CLASS 6 th

Class: 6th Sub.: English

Timeline CONTENTS Learning Outcomes Suggestive Pedagogical processes

1. Who did Patrick’s homework? The learner– The learner may be provided
A House, A Home. • participates in activities in opportunities in pairs/groups/ individually
English like role play, group and encouraged to–
Week 1 Supplementary Reader •become familiar with songs/poems/prose
discussion, debate, etc.
To
• recites and shares poems, in English through input-rich
Week 5 1. A Tale of Two Birds environment, interaction, classroom
songs, jokes, riddles, tongue
2. The Friendly Mongoose activities, discussion, etc.
twisters, etc.
•listen to English news (TV, Radio) as a
• responds to oral messages, resource to develop listening
telephonic communication in comprehension
English and communicates them in •watch/ listen to English movies, serials,
English or home language. educational channels with sub-titles,
• responds to announcements and audio-video materials, talking books,
instructions made in class, school teacher reading out from materials and to
1. How the Dog Found Himself a
Week 6 assembly, railway station and in understand and respond
New Master!
To other public places •participate in individual talk viz.
2. The Kite
• reads a variety of texts in introducing oneself and other persons;
Week 10 Supplementary Reader
English / Braille and identifies participate in role play / make a speech,
1. The Shepherd’s Treasure
main ideas, characters, sequence reproduce speeches
2. The Old-Clock Shop
of great speakers
of ideas and events and relates
•summarise orally the stories, poems
with his/her personal experiences
andevents that he/she has read or heard
• reads to seek information from •locate sequence of ideas, events and
notice board, newspaper, Internet, identifymain idea of a story/poem through
tables, charts, diagrams and maps various types of comprehension questions
1. Taro’s Reward etc. •read different kinds of texts such as
2. The Quarrel • responds to a variety of
Week 11 prose, poetry, play for understanding
3. An Indian-American Woman in
To questions on familiar and unfamiliar and appreciation and write answers for
Space
Week 17 texts verbally and in writing comprehension and inferential questions
• uses synonyms, antonyms •raise questions based on their reading
Supplementary Reader •interpret tables, charts, diagrams and
appropriately
• deduces word meanings from maps and write a short paragraph
1. Tansen •think critically and try to provide
clues in context while reading a
2. The Monkey and the Crocodile suggestion/solutions to the problems
variety of texts
3. The Wonder Called Sleep raised
• writes words / phrases / simple
•read/ discuss the ideas of the text for
sentences and short paragraphs as critical thinking
dictated by the teacher •use dictionary as a reference book for
• uses meaningful sentences to finding multiple meanings of a wordin a
describe / narrate factual / variety of contexts

1. Beauty
Week 18 2. A Different Kind of School
To
Week 22 Supplementary Reader
1. A Pact with the Sun
1. Where do all teachers go?
2. Who I Am
3. The Wonderful Words
Week 23
To Supplementary Reader
Week 30
1. What happened to the reptiles
2. A Strange wrestling match
3. Honey and the Sting
imaginary situations in speech and
writing
• refers to dictionary to check
meaning and spelling, and to
suggested websites for information
• writes grammatically correct
sentences for a variety of
situations, using noun,
pronoun,verb, adverb, determiners,
etc.
• drafts, revises and writes short
paragraphs based on verbal, print
and visual clues
• writes coherently with focus on
appropriate beginning, middle and
end in English /Braille
• writes messages, invitations,
short
paragraphs and letters (formal and
informal) and with a sense of
audience
• visits a language laboratory
• writes a Book Review.
• Inculcating scientific temper.
• Watch/listen to English movies,
serials, Educational Channels with
subtitles, audio- video materials,
teacher reading out from materials
and to understand and respond.
• Read out a nature poem. What nature
makes man feel. Pastoral
experiences.
• Look at cartoons/pictures/comic strips
with or without words, and talk/write
about them.
Raise questions based on their
reading/discuss the ideas of the text
for critical thinking.
•take dictation of words, phrases, simple
sentences and short paragraphs
•understand the use of antonym
(impolite/polite) synonym (big/large) and
homonym (tail/tale)
• understand the grammatical forms in
context/ through reading e.g. Noun,
pronoun, verb, adverb, determiners, etc.
• understand the context for various
types of writing such as messages, notices,
letters, report, biography, diary entry,
travelogue, etc.
• draft, revise and write in English /
Braille with punctuation and with focus on
appropriate beginning, middle and end
• use ICT (Net, mobile, website,
Youtube, TED talks etc) to browse for
information, for projects/PPT etc.
• look at cartoons/ pictures/comic strips
with or without words, and talk/write
about them
• visit a language laboratory
• write a Book Review.
The learner learns
• About women astronauts.
• Usefulness of waste material.
• Value of time.
• Use of future tense.
• Usefulness of waste materials.
• Formation of new words through
fixation.Conjugation of verbs, clauses-
dependent and independent.
• Develops writing skill, revises and
writes short paragraphs based on
verbal print and visual clues.
• Visits a language laboratory.
• Learns about nature in its
various forms.
• Learns poetic devices.
Writes a book review.
Class: 6th Sub: Mathematics
Timeline Contents Learning Outcomes Suggestive Pedagogical Processes

