Syllabus Class-8th - Compressed

Government of Jammu & Kashmir
Academic Calendar-Cum-Syllabus
Middle Stage
Class – 8th
Session – 2023-24
State Council of Educational Research & Training

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Contents
S. No. Title/Subject Page Numbers
Class – 8th
1. English 1 – 17
2. Science 18 – 31
3. Mathematics 32 – 45
4. Social Science 46 – 65
5. Urdu 66 – 94
6. Kashmiri 95 – 110
7. Dogri 111 – 116
8. Hindi 117 – 123
9. Punjabi 124 – 126
Appendix
(i) Suggestive Calendar of Activities Appx. 1
(ii) Suggestive 10 Bag-less Days Appx. 4
(iii) Student Assessment & Evaluation Scheme Appx. 5
(iv) Formative Assessment - Guidelines Appx. 9

English
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Academic Calendar Cum Syllabus Class 8 English
Learning Outcomes
Suggested Pedagogical Processes Learning Outcomes
The learner may be provided opportunities in ENG801: responds to instructions and announcements in school and
pairs/groups/ individually and encouraged to– public places viz. railway station, market, airport, cinema hall, and act
accordingly.
• participate in classroom activities/ school ENG802: introduces guests in English, interviews people by asking
programmers‘ such as Morning Assembly/ questions based on the work they do.
extempore/debate etc. by being exposed to input- ENG803: engages in conversations in English with people from different
rich environment professions such as bank staff, railway staff, etc. using appropriate
vocabulary.
• speak about objects / events in the class / school ENG804: uses formulaic/polite expressions to communicate such as ‗May
environment and outside surroundings. I borrow your book?‘, ‗I would like to differ‘ etc.
ENG805: speaks short prepared speech in morning assembly.
• participate in grammar games and kinesthetic ENG806: speaks about objects / events in the class / school environment
activities for language learning. and outside surroundings.
ENG807: participates in grammar games and kinesthetic activities for
• use English news (newspaper, TV, Radio) as a language learning.
resource to develop his/her listening and reading ENG808: reads excerpts, dialogues, poems, commentaries of sports and
comprehension, note-taking, summarizing etc. games speeches, news, debates on TV, Radio and expresses opinions
about them.
• watch / listen to English movies, serials, ENG809: asks questions in different contexts and situations (e.g., based
educational channels with sub-titles, audio-video/ on the text / beyond the text / out of curiosity / while engaging in
multi-media materials, for understanding and conversation using appropriate vocabulary and accurate sentences)
comprehension. ENG810: participates in different events such as role play, poetry
recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc.,
• interview people from various professions such as organized by school and other such organizations;
doctors, writers, actors, teachers, cobblers, ENG811: narrates stories (real or imaginary) and real-life experiences in
newspaper boy, household helps, rickshaw pullers English.
and so on. ENG812: interprets quotations, sayings and proverbs.
ENG813: reads textual/non-textual materials in English/Braille with
comprehension.
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• use formulaic expressions / instructions such as ENG814: identifies details, characters, main idea and sequence of ideas
‗Could I give you…‘ ‗Shall we have a cup of tea?‘ to and events while reading.
develop communication skills ENG815: reads, compares, contrasts, thinks critically and relates ideas to
life.
• participate in individual activities such as ENG816: infers the meaning of unfamiliar words by reading them in
introducing personalities/ guests during school context.
programmes‘ ENG817: reads a variety of texts for pleasure e.g., adventure stories and
science fiction, fairy tales, also nonfiction articles, narratives, travelogues,
• learn vocabulary associated with various biographies, etc. (extensive reading
professions and use them in different situations. ENG818: refers dictionary, thesaurus and encyclopedia as reference
books for meaning and spelling while reading and writing.
• read stories / plays (from different books/ ENG819: prepares a write up after seeking information in print / online,
newspapers in education (NIE) / children‘s section in notice board, newspaper, etc.
magazines in English / Braille) and narrate them. ENG820: communicates accurately using appropriate grammatical forms
(e.g., clauses, comparison of adjectives, time and tense, active passive
• locate main idea, sequence of events and corelate voice, reported speech etc.)
ideas, themes and issues in a variety of texts in ENG821: writes a coherent and meaningful paragraph through the
English and other languages. process of drafting, revising, editing and finalizing.
ENG822: writes short paragraphs coherently in English/Braille with a
• use various sources from English and other proper beginning, middle and end with appropriate punctuation marks.
languages to facilitate comprehension, correlation ENG823: writes answers to textual/non-textual questions after
and critical understanding of issues. comprehension /inference; draws character sketch, attempts
extrapolative writing.
ENG824: writes email, messages, notice, formal letters, descriptions/
• interpret quotations, sayings and proverbs. narratives, personal diary, report, short personal/ biographical
experiences etc.
ENG825: develops a skit (dialogues from a story) and story from
dialogues.
ENG826: visits a language laboratory.
ENG827: writes a Book Review
ENG828: Identifies poetic devices like rhyme scheme, simile, metaphor,
alliteration, imageries etc.
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Time line
Topic
Key
LO/ Part of LO
Competencies Suggestive Activities
ENG802: Introduces guests  Reading  The teacher will act as guest in the class and will ask
 Communication
in English ENG809: Asks Comprehension the learners to introduce themselves one by one (first
 The teacher will introduce the topic by doing any

questions in different in Home Language than in Target Language).
contexts and situations
 Vocabulary
Skills
1. How Teachers Learn
(e.g., based on the text /

 Writing for  The teacher will narrate the events of the lesson to
suitable activity.
beyond the text / out of
Week 01 & 02
curiosity / while engaging in purpose the learners and write difficult words on board for
conversation using
 The teacher will ask the learners to read the lesson
word drill.
appropriate vocabulary and
accurate sentences)
 The learners will be asked to sit in groups and relate
(or a specific portion) using any reading strategy.
ENG813: Reads textual
materials in English / the content with the teacher‘s narration.
Braille with comprehension  The learners will be asked to answer certain
ENG823: Writes answers to questions both orally and in writing related to the
textual/non-textual
 The learners will also be asked to write a message
topic.
questions after
comprehension /inference about any situation using a particular format.
ENG803: engages in  Listening &  Divide class into groups and ask them to have
 Reading
conversations in English speaking discussion about various stages of life.
 A role-play to be organized in the class for better

ENG809: asks questions in
different contexts and
 Communication
Comprehension
Week 03
situations
2. Life
understanding of the given lesson.

.
 Project about day-to-day experiences.
Skills.
ENG815: reads, compares,
contrasts, thinks critically 
 Develop a skit to understand the main ideas of the
Decision making
and relates ideas to life
 Self-awareness
abilities
ENG825: develop a skit lesson.
ENG824: writes a dialogue.
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 Roleplay on Global Warming.

 Listening &
ENG805: speaks short
 Group discussion about the various environmental

prepared speech in morning
 Reading
assembly. speaking
ENG806: speaks about issues.
objects / events in the class
 Communication  Assign a project on quotations and proverbs related
3. Global Warming
Comprehension
/ school environment and
outside.
 Social Awareness
Week 04
Skills. to environment.
ENG812: interprets
quotations, sayings and  Debates on causes of Global warming given in the
proverbs.
 Discuss the format of formal letters in the class and
text.
ENG816: infers the meaning
of unfamiliar words by ask them to write a formal letter.
reading them in context.
ENG824: writes formal
letters.
ENG811: narrates stories  Reading  Ask students to listen stories from grandparents /
 Listening &
(real or imaginary) and real- Comprehension elders on the importance of values and narrate them
life experiences in English. in the classroom.
 After silent reading, divide the students into groups
4. For God‘s Sake, Hold Thy Tongue
ENG815: reads, compares &

 Vocabulary
Speaking skill
thinks critically and relates
ideas to life. to have a discussion on backbiting and why we
 Writing for
development
should avoid it.
 After discussing the acronym CODER for paragraph
ENG823: writes answers to
textual/non-textual
 Truthfulness
purpose
questions after writing, ask the students to write a paragraph on any
Week 05
comprehension /inference social evil.

ENG821: writes a coherent
and meaningful paragraph
through the process of
drafting, revising, editing
and finalizing.
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 Reading  Ask students to prepare speeches on their favourite

5. Polo- The King of Games

 Listening &  Ask the students to list the different sports being
prepared speech in morning Comprehension sports for presentation.
assembly about different
sports.
 Understands the
Speaking skill played in and outside their localities and share it with
 Quiz competition to be conducted on various
your peers for better understanding.
Week 06
of unfamiliar words by importance of
reading them in context.
 Team sprit
sports adventure games.
textual/non-textual
questions after
comprehension /inference
ENG810: participates in  Listening &  Dramatization of different characters of the story.
 Reading  Debate/skit on the main ideas of the story.

different events such as role speaking
play, skit, drama, debate,
speech etc. organized by
 Communication  Take the class in to the ICT room or use your cell
Comprehension
school.
ENG814: identifies details,
 Self-confidence
Skills. phone and play the movie Julius Caesar for better
characters, main idea and
 Correct usage of
comprehension of the story.
6. Julius Caesar
sequence of ideas and

events while reading clauses in a  Ask the students to identify the different clauses and
Week 07
ENG817: reads a variety of

 Concept of ICT
context. put them in appropriate given boxes.
texts for pleasure e.g., Noun Adjective Adverbal
adventure stories clause clause clause
ENG820: using appropriate
grammatical forms (e.g.,
Nouns, Adjectives, and
Adverb clauses,)
ENG823: writes character
sketch.
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 Communication  Organize a rally with placards displaying the

 Reading skill  Assign a project on quotations and proverbs related

prepared speech in morning skill. consequences of polyethene.
assembly about Polythene a
Disaster.  Social awareness
 Self confidence  Conduct a cleanness drive in and around the school
to hazards of polyethene
7. Polythene: A Disaster
ENG806: speaks about
class / school environment  Responsibility
 A quiz to be organized in the school on various issues
to save the environment.
and outside surroundings.
ENG810: participates in
Week 08
 A skit on the hazards of polythene to be conducted in

related to environment problems.
different events such as
skit, drama, debate, quiz, the morning assembly for better understanding of ill
etc., organized by school effects of polythene.
and other such
organizations.
ENG812: interprets
quotations, sayings and
proverbs.
ENG825: develops a skit
(dialogues from a story)
 Fluency  Group discussion on different modes or feelings
 Creative writer
ENG808: reads poems, and
 One by one recitation of the poem to be done by the

expresses opinions about
 Listening &
expressed in the poem.
them.
 Appreciation  Group discussion to be held on various ideas present
speaking students.
8. A Nation‘s Strength
different events such as,

poetry recitation  Enrichment of
 Students in different groups to be asked to identify
in the poem and relate them in day today life.
ENG815: reads, compares, vocabulary
Week 09
contrasts, thinks critically . the rhyming words of the poem and understand the
and relates ideas of the rhyme scheme of the poem.
poem.
ENG827: Identifies poetic
devices like rhyme words,
rhyme scheme etc.
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 comprehension  One by one recitation of the poem to be done by the

 Analysis
 Group discussion to be held on various ideas present

 Listening &
students.
them.
9. Porus and His Elephant

 Writing  Students in different groups to be asked to identify
speaking in the poem and relate them in day today life
contrasts, thinks critically
and draws conclusion.  Loyalty the rhyming words of the poem so as to understand
Week 10
the rhyme scheme of the poem.

devices like rhyme scheme.
ENG822: writes short
paragraphs coherently in
English/Braille with a
proper beginning, middle
and end with appropriate
punctuation marks.
 Fluency  One by one recitation of the poem to be done by the

 Listening &

expresses opinions about students.
them.
 Critical
speaking
 An outing to be organized and the students be asked
in the poem and relating them in day today life
 Enrichment of
Appreciation
10. The Bangle-Sellers
and relates ideas towards to interact with people of different ages about their
different stages of life.
 Self-realization
vocabulary choices and preferences. After the interaction as
ENG823: writes answers to them to prepare a write up and present it in their
Week 11
textual/non-textual
 Divide the class in three groups. Ask one group to
class.
questions after
comprehension /inference encircle the simile and other two groups to underline
ENG828: Identifies poetic and colour metaphors and imagery respectively given
devices like, simile, in the poem.
metaphor, imagery etc.
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 Listening &

11. Prayer for Strength

students.
them.
 Humbleness
speaking
 Emotional  Home Assignment to be given to students regarding
in the poem and relate in day today life.
Week 12 contrasts, thinks critically
and relates ideas to life.
 Social service
development different kinds of prayers being offered by the people
 Ask the students to identify the words repeatedly
belonging to different faiths.
textual/non-textual
questions after used in the poem.
comprehension /inference
devices like repetition.
 comprehension  Choral and individual recitation.
 Listening &  Group discussion to be held on various stages of the
them.
 Interpret the  Ask students to discuss the beauties of nature and
speaking Journey of the Brook and relate it to the mortal life.
12. The Brook

 Analysis  Ask students to prepare a list of animal sounds so as
main idea share with other groups.
poetry recitation
Week 13
ENG823: writes answers to  Love for nature to understand the concept of onomatopoeia.
textual/non-textual
questions after
comprehension /inference.
devices like onomatopoeia,
metaphor, alliteration,
imagery.
ENG808: reads poems, and  Reads with  Group discussion to be held on various ideas present
 Listening &  Roleplay to be organized on love for humanity.

expresses opinions about comprehension in the poem and relate them in day today life.
them.
ENG815: reads, compares,  Divide the class in groups and ask each group to
 Interpret the
speaking
13. Mercy

Week 14
encircle the similes & underline metaphors given in

 Compare and
main idea the poem.
textual/non-textual
 Love for
contrast
questions after
comprehension /inference. humanity
devices, simile, metaphor.
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 Reads with  A debate to be organized on the theme ―Paradise Lies

Beneath the Feet of the mother.‖
 Listening &  Group discussion to be held on various ideas present
expresses opinions about comprehension
14. Wrinkles
them.
Week 15
 Interpret the  Roleplay
speaking in the poem.
contrasts, thinks critically to be organized on duties and
 Analysis
main idea responsibilities of children towards their parents.
devices, metaphor, imagery.  Responsibility
 Reads with

 Listening &
them. comprehension
 Divide class into groups and ask them to write the

ENG810: participates in in the poem.
 Interpretation
speaking
15. Meetings Poets
poetry recitation
 Analysis
connotative & denotative meaning of the words from
ENG815: reads, compares, the poem like,
 Sensitivity
Week 16

and relates ideas to life. towards Words denotative Connotative
 Enrichment of
appearances.
devices like metaphor, Colour appearance Disorderliness
symbols vocabulary
development.
ENG808: reads poems, and  Reads with  Group discussion to be held on various ideas present
16. Stars Speak to Man
 Listening &  A debate on diversity of religions depicting respect for

expresses opinions about comprehension in the poem.
them.
 Analysis  Divide the class in groups and ask each group to
speaking humanity to be conducted in the school.
Week 17

and relates ideas to life.  Love & affection
 Unity & kindness
encircle the similes & underline metaphors given in
ENG817: reads a variety of the poem
texts for pleasure.
devices like simile,
metaphor.
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 Listening &
17. Summer And Winter

expresses opinions about students.
them.
 Critical
speaking
 Divide the students into four groups and name them
in the poem
 Self-realization
Week 18 Appreciation
and relates ideas to life. spring, summer, autumn and winter respectively. Ask
/Inference. them to prepare the list of things found in different
ENG828: Identifies poetic seasons and share with one another.
devices like rhyme scheme,
simile, metaphor, imagery.
 Students be divided into groups and asked to discuss

 Reading
ENG806: speaks about
different events of the story. the main ideas of the story and present them in the
 Communication  Divide the students into groups and ask each group
ENG820: using appropriate Comprehension class.
tense, reported speech etc.)
 Writing
Skills. to narrate the different kinds of conversations taking
ENG823: writes answers
 Decision making
place in their day-to-day life so as to have the better
18. The Unthankful Man
after comprehension
 Students be divided into groups and asked to write
understanding of the tenses and narration.
/inference; draws character
Week 19 and 20
abilities
sketch. the character sketches of the main characters
ENG825: develops a skit present in the story.
(dialogues from a story) and
story from dialogues.
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 Reading  Ask students to listen imaginary cum real stories

ENG811: narrates stories
 Communication
(real or imaginary) and real- Comprehension from your parents/grandparents/ elders and narrate
life experiences in English. the same in front of your classmates.
 An activity to be done by dividing students into
ENG813: reads
 Love for animal
Skills.
textual/non-textual
materials in English/Braille groups and asked to write the answers of the
 Writing skill
world.
questions given in the text
 Students be divided into groups and asked to draw
with comprehension.
ENG814: identifies details,  Narrate stories
characters, main idea and  Critical thinking the sketches of the main characters present in the
sequence of ideas and story
 A guided activity to be done by dividing students into
events while reading.
19. Achilles

Week 21
of unfamiliar words by groups and asked to use dictionaries or to browse

reading them in context. different online sources to search the
ENG817: reads a variety of meanings of unfamiliar words.
texts for pleasure e.g.,  Students be divided into groups asked to complete
adventure stories the worksheets on count /uncountable nouns and
anagrams
 Divide the class into four groups and ask students to
Countable & uncountable
nouns, anagrams etc. write a paragraph on their favorite animals.
ENG822: writes short
paragraphs coherently in
English/Braille with a
proper beginning, middle
and end with appropriate
punctuation marks.
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 Reads with  Play memory games. You can write down ten new
ENG804: uses polite
expressions to comprehension words from the lesson on the whiteboard. Let the
 Narrates the
communicate. children look at the words for two minutes. Ask the
ENG806: speaks about children to close their eyes. You can then erase one
20. Colours of Rainbow

events in the school story word. The children will then open their eyes and
 Divide the students into groups and ask each group

environment and outside
 Vocabulary
identify the word that has been erased.
Week 22 and 23
surroundings.
ENG820: using appropriate development to write ten polite expressions being used in day-to-
 After forming the groups each group be provided tag
day conversations and present them in the class.
Question Tags, idioms)
ENG823: writes answers question work sheets and asked to fill them up in a
after comprehension
 Students be divided into groups and asked to write
given time.
/inference; draws character
sketch. the character sketches of the main characters
ENG825: develops a skit
 After the formation of groups each group be asked to
present in the story.
(dialogues from a story) and
story from dialogues. underline a few dialogues to form stories out of it.
ENG811: narrates stories  Reading  Ask students to listen imaginary cum real stories
(real or imaginary) and real- Comprehension from your parents/grandparents and narrate the
 Communication
life experiences in English. same in front of your classmates.
21. Rustam & Sohrab
 Divide the students into groups and ask them to

ENG814: identifies details,
characters, main idea and Skills.
Week 24 & 25

 Divide the students into groups and ask each group
discuss the tragic events of the story.
events while reading
ENG815: reads, compares,  Empathy to narrate the different kinds of conversations taking
contrasts, thinks critically place in their day-to-day life so as to have the better
 Divide students into four groups and ask each group
understanding of the tenses and narration.
grammatical forms (e.g., to write letters/messages to one another.
reported speech)
ENG824: writes email,
messages, formal letters.
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ENG814: identifies details,  Reading  Divide the students in groups and ask them to
 Communication  A skit on the main characters of the play to be

characters, main idea and Comprehension discuss the play "A strange play" as a dream
22. A strange Trial

Week 26-28 events while reading
 A guided activity to be done with the help of
Skills performed.
grammatical forms (e.g., worksheets on contractions, simple and compound
compound and complex
 Discuss the format and requisites of poster writing
sentences
sentences)
ENG824: writes posters, and ask students to design posters on given themes.
informal letters.
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Selected Learning Outcomes for Summative Assessment Class

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Design of Assessment for Class-VIII
Section A
Reading Comprehension 15 Marks
1) One seen stanza from the prescribed poems to be attempted followed by 3 MCQs, one open ended question and one fill up,
based on comprehension, literary devices, inference, etc.
1 × 5 = 5 Marks
2) One unseen passage of about 200-250 words to be attempted followed by MCQs, comprehension questions, providing
suitable title to the passage, one-word substitution, vocabulary, inference, analysis, etc
1× 5 = 5 Marks
3) One question on visual clues/ statistical data/ bar graphs/ pie charts/ histograms to be attempted followed by 4 MCQs
and one open ended question based on inference, analysis, evaluation, etc.
1× 5 = 5 Marks
Section (B) Grammar 8 Marks
 Parts of speech
 Auxiliary verbs
 Articles
 Tenses
 Reported speech (Statements, Questions)
 Punctuation marks
4) One passage with blank spaces to be filled by using appropriate parts of speech, articles, auxiliaries etc.
2½ Marks
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5) One passage given in direct/indirect speech to be converted into vice-versa.

