ECONOMICS

The academic year is divided into two terms. The evaluation of the child’s progress is based on the formal examinations as well as, on the day to day
performance under the Continuous and Comprehensive Evaluation (CCE). Formal examinations will be held at the end of each term.

PRE-MID TERM
The question paper will have 4 sections. (His (10) + Pol. Sci. (10) + Geo (10) + Eco (10) = 40 Marks Duration: 2 Hrs [For entire Social Science Paper]
Table 1: The Structure of the Paper

Objective Type Short Answer Long Answer Marks

S. No. Skills to be tested (Weightage)
(1 mark) (3 marks) ( 5 marks) (4 ques.)
1 Knowledge (30 %) 1 x 5 marks 5 marks

2 Understanding (25 %) 1 x 3 marks 3 marks

3 Application/Generalization/Skill (15 %) 1 × 1 mark 1 mark

4 Analysing and Evaluating (15 %) 1 × 1 mark 1 mark

5 Creating (15 %) ---

TOTAL 2 × 1 mark= 2 marks 1 × 3 marks= 3 marks 1 × 5 marks= 5 marks 10 marks

Pre-Board I
Maximum marks: 80 marks [His (20) + Pol. Sci. (20) + Geo (20) +Economics (20)] – [to be converted out of 40 marks]
Duration – 1.5 hours (for entire Social Science Paper)

Question Type: Only MCQ based - case-based MCQs and MCQs on assertion-reasoning type (as suggested by CBSE)
 Term I
Question Type: External: Only MCQ based - case-based MCQs and MCQs on assertion-reasoning type (as suggested by CBSE)
Max Marks: 80(to be converted out of 40)

PRE-BOARD II and Term II [External]

*** The Pattern of the Question Paper will be as per the CBSE guidelines
Section 2: What skills are the examiners testing?
When examiners set the paper, they choose questions which will test certain skills. That is why there are different types of question on the paper.
It is very helpful to you to know what the examiners are looking for. The examiners divide the skills you need to have into four groups. These are called
‘Assessment Objectives’.

Assessment Objectives What Does This Mean?

Do you know your facts? It tests your knowledge and memory. It includes:
Knowledge
1. Stating facts /definitions 2. Characteristics 3. Statistics/naming the types

Can you use the facts to solve problems? Your analytical powers are tested. It includes:
Understanding 1. Description 2. Differentiation 3. Enumeration (synchronization) 4. Positive /negative impact
5. Significance/measures

Can you apply the knowledge in real life situations? It involves the ability to explore, think through an issue, and reason
logically to solve routine as well as non routine problems. Many current affairs will be addressed based on the topics of
Application/Generalization content. It includes:

1. Analysis (pupil’s interpretation) 2. Empirical evidence 3. Evaluation 4. Synthesis

Skill It includes: 1. Visual Stimulus 2. Flow Charts/Graphs 3. Diagrams and their interpretation

Month Course Description
April Development
• The traditional notion of
development; National
Income and Per-capita
Income.
• Growth of NI – critical
appraisal of existing
development indicators (PCI,
IMR, SR and other income
and health indicators)
• Comparing Different
countries
• The need for health and
educational development
• Human Development
Indicators (in brief, as a
holistic measure of
development).
• The approach to this theme :
Use case study of three states
(Kerala, Punjab and Bihar) or
take a few countries (India,
China, Sri Lanka and one
developed country)
TERM-I (CLASS-X) ECONOMICS
AIL No. of
Learning Outcome Portion for Assessments
Activities Periods
• To understand the meaning of 8
PPTs/Slideshow/Videos/We
development and some
binar/Media PT1 (17.07.2021)
macroeconomic concepts.
(4.1.1.1.7) • Development
• To explore the different
indicators of development News Paper articles/Printed • Sectors of the Indian
photographs from Economy
• To analyze whether the
increase in income alone is Newspapers & Magazines
sufficient for a nation.
(4.1.1.1.9) Pre-Board I:
• To be able to compare the
25.10.2021
criteria used by World Bank
and UNDP for development Sketching from nature and • Development
surrounding
• To understand levels of • Sectors of the
economic development using (4.1.1.1.2) Economy
various indicators such as
National Income, Per capita Exercises in creation of plot
Income, life expectancy and and conflict based on: (i) Term I External
literacy rate. episodes and happenings in Examination -
day-to-day life situations: (ii)
• Sensitizing the children about November
episodes from stories from
the rationale for overall human textbooks or story books; (iii) • Development
development in our country short scenes from classical
dramas. • Sectors of the
• How and Why people should
(4.4.2.4) Economy
be healthy and provided with
Education
To be done in the Economics

