05 Periods)
Motor Connection - 2 Sheet 5) Internet – Introduction of Internet, E-
(06 Periods) mailing etc.
(04 Periods)
5) Flow chart – 2 Sheet
(04 Periods) Paper II
Theory
6) Graphs – 2 Sheet (01 Period per week,
Total 30 Periods)
(04 Periods)
* Students to make free hand sketches SECTION I
of hand tools and object of daily use, in ENGINEERING
the drawing sheet under Orthographic
and Isometric projection. 1) Safety Precautions in Engineering
Section.
1. Costing 2) Measurement and Units
1) Costing of Engineering Section - 3) Materials - Iron & Steel
fabrication works, Ferro cement articles,
4) Construction
Carpentry works and RCC or brick
construction etc. 5) Carpentry- wood work
264
SECTION II SECTION I
ENERGY AND ENVIRONMENT ENGINEERING
(Total 08 Periods) (60 Periods)
1) Safety Precautions in Electric Work - 1) FABRICATION –
Accidents & Risks.
Measurements ¸Cutting, Filing, Drilling,
2) Energy Threading of Rod , Tapping, Welding,
3) Electric Energy and Soldering etc. general workshop
operations to prepare a utility article viz.
4) Maps and contours
stool, chair, table, RCC frame etc.
5) Septic Tank and Biogas Plant (20 Periods)
6) Earthing 2) PLUMBING -
SECTION III Cutting, Threading of G.I. Pipes,
AGRICULTURE & ANIMAL Introduction of accessories and tools of
HUSBANDARY plumbing, Simple piping by using
(08 Periods) coupling , Elbow ,bend , cocks etc.
1) Safety Precautions in Agriculture and 3) CONSTRUCTION –

Animal Husbandry. Using plum bob, spirit level make a
2) Land ¸ soil and water supply. brick bonds, mortar work for repairing
etc. , Ferro cement sheet technique to
3) Fertilizers
prepare items as storage tank etc., (16
4) Plants, Birds and Animals. Periods)
5) Animal Food 4) CARPENTRY –
SECTION IV Handling carpentry tools, sharpening
HOME AND HEALTH plane blade, saw, saw-teeth setting,
wooden joints (L, T etc.), fitting various
1) Safety Precautions in Home Health hinges, laminating wooden surface,
Laboratory. drilling on wood etc. (16 Periods)
2) Water Pollution Carburettor - device for mixing oil-
3) Health Practices, Diseases and vapour and air in petrol engines.
Prevention of diseases.
SECTION II
4) Blood Content ENERGY & ENVIRONMENT
Paper II
1) ELECTRICAL –
PRACTICAL
(08 Period per week, Introduction of Electrical tools ,Symbols,
Total 240 Periods) Types of wires and Cables , Types of
joints , Simple circuits, wiring (staircase,
(The following list contains the practical go down, house wiring, light control
skills expected. The detailed LIST ** wiring), fuse fitting, connecting various
should be referred for planning yearly appliances to AC supply (iron, fan,
practical and practical examinations) heater, tube light, motor with starter
265
etc.), earthing, Estimation of Electricity SECTION IV
bill. (20 Periods) HOME & HEALTH
2) ELECTRONICS
1) STITCHING –
Make a LED AC and DC bulbs, LED
Back stitch, running stitch, Cross stitch
torch etc. Maintenance of Lead acid
for hand sewing , machine stitch, chain
batteries and connect battery to inverter.
stitch of embroidery work (08 Periods)
(12 Periods )
2) KNITTING -
3) SURVEYING
Garter Stitch, Seed Stitch.
Plane table method, Map sketching,
(08 Periods)
mark contours by various methods etc.,
dam construction techniques. 3) HYGIENE –
(12 Periods) Balanced Diet - weigh out them in
4) ENERGY EQUIPMENT HANDLING proper quantity so as to get given
Soak pit, Petrol Engine – Cleaning of calories and protein contents, Drinking
carburettor and make fitting, pressure Water testing , Blood checking (group
& wick stoves, LPG & biogas stove etc. & Hb), soil testing (pH, N.P.K.).
(16 Periods)
(18 Periods)
SECTION III 4) COOKERY –
AGRICULTURE & ANIMAL
Food preservation by sauces, jams,
HUSBANDARY
jellies, chikki, khoa, muramba, pickles
1) AGRICULTURE etc., Make a Nankatai by using
Microwave Oven, use of solar cooker
Preparing land, seed processing,
& Dryer.
sowing, Use of Mulching Paper, using
pesticides, hoeing etc., maintenance of PRACTICAL LIST
Knapsack sprayer, Irrigation methods. (The Practical List with *
(24 Periods) mark may be given to group of
2) NURSERY TECHNIQUES students)
Different types of grafting, Use of Shed SECTION I
Net, Production of plants in a nursery ENGINEERING
(14 Periods)
3) ANIMAL HUSBANDARY - 1. Handle & study the tools, hinges and
screws used in carpentry.
Measuring body temperature, guessing
age by teeth, weight by size, calculating 2. Sharpen the Mortise Chisel.
food amount for a milch animal as per 3. Sharpen the blade of Plane.
its TDN, milching capacity etc., visit to
4. Set and sharpen the teeth of a Saw.
dairy for dairy technique, visit to AI
center, grow broiler chicks. 5. Prepare an L joint from the given wood.
(22 Periods) 6. Prepare a T joint from the given wood.
266
7. Fix suitable hinges to the given 2 pieces 23. Arrange given bricks in English Bond
of wooden batten so that they can open up to 1 metre.
flat and fold on each other. 24. Arrange given bricks in Rat Trap Bond
8. Cut the given M.S. angle to prepare a up to 1 metre.
frame of given size. (No overlap) 25. Construct a 0.5-metre high brickwork
9. Weld the given pieces of an M.S. angle in Flemish Bond (Stretcher & Header)
to prepare a frame. with mortar.
10. Fix the hinges to the given wooden 26. Construct a 0.5-metre high brickwork
article. in English Bond with mortar.
11. Thread the given G.I. pipe according to 27. Construct a 0.5-metre high brickwork
the given drawing/dimension. in Rat Trap Bond with mortar.
12. Prepare an article from given G.I. sheet 28. Construct an R.C.C. work as per the
according to the given drawing/ given drawing/dimensions.
dimension. 29. Prepare a concrete slab according to
13. Prepare an article from given G.I. sheet the given drawing/dimension.
according to the given drawing/ 30. Plaster a given wall area of approx. 1
dimension, by soldering. sq. metre, using proper mortar.
14. Cut and weld the given M.S. rod 31. Make a simple piping by using
according to the given dimensions of a Plumbing accessories such as elbow,
frame for Ferro cement sheet. bend, coupling, cock etc.
15. Cut the given chicken mesh according
to the given dimensions and weld it on SECTION II
the given M.S. rod frame of a Ferro ENERGY & ENVIRONMENT
cement sheet. 1. Sketch a proportionate map of the area
16. Prepare an article of Ferro cement surrounding the school/examination
according to the given drawing/ center. Show the important places by
dimension. proper symbols.
17. Drill 2 holes at right angles to each 2. Sketch a proportionate map of an
other on a given wooden block. imaginary/memorized place for tourists.
Show the important places by proper
18. Apply a sun mica sheet to the given
symbols.
wooden/plywood surface.
3. Control a lamp by one switch.
19. Weld 2 pipe pieces to form an L joint.
4. Control two lamps by two separate
20. Tap the given job according to the given
switches.
drawing/dimension.
5. Connect two or more lamps in series.
21. Thread the given metallic rod according
to the given drawing/dimension. 6. Connect two or more lamps in parallel.
22. Arrange given bricks in Flemish Bond 7. Prepare and join a circuit for staircase
(Stretcher & Header) up to 1 metre. wiring. *
267
8. Prepare and join a circuit for go down 22. Measure the efficiency of the given
wiring. * electric pump set. Measure the input
9. Survey a slope area by using a frame electric energy in wattage of the pump
or water tube and at least 2 contour and measure the output water using a
lines with 5 points on each line. bucket and watch with seconds
markings. (The delivery head will be
10. Dig a pit measuring 30 X 30 X 30 cm given)
for earthing.
23. Measure the electric load of the given
11. Fill up the given earthing pit by proper electric circuit by using revolutions of
layers. Place the earthing plate in it and the disk of the energy meter connected
connect the given circuit to earth. Test in that circuit.
the circuit for proper earthing.
24. Prepare slurry from the given cow-dung
12. Dismantle the given pressure stove, and feed the given Biogas tank. (If
draw a neat sketch to show all parts of available)
it, assemble it.
25. Measure the biogas consumed in the
13. Remove the burner and nipple of the given time by a kitchen stove connected
given pressure stove, clean it if to the Biogas tank. Use the difference
necessary, refit it and kindle the stove. in the height of the gasholder. (If
14. Dismantle the wicks of the given wick available)
stove, trim the wicks in a level,
26. Make a soak pit of the given size. (If
assemble the stove and kindle it.
possible)
15. Change the over burnt wicks of the
27. Make a LED AC & DC Bulbs, torch
given wick stove and kindles it.
etc.
16. Prepare and join a circuit for hospital/
28. Make maintenance of lead acid
light control wiring. *
batteries and connect battery to inverter.
17. Assemble a tube light circuit.
29. Clean a carburetor of petrol engine and
18. Calculate the current used by a 3KW make fitting.
geyser or 3 HP motor and find prepare
a fuse of proper capacity from a 36 SECTION III
SWG wire. Test the ampere capacity AGRICULTURE & ANIMAL
of the fuse by using autotransformer. Fix HUSBANDARY
the fuse in proper place.
1. Estimate the expenses of various crops
19. Connect a three-phase motor to an
considering the soil, weather, water
electric supply through a DOL starter
supply and select a suitable crop for
and show the reversal of motor
profitable cultivation.
direction.
2. Prepare land measuring 2 sq. metres
20. Fill up petrol & oil in proper proportion
for cultivation.
in an empty tank of 2 strokes I.C. engine
and start it. 3. Process the given seeds by anti-fungus
chemicals.
21. Remove the spark plug of a petrol
