Government of Jammu and Kashmir

Academic Calendar (syllabus)

Class 6th – 9th
Academic Session
2021- 2022 (winter Zone)
2022- 2023 (Summer Zone)

JK SCERT
 Introduction
1. Right of Children to Free and Compulsory Education (Amendment) Act, 2019 section 16 provisions are
as under:
“
(1) There shall be a regular examination in the fifth class and in the eighth class at the end of every academic year.
(2) If a child fails in the examination referred to in sub-section (1), he shall be given additional instructions and granted opportunity
for re-examination within a period of two month from date of declaration of the result.
(3) The appropriate Government may allow schools to hold back a child in the fifth class or in the eighth class or in both clas ses, in such
manner and subject to such conditions as may be prescribed ,if he fails in the re-examination referred to in sub-section(20:
Provide that the appropriate Government may decide not to hold back a child in any class till the completion of elementary ed ucation.
(4) No child shall be expelled from a school till the completion of elementary education.”
2. The earlier Provisions of RTE Act,2009 section 16 were:
“No Child admitted in a school shall be held back in any class or expelled from school till the
completion of elementary education“
“No detention” of child at elementary level was misunderstood with “No Examination”

With the result students especially from backward and rural areas were not studying seriously as the Act
forbids detention and a balance was stuck between the concerns regarding quality and learning levels and
children’s motivation and stress.

3. In light of provisions in amended RTE Act, 2009 the teachers and students have to prepare
themselves according to the policy contained in the Act. Hence assessment tools have to be devised to
determine the competency of students to measure/monitor student learning outcomes.

4. Accordingly, Academic Calendar (Syllabus) has been formulated in light of National Education Policy
2020 and revised textbooks, especially in English ,History/social sciences to prepare the students for
future challenges.Entire syllabus has been distributed as per number of teaching days/timeline
mentioned against the unit/term along with the “Learning Outcomes” and “Pedagogical Processes”.
 Calendar of Activities

The calendar of activities is spelled out to achieve the desired goals; various activities could be
undertaken as per the following suggestive schedule. The schools can add more activities as per their
local needs but calendar for the school for a particular academic year must be adhered at the beginning
of the academic session and should be displayed prominently class wise in the school for easy access
of the students and teachers.
Commencement of Academic Session Principles of child learning include a fair and free environment that
makes learning a joyous rather than onerous experience, aligned to
the developmental stages of child and protecting from demotivation
and adverse impact. Every effort needs to encourage students to
reach class 9th with particular focus on regular assessment,
evaluation and remedial teaching. Diagnostic tools necessitate both
assessment as learning, assessment of learning and assessment for
learning. Primary objective of the education system is not meant to
test what student has been taught or to bring child under stress, but
instead to identify potential learners and organizing remedial
teaching on a sustained basis as an integral part of learning process.

Once annual examinations are concluded, students be allowed to sit

in the next class provisionally till the assessment reports are
declared. In case of low performer students, they should be graded
as “Needs Improvement” and such students shall be given special
remedial teaching for academic support to attain the minimum
qualifying level classes.
Winter/Summer vacation/Holidays The Winter/Summer vacations and other gazetted holidays shall
be observed as per the Government orders. During the
summer/Winter break it is imperative upon HOIs/ teachers to
track every student maps their unique requirements for instruction
delivery, and ensures that the child receives timely instructions
and is tracked for progress made. The teachers will
mentor/conduct remedial classes through blended mode for
bridging the learning gaps.

First two days after Winter Celebrating Opening of Schools and preparations for the school
vacation/summer vacation activities & sharing of winter Experience. Interaction with Students
and Parents. Devising Activity Calendar for the Academic session.
Celebration of International Women’s Day by organising
March 8th 2022 skits,Group discussions highlighting the role of women.
Arbor Day (Nauroz)-
March 21st 2022 Plantation Day ,plants like ChiNARS, DeoDARs to be planted in the
premises of the school
World Water Day, organizing Awareness drives, Debates,Painting
March 22nd 2022 Competitions on the theme of conservation of Water Resources
2nd April World Autism Awareness day at School Level

World Health Day, Health & Hygiene Camps to be organized in

April 7th,2022 collaboration with NRHM & nearest Primary Health Centres,
Community Awareness programmes, Street Theatre will be some
of the suggestive activities.
Celebration of Red Cross Day to inculcate the habit of Social
May 8th ,2022 Service among students, Awareness regarding First-Aid in the
Morning Assembly.
 World Anti-Tobacco Day- students to be engaged in Anti-
May 31st 2022 Tobacco Awareness Campaign

Celebration of World Environment Day, Seminars, debates in

June 5th 2022 collaboration With Department of Environment. Painting
competitions, poster writing competitions, Rallies etc will be
some of the suggestive activities.
Anti-Drug Abuse Day-Debates & Seminars, a visit to Drug De-
June 26th 2022 addiction Centre are some suggestive activities.

July 1st -6th July Science activities/exhibition at School/Cluster level.

August 21st 2022 Peace & Non-Violence Day-Debates & Seminars, Group
Discussions

August 29th 2022 National Sports Day- Awareness about sports & Games

5th September 2022 Teacher’s Day- Essay Writing on Teachers and other related
activities at School Level/Zonal/District level
2nd week of September Theme based cleanliness drive /Swachh Bharat Pakhwada

2nd -8th October 2022 Celebration of Gandhi Jayanti

Wildlife Week- Awareness about importance of conservation of
Wildlife, our local Fauna.
Children’s Day- celebrations to reiterate the importance of being
November 14th 2022 a child.

01-11-2022 New Classification for Classes 1st to 10th (Winter zone schools)
 15-04-2022
3rd December 2022
Last week of Oct(Winter zone schools
20 Oct.-25th Oct.)
First week of April (Summer zone)
After Summative assessment
Annual day celebration
Parent Teacher Association
(PTA) meet
Braille day at School Level/
Winter camps
New Classification for Classes 1st to 10th (Summer zone
schools)
International Disability Day- celebrating this special day for the
Specially abled classmate to inculcate feeling of empathy and
togetherness.
Summative Assessment
Progress Day, Cultural and other Programmes displaying skills of
students in front of community and Parents.
Celebration of Annual Day by all schools particularly High and
Higher Secondary Schools shall be mandatory, for which dates
shall be shall be fixed by concerned Schools and shall be
cerebrated before annual examination.
Parent Teacher Association (PTA) meet must be conducted once in
a month (3rd working day of month) to restore public faith in the
system and to have a feedback.to be discussed and the
photographs of the same shall be sent to the concerned
DIET/Academic Unit.
The winter zone schools may celebrate it in December or during
winter camps on 4th January /Summer Zone schools shall celebrate
on 4th January.
 In addition to above listed activities the following suggestive activities shall be observed:

1. Every week, there should be some Co-Curricular activity in the second half of each Saturday like
sports, debates, Quiz, Seminars etc., These activities should collate with the curriculum to make
the core academics more attractive and joyful.

2. After every two months, there should be outing for the students to have subject related tours to the
Archaeological sites industrial areas, historical places, Botanical gardens and Museums, Fish Farms,
Wildlife Sanctuaries, Nature study, local places of interest etc., the dates & destinations for which
should be notified by the school authorities at the beginning of the session for entire academic session.
Further, in order to give exposure to the students, some special visits should be planned to Hospitals,
Post Offices, Banks, other establishments and local artisans to capture their working. Also Girl
students should be especially made to interact with lady doctors, engineers, artisans, bankers and
other officers for their inspiration.

3. Eminent Community leaders, Litterateurs, famous persons, experienced local older citizens to be
invited to schools for interactions with the children to collect the legacy from them and gain from their
experiences of life. The experience shared by them must be recorded in the register to be specifically
kept for the purpose under the name of “Knowledge Register”.

4. Morning Assemblies to be tapped for imparting Moral Education by means of Stories on great
personalities ,Moral Education, participation of Students in different activities reflecting Morals. Also
Morals should be taught across curriculum i.e., teaching of Moral Education through Academic
subjects and above all Teacher being a role model should reflect Morals through personal examples so
that students catch the reflection.
 Suggestive School Clubs
School Clubs will comprise of Students and Teachers and the aim of establishing these clubs will be to
inculcate leadership qualities among students. All the students and the Teachers should opt for at
least one club at the beginning of the academic session. After finalizing the members, clubs should
notify their calendar of activities for the year in the first fortnight of the academic session.
Schools should make their own Plan for different activities and give
exact dates in the beginning of the session.

Eco Club: For Environmental concerns like environmental degradation, conservation of natural resources,
biodiversity & its conservation, Herbal Gardens. Awareness campaigns, Wildlife.

Sports Club: Promotion of sports especially non-conventional & indigenous sports like Javelin throw, Discuss
throw, High Jump, Long Jump, Race, Hopscotch (Vern: Sazlong), Santooli (vern; Kulgarm), Gilli Danda.

Adventure Club: Promoting adventure sports Rafting, River Crossing, Mountaineering, Snow tubing,
Tracking, Cycling, Road safety and Visits to Forests.

Science Club: For Science Popularization & allied activities, botanical tours, Tours to Wild Life Sanctuaries,
National parks, Museums
Culture, Art & Heritage Club: For Preservation of Culture & Heritage and promotion of Art & Craft.
Social Activity Club: For promoting Social Activism among students.
Counselling Clubs: Career Counselling for different career opportunities for students, legal counselling,
Psychological Counselling etc., Counselling on Drug de-addiction.
Health & Hygiene Club: School Hygiene conducting Health Check-ups and related activities in collaboration
with Department of Health, MDM.
 School Safety and Disaster Management Club

Safe Learning, Care &Protection related laws ,spelling out Standard Operating Procedures (SOPs), Safe
School Environment (Infrastructural & Psychological), Prevention of Child Abuse, Transportation issues ,
Positive discipline

**********
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. Menstruation 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
Class 7
th
Class 7th Sub: English

Timeline Chapter Learning Outcomes Suggestive Pedagogical Processes

The Markhor The learner– The learner may be provided opportunities in pairs
•answers questions orally and in writing on a groups/ individually and encouraged to–
Week 1 Windows
variety of texts • consciously listen to songs/poems/stories/ prose texts
To • reads aloud stories and recites poems with in English through interaction and being exposed to
Week 5 Three questions appropriate pause, intonation and pronunciation print-rich environment
• participates in different activities in English such • participate in different events/ activities in English in
Lal Ded as role play, poetry recitation, skit, drama, debate, the classroom, school assembly; and organised by
Week 6 speech, elocution, declamation, quiz, etc., different Institutions
To organized by school and other such organizations • listen to English news and debates (TV, Radio) as input
Week 10 • engages in conversations in English with family, for discussion and debating skills
Trees
friends, and people from different professions such • watch and listen to English movies, serials, educational
The Little Girl
as shopkeeper, salesperson etc. using appropriate channels with sub-titles, audio video materials, teacher
Tobacco- The Silent vocabulary reading out from materials and eminent speakers
Week 11 Killer • responds to different kinds of instructions, • share their experiences such as journeys, visits, etc. in
To requests, directions in varied contexts viz. school, pairs /groups
A Mad Tea Party
Week 17 bank, railway station • introduce self, converse with other persons, participate
• speaks about excerpts, dialogues, skits, short in role play / make speeches, reproduce speeches of
The Rebel films, news and debate on TV and radio, audio– great speakers
video programmes on suggested websites • summarise orally and in writing a given text, stories, or
• asks and responds to questions based on texts an event
A Shadow (from books or other resources) and out of • learn vocabulary associated with various professions
curiosity (e.g. cook, cobbler, farmer, blacksmith, doctor etc)
• reads textual/non-textual materials in • read stories / plays (from books/ other sources in
Macbeth English/Braille with comprehension English / Braille) and locate details, sequence of ideas
Week 18 • identifies details, characters, main idea and and events and identify main idea
To sequence of ideas and events in textual / non- • use material from various sources in English and other
Week 22 Sympathy textual material languages to facilitate comprehension and co-relation
• thinks critically, compares and contrasts • understand the rules of grammar through a variety of
characters, events, ideas, themes and relates them situations and contexts focusing on noun, pronoun, verb,
to life determiners, time and tense, passivation, adjective,
Face Showing • reads to seek information in print / online, notice adverb, etc.
board, signboards in public places, newspaper, • interpret tables, charts, diagrams and maps, and
hoardings etc. incorporate the information in writing
• takes notes while teacher teaches /from books / • think critically on inputs based on reading and
from online materials. interaction and try to provide suggestion/solutions to the
 • infers the meaning of unfamiliar words by reading problems
them in context raised. (The themes could be social issues, environment
• refers dictionary, thesaurus and encyclopedia to problems, appreciation of culture and crafts)
find meanings / spelling of words while reading and • refer sources such as dictionary, thesaurus and
writing encyclopedia to facilitate reading
• reads a variety of texts for pleasure e.g. • read text, both familiar and unfamiliar, and write
adventure stories and science fiction, fairy tales, answers for comprehension and inferential questions
Fetching the doctor biography, autobiography, travelogue etc. • take dictation of a paragraph with a variety of sentence
The Bahu Fort (extensive reading) structures.
• uses appropriate grammatical forms in • draft, revise and write with appropriate beginning,
Week 23 To Sleep
communication (e.g. noun, pronoun, verb, middle and end, along with punctuation marks
To The Gumbie Cat
determiners, time and tense, passivisation, • know the features of various types of writing:
Week 30
A Shadow adjective, adverb, etc) messages, emails, notice, letter, report, short personal/
Lalajee • organises sentences coherently in English / in biographical experiences etc.
Braille with the help of verbal and visual clues and • use ICT (Net, mobile, website, Youtube, TED talks etc)
with a sense of audience to browse for information, for projects/PPT discussion,
• writes formal letters, personal diary, list, email, debate etc.
SMS, etc. • attempt creative writing, like stories, poems, dialogues,
• writes descriptions / narratives showing skits etc.
sensitivity to gender, environment and appreciation • visit a language laboratory
of cultural diversity • write a Book Review.
• writes dialogues from a story and story from
dialogues
• visits a language laboratory.
Class: 7th
Timeline Contents Learning Outcomes/Goals
The learner—
Integers • multiplies/divides two
Week 1
integers
To • interprets the division and
Week 5 Fractions and decimals multiplication of fractions.
•for example interprets as of .
Week 6 Also is interpreted as how many
To Data Handling make ?
•uses algorithms to multiply
Week 10
Simple Equations and divide fractions/decimals.
•solves problems related to
daily life situations involving
rational numbers
Lines and angles
•uses exponential form of
Week 11
numbers to simplify problems
To The Triangle and its involving multiplication and
Week 17 properties division of large numbers.
•represents daily life situations
Rational Numbers in the form of a simple equation
and solves it
•adds/subtracts algebraic
Congruence of Triangles expressions
Week 18 •distinguishes quantities that
To are in proportion. For example,
Comparing quantities
Week 22 tells that 15, 45, 40, 120 are in
proportion as is the same as •
Perimeter and Area
solves problems related to
conversion of percentage to
fraction and decimal and vice
versa
•calculates profit/loss percent
and rate percent in simple
interest
•classifies pairs of angles based
on their properties as linear,
supplementary,
complementary, adjacent and
vertically opposite and finds
Sub: Mathematics
Suggestive Pedagogical Processes
The learner may be provided opportunities
in pairs/groups/ individually and
encouraged to—
•provide contexts for exploring the rules of
multiplication and division of integers. This can be done
through number line or number patterns.
For example :
3×2=6
3×1=3
3×0=0
3× (-1)= -3
3× (-2)= -6
So 3× (-3)= -9
means a positive integer multiplied by a
negative integer given a negative integer
•explore the multiplication/ division of fractions/
decimals through pictures/paper folding activities /daily life
examples.
•discuss the situations that require the use of fractional
numbers in opposite direction,
such as moving 10 ½ m to the right of a tree and 15 2/3 m
to its left etc.
•involve children in exploring how repeated
multiplication of numbers can be expressed
in short form. For example 2×2×2×2×2×2= can be
expressed as 26
•explore the possible combinations of variables and
constants using different operations to form algebraic
expressions in various contexts.
•provide situations from daily life that lead to setting up of
equations and choosing the
appropriate value of the variable that equate
 . value of the one when the other
is given.
•verifies the properties of
various pairs of angles formed
when a transversal cuts two
lines
•finds unknown angle of a
Practical Geometry triangle when its two angles are
known
•explains congruency of
Week 23 triangles on the basis of the
To
information given about them
Week 30 like (SSS, SAS, ASA, RHS)
•using ruler and a pair of
compasses constructs, a line
Algebraic Expressions
parallel to a given line from a
point outside it and triangles
Exponents and powers •finds out approximate area of
closed shapes by using unit
Symmetry square grid/ graph sheet
•calculates areas of the regions
Visualizing of solid shapes enclosed in a rectangle and a
square
•finds various representative
values for simple data from
her/his daily life contexts like
mean, median and mode
•recognizes variability in real
life situation such as, variations
in the height of students in her
class and uncertainty in
happening of events like
throwing a coin
•interprets data using bar
graph such as consumption of
electricity is more in winters
than summer, runs scored by a
team in first 10 overs etc.
both sides.
•conduct activity of adding /subtracting number of objects
of same category from daily life. For example number of
notebooks obtained when 3 notebooks are added to a group
of 5 notebooks.
•evolve the understanding of the concepts of
ratios and percentage (equality of ratio.)
•provide daily life situations based on profit/loss and simple
interest that show the use of percentage
•explore different examples from daily life in which pair of
angles are involved with a common vertex, e.g., Scissors,
Road Junction, Letter X, T, etc
•verify the properties of various pairs of angles by drawing
diagram (One group can give measure of one angle , the
other group needs to give the measure of other angle.)
•visualize the relationship between various pairs of angles
when `a transversal cuts two lines (parallel and non-
parallel), angles of triangle and relationship among its sides
through diagrams and upper primary mathematics kit
(developed by NCERT)
•draw different types of triangles, ask them to measure
angles of all triangles, and verify
• explore exterior angle property of triangles;
and Pythagoras theorem
•identify symmetrical figures from their environment and
which shows rotational
symmetry
•visualize the symmetry through paper folding activities
•establish congruence criterion and later on verify the
property by superimposing one above the other
•demonstrate the construction of a line parallel to the given
line from a point outside it through students active
participation construct the simple triangle by using ruler and
compasses
•cut out different closed figures drawn on hard boards/ thick
papers. trace the figures in the given graph sheets
•count the exact number of square units
occupied by the traced figure (Complete, Half, etc). and find
out the approximate area of these figures
•through discussion motivate them to arrive at the formula
for area of a rectangle/square
•find a representative value of data i.e. mean , mode or
median of ungrouped data. Encourage them to arrange it in
a tabular form and represent it by bar graphs
• draw inferences for future events from the
existing data
•discuss the situations where the term ‘chance’ can be used,
for example, what are the chances of winning today as
chances of getting 6 while rolling a dice
•sum of two sides of a triangle is greater than the third side.
 th
Class 7 Sub: Science