Month Course Description
• Public Facilities
• Sustainable Development
June Sectors of the Indian
Economy:
• Classification based on
nature of economic activities
– primary, secondary and
tertiary sector
• Changing role of the primary,
secondary and tertiary
sectors in India and their
comparison with the world
Learning Outcome
• To understand the meaning of
public facilities
• To appreciate the role of
education and health in
development of people.
• T o understand the usefulness
of Sustainable Economic
Development
• To evaluate the role of
sustainable development to
keep harmony between
economic growth and
environment preservation
• To be able to classify the
economic activities into
primary, secondary and tertiary
sectors.
• To compare the experience of
India with that of the
developed countries in the
changing importance of sectors.
• To analyze the consequences of
the growth pattern of the three
sectors on Indian economy.
• To understand the reasons for
the growing importance of the
AIL No. of
Portion for Assessments
Activities Periods
note book:
• Students need to find out the
top five countries based on
GDP and top five countries
based on HDI ranks.
• Discussion on the data
collected and its comparative
study to be done in the class.
5
PPTs/Slideshow/Videos/We
binar/Media
(4.1.1.1.7)
News Paper articles/Printed
photographs from
Newspapers & Magazines
(4.1.1.1.9)
Sketching from nature and
surrounding

Month Course Description
July Sectors of the Indian
Economy:
• Classification of the economy
on basis of types of
employment – Organized
and Unorganized sectors.
• Working conditions of the
two sectors- Organized and
Unorganized
Learning Outcome
tertiary sector.
• To make aware of major
employment generating sectors
• Ways to increase employment
in the rural areas.
• To be able to differentiate
between the organized and
unorganized sectors and their
meaning.
• To understand the difference
between private and public
sector enterprises.
AIL No. of
Portion for Assessments
Activities Periods
(4.1.1.1.2)
Use of pencils, colors,
Painting surfaces such as
papers of various kinds and
quality, like smooth, rough,
thick, thin, etc.
(4.1.1.1.8)
• Based on the graphs given
on Pg 25 of NCERT, write a
comparative study of change
in percentage share in GDP
and employment.
• Collection of latest data on
contribution of different
sectors of the economy in the
GDP of the country.
4
PPTs/Slideshow/Videos/We
binar/Media
(4.1.1.1.7)
News Paper articles/Printed
photographs from
Newspapers & Magazines
(4.1.1.1.9)
Sketching from nature and

Month Course Description
• Classification based on
ownership of assets – Private
and Public sector.
August Sectors of the Indian
Economy:
Classification based on
ownership of assets – Private
and Public sector
Septembe Revision for Pre-Board I
r
October
November
AIL No. of
Learning Outcome Portion for Assessments
Activities Periods
surrounding
(4.1.1.1.2)
Exercises in creation of plot
and conflict based on: (i)
To understand role of the
episodes and happenings in
public sector in the economic
day-to-day life situations: (ii)
development of a nation
episodes from stories from
textbooks or story books; (iii)
short scenes from classical
dramas.
(4.4.2.4)
Pre-Board I 1 •
 TERM-II (CLASS- X, ECONOMICS
AIL No. of Portion for
Month Course Description Learning Outcome
Activities Periods Assessments
November Globalization: • To appreciate the • PPTs/Slideshow/Videos/Webinar/Medi 2
• Transformation of importance of a
Pre-board II:
Globalization in the
markets (4.1.1.1.7)
contemporary world. January:
• Interlinking of • News Paper articles/Printed photographs
• To understand the role of • Globalisation
production from Newspapers & Magazines
Multinational Corporation • Money & Credit
in the modern world.
• To understand the (4.1.1.1.9)
importance of • Use of pencils, colors, Painting surfaces
transformation that has such as papers of various kinds and
taken place in production quality, like smooth, rough, thick, thin, Term II External
across countries. etc. Examination -
March
(4.1.1.1.8) • Globalisation
• Name five Indian companies that have • Money & Credit
attained MNC status currently.
• Identify any five MNCs which have
entered India recently and their mode of
setting up production in India.