engine by using proper tools. Test it for 4. Process the given monopetalous
proper sparking and refit it. (cereals) seeds by Azetobactor.
268
5. Process the given bipetalous (legumes) 23. Visit a dairy study its management viz.
seeds by Rizobium. milching rate, testing of milk, storage,
6. Process the given seeds by internal transport etc.
pesticides. 24. Take lactometer reading of milk of
7. Prepare a channel bed and sow the various qualities.
given seed.
25. Visit an AI center, study its work and
8. Prepare a flat bed and sow the given write the advantages and
seed. disadvantages of AI.
9. Observe the Sprinkle Method of 26. Manage and grow the given broiler
Irrigation and study its advantages and chicks of 1 day age, till their saleable
disadvantages.
age.
10. Collect various pests, classify them,
and decide the method of their control. 27. Weigh any 10 chicks and calculate their
market price from their average weight.
11. Study various grafting methods. And
prepare 5 different types of graft for 5 28. Manage the food and water for 10-20
different trees. broiler chicks of 2 day age.
12. Prepare an air layering graft (Gutty) on 29. Compare the two methods of poultry
given 2 trees (Pomegranate/Fig). keeping by drawing graph of age v/z
13. Perform a Budding on given 2 trees weight.
(Ber/Rose/Orange/Lemon). 30. Vaccinate the given 10 broiler chicks
14. Prepare a Wedge Graft on two given by Lasota.
mango trees. 31. Feed water to 10 broiler chicks.
15. Dissemble the given Knapsack Pump
32. Irrigate the given 5 trees by Drip
and assemble.
Irrigation Method. Measure the water
16. Collect the ripen crop and manage its received by each tree within an hour.
sale.
33. Cultivate any cereal/cash crop on a land
17. Prepare the balance sheet for the admeasuring 10 Guntha.
cultivated crop.
34. Prepare silage of 2000-3000 kg.
18. Guess the age of an animal (cow/bull)
from its teeth. 35. Control the pests on a particular crop.
19. Measure the temperature and 36. Prepare a nursery, school garden etc.
respiration of the given animal.
37. Participate in the management of an AI
20. Estimate the weight of the given animal center at least for a month and prepare
from its body size. a report.
21. Manage the feed of a milch animal, 38. Vaccinate the given Milch animals.
considering the weight, milching
capacity and TDN. 39. Take a crop by using mulching paper.
22. Measure the body temperature of given 40. Production of plants in a nursery such
5 chicks. as rose, Mango, Mogra , Coconut etc.
269
SECTION IV sample.
HOME & HEALTH 18. Prepare a Sauce from the given
1. Prepare 5 cm long samples of running Tomatoes.
stitch and buttonhole stitch of hand 19. Prepare a Chikki from the given
sewing. material.
2. Prepare 5 cm long samples of machine 20. Prepare Khoa from the given quantity
stitch and hem of hand sewing. of milk.
3. Prepare 2 samples measuring 5 cm 21. Use a solar dryer and dry the
length by using chain stitch and cross- vegetables.
stitch of embroidery work. 22. Make a Nankatai by using oven.
4. Prepare a sample measuring 10 cm
length by using chain stitch and cross- STANDARD X
stitch of embroidery work. Paper I
Drawing, costing & I.T.
5. Mend the given torn cloth by Darning. (03 Period per week, Total 90 Periods)
6. Prepare a pattern measuring 5 X 8 cm
by using Garter Stitch. 1. Drawing *
7. Prepare a pattern measuring 5 X 8 cm 1) * Orthographic Projections of fabricated
by using Reed Stitch. jobs – 2 sheets (24 Periods)
8. Identify the given cereals and pulses. 2) * Isometric Drawing of fabricated job –
Weigh out them in proper quantity so 1 sheet
as to get given calories and protein 3) Drawing & Reading graphs – 3 sheet
contents.
4) Conversion of contours into profiles –
9. Perform the simple water test of the 2 sheet
given water sample.
5) Electric wiring diagrams (Tube Light ,
10. Test the given soil sample for pH. Go down , Staircase ) – 3 sheet
11. Find the proportion of Phosphorous in 6) Flow chart – 1 sheet
the given soil sample.
* Students to make free hand sketches
12. Find the proportion of Potassium in the of hand tools and object of daily use, in
given soil sample. the drawing sheet under Orthographic
13. Find the proportion of Organic Carbon and Isometric projection.
in the given soil sample. 2. Costing
14. Find the proportion of Nitrate Nitrogen Costing of all project works
in the given soil sample. Note Book
15. Find the proportion of Ammoniac 1) Costing of Engineering Section Project.
Nitrogen in the given soil sample. Costing of Energy & Environment
16. Find the proportion of Hemoglobin in Section Project
the given blood sample. 2) Costing of Agriculture and AH Project
17. Find the blood group of the given blood 3) Costing of Home & Health Project.
270
3. Information Technology SECTION IV
1) Word Processing – e.g. M.S. Word – HOME AND HEALTH
Project Report Writing etc. (08 Periods)
2) Spread Sheet – e.g. M.S. Excel – As 1) Diet & Nutrition
required by the project work.
2) Methods of preserving food
3) Presentations preparing – e.g. M.S.
Power Point – Presentation of entire 3) Methods of preserving agriculture
project, recipes products
4) Internet – Web Browsing & searching. 4) Packing, costing and market survey
Paper II
Paper II
Theory PRACTICAL CUM PROJECT
(01 Period per week, Total 30 Periods)
(08 Period per week,
SECTION I Total 240 Periods)
ENGINEEING
(Total 08 Periods) In standard the students are supposed
to develop 4 projects from each of the four
1) Scalar & Vector sections. The project work itself is considered
2) Friction and Lubrication as practical. The following skills are expected
from the students-
3) Work, power and force
4) Budget and estimation 1) Planning the project, report writing,
drawing conclusions, referring to earlier
5) Fabrication work.
SECTION II 2) Technical skills from all the 4 sections.
ENERGY AND ENVIRONMENT
(08 Periods) 3) Produce assets for school or
community.
1) Flow of Electric Current. Costing & estimation, selling and
2) Starter and motor earning profit.
3) I.C. Engines (A sample list of various Projects is
4) Ground Water and Management of given below. The students are supposed to
water. takeover any one such project either
5) Water pumps individually or in groups. The reports, graphs,
flowcharts, costing should be done with the
SECTION III help of various office packages of computer.)
HUSBANDARY SECTION I
(06 Periods) ENGINEERING
1) Pest and insect control Prepare a hand device to peel the coconut.
2) Nursery Technology. 1) Prepare a bucket, tumbrel, Letter Box
3) Artificial Insemination and its benefits from sheet metal.
271
2) Undertake a plumbing work for supply 5) Make LED products such as AC bulbs,
and distribution of drinking water. DC Bulbs, Torches etc.
3) Construction and Setting up a W.C. 6) Survey of percolation tank.
Block. 7) Repair and maintain a domestic electric
4) Construct a Ferro cement tank for water appliance viz. iron, mixer, and
storage. rechargeable battery, fan.
5) Prepare Ferro cement articles for daily 8) Motor panel box repairing and
usage. (e.g. water tanks of various connection to the motor.
shapes, pots for plants, Ferro cement 9) Prepare the charcoal from wood.
sheets for walls, shades etc.) 10) Building bunds for small percolation
6) Construct brickwork for routine usage. tank.
(Part of house, room, shade, drainage 11) Repair CFL Bulb.
/ sanitary system, toilets, gate poles
12) Make 5 Household Earthing in a village.
etc.)
13) Maintenance of invertors and lead acid
7) Prepare articles viz. Poultry Cage, batteries.
Notice Board , Paper Stand , T-Poi ,
SECTION III
Paper Weight, Pipe vice, Bench vice,
wheelbarrow, cot, rack, shelf, Table,
HUSBANDARY
chair, pot stand, and School benches,
Tree Guard, Memento ,Exam Pad etc. 1) Vaccination of poultry, goats etc.
8) Prepare equipment used in agriculture 2) Develop a nursery for social forestry or
viz. burrow. fruit plants etc. and sell the plants.
9) Make an oil extractor for groundnuts. 3) Making silage of 2000-3000 kg
10) Paint a room or board and find the cost 4) Prepare the school garden or personal
of this work. garden
11) Make a Solar Dryer, Solar Cooker, Rain 5) Grow & sell 25 broiler birds.
gauge etc. 6) Pest Control for at least 5 different
crops.
SECTION II
ENEGRY & ENVIRONMENT 7) Prepare a vermin compost and vermin
wash.
1) Wiring of households or school 8) Maintaining a dairy at least for 1 month
premises. including milk test, record maintaining,
2) Installing a water pump. profit calculations etc.
9) Sample study of effects of various
3) Maintenance of a Hand Pump, biogas
fertilizers on any one crop.
plant
10) Practice the Hydroponics (Farming
4) Installing a prime mover- electric motor
without soil) Techniques for various
or diesel engine. plants.
272
11) Practice at the village A.I. center at least 5) Making simple garments such as Bags,
for 1 month. Purse, Scarp etc.
12) Prepare a organic fertilizers. 6) Developing low cost, high calorie
SECTION IV menus.
HOME & HEALTH 7) Prepare/ practice time & energy saving
appliances viz. solar cooker, pressure
1) Measure HB proportion of students, cooker roaster etc.
pregnant women etc.
8) More diagnostic tests blood grouping.
2) Measure HB, cell count of animal blood.
9) Soil sample testing for farmers.
3) Prepare pickles, jams, jelly, chikki,
salted groundnuts, salted soybeans , 10) Make sweater, embroidered garments
Soya milk , Tutti-Frutti , Nankatai etc. etc. and sale them.
sale the items and earn profit. 11) Make a vapors of Potato, banana etc.
4) Quality analysis of drinking water of
village sources.
273
Elements of Mechanical
10.2
Engineering (V2)
According to the latest frontline make the optimum use of computer