Course Theme/ Sub- Suggestive Pedagogical processes

theme Learning Outcomes
The learner — The learner is to be provided with
1. Nutrition in Plants
Week 1 • identifies materials and organisms, such as, animal fibres; opportunities in pairs/groups/ individually in
To types of teeth; mirrors and lenses, on the basis of observable an inclusive setup and encouraged to —
Week 5 features, i.e., appearance, texture, functions, etc. •explore surroundings, natural processes,
2. Nutrition in
•differentiates materials and organisms such as, digestion in phenomena using senses viz. seeing,
animals
different organisms; unisexual and bisexual flowers; touching, tasting, smelling, hearing
3. Fibre to Fabric conductors and insulators of heat; acidic, basic and neutral •pose questions and find answers through
substances; images formed by mirrors and lenses, etc., on the reflection, discussion, designing and
8. Winds, Storms & basis of their properties, structure and function performing appropriate activities, role plays,
cyclones •classifies materials and organisms based on debates, use of ICT, etc.
Week 6
properties/characteristics, e.g., plant and animal fibres; • record the observations during the activity,
To
physical and chemical changes experiments, surveys, field trips, etc.
Week 10 4. Heat
•conducts simple investigations to seek answers to queries, •analyse recorded data, interpret results
e.g., Can extract of coloured flowers be used as acid-base and draw inference/ make generalizations
indicator? Do leaves other than green also carry out and share findings with peers and adults
photosynthesis? Is white light composed of many colours? •exhibit creativity presenting novel ideas,
5. Acids, Bases & Salts •relates processes and phenomena with causes, e.g., wind new designs/patterns, improvisation, etc.
speed with air pressure; crops grown with types of soil; •internalise, acquire and appreciate values
6.
depletion of water table with human activities, etc. such as cooperation, collaboration, honest
10. Respiration in •explains processes and phenomena, e.g., processing of reporting, judicious use of resources, etc.
Week 11 Organisms animal fibres; modes of transfer of heat; organs and systems
To in human and plants; heating and magnetic effects of electric
Week 17 13. Motion & Time current, etc.
•writes word equation for chemical reactions, e.g., acid-base
16. Water reactions; corrosion; photosynthesis; respiration, etc.
•measures and calculates e.g., temperature; pulse rate; speed
of moving objects; time period of a simple pendulum, etc.
17. Forests: •draws labelled diagrams/ flow charts e.g., organ systems in
Our Life Line human and plants; electric circuits; experimental set ups; life
cycle of silk moth, etc.
• plots and interprets graphs e.g., distance -time graph.
7. Weather, Climate
• constructs models using materials from surroundings and
Week 18 and Adaptation
explains their working, e.g., stethoscope; anemometer;
To electromagnets; Newton’s colourdisc ,etc.
Week 22 8. Physical •discusses and appreciates stories of scientific discoveries
&chemical •applies learning of scientific concepts in day-to-day life, e.g.,
changes dealing with acidity; testing and treating soil; taking measures
to prevent corrosion; cultivation by vegetative propagation;
connecting two or more electric cells in proper order in devices;
 9. Soil taking measures during and after disasters; suggesting
methods for treatment of polluted water for reuse, etc.
•makes efforts to protect environment, e.g., following good
practices for sanitation at public places; minimising generation
of pollutants; planting trees to avoid soil erosion; sensitising
15. Light others with the consequences of excessive consumption of
11. natural resources, etc.
Transportation •exhibits creativity in designing, planning, making use of
in Animals & available resources, etc.
Plants •exhibits values of honesty, objectivity, cooperation, freedom
Week 23 12. Reproduction from fear and prejudices
To In Plants
Week 30 14. Electric
Current &
Circuits
18. Waste water
story
Class: 7th Subject: - Social Science

Course Subject Chapter Name Learning outcomes: To understand /know/ Suggestive Pedagogical Processes
Area Appreciate/learn
1. Tracing changes The learner — The learner be provided opportunities in
through a • identifies major layers of the earth’s pairs/groups/ individually and encouraged to —
History thousand years interior, rock types, layers of the • engage with key concepts like ecosystem,
atmosphere in a diagram. atmosphere, disasters, weather, climate,
• locates distribution and extent of different climatic regions, etc., using meaningful
Week 1 explanations and appropriate resources
To Social And 1. On Equality climatic regions on the world map or globe.
• discuss and share their observations and
Week 5 Political Life • explains preventive actions to be experiences regarding various aspects of the
undertaken in the event of disasters, e.g.,
environment, e.g., components of natural
earthquake, floods, droughts.
and human made environments, flora and
• describes formation of landforms due to fauna in different ecosystems/ climatic
Geography 1. Environment various factors. regions, kinds of pollution, sources of fresh
• explains composition and structure of the water in their surroundings, etc.
atmosphere. • explore globe and maps for identifying
2. Inside our Earth historical places/kingdoms, climatic regions,
• describes different components of the
environment and the interrelationship and other resources
2. New kings and between them. • use diagrams/ models/visuals/audiovisual
History Kingdoms • analyses factors contributing to pollution in materials for understanding interior of the
their surroundings and lists measures to earth, formation of different types of
3. The Delhi Sultans landforms, movements of water in the ocean,
Week 6 prevent it.
etc.
To 2. Role of Govt. in • reasons and factors leading to diversity in
Week 10 Social and Health flora and fauna, e.g., climate, landforms, etc. • prepare models to display
Political Life different types of landforms
• reflects on the factors leading to disasters
3. Our Changing and calamities.
Geography Earth
• shows sensitivity to the need for
4. Air conservation of natural resources– air,
water, energy, flora and fauna
• draws interrelationship between climatic
regions and life of people living in different
• climatic regions of the world, including
India
 4. The Mughal Empire • analyses factors that impact development • collect samples and identify different
of specific regions types of rocks from the vicinity
History • participate in mock drill for
5. Rulers and Buildings • provides examples of sources used to
Week 11
study various periods in history earthquakes or other disasters
To
Week 17 • relates key historical developments during • discuss factors, both natural and
humanmade that cause disasters like
3. How State Govt works medieval period occurring in one place with
another. tsunamis, floods, earthquakes, etc.
Social and • explains the relationship between livelihood • discuss similarities and differences in the
4. Growing up as a Boy life of people in different climatic regions of
Political patterns and the geographical condition of
Life and Girl the area inhabited, e.g., tribes, nomadic the world, including India
5. Women change the pastoralists and banjaras. • identify different sources of history
world • analyses socio-political and economic available in books/local environment e.g.,
changes during medieval period extracts from manuscripts/ maps/
5. Water
• analyses administrative measures and illustrations/ painting/historical
6. Natural vegetation & monuments/films, biographical dramas,
wild Life. strategies for military control adopted by
Geography different kingdoms, e.g., the Khaljis, and tele-serials, folk dramas and interpret these
Tughluqs, Mughals, etc. to understand the time.
• draws comparisons between policies of • familiarise with the emergence of new
6. Town, Trades, and dynasties and prepare a timeline to trace
different rulers
Craftpersons important developments during this time
History • describes distinctive developments in
Week 18
style and technology used for construction of
To 7. Tribes, Nomads, and temples, tombs and mosques with
Week 22 settled communities. examples.
• analyses factors which led to the
emergence of new religious ideas and
Social and 6. Understanding Media
movements (bhakti and sufi)
political life
• draws inferences from poetry of bhakti
and sufi saints about existing social order
Geography 7. Human Environment • explains the significance of equality in
settlement, democracy
transportation and
• distinguishes between political equality,
communication
economic equality, and social equality
• interprets social, political and economic
issues in one’s own region with reference to
the right to equality
• differentiates between local government
and State government.
 8. Devotional • describes the process of election to the
paths to the legislative assembly
History Divine • locates one’s own constituency on assembly constituency
9. The Making of map of State/UTs and names local MLA
Regional Cultures • analyses the causes and consequences of disadvantages faced
by women of different sections of the society.
10. 18th century
• identifies women achievers in different
Political formation
fields from various regions of India
• illustrates contribution of women to
Week 23 7. Markets around different fields with appropriate examples
To us • explains the functioning of media with
Week 30 8. A Shirt in Market appropriate examples from newspapers.
9. Struggle for • creates an advertisement
Social and
Political Equality • differentiates between different kinds of
Life 10. Structures of the markets
governance in J&K • traces how goods travel through various
market places
8. Human • enact/dramatise key events of a given historical
Environment period/personality like, Razia Sultan, Akbar etc.
interactions • reflect on the changes in society during medieval period and
The tropic and compare it with present day time
subtropical • prepare projects: on dynasties/kingdoms/ administrative
Geography regions. reforms and architectural specialties of a period, e.g., Khaljis,
Mughals etc.
9. Life in Deserts • engage with factors contributing to the emergence of new
10. J&K Life and religious ideas and movements through the use of poems of
people saints/bhajans, kirtans or qawwalis/ visits to nearby dargah/
gurudwara/ temple associated with bhakti or sufi saints and
discuss the basic tenets of different
religions
‫‪Class: 7th‬‬
‫‪Subject: Urdu‬‬

‫درہجمتفہ‪:‬اہبراتسناردو‬
‫آومزیشامصح‬ ‫دتریسیرطہقیاکروشم‬ ‫ونعاانت‬ ‫میسقتاصنبو‬
‫اقیمت‬
‫دترسیاابسقحیحصظفلتےکاسھت‪،‬مہ دورسوں یک ابوتں اور‬ ‫رتاہنودحت‬
‫اموحایلیتآولدگ آواز اافلظیکاشندنیہ‪ ،‬اافلظوکولمجں ایخالت وک نُس رک اےنپ‬
‫ںیم اامعتسل‪ ،‬اابسق ڑپاھےت وتق ادناز ےس ایبن رکےت‬ ‫االخق‬ ‫ہتفہ ‪ 1‬ات ہتفہ ‪5‬‬
‫ںیہ۔‬ ‫یلمعوقادعاکاامعتسل۔‬ ‫یبنﷺ‬
‫اینپ ابت اور ایخالت وک آزادی ےس‬
‫شیپ رکےن یک ااجزت دی اجےئ۔‬
‫ونعمں ےک احلظ ےس امس یک ںیمسق ‪،‬‬
‫انبوٹ ےک احلظ ےس امس یک ںیمسق‪،‬‬
‫اضمنیم اور وطخط اگنری‪ ،‬اےنپ‬
‫دوتسواابحبوکفلتخمطخانھکل۔‬
‫دریس اابسق یک دترسی عم وتاحیضت‪ ،‬رثن اور مظن ںیم رفق‬ ‫تعن‬
‫ابلطء ےس اابسق یک دنلب وخاین اور رکےتکس ںیہ ۔ اتریخی‬ ‫ےلھباوررُبے‬
‫اخومش وخاین رکایئ اجےئ۔ ڈیمای‪ ،‬ایصخشت ےس واتیفق‬ ‫یکاچہپن‬ ‫ہتفہ ‪6‬ات ہتفہ ‪10‬‬
‫رشیرامدنچر ملف‪ ،‬رھگ‪ ،‬ابزار وریغہےس قلعتمزابن رےتھکںیہ۔‬
‫ےک فلتخم ریپاؤں وک اھجمسےن ےک‬ ‫یج‬
 ‫ےئل وگتفگ اور ثحب و ابمےثح ےک ےئل‬
‫اموحلرفامہرکاایاجےئ۔‬
‫لعفیکرعتفیاوراسیکںیمسق‬

‫درہجمتفہ‪:‬اہبراتسناردو‬
‫آومزیشامصح‬ ‫دتریسیرطہقیاکروشم‬ ‫ونعاانت‬ ‫میسقتاصنبو‬
‫اقیمت‬
‫اابسق یک لمکم دترسی عم میہفت و ابلطءومظنںاوروتیگںوک‬ ‫ملق‬
‫وتحیض‪،‬ااعشریکرشتحی‪،‬رثنیاابسق ومزوتین ےک اسھت ادا‬ ‫اشہ مہدان‬
‫اور ومظنں اک الخہص‪ ،‬وقادع‪ ،‬زامےن رکےن ےک العوہ ان اک‬ ‫ہتفہ‪ 11‬ات ہتفہ ‪ 17‬ڈاکاکاوناھک‬
‫ےکاحلظےسلعفیک ںیمسق۔ لعف‪ ،‬زجتہی رکےت ںیہ۔وھچیٹ‬ ‫ٹکٹ‬
‫افلع‪ ،‬وعفمل۔ فلتخم ونعاانت رپ وھچیٹ اہکاینں ےنھکل یک‬ ‫نیتاہکاینں‬
‫اضمنیم ‪ ،‬فلتخم مسق ےک وطخط وکششرکےتںیہ۔‬ ‫رکلگےس‬
‫وھکلاان۔ احمورات عم ینعم اور‬ ‫رسرگنیت‬
‫اامعتسل‬
‫رپدنےیکرفاید اابسق یک لمکم دترسی میہفت و ابلطء رثن اور مظن یک اگل‬
‫وتاحیضت۔ واو رعموف‪ ،‬وہجمل اور اگل انشتخ رکےت‬ ‫ہتفہ ‪ 18‬ات ہتفہ ‪ 22‬ویننٹاکاکرانم‬
‫ربزاہمیکاتریخی دعمول اک اامعتسل ‪ ،‬ومضمن ونیسی‪ ،‬ںیہ۔‬
‫وطخطاگنری‪،‬اکمہملآرایئیکلسلسم‬ ‫اتیمہ‬
‫شم۔ وقادع رحوف اور ااسقم‬
‫رحوف۔ ابلطء ےس رگوپ ںیم‬
 ‫فلتخم وموضاعت رپ ثحب و ابمہثح‬
‫رکاایاجےئ۔‬
‫دتریسیاابسقعممیہفتورواحیضت۔ اطبل ملع فلتخم‬ ‫ہتفہ ‪23‬ات ہتفہ ‪ 30‬امہراونط‬
‫اسسنئاورگنج ااعشریکرشتحیاوررثنیاابتقاست ایصخشت ےک احالت‬
‫یک سیلس۔ وقادع۔ رحوف ےک زدنگایبنرکاتےہ۔‬ ‫ریمشکےکدشکل‬
‫ااسقمیکاجاکنری۔اضمنیم‪،‬وطخط‪،‬‬ ‫اباغت‬
‫اکمہملاورابمثحیکشم۔ رحتریی‬ ‫آدیمانم‬
‫اقمولبں اک ااقعند۔ ادابء ےک احالت‬ ‫اوکپمللیھک‬
‫زدنگ۔امسرعمہفےکااسقم۔‬
‫)ااسذتہےسذگارشہےہک درسودترسیےکدورانآومزیشاملصح داتسوزی)‪(LO,s‬وکوپریے‬
‫یھک۔(‬
‫ے‬ ‫رطحدمرظنر‬
 
  
 
 
   
       
 
  

     
 

   Learning Outcome Content Course/Period
          
  
  
         5 

                                   1
             
                              
 
  
     
       

              
                                      
           10   6

               
        
   
  
     
   
    
        
  
       

   
                
    
   
         
         
   
              
   
                   17  11
 
               
                   SMS  
         
          

   
          
        
                      
  
     18
    
  22 
  
            
      
             
    
     
    
    
  
      =       
             
     
                23
         
                      30 
                 
  
 
                             
      
                     
     
   
             
          
     
     
 
                    



     
       