1. Knowing our numbers The learner — The learner may be provided opportunities
• solves problems involving large numbers by in pairs/groups/ individually and
applying appropriate operations (addition, encouraged to —
Week 1
subtraction, multiplication and division) •encounter situations having numbers up
To 2. Whole Numbers • recognizes and appreciates (through to 8 digits, e.g., cost of property, total
Week 5 patterns) the broad classification of numbers as population of different towns, etc.
even, •compare numbers through situations like
odd, prime, co-prime, etc. cost of two houses, number of spectators,
• applies HCF or LCM in a particular situation money transactions, etc.
• solves problem involving addition and •classify numbers on the basis of their
subtraction of integers. properties like even, odd, etc.
• uses fractions and decimals in different •observe patterns that lead to divisibility
situations which involve money, length, by 2,3,4,5,
temperature etc. For example, 7½ metres of cloth. 6,8,10 and 11.
distance between two places is 112.5km etc. •create number patterns through which
• solves problems on daily life situations HCF and LCM can be discussed
involving addition and subtraction of fractions / •explore daily life situations to involve the
decimals use of HCF and LCM
• uses variable with different operations to •create and discuss daily life situations
generalise a given situation. e.g., Perimeter of a involving the use of negative numbers
rectangle with sides x units and 3 units is 2(x+3) •observe situations that require the
units representation by fractions and decimals
• compares quantities using ratios in •use different contexts in mathematics to
different situations. e.g., the ratio of girls to boys appreciate the necessity of representing
in a particular class in 3:2 unknowns by variables (alphabet)
• uses unitary method in solving various •explore and generalise the need of using
word problems. For example, if the cost of a dozen variables alphabets
notebooks is given she finds the cost of •describe situations involving the need for
7notebooks by first finding the cost of 1 comparing quantities by taking ratio
notebook •discuss and solves word problems that
• describes geometrical ideas like line, line useratios and unitary method
segment, open and closed figures, angle, triangle, •explore various shapes through concrete
quadrilateral, circle, etc., with the help of examples models and pictures of different
 in surroundings geometrical shapes like triangles and
• demonstrates an understanding of angles quadrilaterals, etc.
by •identify various geometrical figures and
1. Playing with Numbers – identifying examples of angles in the observe their characteristics in and outside
Week 6
To surroundings the classroom environment either
2. Basic Geometrical Ideas – classifying angles according to their individually or in groups
Week 10
measure •make different shapes with the help of
– estimating the measure of angles using 45°, 90°, available materials like sticks, paper
and 180° as reference angles cutting, etc.
• demonstrates an understanding of line •observe various models and nets of 3-
symmetry by Dimensional (3-D) shapes like cuboid,
– identifying symmetrical 2-Dimensional (2-D) cylinder, etc. and discuss about the
shapes which are symmetrical along one or more elements of 3-D figures such as faces,
lines creating symmetrical 2-D shapes edges and vertices
• classifies triangles into different •share the concept of angles through some
groups/types on the basis of their angles and examples like opening the door, opening
sides. the pencil box, etc. Students can be asked
1. Integers For example- scalene, isosceles or equilateral on to give more such examples from the
Week 11 the basis of sides, etc. surroundings
To 2. Understanding Elementary • classifies quadrilaterals into different •classify angles based on the amount of
Shapes groups/types on the basis of their sides/angles rotation
Week 17
• identifies various (3-D) objects like sphere,
cube, cuboid, cylinder, cone from the surroundings
• describes and provides examples of edges,
3. Mensuration vertices and faces of 3-D objects
• finds out the perimeter and area of
rectangular objects in the surroundings like floor of
1. Fractions the class room, surfaces of a chalk box etc.
Week 18
• arranges given/collected information such
To
as expenditure on different items in a family in the
Week 22
2. Decimals last six months, in the form of table,
pictograph and bar graph and interprets them.
 1. Data handling