curriculum declared more emphasizes given recourses.
on imparting vocational skills at secondary
6. To enable student to learn to use the
education level. Introduction to Basic
World Wide Web in order to gather
Technology is in consistency with this frontline
curriculum. It imparts practical Training of knowledge and communicate with
various vocational skills. The students are students and the academic community
all over the world
trained to solve the daily life problems by
using those skills. The pre-Vocational 7. To develop pride in labor work and use
Education should provide some work skills acquired in daily life.
experience to the students for preparing them
for world of work. This Pre Vocational student has the
following aims:
This curriculum is designed to
acquaint the students to provide them basic 1. Capability to think and act
skills. The skills learnt while carrying out jobs 2. A work culture
will be useful to the student and it need arises,
he can develop these skills further and 3. Delivery channel for New Technology-
acquire self and /or wage employment. The school Technical wing in remote
rural area also acts as a channel for
Objectives: delivery of new technology because of
The Objectives of Pre Vocational the availability equipment and staff and
Education at the secondary stages are... their use in service to the community
1. To develop the fundamental workshop 4. Plan future Career.

skills useful in everyday life Benefits expected from this:
2. To develop skill in handling and use of The student will get a wide exposure
different tools, instruments and the work. He will be guided to apply acquired
accessories. knowledge and skills to socially useful work.
3. To facilitate the student in making This will generate self confidence in the
choice of vocational courses at the student by making services available to the
higher secondary level. community; education will be brought closer
to the community.
4. To acquire basic knowledge and
understanding of Engineering Drawing. The community, the staff and to limited
extent the students will also share economic
5. To enable students to learn to process benefit. The student will be encouraged to
words and number, analyze data, develop his own potential and will be helped
communicate ideas effectively and to make choice of his future career.
274
Instructions: 4. The teachers may require extra time to
teach the section more effectively. The
1. The whole scheme of Pre-Vocational school administration is also expected
is explained through three points. to provide necessary infrastructure.
Scheme of the examination, Syllabus,
task list. 5. Most of the sections are expected to
be taught practically Hence it is
2. The syllabus is just a guide line for the advisable that the theory periods may
teacher. The teachers are expected to be utilized for the Practical or Projects
refer the teaching material and or some theory topics can be effectively
reference book, locally useful taught practical. Hence the policy to
information related to practical Skill. distribute the workload between lecturer
3. Each period comprises of 30 to 35 and Instructor should be flexible.
minutes. It is taken for granted that this 6. The Head Master and Head of the
subject will be allotted 12 periods per Technical Department are also
week per standard. In general during expected to distribute the available
one educational year 35 weeks are workload between Lecturer and
available [365 days of a year - 80 instructor equally in available staff.
holidays, 52 Sundays, 12 unit test
days, 24 terminal and final exam days, 7. Elements of Mechanical Engineering
5 gathering and local holidays etc days (V2)
=192 days = 30 weeks ] considering
30 weeks per year x 12 periods per
weeks = 360 periods per year.
STD – IX (Paper-I)
Engineering Drawing and Information Technology
Section I- Engineering Drawing
Sr. Topics Sub Topics Periods115

No.
1. Introduction Principal, Objectives and application of

Engineering Drawing.
2. Drawing Drawing instruments and their applications,
Layout of drawing sheets Sizes of Drawing 1
instruments
papers as per I.S.I. (i.e.A1, A2, A3, A4)
Lettering and Lettering and numerical to I.S.I .
3. 1
numerical
4. Types of Lines a) Types of Lines used in engineering drawing,

2
and b) Dimensioning techniques
Dimensioning
275
Sr. Topics Sub Topics Periods 15
No.
Simple a) Bisect a line, trisect a right angle, Divide a 3

5. Geometrical line into any number of parts
Construction b) Construction of Regular polygons
c) Simple curves e.g. Ellipse
Introduction to a) Explaining the term plane H.P., V.P., A.V.P. 3

6. orthographic and ground line.
projection b) 1st Angle and 3rd Angle method of projectionc)
Orthographic projection of simple solids
(Cube, cone, cylinder, prism , pyramid etc.,
by 3rd Angle method (Standing position)
Introduction to A. Introduction to isometric projections 4
7. Isometric B. Drawing of isometric scale,
projections C. Difference between isometric drawing and
isometric projections
D. Isometric views of simple solids with
dimension
PRACTICALS
45 Periods
The following assignments are to be drawn on half imperial drawing sheets.
1. Lines, letters, and numbers 1 Sheet 9

2. Simple Geometrical Constructions involving 1 Sheet 9
Divide of line into equal number of parts,
Construction of Regular polygons,
Simple curves e.g. Ellipse (By one Methods)
3. Orthographic Projections of simple solids 1 Sheet 9
like Prisms and Pyramids
4. Orthographic Projections of simple 1 Sheet 9
solids like cylinder, cone
5. Conversion of simple pictorial view into 1 Sheet 9
orthographic view
276
1
Section II
Introduction To Information Technology
Theory
Sr.No Topics Sub-topics Details Periods
1 Computer Fundamentals Definition of Computer, Block 1

Diagram of Computer, Function of
Different Units of Computer
2 Operating Introduction to DOS, Windows, Unix, Linux 1
Systems & Operating Systems
Accessories and Accessories Study of various Accessories 1
Notepad, Word pad, Paint,
Calculator
3 Office Introduction to Starting MS Word ( MS Word 1
Automation MS Word 2003) Creating a New Document,
Tools Creating and Selection of text, Editing text, Insert
Editing a / type over, Delete, undoing
Document mistakes, cut, copy, paste
Formatting Font, Selection, Size And Style (B/ 1

Paragraph I/U) Paragraph Formatting,
Paragraph Spacing, Line Spacing.
Boarders and shading
Miscellaneous Spelling checking, creating a table,

Adding data to the table, changing
row & column size, Inserting a
picture.
Inserting page numbers, margins, 1

Page formatting
headers & footers, Page Setup,
and Printing
preview, Printer, Selection, Copies,
Printing Documents
Introduction to MS Starting MS Excel (MS Excel 1

Excel 2003) What Is Worksheet, Screen
layout, choosing commands,
Creating Worksheet, Saving
Worksheet, Opening & Exiting
worksheet, Entering data,
277
Editing worksheet Editing cell content, Inserting - Cell, 1
Creating Formula Column, rows, Deleting - Cell,
Rows, Column, Formatting- Cell,
Rows, Column, Moving cells,
Copying cells, Clearing-data,
content, format, undoing mistakes,
Creating a formula, Arithmetic
Operations Only
Insert charts Charts-Line, Bar, Pie, XY 1
Introduction to MS Starting MS Power point ( MS 1
Power Point Power Point 2003) Preparing
Slides, typing into slides, file
management, Changing slide
views, Changing text style, Slide
show
Multimedia What is multimedia? Use Of 1
Multimedia-
Application Of Multimedia In Power
Point Presentation (Sound
Recorder).
4 Communication Concept and Type Concept of Communication, 1
Formal, Informal, Oral, Writing.
Modes Phone, Fax, Internet, Postcard, 1
Newspaper, Television, Mobile etc.
5 Internet Modes What is Internet? Uses of Internet. 1
Introduction to
Internet
Practicals
1 MS Office M S Word 1. Prepare a document- An article, 8
story in English using the word
processing including selection of
points marking index word and
titles for contents page Approx.
200- 400 words or 2k bytes.
2. Type Any Paragraph From Your 8

English Reader Book And Apply
Spell Check On It.
278
MS Excel 3. Prepare A Mark sheet Of Six 8

Subject Enter At least 10 Records
And Use Sum, Auto Sum, Insert,
Delete, Records, Find Grand Total
Of Each Student Using Sum
Formula.
4. Prepare Different Charts (Pie, 8
XY, Bar, Line)
5. Prepare One Presentation 8
Using Power Point (At least Three
Slides)
MS Power Point 5. Prepare One Presentation 8
Using Power Point (At least Three
Slides)
2 Communication 6.Study of sending fax message 5
Achievements
Each student will write
a) An article, story in English using the word processing including selection of points
marking index word and titles for contents page Approx. 200- 400 words or 2k
bytes.
b) Each Student will prepare a worksheet of mark list and perform various
mathematical functions. Prepare graphs (charts) etc.
c) Each student will prepare at least 3 slides with animation effects and sound effects.
d) Each student will print his own page from word processing & spread sheet practical.
279
Elements of Mechanical Engineering (V2)
STD - IX (Paper-II)
Theory
Sr. No. Shop Topics Sub Topics Periods
1. Fitting Introduction Introduction of the fitting shop and 2
importance of Safety precautions.
Description of Steel Rule, Vernier caliper, Micro 3

measuring metre, Outside and inside calipers,
instruments spring and firm joint, Try square,
Divider
Marking and Scriber , Center punch, Dot punch, 3
measuring tools Surface Gauge, V Block, Angle
plate, Surface plate, Height gauge
Files Classification on the basis of shape- 2
Flat, Square, Triangular, Round,
Half round, Knife, Classification on
the basis of Cut- Single, Double,
Rasp, Second Classification on the
basis of purpose-Rough, Bastard,
Smooth, Dead smooth
2. Welding Introduction Importance of the welding and 2
Safety precautions in gas and
electric welding
Tools and Description, use, maintenance of 4
Equipments tools and equipments used in
welding
Process of Process of arc and gas welding, 4
welding terms, types of welded joints,
Flames -their structure, types,
setting and applications.
3. Plumbing Introduction Introduction to the Plumbing shop 2
Plumbing tools Dies and die stock, pipe cutter, 2

and devices adjustable and monkey wrench,
pipe vice, pliers, spanners, spirit
level, line dori etc
280
Classification Description and uses pipe and their 4
classification, pipe threading and
pipe joints of pipes.
Accessories Description and use of bends, 2
elbows, sockets, tee, unions,
couplings, nipples etc.
4. Carpentry Introduction Introduction of the carpentry 1
shop and Safety precautions and
first aid
Hand tools Classification of hand tools, 3
carpenter's work bench, marking and
measuring tools , different types of
planes, type of saws, different types
of chisels, holding and driving tools,
drilling equipments
Timber Timber, Different types of timber used 3
in carpentry artificial wood i.e.
plywood, particle board used
in carpentry
Wood Common wood working joints, 3
working joints their uses joining materials Nails,
Glue, Synthetic, adhesive etc.
5. Basic Introduction Introduction of the Basic 2
Electricity Electricity shop. Importance
of Safety precautions and first-aid,
Treatments for electric shocks etc.
Units, Units, fundamental laws, terms and 2
fundamental definition, Current, Resistance
laws Voltage. Resistance in series and
parallel, Specific effects of electric
current. Ohms law and its applications
Conductors Conductors and insulators. 3
and insulators, Kinds of insulators as regards
wires to insulation and voltage.
Types of wires, cables, their types
Electrical hand Common hand tools used in shop, 3
tools and Accessories -Controlling- All types of
Accessories switches , Holding- All types of
Holders, Protecting- All types of
Fuses, General- ceiling rose,
plug socket, Distribution board.
281
6. Auto Introduction Introduction to Automobile vehicles 4
Engineering Parts of two-wheeler and their 6
function, frame, wheels, tyres, brake,
engine gear box, clutch etc, chain and
belt drive
PRACTICALS
1. Fitting 1) Marking out, scribing lines, filing flat surface, 6
checking flatness
2) Filing four edges to faces and prepare 8
the piece within dimensions, checking the
squareness and dimensions
3) Sawing and champhering 8
4) Simple square fitting in male and female joints 8
2. Welding 1) Familiarity with arc welding process striking an arc, 6
2) Preparation of joints, practice of straight line beads. 8
3) Open corner joint weld on M.S. Materials. 8
4) T fillet joint weld on M.S. Materials. 8
3. Plumbing 1) Familiarity with different plumbing tools to hold
and cutting G.I./ P.V.C pipe 6
2) Threading different G.I./P.V.C pipes and join 8
them with the coupling, tees, elbows, bends etc.
as per simple layout
3) Fitting of cocks, valves, unions and water metre 8
on a water line
4) Installation of a wash basin, with all its connections 8
and fitting
4. Carpentry 1) Planning the faces and sides of a wooden piece 7
making them.
2) Flat within dimensions and 90 to each other 8
to check the squareness and flatness, sawing
by the different methods.
3) Preparing simple job, using simple half lap joints 8
or cross half lap joint
4) Preparing an utility article using above joints 7
5. Basic 1) Single and Standard conductors forming different 6
Electricity joints like Britania, Tee, Western Union etc
282
2) Study the connection of simple series and 6
parallel circuits involving various combinations
3) Wiring jobs on wiring board for practice in fixing 6
and connecting different accessories
4) Connecting fluorescent tubes/ ceiling fan through 6
regulator/ Electric iron. General Safety to be
observed
5) Simple wiring circuits in P.V.C. pipe and 6
P.V.C. casing and capping
6. Auto 1) Replacing and setting a clutch cable, replacing 8
Engineering and adjusting gear cable for two wheeler.
2) Checking, replacing and testing the bulbs of head 8
and tails break lights, Side Indicator
(Only for demonstration)
3) Removing and refitting the front wheel of two 8
wheeler cleaning and polishing the break shoes.
4) Remove spark plug, clean it, Prepare 6
and Inspection, Reassembled
Project Work - For Example