2½ Marks
6) One contextualized passage/ story/ paragraph to be edited testing the use of tenses, punctuation and the appropriate spelling etc.
3 Marks
Section (C) Writing Skills 12 Marks
7) One question to be attempted on story/dialogue writing on the given situation with the help of hints.
3 Marks
8) One question to be attempted on message/email writing on the given situation (50words).
2 Marks
9) One question to be attempted on letter writing out of two letters with some given situations. (formal/informal).
3 Marks
10) One question to be attempted on report writing on incidents, events, situations etc out of the two with the given hints, visual
clues. (80 -120 words) 4 Marks
Section (D) Literature 15 Marks
11) Three out of five short competency-based questions to be attempted from the prose lessons of the prescribed textbook.
3 × 2=6 Marks
12) Two out of four short competency-based questions based on theme, central idea, literary devices etc. to be attempted from the
poems excluding the one given in reading comprehension.
2 × 2=4 Marks
13) One out of three long answer competency-based questions to be attempted based on character, scene, theme, plot, situation,
event, irony etc. from the short stories and the play.
1× 5=5 Marks
Page 17 of 126
Science
Page 18 of 126
Academic calendar cum Syllabus Class 8th Science
Class 8th (Science) Learning Outcomes
The learner be provided SCI801: differentiates materials and organisms, such as, natural and human made
opportunities in fibers; contact and non-contact forces; liquids as electrical conductors and
pairs/groups/ individually insulators; plant and animal cells; viviparous and oviparous animals, on the basis of
and encouraged to — their properties, structure and functions.
1. explore surroundings, natural
SCI802: classifies materials and organisms based on properties/ characteristics,
processes, phenomena using
e.g., metals and non-metals; kharif and rabi crops; useful and harmful
senses viz. seeing, touching,
microorganisms; sexual and asexual reproduction; celestial objects; exhaustible and
tasting, smelling, hearing
inexhaustible natural resources, etc.
2. pose questions and find
answers through reflection, SCI803: conducts simple investigations to seek answers to queries, e.g., What are
discussion, designing and the conditions required for combustion? Why do we add salt and sugar in pickles
performing appropriate and murabbas? Do liquids exert equal pressure at the same depth?
activities, role plays, debates,
SCI804: relates processes and phenomenon with causes, e.g., smog formation with
use of ICT, etc.
the presence of pollutants in air; deterioration of monuments with acid rain, etc.
3. record the observations during
the activity, experiments, SCI805: explains processes and phenomenon, e.g., reproduction in human and
surveys, field trips, etc. animals; production and propagation of sound; chemical effects of electric current;
formation of multiple images; structure of flame, etc.
SCI806: writes word equation for chemical reactions, e.g., reactions of metals and
non-metals with air, water and acids, etc.
SCI807: measures angles of incidence and reflection, etc.
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4. analyse recorded data, interpret SCI808: prepares slides of microorganisms; onion peel, human cheek cells, etc.,
results and draw inference/ and describes their microscopic features
make generalizations and share
SCI809: draws labelled diagram/ flow charts, e.g., structure of cell, eye, human
findings with peers and adults
reproductive organs; experimental set ups, etc.
5. exhibit creativity presenting
novel ideas, new SCI810: constructs models using materials from surroundings and explains their
designs/patterns, working, e.g., ektara, electroscope, fire extinguisher, etc.
improvisation, etc.
SCI811: applies learning of scientific concepts in day to day life, e.g., purifying
6. internalise, acquire and
water; segregating biodegradable and non-biodegradable wastes; increasing crop
appreciate values such as
production; using appropriate metals and non-metals for various purposes;
cooperation, collaboration,
increasing/ reducing
honest reporting, judicious use
of resources, etc. friction; challenging myths and taboos regarding adolescence, etc.
SCI812: discusses and appreciates stories of scientific discoveries
SCI813: makes efforts to protect environment, e.g., using resources judiciously;

making controlled use of fertilizers and pesticides; suggesting ways to cope with
environmental hazards, etc.
SCI814: exhibits creativity in designing, planning, making use of available

resources, etc.
SCI815: exhibits values of honesty, objectivity, cooperation, freedom from fear and
prejudices.
Page 20 of 126
Time line
Chapter
Learning Outcome Key Competencies Suggestive Activities / Pedagogy
 Microorganisms
 Microbial habitat. 
SCI802: Classifies organisms
based on properties /
 Useful and Harmful
Visit to hospital or any health and wellness
Chapter-1. Microorganisms Friend
characteristics useful and center, and collect information from a

harmful microorganisms. health professional on immunity, side
 Communicable
microorganisms
SCI803: Conducts simple effects of taking antibiotics without doctor‘s
Week- 1 and Week 2

investigation to seek answers prescription etc.
 Vaccination
diseases.
to queries, e.g., why do we Prepare a list of various covid-19 vaccines
 Microorganisms and
and Foe.
add salt and sugar to pickles being administered in India and rest of
and murabbas?

world,
 Soil fertility and
environment.
SCI808: Prepares slides of Ask the students to draw the structure of
microorganisms; and

nitrogen fixation by corona virus
describes their microscopic Ask students to bring a bottle of fresh pond
 Food Preservations.
micro-organisms.
features water and examine it under microscope, to
SCI812: Discusses and observe tiny organisms moving around.
appreciates stories of
scientific discoveries.
SCI801: Differentiates  Natural resources  Find out the major power plants in J&K,
materials, such as, natural (exhaustible and enlist weather they are thermal / hydro
Chapter-2 Coal And Petroleum.
and manmade resources on

 Fossils fuels
inexhaustible) power plants. Also give your opinions why
the basis of their properties
 Coal and its products 
they may be located in those places.
and functions.
 Fractions of
Distribute the students in two different
SCI802: Classifies materials groups Ask group 1 what energy resources
based on properties /
are they using in their homes? Ask group 2
 Clean fuels.
Petroleum.
characteristics e.g. exhaustible
Week 3
to differentiate these energy resources in

and inexhaustible natural
exhaustible and inexhaustible.
resources.
SCI813: Makes efforts to
protect environment, e.g.,
using resources (exhaustible
and inexhaustible) judiciously.
SCI814: Exhibits creativity in
designing, planning, making
use of available resources e.g.
coal and petroleum.
Page 21 of 126
SCI802: Classifies materials  Deforestation (causes  To get students connected with nature,
 Wildlife and its

based on properties / and consequences) conduct a plantation drive in school.
Chapter -3 Conservation Of Plants And

 Assign a task to prepare a list of animals
characteristics, e.g.,
exhaustible and
 Biosphere reserve
conservation.
inexhaustible natural
 Flora and fauna
that their parents / grandparents used to
resources see quite often in their childhood but are
 Endemic /
Week 4 and Week 5
SCI813: Makes efforts to now rarely seen. Also enquire a possible

protect environment, e.g., reason for their declining population.
 Wildlife sanctuary /
endangered species
using resources judiciously;
 Make a list of National parks, Biosphere
Animals
suggesting ways to protect

 Migration
National park
wildlife, forests. reserves and sanctuaries of India.
 Recycling of paper.
SCI814: Exhibits creativity in
 Reforestation
designing, planning, making
use of available resources.
SCI815: Exhibits values of

honesty, objectivity,
cooperation, in preserving
wildlife.
SCI801: Differentiates  Modes of  Draw the life cycle of frog. Mention the
organisms: viviparous and reproduction in various structural differences between early
 Sexual reproduction:
oviparous animals on the animals. tadpole and adult frog.

bases of their characteristics
 Reproductive organs
Reproduction In Animals
and structure. In ICT lab / on laptop / PC show the

Week 6 and Week 7
 Fertilization
and gametes students the documentary (in the womb)
SCI805: Explains processes or any relevant documentary.
 Development of
Chapter-4
and phenomenon, e.g.,

reproduction in human and
 Viviparous and
embryo
animals.
 Life cycle of frog

oviparous animals
SCI809: Draws labelled
diagram / flow chart e.g.  Asexual reproduction:
 Binary fission
human reproductive organs,
 Budding
sperm, different stages of
 Cloning
binary fission.
Page 22 of 126
 Make use of local resources and make a
 Formation of sound.
SCI805: Explains processes
 Sound produced by
and phenomenon, e.g., working model of ektara.
 Demonstrate the tuning fork experiments

production and propagation
of sound; etc.
 Propagation of sound
humans.
SCI809: Draws labelled to explore students with sound.
diagram e.g. human ear, etc.
 Human ear.  Make a list of various musical instruments
in different media.
Chapter-5
SCI810: Constructs models
 Musical instruments
Week 8
Sound
using materials from of past and present.
surroundings and explains  Amplitude, time
their working, e.g., ektara, period and frequency
toy telephone etc.
SCI807:Measures frequency,  Loudness and pitch
of a vibration.
 Noise pollution.
amplitude and time period of
sound etc.
 Agriculture 
 Main crops grown in
SCI802: Classifies material Make a mixture of dry sand with saw dust
and organisms based on or powdered dry leaves. Keep this mixture
 Horticulture in J&K.
J&k.

properties / characteristics on plate. Ask the students to separate it.
 Various requirements
e.g. kharif and rabi crops. Visit a nearby poultry/fish farm/dairy
Food Production And Management.
farm.
SCI803: Conducts simple for good crop
 Rabi and kharif crops

production.
investigation to seek answers
Week 9 and Week 10
 Crop protection.
to queries, e.g., what are
 Harvesting
conditions required for good
 Threshing
Chapter-6
crop production?
 Winnowing
SCI811: Applies learning of  Process of storing crops.
scientific concepts in day to-  Poultry.
day life, e.g. increasing crop  Apiculture.
production.  Pisciculture
 Dairying (feeding
breeding and heeding)
Page 23 of 126
SCI803: Conducts simple  Process of  Activity: - Take two dry pieces of wood, (1)
 Combustible and
investigation to seek answers Combustion Burn the first piece and put an air tight
to queries, e.g., what are glass jar on it. Does the piece of wood
conditions required for non-combustible extinguish? Now (2) take another piece of
combustion?
 Ignition temperature
substances. wood and immerse it in water now burn it
Combustion And Flame.
SCI805: Explains processes does it take longer time to burn? (3) Take a
and phenomenon e.g.  Types of combustion. dry piece of stone. Try to burn it. Why does
combustion and Structure of  Structure of flame

it not burn?
 Fuel (efficiency and
Chapter-7
flame. Draw different zones of candle flame.

Week 11
SCI810: constructs models Indicating Hottest, moderately hot and

 Fire extinguish
calorific value)
using materials from least hot zone on a drawing sheet. Also
 Impact of fossil fuels
surroundings and explain write reasons why outer zone is the hottest
their working e.g. fire
 Ask the student to Collect the contact
zone.
 Global warming.
on environment.
extinguisher.
 Acid rain.
SCI811: Applies learning of number of nearest fire service station and
scientific concepts in day to- write it on a poster, and paste it on news
day life, e.g., extinguishes
 Consult nearest fire service department/
board of your school.
small intensity fires and
demonstrates precautionary station requesting for conducting
measures. awareness program in your school.
 Take some distilled water in a plastic
 Good and poor
SCI801: Differentiates material,
such as liquids as electrical beaker and add few drops of orange juice.
Chemical Effects Of Electric Current.
conductors and insulators. conductors of Test if it conducts electricity. Similarly take

SCI805: Explains processes and
 Liquids and electric
electricity. some other liquids like kerosene, milk,
phenomenon e.g. chemical
edible oil etc and test whether they conduct
Week 12 and Week 13
effects of electric current.

SCI809: Draws labelled diagram conductivity. electricity.
 Ask the students to record the talk on the

/ flow chart e.g. experiment set Chemical effects of
Chapter-8
 Process of electrolysis
ups (of electro chemical cell), electric current.
theme -Electroplating and beautification-
 Electroplating and its
etc.
SCI810: constructs models and post it on the WhatsApp group of your
using materials from application. school.
surroundings and explains their
working, e.g., electro chemical
cell etc.
SCI811: applies learning of
scientific concepts in day today
life, e.g., electroplating metallic
items to avoid corrosion.
Page 24 of 126
SCI801: Differentiates forces,  Force -a pull or a  Arrange a football match for learners.
 Exploration of forces.
such as, contact and non-
Chapter-9 Force And Pressure.

push. During/after the match ask learners.
contact forces.
 Changes brought
(a) What do you do to make football move,
(b) How does goal keeper stop the ball?
Week 14 and Week 15
SCI803: Conducts simple (c) How does player change the direction of
 Contact and non-
about by force.
investigations to seek moving football?
 Demonstration of the fact that it is easier to

answers to queries e.g., Do
 Pressure exerted by
contact forces
liquids exert equal pressure
at the same depth? burst an air-filled balloon with a needle
 Atmospheric
liquids and gases.
than by a finger.
SCI804: Relates processes pressure.
and phenomenon with cause,
e.g., change in shape, size
and motion of body by force.
SCI805: Explains process  Adolescence and  Make a list of some challenging myths and
 Secondary sexual
and phenomenon e.g. puberty. taboos regarding adolescence found in
Reaching The Age Of Adolescence.
reproduction in humans and J&K.

animals.
 Development of sex
characters.
Call an expert/counselor to your school to
Week 16 and Week 17
SCI811: Applies learning of

 Role of hormones in
organs. deliver a lecture on adolescent issues.
scientific concepts in day to-
Chapter-10
day life e.g. Challenging initiating reproductive

myths and taboos regarding
 Sex determination.
function.
adolescence.
 Reproductive health
SCI814: Exhibits values of and phase of life in
honesty, objectivity,
 Nutritional needs of
humans.
cooperation, freedom from
fear and prejudices. the adolescents.
Page 25 of 126
SCI802: Classifies material  Physical and chemical  Ask the students to prepare the list of
Chapter-11 Materials Metals And

 Ask the students to make the list of
based on properties / properties of metals various metals used in their homes.
 Uses of metals and

characteristics e.g. Metals and non-metals.
and non-metals. mineral wealth of J&K.
Week 18 and Week 19
 Mineral wealth of
non-metals
SCI806: Writes word
Non-Metals. equation for chemical
 Highly reactive
J&k.
reactions, e.g. Reaction of
metals and non-metals with metals.
air, water and acids etc.

day life e.g.
Using metals and non-metals
for various purposes.
 

SCI805: Explains processes Concept of Light The learner may be provided an
and phenomenon, e.g.,

Laws of reflection. opportunity in pairs/groups/individually in
formation of multiple images, an inclusive setup and encouraged to-

Lateral inversion.
etc. Regular and diffused conduct activities/experiments (on laws of
reflection, Multiple image formation using

reflection.
SCI807: Measures angles of candle and laser light .etc.) and record

Double reflection
incidence and reflection etc. observation.

Multiple images.

Kaleidoscope
12. Light.

Dispersion of light
Week 20
diagram/ flow charts, e.g.,

Structure and
structure of eye, etc.

working of Eyes.

Care of eyes
SCI810: Constructs models
using material from Visually challenged

surroundings and explains persons.
their working e.g., Braille system
kaleidoscope. introduction.
Page 26 of 126
 Pollution.  Visit to water treatment plant. To observe
 Pollutants
SCI804: Relates processes
and phenomenon with
 Air pollution.
working of water treatment plant and
causes, e.g., smog formation different stages of water purification.
 Water pollution
 Visit a trusted world education site and
with the presence of
13. Pollution Of Air And Water.
pollutants in air;  Potable water
deterioration of monuments  Acid rain collect 10 slogans on Global warming with
 Chemical
Week 21 and Week 22
with acid rain etc. the help of class teacher.

SCI806: Writes word
 Global warming
contamination
equation for chemical
 Greenhouse effect
reactions, e.g. reactions of
 Causes and remedies
non-metals with air and
water etc.
of different types of
pollution.
day life, e.g. purifying water.
SCI813: Makes efforts to
protect environment, e.g.,
making controlled use of
fertilizers and pesticides;
suggests ways to cope with
environmental hazards.
SCI803: Conducts simple  Causes and effects of  Make an inclined plane of wood, and some
 Types of friction.
investigation to seek answer friction. wooden blocks, set the inclined plane at an
to queries, e.g. Why ball
 Laws of limiting
angle of 45 °, and (a) put a wooden block on
bearings are used in it observe how it slides.
bicycle/hand cart etc.
Chapter-14
(b) Wet the block and put the wooden block

 Methods to reduce
friction.
Friction
Week 23
SCI804: Relates processes again on it observe again how it slides.

and phenomenon with cause, (c) Now apply some lubricant and observe
 Friction as necessary
friction.
e.g. Friction due to different the effect.
 Suggest some ways to increase the force of

surfaces.
 Friction due to Fluids.
evil.
scientific concepts in day-to- friction between feet and icy floor.
day life, e.g.
Increasing/reducing friction.
Page 27 of 126
SCI802: Classifies material  Universe and  Using ICT show the learners documentary
 Stars as light emitting

and objects based on heavenly bodies. on celestial objects /solar system.
 Organize a discussion of students in the

properties /characteristics
Stars And The Solar System.

celestial objects.
 Constellations
bodies.
SCI803: Conducts simple school/classroom on the theme ―PLANETS
investigations to seek answer  Sun and its family. AND THEIR UNIQUE FEATURES‖. With
 Moon (as natural
Chapter-15
to queries e.g. How does special reference to earth
Week 24
earth supports life?