2. Algebra
Week 23
To
Week 30 3. Ratio and proportions

4. Symmetry

5. Practical Geometry
Class: 6th Subject: - Science.

Timeline Chapter Name Learning Outcome Suggestive Pedagogical Processes

The learner— The learner is to be provided with
• identifies materials and organisms, such as, opportunities in pairs/groups/
Week 1 Food Where does it come plant fibres, flowers, on the basis individually in an inclusive setup and
To from? of observable features, i.e., appearance, encouraged to—
Week 5 texture, function, aroma, etc. • explore surroundings,
• differentiates materials and organisms, such natural processes, phenomena using
Components of Food. as, fibre and yarn; tap and fibrous roots; electrical senses viz. seeing, touching, tasting,
conductors and insulators; on the basis of their smelling, hearing
properties, structure and functions • pose questions and find answers
• classifies materials, organisms and through reflection, discussion, designing
processes based on observable properties, and
e.g., materials as soluble, insoluble, performing appropriate activities, role
transparent, translucent and opaque; plays, debates, use of ICT, etc.
changes as can be reversed and cannot be • record the observations during
reversed; plants as herbs, shrubs, trees, the activity, experiments, surveys, field
creeper, climbers; components of habitat trips, etc.
as biotic and abiotic; motion as rectilinear, • analyse recorded data, interpret
circular, periodic etc. results
• conducts simple investigations to seek and draw inference/ make
Sorting materials into Groups answers to queries, e.g., What are the food nutrients generalisations
present in animal fodder? Can all physical changes and share findings with peers and adults
Week 6 be reversed? Does a freely suspended magnet align • exhibit creativity presenting
To in a particular direction? novel ideas, new designs/patterns,
Week 10
Separation of Substances • conducts simple investigations to seek improvisation, etc.
answers to queries, e.g., What are the food nutrients • internalise, acquire and
present in animal fodder? Can all physical changes appreciate values such as cooperation,
be reversed? Does a freely suspended magnet align collaboration, honest reporting, judicious
in a particular direction? use of resources, etc
• relates processes and phenomenon with
causes, e.g., deficiency diseases with diet;
adaptations of animals and plants with
their habitats; quality of air with pollutants,
 etc
Motion and the •explains processes and phenomenon, e.g.,
measurement of substances processing of plant fibres; movements in
plants and animals; formation of shadows;
reflection of light from plane mirror;
The Living Organisms & Their variations in composition of air; preparation of
Surrounding vermicompost, etc.
• measures physical quantities and expresses
in SI units, e.g., length
Light
Week 11 • draws labelled diagrams / flow charts of
To organisms and processes, e.g., parts of flowers;
Week 17 Shadow & Reflection joints; filtration; water cycle, etc.
• constructs models using materials from
surroundings and explains their working, e.g.,
pinhole camera, periscope, electric torch, etc.
Water • applies learning of scientific concepts in day-
to-day life,e.g., selecting food items for a balanced
diet; separating materials; selecting season
Fibre to Fabric appropriate fabrics; using compass needle for finding
directions; suggesting ways to cope with heavy rain/
Week 18 Changes around us drought, etc.
To • makes efforts to protect environment, e.g.,
Week 22 Body Movements minimising wastage of food, water, electricity and
generation of waste; spreading awareness to adopt
Electricity and Circuits rain water harvesting; care for plants, etc.
• exhibits creativity in designing, planning,
Air Around us
making use of available resources, etc.
Getting to Know Plants • exhibits values of honesty, objectivity,
cooperation, freedom from fear and prejudices

Electricity and Circuits

Week 23
To Air Around us
Week 30
Getting to Know Plants

Garbage in,
Garbage out.

Fun with Magnets

 Class: 6th Subject: - Social Science.

Timeline Subject Chapter Name Learning outcomes: Suggested Pedagogical Processes

Area
1. What, Where, How and When The learner — The learner be provided opportunities in
History pairs/groups/ individually and
• distinguishes between stars,
encouraged
planets and satellites e.g., Sun, Earth and
Week 1 2. From Hunting gathering to Moon to —
To Growing Food • recognises that the earth is a • use diagrams, models and audio-
Week 5 Social And 1. Understanding Diversity unique celestial body due to existence of visual materials to understand motions
Political Life life, zones of the earth with special of the earth.
reference to biosphere • observe stars, planets, satellite
Geography 1. The Earth in our Solar • demonstrates day and night; and (Moon), eclipse under the guidance of
seasons parents/teacher/elders, etc. to
System understand astronomical phenomena.
History 3. In the Earliest cities • locates directions on the flat
surface; and continents and oceans on
• use globe for understanding
Week 6
the world map latitudes and longitudes.
To 4. What Books and Burials
Tell Us • identifies latitudes and longitudes, • use diagrams for understanding
Week 10
e.g., poles, equator, tropics, States/UTs of lithosphere, hydrosphere, atmosphere
India and biosphere.
Social And 2. Diversity and
and other neighbouring countries on globe • explore maps for locating continents,
Political Life Discrimination
and the world map oceans, seas, States/UTs of India, India
Geography 2. Globe: Latitudes and • locates physical features of India and its neighbouring
Longitudes such as– mountains, plateaus, plains,
5. Kingdoms, Kings and an rivers, desert
Early Republic ,etc. on the map of India
Week 11 History • draws a neighbourhood map
To 6. New Questions and Ideas showing scale, direction,
Week 17
7. Ashoka, The Emperor
Who Gave up War