1) Book Rack
2) Black board stand
3) Photo Frame
4) Agricultural instruments (Hand Operated)
5) Towel Bar
NOTE-
1. Project work should include estimating and costing. Imbibe product consciousness and
quality consciousness in the students.
2. The project work given in syllabus is only for guideline candidate may choose any one
project and prepare it. He / She has liberty to prepare any useful project other than the
mentioned project. He / She may produce a collection of information regarding latest
indigenous technology. He / She may write a visit report about any nearest industry and
their product.
3. One project should be compulsory for each students / group of maximum ten students.
283
Elements of Mechanical Engineering (V2)
STD -X (Paper-I)
Theory
Sr. No Topics Sub Topics Periods
1. Surface Surface development of simple solids like 3

Development (cube, cone, cylinder, prism, pyramid etc.)
2. Orthographic Orthographic projections of simple machine parts 3
Projections in common use by third angle method
3. Blue Print Reading Reading of Simple blue prints, 2
Exercise on blue print reading & practice
4. Isometric Isometric Projection, Construction of Isometric 3
Projections Scale, its use, Isometric Axis, Isometric views by
natural scale, Isometric projections of simple
objects by Box method
5. Introduction to a) Rivets and their types (Heads)
machine b) Screw threads and their types.
drawing c) Screw threads Terminology
d) Nuts - Types of nuts (square, hexagonal, )
e) Bolt - Types of bolts (square, hexagonal, )
f) Keys, cotters (Simple types) & washers 4
PRACTICALS
45 Periods
1. Simple developments of cone, prism, cylinder 1 Sheet 9

and pyramid (any two)
2. Orthographic projections of machine parts 1 Sheet 9
3. Isometric views from given orthographic view 2 Sheet 18
4. Free hand sketches of threads rivets, nuts, 1 Sheet 9
Keys, cotters & washers
284
Section II
Introduction To Information Technology
Theory
S.No Topics Sub-topics Details Periods
1. Introduction Necessity, Necessity Advantages Conventional 1

to AutoCAD Opening Auto methods of drafting, Auto CAD,
CAD Screen, Different Tool Bars,
Command line, Setting Limits - Metric.
Co-ordinate Absolute, Relative, Polar 1
System
Commands Draw commands : Line, P-Line, 1
Circle, Polygon, Arc, Ellipse,
Rectangle.
Modify Commands : Erase, Copy,
Move, Offset, Trim, Extent, Break,
Fillet, Scale, Array, Mirror, Chamfer,
Explode.
Line types Changing line type, Toolbar, linear, 1
and Angular
Dimensioning
2. Introduction Introduction What is a network? Use of Networks. 1
To Computer Types, LAN, MAN, WAN etc. Star, Ring, 1
Networking Topologies Bus, Mesh etc.
Components Modem, Switch, Hub, Routers. 1
3 Internet Introduction What is Internet? How it Works? 1
Domain, Address, Internet Service
Provider, Browser
Application, E-mail, Web Browsing, 1
E- commerce Searching, Web Applications like
online banking, online
reservation, online shopping &
online exam. Concept of
E-commerce, Advantages and
Applications
4 HTML Introduction Language used in World Wide Web, 1
concepts of Hyper Text Mark up
& language, Advantage &
Disadvantage
285
Structure Structure of HTML Documents, Tags, 1
of HTML Attributes.
Application Creating Web Pages using 1
HTML tags
5 Introduction to Introduction Introduction to C++ language, 1
C++ Language Application & Features of C++.
Tokens in Keywords, Identifiers, Variables,
C++, Data Constants , Strings and Operators,
types Basic data types
Structure A structure of C++ Programme 1
Practicals
1. Auto Cad 1) Drawing of simple object and like Rectangle, 6
Circle etc.
2) Drawing of simple orthographic Views with
Dimensions.
2 Networking 3) Internet Browsing (1-Practical) 7
and Internet
4) Sending and Accessing e-mail message 7
(1-Practical)
3. HTML 5) Simple Programmes in HTML Language 16
(2-Practicals)
4 C++ 6) Simple Programmes in C++ Language 16
(2-Practicals)
Achievements
a) Each Student will draw an orthographic projection of simple solid by using AutoCAD.
b) A batch of students will browse the internet and send and receive at least one e-
mail message.
Important Note
1) Printed study material and Practical Assignment should be prepared by the teacher
and made available to the students to save the teaching time.
2) Teacher should prepare his own power point presentation on different topics and
show it to students.
3) Teaching should be done on-line with the help of computer and LCD
286
Paper-II Elements of
Mechanical Engineering (V2)
Theory
1. Fitting Filing process Technique of filing, Flat filing, 2

Angular filing, Straight filing
Cross filing draw filing
Drilling Introduction to drilling, Parts of 2
Drill- Shank, Tang, Body clearance,
. Margin (lead), Flute, Web, Lip
clearance, Dead centre,Drill- Flat
. Twist, Carbide tipped, Straight
shank, Taper Shank Cutting angle
of drill
Threading Internal threading, tap and tap wrench, 1
Care can be taken while tapping
Drilling Introduction to hand operated, 3
machines bench and pillar type electric
drilling machines (With Block diagram)
important part and their functions,
types, Specifications, Operating
principals care and maintenance.
Heat treatment Heat treatment and its important 2
2. Welding Welding Welding equipments i.e. oxygen and 4
equipments acetylene cylinders, Regulators,
blow pipes, Their selection to
use care and maintenance.
Welding Welding electrodes their types 2
electrodes selection according to jobs to be
performed, effect of moisture on
electrodes
Welding Welding techniques right hand left 4
techniques hand welding, common welding
defects and their causes,
precaution to be taken to avoid
welding defects. Common welding
symbols used in drawing.
287
3. Plumbing Cocks Types of cocks – pillar, 4

and valves concealed , stop, automatic, ball,
multiuse, spring loaded etc.
their uses various types of valves like
sluice, non-return, gate valve, air valve,
foot valve, their uses, care and
maintenance
Pumps Pumps and their classification, 3
centrifugal pump and hand pump,
their principle of working, parts and its
function in short. Domestic and
irrigation pump in common use.
Installation of domestic pump, pipe 3
connection of pumps and fitting,
priming used for centrifugal pump
and hand pump trouble shooting.
4. Carpentry Wood Different types of wood working 6
working Machines e.g. wood turning lathe,
Machine circular saw, band saw planning
machine etc. Their description, parts,
functions. Care and maintenance
of the machines.
Accessories Various accessories, hinges, tower 4
bolt, aldrops, door locks, handles etc.
used in normal carpentry work,
their types, specification materials
and uses
5. Basic House wiring, Different types of house wiring 2
Electricity M.C.B, Wiring M.C.B. and its important. Wiring
Symbols, symbols, Connections of electrical
Measuring measuring instruments in circuits,
instruments i.e. ammeter, voltmeter, Energy- meter,
Meager
Contact Earth Leakage contact Breaker 2
Breaker and I.E. Rules.
Wiring layout Wiring layout for domestic purpose 3
(Additional Knowledge of electrical
power saving lamp, electronic
chokes etc.)
288
A.C. A.C. Fundamentals different terms 3

Fundamentals used in A.C. and their inter
terms relation between current, voltage,
power factor, General idea of
Single phase and three phase
Invertors Introduction , working 1
6. Auto Introduction Introduction to Internal combustion 4
Engineering to Engines Engines and External Combustion
Engines, Two stroke and four
stroke engine, Diesel and petrol
engine. Their types,
application and disadvantages.
Systems Engines Fuel system, Ignition 3
system, cooling system
Maintenance Periodical maintenance of 3
two-wheeler
PRACTICALS
1. Fitting 1) Marking out, with location of holes 10
of different sizes, on already filed piece
drilling taping and counter sunking on a hole.
2) Making a job of any Hexagonal shape 10
within an accuracy of 0.5 mm
3) Simple male and female job. 10
2. Welding 1) Inside corner joint in flat position 10
2) Fillet lap joint in Horizontal position 10
3) Butt Joint of M.S. plate 10
3. Plumbing 1) Mounting a centrifugal pump with prime 10
mover on test bed with all fitting running testing
2) Piping and fitting of geyser, shower with hot 10
and cold water services as per layout
3) Dismantling of centrifugal pump, 10
cleaning the parts and reassembling
4. Carpentry 1) Simple Dovetail joint. 10
289
2) Mortise and tenon joint 10
3) Wood turning involving preparation utility 10
article like file handle, rolling pin table lamp,
doumbells etc.
5. Basic 1) To draw wiring diagrams for connecting voltmeter, 8
Electricity Ammeter and Energy meter, connect and
study reading
2) Different wiring exercises for connection 10
and fixing electrical accessories
(Minimum two exercise)
3) Connection to geyser and storage 6
type water heater.
4) Connection to domestic Electrical water 6
pump by using D.O.L. starter in the circuit.
2) Cleaning of a spark-plug 10
3) Battery dismounting from a vehicle, 10
checking specific gravity of electrolyte
Project Work – For Example project. He / She may produce a