 Construct the working model of solar
satellite) and its
 Comets
phases.
diagram of phase of moon, system.
solar system, constellation  Meteors and
etc.
 Astronomical unit of
meteorites.
SCI810: Construct model
using material from
distance.
surrounding and explain
their working e.g. solar
system
SCI801: Differentiates  Cell as a basic unit of  Display the animal /plant cell organelle
 Discovery of cell.
materials and organisms, life. chart, and ask learners to find the cell
such as plant and animal
 Diversity in cells
organelle common to both cells etc.,
 Get some plant material from the field and

cells on the basis of their
properties, structure and  Prokaryotic and
functions. prepare a few temporary slides .Observe the
 Plant cell and animal
eukaryotic cell
SCI802: Classifies specimen.
Week 25 and Week 26
organisms based on
 Parts of plant and
cell.
properties /characteristics
Chapter-16
The Cell.
different types of cells.

 Cell organelles
animal cell.
SCI808: Prepares slides of
microorganisms; onion peel, (composition,
human cheek cells, etc., and structure, size
describes their microscopic
 Magnifying
functions etc.)
features
 Set-ups for preparing
instruments
diagram /flow chart e.g.
structure of cell.
microscopic slides.
SCI812: Discusses and
appreciates stories of
scientific discoveries.
Page 28 of 126
 Charging by rubbing  Make a list of DO‘S and don‘ts during
and phenomenon with cause,  Types of charges and
SCI804: Relates processes
lightening and earthquake and hang it on
 Using common house hold material make a

e.g. lightening as an electric
 Transfer of charges.
their interaction. the front wall of your classroom.
discharge due to
 lightning (causes,
Some Natural Phenomena.
accumulation of charges in working electroscope model, ask the
clouds etc. students to prepare their own
SCI810:- Constructs models  Earthquake (causes,
consequences)
electroscopes.
Chapter-17
Week 27-28
using material from

 Safety measure
consequences)
surroundings and explain
their working, e.g. (during) lightning and
Electroscope
 Richter scale and
earthquake)
scientific concepts in day to seismograph.
day life e.g. (installation of
lightening conductors)
Page 29 of 126
Table SA: Summative Assessment Content
S. No. Learning outcome Chapter Title Marks in Summative

codes Assessment
SCI802, SCI803,
1 Microorganisms friends and foe 5
SCI808, SCI812
SCI801, SCI805,
2 Reproduction in animals 5
SCI809
SCI802, SCI803,
3 Food production 4
SCI811
SCI801, SCI805,
4 SCI809, SCI810, Chemical effects of electric current 4
SCI811
SCI805, SCI811,
5 Reaching the age of Adolescence 5
SCI814
SCI802, SCI806,
6 Materials metals and non-metals 4
SCI811
SCI805, SCI807,
7 light 5
SCI809, SCI810
SCI804, SCI806,
8 Pollution of air and water 5
SCI811, SCI813
SCI803, SCI804,
9 friction 4
SCI8011
SCI801, SCI802,
10 SCI808, SCI809, The cell 5
SCI812
SCI804, SCI810,
11 Some natural phenomena 4
SCI811
Total 50
Page 30 of 126
Assessment scheme
Sr.No. Level of cognition Marks Percentage
CL1: Remembering and Understanding:
Exhibiting memory of previously learned
material by recalling facts, terms, basic
concepts, and answers; Demonstrating
1 understanding of facts and ideas by 18 36%
organizing, comparing, translating,
interpreting, giving descriptions and
stating main ideas
CL2: Applying: Solving problems to new

situations by applying acquired knowledge,
2 10 20%
facts, techniques and rules in a different
way
CL3: Formulating, Analysing, Evaluating

and Creating: Examining and breaking
information into parts by identifying
motives or causes; Making inferences and
finding evidence to support
generalizations; Presenting and defending
3 opinions by making judgments about 22 44%
information, validity of ideas, or quality of
work based on a set of criteria;
Compiling information together in a
different way by combining elements in a
new pattern or proposing alternative
solutions.
Total 50 100%
Page 31 of 126
Mathematics
Page 32 of 126
Learning Outcomes (NCERT) with suggestive pedagogical processes Class 8th

The learner may be provided opportunities in pairs/groups/ individually and
Page 33 of 126
encouraged to
• make nets of various shapes like cuboids, cubes, pyramids, prisms, etc. and from M812: verifies properties of parallelograms
nets make the shapes and establish relationship among vertices, edges and surfaces and establishes the relationship between
• demonstrate the construction of various quadrilaterals using geometric kit them through reasoning.
• sketch the figure of trapezium and other polygons in the given graph paper and M813: represents 3D shapes on a plane
asked student to estimate their areas using counting of unit square surface such as sheet of paper, black board
• derive the formula for calculating area of trapezium using the areas of triangle and etc.
rectangle (square) M814: verifies Euler’s relation through
• identify that surface of various 3-D objects like cubes, cuboids and cylinder pattern
• derive formulae for surface area of cubes and cuboids using the formulae for areas M815: constructs different quadrilaterals
of rectangles, squares and circles using compasses and straight edge.
• demonstrate to find volume of a given cube and cuboid using unit cubes M816: estimates the area of shapes like
• collect data, organise it into groups and represent it into bar graphs/ pie chart trapezium and other polygons by using
• conduct activities related to throwing a large number of identical dice/coins together square grid/ graph sheet and verifies using
and aggregating the result of the throws to get a large number of individual events formulas.
and make assumptions for future events on the basis of the above data. M817: finds the area of a polygon.
M818: finds surface area and volume of
cuboidal and cylindrical object.
M819: draws and interprets bar charts and
pie charts.
M820: makes hypotheses on chances of
future events on the basis of its earlier
occurrences or available data like, after
repeated throws of dice and coins
Page 34 of 126
Class 8th Academic Callendar cum Syllabus, Mathematics
Learning
Chapter
Time Outcome/part of Key Concepts Suggestive Activities/Pedagogical Process
Learning Outcome
• Rational Numbers
• Properties of Rational
M801- Activity:1
Generalizes Properties Take two square papers to do Addition of Rational numbers
of Addition, numbers (Closure) {( + (- )}. Divide square paper into seven rows and
Subtraction, (closure, commutative, seven columns to get 49 grids. Put + sign in 4 rows and put -
1.Rational Numbers
Multiplication Division Associative,

Week -1 and week 2
sign in two columns.

of Rational Numbers
• Role of zero
Distributive) Now have a look +and – cancelled. There left 6 negative signs
through patters
• Negative of a number
and 20+ signs then cancel 6 - signs with 6 + signs among 20.
/Number line.
• Reciprocal.
there left 14 + signs and total grids are 49. this implies 9 =
M802- • Representation of ± ± + + + + +
Find out as many Rational Numbers on ± ± + + + + +
Rational Numbers as ± ± + + + + +
• Rational Numbers
the Number line
possible between two ± ± + + + + +
given Rational between two Rational - -
Numbers Numbers - -
- -
Do this activity and paste on your note book.
• Linear Equations
• Solving
M806- Activity-1
Solves Puzzles and equations Using Calendar
Week-3 and week 4, week 5
daily life problems which have linear 1. Select any four dates in square.
using variables. expression on one (Eg,10,11,17,18)
2.Linear Equations
side and numbers 2. High light the four dates.

3. Take first number as x, the
• Some Applications
on the other side
4. Next number will be � + , � + , � +
• Solving equations likewise.
having the variables 5. Add them all i.e., � + � + +�+ +�+ = + + +
6. Arrange them as � + � + � + � + + + =
• Equations reducible
on both sides.
⇒ �+ = (linear equation in one variable)
to Linear form ⇒ �= −
⇒ �= �= / =
That is the first date you have taken
Note: Take more Activities which you like.
Page 35 of 126
• Quadrilateral
• Kinds of
M811-Solves Activity:1
problems related to 1.Take a number of match sticks and small pieces of Rubber
angles of a tubes, join two match sticks with rubber tubing so that an
• Polygons, and its
Quadrilaterals
Quadrilaterals using angle is formed, join two more sticks at the free ends
3.Understanding Quadrilaterals
angle sum property classification Of match sticks, by doing so we obtain an object in the shape
convex, concave, of Quadrilateral.
M812-Verifies Regular, irregular Activity 2:
Week -6, week 7
properties of Angle Sum Property of Quadrilateral

• Angle sum Property
polygon)
parallelogram and
establishes the Join plastic strips with the half protractor by using screws,
relationship between formed a Quadrilateral and by moving strips we can form
them through different types of Quadrilaterals and measure the angles of
reasoning. Each Quadrilateral so formed and verify the properties. (Use
Math kit and Do this Activity)
Discussion Time:
Encourage students to discuss in groups/peer:
1. Is it possible to have a quadrilateral having sum of four
interior angles more than 360.
2. Is there any quadrilateral which is also a rectangle,
parallelogram, rhombus, trapezium and kite.
M815-Constructs Constructing a Activity:1
different Quadrilaterals Draw a rough sketch that visualizing the Quadrilateral
Quadrilaterals using (a) When four sides �� ℎ = , =
compasses and and one diagonal = , = . � = . first construct Triangle PQR
straight edges. are given. by using SSS Construction.
4.Practical Geometry
Week -8 and week 9
(b) When two Now locate the 4th point S. This S Would be on the side
diagonals and three opposite to Q With reference to PR For that we have two
sides are given measurements S is 5.5 cm away from P. So, with P as center
(c) When two adjacent draw an arc of radius 5. 5cm. S is 5 cm away from R. so R as
sides and three center, draw an arc of radius 5cm.S should lie on both the
angles are given arcs drawn. So, it is the point of intersection of the two arcs.
(d) When three sides Mark S and complete PQRS.
and two included Discussion Time:
angles are given Encourage students to discuss in groups/peer:
(e) When other special 1. Can we construct a quadrilateral uniquely in which the
properties are lengths of its only four sides is given.
known 2. Why we can construct a square uniquely in which the
length of its only one side is given.
Page 36 of 126
• Organizing data
• A Pictograph, A bar
M819- Activity:1
Draws and interprets Collect information of modes of travelling to school. Like as
bar charts and pie graph. Circle graph or
Modes walk cycle Bus scooter sumo
charts.
• Chance and probability
pie chart.
5.Data Handling M820-

Make hypothesis on No. 7 3 11 4 5
Week-10
chances of future
events on the basis
of its earlier
occurrences or Show this data by bar graph and Pictograph.
available data like, Note: Do more Activities.
after repeated Discussion Time:
throws on dice and Encourage students to discuss in groups/peer:
coins. 1. Why there is need to represent the data through various
graphs/charts
2. What is the importance of representative values of data.
M804- • Finding a square of a Activity no.1
• Finding square root

Finds squares, and number Take a graph paper and visualize =4,
square roots of =9
numbers using through repeated Take 2× 2 squares =4 which stands =
6.Square and Square roots
different methods. subtraction, prime Similarly to find the squares of other

Week-11, and week -12
factorization, and by numbers.
• Properties of square
division method
• Square root of decimals

Numbers.
Discussion Time:
• Estimating square root Encourage students to discuss in groups/peer:
• More interesting Patterns. 1. What is the relation between the square of a number ′�′ and
a) Adding Triangular the geometric square whose side is ′�′ units
numbers. 2. Is it possible to make the square of some number without
b) Adding odd numbers multiplying actually. If yes, find it.
c) Sum of consecutive 3. Is there any number whose square root is a negative
number?
• Pythagorean triplets
numbers
Page 37 of 126
M804- • Cubes and their Activity: 1
• Cube root of a cube

Finds cubes and Prime factors (Estimation Method)
cube roots of Let’s assume a number, say 205379.Start clubbing three
numbers using numbers from the right hand side.so the first group will have
• Smallest multiple
number
different methods. 379, while the second group will have 205.since the unit place
7.Cube and Cube roots of first group is 9, we can say that cube roots unit place will also
• Some interesting
that is perfect cube
Week-13, week 14
be 9. Next, Take the second group number and determine the

patterns closest perfect cubes to it. The closest perfect cubes to 205 is
(a) Adding consecutive 125, which is and 216 which is .Assume the lower cube root
odd numbers number as the first digit for the stating number. Thus, with this
method. you can arrive at the result,59 which is indeed the cube
root for205379. Keep practicing cubes and cube root exercises
to give better understanding.
Discussion Time:
Appreciate students to discuss in groups/peer:
1. Can estimation method be applied to find the cube root of
a non-perfect cube number?
2. Give a real life situation where cube root is used
M809- • Recalling Ratio and Activity:1
• Finding the increase

Applies the concept Percentage Two Students got 5 pieces of cake.one student took 2 pieces
of per cent in profit and remaining 3 pieces taken by another student. Who have
and loss situation in more cake pieces, it can be Expressed as fractions,
• Estimation in
or Decrease percent
Week-15 and week 16-week 17
finding discount, One student took=

8.Comparing Quantities
VAT and compound

• Finding Discount
percentages
interest. e.g., Another student-=
calculates discount • Finding cost price, This comparison can be done by using %age. We know the
per cent when selling price, word percent means per100 or for every 100.
marked price and profit%, One student took= × = =60%
actual discount are
• Sales tax/Value
Loss% Another student took
× = =40%
• Compound interest
added tax
given or finds profit This activity stands the comparison of two Quantities and
per cent when cost knows who got more.
price and profit in a Note: Do some more such activities
transaction are
given.
Page 38 of 126
M806- • Algebraic Activity:1
•
Solves puzzles and Expressions Cut outs of squares of sides a and b units, two rectangular cut
9. Algebraic Expressions and Identities

daily life problems Terms, Factors and outs of length a units and breadth b units. To explore the
using variables., identities.
•
Coefficients
M807- Monomials, Note: Do some more activities as desired.
Week 18 and week -19
Multiplies algebraic Binomials and

expressions. e.g.,
•
Polynomials
expands Addition and Discussion Time:
(2x-5) (3x2 +7) subtraction of Appreciate students to discuss in groups/peer:
Algebraic 1. How to make puzzles using algebra.
M808- 2. Use algebra to find the magic in some puzzle
•
Expressions
uses various Multiplication of Puzzle
algebraic identities Algebraic Take some number
in solving problems Double it
•
Expressions
of daily life Standard Identities Add 40 to the result and get sum
Divide the obtained sum by 2 and get quotient
Subtract 40 from it
There remains half of the number you chose at first
Now, discuss with your friend, how it works
M813- • Closed Plane Activity:1
Represents 3D shapes
•
figures. Fold the paper cutouts of given nets of different solid shapes and
Week- 20, week- 21 and week- 22
on a plane surface explore the possibility of formation of different solids like cubes,
•
Area of Trapezium
such as sheet of paper, cuboids, cones, cylinders, Prisms etc. By observing try to
black board etc.
Area and Perimeter
of General explore the formulae for calculation of lateral and Total surface
/Special Areas and volumes of these solid shapes.
10. Mensuration
M816-
Note: Do some more Activities as Desired.
•
Estimates the area of Quadrilaterals,
shapes like trapezium Solid Shapes (Make use of Math Kits)
and other polygons by
using square Surface Area and Discussion Time:
grid/graph sheet and Volumes of Cubes, Encourage students to discuss in groups/peer:
verifies using formulas. Cuboids and Cylinders 1. The real-life application of mensuration
M817-Finds the area of 2. What should be the length, breadth and height of an
a polygon. underground reservoir to store of water.
M818-
3. To measure the capacity of the cylindrical tanks available
Finds surface area and
volume of cuboidal and in their homes and check it the tanks occupies exactly as
cylindrical objects, written on them.
Page 39 of 126
• Exponents
• Powers with Negative
M805- Activity:1
Solves problems with Paper Folding Activity
integral exponents. Take a rectangular paper sheet and have zero-Fold, it means
• Use of Exponents to
11. Exponents and Powers

Exponents
No. of Fold represents Power = .Fold the rectangle in 1 time
Express Small and count the rectangle
Numbers in Standard It means =2. Fold the paper 2 times ‘it means = similarly
Week-23
Form with other numbers.
Discussion Time:
Encourage students to discuss in groups/peer:
1. What is the need to write numbers in exponential form.
2. Can we write − = ? Why or why not?
3. What is exponent and what is power.
• Direct Proportion
• Inverse Proportion
M810- Activity :1
Solves problems Take a Graph paper sheet cut and paste it in different ways.
based on direct and • Application of direct 1. 6 rows and 6 columns 6×6, 4×9, 3×12, 2×18.
12. Direct and Inverse Proportions
inverse proportions and inverse This shows No. of rows decreasing and no. of columns
proportion increasing. that stands inverse proportion.
Rows 6R1 4 R2 3R3 2R4

Week- 24
Columns 6C1 9C2 12C3 18C4
Discussion Time:
1. To find some situations where direct and inverse proportion
is found.
2. If values are increased or decreased at a constant rate, is it
proportion?
3. Compare direct and inverse proportion and discuss their
need in real life situations.
Page 40 of 126
M806 • Factors of natural Activity:1
Solves puzzles and numbers, Algebraic Factorize � +5x+6
�
• Factorization using
daily life problems expressions Take one tile and 6-unit tiles. Arrange them to form a
using variables. rectangle
� � �
• Division of Algebraic
identities
M808 x
Uses various Expressions x
algebraic identities �
13. Factorization
in solving problems
Week-25-26
This shows that

of daily life � +5x+6=(x+2) (x+3)
Note: Create more Activities by your choice
Discussion Time:
1. How many methods are there to factorize the algebraic
expressions. Review all and discuss the situations where
these methods are used.
2. To factorize � + � + by “splitting middle term” method
We split � as �, � not any other way
Why so, why not � as �, � or �, �
M819- • A bar graph, Activity:1

Draws and interprets Histogram, pie Ask the students that which is your popular subjects and
14. Introduction to Graphs
bar charts and pie chart, Linear organize it as follows

charts. graph
Geography
English
Science
Subject
Maths
Hindi
Week-27
No
30
20
21
35
31
Represent this information using Bar-Chart. Also collect some more data and
represent using Bar-Chart and Pie-Chart
Page 41 of 126
M803- • Numbers in General Activity :1
Proves divisibility Form Roll three Dice, Put the dice together in a line, use the numbers
rules of 2, 3,4, 5, 6, on the dice to form a three-digit number, Referencing the
•
9 and 11 52= 50+2=10×5+2 divisibility rules chart, determine if the number is divisible by
2,3,4,5,6,9, and 10
•
Letters for Digits
Repeat the process with one more three-digit numbers.
•
Tests of Divisibility
Application of
divisibility test
15. Playing with Numbers
Week-28
Discussion Time:
1. What is importance of divisibility test.
2. We say a number is divisible by 6 if it is divisible by 2 and
3, why so?
3. If a number is divisible by 12, why is also divisible by 2,3,
4, 6
4. If 3 and 4 divides a number, the number is also divisible
by 12. Why
5. If a number leaves remainder 6 when divided by 9, what
will be the remainder when the same number is divided
by 3
6. Why an odd number divides both (Some even and some
odd) but an even number divide only (some even
numbers). Why
Page 42 of 126
Summative Assessment Learning Outcomes
S. Learning outcome Chapter number and title Marks in