Social And 3. What is Government?

Political Life
 and features with the help of conventional countries, physical feature of India such
4. Key Elements of symbols as mountains, plateaus, plains,
Democratic Government. • examines critically the deserts, rivers, etc.
3. Motions of the “Earth” superstitions related to eclipses • discuss myths linked to
Geography • identifies different types of sources eclipses.
4. Maps (archaeological, literary etc.) and describes
• use pictures, drawings of different
their use in reconstruction of history of this
types of sources to read, explain,
History 8. Vital Villages, period.
discuss these to understand how
Thriving Towns • locates important historical sites, historians have interpreted these to
places on an outline map of India reconstruct history of ancient India.
Week 18 • recognises distinctive features of early • undertake map activity: for
To Geography 5. Major human cultures and explains their growth
Domains of the locating
Week 22
Earth
• lists out significant important places, sites of hunter-
contributions of important
6. Major Landforms of the gatherers; food producers, Harappan
kingdoms, dynasties with examples viz.,
Earth civilization, janapadas,
Ashokan inscriptions, mahajanapadas, empires, places
SOCIAL AND 5. Panchayati Raj:
Gupta coins, Ratha temples by Pallavas etc. related to events in the life of the
POLITICAL Panchayati Raj in J&K
LIFE • explains broad Buddha and Mahavira; centres of art
developments during the ancient period, e.g., and architecture-areas outside India
9. Traders, Kings, and hunting–gathering stage, the beginning of with which India had contacts.
History Pilgrims agriculture, the
first cities on the Indus etc. and
Week 23
To 10. New Empires and
Kingdoms
Week 30