1) A kitchen Rack collection of information regarding latest
indigenous technology. He / She may
2) Shoe Stand write a visit report about any nearest
3) Agricultural instruments (Hand industry and their product.
Operated) 3. One project should be compulsory for
4) A window grill each students / group of maximum ten
students.
5) Wooden Bracket
Pre-Vocational subject
NOTE-
Elements of Electrical and Electronics
1. Project work should include estimating
Technology (V3)
and costing. Imbibe product
consciousness and quality According to the latest frontline
consciousness in the students. curriculum declared more emphasizes given
on imparting vocational skills at secondary
2. The project work given in syllabus is
education level. Introduction to Basic
only for guideline candidate may choose
Technology is in consistency with this frontline
any one project and prepare it. He /
curriculum. It imparts practical Training of
She has liberty to prepare any useful
various vocational skills. The students are
project other than the mentioned
trained to solve the daily life problems by
290
using those skills. The Pre-Vocational 3. Delivery channel for New Technology-
Education should provide some work The school Technical wing in remote
experience to the students for preparing them rural area also acts as a channel for
for world of work. delivery of new technology because of
This curriculum is designed to the availability equipment and staff and
acquaint the students to provide them basic their use in service to the community
skills. The skills learnt while carrying out jobs 4. Plan future Career.
will be useful to the student and it need arises, Benefits expected from this:
he can develop these skills further and
acquire self and /or wage employment. The student will get a wide exposure
the work. He will be guided to apply acquired
Objectives knowledge and skills to socially useful work.
The Objectives of Pre-Vocational This will generate self confidence in the
Education at the secondary stages are student by making services available to the
1. To develop the fundamental workshop community; education will be brought closer
skills useful in everyday life to the community.
2. To develop skill in handling and use of The community, the staff and to limited
different tools, instruments and extent the students will also share economic
accessories. benefit. The student will be encouraged to
develop his own potential and will be helped
3. To facilitate the student in making to make choice of his future career.
choice of vocational courses at the
higher secondary level. Instructions
4. To acquire basic knowledge and 1. The whole scheme of Pre-Vocational

understanding of Engineering Drawing. is explained through three points.
Scheme of the examination, Syllabus,
5. To enable students to learn to process task list.
words and number, analyze data,
communicate ideas effectively and 2. The syllabus is just a guide line for the
make the optimum use of computer teacher. The teachers are expected to
recourses. refer the teaching material and
reference book, locally useful
6. To enable student to learn to use the information related to practical Skill.
World Wide Web in order to gather
knowledge and communicate with 3. Each period comprises of 30 to 35
students and the academic community minutes. It is taken for granted that this
all over the world subject will be allotted 12 periods per
week per standard. In general during
7. To develop pride in labor work and use one educational year 35 weeks are
skills acquired in daily life. available [365 days of a year - 80
This Pre-Vocational student has the holidays, 52 Sundays, 12 unit test days,
following aims: 24 terminal and final exam days, 5
gathering and local holidays etc days
1. Capability to think and act
=192 days = 30 weeks ] considering
2. A work culture 30 weeks per year x 12 periods per
weeks = 360 periods per year.
291
4. The teachers may require extra time to taught practical. Hence the policy to
teach the section more effectively. The distribute the workload between lecturer
school administration is also expected and Instructor should be flexible.
to provide necessary infrastructure. 6. The Head Master and Head of the
5. Most of the sections are expected to Technical Department are also
be taught practically Hence it is expected to distribute the available
advisable that the theory periods may workload between Lecturer and
be utilized for the Practical or Projects Instructor equally in available staff.
or some theory topics can be effectively
292
10.3 Elements of Electrical and
Electronics Technology (V3)
STD -IX (Paper-I)

Theory
Sr. No Topics Sub Topics Periods 15
1. Introduction Principal, Objectives and application of 1

Engineering Drawing.
2. Drawing Drawing instruments and their applications, 1
instruments Layout of drawing sheets Sizes of Drawing papers
. as per I.S.I. (i.e.A1, A2, A3, A4)
3. Lettering Lettering and numerical to I.S.I . 1
and numerical
4. Types a) Types of Lines used in engineering drawing, 2
of Lines b) Dimensioning techniques
and
Dimensioning
5. Simple a) Bisect a line, trisect a right angle, Divide a line
Geometrical into any number of parts
Construction b) Construction of Regular polygons
c) Simple curves e.g. Ellipse 3
6. Introduction a) Explaining the term plane H.P., V.P., A.V.P.
to orthographic and ground line.
projection b) 1st Angle and 3rd Angle method of projection
293
Sr. No Topics Sub Topics Periods 15
c) Orthographic projection of simple solids 3

(Cube, cone, cylinder, prism ,
pyramid etc., by 3rd Angle method
(Standing position)
7. Introduction to a) Introduction to isometric projections 4
Isometric b) Drawing of isometric scale,
projections c) Difference between isometric
drawing and isometric projections
d) Isometric views of simple solids with dimension
PRACTICALS
45 Periods
1. Lines, letters, and numbers 1 Sheet 9
2. Simple Geometrical Constructions involving 1 Sheet 9

Divide of line into equal number of parts,
Construction of Regular polygons ,
Simple curves e.g. Ellipse (By one Methods)
3. Orthographic Projections of simple solids like 1 Sheet 9
Prisms and Pyramids
4. Orthographic Projections of simple solids 1 Sheet 9
like cylinder, cone
5. Conversion of simple pictorial view into 1 Sheet 9
orthographic view
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Section II - Introduction
To Information Technology
Theory
1 Computer Fundamentals Definition of Computer, 1

Block Diagram of Computer, Function
of Different Units of Computer
2 Operating Introduction to DOS, Windows, Unix, Linux 1
Systems & Operating
Study of various Accessories
Accessories Systems and
Notepad, Word pad, Paint, Calculator 1
Accessories
3 Office Introduction to Starting MS Word ( MS Word 2003) 1

Automation MS Word Creating a New Document,
Tools Creating and Selection of text, Editing text, I
Editing a nsert / type over, Delete, undoing
Document mistakes, cut, copy, paste
Formatting Font, Selection, Size And Style (B/I/U) 1
Paragraph Paragraph Formatting, Paragraph
Spacing, Line Spacing. Boarders and
shading
Miscellaneous Spelling checking, creating a table, 1
Adding data to the table, changing row
& column size, Inserting a picture.
Page Inserting page numbers, margins, 1
formatting headers & footers, Page Setup,
and Printing preview, Printer, Selection, Copies,
Printing Documents
Introduction to Starting MS Excel 1
MS Excel (MS Excel 2003) What Is
Worksheet, Screen layout,
choosing commands, Creating
. Worksheet, Saving Worksheet,
Opening & Exiting worksheet,
Entering data,
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Editing Editing cell content, Inserting - Cell, 1

worksheet Column, rows, Deleting - Cell, Rows,
Creating Column, Formatting- Cell, Rows,
Formula Column, Moving cells, Copying cells,
Clearing-data, content, format,
undoing mistakes, Creating a formula,
Arithmetic Operations Only
Insert charts Charts-Line, Bar, Pie, XY 1
Introduction Starting MS Power point 1
to MS ( MS Power Point 2003) Preparing
Power Point Slides, typing into slides,
file management, Changing
slide views, Changing text style,
Slide show.
Multimedia What is multimedia? Use Of Multimedia 1
Application Of Multimedia In
Power Point Presentation
(Sound Recorder),
4 Communication Concept Concept of Communication, 1
and Type Formal, Informal, Oral, Writing.
Modes Phone, Fax, Internet, Postcard, 1
Newspaper, Television, Mobile etc.
5 Internet Introduction What is Internet? Uses of Internet. 1
to Internet
Practical
1 MS Office M S Word 1. Prepare a document- An article, 8

story in English using the word
processing including selection of
points marking index word and titles
for contents page Approx. 200- 400
words or 2k bytes.
2. Type Any Paragraph From Your 8
English Reader Book And Apply
Spell Check On It.
MS Excel 3. Prepare A Mark sheet Of Six 8
Subject Enter At least 10 Records
And Use Sum, Auto Sum, Insert, Delete,
Records, Find Grand Total Of
Each Student Using Sum Formula .
4. Prepare Different Charts 8
(Pie, XY, Bar, Line)
MS Power 5. Prepare One Presentation Using 8
Point Power Point (At least Three Slides)
2 Communication 6.Study of sending fax message 5
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297
298
299
300
Project Work – For Example only for guideline, candidate may
1. Book Rack choose any one project and prepare it.
He / She has liberty to prepare any
2. Blackboard stand useful project other than the mentioned
3. Photo Frame project. He / She may produce a
4. Electronic Fence collection of information regarding latest
5. Electronic Fuse write a visit report about any nearest
NOTE industry and their product.
1. Project work should include estimating One project should be compulsory for
and costing. Imbibe product each students / group of maximum ten
consciousness and quality students.
consciousness in the students.
2. The project work given in syllabus is
301
302
303
e-mail
304
,
305
306
307
Project Work – For Example. 2. The project work given in syllabus is
1. A kitchen Rack only for guideline candidate may choose
any one project and prepare it. He /
2. Shoe Stand She has liberty to prepare any useful
3. Agricultural instruments (Hand project other than the mentioned
Operated) project. He / She may produce a
collection of information regarding latest
4. Electronic Voltage stabilizer (Regulator)
5. Electronic Fence / Relay / Door Safety write a visit report about any nearest
NOTE industry and their product.
1. Project work should include estimating 3. One project should be compulsory for
and costing. Imbibe product each students / group of maximum ten
consciousness and quality students.
consciousness in the students.
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SCHOOL EXAMINATION
11.1
CERTIFICATE SUBJECT (COMPULSORY)
(P1) HEALTH AND PHYSICAL EDUCATION
Std The syllabus has certain distinct

IX and X characteristics
Introduction 1. It has been designed for the masses
The process of Physical Education and not merely for selected few.
requires the integration of psychomotor, 2. It is realistic, achievable, effective,
cognitive and affective learning. As a part of accountable and objectively
this process, the physical education content measurable.
area establishes the competencies and skills
3. In the secondary stage Health and
necessary for all students to be physically,
Physical Education curriculum is based
mentally, socially and emotionally educated.
on the curriculum of the primary stage.
Each individual possesses a Life Energy
Curve, which cannot be rewritten but can be 4. It takes care of the Rural and Urban
improved upon. school settings, the availability of
infrastructure, the time span of a period
Unfortunately in today’s age we have
and the teacher-student ratio.
been successful in engineering activity out of
modern life and we train children to be 5. It proposes continuous comprehensive
sedentary. Research strongly suggest that evaluation which involves student
this life style would ultimately lead to the onset participation.
of hypokinetic diseases like premature death, 6. Self learning has also been
blood pressure, diabetes, cardiac problems, incorporated in the syllabus in terms of
etc. Stress is one other factor that is assignments, observation, project work
adversely affecting the lives of one and all. etc.
Hence intervention in the schooling age would
be one of the keys to address this serious 7. A new concept of deriving a Physical
problem. There is a growing momentum for Fitness Index for each school has been
change, and the proposed syllabus of Health suggested. Motivation in terms of
and Physical Education has adopted a totally Awards would also be considered for
new approach. We now seek to implement the Best School.
outcome reform. This challenge requires us Wide range of option has been
to approach the subject with a whole new suggested, so as to take care of diversity in
mind set. It focuses on encouraging the the State. The focus being Fitness, Fun,
adoption of appropriate life ling exercise Excitement and Skill, along with the
behaviour in order to develop and maintain development of a positive attitude towards
sufficient health related physical fitness for lifelong exercise behaviour which would
adequate functional capacity and health ultimately lead to Wellness and the Health of
enhancement. the Nation.
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OBJECTIVE following learning outcomes.
1. To promote physical fitness A student –
1.1 Health Related Physical Fitness. 1. Achieves and maintains a health-
enhancing level of physical fitness.
1.2 Motor Related Physical Fitness.
2. Demonstrates competency in many
2. To promote Sports Skill acquisition
movement forms and proficiency in few
3. To promote lifelong Physical activity and movement forms.
Physical fitness
3. Applies movement concepts and
3.1 Skill in life time recreation. principles to the learning and
3.2 Skill in life time fitness. development of motor skills.
3.3 Adoption and maintenance of a creative 4. Exhibits a physically active lifestyle.
life style. 5. Understands that physical activity
4. To promote cognitive learning provides opportunities for enjoyment,
challenge, self expression and social
4.1 Games and sports rules interaction.
4.2 Scientific basis of movement and health 6. Demonstrates responsible personal
4.3 Physical fitness concepts and and social behavior in physical activity
procedures settings.
4.4 Drug/Dope abuse 7. Demonstrates understanding and
respect for differences among people
5. To inculcate desire to compete
in physical activity settings
5.1 With oneself
Health and Physical Education for
5.2 With others
IX and X
5.3 For Excellence
The syllabus of Health and Physical
6. To promote Social development
Education comprises of two parts.
6.1 Self concept
1) Theory and 2) Practicals.
6.2 Interpersonal skills
The weightage given to these two parts
Learning Outcomes and their sub units including evaluation are
The syllabus in Health and Physical as follows.
Education at this stage aims at realizing the
Health and Physical Education
(A) Practical 80% (B) Theory 20%
Part A - This part comprises of the following
No. Items Standard - IX Standard - X
1 Physical fitness 20% 20%
2 Athletics 20% 20%
3 Sports and games 45% 45%
4 Yogic exercises 10% 10%
5 Body Management Skills 5% 5%
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Std. IX and X
Syllabus
The syllabus for the IX and X standards consists of two parts A and B and its subparts.
They can be schematically represented as follows.
Physical Education
_____________________|______________________
| |
A B
| |
Practical Theory
______________________________ _____________________________
| | | | | | |
A-1 A-2 A-3 A-4 A-5 Knowledge
Application
H.R. Athletics Games Yoga Body level
level and
Phy. Sports Management
Fitness Skills
And
Motor
Fitness
Practicals for proficiency in these areas. These activities