November • Globalization and the • To know the role played by • Prepare a List of SEZs in India with the 8
Indian economy and foreign trade and foreign facilities provided to MNCs.
integration of barriers in country’s
• Exercises in creation of plot and conflict
markets. development
based on: (i) episodes and happenings in
day-to-day life situations: (ii) episodes
 AIL No. of Portion for
Month Course Description Learning Outcome
Activities Periods Assessments
• WTO • New Economic Policy 1991 from stories from textbooks or story
books; (iii) short scenes from classical
• Fair globalization • License, permit and quota, dramas.
giving way to
liberalization, globalization
and privatization (4.4.2.4)

• To understand the
challenging role of WTO
• The factors that have
enabled globalization
• Achievement of fair
globalization

December Money and credit • To understand the • PPTs/ Slideshow/ Videos/ Webinar/ 8
meaning of barter and Media
• Money as a medium
money & bring the contrast
of exchange (4.1.1.1.7)
between the two
Modern forms of
• Familiarize the concept of • News Paper articles/Printed photographs
money
money as an economic from Newspapers & Magazines
• Loan activities of concept
banks
• To analyze the role of (4.1.1.1.9)
• Role of credit financial institutions from a • Sketching from nature and surrounding
• Sources of credit – common person’s view
Formal and Informal point, the modern forms of (4.1.1.1.2)
money, the loan activities
• Reserve Bank of India of banks, the various terms • Exercises in creation of plot and conflict
of credit& the main sources based on: (i) episodes and happenings in
• Self-help groups
of credit. day-to-day life situations: (ii) episodes
 AIL No. of Portion for
Month Course Description Learning Outcome
Activities Periods Assessments
• To be able to establish from stories from textbooks or story
difference between formal books; (iii) short scenes from classical
and informal sources of dramas.
credit (4.4.2.4)
• To contrast the role of • Find out the current Rates of SLR, CRR,
R.B.I and Commercial bank Repo and Reverse Repo, Fixed Deposits
• To understand the and Savings account.
monitoring role of R.B.I • Visit to banks and discuss various
• the role of Self-Help activities that you have observed in banks
Groups and Grameen bank in the classroom.
in economic development
• Create awareness of the
role of financial institutions
from point of view of day-
to-day life

January Consumer Rights • To understand meaning of PROJECT BASED 2

(Activity Based) consumer awareness.
• PPTs/Slideshow/Videos/Webinar
• Meaning of • To understand need for
Consumer Awareness (4.1.1.1.7)
consumer protection.
• Forms of Consumer • The various forms and • News Paper articles/Printed photographs
Exploitation factors causing consumer from Newspapers & Magazines

• Spread of the exploitation

Consumer Movement (4.1.1.1.9)
• The consumer movement
Consumer Rights and the rights and duties.

• Consumer Rights • To understand the legal • Use of pencils, colors, Painting surfaces
 AIL No. of Portion for
Month Course Description Learning Outcome
Activities Periods Assessments
Legal and technical and technical measures such as papers of various kinds and
measures for consumer available to the consumers quality, like smooth, rough, thick, thin,
protection against exploitation. etc.
(4.1.1.1.8)

• Sketching from nature and surrounding

(4.1.1.1.2)
• Exercises in creation of plot and conflict
based on: (i) episodes and happenings in
day-to-day life situations: (ii) episodes
from stories from textbooks or story
books; (iii) short scenes from classical
dramas.

(4.4.2.4)
• Collect logos of standards available for
various goods and services.
• Design a Poster and write an appropriate
slogan based on Consumer Awareness.

February Revision of Term II

March CBSE Board Term II

Exam-2021-22