11. Buildings, Paintings and

Books
SOCIAL AND 6. Rural Administration
POLITICAL 7. Urban Administration
LIFE 8. Rural Livelihoods
9. Urban Livelihoods
 7. Our Country: India
8. India: Climate, Vegetation
Geography and Wildlife
9. J&K and Ladakh at a
Glance
relates the developments occurring in one
place with another
• describes issues, events, personalities
mentioned in literary works of the time
• describes the implications of
India’s contacts with regions outside India in
the fields of religion, art, architecture, etc.
• outlines India’s significant
contributions in culture and
science viz. astronomy, medicine,
mathematics, and knowledge of metals, etc.
• synthesises information related to
various historical developments
• analyses basic ideas and
values of various religions and systems of
thought during ancient period
• describes various forms of human
diversity around her/him.
• develops a healthy attitude towards
various kinds of diversity around her/him
• recognises various forms of
discrimination and understands the nature
and sources of
• explore epics, Ramayana,
Mahabharata, and
Silappadikaram, Manimekalai or some
important works by Kalidas etc.
• discuss basic ideas and central values
of Buddhism, Jainism and other systems
of thought– relevance of their teachings
today– development of art and
architecture
in ancient India– India’s contribution in
thearea of culture and science.
• role play on various historical themes
like change of Ashoka after Kalinga
War– one of the events, incidents from
literary works of
the time etc.undertake projects on the
evolution of stateworking of ganasor
sanghas– contributions
of kingdoms, dynasties in the field of
culture– India’s contact with areas
outside India highlighting the impact
of these contacts and classroom
discussion on
discrimination. Projects
• differentiates between equality and • visit museums to see the material
inequality in various forms to treat them in a remains of early human
healthy way settlements– Harappan and discuss
• describes the role of government, the continuity and change between
especially at the local level. these cultures
• identifies various levels of the • participate in discussions on the
government— local, state and union concepts of diversity, discrimination,
government, and livelihood.
• describes the functioning of rural
• observe examples of fair/unfair
and urban local government bodies in
treatments to people meted out in the
sectors like health and education
family, school, society, etc.
• describes factors • study from the text and
responsible for availability of different directly observe of
occupations undertaken in rural functioning of a Gram
and urban areas. Panchayat or a municipality/
corporation (according to the place a
student lives)
• understand the role of governance in
society, and the difference between
affairs of a family
and those of a village/city.
• describe case studies of
nearby localities/villages in respect of
occupations.
‫‪Class: 6th‬‬ ‫‪Subject: Urdu‬‬
‫درجہ ششم‪ :‬بہارستان ِاردو‬
‫آموزشی ماحصل‬ ‫تدریسی طریقہ کار و مشق‬ ‫عنوانات‬ ‫تقسیم نصاب و میقات‬
‫کہانیوں اور نظموں کو‬ ‫اسباق کی تدریس و تفہیم توضیحات کے ساتھ‬ ‫دعا‬
‫سمجھ کر اپنی رائے ظاہر‬‫‪ 1‬ہمارے سر سبز کرنا۔ نعت‪ ،‬حمد‪ ،‬دعا کی وضاعت کرنا اور‬ ‫ہفتہ‬
‫کرتے ہیں۔ اپنی آس پاس‬ ‫ان کے درمیان فرق واضح کرنا۔ اِمال‪،‬‬ ‫ہفتہ جنگالت‬ ‫تا‬
‫بولی جانے والی زبانوں کا‬ ‫سکھانا۔‬ ‫شاعر کشمیر‬ ‫‪5‬‬
‫تقابل اردو کے ساتھ کرتے‬
‫طلباء اپنے دوستوں ‪ ،‬ہم جولیوں کے مختلف‬ ‫مہجور‬
‫تجربات مثالَ ََ ان کے سفر کے مشاہدے اور‬
‫ہیں۔‬
‫اس سے حاصل شدہ تجربات کو سننے اور‬
‫سنانے کا موقع فراہم کرنا۔‬
‫کلمہ کی مختلف قسمیں‪ ،‬مضامین اور خواست‬
‫لکھوانا‪ ،‬شعراء و ادباء کے متعلق پیراگراف‬
‫لکھنا۔‬
‫صبح کا ترانہ اسباق کی مکمل تدریس و تفہیم کرنا‪ ،‬صحیح ریڈیو‪ ،‬ٹی وی‪ ،‬اخبارات‬
‫امال اور رسم الخط کی طرف توجہ دینا‪ ،‬سے متعلق تجزیہ پیش‬ ‫‪6‬تا نیک عادات‬ ‫ہفتہ‬
‫اخبارات ‪ ،‬رسائل اور جریدے پڑھنے کی کرسکتے ہیں۔‬ ‫ہاتھی کا وزن‬ ‫‪10‬‬ ‫ہفتہ‬
‫طرف طلباء کو مائل کرنا۔ مضامین اور‬
 ‫درخواست لکھوانا۔ کلمہ کی قسمیں۔ ادباء کی‬
‫زندگی پر پیرا گراف لکھوانا۔‬

‫درجہ ششم‪ :‬بہارستان ِاردو‬

‫آموزشی ماحصل‬ ‫تدریسی طریقہ کار و مشق‬ ‫عنوانات‬ ‫تقسیم نصاب و میقات‬
‫کسی تحریر یا تقریر‬ ‫اسباق کی مکمل تدریس وتفہیم و توضیح مع‬ ‫ہندو مسلمان‬
‫کا خالصہ اپنی زبان‬ ‫توضیحات ‪ ،‬مختلف نشستوں کا انعقاد کرنا جن‬ ‫سوامی وویکا نند‬ ‫‪11‬‬ ‫ہفتہ‬
‫میں پیش کرتے‬ ‫میں بچوں کی قرآت اور تلفظ کی درستی ہو جائے۔‬ ‫ایثار کا جذبہ‬ ‫ہفتہ‪17‬‬ ‫تا‬