Std. IX and X should be gradually increased in terms of
Frequency, Intensity, Time and Type of
Part – A Exercise. (FITT) principle.
This part consists of five sub parts Development of Health Related
A-1 Health Related Physical Fitness and Physical Fitness and Motor Fitness
Motor Fitness components is compulsory. Schools should
adopt innovative and viable methods to
A-2 Athletics
improve these components.
A-3 Games and Sports
Components of Health Related Physical
A-4 Yoga Fitness (HRPF)
A-5 Body Management Skills A.1.1 Cardio Vascular Fitness
A-Health Related Physical Fitness A.1.2 Muscular Strength
and Motor Fitness : A.1..3 Muscular Endurance
This is the most important part of the A.1.4 Flexibility
curriculum, which is to be objectively
evaluated. Activities have been suggested A.1.5 Body Composition
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Activities suggested for developing ii) Pullups-Modified Pullups
Health Related Physical Fitness
iii) Knee sit wall
Points to be considered
A.1.4 Flexibility-compulsory
A.1.1 Cardio Vascular Fitness
i) Suryanamaskar
i) Target Heart rate
ii) Stretching Asanas with, without aid
ii) Warning up and cooling down
A.1.5 Body Composition - Compulsory
iii) Exercises-
Compulsory -
1) Stretches
(i) Waist to Hip Ratio (W:H) (i) Body
2) Upper body development
Man Index (B.M.I.)
Lower body development
Desirable - Measurement of Body Fat
Mid section development with skinfold calipers.
iv) Activities : Routines Counselling with respect to Nutrition
a) Exercises to music and Exercise.
b) Continuous movement activity A.1.6Components of Motor fitness (MF)
Compulsory - i) Speed
Aerobics, Rope Jumping ii) Agility
Minimum One - iii) Power
Jogging, Walking, Interval Training, iv) Co-ordination
Circuit training, Astronaut Drills, Staircase
running, Hill running, Running on the spot. A.1.6.1 Suggested Activities for
developing Motor Fitness (M.F.)
A.1.2 Muscular Strength-compulsory
i) Speed-50m.run, sprints, games,
i) Dandas Frisbee games
ii) Pushups Boys/Modified Pushups-girls
ii) Agility - (6x10)Shuttle run, games,
iii) Pullups/Modified Pullups-girls Frisbee games
iv) Squats and Wide squats iii) Power- Plyometrics, games, Frisbee
v) Lunges games
vi) Rope climbing iv) Co-ordination-Skipping, Wall volley, Ball
Drills, Frisbee games
vii) Flexed Arm Hang/Hanging
viii) Sitting Ball Throw (Basket Ball) A.1.6.2 Obstacle Course – Compulsory
A.1.3 Muscular Endurance-compulsory The obstacle course comprises of

Stretching, Vaulting, Agility, runs,
i) Sit ups – Bentknee Climbing, Hanging, Chinning, Crawling,
Curl ups Balancing etc. to develop Motor fitness.
Reverse curls Variations include Run for time
Obliques Repetitions.
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A.2 Athletics – 3) Basic Skills- offensive, defensive Drills
It is a compulsory activity and has an for the skills
essential and a desirable component. 4) Tactics, Strategies & Techniques-Drills
The performance level has to improve 5) Participation in game
from IXth to Xth. Intramurals should be
6) Officiating
conducted on Mass level.
Items Essential Desirable
7) Skill related test
Runs 50 m., 100m. 200 m., 400 m. A-4 Yogic Exercises
Relays 4 x 100 4 x 400 m. Yogasanas prescribed standard wise are as

given below -
Jumps Long Jump Triple Jump
1) Sarvangasana
High Jump --
1) Ardha Matsyendrasana
Throws Shot Put Discus/Javelin
2) Tolang ggulasan
A.3 Sports and Games – 2) Paschimottanasana
The Sports and Games have been 3) Hansasana

divided into three groups (‘A’, ‘B’ and ‘C’) 3) Bhadrasana
The school must make arrangements 4) Badh Padmasana
for at least one from each group.
4) Ushtrasana
Regular Intramurals must be conducted
for the same. 5) Halasana
A B C 6) Akarana Dhanurasana
Kabaddi Volley ball Wrestling 7) Vipareet Karni
Kho-Kho Hand ball Judo 8) Shavasana

Foot Ball Basket Bal Karate Pranayam –Anulom- Vilom
Pranayam - Ujjai
Cricket Hockey Taekwondo
Yogasana program should start with
Soft ball
Suryanamaskars and close with Shavasana
Instead of above games, you have to & Omkar.
select any one game which is Popular &
Favorite in school area. A-5 Body Management-Skills
The games should be taught according to 1) Posture – Correct form of the

the guidelines given below – followingStanding Sitting Walking Lifting
1) Warming up-Single, Partner-free hand 2) Anthropometric measurements- Height,
exercises Weight, Body girths-shoulder, chest,
2) Conditioning arms, wrist, waist, thigh, calf.
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Stds.IX and X 3) Rules of the games (Games nor
Theory selected in part A-2)
Part-B 4) Basic first-aid techniques (two)
This part comprises of theory which 5) Records

is related to health and physical education. 6) Ethics and values related to sports
This would help develop an attitude and 7) Personal course in fitness (laboratory
awareness towards the various issues methods) level-1-calculation of personal
related to physical education and sports and fitness index.
to work towards understanding lifetime
wellness. Std.X
Nonconventional methods of teaching 1) Components of physical fitness and
which encourage self learning should be wellness
adopted, student participation is central to 2) Factors affecting physical fitness and
the learning outcome of this part. wellness
Project, assignments, Debates, etc. 3) Benefits of exercise
are some suggested methods. The teacher
should use innovative methods and 4) Obesity
approaches and ensure maximum student 5) Nutrition
participation.
6) Sports awards
Std.IX
7) Personal course in fitness (lab methods)
1) Meaning and importance of physical level-2
fitness and wellness
Calculation of fitness index and
2) Related sports terminologies (ten) comparison of fitness index between two
people from different Strata.
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SCHOOL EXAMINATION
12.1 CERTIFICATE SUBJECT (Any One)
Scouting & Guiding
Std : IX Practical
Theory 1) Know knowledge about the Historical,
Physical, Economics, background of
1) Scouts – Guides prayer song
your village, Block or Taluka.
2) Scouts / Guides Flag-Song - Jhanda
2) Community Development project,
geet. illiteracy awareness of Health
3) Prayer . Camp fire song Education.
4) General knowledge or History of Scout 3) To teach good Health habit to the child.
& Guide movement 4) Nature study project.
5) Scout & Guides Law & Promise. 5) Services of Panchayat / municipality.
6) Know the composition & Significance 6) Good behavior.
of the national flag, world Scout & Guide 7) Serve in mela or health camp.
flag, Bharat Scout & Guide flag diagram
& imports. 8) Survey of your locality about water
sewage and pollution problems.
7) Learn your patrol, its flag & yell, song &
9) Visit to Historical place.
patrol corner know the importance.
10) To make project, estimate of cooking.
8) First-Aid box & its contents, treatment
for cuts, scratches, scalds, choking 11) Nature Lover – snake, earthworm.
fractures & collar Bone Arm, leg. 12) Visit to voluntary Institution or social
9) Compass – uses, finding north, setting welfare Institutions and submit a report.
north, knowledge of paces & bearing. 13) Ecologists, soil Conservation, solar
10) Knowledge organization of Bharat energy awareness, water literacy,
cancer awareness, water management,
Scout & Guide movement.
computer awareness.
11) Learn six rope knot’s & its uses.
14) Traffic – Vehicle problems, electrical
12) Whipping the ends of a rope. utilization its disadvantages,
13) Knowledge about Uniform & Patrol Disadvantage of mobile.
System. Std X
14) Wood craft signs & Wide Game. Theory
15) Preparation of Patrol Hike/Participation 1) To tie and show the uses of Hitches
in two troop/Company meeting & Lashings.
Overnight Camp. 2) Estimation Distance and Time.
16) Knowledge of Social Service. 3) First-aid – wound dressing , stretcher
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making, carrying patient debater, friend to animals, Gardner,
4) First Aid – shock fainting. Handyman.
5) Pioneering – use of Axe & knife, bill 6) Fire – Lax and Light wood fire in open
hook, Hand saw, small pickax with not, more than 2 match sticks or
clean and light stove, safety precautions
6) Map sketches Identification mark, with regard, to fire. Bucket – chain
reading drawing & Tourist map. method. Tackling a dry grass Fire.
7) How to pitch tent and improvised 7) Cooking – In open two simple dishes
shelter. and tea.
8) Handicrafts and making gadgets 8) Patrol games.
demonstration.
9) Whipping he ends of the rope.
9) Fire Demonstration of wood fire to stop
gas leakage, safety precautions with 10) Knew knots and uses.
regard to fair. 11) Estimation – Estimate any given two
10) Knowledge of All faith prayer & good heights depths, not more than 30
behaviour. meters. Two weights not more than 2
Kg and two different types of things in
11) Knowledge of Proficiency Badges & numbers.
night game.
12) First-Aid – Treatment for shock, fainting
12) Knowledge of community development. chocking. Deal with simple fracture of
13) Knowledge of Thinking day & arm, collar, borne and jaw fracture first
Foundation day. aid for drowned person and electric
shock. Demonstrate mouth to mouth
14) Theory – Signalling – more code.
resuscitation.
15) Knowledge about Social Service camp.
13) How to pitch a tent improvised shelters.
16) Preparation of Overnight Hike & night
14) A Trestle and Rope ladder with the help
game.
of another scout.
17) Knowledge of Proficiency Badges
15) Log Book – Service – Our heritage &
Group A & B.
culture development in school. Social
Practical services camp service in fair / mela.
1) All faith prayer. Solution to any problem in the locality.
National integration. Motivation
2) Lashing on stickers. programme for family welfare. Gobi
3) Demonstrate the practical use of project – Leprosy control programme.
compass and know the sixteen points. Ex. Aids-sq flu, Dengu, & Chiken gunia
etc.
4) Good turn.
5) One and proficiency Badge : Cook,
316
Maharashtra Cadet Corps
12.2
(MCC)
For Std.IX only Syllabus