N aligned Summative
o Assessment
1 M815 4. Practical Geometry 6
2 M804 6. Square and Square roots 5
3 M804 7. Cube and Cube roots 5
4 M807, M808 9. Algebraic Expressions 8
and Identities
5 M813, M816, M817, M818 10. Mensuration 7
6 M805 11. Exponents and Powers 6
7 M806, M808 13. Introduction to Graphs 7
8 M803 15. Playing with numbers 6
TOTAL 50
Page 43 of 126
Total %
Cogitative levels Marks Weightage
(approx.)
CL-1: Demonstrate Knowledge and Understanding.
-Exhibit memory of previously learned material by recalling facts,
terms, basic concepts and answers. 18 36%
-Demonstrate understanding of facts and ideas by organising,
comparing, translating, interpreting, giving descriptions and stating
main ideas.
CL-2: Application of knowledge/concept.
- Solve problems to new situations by applying acquired knowledge, 10 20%
facts, techniques and rules in a different way.
CL-3: Formulate, Analyse, Evaluate and Create.
- Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalisations.
Present and defend opinions by making judgements about 22 44%
information’s, validity of ideas, or quality of work based on a set of
criteria.
- Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
Total 50 100
Weightage
Page 44 of 126
Summative Assessment Blueprint

Question Format Marks per Cognitive Levels Total Questions Marks
question
1 Mark CL-1 4 4
Multiple Choice Questions CL-2 1 1
(MCQs) CL-3 2 2
Questions Total 7 7
1 Mark CL-1 1 1
Response
Selected
Case Based/Data Based CL-2 1 1

(CB-MCQs)
Total 3 3
1 Mark CL-1 1 1
Assertive – Reasoning CL-2 1 1
(AR-MCQs)
Total 3 3
2 Marks CL-1 2 4
Very Short Answer CL-2 2 4
Questions (VSAQs) CL-3 2 4
Total 6 12
Constructed
3 Marks CL-1 1 3
Questions
Response
Short Answer Questions CL-2 1 3

(SAQs) CL-3 3 9
Total 5 15
5 Marks CL-1 1 5
Long Answer Questions CL-2 Nil Nil
(LAQs) CL-3 1 5
with internal choice
Total 2 10
Total Summative Assessment Marks 50
Page 45 of 126
Social Science
Page 46 of 126
Academic calendar cum Syllabus, Class 8th Social Science
SOCIAL SCIENCE CLASS 8th

Rationale
Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education
because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical,
reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens
with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-
building.
The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of
Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in
relation to each other. Each subject‘s distinct methods of enquiry help the learners to understand society from different angles and
form a holistic view.
Objectives
The main objectives of this syllabus are to:
 develop an understanding of the processes of change and development-both in terms of time and space, through which human
societies have evolved
 make learners realize that the process of change is continuous and any event or phenomenon or issue cannot be viewed in
isolation but in a wider context of time and space
 develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and
policies of national development in independent India, and of the process of change with appropriate connections to world
development
 deepen knowledge about and understanding of India‘s freedom struggle and of the values and ideals that it represented, and to
develop an appreciation of the contributions made by people of all sections and regions of the country
 help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their
roles and responsibilities as effective citizens of a democratic society
Page 47 of 126
 deepen the knowledge and understanding of India‘s environment in its totality, their interactive processes and effects on the
future quality of people‘s lives
 facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
 develop an appreciation of the richness and variety of India‘s heritage-both natural and cultural and the need for its
preservation
 promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of
the development process
 help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and
groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
 develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing
and evaluating data and information as well as views and interpretations
 develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms -
cooperating with others, taking initiatives and providing leadership in solving others‘ problems
 develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and
socially effective.
COURSE STRUCTURE CLASS - VIII (2023-24)
S. Books Marks
No. (In summative Assessment)
1 Resource and Development 16
2 Our Pasts– III 18
3 Social And Political Life – III 16
Total 50
Page 48 of 126
Class 8th (Social Sciences)
The learner be provided opportunities in Page 49 of 126

pairs/groups/ individually and encouraged to
10. visit places of historical importance particularly century and their relationship with the environment.
those associated with centres of colonial SST814:explains the policies of the colonial administration
administration and Indian national movement. towards the tribal communities
11. undertake ‗projects‘ and ‗activities‘ like (a) writing SST815:explains the origin, nature and spread of the revolt of
an essay on ―Gandhiji‘s Idea of Nonviolence and its 1857 and the lessons learned from it
Impact on India‘s National Movement‘, (b) drawing SST816:analyses the decline of pre-existing urban centres and
up a timeline on ‗Significant Events of India‘s handicraft industries and the development of new urban centres
National Movement‘, (c) enacting a role play on ‗The and industries in India during the colonial period
ChauriChaura Incident,‘ and (d) locating on an SST817:explains the institutionalisation of the new education
outline map of India the ‗Regions Most Effected by system in India
Commercial Crop Cultivation during the Colonial SST818:analyses the issues related to caste, women, widow
Period‘. remarriage, child marriage, social reforms and the laws and
12. familiarise with sources like vernacular and British policies of colonial administration towards these issues
accounts, autobiographies, biographies, novels, SST819:outlines major developments that occurred during the
paintings, photographs, contemporary writings, modern period in the field of arts
documents, newspaper reports, films, SST820:outlines the course of the Indian national movement from
documentaries and also recent writings to the 1870s till Independence
understand and reconstruct histories of various SST821:analyses the significant developments in the process of
movements. nation building
13. expose to pedagogically innovative and criterion- SST822:interprets social and political issues in one‘s own region
referenced questions for self assessment like ‗What with reference to the Constitution of India illustrates the
were the reasons for the Battle of Plassey?‘ Fundamental Rights and the Fundamental Duties with
14. participate in a discussion on the concepts of appropriate examples
Constitution, Parliament, judiciary and SST823:applies the knowledge of the Fundamental Rights to find
marginalisation out about their violation, protection and promotion in a given
15. prepare posters with drawings and pictures and situation (e.g., Child Rights)
make oral and written presentations on the SST824:differentiates between State government and Union
significance of the Constitution of India, Preamble, government
Parliamentary government, separation of powers, SST825:describes the process of election to the LokSabha
federalism SST826:locates one‘s own constituency on parliamentary
16. debate how the principles of liberty, equality and constituency map of State/ UT and names local MP
fraternity are being practised in classroom/ SST827:describes the process of making a law. (e.g., Domestic
school/ home/ society Violence Act, RTI Act, RTE Act)
17. do projects (solo, pair or group) about the SST828:describes the functioning of the judicial system in India
Fundamental Rights and Fundamental Duties by citing some landmark cases
18. screen and discuss the RajyaSabha TV series, SST829:demonstrates how to file a First Information Report (FIR)
Samvidhan and movies such as Gandhi, Sardar, SST830:analyses the causes and consequences of marginalisation
Dr.Babasaheb Ambedkar. faced by disadvantaged sections of one‘s own region
Page 50 of 126
19. observe parliamentary constituency map of State/UTs SST831:identifies the role of Government in providing public
20. organise a mock election with model code of conduct facilities such as water, sanitation, road, electricity etc., and
and Youth parliament (BalSansad) recognises their availability
21. prepare a list of registered voters in one‘s own SST832:describes the role of Government in regulating economic
neighbourhood. activities.
22. carry out an awareness campaign in one‘s own
locality about significance of voting
23. find out some public works undertaken by the MP of
one‘s own constituency
24. examine contents of a First Information Report (FIR)
form.
25. express views, through descriptive and critical
writing, about the role of judges in the delivery of
justice to the litigants
26. conduct focus group discussions on violation,
protection and promotion of human rights, especially
of women, SCs, STs, religious/ linguistic minorities,
persons with disabilities, children with special needs,
sanitation workers, and other disadvantaged sections
27. screen and discuss the movie, I am Kalam (Hindi,
2011)
28. perform a role play about child labour, child rights,
and the criminal justice system in India
29. 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
30. share experiences with peers on public facilities and
reasons for the disparity in availability of water,
sanitation, electricity
31. organise a debate why Government be responsible for
providing public facilities
32. case studies or newspaper clippings can be provided
to learners as an example of the negligence in
enforcement of the laws and compensation
33. group discussion on role of Government in regulating
economic activities, e.g., analysing the reasons of
‗Bhopal gas tragedy‘.
Page 51 of 126
Social Science 8th (Geography)
Time Content LEARNING OUTCOME Key Concepts Suggested Activity

Duration

(Week)
 
Resources SST801: classifies Utility
Week-1 different types of

Value Projects on
resources and conservation of

Resources and its types
industries based on resources

Resource Conservation
raw materials, size and Sustainable development
ownership.

 
Week-2 Land, Soil, Land use
Water, Natural SST802: describes

Ownership of Land Researching (Has
Vegetation and major crops, types of your own place

Soil and its formation
Wildlife farming and undergone any

Landslides
Resources agricultural practices change in the

Methods of Soil Conservation
in her/his own area/ land use pattern

Water as a resource
state in recent years?)

Blue planet

Water cycle

Usage of water
SST804: describes

Scarcity of water
causes of forest fire,

landslide, industrial Water pollution

disasters and their Water Harvesting

risk reduction Biosphere

measures important Ecosystem
minerals, e.g., coal and Conservation and protection of

mineral oil on the wildlife
world map CITES (The Convention on
International Trade in
Endangered Species of wild flora
and fauna.)
Page 52 of 126
 Constitution: key features 

Social and Political life - III
 Monarchy
Chapter: 1 SST822: interprets Identify the
social and political
 Democratic form of Govt. Or
issues in your
issues in one‘s own locality where
region with reference to
 Fundamental rights
Polity any of your
Week-3 The Indian the Constitution of
 Majority
fundamental
Constitution India illustrates the
 Minority
right (s) is/ are
Fundamental Rights
 Dictatorial rule
infringed. Make
and the Fundamental
 Nationalists
an action plan
Duties with
 Colonial rule
how to address
appropriate examples
 Constituent Assembly
SST823: applies the these issues.
 Federalism
knowledge of the
 Parliamentary form of Govt.
Fundamental Rights to
 Separation of powers
find out about their
 Directive principles of state policy

violation, protection
and promotion in a
given situation (e.g.,
Child Rights)
SST824: differentiates
between State
government and Union
government.
 

Chapter: 2 SST823: applies the Secularism Prepare posters
knowledge of the Separation of state from religion with drawings
Fundamental Rights to

(western Secularism) and picture of
Understanding find out about their Indian Secularism different
Week-4 secularism violation, protection religious worship
and promotion in a places and
given situation discuss their
importance
Page 53 of 126
 

Indian Act 1909 On a
Chapter:3 SST825:

Parliament constituency
Describes the process

National Government map of UT of
Week-5 Why do we of election to the Lok

Elected representatives J&K locate your
need a Sabha

Chosen representatives own
Parliament?
 
Decision making constituency.
SST826:

President Lok Sabha mock
Locates one‘s own

Lok Sabha election
Constituency on

Rajya Sabha
Parliamentary

Coalition Govt.
Constituency Map of

State/ UT and names Opposition party

local MP. MLA

MPs
Law making
 

Chapter: 4 Arbitration Identify in your
SST827:

Rule of law locality issues
Describes the process

Sedition Act of 1870 related to
Week-6 Understanding of making a law (e, g.

Unpopular and controversial laws violation of
laws Domestic violence Act,

Domestic violence Act, 2005 educational
RTI Act, RTE Act.

Civil Rights Act in 1964 rights and make
RTI Act, RTE Act. Etc. an action plan
how to address
these issues to
the competent
authorities.
OUR PAST III Page 54 of 126

Chapter 1 The learner
Week-7 How When and
Where
 European Companies
Chapter: 2  East India Company Arrange an activity in
 Battles ( Plassey, Boxer) the classroom to
Week-8 From Trade To SST811:explains how  War with Maratha and Mysore prepare posters and
Territory the English East India  Policies ( Paramountcy, Doctrine charts of places of India
Company Company became the where the East India
 New administration
of Lapse, Subsidiary Alliance)
Established most dominant power company stayed
Power  Company army chronologically and
make research the
policies how the East
India Company became
the most dominant
power


Chapter: 3 Diwan Make a group
SST812:explains the Revenue Collection System( discussion in the
Ruling The differences in the Permanent Settlement, classroom and Advise
Week-9 Countryside impact of colonial Mahalwari System, Munro students to Imagine
agrarian policies in you are a witness giving

System)
different regions of the evidence before the

Indigo Cultivation( Nij and Ryoti)
country like the ‗indigo Blue Rebellion indigo commission.
rebellion‘ W.S.Setonkarr asks you
―On what conditions
will ryots grow indigo?‖
What will your answer

be? And write down.
Chapter: 4 Tribal activities (Jhum Instruct students to
SST813:Describes the Cultivation, Hunting Gathering, Imagine you are a jhum
cultivator living in a forest

Week-10 Tribals, Dikus forms of different tribal Hearding, Settled Cultivation)
and The Vision societies in the 19th village in the 19th century
Effects of Colonial Rule on( Tribal
and told them that the
of a Golden Age century and their Chiefs, Shifting Cultivators, land you were born on no
relationship with the

Trade) longer belongs to you. In a
environment. BirsaMunda a closer look meeting with British
SST814:explains the officials you try to explain
policies of the colonial the kinds of problems you
administration towards face. What would you
the tribal communities say? And write them
Page 55 of 126
 Types of Minerals 
Geography
 Extraction of Minerals
Mineral and SST805: locates On an outline
Week-11 Power distribution of
 Distribution of Minerals
map of India
Resources important mineral locate the
 Use and Conservation of Minerals

resources. Eg. Coal, following
mineral oil on the  Power Resources – Conventional Digboi,
World map Jaisalmar,
 Tidal Energy
and Non-Conventional
SST806: analyses Bombay High,
uneven distribution of  Biogas Krishna-
natural and human Godavari delta,
made resources on the Tripura,
earth Raniganj, Jharia,
Dhanbad,
SST807: justifies Bokaro.
judicious use of
natural resources such  Collect the
as water, soil, forest, pictures of the
etc. to maintain following hydel
developments in all

power stations
areas Bhakra-Nangal,
Gandhi Sagar,
NagarjunSagar,
Damodar-Valley
 
Project.

SST808: analyses the Agriculture as Primary Activity On an outline
Week-12 Agriculture factors due to which

Allied Sectors of Agriculture map of India
some countries are locate the

Types of Farming
known for production of
leading wheat,

major crops, e.g.,, wheat, Major Crops around the World
rice, cotton, jute, etc., Agricultural Development rice, cotton and
and locates these Jute producing
countries on the world countries
map
SST809: draws
interrelationship between
types of farming and
development in different
regions of the world
Page 56 of 126
 Manufacturing Sector 
 Classification of Industries
Week-13 Industries SST801: classifies Research the
different types of
 Locational Factors for Industries
factors
resources and responsible for
industries based on  World‘s Industrial Regions the development
raw materials, size and  Sunrise Industries of cities like
ownership.  Industrial Disaster Pittsburgh and
 Iron and Steel Industry Jamshedpur.
 Cotton textile Industry
 People as Resource 
 Pattern of Population
Week-14 Human SST803: interprets the Discuss the
Resources world map for uneven characteristics of
distribution of
 Population Density
Distribution a society with
population ‗too many under
 Factors affecting Population 15s‘ and one
SST810: draws bar with ‗too few
 Population Change
Distribution
under 15s‘.

diagram to show
population of different  Population Composition (Hint: need for
countries/India/states  Population Pyramid schools, pension
distinguishes the schemes,
‗modern period‘ from teachers, toys,
the ‗medieval‘ and the wheelchairs,
‗ancient‘ periods labour supply,
through the use of and hospitals.)
sources,
nomenclatures used
for various regions of
the Indian
subcontinent and the
 Handlooms, handicrafts, carpet

broad developments
Week-15 Industries of SST801(A)  Prepare the list of
Jammu, Classifies industries of making Industry, Paper Machie, small scale
Kashmir and J & K as handloom, Kangri making, pashmina shawl industries found in
Ladakh agro-based, forest industry, silver ware and your district.

based, mineral based imitation jewellery, silk industry,
Visit any cottage
and tourism based. forest based Industry, agro-based industry in your
Industry, mineral based area and make a
Industry, tourism based list of raw
Industry. materials used in
it.
Page 57 of 126
 Dispute Resolution 
Social and Political life - III
 Judicial Review
Week-16 Chapter: 5 Arrange an
SST828:
 Article 21( Right to life)
activity in the
Describes the
 Independent Judiciary
classroom to
Judiciary functioning of the
 Branches of legal system
prepare charts
Judicial system in
 Separation of powers
reflecting the
India by citing some
 Structure of courts
Hierarchy of the
landmark cases.
 Appellate system
Indian judicial
 Public Interest litigation or PIL

system
 Acquit, Eviction, violation.

 Public Prosecutor
 Defense Lawyer
Week-17 Chapter: 6 Organize a skit in the
SST829: school demonstrating
Demonstrates how to  Detention how to file FIR.
Understanding file a first Information  Offences
our Criminal Report FIR  First Information Report ( FIR)
Justice System  Impartiality
 Fair Trial
 Charge sheet
 Cross-examine
 Marginalization
 Adivasis and stereotyping
Week-18 Chapter: 7 Conduct group
SST830:
 Adivasis and development
discussions on
Analyses the causes
 Minorities and Marginalization
violation, protection
Understanding and consequences of
 Muslims and Marginalization
and promotion of
Marginalization marginalization faced
 Ghettoization
human rights,
by disadvantaged especially of women,
sections of one‘s own SCs, STs, religious/
region.
linguistic minorities,
persons with
disabilities, children
with special needs,
sanitation workers, and
other disadvantaged
sections.
Page 58 of 126

Week-18 Chapter: 8 Visit your locality and
SST830: Laws for Marginalized Sections of conduct a survey of any

Analyses the causes society marginalized group
Confronting and consequences of Scheduled Castes or Dalits. regarding their
Marginalization Marginalization faced hardships and prepare

Scheduled Tribes
by disadvantaged a report to suggest

Rights of Dalits and Adivasis
sections of one‘s own possible remedies.

The SCs and STs Act, 1989
region.

Ostracise

Morally reprehensible.

Week-19 Chapter: 9 Universal access Identify and enlist
SST831: deficient public

Public Facilities
Identifies the role of Sanitation, health care, electricity facilities of your locality
Public Facilities Govt. in providing and prepare a

etc.
public facilities such as Role of Govt. ‗Representation‘ to
water/ address these issues to
Sanitation/Road/ the competent
Electricity/etc. and authority.
recognizes their

availability.

Week-20 Chapter: 10 Worker Visit to the local market
SSTT832: and interact with

Consumer
Describes the role of different shopkeepers to

Producer
Law and social Govt. in regulating understand producer-

Investment
justice economic activities. Social Justice. consumer relationship.


Week-21 Chapter: 11 Social Exclusion Collect pictures and
SST830: posters of specially

Political Exclusion
Analyses the causes abled achievers from

Economic Exclusion
Social and consequences of different spheres who

Cultural Exclusion
Exclusion and Marginalization faced made their valuable

Special ability
Inclusive Policy by disadvantaged contribution for the

Hearing Impaired
in Jammu and sections of one‘s own betterment of the

Bullying
Kashmir region. nation.