 
 Course Content Learning out comes Pedagogical Process

 ikB 1 vkSj 2  cPps fofo/k izdkj dh jpukvksa dks i<+dj lewg esa  viuh Hkk"kk esa ckrphr rFkk ppkZ djus nsaA
 Hkk"kk dh ifjHkk"kk rFkk HksnA ppkZ djrs gSaA  iz;ksx dh tkus okyh Hkk"kk dh ckjhfd;ksa ij ppkZ
bdkbZ 1
 rRle@rnHko 'kCn  fdlh fp= ;k n`'; dks ns[kdj vius vuqHko dks djsaA
Unit 1
lIrkg 1 ls  fuca/k& egkRek xk¡/kh vius <ax ls ekSf[kd@lakdsfrd Hkk"kk esa O;Dr  dfork dk xk;u ,oa dgkuh dk vkn'kZ okpu
lIrkg 5 rd  vius HkkbZ&cgu dks [ksyksa esa
djrs gSaA djsaA
Hkkx ysus ds fy, i=A
 ikB 3 ls 5 rd  i<+h xbZ lkexzh ij fparu djrs gq, csgrj le>  lewg esa dk;Z djus vksj ,d&nwljs ds dk;ksZa ij
 i;kZ;okph 'kCn] fyax vkSj ds fy, iz'u iwNrs gSaA ifjppkZ djrs gSaA ppkZ djus] jk; ysus&nsus] iz'u djus dh Lora=rk
bdkbZ 2 nsaA
opu cnyksA  vius ifjos'k esa ekStwn yksddFkkvksa vkSj yksdxhrksa
Unit 2
lIrkg 6 ls  fuca/k& nhikoyh] iznw"k.k ds ckjs esa ppkZ djrs gSa vkSj ljkguk djrs gSaA  fgUnh ds lkFk&lkFk viuh Hkk"kk dh lkexzh
lIrkg 10 rd  HkkbZ ds fookg ds vodk'k ds i<+us&fy[kus dh lqfo/kk nasA
fy, izkFkZuk i=A
 ikB 6 ls 9 rd  fo|ky; if=dk ds fy, lkexzh tqVk ikrs gSaA  vius ifjos'k] le; vkSj lekt ls lacaf/kr
izFke Nekgh  dky dh ifjHkk"kk@Hksn  ikB~; oLrq dh tk¡p djrs gq, fo'ks"k fcUnq dks jpukvksa dks i<+us vkSj mu ij ppkZ djus ds
Semester 1 [kkstrs gSaA volj nsaA
 foykse 'kCn i;kZ;okph 'kCn]
lIrkg 11 ls
laf/k] eqgkojs] milxZ] izR;;A  fo|ky;@d{kk dh if=dk ds fy, lkexzh
lIrkg 17 rd
tqVkus@fy[kus esa izksRlkgu nsaA
  ikB 10 ls 12 rd  dfork ds vkjksg vkSj vojksg ls voxr gksrs gSaA  lfØ; vkSj tkx:d cukus okyh jpuk,¡] v[kckj]
bdkbZ 3  laf/k] lekl] 'kq)@v'kq)  ikB~;oLrq dh tk¡p djrs gq, fo'ks"k fcUnq dks if=dk,¡ i<us esa izksRlkgu nsaA
Unit 3
 fuca/k& oS".kksa nsoh dh ;k=k] [kkstrs gSaA  viuh Hkk"kk dks x<+rs gq, fy[krs laca/kh
lIrkg 18 ls
lIrkg 22 rd fo|kFkhZ vkSj vuq'kkluA xfrfof/k;ksa dk iz;ksx djsaA tSls&'kCn [ksy]
vukSipkjfd i=] rqdcafn;ka] laLej.k vkfnA
 ikB 13 ls 18 rd  fofHkUu izns'kksa dh gLrdyk] okLrqdyk]  dYiuk'khyrk vkSj l`tuk'khyrk dks fodflr
 okD; vkSj mlds Hksn [ksrh&ckM+h] u`R;dyk rFkk bu esa iz;qDr Hkk"kk dk djus okyh xfrfof/k;ksa] tSls vfHku; jksy&Iys]
f}rh; Nekgh Kku izkIr djrs gSaA dfork] ikB] l`tukRed ys[ku] fofHkUu fLFkfr;ksa
Semester 2  fojkgfpg~u
lIrkg 22 ls  fofHkUu iBu lkexzh esa iz;qDr 'kCnksa] eqgkojksa] esa laokn vkfn dks vk;kstu djsaA
 fuca/k&dEI;wVj
lIrkg 30 rd  foØsrk ls iqLrdsa eaxokus ds
yksdksfDr;ksa dks le>rs gq, mudh ljkguk djrs
gSaA
fy, i=A (Dr. Lovely Sharma SCERT Jammu)

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

 ਪਾਠਕ੍ਰਮ ਵੇਰਵਾ ਸ਼੍ਰੇਣੀ ਸੱ ਤਵੀ Syallabus Class 7th

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

ਸੰ ਖਿਆ ਸ਼ਾਸਤਰੀ ਪਰਖਕ੍ਖਰਆ
੧ U1 ਮੁਹਿੱਬਤ ਨੰ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਜਬ਼ਾਨੀ ਤੇ ਬਿੱ ਖਚਆਂ ਨੰ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ
ਪਿੱ ਥਰਦ਼ਾ ਟੁਕ੍ੜ਼੍ਾ ਖਿਿਤੀ ਰਪ ਖਿਿੱ ਚ ਪਰ਼ਾਪਤ ਕ੍ੀਤੇ ਸਿੈ ਮੁਿਾਂਕ੍ਣ ਅਤੇ ਸੰ ਪਰਨ
ਮਹਾਂਰ਼ਾਜ਼ਾ ਜ਼ਾਣ। ਮੁਿਾਂਕ੍ਣ ਦੁਆਰ਼ਾ ਅਤੇ ਉਨਹ ਾਂ ਨੰ
ਰਣਜੀਤ ਖਸੰ ਘ ਕ੍ਹ਼ਾਣੀ ਿੇ ਿ ਅਤੇ ਕ੍ਖਿਤ਼ਾ ਨੰ ਪਰੇਖਰਤ ਅਤੇ ਪਰ਼ੋਤਸ਼ਾਖਹਤ ਕ੍ੀਤ਼ਾ
੨ U2 ਪਰਦਸਣ ਸਹੀ ਢੰ ਗ ਨ਼ਾਿ ਪੜ੍ਹ਼ਾਇਆ ਜ਼ਾਿੇ ਜ਼ਾਿੇ।
ਸਿੱ ਜਣ ਨੰ ਪੜ੍ਹਨ ਿਈ ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਗੀਤ ਗ਼ਜ਼ਿ ਅਤੇ ਕ੍ਹ਼ਾਣੀ
ਗੁਰ ਹਰਗ਼ੋਖਬੰ ਦ ਿਿੱ ਿ-ਿਿੱ ਿ ਸਰਗਰਮੀਆਂ ਪੜ੍ਹਨ ਅਤੇ ਸੁਣਨ ਿਈ
ਸ਼ਾਖਹਬ ਜੀ ਕ੍ਰਿ਼ਾਈਆਂ ਜ਼ਾਣ ਖਜਿੇਂ ਨ਼ਾਟਕ੍ ਬਿੱ ਖਚਆਂ ਨੰ ਕ੍ਿ਼ਾਸ ਖਿਚ ਪਰੇਯਰ
੩ T1 ਗੁਪ਼ਾਿ਼ਾ ਗ਼ੋਿੀਆਂ ਸਟੇਜ ਸ਼ੋ। ਖਿਿੱ ਚ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ।
ਿ਼ੋ ਹੜ੍ੀ ਿਿੱ ਿ ਿਿੱ ਿ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ ਬਿੱ ਖਚਆਂ ਨੰ ਪੰ ਜ਼ਾਬੀ ਿਬਰਾਂ
ਸ਼ਾਖਹਰਫੀ ਕ੍ਰਨ ਦ਼ਾ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ ਪੰ ਜ਼ਾਬੀ ਪਰ਼ੋਗਰ਼ਾਮ ਅਤੇ ਫੀਚਰ
ਭ਼ਾਈ ਘਨਈਆ ਖਜਿੇਂ ਦ਼ੋਸਤ ਦੁਕ਼੍ਾਨਦ਼ਾਰ ਖਫਿਮਾਂ ਿੇਿਣ ਿਈ ਪਰੇਖਰਤ
ਜੀ ਕ੍ੀਤ਼ਾ ਜ਼ਾਿੇ।
ਡ਼ਾਕ੍ਟਰ ਅਖਿਆਪਕ੍ ਆਖਦ।
ਮਾਂਝਾਂਸ਼ਾਡ਼ਾ ਿ਼ੋ ਕ੍ ਿਿੱ ਿ-ਿਿੱ ਿ ਖਿਖਸਆਂ ਨ਼ਾਿ
ਟੀਿੀ ਰੇਡੀਉ ਆਖਦ ਿਬਰਾਂ
ਨ਼ਾਚ ਸਬੰ ਿਤ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ
ਸੁਣਨ ਿਈ ਜਾਂ ਕ੍ਖਹਣ ਿਈ
੪ U3 ਇੰ ਟਰਨੇ ਟ ਕ੍ਰਨ ਿਈ ਅਤੇ ਉਨਹ ਾਂ ਦੇ
ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ।
ਸੁੰ ਦਰ ਟੁਕ੍ੜ੍ੀ ਕ਼੍ਾਰਜਾਂ ਬ਼ਾਰੇ ਜ਼ਾਣਨ ਿਈ
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਦੇ ਪਰਸਨਾਂ ਦੇ
ਬੇਈਮ਼ਾਨ ਕ਼੍ੋਸਤ ਬਿੱ ਖਚਆਂ ਨੰ ਮੌਕ਼੍ਾ ਖਮਿੇ ।
ਉੱਤਰ ਪੁਿੱ ਛੇ ਜ਼ਾਣ।
੫ T2 ਭ਼ਾਈ ਮਰਦ਼ਾਨ਼ਾ ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਨੰ ਪੜ੍ਹਨ ਦ਼ਾ
ਜੀ
ਮੌਕ਼੍ਾ ਦੇਣ਼ਾ ਚ਼ਾਹੀਦ਼ਾ ਹੈ।
ਸ਼ਾਿਣ ਦ਼ਾ
ਖਿਆਹ ਕ੍ਰਨ ਦੀ ਸਹੀ ਿਰਤੋਂ
ਮਹੀਨ਼ਾ
ਕ੍ਰਨ ਿਈ ਪਰੇਖਰਆ ਜ਼ਾਿੇ।
ਿ਼ਾਿਾਂ ਿਈ
ਫੁਿੱ ਿਹੀ ਫੁਿੱ ਿ
ਇਕ੍ ਹਉਕ਼੍ਾ
 th
Class 8
Class 8th
Timeline CONTENTS LEARNING OUTCOMES
The learner–
• responds to instructions and announcements in
Week 1 1. How Teachers Learn (Prose) school and public places viz. railway station,
To 2. A Nation’s Strength (Poem) market, airport, cinema hall, and act accordingly.
Week 5 3. The Unthankful Man (ShortStory) • introduces guests in English, interviews people
by asking questions based on the work they do.
• engages in conversations in English with people
Week 6 from different professions such as bank staff,
To railway staff, etc. using appropriate vocabulary.
1. Life (Prose)
• uses formulaic/polite expressions to
Week 10 2. Porus and His Elephant (Poem)
communicate such as ‘May I borrow your book?’, ‘I
3. Achilles (Short Story)
would like to differ’ etc.
• speaks short prepared speech in morning
assembly.
• speaks about objects / events in the class /
school environment and outside surroundings.
• participates in grammar games and kinaesthetic
activities for language learning.
Week 11 • reads excerpts, dialogues, poems,
To commentaries of sports and games speeches,
Week 17 news, debates on TV, Radio and expresses
opinions about them.
• asks questions in different contexts and
situations ( e.g. based on the text / beyond the
1. Global Warming (Prose) text / out of curiosity / while engaging in
2. The Bangle Sellers(Poem) conversation using appropriate vocabulary and
3. Prayer for strength(Poem) accurate sentences)
4. The Brook (Poem) • participates in different events such as role play,
5. Rustum and Sohrab (Short poetry recitation, skit, drama, debate, speech,
story) elocution, declamation, quiz, etc., organised by
Writing Skills & Grammar school and other such organizations;
1. Paragraph • narrates stories (real or imaginary) and real life
2. Letter (Formal/Informal) experiences in English.
3. Articles • interprets quotations, sayings and proverbs.
4. Punctuation • reads textual/non-textual materials in
English/Braille with comprehension.
Sub:- English
Suggestive Pedagogical processes
The learner may be provided
opportunities in pairs/groups/
individually and encouraged to–
• participate in classroom activities/
school programmes such as Morning
Assembly/ extempore/debate etc. by
being exposed to input-rich
environment
• speak about objects / events in the
class / school environment and
outside surroundings.
• participate in grammar games and
kinaesthetic activities for language
learning.
• use English news (newspaper, TV,
Radio) as a resource to develop
his/her listening and reading
comprehension, note-taking,
summarizing etc.
• watch / listen to English movies,
serials, educational channels with sub-
titles, audio-video/ multi-media
materials, for understanding and
comprehension.
• interview people from various
professions such as doctors, writers,
actors, teachers, cobblers, newspaper
boy, household helps, rickshaw pullers
and so on.
• use formulaic expressions /
instructions such as ‘Could I give
you…’ ‘Shall we have a cup of tea?’ to
develop communication skills
• participate in individual activities
such as introducing personalities/
guests during school programmes.
 • identifies details, characters, main idea and • learn vocabulary associated with
sequence of ideas and events while reading. various professions and use them in
• reads, compares, contrasts, thinks critically and different situations.
relates ideas to life • read stories / plays (from different
infers the meaning of unfamiliar words by reading books/ newspapers in education (NIE)
them in context. / children’s section in magazines in
• reads a variety of texts for pleasure e.g. English / Braille) and narrate them.
adventure stories and science fiction, fairy tales, • locate main idea, sequence of
also non-fiction articles, narratives, travelogues, events and corelate ideas, themes and
Week 18 biographies, etc. (extensive reading) issues in a variety of texts in English
To • refers dictionary, thesaurus and encyclopaedia as and other languages.
1. For God’s sake, Hold Thy Tongue reference books for meaning and spelling while • use various sources from English
Week 22 (Prose) reading and writing. and other languages to facilitate
2. Mercy (Poem) • prepares a write up after seeking information in comprehension, corelation and critical
3. Colours of Rainbow (Short print / online, notice board, newspaper, etc. understanding of issues.
story) • communicates accurately using appropriate • interpret quotations, sayings and
grammatical forms (e.g., clauses, comparison of proverbs.
adjectives, time and tense, active passive voice,
reported speech etc. )
• writes a coherent and meaningful paragraph
1. Polo- The King of Games. through the process of drafting, revising, editing
2. Julius Caesar. (Prose) and finalising.
3. Polythene: A Disaster • writes short paragraphs coherently in
4. Wrinkles English/Braille with a proper beginning, middle and
5. Meeting poets. end with appropriate punctuation marks.
6. Stars speak to man. • writes answers to textual/non-textual questions
7. Summer and Winter (Poem) after comprehension / inference; draws character
8. A Strange Trial (Play) sketch, attempts extrapolative writing.
• writes email, messages, notice, formal letters,
Writing Skills & Grammar descriptions/ narratives, personal diary, report,
Week 23 1. Paragraph short personal/ biographical experiences etc.
To 2. Letter (Formal/Informal) • develops a skit (dialogues from a story) and
Week 30 3. Dialogue story from dialogues.
4. Diary entry • visits a language laboratory.
5. E-mail • writes a Book Review.
6. Tenses
7. Narration
8. Modals
9. Preposition
10. Conjunction
11. Clauses, etc.
Class 8th
Timeline Chapter No. & Title Learning Outcomes
The learner —
• generalises properties of addition,
Week 1 subtraction, multiplication and division of
1 Rational Numbers
To rational numbers through patterns
2 Linear Equation in
Week 5 • finds out as many rational numbers as
one variable
possible between two given rational numbers.
5 Data Handling
• proves divisibility rules of 2, 3,4, 5, 6, 9 and
11
• finds squares, cubes and square roots and
cube roots of numbers using different
methods.
• solves problems with integral exponents.
• solves puzzles and daily life problems using
variables.
• multiplies algebraic expressions.
e.g expands (2x-5)(3x2+7).
• uses various algebric identities in solving
problems of daily life
• applies the concept of per cent in profit and
loss situation in finding discount, VAT and
Week 6 2 3 Understanding Quadrilaterals compound interest. e.g., calculates discount
To per cent when marked price and actual
Week 10 discount are given or finds profit per cent
Practical Geometry
when cost price and profit in a transaction are
given.
• Solves problems based on direct and inverse
proportions
• Solves problems related to angles of a
quadrilateral using angle sum property
• verifies properties of parallelograms and
establishes the relationship between them
through reasoning.
• represents 3D shapes on a plane surface
such as sheet of paper, black board etc.
Sub: Mathematics
Suggestive Pedagogical processes
The learner may be provided opportunities in
pairs/groups/ individually and encouraged to —
• explore examples of rational numbers with all the
operations and explore patterns in these operations
• use generalised form of numbers upto 3 digits and uses
her understanding of algebra to derive the divisibility rules
for 2, 3, 4 …. done earlier by observing patterns on them
• explore patterns in square numbers, square roots, cubes
and cube roots of numbers and form rules for exponents
as integer
• observe situations that lead to simple equations and
solve them using suitable processes
• multiply two algebraic expressions and different
polynomials based on previous knowledge of distributive
property of numbers and generalise various algebric
identities using concrete examples
• factorise algebraic expressions using relevant activities
based on previous knowledge of factorising two numbers
• observe contexts that involve the use of percentages like
discount, profit & loss, VAT, simple and compound
interest, etc.
• generalise the formula of compound interests through
repeated use of simple interest
• observe situations where one quantity depends on the
other. the quantities increase together, or in which while
one increases the other decreases. For example, as the
speed of a vehicle increases the time taken by it to cover
the distance decreases.
• measure the angles and sides of different quadrilaterals
and identify patterns in the relationship among them,
make hypothesis on the basis of generalisation of the
patterns and later on verify through examples
 • verifies Euler’s relation through pattern • verify the properties of parallelograms and apply
• constructs different quadrilaterals using reasoning by doing activities such as constructing
compasses and straight edge. parallelograms, drawing their diagonals and measuring
• estimates the area of shapes like trapezium their sides and angles
and other polygons by using square grid/
graph sheet and verifies using formulas.
• finds the area of a polygon.
• finds surface area and volume of cuboidal
and cylindrical object

•draws and interprets bar charts and pie • express/represent a 3-D shape into its 2-D form from
charts. their daily life like, drawing a box on a plane surface,
• makes hypotheses on chances of future showing bottles on paper, board or wall etc.
events on the basis of its earlier occurrences or • make nets of various shapes like cuboids, cubes,
available data like , after repeated throws of pyramids, prisms, etc. and from nets make the shapes and
6 Square and Square Roots dice and coins establish relationship among vertices, edges and surfaces
7 Cubes and Cube Roots • demonstrate the construction of various quadrilaterals
Week 11 8 Comparing Quantities using geometric kit
To • sketch the figure of trapezium and other polygons in the
Week 17 given graph paper and asked student to estimate their
areas using counting of unit square
• derive the formula for calculating area of trapezium
using the areas of triangle and rectangle (square)
• identify that surfaces of various 3-D objects like cubes,
cuboids and cylinder
• derive formulae for surface area of cubes and cuboids
using the formulae for areas of rectangles, squares and
circles
 • demonstrate to find volume of a given cube and cubiod
Week 18 using unit cubes
To • collect data, organise it into groups and represent it into
bar graphs/ pie chart
Week 22
111. Exponents and powers • conduct activities related to throwing a large number of
12 Direct and inverse proportion identical dice/coins together and aggregating the result of
9 .Algebraic expressions and the throws to get a large number of individual events and
make assumptions for future events on the basis of the
Identities
above data