‫ہیں۔درسی کتب کے‬ ‫تحریری اور تقریری مقابلوں کا انعقاد کیا جائے‪،‬‬ ‫جاگو جگاؤ‬
‫دوسری‬ ‫عالوہ‬‫تاکہ طلباء کو لکھنے کا ماحول فراہم ہوجائے۔‬ ‫چغل کھانے وال‬
‫کتابوں میں بھی‬ ‫طلباء کو اقدار اور رواداری کا سبق دینا۔‬
‫رکھتے‬ ‫دلچسپی‬ ‫واحد جمع‪ ،‬تذکیر و تانیث‪ ،‬ضدو اضداد‪ ،‬کلمہ کی‬
‫ہیں۔‬
‫قسمیں‪ ،‬مضامین‪ ،‬درخواست اور ادباء پر‬
‫پیراگراف لکھوانے کی مشق۔ اشعار کی تشریح‬
‫کروانا۔‬
‫اسباق کی مکمل تدریس تفہیم و توضیحات‪ ،‬نظموں اور کہانیوں‬ ‫شیر میسور ٹیپو‬
‫معیاری اردو تلفظ سکھانا‪ ،‬تصحیح امال‪ ،‬نظم اور کا خالصہ لکھتے‬ ‫سلطان‬ ‫ہفتہ‬
‫کہانی کا خالصہ لکھوانا۔ معنوں کے لحاظ سے ہیں۔‬ ‫برف باری‬ ‫تا‬ ‫‪18‬‬
‫اسم کی قسمیں‪ ،‬درخواست‪ ،‬مضامین‪ ،‬پیرا گراف‬ ‫حکایات‬ ‫‪22‬‬ ‫ہفتہ‬
‫لکھنے کی مشق‬
‫صحت اور صفائی اسباق کی مکمل تدریس و تفہیم مع توضیحات ‪ ،‬طالب علم مختلف‬
‫گھوڑے اور ہرن مختلف تحریری اور تقریری نشستوں کا انعقاد سماجی مسائل کو‬ ‫‪ 23‬تا‬ ‫ہفتہ‬
‫سمجھتا ہے۔ اور ان‬ ‫کرکے طلباء میں ادبی ذوق اجاگر کرنا۔‬ ‫کی کہانی‬ ‫‪30‬‬ ‫ہفتہ‬
‫شعرفہمی کی رغبت پیدا کرنا تاکہ طلباء کا بول پر اپنی رائے ظاہر‬ ‫جگنو‬
‫کرتا ہے۔‬ ‫چال معیاری بن جائے‬ ‫کابلی وال‬
‫بجلی کے کرشمے بناوٹ کے لحاظ سے اسم کی قسمیں‪ ،‬واحد جمع‪ ،‬تذکیر‬
‫و تانیث‪ ،‬ضد اضداد‪ ،‬سابقے لحقے‪ ،‬مضامین‪ ،‬اقتباسات‬
‫اور درخواست وغیرہ لکھنے کی مشق۔‬
‫)اساتذہ سے گذارش ہے کہ درس وتدریس کے دوران آموزشی ماحصل دستاویز )‪ (LO,s‬کو پوری طرح مدنظر رکھیں۔(‬
 
  
 
 
   
       
 

  

    
  


   Learning Outcome Content Course/Period
        
    
    
                    
                5 
 1
 
            
  

            
    
                
                                     10   6

            
     
    
       
             
             

 
     
               
                     
                  17 
 
             11

    
        
            
   
  
 
  
                  
   
   
 
           
        
 
   


 
       
          
           
                     
              18
22 
 
             
   
          
                              
 
 
 
           
 
  
     

                      
    
     
  
  
              23
30 
       
  
 

        
         
     
       
    
 
        /         
         
   
                     
        
 Course Content Learning out comes Pedagogical Process

 ikB 1 vkSj 2  cPps lquh] ns[kh xbZ ckrksa] tSls LFkkuh; lkekftd  ;fr] xfr] y; dks /;ku j[krs dfork dk Loj
bdkbZ 1  fyax] opu] foykse 'kCn] ?kVukvksa] dk;ZØeksa vkSj xfrfof/k;ksa ij csf>>d xk;u djsaA
Unit 1 fØ;k&fo'ks"k.k dh ifjHkk"kk ckr djrs gSa vkSj iz'u djrs gSaA  cpiu ij fp=ksa ds ek/;e ls mudk /;ku dsafnzr
lIrkg 1 ls
vkSj HksnA  ljljh rkSj ij fdlh ikB~;oLrq dks i<+dj mudh djsaA
lIrkg 5 rd
 fuca/k& esjk fe=] j{kkca/ku fo"k;oLrq dk vuqeku yxkrs gSaA  dfBu 'kCnksa ds vFkZ fy[ksa vkSj mPpkj.k Hkh djsaA
 ikB 3 vkSj 4  cPps v{kjksa dh mRifÙk vkSj muds egRo] fyfi ds  dgkuh dk vkn'kZokpu ,oa vuqdj.kokpu
 fØ;k rFkk fo'ks"k.k ds Hksnksa Kku ls voxr gksrs gSaA djok,¡A
bdkbZ 2
Unit 2 dh ifjHkk"kk  fyf[kr] ekSf[kd ,oa lkadsfrd Hkk"kk ls Hkh ifjfpr  xfrfof/k ds ek/;e ls dkfBU;fuokj.k djsaA
lIrkg 6 ls  i;kZ;okph 'kCn] milxZ gksrs gSaA
lIrkg 10 rd  fuca/k& nhikoyh] iznw"k.k  ikB~;oLrq dks i<+dj mldh fo"k;oLrq dk vuqeku
u yxkrs gSaA
 ikB 5 ls 9 rd  vius ifjos'k esa ekStwn yksddFkkvksa vkSj yksdxhrksa  dgkuh dk vkn'kZokpu ,oa vuqdj.kokpu
 eqgkojs] izR;; ds ckjs esa tkurs vkSj ppkZ djrs gSaA djok,¡A
izFke Nekgh
Semester 1  fuca/k& fo|kFkhZ thou  fofHkUu fo/kkvksa esa fy[kh xbZ lkfgfR;d lkexzh dks  xfrfof/k ds ek/;e ls dkfBU;fuokj.k djsaA
lIrkg 11 ls  firkth ls :i;s eaxokus ds mi;qDr mrkj&p<+ko vkSj lgh xfr ds lkFk i<+rs
lIrkg 17 rd gSaA
fy, i=A
  ikB 10 ls 12 rd  vius ifjos'k esa ekStn yksddFkkvksa vkSj yksdxhrksa  dfork@dgkuh dk vkn'kZxk;u@okpu vkSj
bdkbZ 3 ds ckjs esa tkurs vkSj ppkZ djrs gSaA vuqdj.k xk;u@okpu djok,¡A
 laf/k] dkjd] vusd 'kCnksa
Unit 3
lIrkg 18 ls ¼Loj½ ds fy, ,d 'kCn  vius ls fHkUu Hkk"kk] [kkuiu] jgu&lgu laca/kh  O;kdj.k ds fy, fdlh xfrfof/k dk iz;ksx djsaA
lIrkg 22 rd  fuca/k& esjk v/;kid fofo/krkvksa ij ckrphr djrs gSaA  fo"k;oLrq ij cPpkas ls ppkZ djsaA