Sensitization
Deprivation
History
Page 59 of 126
Week-22 Chapter: 5  Response of people to- Develop a project on
 Rebellion (Meerat, Delhi, Kanpur,

SST815:explains the Policies, Reforms social, economic,
When People origin, nature and political, religious and
Rebel 1857 and spread of the revolt of immediate causes of
 Company fights back
Lucknow etc.)
After 1857 and the lessons revolt of 1857.
learned from it  Aftermath
 The Khurda Uprising
Week-23 Chapter: 6  Indian Textile in European and Arrange group

Weavers, Iron SST816:analyses the world market discussion in the
Smelters and decline of pre-existing classroom on how did

Decline of Indian textiles
Factory Owners urban centres and the invention of

Spinning Jenny and Cotton mills
handicraft industries Handlooms and Handicrafts of spinning Jenny(1764),
and the development of Steam engine(1786)

Kashmir
new urban centres and and Calico Act(1720)

Indian Steel and Iron works
industries in India thrown out thousands

Abandoned furnaces in villages
during the colonial Iron and steel factories came up of weavers out of
period employment from
SST819:outlines major different weaving
developments that communities.
occurred during the
modern period in the
field of arts
Week-24 Chapter:7  Indian education views of ( Divide the students into

SST817:explains the orientalists and Westrnists) two groups as
Civilizing the institutionalisation of ‗Orientalists‘ and

Local schools and new rules
Native, the new education ‗Westernists‘ and each

English education-views of
Educating the system in India (Mahatma Gandhi, Tagore) group shall highlight
Nation the importance of
institutionalization of
education system which
they want to introduce.
Page 60 of 126
Week-25 Chapter:8  Working towards change (widows,

SST818:analyses the woman education) Arrange group activity

Woman Caste issues related to caste, Caste and social reform to prepare posts and
and Reforms women, widow Social reformers (Raja Ram Mohan charts highlighting the
remarriage, child Roy, Dayanand Sarasvati, Sri importance of Sati
marriage, social Narayana Guru, Jyotriaophule, Abolition Act, 1829.
reforms and the laws Rama Swamy Naicker, Swami Child marriage
and policies of colonial Vivikananda, Ishwar Chandra Restraint Act,1929 etc.
administration towards Vidyasagar, Pandita Ramabai) their

these issues contribution as reformers
Some Movements and

Organisations
Social Reforms in Jammu and

Kashmir

Week-26 Chapter:9 Emergence of Nationalism Organize open
SST820:outlines the Mass Nationalism (Rowlett demonstrations in the
The Making of course of the Indian Satyagraha, Khilafat Movement, premises of school to
the National national movement Non-Cooperation Movement, highlight the nature
Movement from the 1870s till Dandi March, Quit India and importance of
1870s – 1947 Independence Satyagraha, Khilafat

Movement
Towards Independence and Movement, Non-
partition Cooperation Movement,
Dandi March, Quit
India Movement etc.
during the course of the
Indian national

movement.

Week-27 Chapter:10 A new and divided nation
SST821:analyses the Prepare a report on

A constitution is written
India After significant creation of Andhra

State formation
Independence developments in the

Planning for development
process of nation Post-independence development
building in Jammu and Kashmir
Page 61 of 126
Week-28 Chapter:11 SST800:Explains  Formation of J&K state (Treaty of Organize a Quiz

Formation of formation of J&K state Lahore and Amritsar) Programme among

Erstwhile viz, socio economic and Dogra rule consolidated different groups of

Jammu and cultural development Society, Economy and Culture students on formation

Kashmir State under Dogra rule Women in everyday life of J&K state viz, socio
and the Dogra Public welfare measures( Local self economic and cultural
government, roads and railways,
Rule etc. development under
irrigation, healthcare etc.
Dogra rule.
Page 62 of 126
Class – 8th Summative Assessment Content

S. Text Book Chapter Chapter Title Marks in Summative
No. Number Assessment
1 Resource and 4 Agriculture 05

2 Development 5 Industries 04
3 6 Human Resources 04
4 7 Industries of Jammu, Kashmir and 03
Ladakh
5 Our Past - III 5 When People Rebel – 1857 and After 04
6 8 Women, Caste And Reform 04

7 9 The Making of The National Movement: 05
1870s - 1947
8 10 India After Independence 03
9 11 Formation of Erstwhile Jammu & 02

Kashmir State and The Dogra Rule
10 Social And Political 1 The Indian Constitution 04

11 Life - III 3 Why Do We Need A parliament 04
12 6 Understanding Our Criminal justice 03
System
13 7 Understanding Marginalisation 02
14 9 Public Facilities 03
TOTAL 50
Page 63 of 126
Time – 2.5 Hours Maximum Marks - 50

Serial Cognitive Level Total Marks Percentage
Number
1 CL-1: Remembering and Understanding: Exhibiting 18 36%
memory of previously learned material by recalling facts,
terms, basic concepts, and answers; Demonstrating
understanding of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions and stating
main ideas
2 CL-2: Applying and Maps: Solving problems to new 10 20%

situations by applying acquired knowledge, facts,
techniques and rules in a different way (Maps will be from
all the three books)
3 CL-3: Formulating, Analysing, Evaluating and Creating: 22 44%

Examining and breaking information into parts by
identifying motives or causes; Making inferences and
finding evidence to support generalizations; Presenting and
defending opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria; Compiling information together in a different
way by combining elements in a new pattern or proposing
alternative solutions.
TOTAL 50 100%
Page 64 of 126
QUESTION PAPER DESIGN CLASS 8th
Marks per
Question Format Cognitive Levels Total Questions Marks
question
CL-1 4 4
Multiple Choice Questions CL-2 Nil Nil
1 Mark
(MCQs) CL-3 3 3
Total 7 7
CL-1 1 1
Case Based/Data Based
Selected Response CL-2 1 1
Multiple Choice Questions 1 Mark
Questions CL-3 1 1
(CB-MCQs)
Total 3 3
CL-1 Nil Nil
Assertive – Reasoning
CL-2 2 2
Multiple Choice Questions 1 Mark
CL-3 1 1
(AR-MCQs)
Total 3 3
CL-1 2 4
Very Short Answer CL-2 1 2
2 Marks
Questions (VSAQs) CL-3 3 6
Total 6 12
CL-1 3 9
Short Answer Questions CL-2 Nil Nil
Constructed Response 3 Marks
(SAQs) CL-3 2 6
Questions
Total 5 15
CL-1
Long Answer Questions
(LAQs) CL-2 1 5
5 Marks
with internal choice
CL-3 1 5
Total 2 10
Total Summative Assessment Marks 50
Page 65 of 126
Urdu (‫ُ)اردو‬
Page 66 of 126
‫س‬
‫ااہریکڈمڈر‪ /‬یلبســـ‪2024-2023‬‬
‫اع‪:‬آوی‬ ‫زان ‪ :‬رردو‬

‫ارف‬
‫ج‬
‫ی ے آوی اع ک ے ے ذی رورای ور ر ی اس وےں۔ رس ے دورں رول‪،‬اس رور راد تروہ وں ے ت و ت د ت دے ا ے‬
‫اہرکاسردیلںرسیذیواوے۔ رسےےروریےہوہ اعےاھذایرورذیورروری وسری۔ اایسرورذوقالورارےرور‬
‫ایوایاولوےںہدوراارمے۔ وہرسدورںیرامےذوقےجوےں۔ اےوہزان نو اول ‪،‬ویزوبورتےووںے!ررویز‬
‫ر مریےووہونےورلںورسو‬
‫آوزیال‬
‫ا ای ب ے اوہ ف ذررع ے ال وے وری ں‬ ‫‪URD801‬‬
‫یڑےں۔‬
‫وں رور اوں و اب ب وہ ے اھ ڑے ں۔‬ ‫‪URD802‬‬
‫ڑی ی اوں‪ ،‬وں و ڑھ ر رن ے ارے ں ری‬ ‫‪URD803‬‬
‫ررے ر‬
‫‪Academic calendar cum Syllabus Class 8th Urdu‬‬
‫اقواقںٰرورنےےےترور راوڈ ےذررع ورہدےں۔‬ ‫‪URD817‬‬

‫‪،‬اورے‪،‬وردع‪ ،‬روث‪،‬ردرد رالاےں۔‬ ‫رم‪،‬ل‪،‬ت‪،‬اہ‪،‬اہ‪،‬‬ ‫‪URD818‬‬
‫اہ‪،‬ردف‪،‬ہ‪،‬رارہواےروررن رالیاےں۔‬ ‫‪URD819‬‬
‫ایوات‬
‫رواس‬ ‫اب ں ال راق ی ی رور ردی ووں رور دروں ےا‬ ‫❖‬ ‫ے‪ ،‬وے ‪ ،‬ڑے رور ے ی اروں ر وی وہ دا۔‬ ‫❖‬
‫وا۔‬ ‫رت ورہ ں رال ں آے ورے ب و ے و ے‬ ‫ر ا‪ ،‬رہ‪،‬‬ ‫❖‬
‫❖ ورد ے ادی رووں و ا رور زان ی ات رں م وا۔‬ ‫‪.‬ی ات در را۔‬
‫❖ دری وں ے اوہ دوری وں ے اے ی ادت واا۔‬ ‫❖ ات ت رے وت وع و ل ی ات ے زان رو ر اب ب و ‪.‬‬
‫❖ ت ے رال ے رے ے ورف وا۔‬ ‫ہ رار راس ے ہ رن ے ذرہ راظ ں زد راہ و۔‬
‫❖ رڈو‪ ،‬ی وژن ورہ ر ر وے وری ارر رور اوں و ا۔‬ ‫م رور ر ی رگ رگ فیت ے ات را۔‬ ‫❖‬
‫❖ آس اس ے اول رور ورات ر رار ال را۔‬
‫‪Page 69 of 126‬‬
‫ےےرےروراول‬
‫ا و اات اے ے ورع ررم ے اں ؛ ے ‪:‬رورر ے دنوردن رور را ہ ی رک گ وی‪ ،‬اھ ی ی ات ت و ن‬ ‫❖‬

‫ر رےری زان ں اے ے ورے ررم ے اں۔‬
‫ں‬ ‫ف‬ ‫❖‬
‫وزہرراں‬ ‫دیرزر‬ ‫آوزیال‪/‬زآوزیال‬ ‫ووع‬ ‫دورری‬
‫وں و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر ‪1‬‬ ‫ہ‪1‬‬

‫ں۔‬
‫م‬
‫ہر‪07‬‬
‫ڑی ی وں و ڑھ ر رن ے ارے ں‬ ‫‪URD803‬‬
‫ررےں۔‬
‫ا ای بےاوہفذررعے‬ ‫‪URD801‬‬ ‫قر ‪2‬‬ ‫ہ‪ 2‬رور‬

‫الوےوری ںیڑےں۔‬
‫ل‬ ‫ہ‪3‬‬
‫اجںوےورے الےںاس‬ ‫‪URD804‬‬ ‫ہر‪11‬‬

‫رور درر ں رور رن آزردی ے اھ زہ‬
‫یرےں۔‬
‫ق و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬
‫ں۔‬
‫زان ے ے ے ررر ے ق ف‬ ‫‪URD807‬‬

‫ںںہےں۔‬
‫‪P‬‬
‫ق و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر ‪3‬‬ ‫ہ‪ 3‬رور‬

‫ں۔‬
‫لدد‬ ‫ہ‪4‬‬
‫ڑے ےر اقو ڑھر رنے ارے ں‬ ‫‪URD803‬‬
‫ہر‪14‬‬
‫ررےں‬
‫م و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر ‪4‬‬ ‫ہ‪5‬‬

‫ں۔‬
‫ت‬
‫ہر‪21‬‬
‫ررےں‬
‫راق و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر ‪5‬‬ ‫ہ‪ 6‬رور‬

‫ں۔‬
‫راد رررم‬ ‫ہ‪7‬‬
‫ڑی ی اوں‪ ،‬وں و ڑھ ررن ے‬ ‫‪URD803‬‬
‫ہر‪25‬‬
‫ررےں‬ ‫ارے‬
‫‪Page‬‬
‫٭ ول رام ے ارے ں رور ااری ے ے اء و آج‬ ‫ا ای ب ے اوہ ف ذررع ے ٭ ر دری ب‬ ‫‪URD801‬‬ ‫قر ‪6‬‬ ‫ہ‪ 7‬رور‬
‫ارری ے اں۔ رور رن و ررڈ ول رور ول رام ے‬ ‫اہ‬ ‫الوےوری ںیڑےں۔‬
‫ولرام‬ ‫ہ‪7‬‬
‫ارےںزدااریدی۔‬ ‫اوں رور راق و اب ب و ہ ے‬ ‫‪URD802‬‬
‫ہر‪30‬‬
‫اھڑےں۔‬
‫٭اببوہ‬
‫رور س و ول‬ ‫٭ ا ے دو روپ اں۔ رک رروپ‬ ‫اجں وے ورے ورات رورال ے‬ ‫‪URD804‬‬
‫رام اے۔ رس ی رت اے۔ رور دورر روپ س و‬ ‫ں اس رور درر ں۔ رور رن آزردی‬
‫٭ ال ے ں وںراماے۔رسیرتاں۔‬ ‫ےاھزہیرےں۔‬
‫ف وں ے ورہ راظ ے ں رور دررروراسوا‬ ‫‪URD813‬‬

‫٭ ا ں ہ وق در رے ے ے ہ وہ یزدی ں ھ‬ ‫رںفااتںرالرےں۔‬
‫رری۔ولرامےیوہیرفالری۔‬ ‫دی‪،‬اات‪،‬وواتورہے‬ ‫‪URD814‬‬
‫٭ردب ی ول رام ہ وی ب ری رول ی ائری‬ ‫٭ذرہراظ‬ ‫ارےںوےں۔روررن ورزہ‬
‫ںروررںاہےاریاریرس اہری۔‬ ‫رے ں رور رں زدی ے اھ وڈے‬
‫ں۔‬
‫٭ ورات ورزہ‬
‫را‬
‫‪Page 76 of 126‬‬
‫وں و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر ‪7‬‬ ‫ہ‪9‬‬

‫ں۔‬
‫ایآہوزرری‬
‫ہر‪37‬‬
‫ررےں‬
‫ڑییاوں‪،‬وںوڑھرنے‬ ‫‪URD803‬‬ ‫قر ‪8‬‬ ‫ہ‪10‬‬

‫ررےں‬ ‫رور‬
‫‪Page‬‬
‫وں درہ‬
‫ہر‪42‬‬ ‫ہ‪11‬‬
‫٭ ار ن ان ے ق وی رور ب ا و ارری ے‬ ‫ا ای ب ے اوہ ف ذررع ے ٭ ر دری ب‬ ‫‪URD801‬‬ ‫قر ‪9‬‬ ‫ہ‪11‬‬

‫روردیاہوہرورااریالرں۔‬ ‫اہ‬ ‫الوےوری ںیڑےں۔‬ ‫رور‬
‫ارنان‬
‫اوں رور راق و اب ب و ہ ے‬
‫ہ‪12‬‬
‫‪URD802‬‬
‫ہر‪48‬‬
‫٭ درت ب وہے ے رک رک ابم ےد وری‬ ‫اھڑےں۔‬
‫٭اببوہ‬
‫ررں۔‬ ‫اجں وے ورے ورات رورال ے‬ ‫‪URD804‬‬
‫ں اس رور درر ں۔ رور رن آزردی‬
‫٭ارنانیزدیررکروٹدررں۔‬ ‫٭زہرا‬ ‫ےاھزہیرےں۔‬
‫ف وں ے ق رے ورے ووں‬ ‫‪URD810‬‬
‫٭ رےآسڑوسںررویاسدرںےورس رروو‬ ‫ررود رے ں ے راد‪ ،‬وی‪ ،‬ان‪،‬‬
‫ں۔‬ ‫٭ت رال‬ ‫ڈررورہ‬
‫٭ ای وچ در رے ے ے ا و اس ے ق‬ ‫دی ور ردرروں‪ ،‬ورات‪ ،‬اات‪،‬‬ ‫‪URD816‬‬
‫وی ‪Project‬ررں۔‬ ‫وواتورہےارےںوےں۔‬
‫اق و اق ں ٰ رور ن ے ے ے‬ ‫‪URD817‬‬
‫٭اولراظےیتےاں۔‬ ‫ت رورراوڈ ے ذررع ورہ دے‬
‫ں۔‬
‫‪Page 79 of 126‬‬
‫٭ اب ب و ہ ے ے راظ ی ق رور ظ ی ق‬ ‫وں و اب ب و ہ ے اھ ڑے ٭اببوہ‬ ‫‪URD802‬‬ ‫قر‪10‬‬ ‫ہ‪13‬‬

‫رریاے۔‬ ‫ں۔۔‬
‫اکوط‬
‫زی ال رور اہ ھ ر ٭روری‬ ‫م ای‬ ‫‪URD805‬‬
‫ہر‪55‬‬
‫٭ رس م "اک وط" ں ر ابم و رک رک ر ی‬ ‫ےں۔‬
‫رحرے وعدی‬ ‫دی ور ردرروں‪ ،‬ورات‪ ،‬اات‪،‬‬ ‫‪URD816‬‬
‫٭ زی ال رور‬
‫وواتورہےارےںوےں۔‬
‫اہ‬
‫٭ "اک وط" م ی ون ی م ے ا و اں۔ ر ر‬ ‫رور رن ورزہ رے ں۔ رور رں زدی‬
‫ےرےاہوریمواےں۔‬ ‫ے اھ وڑے ں۔ ال ے ارے‬
‫٭ت رال‬ ‫ںررےدےیوشرےں۔‬
‫٭ م " اک وط" وی ے ری رح ری ب ی رور‬ ‫اق و اق ں ٰ رور ن ے ے ے‬ ‫‪URD817‬‬
‫ت رورراوڈ ے ذررع ورہ دے ٭اہ‪ ،‬ردف ی وںےارےںاںہوہمیونونیمں۔‬
‫ااری‬ ‫ں۔‬
‫اہ۔ ردف۔ ہ۔ رارہ و اے ں‬ ‫‪URD819‬‬
‫روررن الیاےں۔‬
‫‪Page 80 of 126‬‬
‫راق و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر‪11‬‬ ‫ہ‪14‬‬

‫ں۔‬ ‫رور‬
‫رٹویی‬
‫ڑی ی اوں‪ ،‬وں و ڑھ ر رن ے‬
‫اہ ر ں‬ ‫ہ‪15‬‬
‫‪URD803‬‬
‫ررےں‬
‫‪Page‬‬
‫ہر‪59‬‬
‫ا ای ب ے اوہ ف ذررع ے‬ ‫‪URD801‬‬ ‫قر‪12‬‬ ‫ہ‪15‬‬

‫الوےوری ںیڑےں۔‬ ‫رور‬
‫آزاشرط‬
‫ڑی ی اوں‪ ،‬وں و ڑھ ر رن ے‬
‫ے‬ ‫ہ‪16‬‬
‫‪URD803‬‬
‫ررےں‬
‫‪Page‬‬
‫ہر‪65‬‬
‫وں و اب ب و ہ ے اھ ڑے‬ ‫‪URD802‬‬ ‫قر‪13‬‬ ‫ہ‪17‬‬