Week 23
To
Week 30 10, Mensuration

13, Factorization
14, Introduction to Graphics
15, Playing with Numbers
Class 8th Sub: Science

Timeline Chapter No .& Title LEARNING OUTCOMES Suggestive Pedagogical processes

The learner — The learner is to be provided with
• differentiates materials and organisms, such as, natural opportunities in pairs/groups/ individually in
Week 1
1 Micro-Organisms: Friend and human made fibres; contact and non-contact forces; an inclusive setup and encouraged to —
To
& Foe liquids as electrical conductors and insulators; plant and • explore surroundings, natural processes,
Week 5 15 Stars and the Solar animal cells; viviparous and oviparous animals, on the phenomena using senses viz. seeing,
System basis of their properties, structure and functions. touching, tasting, smelling, hearing.
• classifies materials and organisms based on properties/ • pose questions and find answers through
characteristics, e.g., metals and non metals; kharif and reflection, discussion, designing and
2 Coal & Petroleum rabi crops; useful and harmful microorganisms; sexual performing appropriate activities, role plays,
and asexual reproduction; celestial objects; exhaustible debates, use of ICT, etc.
Week 6 3 Conservation of and inexhaustible natural resources, etc. • record the observations during the activity,
To Plants & • conducts simple investigations to seek answers to experiments, surveys, field trips, etc.
Week 10 Animals queries, e.g., What are the conditions required for • analyse recorded data, interpret results and
combustion? Why do we add salt and sugar in pickles and draw inference/ make generalisations and
5, Sound murabbas? Do liquids exert equal pressure at the same share findings with peers and adults
depth? • exhibit creativity presenting novel ideas, new
• relates processes and phenomenon with causes, e.g., designs/patterns, improvisation, etc.
16 The Cell smog formation with the presence of pollutants in air; • internalise, acquire and appreciate values
11 Material: Metals &Non deterioration of monuments with acid rain, etc. such as cooperation, collaboration, honest
8 Force & Pressure • explains processes and phenomenon, e.g., reporting, judicious use of resources, etc
Week 11 10, Reachingthe Age of reproduction in human and animals; production and
To Adolescences propagation of sound; chemical effects of electric current;
Week 17 formation of multiple images; structure of flame, etc.
• writes word equation for chemical reactions, e.g.,
reactions of metals and non-metals with air, water and
acids, etc.
• measures angles of incidence and reflection, etc.
7. Combustion & Flame • prepares slides of microorganisms; onion peel, human
Week 18 17, Some Natural cheek cells, etc., and describes their microscopic features
To Phenomenon • draws labelled diagram/ flow charts, e.g., structure of
Week 22 6 Food Production & cell, eye, human reproductive organs; experimental set
Managements ups, etc.
 • constructs models using materials from surroundings
and explains their working, e.g., ektara, electroscope, fire
extinguisher, etc
• applies learning of scientific concepts in dayto-day life,
e.g., purifying water; segregating biodegradable and non-
biodegradable wastes; increasing crop production;using
appropriate metals and non-metals for various purposes;
12. Light
increasing/ reducing friction; challenging myths and
Week 23 4. Reproduction in Animals
taboos regarding adolescence, etc.
To 13 Pollution of Air & Water
• discusses and appreciates stories of scientific
Week 30 8 Chemical Effects of
discoveries
Electric
• makes efforts to protect environment, e.g., using
Current
resources judiciously; making controlled use of fertilisers
14 Fiction
and pesticides; suggesting ways to cope with
environmental hazards, etc.
• exhibits creativity in designing, planning, making use
of available resources, etc.
• exhibits values of honesty, objectivity, cooperation,
freedom from fear and prejudices
Class 8th Sub: Social Science

Timeline Sub CONTENTS LEARNING OUTCOMES Suggestive Pedagogical processes

History 1. How , When and The learner — The learner be provided opportunities in
Where • classifies different types of industries pairs/groups/ individually and encouraged to —
Week 1 Social and 1. The Indian based on raw materials, size and • collect information about distribution of
To Political Life Constitution ownership various natural resources like land, soil, water,
Week 5 Part III natural vegetation, wildlife, minerals, power
• describes major crops, types of
1. Resources farming and agricultural practices in resources, types of industries in their environs
Geography her/his own area/ state and relate it with India and the world.
• interprets the world map for • explore various farming practices carried out
in the neighbourhood / district/ state and
uneven distribution of population
interact with farmers.
• describes causes of forest fire, • use pictures/news clippings/ videos to be
landslide, industrial disasters and their familiar with the availability of natural
risk reduction measures resources and their protection, various
• locates distribution of important agricultural practices in other states/ countries
minerals, e.g., coal and mineral oil on .
History 2. From Trade to the world map • develop projects on conservation of
Week 6 Territory the • analyses uneven distribution of
To natural and human made resources
Company Establishes natural and human made resources on
Week 10 Power the earth • discuss with peers about forest fire, landslide,
3. industrial disasters, natural and human reasons
Ruling the • justifies judicious use of natural for their occurrence and control measures.
countryside resources such as water, soil, forest,
etc. to maintain developments in all • use atlas /maps for locating major
areas agricultural areas of the world, industrial
countries/regions, understanding spatial
• analyses the factors due to distribution of population.
• which some countries are known for • read stories of lived experiences of
production of major crops, e.g.,, wheat,
individuals and communities of the period.
rice, cotton, jute, etc., and locates these
countries on the world map • discuss events and processes in groups
Social and 2. Understanding • draws interrelationship between and as a whole in the classroom situation.
political life Part Secularism types of farming and development in
III 3. Why do we need different regions of the world
a • draws bar diagram to show
Parliament population of different
 Geography 2. Land, Soil, Water
Natural vegetation &
wildlife
Resource.

History 4. Tribals ,Dikus& the countries/India/states distinguishes • raise questions on different issues and events
Vision of a Golden Age. the ‘modern period’ from the like, ‘Why the English East India Company felt it
Week 11 5. When People Rebel ‘medieval’ and the ‘ancient’ periods necessary to involve itself in feuds amongst
To 1857 through the use of sources, Indian rulers?’.
Week 17 and After nomenclatures used for various regions • visit places of historical importance
6. Weavers, Iron Smelters of the Indian subcontinent and the broad particularly those associated with centres of
and developments colonial administration and Indian national
• explains how the English East movement.
Factory Owners
India Company became the most • undertake ‘projects’ and ‘activities’ like
dominant power (a) writing an essay on “Gandhiji’s Idea of
• explains the differences in the Nonviolence and its Impact on India’s National
impact of colonial agrarian policies in Movement’, (b) drawing up a timeline on
different regions of the country like ‘Significant Events of India’s National Movement’,
Social and 4. Understanding Laws (c) enacting a role play on ‘The Chauri Chaura
the ‘indigo rebellion’
political life 5. Judiciary Incident,’ and
• describes the forms of different
Part III 6. Understanding Our tribal societies in the 19th century and (d) locating on an outline map of India the
Criminal Justice System their relationship with the ‘Regions Most Effected by Commercial Crop
environment. Cultivation during the Colonial Period’.
• explains the policies of the colonial • familiarise with sources like vernacular and
administration towards the tribal British accounts, autobiographies, biographies,
communities novels, paintings, photographs, contemporary
Geography 3. Mineral &
• explains the origin, nature and
writings, documents, newspaper reports, films,
Power Resources documentaries and also recent writings to
spread of the revolt of 1857 and the
4. Agriculture lessons learned from it
understand and reconstruct histories of various
movements.
• analyses the decline of pre- existing • expose to pedagogically innovative and
 7. Civilising the urban centres and handicraft industries criterion-referenced questions for self
“Native” Educating the and the development of new urban assessment like ‘What were the reasons
Nation. centres and industries in India during
for the Battle of Plassey?
History 8. Women , Caste and the colonial period
’ • participate in a discussion on the concepts of
Reform • explains the institutionalization of Constitution, Parliament, judiciary and
Week 18 the new education system in India marginalization
To • analyses the issues related to
Week 22 caste, women, widow remarriage, child
marriage, social reforms and
Social and 7. Understanding
Political Life Marginalisation
Part III 8. Confronting
Marginalisation

Geography
5. Industries
 the laws and policies of colonial • prepare posters with drawings and
History 9. The Making of the administration towards these issues pictures and make oral and written
National Movement • outlines major developments that presentations on the significance of the
1870- 1947 occurred during the modern period in Constitution of India, Preamble,
10. India After the field of arts Parliamentary government, separation of
Independence • outlines the course of the Indian national powers, federalism
movement from the 1870s till • debate how the principles of liberty,
11. Formation of
Independence equality and fraternity are being practised in
Erstwhile J&K State
• analyses the significant classroom/ school/ home/ society
and the Dogra
developments in the process of
• do projects (solo, pair or group) about the
nation building
Fundamental Rights and Fundamental Duties
• interprets social and political issues in
9. Public Facilities 10 . one’s own region with reference to • screen and discuss the Rajya Sabha TV
Social and Laws and Social the Constitution of India illustrates the series, Samvidhan and movies such as
Week 23
Political Life Justice Fundamental Gandhi, Sardar, Dr.Babasaheb Ambedkar.
To
11 Social Exclusion and • Rights and the Fundamental Duties with • observe parliamentary constituency
Week 30
Inclusive Policy In Jammu appropriate examples map of State/UTs
• applies the knowledge of the • organise a mock election with model
& Kashmir
Fundamental Rights to find out about code of conduct and Youth parliament (Bal
12 Barter and Money their violation, protection and Sansad)
,Bank and investment promotion in a given situation (e.g., • prepare a list of registered voters in
& Insurance and Tax Child Rights)
one’s own neighbourhood.
• differentiates between State
government and Union government • carry out an awareness campaign in
one’s own locality about significance of
• describes the process of election
voting
to the Lok Sabha
• find out some public works undertaken by
• locates one’s own constituency on the MP of one’s own constituency
parliamentary constituency map of
• examine contents of a First Information
State/ UT and names local MP
6. Human Report (FIR) form.
Geography • describes the process of making a
Resources
law. (e.g., Domestic Violence Act, RTI • express views, through descriptive and
7. Industries of Act, RTE Act) critical writing, about the role of judges in the
Jammu & • describes the functioning of the delivery of justice to the litigants
Kashmir and Ladakh judicial system in India by citing • conduct focus group discussions on
some landmark cases violation, protection and promotion of human
• demonstrates how to file a First rights, especially of women, SCs, STs,
Information Report (FIR) religious/ linguistic minorities, persons with
• analyses the causes and disabilities, children with special needs,
consequences of marginalisation sanitation workers, and other disadvantaged
faced by disadvantaged sections of sections
one’s own region • screen and discuss the movie, I am
• identifies the role of Government in
 providing public facilities such as
water, sanitation, road, electricity
etc., and recognises their availability
• describes the role of Government
• in regulating economic activities.
Kalam (Hindi, 2011)
• perform a role play about child labour,
child rights, and the criminal justice system
in India
• visit any office under the Union
Government (e.g., post office) in one’s own
locality to observe its functioning and prepare
a brief report
• share experiences with peers on public
facilities and reasons for the disparity in
availability of water, sanitation, electricity
• organise a debate why Government be
responsible for providing public facilities
• case studies or newspaper clippings can be
provided to learners as an example of the
negligence in enforcement of the laws and
compensation
• group discussion on role of Government in
regulating economic activities, e.g., analysing
the reasons of ‘Bhopal gas
tragedy’.
‫‪Class: 8th‬‬
‫‪Subject: Urdu‬‬

‫درہجآوھٹںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبوُ‬
‫اقیمت ُ‬
‫اابسق یک لمکم دترسی‪ ،‬میہفت و ابلطء اصنیب بتُک ےک‬ ‫دمح ُ‬ ‫ُ‬
‫نن‬
‫وتاحیضت۔ اردو ُس اور ڑپےنھ یکُ العوہ امتم مسق یکُ ُاردوُ‬ ‫لہ ُ‬
‫اک ُ‬ ‫ُ‬
‫ایعمری الص تیح ااجرگ رکان۔ اابسقُ اتکںیب ڑپھ اور ھجمس اتکسُ‬ ‫ہتفہ ‪ُ1‬اتُ ہتفہُ‪ ُ 5‬للددی ُ‬
‫ےکُوقادعیُاقتےض وپرےرکان۔ دمح‪ ُ،‬ےہ۔ فلتخم وموضاعت‬ ‫ُ‬
‫تعن‪ ،‬تبقنم‪ ،‬انماجت اور داع یکُ رپ اینی راےئ اک ااہظر رک‬
‫رعتفی۔ فلتخم ادیب وماضاعت رپُ اتکس ےہ۔ ُاتریخی‬
‫رصتخم ثحب رکاان۔ فنصم اور قبس اک ایصخشت ےس واتیفقُ‬
‫وحاہل دے رک رثن اک سیلس اور مظن یکُ رےتھکںیہ ُ۔‬
‫رشتحیرکاان۔ ُ‬
‫رگارمئ‪ :‬ادضاد‪ ،‬ذتریک و اتثین اور‬
‫وادحعمج۔اامسء اورااعفلیک رعتفی۔ُ‬
‫فلتخم وموضاعت رپ ومضمن۔ یجن‪ُ،‬‬
‫رساکری اور اکروابری وطخط۔‬
‫دروخاتس ُ‬
‫اابسق یک لمکم دترسی‪ ،‬میہفت و اطبل ملع ومظنں اورُ‬ ‫تعن ُ‬ ‫ُ‬
‫نن‬
‫ااتسداکارتحامُ ُ وتاحیضت۔ اردو ُس اور ڑپےنھ یکُ اہکوینں وک انمبس بل وُ‬
‫ایعمری الص تیح ااجرگ رکان۔ اابسقُ ےجہلےک اسھت ادا رک اتکس‬ ‫ونلبااعنمیکُ‬ ‫ہتفہ ‪6‬ات ہتفہ ُ‬
‫ےک رگارمئ اقتےض وپرے رکان۔ االمء ےہ اور ُوخدیھب وھچیٹ‬ ‫اہکین ُ‬
‫‪ُ 10‬‬
‫رپ زور دانی رثنی اابسق یک سیلسُ وھچیٹ اہکاینں ھکل‬
‫اتکسےہ ُ۔ ُ‬ ‫رکاان۔ ُ‬ ‫ُ‬
‫رگارمئ‪ :‬انبوٹ ےک احلظ ےس امس یکُ‬
‫ںیمسقاثمولںےکاسھت۔ ُ‬
‫اعم مہف وموضاعت رپ اضمنیم۔ یجنُ‬
‫اوراکروابریوطخط ُ۔ ُ‬

‫درہجآوھٹںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبوُ‬
‫اقیمت ُ‬
‫اابسق یک لمکم دترسی‪ ،‬میہفت وُ ااعشر یک رشتحی رکےتُ‬ ‫اتیسیجیکآہوُ‬ ‫ُ‬
‫نن‬
‫وتاحیضت۔ اردو ُس اور ڑپےنھ یک ںیہ اہکوینں اک رصتخمُ‬ ‫زاری ُ‬ ‫ُ‬
‫ایعمری الص تیح ااجرگ رکان۔ اابسق الخہص ےتھکل ںیہ۔طلغُ‬ ‫ویہگںاکداہن ُ‬ ‫ُ‬
‫ےک ُوقادعی ُاقتےض وپرے رکان۔ُ اورحیحص اعدات رپ ابت‬ ‫اجربنبایحنُ ُ‬ ‫ہتفہ ‪ 1 1‬اتُ ہتفہُ‬
‫اابسق اور ومظنں اک الخہص۔ تیبُ رکےتںیہ۔‬ ‫اخکوطُ ُ‬ ‫‪ُ 17‬‬
‫ابزی اقمےلب۔ ومظنں وک زابین ایدُ‬ ‫رگسٹیونیشیکُ‬
‫رکاناور رتمن ےک اسھت ڑپانھ۔‬ ‫ابتہاکرایں ُ‬
‫آزامشئرشطےہ ُ اابتقسیکسیلس۔ ُ‬
‫رگارمئ‪ُ:‬وادح عمج و عمج اعمجل۔ ونعمںُ‬
‫ےکاحلظےسامسیکںیمسق۔ُ ُ‬
 ‫لعف‪ ،‬افلع اور وہفمل۔ مہ وزنُ‬
‫اافلظ۔ ردفی اور اقہیف اک اعترف۔‬
‫ہیبشت اکُاامعتسل۔ فلتخم وموضاعت‬
‫رپ ومضمن۔ یجن و درتفی اور‬
‫اکروابریوطخط ُ۔ ُ‬
‫اابسق یک لمکم دترسی و میہفت عم یسک یھب رحتری ای رقتری اکُ‬ ‫اکیڑلیکُ ُ‬ ‫ُ‬
‫دنچالخابزوخایتُ ُ وتاحیضت۔ اابسق ےس دننچہ و دض اُ الخہص ادا رک ےتکسُ‬ ‫ہتفہ ‪ 18‬اتُ ہتفہُ‬
‫ںیہ۔اینپ اترخی وک‬ ‫دضاد‪،‬وادحعمج‪،‬ذتریکواتثین۔ ُ‬ ‫رگمتدبھُ ُ‬ ‫‪ُ22‬‬
‫ےلمج یک ںیمسق‪ ،‬فلتخم وموضاعت اجےننیکوکششرکےتُ‬ ‫امہریاترخی ُ‬ ‫ُ‬
‫اور ںیہ۔ ُ‬
‫رہ ومضمن۔ یجن‪ ،‬درتفی ُ‬
‫ُ‬
‫اکروابریوطخط ُ۔ ُ‬