 ikB 13 ls 16 rd  cPps Lok/khurk laxzke ds izeq[k lsukfu;ksa vkSj  'kCndks'k dk iz;ksx djok,¡A
 laf/k] fyax] opu] i;kZ;okph vius izns'k ds rhFkZ LFkkuksa dh tkudkjh ikrs gSaA  fp=ksa] pkVZ }kjk thouh dk vkn'kZokpu dj Kku
f}rh; Nekgh 'kCn  fgUnh Hkk"kk esa fofo/k izdkj dh jpukvksa dks i<+rs nsaA
Semester 2 gSaA
 fuca/k&daI;wVj] Lora=rk  dfBu 'kCnksa ds vFkZ fy[ksaA
lIrkg 22 ls
lIrkg 30 rd fnol  u, 'kCnksa ds izfr ftKklk O;Dr djrs gSa vkSj
 Qhl ekQh ds fy, izkFkZuk muds vFkZ le>us ds fy, 'kCndks'k dk iz;ksx
(Dr. Lovely Sharma SCERT Jammu)
i= djrs gSaA

lIrkg 1 'kSf{kd l= ds vkjaHk ds izFke lIrkg ls ekuk tk,xkA

ਪਾਠਕ੍ਰਮ ਵੇਰਵਾ ਸ਼੍ਰੇਣੀ ਛੇਵੀਂ Syallabus Class 6th

ਕ੍ਰਮ ਪਰੀਖਿਆ ਸਮਾਂ ਖਿਸ਼ਾ ਖਸਿੱ ਿਣ ਦੇ ਨਤੀਜੇ ਸੁਝ਼ਾਈ ਗਈ ਖਸਿੱ ਖਿਆ

ਸੰ ਖਿਆ ਸ਼ਾਸਤਰੀ ਪਰਖਕ੍ਖਰਆ
੧ U1 ਬ਼ਾਣ ਿੀਰ਼ਾ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਜਬ਼ਾਨੀ ਤੇ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ
ਇਨਸ਼ਾਨ ਖਿਿਤੀ ਰੂਪ ਖਿਿੱ ਚ ਪਰ਼ਾਪਤ ਕ੍ੀਤੇ ਸਿੈ ਮੁਿਾਂਕ੍ਣ ਅਤੇ ਸੰ ਪੂਰਨ
ਸ਼ਾਡ਼ਾ ਖਿਰਸ਼ਾ ਜ਼ਾਣ। ਮੁਿਾਂਕ੍ਣ ਦੁਆਰ਼ਾ ਅਤੇ ਉਨਹ ਾਂ ਨੂੰ
ਸਹੀਦ ਭਗਤ ਕ੍ਹ਼ਾਣੀ ਿੇ ਿ ਅਤੇ ਕ੍ਖਿਤ਼ਾ ਨੂੰ ਪਰੇਖਰਤ ਅਤੇ ਪਰ਼ੋਤਸ਼ਾਖਹਤ ਕ੍ੀਤ਼ਾ
ਖਸੰ ਘ ਸਹੀ ਢੰ ਗ ਨ਼ਾਿ ਪੜ੍ਹ਼ਾਇਆ ਜ਼ਾਿੇ ਜ਼ਾਿੇ।
੨ U2 ਹੈਡ ਗੀਤ ਗ਼ਜ਼ਿ ਅਤੇ ਕ੍ਹ਼ਾਣੀ
ਪੜ੍ਹਨ ਿਈ ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ।