‫ں۔‬
‫رکڑی‬
‫ہر‪70‬‬
‫ررےں‬
‫٭را ہ اےاےرایزدیںاسیرتے‬ ‫ا ای ب ے اوہ ف ذررع ے ٭ڑےیات‬ ‫‪URD801‬‬ ‫قر‪14‬‬ ‫ہ‪18‬‬

‫ارےںرااریدی۔‬ ‫الوےوری ںیڑےں۔‬ ‫دااز‬ ‫رور‬
‫اجں وے ورے ورات رورال ے‬
‫وری‬ ‫ہ‪19‬‬
‫‪URD804‬‬
‫٭اولےوری‬
‫٭ را ہ ا ے اھ رای زدی ں اس ی رت ر‬ ‫ں اس رور درر ں۔ رور رن آزردی‬
‫ہر‪75‬‬
‫رکاہررں۔‬ ‫ےاھزہیرےں۔‬
‫زی ال رور اہ ھ ٭یات‬ ‫ای ق‬ ‫‪URD805‬‬

‫٭ را ہ ا وور وری (وں ے زدی ے ف‬ ‫رےں۔‬
‫وں ں ر اے ا ں رام دے)ے ق دس ے‬ ‫رردو وز (رار‪ ،‬ی وی‪ ،‬رڈو )و ے ے‬ ‫‪URD808‬‬
‫ےوں۔ ےول‪،‬ووبورہےددےےںرور‬ ‫٭اوی رال‬ ‫ےوروہرالرےں‪.‬‬
‫ر‬ ‫اق و اق ں ٰ رور ن ے ے ے‬
‫‪Page 84 of 126‬‬
‫‪URD817‬‬
‫ت رورراوڈ ے ذررع ورہ دے‬
‫٭ ت رال‬
‫ں۔‬
‫ی‬
‫وزہرراں‬ ‫دیرزر‬ ‫آوزیالزآوزیال‬ ‫ووع‬ ‫دورری‬
‫٭را ہڑاےےے ُبھتےقااریدی۔‬ ‫ا ای ب ے اوہ ف ذررع ے ٭ڑےیات‬ ‫‪URD801‬‬ ‫قر‪15‬‬ ‫ہ‪21‬‬

‫الوےوری ںیڑےں۔‬ ‫رور‬
‫ومدھ‬
‫٭روری‪،‬بوہ‬ ‫ہر‪83‬‬ ‫ہ‪20‬‬

‫٭ را ہ ا و رے اے ے ی ی را ے ارے‬ ‫اوں رور راق و اب ب و ہ ے‬ ‫‪URD802‬‬
‫ںرکررررفسوں اررےوں۔‬ ‫اھڑےں۔‬
‫٭اولےوری‬
‫اجں وے ورے ورات رورال ے‬ ‫‪URD804‬‬
‫٭ را ہ ا ے وم دھ ے اات زدی ر رک وٹ‬ ‫ں اس رور درر ں۔ رور رن آزردی‬
‫ررورںے‬ ‫٭یات‬ ‫ےاھزہیرےں۔‬
‫‪Page 85 of 126‬‬
‫راات‪ ،‬رورل رور اوت ی رح رے‬ ‫‪URD814‬‬

‫ں۔‬
‫وںواببوہ ںڑے ں۔‬ ‫‪URD802‬‬ ‫قر‪16‬‬ ‫ہ‪21‬‬
‫اریاری‬
‫وںوڑھررنےارےںریررے‬ ‫‪URD803‬‬
‫ہر‪90‬‬
‫ررےں‬
‫ا ای ب ے اوہ ف ذررع ے‬ ‫‪URD801‬‬ ‫قر‪17‬‬ ‫ہ ‪22‬‬

‫الوےوری ںیڑےں۔‬ ‫زررن‬ ‫رور‬
‫ہ ‪23‬‬
‫ہر‪95‬‬
‫و ی ارت و رورن ڑاے ے ے‬ ‫‪URD811‬‬
‫آدربو رالاےں۔‬
‫ںںہےں۔‬
‫‪Page 8‬‬
‫‪URD812‬‬
‫٭ را ہ ق آاز ی وزوں رری ے ری ے‪:‬‬ ‫اقواببوہےاھڑے ٭ےروروےی‬ ‫‪URD802‬‬ ‫قر‪18‬‬ ‫ہ ‪23‬‬

‫وںےآجل ےاویدور ے ورےوراتوا۔‬ ‫ات‬ ‫ںـ‬ ‫رور‬
‫وٹ ررای‬
‫٭رارررےروری‬ ‫ف‬ ‫ہ‪23‬‬
‫اجںرواوےورےےںاس‬
‫٭را ہ ق ید وری ح ظے اھ ری رورر ے‬ ‫وتـ‬
‫‪URD804‬‬
‫ہر‪100‬‬
‫روردررںروررا آزردیےاھزہ‬
‫ظرورےووریواتےاھاےاےرںـ‬ ‫٭ت رال‬
‫یرےںـ‬
‫٭اوی ح‬
‫٭ےرورلراظوہدریےاھھراو‬ ‫رردوووبزوروررردو وردورھ رالـ‬ ‫‪URD809‬‬
‫رنرےاےوںـ‬ ‫رورمےےدےںـ‬
‫٭وٹےق‬
‫رااتیح‬
‫٭و ٹ ے ف وں و اور ی دد ے وں و‬ ‫ااریـ‬
‫اےیوشریـ‬ ‫اقواقںیونےےے‬ ‫‪URD817‬‬
‫٭وٹیرتر ا‬
‫ت رالرےں۔‬
‫حرال‬
‫‪Page 88 of 126‬‬
‫٭اببوہ ٭ اب ب و ہ ے ے راظ ی ق رور ظ ی ق‬ ‫وںواببوہ ںڑے ں۔‬ ‫‪URD802‬‬ ‫قر‪19‬‬ ‫ہ‪25‬‬

‫رریاے۔۔‬ ‫زی ال رور اہ ھ ر ے‬ ‫م‬
‫رروط‬
‫‪URD805‬‬
‫٭ رس م " رر وط" ر ا و رک رک ر ی رح‬ ‫ں۔‬
‫٭روری‬ ‫ہر‪110‬‬
‫رے وعدی۔‬ ‫دی ور ردرروں‪ ،‬ورات‪ ،‬اات‪،‬‬ ‫‪URD816‬‬
‫٭ را ۃاے دوروپاں ۔ رکروپو رس مں‬ ‫وواتورہےارےںوےں۔‬
‫رور رن ورزہ رے ں۔ رور رں زدی ٭ زی ال رور ےردوںےامےوںروردورےروپولرور‬
‫ول ے و ں ے۔ دووں روپ را را وض ا ی م‬ ‫ے اھ وڑے ں۔ ال ے ارے اہ‬
‫رادےاےیریے۔‬ ‫ںررےدےیوشرےں۔‬
‫٭ را ہ رس م ے ڑے وے ردوں ے ق دس‬ ‫‪ URD817‬اق و اق ں ٰ رور ن ے ے ے ٭ت رال‬
‫ر رے و ں ے‬ ‫ت رورراوڈ ے ذررع ورہ دے‬
‫‪Page 89 of 126‬‬
‫ں۔‬
‫اہ۔ ردف۔ ہ۔ رارہ و اے ں ٭اہ رور ردف ی‬ ‫‪URD819‬‬
‫ان‬ ‫روررن الیاےں۔‬
‫اوں رور راق و اب ب و ہ ے‬ ‫‪URD802‬‬ ‫قر‪20‬‬ ‫ہ‪26‬‬

‫اھڑےں۔‬
‫رُف!ہاوای‬
‫اجں وے ورے ورات رورال ے‬
‫آودی‬
‫‪URD804‬‬
‫ں اس رور درر ں۔ رور رن آزردی‬
‫ہر‪115‬‬
‫ےاھزہیرےں۔‬
‫ں ے ہ ارگ‬
‫‪Page 90 o‬‬
‫‪URD806‬‬
‫ق و اب ب و ہ ے اھ ڑے ٭ ھ ر ڑے ی ٭ را ہ قوڑاے ےےد رماداوںی اور‬ ‫‪URD802‬‬ ‫قر‪21‬‬ ‫ہ‪27‬‬

‫وںوداررنےقااری ادہری۔‬ ‫ات‬ ‫ں۔‬ ‫مب‬
‫رراا ھو‬
‫وچ‬
‫مب‬
‫٭ را ہ وں و وڈوز دار رن و وں رور ررا ا ھو‬ ‫اجںوےورے الےںاس ٭ایدرری‬ ‫‪URD804‬‬
‫ہر‪125‬‬
‫وچےقااریررمری۔‬ ‫رور درر ں رور رن آزردی ے اھ زہ‬
‫٭ي زان رال‬ ‫یرےں۔‬
‫مب‬
‫٭ را ہ اء و دو روس ں ار ررا ا ھو وچ ے‬ ‫روروےآدرب‬
‫راوںراہررں۔‬ ‫ویارتورورنڑاےےآدرب‬ ‫‪URD811‬‬
‫٭زہ‬ ‫و رالرےں۔‬
‫٭را ہ اء و ے راظ رور ت ورے راظ ر ے اے‬
‫ی ق ررں رور رن راظ ی دد ے ے ے ے ی‬ ‫وروں‪،‬اوں‪،‬ارسروروںورہی ٭ورد يرال‬ ‫‪URD815‬‬
‫ورں۔‬ ‫رحرےں۔‬
‫اہروراہ رالاےں۔‬ ‫‪URD818‬‬
‫‪Page 91 of 126‬‬
‫اجں وے ورے ورات رورال ے‬ ‫‪URD804‬‬ ‫قر‪22‬‬ ‫ہ‪28‬‬

‫ج‬
‫ںاسروردررں۔‬ ‫ھب‬ ‫لب‬
‫ا نج‬
‫ہر‪130‬‬
‫و ی ارت و رورن ڑاے ےے‬ ‫‪URD811‬‬
‫آدربو رالاےں۔‬
‫ںںہےں۔‬
‫‪Page 9‬‬
‫‪URD812‬‬
‫وتوںوی‬
‫رٹولآفرولررچرڈٹگ (‪)SCERT‬‬
‫ون‪:‬رردو‬ ‫ررت‪50:‬‬ ‫اع‪:‬آوی‬ ‫یرہ ر )‪(Design of Assessment‬‬
‫ررت‪15:‬‬ ‫ہ رل (ڑے م)‬
‫‪5x1=5‬‬ ‫ردریراس(‪150‬ے‪200‬راظ )سےآررمےاقرراایورات‪/‬ق ورن‪ /‬کیورب‪ /‬ذرہراظ‪/‬از ت‪/‬زہ‬ ‫‪1‬۔‬
‫‪5x1=5‬‬ ‫دریمںےرکدسےآررمےاقرراایورات‪/‬ق ورن‪/‬کیورب‪/‬ذرہراظ‪/‬از ت‪/‬زہرا‬ ‫‪2‬۔‬
‫‪5x1=5‬‬ ‫وریورلسےآرںرراایورات‪ /‬زہرا‪/‬از ت‪/‬صےوراتوںاں۔‬ ‫‪3‬۔‬
‫ررت‪8:‬‬ ‫ہ ب (ررر)‬
‫‪4x1=4‬‬ ‫لای‪ ،‬ال‪ ،‬ل‪ /‬رم‪،‬ت‪،‬ل‪/‬ال‪،‬ول‪ /‬ل وف‪،‬لول‬ ‫‪1‬۔‬
‫‪4x1=4‬‬ ‫دردرد‪/‬وردع‪ /‬روث‪/‬روزرواف‬ ‫‪2‬۔‬
‫‪Page 93 of 126‬‬
‫ررت‪12:‬‬ ‫ہ ج (ےیات)‬
‫راروں وروںیددے(‪150‬ے‪)200‬راظرلیرکووعرون رر‬ ‫‪1‬۔‬

‫‪Page 94 of 126‬‬
Kashmiri ( )
Page 95 of 126
‫‪Academic calendar cum Syllabus 8th Kashmiri‬‬
‫﴾‬
‫جماعت‪ :‬ٲ ھم‬ ‫م‪ٙ‬موٗه‪ :‬کٲصط‬
‫ضاه‪-:‬‬
‫ل‬
‫صطۍ ذھ پننہ گز‪،‬خاندانہ نہ ماحولہ پ ۪ٮٹھ ضنٲ﴿ۍ ہ ندۍ تجرنہ نہ ف٘وش ہ ۪ٮٹھ سکوٗلٗ منع قٲخل س نداه۔مگز اذھره ہنع نٲشۍ ضٲ﴿ۍ‪ ،‬ڣٴن ہ ند ۪ٮن معنین نہ تہ ندص ىشناىص ذھ ناقٲعدگی‬
‫ٗ‬
‫ساه سکولٗ منعےانزۍ منعۍ گژھاه۔ا﴾ھ ىٲنفہ منع ذھ اذھر نزضناى﴿ۍ مشکل‪،‬توکنۍ ذھ شصم الخ طکۍ نشانہ نہ ی من نشاٮن سٍنۍ حوٗش﴾ھ آىاض نہ نہ صمجنہ مشکل۔ لہرا ذھ ضطىشی ض ضناه‬
‫‪Page 96 of 126‬‬
‫صط ۪ٮن ذھ سکوٗلچہ شصمی ضنٲ﴿ۍ ہ ند پیو﴾ھ حوف آساه ض تم ذھ پننہ طری ضنٲ﴿ۍ منع کٹھ کزنٗ منع حوف نہ م ندذھ مچؾوٗص کزاه لہرا گژھ ضناه ہیچھ ناىنٗ منع نژ ضنا﴿ی‬
‫ہیچ‬
‫نلہ ہ ۪نکہ طہ ضناه تہنط نٲ﴾ھۍ ہ‬ ‫پیوظرك خ نام ﴾ھاىنہ ٮن۔ اگز ىيس ناق نژ ضنٲ﴿ۍ پیوظر نزىتہہ کنہ ﴾ھاى نہ کاضٗ منع ساشنے صط ۪ٮن ھ نکۍ ہوۍ مو عہ‬
‫‪Page 97 of 126‬‬
Academic calendar cum Syllabus 8th Kashmiri
‫نہ ىاخ‬ ‫جموو ى کؿ ٖمنط ذھ لشٲ﴿ی اعت ناش اکھ ناگ‬

‫ہچ‬
‫تج ٖونز کزنہ آمژ ندشنٖسی عمل‬ ‫ی ھن نز‬
‫‪ :KMR801‬فصٲ﴿ی ک ناتو عاى ذھ م نلف سشتو خٲصل س نده ىاجنہ ک نانہ نہ نزاه۔‬
‫‪ :KMR802‬عٲش فصٲ﴿ی مواق ذھ نزاه نہ صمحاه۔‬

‫ك‬
‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ ذھ پٮنۍ شاے پن٘ کزاه۔‬
‫نداش نہ‬ ‫‪:KMR804‬‬

‫ہچ‬
‫تج ٖونز کزنہ آمژ عملی صطگزمی‬ ‫کل ٖندی جز‬ ‫ی ھن نز‬
‫موصوػ‪/‬عیواه‬
‫ی منط صماش‬
‫ىق‬
‫ل‬ ‫ك‬
‫‪ :KMR803‬ن ۪زنژھن‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ *ضؿ جمٹھ پتن ۪ین ڣٴن منع *صطۍ قه كٳمہ متعلق شاے۔‬
‫۪ک‬
‫*ك ٳم ﴾ھره پنطص منع۔‬ ‫ىٮن‪/‬لی ھن‬ ‫ذھ پٮنۍ شاے پن٘ کزاه۔‬
‫ہفنہ اکھ‬
‫ک‬ ‫ل‬ ‫ل‬
‫*تو ۪ٮن ڣٴن ہنع نشاندہی نہ تہ ند معنی لی ھن۔‬
‫قعا‬
‫اىند ۪ٮن ڣٴن ہ ند معنی‬
‫‪10‬‬
‫‪ :KMR806‬قل ٖنلہ نا ك ٳمہ ہ ندۍ مرکزی * ۪‬
‫*قعا ک نا گو‬ ‫خ نام نا خا‪5‬ہ ذھ لیکھاه۔‬
‫*صطۍ کزه که ٖنط ہ ندص پٹھ کالٗ پ ۪ٮٹھ اکھ نزىخ نکٹ‬ ‫‪ :KMR801‬فصٲ﴿ی ک ناتو عاى ذھ م نلف *ناگہ توش﴾ھ پٹھ کام‬
‫ناش۔‬ ‫*م نلف ناىب ۪ٮن ہنع ضاه‬ ‫سشتو خٲصل س نده ىاجنہ ک نانہ نہ نزاه۔‬ ‫‪Page 100 of 126‬‬
‫ہفنہ ‪ 0‬نہ‬
‫‪ :KMR802‬عٲش فصٲ﴿ی مواق ذھ نزاه نہ *محاىشه ہ ند معنی نہ ىشناى‬
‫قند شٲ﴿ۍ‬
‫‪10‬‬
‫۪‬
‫صمحاه۔‬
‫نہ ىال ۪ٮن‬ :KMR804
‫ہفنہ نہ‬
‫اىلوقگی‬
ٗ
1
‫ك‬
‫*صطۍ کزه ك ٳمہ متعلق شاے پن٘ ا﴾ھ منع آطہ‬ ‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ *شاے ناى﴿ۍ‬
‫سٲعرانہ ىم نہ ل ڣظت ضنز ت ث۔‬ ‫*مرکزی خ نام‬ ‫ذھ پٮنۍ شاے پن٘ کزاه۔‬
‫*ك ٳمہ ہ ندۍ ہم آىاض ل ڢظ شاشه۔‬ ‫‪ :KMR806‬قل ٖنلہ نا ك ٳمہ ہ ندۍ مرکزی *م نٲسب لب ى لہچہ‬
‫نہ ی من نزنک مو عہ‬ ‫*‬ ‫*اکاش فکاش ٮن‬ ‫ھاه۔‬ ‫خ نام نا خا‪5‬ہ ذھ لیک‬
‫شقاقت‬
‫ہفنہ‬
‫‪Page 102 of 126‬‬
‫‪1‬‬
‫نہ ىال ۪ٮن‬ :KMR804
‫۪شنذ کزاص شوساپنی‬
01 ‫ہفنہ‬
1
‫*که ٖنط ہ ندص کنہ نہ صطص متعلق ہیوه صط ۪ٮن اکھ‬ ‫‪ :KMR807‬ناىت‪ ،‬اساش ناىت‪* ،‬قۅش﴿ی ىس ٖنلن ہنع اہمیت‬
‫ٗ‬
‫کزاىت‪ ،‬کزىىمت نہ ناىت گزامری *قۅقش﴿ی ىسٲنلن ہنع شٲذھ م‪ٙ‬موه لیکھٹھ ۔‬
‫*ضندگی منع آنہ ک ۪ٮن سخ ٖنطه ہنع اہمیت نہ‬ ‫اص طاحن ہنع ضاه ذھ ﴾ھاىاه نہ تم ذھ جملو منع شاى﴾ھ‬
‫ہفنہ ‪ 00‬نہ ‪0‬‬