‫ُ‬
‫ُ‬

‫درہجآوھٹںی‪:‬اہبراتسنِاُرد ُو ُ‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبوُ‬
‫اقیمت ُ‬
‫اابسقیک لمکم دترسی‪ ،‬وساالت اور امسج ںیم وہےن واےلُ‬ ‫زرفعان ُ‬ ‫ُ‬
‫ُےکںیئتُ‬ ‫وجاابت ےک اسھت۔ اابسق ںیم وااعقت‬ ‫وپمکرٹاکاراقتیئُ‬ ‫ُ‬
‫وموجدرگارمئیکدترسی۔اابسقاور اسحس اور دیبار ےہ۔‬ ‫ہتفہُ‪ُ23‬ات ہتفہ ‪ ُ30‬رفس ُ‬
‫آس اپس روامن وہےنُ‬ ‫ومظنںاکالخہص ُ۔ ُ‬ ‫ریماوط ُ‬
‫انبوٹےکاحلظےسلعفیک ںیمسق۔ واےل وااعقت رپ لھک‬ ‫افہیاموحایلیت‬
‫ُ‬
‫رک ابت رک اتکس ےہ۔ُ‬ ‫مظناورڈرااماکاعترف ُ۔ ُ‬ ‫آولدیگ ُ‬
 ‫مب‬
‫رااجاج ھوولنچ ُ لعف‪ ،‬افلع‪ ،‬وعفمل‪ ،‬رحوف ےکُ مظن ای اہکین اک رمزکیُ‬
‫ن‬ ‫ھی‬‫لب‬
‫ایخل اور الخہص ھکل اتکس‬ ‫وپ ننِج ُ ااسقم ُ‬
‫ت‬
‫طلغاورحیحصولمجںاکاامعتسل۔ فلتخمُ ےہ۔ ُڈراامیئ اکمامل ُ‬
‫حیحص ظفلت ےک اسھت اداُ‬ ‫وموضاعترپومضمن۔‬
‫رکاتےہ۔ُ ُ‬ ‫یجن‪،‬درتفیاوراکروابریوطخ ُط ُ‬
‫)ااسذتہےسذگارشےہہک درسودترسیےکدورانآومزیشاملصح داتسوزی)‪(LO,s‬وکوپری‬
‫رطحدمرظنریھک۔(‬

‫ُ‬
‫ُ‬
‫ُ‬
‫ُ‬
 
  
 
    
       
 

  

     


   Learning Outcome Content Course/Period
              
          
 5 

       //             
   1
       
                 

  
   
   
 
      
   
                               
     
  10 
 6
     
 

       

            
    
  
    

                    
     

             
 17 
  11

            
     
    
                         

      
   
           

             
            
                               
 22 
 18
    
        
 
                 

         
            
      


             
    
    
                 
                
   23
30 
             
     
                       
                    
  
   
 
    
      
      
  
            
                    
    
   
          
  
    
 
  
 Course Content Learning out comes Pedagogical Process

 ikB 1 vkSj 2  cPps Hkk"kk esa ckrphr] ppkZ vkSj fo'ys"k.k djrs gSaA  viuh Hkk"kk esa ckrphr rFkk ppkZ djus nsaA
bdkbZ 1  laKk dh ifjHkk"kk vkSj Hksn]  thou dks tksM+dj fo"k; dks le>us dk iz;kl  iz;ksx dh tkus okyh Hkk"kk dh ckjhfd;ksa ij ppkZ
Unit 1 foykse 'kCn djrs gSaA djsaA
lIrkg 1 ls
lIrkg 5 rd  fuca/k ,oa izkFkZuk i=A  dfork dk xk;u ,oa dgkuh dk vkn'kZ okpu
djsaA
 ikB 3 vkSj 4  i<+h xbZ lkexzh ij fparu djrs gq, csgrj le>  lewg esa dk;Z djus vksj ,d&nwljs ds dk;ksZa ij
bdkbZ 2  loZuke dh ifjHkk"kk vkSj Hksn] ds fy, iz'u iwNrs gSaA ifjppkZ djrs gSaA ppkZ djus] jk; ysus&nsus] iz'u djus dh Lora=rk
Unit 2 i;kZ;okph 'kCn  vius ifjos'k esa ekStwn yksddFkkvksa vkSj yksdxhrksa nsaA
lIrkg 6 ls
 fuca/k vkSj i= ds ckjs esa ppkZ djrs gSa vkSj ljkguk djrs gSaA  fgUnh ds lkFk&lkFk viuh Hkk"kk dh lkexzh
lIrkg 10 rd
i<+us&fy[kus dh lqfo/kk nasA
 ikB 5 ls 10 rd  fo|ky; if=dk ds fy, lkexzh tqVk ikrs gSaA  vius ifjos'k] le; vkSj lekt ls lacaf/kr
 fo'ks"k.k vkSj fØ;k&ifjHkk"kk  ikB~; oLrq dh tk¡p djrs gq, fo'ks"k fcUnq dks jpukvksa dks i<+us vkSj mu ij ppkZ djus ds
izFke Nekgh volj nsaA
vkSj Hksn [kkstrs gSaA
Semester 1
lIrkg 11 ls  Hkkookpd laKk  fo|ky;@d{kk dh if=dk ds fy, lkexzh
lIrkg 17 rd  vifBr x|ka'k tqVkus@fy[kus esa izksRlkgu nsaA

 fuca/k vkSj i=
  ikB 11 vkSj 12  dfork ds vkjksg vkSj vojksg ls voxr gksrs gSaA  lfØ; vkSj tkx:d cukus okyh jpuk,¡] v[kckj]
bdkbZ 3  foykse 'kCn] i;kZ;pokph  ikB~;oLrq dh tk¡p djrs gq, fo'ks"k fcUnq dks if=dk,¡ i<us esa izksRlkgu nsaA
Unit 3 'kCn] [kkstrs gSaA  viuh Hkk"kk dks x<+rs gq, fy[krs laca/kh
lIrkg 18 ls
 vuds 'kCnksa ds fy, ,d 'kCn xfrfof/k;ksa dk iz;ksx djsaA tSls&'kCn [ksy]
lIrkg 22 rd
 fuca/k vkSj i= vukSipkjfd i=] rqdcafn;ka] laLej.k vkfnA

 ikB 13 ls 18 rd  fofHkUu izns'kksa dh gLrdyk] okLrqdyk]  dYiuk'khyrk vkSj l`tuk'khyrk dks fodflr
 okD; vkSj mlds Hksn [ksrh&ckM+h] u`R;dyk rFkk bu esa iz;qDr Hkk"kk dk djus okyh xfrfof/k;ksa] tSls vfHku; jksy&Iys]
f}rh; Nekgh Kku izkIr djrs gSaA dfork] ikB] l`tukRed ys[ku] fofHkUu fLFkfr;ksa
Semester 2  fojkgfpg~u
lIrkg 22 ls  fofHkUu iBu lkexzh esa iz;qDr 'kCnksa] eqgkojksa] esa laokn vkfn dks vk;kstu djsaA
 fuca/k&dEI;wVj
lIrkg 30 rd  foØsrk ls iqLrdsa eaxokus ds
yksdksfDr;ksa dks le>rs gq, mudh ljkguk djrs
gSaA
fy, i=A (Dr. Lovely Sharma SCERT Jammu)

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

ਪਾਠਕ੍ਰਮ ਵੇਰਵਾ ਸ਼੍ਰੇਣੀ ਅਠਵੀਂ Syallabus Class 8th

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

ਸੰ ਖਿਆ ਸ਼ਾਸਤਰੀ ਪਰਖਕ੍ਖਰਆ
੧ U1 ਕ਼੍ਾਫੀ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ
ਿੁਿਰ ਝੀਿ ਜਬ਼ਾਨੀ ਤੇ ਖਿਿਤੀ ਰੂਪ ਸਿੈ ਮੁਿਾਂਕ੍ਣ ਅਤੇ ਸੰ ਪੂਰਨ
ਪੌੜ੍ੀ ਖਿਿੱ ਚ ਪਰ਼ਾਪਤ ਕ੍ੀਤੇ ਜ਼ਾਣ। ਮੁਿਾਂਕ੍ਣ ਦੁਆਰ਼ਾ ਅਤੇ ਉਨਹ ਾਂ ਨੂੰ
੨ U2 ਅਕ਼੍ਾਿੀ ਕ੍ੌ ਰ ਖਸੰ ਘ ਕ੍ਹ਼ਾਣੀ ਿੇ ਿ ਅਤੇ ਪਰੇਖਰਤ ਅਤੇ ਪਰ਼ੋਤਸ਼ਾਖਹਤ ਕ੍ੀਤ਼ਾ
ਤਿੀ ਕ੍ਖਿਤ਼ਾ ਨੂੰ ਸਹੀ ਢੰ ਗ ਜ਼ਾਿੇ।
ਿਦ਼ਾਖ਼ ਦੀ ਸੈਰ ਨ਼ਾਿ ਪੜ੍ਹ਼ਾਇਆ ਜ਼ਾਿੇ ਗੀਤ ਗ਼ਜ਼ਿ ਅਤੇ ਕ੍ਹ਼ਾਣੀ
੩ T1 ਮੀਆਂ ਖਸੰ ਘ ਪੜ੍ਹਨ ਿਈ ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਪੜ੍ਹਨ ਅਤੇ ਸੁਣਨ ਿਈ
ਖਜ਼ੰ ਦਗੀ ਿਿੱ ਿ-ਿਿੱ ਿ ਸਰਗਰਮੀਆਂ ਬਿੱ ਖਚਆਂ ਨੂੰ ਕ੍ਿ਼ਾਸ ਖਿਚ ਪਰੇਯਰ
ਪਛ਼ਾਣੇ ਜਾਂਦੇ ਨੇ ਕ੍ਰਿ਼ਾਈਆਂ ਜ਼ਾਣ ਖਜਿੇਂ ਖਿਿੱ ਚ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ।
ਪਰਦੂਸਣ ਨ਼ਾਟਕ੍ ਸਟੇਜ ਸ਼ੋ। ਬਿੱ ਖਚਆਂ ਨੂੰ ਪੰ ਜ਼ਾਬੀ ਿਬਰਾਂ
ਕ੍ਿਪਨ਼ਾ ਚ਼ਾਿਿ਼ਾ ਿਿੱ ਿ ਿਿੱ ਿ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਪੰ ਜ਼ਾਬੀ ਪਰ਼ੋਗਰ਼ਾਮ ਅਤੇ ਫੀਚਰ
ਕ੍ੁਿੱ ਿਫੀ ਗਿੱ ਿਬ਼ਾਤ ਕ੍ਰਨ ਦ਼ਾ ਖਫਿਮਾਂ ਿੇਿਣ ਿਈ ਪਰੇਖਰਤ
੪ U3 ਕ੍ੰ ਦ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ ਖਜਿੇਂ ਕ੍ੀਤ਼ਾ ਜ਼ਾਿੇ।
ਗਣਤੰ ਤਰ ਖਦਿਸ ਦ਼ੋਸਤ ਦੁਕ਼੍ਾਨਦ਼ਾਰ ਿਿੱ ਿ-ਿਿੱ ਿ ਖਿਖਸਆਂ ਨ਼ਾਿ
ਆਜ਼਼ਾਦੀ ਡ਼ਾਕ੍ਟਰ ਅਖਿਆਪਕ੍ ਸਬੰ ਿਤ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ
ਸ਼ਾਈ ਂ ਮੀਆਂ ਮੀਰ ਜੀ ਆਖਦ। ਕ੍ਰਨ ਿਈ ਅਤੇ ਉਨਹ ਾਂ ਦੇ
੫ T2 ਅਿੰ ਤੀਪੁਰ ਦੇ ਿੰ ਡਰ ਟੀਿੀ ਰੇਡੀਉ ਆਖਦ ਕ਼੍ਾਰਜਾਂ ਬ਼ਾਰੇ ਜ਼ਾਣਨ ਿਈ
ਹਮ ਸ਼ਾਏ ਅੰ ਮ਼ਾ ਜ਼ਾਏ ਿਬਰਾਂ ਸੁਣਨ ਿਈ ਜਾਂ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਮਿੇ ।
ਹਜ਼ਰਤ ਮੁਹੰਮਦ ਕ੍ਖਹਣ ਿਈ ਖਕ੍ਹ਼ਾ ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਨੂੰ ਪੜ੍ਹਨ ਦ਼ਾ
ਅਿੱ ਿੜ੍ ਭ਼ੋਿੇ ਦੀ ਉਮਰ ਜ਼ਾਿੇ। ਮੌਕ਼੍ਾ ਦੇਣ਼ਾ ਚ਼ਾਹੀਦ਼ਾ ਹੈ।
ਮੁਕ੍ਤੀ ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਦੇ ਖਿਆਹ ਕ੍ਰਨ ਦੀ ਸਹੀ ਿਰਤੋਂ
ਸੋਂਤ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਪੁਿੱ ਛੇ ਕ੍ਰਨ ਿਈ ਪਰੇਖਰਆ ਜ਼ਾਿੇ।
ਜ਼ਾਣ।
Class 9
th
Class: 9th Subject: English

Timeline Contents LEARNING OUTCOMES SUGGESTIVE PEDAGOGICAL PROCESSES

The learner— The learners may be provided opportunities
• listens to announcements, individually or in groups and encouraged to—
Week 1 instructions, read aloud texts, audio • comprehend audio/video scripts, read
To and videos for information, gist and aloud texts and answer comprehension and
Week 5 details; responds by answering inferential questions by listening.
1. Packing questions accordingly. • use English news, films, songs, dramas,
2. No Men Are Foreign • listens to and discusses role-play, talks on internet, etc., as a
3. The Adventures of Toto literary/non-literary inputs in varied resource to develop listening
4. Grammar: contexts to infer, interpret, and comprehension and understanding of the
Modals appreciate. use of tone/intonation/stress, etc., in
1. Gulliver in Lilliput-I & • communicates thoughts, ideas, speech.
Gulliver in Lilliput-II views and opinions verbally and • meet people and discuss on variety of
Week 6 2.To Blossom non-verbally. issues, or listen to record discussions with
To 3.Beauty • speaks fluently with proper people from different professions through
Week 10 4.Moti Guj-Mutineer pronunciation, intonation and face to face or electronic media.
5.Use of Punctuation Marks pause, using appropriate grammar. • participate in inter and intra school
1. Saint of the Gutters • listens to and speaks on a variety of activities like school exhibitions, annual day
2. Shaikh Noor-ud-Din Wali(RA) verbal inputs, viz. debate, speech, celebration, debate competitions,
3.The Road Not Taken group discussion, power point discussions, quiz competitions and sports
Week 11 4.I Cannot Remember My presentation, radio programme, events.
To Mother interview, mock parliament, etc. • make announcements during school
Week 17 5.Old Man at the Bridge • reads aloud and recites functions, take interviews of people or
6.If I Were You poems/prose with proper stress, personalities by framing questions,
Writing Skills & Grammar pause, tone, and intonation. introduce a speaker; develop news items
1. Paragraph • reads with comprehension the and present in class or school assembly.
2. Letter (Formal/Informal) given text/materials employing • organise and participate in discussions,
3. Countable & Uncountable strategies like skimming, scanning, present viewpoints or arguments, express
Nouns predicting, previewing, reviewing, contrasts with logic and reasoning, in the
4. Adjectives inferring, and summarising. process develop problem solving and
5. Infinitive • reads silently with comprehension reasoning ability; and critical thinking.
6. Gerund and interprets layers of meaning. • recite poems with proper stress and
7. Adverb • writes short answers, paragraphs, intonation.
reports using appropriate
 vocabulary and grammar on a given • use audio-video or text materials for writing
Week 18 1. The Fun They Had theme. short skits, role plays, street plays and
To 2. On Killing a Tree • writes letters both formal and dramatise to communicate messages.
Week 22 3. Cart Driver informal, invitations, • refer to dictionary, magazines and
4. The Last Leaf advertisements, notices, slogans, periodicals, thesaurus, encyclopedia,
5. Grammar: Tenses messages, and e-mails. electronic media, visit library and consult
• writes short dialogues and various resources for improving English
participates in role plays, skits, language proficiency.
street plays, etc., for the promotion • ask questions on the texts read in the class
of social causes like Beti Bachao and during discussions; be patient and
Beti Padhao, Swachh Bharat respectful and take turns while listening to
Abhiyaan, human trafficking, others and expressing their views.
Week 23 conservation of environment, child • share experiences of language used outside
To labour, drug abuse, promotion of the classroom as in the market, post office,
Week 30 1. The Tempest-I literacy, etc. etc., and share their experiences such as
& The Tempest-II • uses appropriate punctuation journeys, visits, hobbies, etc.
2. How a client was Saved marks and correct spelling of words • understand different registers/use of
3. To the Cuckoo while taking down dictation appropriate words through a variety of
4. The Palanquin Bearers • takes notes and makes notes while listening and speaking activities on topics
5. The Child’s Prayer listening to TV news, discussions, such as sports, cookery, music, gardening,
6. The Happy Prince speech, reading aloud/silent riding; use these registers in their day-to-
7. A Basketful Sea Trouts reading of texts, etc., and day life and use them wherever necessary.
summarises. • read and narrate stories, describe incidents
Paragraph • reads with understanding with fluency and in sequence.
Letter ( Formal/ Informal) information in his environment • take down dictation by listening,
Dialoque outside the schools as in hoardings, attentively, using appropriate punctuation
Diary Entry advertisements, product labels, marks.
E Mail visiting market place, etc. • to improve their listening and reading skills
Tenses • organises and structures thoughts, by taking down notes from passages read
Narration presents information and opinions aloud, news on TV, during discussions in
Articles in a variety of oral and written the class; understand the processes on how
Relative Clause forms for different audiences and to make/take notes after reading a
Preposition purposes. passage/article, etc., and then summarise.
Conjuction , etc • interprets map, graph, table to • use map to understand directions, space,
speak or write a paragraph based and distance; look at graphs, charts, and
on interpretation. tables to know how data has been given
• edits passages with appropriate and interpreted.
punctuation marks, grammar and • connect the issues in the texts they read to
correct spelling. the world outside and think on possible
• uses grammar items in context, solutions.
such as, reporting verbs, passive • design advertisements and invitations for
and tense, time and tense, subject- celebrations, prepare weather reports,
verb agreement, etc.
• uses words, phrases, idioms and news items and discussions by using audio-
word chunks for meaning-making in video support.
contexts. • jot down ideas, develop an outline, write
• understands and elicits meanings of the first draft, edit, revise, and then finalise
the words in different contexts, and (for writing short and long
by using dictionary, thesaurus, and passages/paragraphs, notices, and reports,
digital facilities. using these processes).
• reads literary texts for • utilise the given visual input and graphs
enjoyment/pleasure and compares, with the clues provided and write
interprets and appreciates passages/paragraphs
characters, themes, plots, and • edit writings of self or peers using
incidents and gives opinion. appropriate punctuation marks such as
• explains specific features of capital letters, comma, semicolon, inverted
different literary genres for commas, grammar, and correct spelling.
interpretation and literary • understand and learn to encode and decode
appreciation. texts of different genre through individual,
• identifies and appreciates pair, and group reading.
significant literary elements, such • understand the functions of grammar, the
as, metaphor, imagery, symbol, usages for accuracy in language (both
simile, personification, spoken and written) by the processes of
onomatopoeia, intention or point of noticing and identifying them in use and
view, rhyme scheme, themes, arriving at the rules.
titles, etc. • familiarise with a variety of vocabulary
• writes short stories and composes associated with various themes using these
poems on the given theme or on in different contexts through various inputs
their own. like collocations, word webs, thematic
• exhibits in action and practice the vocabulary, and word puzzles.
values of honesty, cooperation, • be acquainted with proverbs, phrases,
patriotism, and while speaking and idioms, and their usage.
writing on variety of topics • use creativity and imagination and connect
• uses bilingual or multilingual the discourse with real life contexts while
abilities to comprehend a text and expressing themselves through speech and
participates in activities like writing.
translations and bilingual and • imagine and describe characters and
multilingual discourses on various situations using prompts, flash cards,
themes. verbal clues, pictures, and create stories.
• uses Sign Language to • be exposed to a variety of poems like lyric,
communicate with fellow learners ballad, ode, limerick, elegy, etc., and notice
with hearing impairment in an onomatopoeic sounds, symbols, simile,
inclusive set up. metaphors, alliteration, and
• reads poems, stories, texts given in personification, for appreciation.
Braille; graphs and maps given in • identify comparisons, allusions, poet’s or
tactile/raised material; interprets, writer’s point of view, literary devices, etc.
 discusses, and writes with the help • undertake group or individual project work
of a scribe. of interdisciplinary nature on social,
• appreciates similarities and cultural, and common themes to work with
differences across languages in a language—collection, processing,
multilingual classroom and society. analysing, interpreting of information, and
• recognises and appreciates cultural then presenting orally and in writing.
experiences and diversity in the • know and promote core values such as
text and makes oral and written tolerance, appreciation of diversity and
presentations civic responsibility, patriotism through
debates, discussions, reading of
biographies, stories of struggles, and
episodes of ethics and morality.
• follow the concept of directions on a given
map of a locality, town, city, country;
tactile or raised material for children with
special needs.
• read alternative material such as Braille
texts, poems, cartoons, graphic
presentations, audio tapes, video tapes,
and audio visuals to speak on issues related
to society.
• get familiarised with Sign Language for
using with learners with hearing
impairment in an inclusive environment in
the school.
• use bilingual and multilingual ways to
exchange ideas or disseminating
information by taking the help of ICT, PPT,
role play, street play, drama, written
scripts, etc
Class 9th Mathematics