ਖਢਿੱ ਡ ਿ਼ਾ ਖਗਆ ਿਿੱ ਿ-ਿਿੱ ਿ ਸਰਗਰਮੀਆਂ ਪੜ੍ਹਨ ਅਤੇ ਸੁਣਨ ਿਈ
ਬਤ਼ਾ ਖਜਨ ਕ੍ਰਿ਼ਾਈਆਂ ਜ਼ਾਣ ਖਜਿੇਂ ਨ਼ਾਟਕ੍ ਬਿੱ ਖਚਆਂ ਨੂੰ ਕ੍ਿ਼ਾਸ ਖਿਚ ਪਰੇਯਰ
੩ T1 ਸ਼ਾਡੇ ਜੰ ਗਿ ਸਟੇਜ ਸ਼ੋ। ਖਿਿੱ ਚ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ।
ਕ੍ਸਮੀਰ ਿਿੱ ਿ ਿਿੱ ਿ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ ਬਿੱ ਖਚਆਂ ਨੂੰ ਪੰ ਜ਼ਾਬੀ ਿਬਰਾਂ
ਊਠ ਤੇ ਖਗਦੜ੍ ਕ੍ਰਨ ਦ਼ਾ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ ਪੰ ਜ਼ਾਬੀ ਪਰ਼ੋਗਰ਼ਾਮ ਅਤੇ ਫੀਚਰ
ਿ਼ਾਤ਼ਾਿਰਨ ਤੇ ਖਜਿੇਂ ਦ਼ੋਸਤ ਦੁਕ਼੍ਾਨਦ਼ਾਰ ਖਫਿਮਾਂ ਿੇਿਣ ਿਈ ਪਰੇਖਰਤ
ਪਰਦੂਸਣ ਕ੍ੀਤ਼ਾ ਜ਼ਾਿੇ।
ਡ਼ਾਕ੍ਟਰ ਅਖਿਆਪਕ੍ ਆਖਦ।
ਸੇਰ ਿਿੱ ਿ-ਿਿੱ ਿ ਖਿਖਸਆਂ ਨ਼ਾਿ
ਟੀਿੀ ਰੇਡੀਉ ਆਖਦ ਿਬਰਾਂ
੪ U3 ਬੰ ਦ਼ਾ ਖਸੰ ਘ ਸੁਣਨ ਿਈ ਜਾਂ ਕ੍ਖਹਣ ਿਈ ਸਬੰ ਿਤ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ
ਬਹ਼ਾਦਰ ਕ੍ਰਨ ਿਈ ਅਤੇ ਉਨਹ ਾਂ ਦੇ
ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ।
ਇਮ਼ਾਨਦ਼ਾਰੀ ਦ਼ਾ ਕ਼੍ਾਰਜਾਂ ਬ਼ਾਰੇ ਜ਼ਾਣਨ ਿਈ
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਦੇ ਪਰਸਨਾਂ ਦੇ
ਫਿ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਮਿੇ ।
ਉੱਤਰ ਪੁਿੱ ਛੇ ਜ਼ਾਣ।
ਗੀਤ ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਨੂੰ ਪੜ੍ਹਨ ਦ਼ਾ
੫ T2 ਨੰਦ ਖਰਸੀ
ਮੌਕ਼੍ਾ ਦੇਣ਼ਾ ਚ਼ਾਹੀਦ਼ਾ ਹੈ।
ਕ਼੍ਾਗਜ਼ ਿ਼ੋ ਕ੍
ਖਿਆਹ ਕ੍ਰਨ ਦੀ ਸਹੀ ਿਰਤੋਂ
ਕ੍ਹ਼ਾਣੀ
ਕ੍ਰਨ ਿਈ ਪਰੇਖਰਆ ਜ਼ਾਿੇ।
ਖਿਖਦਆ ਕ੍ਖਿਤ਼ਾ
ਡ਼ਾਇਰੀ ਿ਼ਾਿੀ
ਗਿੱ ਿ
ਬਚਪਨ ਦੀਆਂ
ਯ਼ਾਦਾਂ