‫ماه صط‬
‫ت ۪ىنژھ ناى﴿ۍ نہ پٹھ پ ۪ٮٹھ اکھ کھلہ ت ث کزه۔‬ ‫* ماحوم كتچہ ﴾ھاىه‬ ‫شاشاه نہ ىشناىاه۔‬
‫‪1‬‬
‫‪Page 104 of 126‬‬
‫‪ :KMR810‬قسانہ‪ ،‬مین نہ اندك خ نام *گزامری اص طاح ناىت‬

‫ٗ‬
‫﴾ھٲى﴾ھ ذھ م‪ٙ‬موه ل ساه لیکھاه۔‬
‫نا‬ ‫*‬ ‫صٲ﴿ی ک ناتو عاى ذھ م نلف سشتو *قدش﴿ی لعمژه ہنع اہمیت‬‫‪ :KMR801‬ف‬
‫‪Page‬‬ ‫‪105 of 126‬‬
‫خٲصل س نده ىاجنہ ک نانہ نہ نزاه۔‬

‫*کٲن کز تح صٲحیت‬
‫ك‬
‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ ذھ پٮنۍ‬
‫*گزامری اص طاح ناى﴿ۍ نہ‬
‫ہفنہ ‪ 0‬نہ ‪0‬‬

‫شاے پن٘ کزاه۔‬
‫ماتچھ نلز‬
‫‪00‬‬
‫کزاى﴿ۍ ضاپنۍ‬
‫‪ :KMR807‬ناىت‪ ،‬اساش ناىت‪ ،‬کزاىت‪،‬‬
‫لیک‬
‫*نزه نہ ھن‬
‫کزىىمت نہ ناىت گزامری اص طاحن ہنع ضاه ذھ‬
‫﴾ھاىاه نہ تم ذھ جملو منع شاشاه نہ ىشناىاه۔‬

‫ك‬
‫*تچہ کزنٲتوٗکھ ىپ۪ٹھ نا نہ کنہ نرق ٖنکی‬ ‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ *حب الو‪ٚ‬نی‬
‫‪Page 106‬‬ ‫‪of 126‬‬
‫*که ٖنط ہنع ضاه‬ ‫ذھ پٮنۍ شاے پن٘ کزاه۔‬

‫ح‬
‫‪ :KMR806‬قل ٖنلہ نا ك ٳمہ ہ ندۍ مرکزی *ت لیٖقی صٲحیت‬
‫پٹھ شن٘ ىاش ى ۪پنس نا شٲذھ‬
‫ہفنہ ‪ 01‬نہ ‪00‬‬

‫*من طر کسی‬ ‫خ نام نا خا‪5‬ہ ذھ لیکھاه۔‬
‫‪0‬‬
‫ك‬
‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ‬
‫ذھ پٮنۍ شاے پن٘ کزاه۔‬
‫نہ‬ ‫‪:KMR805‬‬ ‫‪Page‬‬
‫که ٖنط ہنع کٮنہہ نزانہ عماشش‬
‫ہفنہ ‪ 0‬نہ ‪0‬‬
‫‪0‬‬
‫ك‬
‫‪ :KMR803‬ن ۪زنژه‪ ،‬قل ٖنلن نہ ٳمن پ ۪ٮٹھ ذھ پٮنۍ‬
‫شاے پن٘ کزاه۔‬
‫نہ ىال ۪ٮن ىا عن‬ ‫‪:KMR804‬‬
‫كاکہ ىىم‬
‫ہفنہ ‪0‬‬
‫‪0‬‬
‫*کلہم نزکھہ ‪ Summative Assessment‬ناپٹھ ظر ٖنقہ کاش‬

‫﴾‬
‫ی منط‪1 :‬‬ ‫م‪ٙ‬موٗه‪ :‬کٲصط‬ ‫جماعت‪ :‬ٲ ھم‬
‫ی منط‬ ‫عیواه‬ ‫ی منط صماش‬
‫سیکـن الف نزه نہ صمجن‬
‫نہ کنہ شوالہ آضن ی من منع نژ حوانہ ىٲلۍ شوالہ‪ /‬محاىشه ہ ن‬ ‫‪0‬‬
‫ک‬
‫‪3‬‬ ‫قنہ آمت صوشتحام مد ك طر ﴾ھٲى﴾ھ پنطاگزاف‪ /‬قل ٖنل‪ /‬کٹھ نا﴾ھ ‪ /‬اسنہاش لی ھن۔‬
‫ک‬
‫‪4‬‬ ‫شصمی‪ /‬عٲش شصمی حٹھۍ لی ھنۍ۔ قيتو منع اکھ‬
‫سیکـن ق اقب‬
‫ک‬
‫‪2× 3=6‬‬ ‫فصٲ﴿ی ک نانہ ہ ند ۪ٮن پنطی سنقن متعلق اہلنغ پ ۪ٮٹھ مٮنی شىشى منع نز ۪ٮن شوالن ہ ندۍ مجنصط حواب لی ھنۍ۔‬ ‫‪9‬‬
‫ک‬
‫‪2× 2=4‬‬ ‫فصانٗ منع سٲمل کنہ ك ٳمہ متعلق اہلنغ پ ۪ٮٹھ مٮنی شىشى منع قيه شوالن ہ ندۍ جمنصط حواب لی ھنۍ ی من منع اق﴿ی اص طاح‪/‬‬ ‫‪10‬‬
‫ے سٲمل آضن۔‬
‫موصوػ‪ /‬ل ڢظ معن‬
‫ک‬
‫فصٲ﴿ی ک نانہ منع سٲمل کنہ نہ سن قک مرکزی خ نام‪ /‬خا‪5‬ہ‪ /‬کزقاشه پ ۪ٮٹھ توٹ لی ھن۔‬ ‫‪11‬‬
‫توٹ‪:‬‬
‫ٗ‬ ‫ص‬
‫‪ ‬سبق اصل نٲ﴾ھۍ صمجنہ ناپٹھ ذھ قشسی ک نانہ ہ ندۍ سٲشی سبق نز﴿ۍ نہ جمنۍ ضطىشی۔‬
‫‪ ‬امیحانٗ منع ٮن اہلنغ پ ۪ٮٹھ مٮنی شوالہ نزشھنہ۔‬
‫‪ ‬گزامرکۍ شوالہ ٮن قشسی ک نانہ م طٲتق نزشھنہ۔‬
‫‪Page 110 of 126‬‬

Dogri ( )
Page 111 of 126

कला ः ं
ां वध ध / ध ध ् द रर ा ो् ा ध धवध ंल ा
(ि् ं )
1-2 ि् ा ल ि ा कन ंधत ं ादी ला ी ●धव्ाष ं ी ादी ला ी कथ द् ा कदा
15 ् (कधव ा) ी ढ़ दी ा , कथ दा ञा , ।
रारी ्िव ्ल ादी द ं िथ ार ●कधव ा र ो द िावरं ं दा थ द द िो ं दा
कद ं दी , ञा , ्द ञा वा् र ो कर दा ् ा धव्ाष ं ल वा
ादी द ििव दी ढ़ौ री, द द वीर कला ी कर
ा कं ार ञा ● ादी ाद ार द ा ररकं ी ्ि ध कार ्िो , ं द
ढ़ौ री ार धव्ाष ं ी ा ा ा कदा
● रं ंड द रं , द र ीकं ोक ि ार ्ल
ककिी ा कदी ।
● ार दी ादी ल ्िीद िो ्ल कक वीर ोदा ं
ार ाथ करर धव्ाष ं दा ञा ा ा ा कदा ।
●कधव ा ी ं् ा ी करर कला ा ल रर
ककिा ा कदा
● ादी रं क्-क् रात िो क्-क् रात कर ा ं
ाकी , चं ी ा द ल कक कर ी रर ककिा
ा कदा
3-4 ि् ा ं द र द ल ि ा कन ंधत ं ्द ञा , ल ि ●कधव ा द् ी कद ं रा ं ार धव्ाष ं कन ाथ
राि (कधव ा) ी ढ़ दी ा , ंधत ां ढ़ दा करद िो ं ी ंद ा दर रौ् ल ररर ककिा ा
व् ा् क ा ा ञा , ंद ि ा दा कदा ।
्ल ्दं ार ंडला ञा ● र डं दा दर- ा ध कं कन धिर कन रौि
, ं ी- री द ं ल ध ् कदिी ा कदी
ार ●धव्ाष ं ी लिा – िं द क ा लि- लाि
कन रौ् द ा द द् ा कद
5-6 ि् ा कं ी िर कं ढ़ी रा ं द ीव ड् र दी व ् ध ं ●कं ी रा ं द लोकं द ीव ार ्ल ा करर
Page 112 of 126

(कधव ा) द दी , ् ं द कं ा ं दा ञा , धव्ाष ं ी दौ ं ािरं ार ा कारी कदिी ा कदी ।
दव ् ध दी रा ं िरं द ीव ●कं ी लाक कद ां ्लां, ल – ध् ां रा द ार
द दा ञा चं ी धव् ार कन द् ा कदा
●रा ं िरं द लोकं द ा ा , क् का कथ ार
ाथ ककिी ा कदी ।
●रांद लोकं दा िरा ा ला कर द कार द् द िो
कक दािर ी कदि ा कद ।
● कं ढ़ी ् र, रा ं ् र, िरं ् र, क कधव ां ल ो कद ां
, ं द ार चं ी र री ा कारी द ा ी िोर रो क
ा ा ा कदा
● ्लं दी कं ढ़ी ज दी कं ढ़ी, ्लं द रां ज द रां
कथ ा ा ा कदा
7-8 ि् ा लोरी (कधव ा) लोरी दी ा कारी, ी , कधव ा ●लोरी दी रर ा ा ांद िो िोर ािा ं दी लोरर ं ार
र ि् ा दी ा कारी लोरी द दा ी ा कारी कदिी ा कदी ।
कार ं ार ा कारी ञा , र ि् ा ●कधव ा र ो द िावरं ी ाधल ं द ार ाथ
िी रा द कार करर ं ी वा् र ो ककिा ा कदा ।
ध वार द ं ● ाध क रा र ि् ा र ध्ल ्ल ा ककिी
दच ा् ु ा ा कदी ।
●धव्ाष ं ी ् ा कदा ् ा ं दी ा कारी
ां दं र ा ं कधि ं द ाव द दािर ं ी
ल द
● ीS द ् द ाद र रौ क ी ंदी , ध ां
ध ् दार ुंकद ां , द कक दािर कदि ा कद
● ो ल ् ा कदा कर कधि ां ं ार
ं ं ां क् िो ?
●दध ां दी का ा धिला ं द दािर कदि ा कद
9-10 ि् ा कं क ा दा ् ा कं ी लाक द ीव दी ल रवाि दा ●धव्ाष ं ी ा करा ा ा कदा ् ा्ली द
Page 113 of 126

(कधव ा) , ्लं दी कं ी ञा , कक लत ध ् र क कधव ा ्लं ी ढ़ी ल ी दी
ज दी कं ी द द िो द ्दं दा ञा ●कं ी लाक दी कधड - ं लाधि ं द क् का ार ाथ ककिी
दी ा कदी ।
● ादी द ाद ार द कं ी र िि दलाव िो ,
ंद र ाथ ककिी ा कदी ।
●धव्ाष ं ी ् ा कदा की कन- कन
कद् ी दी
● ी ी ू कि -च , ा ी् क् कर
द ं - रीक ककन दली द , ं द दल कन लोकं द
ीव क्-क् कथ , ्द र ाथ ककिी ा
कदी ् ं क्-क् ं िोर िो , चं ी क् ा कर
ल ा कदा
●कधव ा कधवि ंद दा ् ाल िो दा , चं ी ंद
दी ा कारी कदिी ा कदी ं् वा ी करर
कधव ा कला ा ल ी रर ककिा ा कदा
11-13 ि् ा ्िा ी धव ा दी ●धव्ाष ं ी कधव ा ्िा ी कथ द् ा कदा ।

दी (्िा ी) , ं ्दं दी ● दी कदं की कदिी ंदी , ाथ करी कद ओ।
ा कारी ● ्ल ं दी दका दारी ज दी दका दारी कथ द् द
िो ला च दी ्ल ा ी ककिी ा कदी ।
● ्िा ी दी ्वं द ार र ्ल ा करर धव्ाष ं ी
ी ा कारी कदिी ा कदी ।
14-16 ि् ा ं दा रा ● ं दा रा डो री ल ो ्ल ्ल ्िा ी ंरि
(्िा ी) ्ला ्ल ा ल ी दी क ्िा ी । धव्ाष ं ी
ा कारी ददद िो कक ंडल ्िा ी ंरिं दी डो री द
ज द ्िा ीकारं ार र री ा कारी कदिी ा कदी
● रा कन-कन कद् दा कक ां लदा , ाथ ककिी
Page 114 of 126

ा कदी ।
●चिद- ध्ल क दी ्ल ा ककिी ा कदी ।
● रा द द द ार ा ा ा कदा
17-19 ि् ा कक ्दं दी ी ा कन ि द ●्िा ी कक ं ्द द ,ध ां ां्, ं कद, ंद
कोलि (्िा ी) ा कारी ्ि ्दं दा ञा , कन ंद ् ्द द् ा कद , ध ां:-क ाल, ले, ,
ज द चं ी ट ां्कध क ञा ढ़ो ी, ् ा कद ंद ार ाथ ककिी ा कदी ।
ंद , ●ुट -रा्ि, कोलि, ीर, ् ूं कद ार ाथ ककिी
ड् र दी ीव ली ा कदी ।
ार ा कारी ●्िा ी ्ल ( )ध ्ि दा र ो िो दा , द र ो
चार ार ्ल- ा ककिी ा कदी ।
●कधि -ं लाधि ं र ं ी कक िोर िारं ार ाथ ककिी ा
कदी ।
20-23 ि् ा ं रं रा दी क ं ा थ द ार ● ं कधव रधवदा ुंद ार ा द लावा कक िोर ा कारी
ं कधव रधवदा ् किी द ू र री ञा , ी कदिी ा कदी ।
(ल ) ं कधव रधवदा ुंदी ा दारी द ििव ●धव्ाष ं ी द् ा कदा को ी क् ध का
ा कारी दा ञा , ड् र ां डा ं िंदा, ् ी ा दारी कन कर ा ि् ।
ं रधवदा ुंद ंदरं ● ं रधवदा ुंद ाध ं कधि ं ी ध कार ं
दा ञा ि, ् ा ज ाढ़ ा ं ी रो र द ध कार ि ?
कर ं ां क्ि-किड ध कार ं , ाथ ककिी ा
कदी ।
●ड् र रद ी रधव दा द कं ंदर ्दी ची
्िाल ाकक ां रा कधड ां ंकद ां , ं द ार धव्ाष ं
कन ाथ ककिी ा कदी
िीद च ि ार द ंर ा ंरा ादी ्लं द ार ● ा ढ़ा ा ्ल िीद च ि ुंद ्ल द ्िा ं
(ल ) दी ा कारी, िीद दी द ा दा ञा ार ्ल ा ककिी ा कदी ।
च ि द ार ादी द ििव दी ● ् ा क य , ल कद दा ्िारा ल कक वीधड ो,
ा कारी ो ो रा धव्ाष ं ा द् ी कद ।
Page 115 of 126

● ा द लावा ी ्िीद च ि ुंद ीव द कक िोर
कक् ां करी कद ओ।
● िीद च ि ुंद र कक क ् ां ी ी कद ां ंद
ार ी ाथ ककिी ा कदी ।
24-28 ि् ा कांकी/ रौ् ारी कक ं ्दं दी द् का् र् ●धव्ाष ं ी रौ् ारी दी रर ा ा द ज दी
ा कारी, वा् का् द द दा ञा , रौ् ारी ध ल ं दी रौ् ारी, रां दी रौ् ारी
ंर ा दी ा कारी द ारं द ररर ध र िरा दी रौ् ारी ार ा कारी कदिी ा कदी
कन-कन ंवाद दा ञा ● र रा ं ीद ा ार ्ल ा करद िो कक िोर
रं ा दी का् ध क ारं दा ध ि ककिा ा कदा ां
धव्ाष ं दी ा िोर ुध ी ा
● कांकी द ारं दी का ा ल धव्ाष ं ी रर
ककिा ा कदा कला कांकी ढ़ी ा कदी
ां ारी कला ी ोरं द ा् कन ा ी
ा का ा ्लं ध कला दा का ी
िो
Page 116 of 126

Hindi (धि्दी)
Page 117 of 126

वाषिक कल्डर 2023-24
कषा-8th
वध :- का -1,
ताि 1 ताि 5
धवि / धवि :- ा 1:- वध , ा 2:- ला की धि ाँ, ा 3:- राध ा
 ंञा की रर ािा र द दािर धि धल ो , धवलो ्द, थ ार ो ,

 ाररक र ( ी ा कर क धल )
 ल ि ारी र ् ा र ं्कध का रद थ कर िं, ी क ंद थ ं कक ी ल का व थ कीध |
ी क रर ा ो् ा/ ष ा ाव ध धवध
 कक ी र ा को ढ़कर ं  च ाव ा् क ू ढ़ी  ् ा क द थ वा कर िं ािा की ारीकक ं को ा

ा ाध क ् ं र ाथ ा री ि ा ं  किा ी ा कधव ा का ा कर ल र धवरा कद ध ्िं का ् ा र ा ा
कर िं  चं क ्द ंडार ं वधि  चं को रन क धल ररर कक ा ा
 ढ़ी ा री र च िो ी  व ् ऋ ं राकध क ौद थ का व थ
कर ु ि र क धल  चध ं ा किा ी ल  दा ावादी व कारा् क दधि ो र को ा की ी द ु क ् द धल ं।
रन िं की धवधव धल ं को ा  कषा ं ऋ ं ् ध् ी ा कधव ा ा की रर ा द ु चं ल ा् क ा व
 किा ी कधव ा कद ढ़कर ा ं ं ी की ध धवध को ा का र ा करं
ल की धवधव रीकं र  'ला ' ी ु व् ं क ार ं ाथ करं
धल ं को ि ा िं  धवध न ा ं ा दा ं ी ु व् ं क ार ं ाथ करं
व थ ा् क, धव ारा् क  धि ं की दका ा धवञा ा ँ
, ाव ा् क कद  ला धड ं क ध ररत ् ा ् ा ा ा ा /व् ं का ध ाथ िो ा ि, कषा ं ाथ
करं ।
 राध ा' क थ का रध ाद कर ु , ध ल ी ल ी किा ी का कषा ं व थ
कर
 कद कद्ां ्धत' ध ल िं ो क रध का ्विार क ा रि ी, कषा ं
चं ा धिक ाथ करवा ।
Page 118 of 126

वध :- का -2,
धवि / धवि :- ा 4:- दीवा ो की ि् ी, ा 5:- ध रि ं की ो ी दध ा, ा 6:- वा क डाकक
 वथ ा की रर ािा र क द, ाथ वा ी ्द,
 ध ं : कद ं को रदधि कर ा ा व ीव र रा ढ़ा कद ा ि , धव ार ि िं ा िं, कथ धि धल
 ध र क ् कदव र ा र
 ढ़कर ररध  क् ा ील ा र  चं की का् ध क धत को धवकध कर क धल ्िं धल ा किा ी कि की कला