Timeline Content Learning Outcome Suggestive Pedagogical Processes

The learner— The learners may be provided with opportunities

Week 1 ➢ applies logical reasoning in individually or in groups and encouraged to—
To 1. Number Systems
classifying real numbers, proving ➢ work with real numbers and consolidate the
Week 5 2. Construction
their properties and using them in concepts of numbers learnt in earlier classes.
different situations. Some such opportunities could be:
➢ identifies/classifies polynomials ➢ to observe and discuss real numbers.
among algebraic expressions and ➢ to recall and observe the processes involved in
factorises them by applying different mathematical concepts studied earlier
appropriate algebraic identities. and find situations in which they come across
➢ relates the algebraic and graphical irrational numbers. For example, finding the
representations of a linear equation length of the diagonal of a square with side, say,

Week 6 in one or two variables and applies 2 units or area of a circle with a given radius, etc.
To the concept to daily life situations. ➢ to observe the properties of different types of
Week 10 1. Polynomials
➢ identifies similarities and numbers, such as, the denseness of the numbers,
2. Linear Equation
differences among different by devising different methods based on the
geometrical shapes. knowledge of numbers gained in earlier classes.
➢ derives proofs of mathematical One of them could be by representing them on the
statements particularly related to number line.
geometrical concepts, like parallel ➢ to facilitate in making mental estimations in
lines, triangles, quadrilaterals, different situations, such as, arranging numbers
 circles, etc., by applying axiomatic like 2, 21/2, 23/2, 25/2, etc., in ascending (or
approach and solves problems descending) order in a given time frame or telling
using them. between which two integers the numbers like,
➢ finds areas of all types of triangles √17, √23, √59, – √2, etc., lie.
Week 11
To by using appropriate formulae and ➢ apply relevant results to factorise the
Week 17 1. Lines and Angles apply them in real life situations. polynomials. y draw and compare the graphs of
2. Triangles ➢ constructs different geometrical linear equations in one or two variables.
3. Heron’s Formula shapes like bisectors of line ➢ discuss the proofs of mathematical statements
segments, angles and triangles using axioms and postulates.
under given conditions and provides ➢ play the following games related to geometry.
reasons for the processes of such ➢ For Euclid’s axioms, if one group says, If equals
constructions. develops strategies are added to equals, then the results are equal.
to locate points in a Cartesian The other group may be encouraged to provide
plane. example such as, If a = b, then a + 3 = b + 3,
➢ identifies and classifies the daily life another group may extend it further as a + 3 + 5
1. Co-ordinate Geometry situations in which mean, median = b + 3 + 5, and so on.
Week 18 and mode can be used. ➢ By observing different objects in the surroundings
To
2. Statistics ➢ analyses data by representing it in one group may find the similarities and the other
Week 22
different forms like, tabular form group may find the differences with reference to
3. Quadrilaterals
(grouped or ungrouped), bar graph, different geometrical shapes— lines, rays, angles,
histogram (with equal and varying parallel lines, perpendicular lines, congruent
 1. Area of parallelograms width and length), and frequency shapes, non-congruent shapes, etc., and justify
polygon. their findings logically.
2. Surface area and Volume
➢ calculates empirical probability ➢ work with algebraic identities using models and
Week 23 through experiments and describes explore the use of algebraic identities in familiar
3. Circles
To
its use in words. contexts.
Week 30
4. Probability ➢ derives formulae for surface areas ➢ discuss in groups about the properties of triangles
and volumes of different solid and construction of geometrical shapes such as,
objects like, cubes, cuboids, right triangles, line segment and its bisector, angle and
circular cylinders/ cones, spheres its bisector under different conditions y find and
and hemispheres and applies them discuss ways to fix position of a point in a plane
to objects found in the and different properties related to it.
surroundings. y solves problems ➢ engage in a survey and discuss about different
that are not in the familiar context ways to represent data pictorially such as, bar
of the child using above learning. graphs, histograms (with varying base lengths)
These problems should include the and frequency polygons.
situations to which the child is not ➢ collect data from their surroundings and calculate
exposed earlier. central tendencies such as, mean, mode or
median.
➢ explore the features of solid objects from daily life
situations to identify them as cubes, cuboids,
cylinders, etc.
➢ play games involving throwing a dice, tossing a
coin, etc., and find their chance of happening.
➢ do a project of collecting situations corresponding
to different numbers representing probabilities.
➢ visualise the concepts using Geogebra and other
ICT tools.

Class 9th Science

Timeline Subject Chapter name Learning Outcomes Suggestive Pedagogical Processes
area
Week 1 Chemistry 1. Matter in our surrounding. The learner— The learners may be provided with
To • differentiates materials, opportunities individually or in groups
Week 5 objects, organisms, and encouraged to—
Biology 1. The Fundamental Unit of Life . phenomena, and processes, • observe, group or classify
based on properties or materials, such as mixtures,
characteristics, such as, based on their properties, viz.
prokaryotes and eukaryotes, solubility, passage of light, etc.,
Physics 1. Motion
plant cell and animal cell, by performing various
2. Force and laws of Motion
diffusion and osmosis, simple activities. Based on the
Week 6
and complex tissues, distance observations, a discussion may
To
Biology Why do we fall ill and displacement, speed and be facilitated to help arrive at
Week 10
velocity, balanced and the appropriate conclusions.
unbalanced forces, elements, Students with visual
Week 11 Physics 1. Work Energy & Power compound and mixture, impairment or low vision may
To solution, suspension and be motivated to observe
Week 17 Chemistry 1. Is matter around us pure colloid, isobars and isotopes, solubility of the materials by
etc. touching (caution should be
Biology 1. Tissues • classifies materials, objects, taken while using the
2. Natural resources organisms, phenomena, and materials).
Physics 1. Floatation processes, based on • design and carry out activities.
Week 18 properties or characteristics, For example, ‘ Tug of war to
To such as, classification of understand balanced and
Week 22 Chemistry 1. Atoms and molecules plants and animals under unbalanced forces. They may
various hierarchical sub- be encouraged to experiment
groups, natural resources, by applying forces (equal and
Biology 1. Improvement in food classification of matter based unequal) on an object in same
resources on their states and opposite directions,
(solid/liquid/gas) and followed by peer group
composition discussion to generalise.
(element/compound/ • study the daily life
mixture), etc. experiences, using
• plans and conducts interdisciplinary approach such
investigations or experiments as the cause behind cooling of
to arrive at and verify the water in earthen pots. They
facts, principles, phenomena may be encouraged to measure
or to seek answers to queries and compare the temperatures
on their own, such as, how of water both in earthen pot
does speed of an object and metal containers, thereby
 Physics change? How do objects float/ helping them to relate process
1. Gravitation sink when placed on the of evaporation with cooling
2. Sound surface of a liquid? Is there effect. Students with visual
any change in mass when impairment or low vision may
Chemistry 1. Structure of atom chemical reaction takes be encouraged to feel the
Week 23 place? What is the effect of difference in temperature by
To heat on the state of touching the surface of the
Week 30 substances? What is the effect containers.
of compression on different • conduct survey to understand
states of matter? Where are the process of spreading of
Biology 1. Diversity in Living stomata present in different diseases. They may be
organism types of leaves? Where are encouraged to collect data from
2. Preservation of drug growing tissues present in doctors and nurses about
abuse and sexuality plants? various diseases. They can
transmitted diseases . • relates processes and prepare a report on spread,
phenomena with causes and causes, prevention, and cure of
effects, such as, symptoms diseases. They may share their
with diseases and causal findings with the community
agents, tissues with their through role plays, skits and
functions, production with use also campaign for prevention
of fertilisers. process of present their observations /
evaporation with cooling ideas/ learning through flow
effect, various processes of charts/ concept maps / graphs
separation with the physical and ICT tools. gather data for
and chemical properties of the calculating different physical
substances, production of quantities, such as distance,
sound with vibrations of displacement, velocity, which
source, etc. can be shared and discussed in
• explains processes and groups or with peers. Rubrics
phenomena, such as, can be used to assess the
functions of different conversion of units and
organelles, spread of diseases reporting results.
and their prevention, effect of • collect and analyse wide
force on the state of motion of variety of graphs from
objects, action and reaction, newspapers, magazines or the
rotation and revolution of internet. They may be
planets and satellites, encouraged to draw, analyse
conservation laws, principle of and interpret the graphs (for
separation of different gases example, distance-time,
from air, melting, boiling, speedtime, or acceleration-
freezing, how bats use time graphs of motion of a
ultrasonic waves to catch vehicle on a straight road)
prey, etc.
• calculates using the data
given, such as, distance,
velocity, speed, frequency,
work done, number of moles
in a given mass of substance,
concentration of solution in
terms of mass by mass
percentage of substances,
conversion of Celsius scale to
Kelvin scale and vice versa,
number of neutrons in an
atom from atomic number
and mass number, speed of
sound, kinetic and potential
energies of an object, boiling
points of liquids to predict the
order of their separation from
the mixture, etc.
• draws labelled diagrams, flow
charts, concept maps, graphs,
such as, biogeochemical
cycles, cell organelles and
tissues, human ear, distance-
time and speed-time graphs,
distribution of electrons in
different orbits in an atom,
process of distillation and
sublimation, etc.
• analyses and interprets
graphs and figures such as,
distance-time and velocity-
time graphs, computing
distance, speed, acceleration
of objects in motion,
properties of components of a
mixture to identify the
appropriate method of
separation, crop yield after
use of fertilisers, etc uses
scientific conventions,
symbols, and equations to
represent various quantities,
elements, and units, such as,
• write chemical formulae of
simple compounds, chemical
equations, etc., using playway
methods such as a game of
cards.
• select and use appropriate
devices for measuring physical
quantities. They may be
encouraged to find the
minimum and maximum value
that can be measured by an
instrument and note down the
readings correctly.
• collect information from books,
e-books, magazines, internet,
etc., to appreciate the efforts of
scientists made over time, for
example, various models of
atoms, discovery of
microscope, etc., and showcase
it in the form of a project or role
play.
• observe various technological
devices and innovative exhibits
such as waste management
kits, water filtration system,
using low-cost or no-cost eco
friendly materials, develop
them and showcase it in science
exhibitions, clubs and parent-
teacher meets.
• share and discuss their beliefs
and views regarding myths,
taboos, superstitions, etc., by
initiating an open ended
debate, leading to the
alignment of their beliefs to the
scientifically proven facts. They
may also be involved in
awareness campaigns in the
community.
 SI units, symbols of elements,
formulae of simple
compounds, chemical
equations, etc.
• measures physical quantities
using appropriate apparatus,
instruments, and devices,
such as, weight and mass of
an object using spring
balance, mass using a
physical balance, time period
of a simple pendulum, volume
of liquid using measuring
cylinder, temperature using
thermometer, etc.
• applies learning to
hypothetical situations, such
as, weight of an object at
moon, weight of an object at
equator and poles, possibility
of life on other planets, etc.
• applies scientific concepts in
daily life and solving
problems, such as, separation
of mixtures, uses safety belts
in automobiles, covers walls
of large rooms with sound
absorbent material, follows
intercropping and crop
rotation, takes preventive
measures to control disease
causing agents, etc.
• derives formulae, equations,
and laws, such as,
mathematical expressions for
Newton’s second law of
motion, law of conservation of
momentum, expression for
force of gravity, equations of
motion from velocity-time
graphs, etc.
• draws conclusion, such as,
classification of life forms is
 related to evolution,
deficiency of nutrients affects
physiological processes in
plants, matter is made up of
particles, elements combine
chemically in a fixed ratio to
form compounds, effect of
action and reaction on two
different bodies, etc.
• describes scientific
discoveries and inventions,
such as, discovery of various
atomic models, discovery of
cell with invention of
microscope, experiments of
Lavoisier and Priestley, beliefs
regarding motion, discovery
of real cause for peptic ulcers,
Archimedes principle,
classification of living things,
etc
• designs models using eco-
friendly resources, such as,
3D model of a cell, water
purification system,
stethoscope, etc.
• exhibits values of honesty,
objectivity, rational thinking,
freedom from myths,
superstitious beliefs while
taking decisions, respect for
life, etc., such as, records and
reports experimental data
exactly, myth that sexually
transmitted diseases are
spread by casual physical
contact, belief that
vaccination is not important
for prevention of diseases,
etc.
• communicates the findings
and conclusions effectively,
such as, those derived from
 experiments, activities, and
projects both in oral and
written form using
appropriate figures, tables,
graphs, and digital forms, etc.
• applies the interdependency
and interrelationship in the
biotic and abiotic factors of
environment to promote
conservation of environment,
such as, organic farming,
waste management, etc.
 Class 9th Social Science
Timeline Subject area Chapter name Learning Outcomes Suggestive Pedagogical
Processes
History 1 The French Revolution The learner— The learners may be provided
• recognises and retrieves facts, with
figures and narrate processes, opportunities individually or
Week 1 for example, in groups
To • locates places, states, union and
Week 5 territories, and other physical encouraged to—
Economics 1. Money and Banking features on the map of India. • observe political map of
• recognises and describes India or on School
Geography 1. India- Size and location different physical Bhuvan
features, types of forests, portal NCERT,
seasons, etc. mark with
• describes important terms in reference to
Geography such as, standard location, extent, shape,
2. Socialism in Europe and The meridian, drainage basin, water size, etc., of States and
History Russian Revolution divide, monsoon, UTs.
3. Nazism ad the rise of Hitler weather, climate, flora, fauna, • discuss and verify the
Week 6
population density, etc. information about the
To
Week 10 • estimates annual growth rate. States and UTs from other
• defines simple economic terms sources, like the website
such as, poverty, literacy, of other states,
Political 1. What is democracy? Why unemployment, head-count textbooks, atlas, models,
Science Democracy? ratio, food etc.
engage in projects to collect

Geography 3. Physical features of

India
 Section II Livelihoods, security, exports and imports, etc. information about States
History Economies and • lists various factors of production. and UTs in terms of
• recalls names, places, years of languages, food, dress,
Societies
some important socio-political cultural traditions, etc.
IV Forest, Society
and Colonialism and economic events that • select the works of
Week 11 changed India and the world, such eminent thinkers like
To as, the American Revolution, Jean-Paul Marat, Jean
Week 17 French Revolution, Jacques Rousseau, etc.,
Russian Revolution, and the and study the influence of
Pol. Science 2. Constitutional Design Freedom Struggle of India. their works on the
3. Electoral Politics • locates places of historical outbreak of the French
importance on maps. Revolution.
• describes economies and • take part in discussion of
the important political
Geography 3. Drainage livelihoods of a few social groups.
terms and
4. Climate • describes political terms and
concepts, such as, martial
concepts associated with
law, coup, veto, and
Disaster Management 4. Natural Disaster democracy and dictatorship, such
referendum to
as, free and fair election, freedom
recognise democracy as
of expression,
well as dictatorship.
independent judiciary,
V. Pastoralists in the Modern accountability, rule of law, etc. • discuss the details of: (a)
World- Life of peasants. the time when
Week 18 History universal
To
Week 22
4. Working of Institutions
Pol. Science