Introduction 1. Drill
The overall aim of Maharashtra Cadet 2. Self Defence & Unarmed Combat
Corps Syllabus is to ingrain in students minds
3. Character Building & Natiional
the utmost necesity of being worthy Citizens,
Integration
with healthy minds and bodies with the
awareness of their minimum essential 4. Traffic rules & Internal Security
obligations towards society. To enable them 5. First-Aid Hygiene & Sanitation
to assist the authorities and citizens at the
time of need. To creat Social awareness 6. Social Work
and brother 7. Camps
OBJECTIVE 1. Drill
1. To inculcate the sense of discipline, 1.1 Turning while marching and wheeling.
bearings and appearance.
1.2 Saluting while marching (Left, Right)
2. To develop the confidence and ability
1.3 March past in columns and files
to protect oneself.
1.4 Ceremonial parade
3. To develop spirit of Co-operation,
Comradeshio, brotherhood and dignity 1.5 Word of command (Practices)
of labour. 2. Self Defence and Unarmed Combat
4. To acquire knowledge of elementary 2.1 Vulnerable parts of the body
aspect of good health.
2.2 Practice of unarmed combat
5. To acquire knowledge of first aid,
Hygiene, and sanitation. 2.3 Defensive sports (a) tug of war
(b) Push away, (c) prison break,
6. To create awareness of good and (d) finger bent
moral character in the young students.
3. Character Building and National
7. To develop the sense of national Integration
integration
3.1 Leadership qualities and
8. To inculcate the cause of accident, development
good traffic and civil sense.
3.2 Brief study of prominent national
9. To familiarise students with the origins and military leaders of Maharashtra
of social tensions. (a) King Shivaji, (b) Rani Laxmibai,
10. To aquint with primary information of (c) Subhash Chandra Bose,
Rifle. (d) Gen.Arunkumar Vaidya
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3.3 Religious, customs, traditions and 6.1 Improvement of road/drainage and
culture of Maharashtra cleaning of surrounding areas.
3.4 Patriotic marching Song/songs – 6.2 Pulse polio and Aids awareness:
(At least one) Eradication of supersition & addicttions.
4. Traffic rules and Internal Security 6.3 Tree plantatiion
4.1 Necessity for traffic rules, prevention of 7. Camps
accidents and basic traffic right.
Visit to a place of interest of educational
4.2 Basic idea of internal security and importance, Treakking, Bicycle expendition.
health. the district authorities in an
Examination will be conducted at the end of
emergency like earthquakes, floods and
year for 100 marks.
civil security.
A) Practicle – 50 marks
5. First-Aid Hygiene and Sanitatiion
B) Theory – 50 marks
5.1 Fractures and Harmorrhage
5.2 First aid in animal bites from Snakes Note – A Total of four periods split into two
and Dogs. sessions of 60 minutes each (30
minutes x 2 periods + 60) will be organised
5.3 First-aid in burns, shocks and one after each term.
drownings.
The scheme of Training laid down by
5.4 Medical aid in emergency cases. the Govt.of India for the Junior Dividion of
5.5 Practice on various types of bandages. N.C.C. will be followed.
5.6 Evacuations of casualties OR
5.7 Water borne diseases and preventive Sea Cadet Corps
measures. Note – The students from Mumbai City
5.8 Hints on domestic and community Completing the Course in Sea Cadet Corps
sanitation. satisfactory would be exempted from N.C.C.
(Navy).
6. Social Work
318
National Cadet Corps
12.3 (NCC)
Std : IX and X Sea Cadet Corps

The scheme of Training laid down by Note – The students from Mumbai City
the Govt.of India for the Junior Dividion of Completing the Course in Sea Cadet Corps
N.C.C. will be followed. satisfactory would be exempted from N.C.C.
OR (Navy).
319
12.4 Defence Studies
Std : IX and X mentally to accept the challenges.

Introduction Theory IX
The security of a nation depends upon 1. The National Pledge and Soldier’s Oath
its defence forces. Defence studies aim at of Allegiance :
creating a body of knowledge which is related a) National Integrity- Meaning and
to the internal and external organisational set Importance. The diversity of India’s
up of the strategic components of the religious and social life.
Defence forces. The course outline is
designed keeping in mind the need to Territorial Integrity –Meaning and
develop interest in the defence organisation Importance-
of our motherland. b) National Pledge as defined by the
OBJECTIVE National Integration Council. Co-relation
between National Integrity and National
1. To acquaint students progressively with Defence-
aim of national defence and the role of
India’s Defence Forces. c) Soldiers Oath of Allegiance and it’s for
reaching implications.
2. To familiarise them with the
organisation, weapons, and equipment 2. The Role of the Armed Forces (Army,
of the Army, the Navy and the Air Force Navy, Airforce) during Peace
under each of them. time and War time-
3. To introduct them the role of a) Meaning of National defence and

organisation of N.C.C.the territorial National Security
Army and the Civil Defence. b) A brief introduction of Army, Navy and
4. To create an urge to emulate the brave Airforce (Indian Armed Force) and
deeds of India soldiers, sailors and meaning of peacetime and wartime.
airmen in the defence of the country. c) Peace time role of Army, Navy and
5. To inculcate the qualities of discipline, Airforce.
leadership, devotion to duty and loyalty d) Wartime role of Army, Navy and
to the Country. Through a study of Airforce.
India’s Defence set-up and to create
3. Second line of Defence –
interest in them to take up Defence
Introduction, Importance and their role
Studies as a subject.
in National Security.
6. to prepare the students physically and
a. Border Security force (B.S.F.)
320
b. Indo-Tibetian Border Police. 7. Gallantry Awards—Certain hearoic
c. Assam Rifles. Actions.
d. Central Reserve Police. a) Gallantry Awards – meaning and

necessity.
e. State Reserve Police.
b) Certain Heroic Action with Gallantry
f. National Cadate Corp- Awards-
1) Establishment/Formation 1) Paramvir Chakra—
2) Commader/Commandent, Rank/ a) Lt. Col. D.B. Tarapore,(1965), b)
Designation Maj. Hoshiyar Singh and 2nd lt. Arun
3) Location/Head Quarter. Khetrapal (1971),
4) Importance and Role in National 2) Mahavir Chakra – Lt. Commander
defence. MahendraNath Mulla.(1971)
4. Importance and Role of Civil Std X
defence organization. 1) The organisation of Indian Army Head
a) Civil defence – Meaning, Importance Quarters.
and Origine of civil defence. Introduction
b) Role of Civil defence organization in Head Quarters and Role : Principal
peacetime and in the time of disaster. Staff officers and their functions.
5. Defence and Environment – 2) Organisation of Army Commands
a) Environment- Meaning, Scope and Command Head Quarters, Officers,
Security measures of Environment. Ranks and Area responsibility of Static & field
b) Co-relation between Defence and formation.
Environment. 1) Static formation under Peace
6. Importance of Discipline and Training Establishment.
in Military leadership. 2) Field formation under war
a) Discipline and training – Meaning, need establishment.
and importance 3) Organisation of Basic Units of Army :
b) Valour stories of same – emient Indian 1) Infantry Battalion – Organisation,
Military leaders- Weapons and Role
1. Chhatrapati Shivaji Maharaj 2) Artillery Regiment – Organisation, Total
2) Maharana Pratap Singh. guns and Role of Artillery Regiment.
3) Thorale Bajirao Peshawa. 3) Armoured Regiment – Organisation
Weapons (Total tanks) and Role of
4) Field Marshal Manek Shaw.
Armoured Regiment.
321
4) The Organisation of Indian Naval H.Q.- Institution.
Structure of Naval H.Qs., Naval 2) Other Ranks (soldiers)- Eligibility,
Commands and Officer’s Ranks & training Institutions .
function 7) Civil Defence Organisation and
5) The Organisation of Indian Air force Services.
H.Qs., Organisation structure of Air 1) Central Level
force H.Qs., and Air Commands
2) State Level
6) Recruitment of Officers and other ranks
in the Armed forces. 3) District Level
1) Officers -Eligibility and Training 4) Metro cities Services.
322
12.5 Civil Defence and Road Safety
Std IX and X Theory –