Geography 5. Natural Vegetation and

Wildlife

Disaster Management 5. Manmade Disaster

 Section III classifies and compares events, facts, data, adult franchise was first
Case Study and figures, for example, provided to the citizens
• classifies physical and
History VI The Integration (b) how the end of
features in the
of Princely States, surroundings and colonialism took place.
A Case Study of compare them with physical • collect information and
Jammu and features of other places; discuss the
Kashmir process of the
• compares different data, such as,
population and rainfall; making of the
Week 23 Indian Constitution.
To Pol. Science 6. Democratic rights • compares the course of events
leading to important revolutions in • collect the details of
Week 30 7. Electoral Politics in different factors of
the world such as, French and
the erstwhile state Russian Revolutions; production like land,
of J&K capital, and human
• distinguishes different types of resources from their
Geography 5. Population governments operating across the
surroundings.
6. Geography of J&K and world;
Ladakh • compares levels of poverty • visit a nearby ration
and shop, collect and compare
unemployment across Indian the prices of items
Disaster Management 6. Road safety Education states; available with the local
market and discuss the
• compares different
monarchies of contemporary times

Economics . Understanding the Indian

Economy
 like United Kingdom, Saudi Arabia, reasons for the
and Bhutan. differences.
• analyse the role of
explains cause and effect relationship cooperatives in food
between security.
phenomena, events, and their occurrence, • explore various
for example, resources including the
• examines factors causing pollution e- content on
and their impact on people’s lives; poverty, food
• explains factors affecting course of security, human
a river, climate, population resource development,
distribution, flora and fauna of a etc.
region. • discuss how
• explains the causes and effects of poverty line is
various revolutions. estimated especially from
• illustrates how different social the view point of social
groups coped with changes in the scientists.
contemporary world and describe • gather information about
these changes. physical
• explains the difference between features in their
revolution and social change. surroundings and
• outlines the formation of discuss about
these features with peers;
democratic governance in
visuals
related to other
physiographic divisions
may be
shown and their
 different countries of the world. features may be
• explains the process of change in explained to them.
democracies. • show different
• identifies democratic rights of physiographic divisions
Indian citizens and constitutional and data to look out for
values such as, democracy, justice, the similarities and
liberty, equality, etc. differences.
• explains causes and impacts of • use tactile maps and
economic issues such as, poverty, models to classify physical
landlessness, and food insecurity. features of India.
• analyses the impact of social • collate the views from
exclusion and vulnerability. different secondary
analyses and evaluates information, for sources of Desmoulins and
example, Robespierre to know how
• analyses different types of climate each one of them
found in different regions of India understands the use of
and the world. state force. What does
Robespierre mean by ‘the
• examines factors leading to
war of liberty against
deforestation.
tyranny?’ How does
• outlines or assesses the working of Desmoulins perceive
Indian Parliament and the liberty?
judiciary.
• gather information about
 • analyses historical trends Constitutional Monarchy
in important of
developmental indicators, such France from
as, literacy and poverty. different sources.
• assesses the impact of important • discuss different
government welfare programmes monarchies of
which aimed at (a) poverty contemporary times like
alleviation; (b) ensure food United Kingdom,
security; (c) generate self- Saudi Arabia,
employment; and (d) provide and Bhutan.
healthcare facilities. • develop timeline on
interprets, for example, significant events related
• maps of river systems in India, to the outbreak of the
physiograph, and population French and
distribution Russian Revolutions.
In
• maps of movement of goods and
people from India to the rest of the connection with
world France, some
events that can be
• texts and symbols which stand for displayed in the
liberty, equality, and fraternity.
timeline are—
cartoons Constitutional Monarchy,
• photographs Declaration of
• posters Rights of Man, on
becoming a
Republic and the
Reign of Terror.
 • newspaper clippings related to The students can add
socio more
• political issues information in this timeline
on the French Revolution.
• pie and bar diagrams of data
related to agricultural production, • study features of different
literacy, poverty, and population. types of government and
draws interlinkages within Social Science, discuss.
for example, • design a group project on
• explains inter-relationship between social exclusion as well as
various passes and sea ports in India poverty.
for trade and communication since • interview vendors selling
historical times. vegetables, newspaper;
• examines the milkman, laundress (at
geographical importance of electoral least
10 people). They may be
constituencies.
guided to develop simple
• analyses food security as a questions and draw
component of agriculture. inference from information
• analyses the linkages between collected in the survey
population distribution and food • explore various rivers, find
security. details of their origin,
• explains inter- course of river,
relationships among livelihood
patterns of
various social groups
 including forest dwellers, economic major cities, industries on
development, and environmental the banks of a river;
conservation. discuss how river affects
identifies assumptions, biases, prejudices, the lives of people in cities
and stereotypes about various aspects, for leading to pollution of
example, rivers.
• texts • work on group
• news items projects in which they
• visuals can collect
information from
• political analysis various sources, such
• people in different geographical as, books,
regions of India magazines, newspapers,
• important government welfare internet, elders, and
programmes plot the river and
demonstrates inquisitiveness, enquiry, i.e., associated findings on a
pose questions related to— map and prepare a
• geographical events such as, the report.
mechanism of monsoon and causes • work with tactile maps
of natural disasters. particularly by the children
• impact of green revolution in India with special needs
and their own area. (CWSN). y identify social,
• legacy of French economic,
Revolution in India and the world. and political
causes that led to
 constructs views, the Russian
arguments, and ideas on the basis of Revolution in
collected or given information, for example, 1905; use a
• people and their adaptation with variety of teaching aids
different climatic conditions. like a flow
• oral and written accounts of living chart, power point
historical legends. presentation, newspaper
clippings, etc.,
• people as a resource. extrapolates belonging to that period
and predicts events and
(1905).
phenomena, for example,
• weather • locate the places of
French and
• pollution and diseases Russian Revolutions on
• famine and poverty illustrates an outline map of the
decision-making and problem- world.
solving skills, for example, • participate in a discussion
• mitigating the impact of water on the fall of Monarchy in
pollution February 1917,
• conservation of workers, strike, refusal of
resources peasants to pay rent and
• problem of food shortage activities of
different political parties
• avoid hunger and
such as, Liberals, Social
famines in India
Democrats, and
• deciding on the
appropriateness of
 resources in historical Social Revolutionaries.
events and developments shows sensitivity • discussion may be
and appreciation initiated on the concepts
skills, for of
example, revolution and social
• empathises with change.
differently abled and other • elucidate the idea that
marginalised sections of the society, some
such as, Scheduled Tribes. revolutions like the French
appreciates political and
diversity Russian were results of
• appreciates cultural blood shed.
diversity • discuss peaceful
• appreciates religious revolutions, such as,
diversity industrial revolution;
• recognises language Green, White and Blue
diversity revolutions in India.
• recognises social diversity • collect current statements
from media and from other
• emphathises with the people who
sources and discuss the
were affected by wars, holocaust,
measure of
natural and human-made disasters
success of
• recognises how physical and mental
democracy.
violence leads to immense suffering
of human beings
• demonstrates or exhibits sense of
citizenship such
as, observing hygiene and • collect and
cleanliness, punctuality, follow rules, discuss information about
etc democratic countries
of the world
and their history
of
establishment, conditions
under
which those
governments got
established.
• discuss democracy as a
government of the people,
by the people, and for the
people by engaging with
some examples.
• discussion may be held
on the
newspaper clipping
or the teacher
may provide
data from government
report on poverty, food
security, etc.
• familiarise with
major climatic
 controls —
latitude, altitude,
pressure and wind
systems, and
distance from the sea
and discuss how
they affect the climate of
various geographical
regions.
• discuss how the climate of
hilly regions is
significantly different from
the plains.
• look for and use a variety
of primary and secondary
sources, such as, written
records, oral accounts to
investigate themes like
factors responsible for
deforestation in
the past in
different regions of
the world including
 India during the colonial
rule.
• discuss different Forest
Acts in India
— Forest Act of 1865,
its
amendment in
1878 and 1927
and its impact on forest
dwellers and the village
community.
• collect visuals,
newspaper clippings,
posters, leaflets,
videos, memorabilia,
writings, albums, and
speeches of Hitler on
the rise of Nazism
and
discuss how
Nazism led to the
genocidal war that
resulted in the killing of
innocent civilians like the
Jews, Gypsies, and
Polish.
• organise mock
Parliaments and court
proceedings in which
various democratic rights
can be the subject.
• show visuals associated
with
famines and
present OMT (one minute
talk).
• correlate different maps,
for
example, physical features
and drainage, physical
features and population.
• opportunities may be
provided to explore and
overlay various maps on
School Bhuvan NCERT
portal. y use atlas maps
for
understanding various
concepts.
• demonstrate skills of
locating places
 associated with
different revolutions
like
French and
Russian.
• explain the
changes of
geographical boundaries
of places
in the past and present
and the reasons
that have led to it.
You may link this with
the theme in the syllabus
or
textbooks.
• study various
symbols that
depict roads,
railways, buildings,
monuments, rivers, etc.,
on an outline map
of India and
the world. This
may be used as per
the theme under
study.
• interpret information from
an orthophotomap and
compare it with
reality.
• use India’s
political map to demarcate
states and parliamentary
constituencies.
• use India’s map of the
states to identify and
colour the following: (i)
high and low poverty (ii)
levels of literacy (iii)
production of food grains
and interpret in terms of
reasons for the above
differences amongst the
states.
• choose photographs
of persons engaged in
different
occupations in
rural and urban
 areas and
categorise into three
sectors of the economy.
• compile data from their
surroundings and
Government reports
on (i)
unemployment existing
in urban and rural
areas (ii) poverty existing
in different states.
• use tables to represent
data on literacy rates,
production of food grains
and food insecurity with
respect to
population and interpret
them in terms of well
• being of the masses.
• construct and convert
tables into bar and
pie
diagrams.
• explain from the
newspaper clippings
or the teacher
may provide
data from Government
report on poverty, food
security,
social exclusion and
vulnerability, their causes
and impact on the society.
• develop bar/pie diagrams
and also be able to plot the
data in the
diagram, e.g., population
data, natural vegetation,
etc.
• correlate topics with
other disciplines, for
example, how various
passes in the north and
seaports in the
south have
provided passages
 to the travellers and how
these passages have
contributed in the
exchange of ideas and
commodities since ancient
times.
• discuss on
deforestation in the
colonial period andtheir
impact on lives of forest
dwellers; link
deforestation with
geographical aspects,
such as, the extent of
land covered under
forest in the
colonial and
contemporary times.
• discuss how the Forest
Acts in the past and in the
present influence various
tribal communities
including women.
• study a few
political developments
and government decisions
and look at them from
the point of view
of geographical
importance and electoral
constituencies.
• read the history of
democratic movements
in various countries by
underlining the
geopolitical importance
of countries.
• study historical events of
1940s and the making of
the Constitution of India
during 1946– 49.
• focus on the issues of land
and agriculture as part
of the resources in
geography with
 topics such as, factors
of
production and food
security as a component of
agriculture.
• see linkages with
political dimensions
to highlight citizens,
rights in a
democracy and
human beings as an
asset for the
economy.
• show movies and
documentaries such as, 3
Shades, Mirch
Masala, Manthan and
link them with low
income and poverty
which can then be
followed by discussion
in classroom
on conflict
between economic
development and
 environmental
conservation
• read the National
Population Policy 2000,
and discuss its content
related to adolescence.
• use historical sources
to
comprehend the difference
between fact and fiction
when they read the literary
works of different
authors.
• assess novels, biography,
and poems composed at
different points of our
historical past.
• use pictures,
cartoons, and
newspaper clippings
to find out and
discuss
assumptions,
biases, and
prejudices of
 various people. Teachers
may guide learners to
recognise the difference
between facts and
opinions using illustrative
examples from socio,
political, and economic
aspects.
• explore and
construct the
holistic picture of the
period under
study using other sources
such as,
archaeological remains,
official records,
and oral accounts.
Discussion may be
initiated on the
following questions:
• what is the source about?
y who is the author?
• what message can be
extracted?
• is it
relevant/useful?
• does it explain the event in
totality?
• develop understanding
that historical recorders
are not free from
subjectivity.
• dramatise from the
examples of the
French revolution
on Olympede Gouges on
her protest against
excluding women from
the Declaration
of Rights of Man and
Citizen, highlighting
the bias that existed in this
historic
document.
• watch and note down
the
statements of
politicians
appearing
 regularly on TV or the
newspaper articles on
various issues and
incidents.
Teachers may also
provide examples, and
may also take students’
own views on an
issue to point
out
assumptions, biases,
prejudices, and
stereotypes
• list the details of wages
paid to the males and
females engaged in their
area and discuss
whether differences exist,
if any, reasons may be
provided.
• analyse different
government schemes to
ensure food security,
employment generation,
promotion of
 health, and
education in their area.
• ask questions to
understand the
mechanism of
monsoon for
example, how do the
effect of
differential heating of land
and water, shifting of
Inter Tropical
Convergence Zone (ITCZ),
El Nino and jet
streams influence
monsoon? y use enquiry
skills to
collect a variety of
primary and
secondary sources;
recognise the difference
between fact and fiction.
Gather
information from
archaeological remains—
official
and oral records,
 print and
multimedia materials, to
show how the ideals of
freedom, equality, liberty,
and
fraternity motivated
political movements
in
France, in the rest of
Europe, and in various
anti-
colonial struggles;
projects, posters, and
models can be prepared
on
themes drawn from them
in groups and in pairs.
• collect the details on
various topical, political,
social, or any other
local issues from
different newspapers,
magazines and
books. Compare
different views
 about the same
issues.
• explain a
particular economic
problem showing
vulnerability faced by
the
disadvantaged groups.
• analyse materials on
green
revolution.
• find out the details from
data and experiences for
example,
(a) how does the relief of
a place affect the
population distribution?;
(b) howdo climatic
conditions of a
region affect the natural
vegetation of a place?
• get engaged in a
role play on topics such
as, Project
 Tiger and
protection of rivers and
discuss the relevance of
tiger protection in India.
• record or gather (from the
internet) the interviews of
living legends who have
experienced trials and
tribulations of Nazism.
• show e-content and
analyse case studies
related to the quality of
population.
• gather information
related to weather and
population,
from different sources
such as, daily newspapers
and analyse
recorded data and
information.
• design a role play on
the French
 Revolution and play
the role of
clergy, nobility,
merchants, peasants
and artisans;
concluding remarks,
drawing assumptions
of the feelings of each
class can be given by
facilitators of each
group.
• collect information on the
famines in India,
explore the causes behind
the famines in the
colonial period.
• discuss what
would have
happened if such
famines reoccur in
postindependent India.
Also discuss the
preventive measures.
• identify the
factors causing a
 problem and decide
creatively and critically to
arrive at
solution(s) relating to river
pollution, population
growth, protection of flora
and fauna, etc.
• engage in a class debate
on the topic
—whether the use of
violence for
addressing different forms
of human rights
violation is the
appropriate approach or
not.
• plan and
participate in extra-
curricular activities,
daily chores
in the school,
sports, cultural
programmes which require
problem-
solving and
 decision-making skills.
• collect newspapers
and magazines to show
the impact of the
concentration of
resources in the
hands of few.
• illustrate the cause and
impact of inequality in
terms of
distribution of resources
between the rich and the
poor.
• participate in
group projects to
recognise the
values of flora and fauna,
disaster preparedness
and waste management
projects.
• participate in activities
that require
conservation of
 environment (plants,
water
bodies, etc.),
water disputes—
interstate and
across the border and
promote
nature-human sustainable
relationship.
• raise questions to secure
healthcare, education and
job security for its citizens;
people from different
communities be invited to
make presentation on
improving these issues.
• collect and
compile a variety of
resources such as, films,
audio visuals, and
photocopy of records,
private papers, and press
clippings from the
 archives including original
speeches of leaders
associated with different
historical events.
• construct projects on themes
like Nazism and tribal
uprisings.
• discuss the
strategy of
satyagraha and non-
violence adopted by
Gandhiji in
achieving Independence
of India; discuss
different movements in the
freedom struggle where
satyagraha was adopted
by the leaders
to recognise the
immense strength and
courage it requires
to
internalise
 characteristics of
satyagraha and
non-violence to resolve
conflicts.
• explore and
examine the published
records of the lived
experiences of the
survivors of
Holocaust.
• study the
Constitutional provisions
available to
improve conditions of
disadvantaged groups,
minorities; promotion
of patriotism,
unity of the
country, equality of
people, respect for
all human beings, and
doing one’s duties, etc.
• engage in role play/short
drama to highlight the
problem faced by
 poor as well as food insecure
people followed by discussion
• identify the chain of ration
shops established in your
nearby area to ensure the
supply of essential
commodities for the targeted
population
• compose a short speech on
gender equality and dignity
for all (marginalised as well
as Group with
Special Needs)
‫‪Class: 9th‬‬
‫‪Subject:Urdu‬‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬
‫ُ‬
‫اابسقیکلمکم دترسی‪،‬میہفتووتاحیضت۔ُایعمریاردوڑپےنھےنھکلُ ہبلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےسُ‬ ‫رثن ُ‪ُ :‬‬
‫اور وبےنل یک الصتیح ااجرگ رکان۔ ریست اگنری یک اجاکنری رفامہ احلص وہےن وایل اتکںیب یھب ڑپےتھ ںیہ۔‬ ‫ااسنناکلم ُ‬
‫ومظنں اور اہکوینں وک انمبس بل و ےجہل ےکُ‬ ‫رکان۔ ُ‬ ‫اافنرنشیمانکیٹولجُ‬ ‫ہتفہ ‪ُ1‬اتُ ہتفہُ‪ُ5‬‬
‫رگارمئ‪ :‬وادح عمج اورذتریک و اتثیناک رفق ولمجں ےک ذرےعی واحضُ اسھت ڑپےتھ ںیہ۔ ڑپیھ وہئ اہکوینں‪ُ،‬‬ ‫ئُ‬
‫اردواہکںدیپاوہ ُ‬
‫ومظنں اور اخوکں وک ڑپھ رک ان ےک ابرے‬ ‫دویانرموحمیکایدیمُ ُ رکان۔یجنوطخط ُ‬
‫یم اینپ راےئ رحتری رکےتکس ںیہ۔ فلتخم مسقُ‬ ‫اموحایلیتآولدگُ ُ‬
‫ُ‬
‫ےکرثنیاوررعشیاانصفےکدرایمنرفق‬
‫ااعشر یک رشتحی عم وحاہل اشرع۔ فنص اشرعی۔فلتخم رعشیُ‬ ‫زغایلتُ‪ُ :‬‬
‫ہتفہ ‪ 6‬اتُ ہتفہ ‪ُ10‬‬
‫اانصفیکاجاکنری۔ ُ‬ ‫یُ‬
‫رفاقوگروپھکر ُ‬
‫اور‬
‫وک واحض رک ےتکس ںیہ۔ وھچیٹ وھچیٹ ںیمظن ُ‬ ‫رگارمئ‪:‬اافلظاوراحموراتوکاےنپولمجںیماامعتسلرکان۔ ُ‬ ‫یکی‬
‫ریمالغمروسلانز ُ‬
‫درتفی وطخط۔ امسُدصمر‪ ،‬امس تفص‪ ،‬امس ریمض‪ ،‬علطم ‪ ،‬نسحُ اہکاینںھکلےتکسںیہ۔‬ ‫اہنتااصنری‬ ‫ُ‬
‫یُ‬
‫علطم‪،‬عطقم‪،‬ردفیاقہیفیکاجاکنر ُ‬ ‫ضیفادمحضیفی ُ‬
‫ُ‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬
‫ُ‬
‫رشتحی ااعشر عم وحاہل اشرع۔ الخہص اابسق و مظن ادابء رعشا ء یکُ اےنپ اردرگد روامن وہےن واےل وااعقت‪ُ،‬‬ ‫مظن‪ُ :‬احیلی ُ‬
‫ُ‬
‫آابدی ُ ایحتاورادیباکرانومںیکاجاکنری۔رعشیاانصفیکاجاکنری ُ۔ ُ احداثتاوراسملئےکںیئتاسحساوردیبارُ‬
‫ُاربکاہل یُ‬
‫ہتفہ ‪ 11‬اتُ ہتفہ ‪ُ17‬‬
‫رگارمئ‪ :‬لعف ےک فلتخم ااسقم( رفمد‪ ،‬رمبک‪ ،‬الزم و دتعمی‪ ُ،‬ںیہاوراناکآزاداہنزجتہییھبرکےتکسںیہ۔ ُ‬ ‫اابقل ُ‬
‫ُ یُ‬
‫زابنےکامجایلیتذوقےسوافقںیہ۔ ُ‬ ‫ی‪:‬دانییکاناپدیئاریُ ُ رعموف‪،‬وہجملوریغہ)ُ ُ‬
‫ونثم ُ‬ ‫ُ‬
‫ُرمزاوشق ُ‬
‫ُ‬
‫ُ‬
‫دترسی اابسق عم میہفت و وتحیض اور سیلس۔ الخہص اابسق و مظن اورُ فلتخمرثنیاوررعشیاانصفےسوافقںیہُ‬ ‫رثن ُ‪ُ :‬‬ ‫ُ‬
‫اشرعوںاوررثناگنروںےکابرےیمھکل‬ ‫رعشیاانصف۔ ُ‬ ‫الرٹیاکٹکٹ ُ‬
‫ُ‬
‫رگارمئ‪ :‬رحوف اکایبن ‪،‬رثنی اانصف یک اجاکنری ‪،‬یجن ‪ ،‬درتفی اور ےتکسںیہ۔وخدیھبڈراامےنھکلیکوکششرکےت‬ ‫درداکامرُا ُ‬
‫ہتفہ ‪ 18‬اتُ ہتفہ ‪ُ22‬‬
‫اکروابریوطخط۔فلتخموموضاعترپومضمنوھکلاان۔اخہک‪،‬انولُ ںیہ۔ ُ‬ ‫یماکیرہشھتُ ُ‬
‫فلتخمرثنیاانصفےسیج‪:‬انول‪،‬ااسفہن‪،‬اخہک‪ُ،‬‬ ‫اوروطخطاگنریےسقلعتماجاکنریدانی‬ ‫اغبلیےکوطخط ُ‬ ‫ُ‬
‫اورڈرااموریغہےسوافقںیہ۔ ُ‬ ‫ذنریادمحیکاہکینھچکُ‬
‫ریمیھچکانیکزابینُ ُ‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو ُ‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬

‫ُ‬
‫ایعمری اردو ڑپےنھ‪ ،‬ےنھکل اور وبےنل یک الصتیح ااجرگ رکان۔ُ ابلطااعشریکرشتحیرکےتںیہاوروخدیھبُ‬ ‫زغایلتُ‪ُ :‬‬ ‫ُ‬
‫ااعشر یک رشتحی عم فنصم و اشرع اک وحاہل۔ ادابء رعشاء یکُ ااعشرےنھکلیکوکششرکےتںیہ۔وقادعےکُ‬ ‫اکریمشیُ ُ‬
‫ی‬ ‫وشردیہ‬
‫ُ‬
‫ابرےیماجےتنںیہ۔ُ ُ‬ ‫ایر‬
‫رہش یُ‬
‫ُ‬
 ‫ایحتاورادیباکرانےم۔ رعشیاانصفیکاجاکنریدانی۔الخہص‬ ‫انموریُ ُ‬
‫ی‬ ‫اعدب‬ ‫ُ‬
‫مظنُ ُ‬ ‫اتبُ ُ‬
‫رپاپتلھگنسےب ی‬ ‫ہتفہُ‪ُ23‬ات ہتفہ ‪ُ30‬‬
‫رگارمئ‪ :‬وادح عمج اور ذتریک و اتثین اک رفق ولمجں ےک ذرےعیُ‬ ‫ںیمظن‪ُ ُ:‬‬
‫ُ‬
‫واحضرکان۔ ُ‬ ‫تسبکچی ُ‬
‫رمبک ااضیف‪ ،‬رمبک اجری‪ ،‬رمبک وتیفیص‪ ،‬رمبک ااشری‪،‬‬ ‫ریمشی ُ‬
‫اشہزوراک یُ‬
‫ہلمجاہیمسربخہی۔ ُ‬ ‫االامین ُ‬
‫یُ‬ ‫ارتخ‬
‫رتبیکوحنی‪،‬ہلمجاہیمس۔ ُ‬
‫ُ‬
‫)ااسذتہےسذگارشےہہک درسودترسیےکدورانآومزیشاملصح داتسوزی)‪(LO,s‬وکوپریرطحدمرظنرںیھک۔( ُ‬
 
  
 
 
   
       
 
  

      
 

  Learning Outcome Content Course/Period
        
     
   

                 
   
     17 
  1
          

 
 
  
                         
                
     object      verb    Conjunction     Preposition  
     
 
     
     

  
 
    
                         subject        

   
   

 
       
 
      

    
  
     
               


  
 
 
     18
30 

      
         
 
   
                          
         
            
            
      
      

 
 
 
 Course Content Learning out comes Pedagogical Process

 ikB 1 vkSj 2  vius vkl&ikl ds yksxksa] Ldwyh lgk;dksa ;k  dgkuh] dfork] fuca/k vkfn fo/kkvksa esa O;kdj.k
 Hkk"kk] Hkk"kk ds izdkj] eqgkojs Ldwyh lkfFk;ksa dh vko';drkvksa dks dg vkSj ds fofo/k iz;ksxksa] mikxeksa ij ppkZ djsaA
bdkbZ 1 fy[k ikrs gSaA
Unit 1 Loj vkSj O;atu  laosnu'khy eqíksa ij vkykspukRed fopkj foe'kZ
lIrkg 1 ls  fØ;k fo'ks"k.k& ifjHkk"kk vkSj  ikB~;iqLrd ds vfrfjDr ubZ jpukvksa ds ckjs esa ds volj nsaA tSls&tkfr] /keZ jhfr&fjokt+] tsaMj
lIrkg 5 rd HksnA tkuus&le>us dks mRlqd gSa vkSj mUgsa i<+rs gSaA vkfnA
 fuca/k vkSj i=A
 ikB 3 vkSj 4  viuh ilan dh vFkok dgh&lquh gqbZ jpuk dks  jsfM;ks vkSj Vsyhfot+u ij jk"Vªh;] lkekftd
 milxZ] izR;;] laf/k] lekl] iqLrdky; ;k vU; LFkku ls <w¡<dj i<+us dh ppkZvksa dks ns[kusA lquus vkSj lqukus@le>us vkSj
bdkbZ 2
okD; jpukA dksf'k'k djrs gSaA mu ij fVIi.kh djus ds fy, izsfjr djsaA
Unit 2
lIrkg 6 ls  fuca/k vkSj i=A  lkekftd eqíksa ij /;ku nsrs gq, i=A  vius ifjos'k] le; vkSj lekt ls lacaf/kr
lIrkg 10 rd  uksV& ys[ku bR;kfn dj ikrs gSaA jpukvksa dks i<+us vkSj mu ij ppkZ djus ds
volj nsaA
 ikB 5 ls 9 rd  ns[kh&lquh] lquh&le>h] i<+h vkSj fy[kh  fganh ds lkFk&2 viuh Hkk"kk dh lkexzh
 i;kZ;okph] foykse] fayax] ?kVukvksa@jpukvksa ij Li"V] ekSf[kd rFkk fyf[kr i<+us&fy[kus rFkk mu ij ckrphr djus ds fy,
izFke Nekgh vfHkO;fDr djrs gSaA izsjfr djsaA
Semester 1 opu] rRle] rnHkoA
lIrkg 11 ls  vusd 'kCnksa ds fy, ,d  nwljksa }kjk dgh tk jgh ckr dks /kS;Z ls lqudj  vius vuqHkoksa dks Lora= <ax ls fy[kus ds volj
lIrkg 17 rd 'kCnA mUgsa le>rs gq, viuh Li"V jk; O;Dr djrs gSaA nsaA
 fuca/k vkSj izkFkZuk i=A
  ikB 11 vkSj 12  lekpkj&i=] jsfM;ks] Vsyhfot+u ij izlkfjr gksus  mUgsa bl ckr ds volj nsa fd os jsfM;ks vkSj
 foykse 'kCn] i;kZ;pokph okys fofHkUu dk;ZØeksa] [ksys] fQYe] lkfgR; laca/kh Vsyhfot+u ij [ksy] fQYe ,oa laxhr rFkk vU;
bdkbZ 3
Unit 3 'kCn] leh{kkvksa] fjiksVksZa dks ns[krs] lqurs vkSj i<+rs gSaA xfrfof/k;ksa lsa lacaf/kr dk;ZØe ns[ksa@lqusa vkSj
lIrkg 18 ls  vuds 'kCnksa ds fy, ,d 'kCn  dgha] lquh] cksyh xbZ dgkuh] dfork vFkok vU; mudh Hkk"kk] y;] lapkj&laaizs"k.k ij ppkZ djsaA
lIrkg 22 rd jpukvksa dks jkspd <ax ls vkxs c<+krs gq, fy[krs
 fuca/k vkSj i=
gSaA
 ikB 13 ls 18 rd  vius vuqHkoksa] Hkkoksa vkSj nwljks dh jk; o pkjksa dks  viuh Hkk"kk x<+rs gq, fy[kus ds fy, izksRlkfgr
 Åij fd;k x;k lkjk fy[kus dh dksf'k'k djrs gSaA djsaA

f}rh; Nekgh O;kdj.k  ikB~;iqLrdksa esa 'kkfey jpukvksa ds vfr fjDr tSls  dYiuk'kfDr vkSj l`tu'khyrk dh fodflr djus
Semester 2  'kq)&v'kq)] laKk dfork] ,dkadh] x|&i| dh vU; fo/kkvksa dks okyh xfrfof/k;ksa dk vk;kstu djsa vkSj mUgsa
lIrkg 22 ls i<+s@fy[krs gSa vkSj dfork dh /ofu vkSj y; ij fjiksVZ ys[ku] fLØIV ys[ku dh vksj vxzlj djsaA
 vifBr x|ka'k
lIrkg 30 rd
/;ku nsrs gSaA
 fuca/k & i=

(Dr. Lovely Sharma SCERT Jammu)

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

ਪਾਠਕ੍ਰਮ ਵੇਰਵਾ ਸ਼੍ਰੇਣੀ ਨੋਵੀਂ Syallabus Class 9th

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

ਸੰ ਖਿਆ ਸ਼ਾਸਤਰੀ ਪਰਖਕ੍ਖਰਆ
੧ U1 ਸੇਿ ਫਰੀਦ ਜੀਉ ਕ੍ੀ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਜਬ਼ਾਨੀ ਤੇ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ
ਬ਼ਾਣੀ ਖਿਿਤੀ ਰੂਪ ਖਿਿੱ ਚ ਪਰ਼ਾਪਤ ਕ੍ੀਤੇ ਸਿੈ ਮੁਿਾਂਕ੍ਣ ਅਤੇ ਸੰ ਪੂਰਨ
ਬੁਿੱ ਿਹ਼ਾ ਕ੍ੀ ਜ਼ਾਣ਼ਾ ਮੈਂ ਜ਼ਾਣ। ਮੁਿਾਂਕ੍ਣ ਦੁਆਰ਼ਾ ਅਤੇ ਉਨਹ ਾਂ ਨੂੰ
ਕ੍ੌ ਣ ਕ੍ਹ਼ਾਣੀ ਿੇ ਿ ਅਤੇ ਕ੍ਖਿਤ਼ਾ ਨੂੰ ਪਰੇਖਰਤ ਅਤੇ ਪਰ਼ੋਤਸ਼ਾਖਹਤ ਕ੍ੀਤ਼ਾ
ਸਹੀ ਢੰ ਗ ਨ਼ਾਿ ਪੜ੍ਹ਼ਾਇਆ ਜ਼ਾਿੇ ਜ਼ਾਿੇ।
੨ U2 ਿੈਰੀ ਨ਼ਾਗ
ਪੜ੍ਹਨ ਿਈ ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਗੀਤ ਗ਼ਜ਼ਿ ਅਤੇ ਕ੍ਹ਼ਾਣੀ
ਿ਼ੋ ਹੜ੍ੀ ਦੀ ਿ਼ੋ ਅ
ਿਿੱ ਿ-ਿਿੱ ਿ ਸਰਗਰਮੀਆਂ ਪੜ੍ਹਨ ਅਤੇ ਸੁਣਨ ਿਈ
ਨਹੀਂ ਹ਼ੋਈ
ਕ੍ਰਿ਼ਾਈਆਂ ਜ਼ਾਣ ਖਜਿੇਂ ਨ਼ਾਟਕ੍ ਬਿੱ ਖਚਆਂ ਨੂੰ ਕ੍ਿ਼ਾਸ ਖਿਚ ਪਰੇਯਰ
ਸਬਦ ਗੁਰੂ ਗ਼ੋਖਬੰ ਦ
ਸਟੇਜ ਸ਼ੋ। ਖਿਿੱ ਚ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ।
ਖਸੰ ਘ ਜੀ
ਿਿੱ ਿ ਿਿੱ ਿ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ ਬਿੱ ਖਚਆਂ ਨੂੰ ਪੰ ਜ਼ਾਬੀ ਿਬਰਾਂ
੩ T1 ਸੁਹ਼ਾਗ
ਕ੍ਰਨ ਦ਼ਾ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ ਪੰ ਜ਼ਾਬੀ ਪਰ਼ੋਗਰ਼ਾਮ ਅਤੇ ਫੀਚਰ
ਗੁਰੂ ਨ਼ਾਨਕ੍ ਦੇਿ ਜੀ
ਖਜਿੇਂ ਦ਼ੋਸਤ ਦੁਕ਼੍ਾਨਦ਼ਾਰ ਖਫਿਮਾਂ ਿੇਿਣ ਿਈ ਪਰੇਖਰਤ
ਦ਼ਾ ਦੇਸ ਖਪਆਰ
ਡ਼ਾਕ੍ਟਰ ਅਖਿਆਪਕ੍ ਆਖਦ। ਕ੍ੀਤ਼ਾ ਜ਼ਾਿੇ।
ਿਹੂ ਭਰੀਆਂ ਯ਼ਾਦਾਂ
ਟੀਿੀ ਰੇਡੀਉ ਆਖਦ ਿਬਰਾਂ ਿਿੱ ਿ-ਿਿੱ ਿ ਖਿਖਸਆਂ ਨ਼ਾਿ
ਖਨਬੰ ਿ ਰਚਨ਼ਾ
ਸੁਣਨ ਿਈ ਜਾਂ ਕ੍ਖਹਣ ਿਈ ਸਬੰ ਿਤ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ

ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਕ੍ਰਨ ਿਈ ਅਤੇ ਉਨਹ ਾਂ ਦੇ

੪ U3 ਗੁਰਪੁਰਬ
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਦੇ ਪਰਸਨਾਂ ਦੇ ਕ਼੍ਾਰਜਾਂ ਬ਼ਾਰੇ ਜ਼ਾਣਨ ਿਈ
ਖਕ੍ਤ਼ਾਿੱ ਿਕ੍ੀਰ ਦੇ
ਨੁਕ੍ਤੇ ਉੱਤਰ ਪੁਿੱ ਛੇ ਜ਼ਾਣ। ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਮਿੇ ।
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਨੂੰ ਪੜ੍ਹਨ ਦ਼ਾ
੫ T2 ਅੰ ਤਖਹਕ੍ਰਣ ਤੇ ਉਹ ਮੌਕ਼੍ਾ ਦੇਣ਼ਾ ਚ਼ਾਹੀਦ਼ਾ ਹੈ।
ਸੰ ਜ਼ੋਗ ਖਿਆਹ ਕ੍ਰਨ ਦੀ ਸਹੀ ਿਰਤੋਂ
ਇਕ੍ ਰਮ਼ਾਇਣ ਹ਼ੋਰ ਕ੍ਰਨ ਿਈ ਪਰੇਖਰਆ ਜ਼ਾਿੇ।
ਮੁਹ਼ਾਿਰੇ