Introduction 1. Civil Defence – Definition, need, scope
and importance.
The overall aim of syllabus of civil
defence and Road safety is to create 2. General outline of Civil Defence, -
awareness in the young minds and make Services; Aims and Objectives,
them worthy citizens with healthy minds and Organisation & functions including
bodies. To make students aware of their Headquarters. (Fire Brigades and other
minimum essential obligation towards essential service)
society. The study of civil defence and Road 3. Road Traffic Signs
safety would enable them to assist the civilian
authority at the time emergency. The creation 4. Driver’s Traffic Signals
of will power, character, sportsman spirit, 5. Different type of vehicles, their
social services and brotherhood and through registration, number series in different
civil defence Road Safety training make states.
students worthy citizens of the country.
6. Problems created by man-made and
OBJECTIVE natural hazards.
1. Acquire knowledge of the concept of Practical
Civil Defence including rules for road
(A) Road Safety Petrol
safety.
(i) Operational duties on the Road.
2. Understand the importance of civil
defence in emergencies and in peace
time. (ii) Code of conduct & discipline
3. Develop ability to apply & adopt basic (B) Traffic Control
principle of safety and protection in civil (i) Manual signals, Dual control & T
defence. Junction
4. Appreciate the rule of civil defence in (ii) Road traffic signs. E.g. – foot path,
national integration security and Road curb, traffic lights, zebra & pelican
defence. crossing, islands, bollard, refuge,
5. Create awareness about the use of civil divider, over bridge, OR foot bridge,
defence in carious fields. Subway, moving & stationary vehicles
Powered two wheeler & pedal cycles,
6. Develop educability for further training
large & small vehicles, fast & slow
in Civil defence and develop skills.
moving vehicles.
7. Inculcate the spirit of worldwide
(iii) the correct method of crossing ‘ the
humanism.
‘Stop look listen’ method of curb, drill,
323
the method of crossing at controlled & 6. Breathlessness (suffocation) causes
uncontrolled Pedestrian crossing & and treatment.
junction & at traffic lights. 7. Measures taken by organisation to
(iv) Road surface markings. prevent natural & man-made disaster.
(v) Different type of vehicles, their Measures taken during man-made &
registration Number & series in different natural disasters.
states. Practical
(Std.X) A) Operation at Road Safety Patrol
Theory i) Organisation & detailing a unit
1. Civil Defence Organisation – Central, ii) Operation at traffic signals
State, Local
iii) Operations at school bus safety patrol
2. Outline of concept of ‘Hazards’ & their
remedies iv) Boarding & alighting from buses safely
& correctly
2.1 Economic, cultural & social
v) Show films on road safety
2.2 Revolution, internal disturbances
B) First Aid
2.3 Natural hazards, floods, typhoon,
storms, fires & earthquakes i) Bandage types
2.4 Accidents including road accidents, ii) Triangular Bandages for Jaw, shoulder,
industrial Hazard hip & below
3. Basic Principles of First-Aid Injuries iii) Artificial Respiration methods
caused in any disaster, general iv) Transportation of casualty – stretcher
description & first-aid to be given. method improvised stretcher.
4. Bandage Types – Triangular Bandges, v) Breathless (Suffocation) causes
Jaw, Shoulder, hip & below treatment.
5. Shock – Definition, signs symptoms
and treatment
324
12.6 SOCIAL SERVICE
Std : IX STANDARD IX
Introduction 1. Dignity of Labour
The subject ‘Social Service’ makes 1.1 Creating awareness among students to
students aware of social change. It creates be sensitive about cleanliness of their
social awareness and teaches the students school and village or town or city.
to behave in the right manner and to take 1.2 Being students participating in
appropriate action. This subject is related to maintaining cleanliness in their locality
daily life in the sense of creating civic affairs and making them to participate in Sant
interest, self confidence and the ability to Gadgebaba Gramswachata movement.
identify social problems. This also promotes 1.3 Preparing students for plantation and
affinity for community life among the students. maintenance of trees in the school and
This subject provides proper opportunity to locality.
students for rendering selfless social 2. Educational Field
services. Social service subject is a valuable 2.1 Participation in literacy programme.
tool for developing a healthy social
2.2 Loud Reading of newspapers to blind
environment.
and senior citizens.
Objectives
2.3 Participation in group study
To enable students to – 2.4 Organize programmes such as
1) identify social problems and find recitation, storytelling, singing etc. for
solutions poor students.
2) develop socially balanced personalities 2.5 Spreading information about respected

useful for society achievers in and around new locality.
2.6 Eradication of blind faith and action.
3) inculcate social awareness among the
students. 3. Health Education :
4) motivate students for social activity. 1.1 Creating social awareness about
personal hygiene.
5) Make students communicative and
1.2 Volunteering and cooperating for Health
co-operate in doing social work.
Camps.
6) Develop skills for facing various
1.3 Be trained in first aid and help society.
challenges in social life.
1.4 Making use of toilets, cleanliness and
7) Inculcate self-respect and self esteem. maintenance.
8) To make students participate in social 1.5 Making use of “ Sosha khadda “ and
activity voluntarily. its various methods and construction.
325
1.6 Participation in vaccination and its 1.3 Participation in activities related to
awareness programme. plantation and maintenance of trees.
STANDARD X 1.4 Promoting gardening work in school
and public places.
Introduction
1.5 Helping the poor and needy people by
The subject ‘Social Service’ makes the
way of donating them - food, clothes,
students aware of our social conditions. It
medicines etc.
helps students to know the needs and
requirements of society. This subject makes 2. Social Service through General
the studets to help the needy people. It helps Educational Programme
to develop civic interest and self confidence 2.1 Participation in literacy programme
among students. With the help of this subject
, students learn to identify social problems 2.2 Reading newspapers for blind, old and
and to think over the solutions. Through this sick people.
subject, students get and apportunity to 2.3 Helping the poor and less educated
render selfless social services, with the help small children to learn and study.
of which healthy social environment can be
2.4 Making use of techniques such as story
developed.
telling, poerty recitation, singing etc. to
Objectives help the small and poor children learn
To enable the students to - and study
i) identitfy social problems and find out 2.5 Participation in the programme of
their solutions. eradication of superstitions
ii) become aware of social state, social 3. Social Service through Health
needs and social requirements. Education
3.1 Creating social awareness on health
iii) participate in various social activities.
and hygiene.
iv) be communicative and co-operative in
3.2 Co-operating and volunteering in ehalth
doing social work.
camps
v) develop various social skills
3.3 Getting training in ‘First-Aid’ and its
vi) inculcate in themselves sense of self application
respect and dignity of labour
3.4 Participation in immunisation
vii) express gratitude towards society. programme
Std IX 3.5 Making use of soak - pits or toiles or
Syllabus water closets and keeping them clean.
1. Social service through dignity of Std. X

labour (Physical work) Syllabus
1.1 Keeping the school and surroundings 1. Social service through dignity of
clean and pleasant. labour (Physical work)
1.2 Participation in various cleanliness 1.1 Keeping the school and surroundings
programmes such as Sant Gadgebaba clean and pleasurable
Gram Swatchata Abhiyan.
326
1.2 Participation in various cleanliness the school and locality.
programmes such as Sant Gadgebaba 2. Entertainment for Awareness
Gram Swatchata Abhiyan.
Programme
1.3 Participation in activities related to
2.1 Importance of Sport Events at local and
plantation and maintenance of trees.
district level.
1.4 Promoting gardening work in school
2.2 Awareness camps in SARS, HIV AIDS,
and public places.
Adolescence, Family welfare to be
1.5 Helping the poor and needy people by encouraged. Example–street plays,
way of donating them - food, clothes, storytelling, songs and family visits
medicines etc.
2.3 Programmes on Social integration,
2. Social Service through the use of Communal harmony and world peace.
entertaining programmes
2.4 Observation of sky, stars and birds.
2.1 Organising sport events and sport
competitions. 2.5 Entertainment programmes towards
addressing social issues.
2.2 Organising health awareness programs
for prevention of various diseases and 3. Participatory Service
making use of techniques such as story 3.1 Motivate to help family members
telling, street play, singing, keertan, rally
etc. 3.2 To help the ill, disabled and senior
citizens.
1. Dignity of labour
3.3 Understand and offer help to friends,
1.1 To create environmental awareness colleagues and others.
among students to be sensitive about
their school and village /town /city . 3.4 Develop compassionate attitude
towards deprived and neglected
1.2 To be active and participate to maintain section of society.
cleanliness in their locality. To
participate into Sant Gadgebaba
Gramswachata movement.
1.3 Plantation and maintenance of trees in
327
Vocational Guidance
12.7
The Syllabus for this course is as par B 9.6 Vocational Guidance (R4)
328

Maharashtra State Board Class 9 and 10 Syllabus

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Maharashtra State Board Class 9 and 10 Syllabus

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SYLLABI

Maharashtra State Board of Secondary

Publisher : Shahaji Dhekane

Liaison Officers : K. B. Gawade Research Officers

Co- ordinator : Dr. Umesh D. Pradhan

Type Setting : Maharashtra State Board of Secondary and

Printer : Mudrankan Offsets Pvt. Ltd.

^maV _mPm Xoe Amho. gmao ^maVr` _mPo ~m§Yd AmhoV.

1.1 Marathi ........................................................................................................ 01 to 03

1.2 Hindi ............................................................................................................ 04 to 06

1.3 Urdu ............................................................................................................ 07 to 09

1.4 Gujarati ........................................................................................................ 10 to 14

1.5 Kannada ...................................................................................................... 15 to 16

1.6 Tamil ............................................................................................................ 17 to 18

1.7 Telugu .......................................................................................................... 19 to 20

1.8 Malayalam ................................................................................................... 21 to 22

1.10 Bengali ......................................................................................................... 25 to 27

1.11 Punjabi ........................................................................................................ 28 to 31

1.12 English ......................................................................................................... 32 to 38

Modern Indian Languages

2.1 Hindi ............................................................................................................ 39 to 40

2.2 Hindi (Composite) ................................................................................................. 41

2.3 Marathi ........................................................................................................ 42 to 43

2.4 Marathi (Composite) ............................................................................................. 44

2.5 Urdu ............................................................................................................ 45 to 46

2.6 Urdu (Composite) ....................................................................................... 47 to 48

2.7 Gujarati ........................................................................................................ 49 to 51

2.9 Kannada ...................................................................................................... 54 to 55

2.10 Kannada (Composite) ................................................................................. 56 to 57

2.11 Tamil ............................................................................................................ 58 to 59

2.12 Tamil (Composite) ....................................................................................... 60 to 61

2.13 Telugu .......................................................................................................... 62 to 63

2.14 Telugu (Composite) ..................................................................................... 64 to 65

2.15 Malayalam ................................................................................................... 66 to 67

2.16 Malayalam (Composite) .............................................................................. 68 to 69

2.18 Sindhi (Composite) ...................................................................................... 72 to 73

2.19 Punjabi ........................................................................................................ 74 to 76

2.20 Punjabi (Composite) .................................................................................... 77 to 78

2.21 Bengali ......................................................................................................... 79 to 81

2.22 Bengali (Composite) .................................................................................... 82 to 83

Classical Languages .................................................................................................... 84

2.23 Sanskrit ....................................................................................................... 85 to 88

2.24 Sanskrit (Composite) ................................................................................... 89 to 90

2.25 Pali .............................................................................................................. 91 to 92

2.26 Pali (Composite) ................................................................................................... 93

2.27 Ardhamagadhi .............................................................................................. 94 to 95

2.28 Ardhamagadhi (Composite) ......................................................................... 96 to 97

2.29 Persian ......................................................................................................... 98 to 99

2.30 Persian (Composite) ............................................................................................ 100

2.31 Arabic...................................................................................................... 101 to 102

2.32 Arabic (Composite) ............................................................................................. 103

2.34 Pahalavi ............................................................................................................... 106

Modern Foregin Languages

2.35 French ..................................................................................................... 107 to 109

2.36 French (Composite) ................................................................................. 110 to 112

2.37 German ..................................................................................................... 113 to 115

2.38 German (Composite) ............................................................................................ 116

2.39 Russian ..................................................................................................... 117 to 119

2.40 Russian (Composite) ............................................................................... 120 to 122

3.1 English ..................................................................................................... 123 to 128

3.2 Hindi .................................................................................................................... 129

4. INFORMATION COMMUNICATION TECHNOLOGY ........................ 130 to 132

Algebra and Geometry ............................................................................ 133 to 142

General Mathematics ..................................................................................................