ररध् ध ं र ां की ील ा का धवका िो ा व करवा ं
क् ा कर िं र र  ढ़ धल ं कि र  ािा की ् ा क धल ध क ध क ज़ोर कद ा ा ा
ं वाली ा ूक िं  ् ा व का र ो कर ्द ा क थ धल क धल कक ा ा ा
धव ं र धव ारं क ार ं  ्ाकर की ि ा ा ा  ' ् ी' ीव क धल ूरी ि लकक कक ी ी ा क, कथ धि चं क ा ाथ कर।
ौध क ांकध क ा ं कर िं की ि ा की र ढ़ं 

दीवा ं ्द का िी थ रध ाद कर ु - चं ं क थ ा व ल् का ् र ा
ी ािा ढ़ धल  ्द ंडार ं वधि िो ी ु ररक र ं क वारा ाथ करं ।
ा ्द ल कधव ा ध  “ध रि ं र रं” क ार चं को ा कारी दं
कल र कद धल की  र- ी का ध र ाकर, ं लाल रं करं
र र र कर िो िं 

कक वर क ्वू की ा कर िं, कषा ं ा धिक ाथ करवा
धवध न ा धर ं ं  वर क डकक ' क ू कक की ाथ की ि, क ार ं र ं वारा ् ा क कषा
र त ्द िावरं को ा
िं  कक षी' क ार ं ा ि कक क वारा ंद ध वा ा चं रन
की रकि ा करं |
Page 119 of 126

वध :- का -3,
धवि / धवि :- ा 7:- ्लार क ध रदि , ा 8 :-् ं ध रा ु ा , ा 9 :- 'का ोर
 कि ा की रर ािा र द दािर धि ,धवलो ्द, र ्ां ,

 ध ् :- ् र क धल वरदा ि ा ध ा ? कथ धि धल ं।
 र: ्क ा ी क धल रा थ ा र
 धवध न धवि ं र ारर  रल ाध ं र  र ल क ा् ािा को ि करं

र ां को ढ़कर ाथ कर की ारीकक ं को िं  ो ो ि ाकर ी ा ी करवा
िं  ढ़ी ा री र च कर  ध ा थ ं ो कक ा कक ी धवि र ाथ िो
 चिदी ािा ं धवध न रकार ा ं  ा क ा ं धवि ं को ीव ोिकर ा क व र रदा करं
की ा री को कर ढ़  चिदी ं ी ा ी कर  ा ढ़कर, ल ार का को ि ार ं वारा कषा ं र् करं ।
िं र ं ी ंद ा ं  ् क ीव र ्लाध् क क र ो क
ा ंद, र ् ी रा  कक ा ी ञा क ीव क द्र ाव क ं ाथ करं ।
,ध ्किथ कद को ्त कर वं क ा ोि कं  ल क ा् ल क ि ारी र ाद धववदी की कौ ी ध ाँ रक ु ि, कषा
िं

' ारं क वारा कषा ाथ करवां |
धवध न रकार की ा री  ् ा ''ल ' का ् ीिथक िो क ा ि, --- 'िा ' ा ' ा ', कथ धि र् करं ।
ी किा ी ,कधव ा, ल  'का ोर' ्द क धव ार ् ा ध रक िो रिी ि, कषा ं ाथ करं
कद की ारीकी ां
कर िं कल ररवार व ं त ररवार ं ् र िा ु , ररवार ार ं ा कक कक रकार क
ररवार ं रि िं?
Page 120 of 126

वध :- का -4 ,
धवि / धवि :- ा 10:- ीव िं रा कर ा, ा 11:- ध ां ोल ा ी ा, ा 12:- िाँ धि ा ि
 क ्दं क धल क ्द, िावर व लोकोधत ां

 ध ं :धर ल क,
 ध र को ् कद र ा र
धवध न ा धर ं ं  िावर र लोकोधत ं को  कषा ं धड ो वीधड ो ा री को ा का र ं िो

र त ्दं िावरं कर का र ो कर  क् ा ील ा र थ ील ा को धवकध कर वाली ध धवध ाँ ध ,रोल
लोकोधत ं को क िं कं ्ल,कधव ा ा ंवाद कद िो
 किा ी कधव ा कद ढ़कर  क् ा ील ा ं वधि िो ी  िावर लोकोधत को ीव ोिकर ढ़ा ा ा |
ल की धवधव रीकं र  ि ं का थ कर की ष ा  धव धि रक ी ी ी ावादी ा कारा् क दधिको िं ् ा ा ाधि
धल ं को ि ा िं ् न िो ी

, कथ धि ाथ करं ।
कि र ा ूक  कधव ा को िाव- ाव क ा कषा ं र् करं ।
वाली र ा ं ार  ध ा' क ध िा क ार ं ा कारी द ु , ाथ करं
धरका ं र ् ा री को  ध ा व दरद थ का ् र ा ु , ा थ ाकर , कषा ं ल ां,
ं  ध ल ाड क रि - ि ा - ी , रीध ररवा क ार ं ा कारी लीध ।
 ा ारी / धिला का ् ा , क ार ं ा ं।
Page 121 of 126

वध :- का -5,
धवि / धवि :- ा 14:- क री लो ा, ा 15:-ओ क ंडरा ादल, ा 16:- र ंद
 धव ि रर ािा ा द दािर धि
 ध ं : रारी - वथ
 र : ो ो ा को रा ः काल क र क ला ा ु र
 धवध न ंवद ील दं  ्ाकर क ध क र ो  ् ा क द थ वा कर ु ािा की ारीकक ं को ा

रदि , रो ारी , ढ़ ी ािा की ि ा ी  ढ़ी ा ढ़ा ा री की ि र क धल चं रन ा ं ा चं का रन
ं् ा कद र ा ी  रल ाध ं ल क धल ररर करं
करं को लं  किा ी ं ो धवद ी ारी क ा ्विार कक ा ा ि, ् ा ा कर ा ध ि,
 कक ी र ा को ढ़कर क  रदि की ् ा ा क धव ार र् कर,
् ं र ाथ कर िं ा ा क रध ा ूक िं  ीिथक ' क री लो ा' ी क का् ध क किा ी की र ा
 ाय ् क की ां कर  कद र विाथ िो ो रकध र ा व ीव र का ् ा र ाव ि क ा ि ,
ु धव ि च दं की ां ां,
कर िं 
 कधव ा ं ार धव्दं वाल ्द ा ं र 10 ्द ्व ं ी ा ं।
 र ंद की कौ - कौ ी किाध ा ी ि कषा ं ां र को किा ी
को ् ा ी ध ली ि?
Page 122 of 126

वध :- का -6,
धवि / धवि :- ा 17 :- ा र ाँ , ा 18 :- ो ी, ा 19 :- रदा , ा 20 :- दा ा
 वा् र क द, धवरा ध ्ि,
 ध ं : ीव र िा ारी का ाव (कोधल -19)
 र:धवि ा ् कं ं वा क धल र
 कधव ा क रोि - वरोि  धवध न ंवद ील दं क  ् ा क चं को ्दको क र ो क धल ररर करं

व िं रध ा ूक िं  कषा को ो ि ं ां कर ्दं का चार करवा
 ढ़ी ा री र च  वा् र ्द द को  ध क ध क ्द ी की रि ररर करं
कर ु रन िं ि ा क िं  ् ा व का र ो कर कर ्द ा क थ ा ँ
 ढ़कर ररध  रल की रकि ा  धव री ्व ाव वाल धष ं र रं वाल ् ं क ा ा ु , क ी ा
ररध् ध ं र ां की व िो िं  ल ा क ाद ी ् ा धत क ल र ल ा रात कर क ि, ं धं
क् ा कर िं र र  ाव ा् क ू धव ि क किा ी धल ं
ं वाली ा री ि ा ं 

" ध र ा की ि्व ' ा ु कषा ं ाथ करं ।
धव ं र धव ारं क ार ं ्दको क र ो ्द  क् को ाल ू का ध र ां।
ौध क ािा ं ा कर िं ंडार ं वधि िो ी 

रदा र री क की ध र ा क ार ं ा
ढ़ी ा री र च
कर ु क रन िं
ररव ं ौ द
लोकक ाओ र लोक ी ं क
ार ं ा ा िं
Page 123 of 126

Punjabi (ਪੰਜਾਬੀ)
Page 124 of 126

Academic Calendar cum Syllabus Class 8th Punjabi
pwTkRm vyrvw SRyxI – ATvIN (Class- 8th )
k``Rm smW ivSw isK~x dy nqIjy Xogqw suJweI geI

sMiKAw Time Content Learning outcome. Competancy isiKAw SwSqrI
Sr.No. pRikirAw
Suggestive activities
1. 1-6 hPqy kwPI (kivqw) kivqw dw shI aucwrx lYA- bD kivqw dw b~icAW nMU AiDAwqmk
Aqy AoKy Sbdw dy ArQ aucwrx SuD pVn qy isiKAw Aqy nYiqk
vulr JIl (lyK) bicAW nwl sWJy krn[ bolx dI isiKAw [ mu~lW dI mhqqw [
kSmIr dIAW JIlW dI SuD aucwrx Aqy pwT v~K- v~K JIlW bwry
poVI jwxkwrI, pwT ivc Awey pVun dI Xogqw jwxkwrI krvwauxw
ivAwkrn nWv,pVnwv vDauxw [ nWv,pVnWv dy
Aqy ikirAw SbdW dI audwhrx dy cwrt
pihcwx [ b~icAW rwhIN bxwey
jwauxgy [
grmIAW dI Cu`tIAW
2. 12-14 hPqy AkwlI kOr isMG smwijk jwgrukqw SuD SbdW dI ikrq krn dI rucI
ilAwauxw kivqw dw pihcwx,ivSySx aujwgr krnw [
qvI aucwrx Aqy jbwnI Xwd SbdW bwry jwxkwrI pwT rwhIN qvI dirAw
hyxw [ dw jMmU Sihr ivc
l~dwK dI sYr pwT rwhIN b~icAW dw mhqv dI jwxkwrI [
ldwK dy rihx sihx
bwry jwxU krwauxw [
3. 15-18 hPqy mIAW isMG (jIvnI) b~icAW qoN pwT pVwauxw jIvnI pVnw Aqy b~icAW nMU svY mulWkx
ijMdgI (khwxI) Aqy pu~Cy gey pRySnw dy ilKx dI rucI pYdw Aqy sMpUrx mulWkx
pCwxy jWdy ny auqr pRwpq krxw [ krnI, Su~D rUp ivc duAwrw pRyirq krxw [
Page 125 of 126

Academic Calendar cum Syllabus Class 8th Punjabi
(kivqw) AoKy Sbdw dy ArQ pVnw, SbdW dw nwtk rUp ivc pRdUSn
pRdUSn (lyK) smJxw , imldy juldy vwkW ivc vrqxw, dy hwnIkrk nqIjy
klpnw cwvlw Sbdw dI pihcwx krnw ivAwkrx dI dsxy qy nwtk SYlI nMU
(jIvnI) jwxkwrI [ pRoqswihq krnw [
4. 19-22 hPqy kulPI (khwxI) jIvnI bwry iek not jW dyS BgqI dI Bwvnw b~icAW nMU mhwn lokW
kMD (kivqw) swr krvwauxw [ vDwauxw [ dI sKiSAq dy kIqy
gMxqMqr idvs b~icAW ivc smwijk, kMmW bwry pRyirq
(lyK) rwStrI Bwvnw nMU krnw,rMgmMc rUp ivc
AjwdI (lok khwxI) aujwgr krnw [ nwtk krvwauxw [
b~icAW rwhIN pwT dI
duhrweI [
5. 23-28 hPqy sweIN mIAW mIr AiDAwqmk isiKAw qoN pVnw Aqy b~icAW nMU AiDAwqmk
(jIvnI) jwxU krvwauxw Aqy hr pVwauxw,SuD rUp ivc isiKAw Aqy swihiqk
AvWqIpur dy KMfr Drm leI ipAwr dI ivAwkrx dy SbdW ivSy nwl sMbMiDq
(kivqw) Bwvnw jgwauxw [ nMU smJxw [ swihqkwrW dy ivcwrW
hmswey AMmW jwey swihq nwl joVdy hoey ivAwkrx sMbMdI nMU sWJw krnw [
(lyK) purwxy swihqkwrW bwry Awey pRySnw dy auqr AiDAwqmk isiKAw
hjrq muhMmd (lyK) jwxnw [ dyx dy Xog bxnw [ dyx leI b~icAW nMU
AlV puxy dI aumr ivAwkrx Bwg nMU nwtk rUp ivc mhwn
(lyK) b~icAW qoN krvwauxw sKiSAqW dy guxW qoN
mukqI (lyK) jwxU krvwauxw [
sONq (iqauhwr)
Page 126 of 126

Appendix
Suggestive Calendar of Activities
S.No Date Event Suggested Activity
1. March 8th, 2023 International Women’s Day

Organising skits, Group discussions highlighting
the role of women.
Celebration of Plantation week wherein students

are involved in various activities highlighting the
Arbor Day (Nauroz)-PlantationDay
2. March 21st, 2023 importance of plantation.
Plants like Chinars, Deodars to be planted in the
premises of the school.
Organising Awareness drives, Debates, Painting

nd
3. March 22 , 2023 World Water Day Competitions on the theme of conservation of
Water Resources
Organising debates and discussion about
4. April 2nd, 2023 World Autism Awareness Day
Autism.
Health & Hygiene Camps to be organised in
collaboration with NRHM & nearest Primary
5. April 7th, 2023 World Health Day Health Centres, Community Awareness
programmes, Street Theatre will be some of the
suggestive activities.
Class-wise Competition among students in
6. May 6th, 2023 World Mathematics Day developing mathematical models that make
it interesting to learn.
Inculcate the habit of Social Service among

7. May 8th, 2023 Red Cross Day students, Awareness regarding First-Aid in the
Morning Assembly.
Appx. 1 of 15
8. May 31st, 2023 World Anti-Tobacco Day

Students to be engaged in Anti- Tobacco
Awareness Campaign.
Seminars, debates in collaboration With
Department of Environment. Painting
9. June 5th, 2023 World Environment Day
competitions, poster writing competitions, Rallies
etc will be some of the suggestive activities.
Seminars, debates in collaboration with Drug de-
addiction centers.
10. June 26th, 2023 Anti-Drug Abuse Day Drawing & Painting completion highlighting the
evil caused by drug abuse.
Debates & Seminars, Group Discussions.
11. st Peace & Non-Violence Day Peace is directly proportional to
August 21 , 2023
development.
Importance of sports in physical / mental
fitness. How sports help to inculcate team-
12. August 29th, 2023 National Sports Day
sprit. Awareness about various types of
sports & Games.
Celebration of Teachers day at various levels.
13. th
September 5 , 2023 Teacher’s Day Essay Writing / debate highlighting the role of
Teachers
Commemorating Floods and the courageous

14. September 7th, 2023 Kashmir against Flood Day response of people. Group Discussions on causes
&preventive measures of floods
Awareness about importance of conservation of

15. October 2nd-8th, 2023 Wildlife Week Wildlife with special reference to our local
Fauna.
Appx. 2 of 15
16. Celebrations to reiterate the importance of

November 14th, 2023 Children’s Day
being a child.
17. November 20th - 25th, 2023 School Based Assessment Activities Focus on Self-Assessment, Peer-Assessment
Week and Group Assessment
Celebrating this special day for the Specially

18. December 3rd, 2023 International Disability Day abled classmates to inculcate feeling of empathy
and togetherness.
Schools may organise activities mentioned above and some other Local/National/International events/festivals as
they deem fit for holistic development of the students. Organising such events help students to learn about the
world around them as they grow up in order to become well-informed citizens. It enhances students’ knowledge
about the significance of these days/events and helps to inculcate high morals, values and character in our
students, thereby nurturing their communication and interpersonal skills.
Appx. 3 of 15
Suggestive Ten Bagless Days
Bagless
Day Description
1 Activities like Painting/ Art & Craft/ Photography/ Cooking/ Stitching/ Kite Making/ School
Elections, etc.
2 Exposure Visit to Sericulture Unit/ Vermicompost Unit/ Industrial Area/ Historical Places/Museums,
etc.
3 Gardening: Teachers and students in collaboration to grow some vegetables for mid-day meals.
4 Games and Sports activities like, Hurdle race/ running backward/ Hopscotch, etc.
5 Exposure Visit to University/College/Sainik School/ Medical College/ NIT/ Court/ DC Office, etc
6 TLM development activities
Speak up Day:
7 a. Activities to articulate ideas in simple, clear and appropriate words. Teachers can take help of
some famous media personality
b. Speak up the changes, you want in your school/ locality, etc.
8 a. Meeting most experienced and successful personalities of the locality
b. Be a journalist and highlight the issues of your area
a. Taking proper care of other people, animals and nature

9 b. Local and seasonal vegetable stall
c. Survey: like area of the school, type and number trees in your school, buildings, classrooms,
labs, students’ gender-wise and class-wise, teachers, subjects, book category and number, etc
10 Meet a Professor/Doctor/Journalist/Engineer/Social Activist/Judge, etc.
Note: The Head of the Institution in consultation with subject teachers shall decide the appropriate day, date and activities for 10 bag-less days.
Appx. 4 of 15
Student Assessment & Evaluation Scheme (SA&ES)
Preparatory Stage (Class – 8th)
Stage/Class Duration Scheme of Assessment
School Based Assessment (SBA) shall be conducted

by respective HoS at school level. However, Year
End Assessment (Summative Assessment) shall be
Class 8th 1 Year
conducted at Complex Level under the supervision
of DIETS and uniform Assessment Tools shall be
provided by SCERT through DIETs.
Appx. 5 of 15
Criteria for Evaluation Formative / Summative Assessment:
Object Marks Procedure
Level of preparation & Progress of the
child has to be evaluated by subject
teacher by conducting (I-VI) Tests/
I Formative Assessment 30
Sessional throughout the year as per
School Based Assessment.
(@ 5 marks per Sessional)
20 Detailed description of activities with
II Co-curricular Component
criteria points is appended*
50 External Year End Assessment
III Summative Assessment
tool/Question Paper shall be of 50 Marks.
Qualifying criteria will be as per the
prescribed examination norms/
guidelines.
Total (I+II+III) 100
However, student is required to qualify
with 33% marks in each assessment
(FA/CC/SA).
The design of progress card shall be notified separately.
Appx. 6 of 15
*Description of Criteria Points for Co-Curricular activities:
Object /Activity Criteria Points
Preparatory Stage: (Class 8th)
1 Physical Activities, Sports Yoga, etc 4
Participation in School Activities:
i. Recitation
ii. Discussion
2 4
iii. Debates
iv. Role Playing
v. Morning Assembly ,etc.
Attendance and Discipline

i.>75 upto 85% (1 Marks)
3 ii.>85% upto 100% (1 Marks) 4
iii. Discipline (2 Marks)
(Note: Attendance a minimum of 75% is mandatory)
Cultural and Creative Activities

i.Art
4
ii.Music
iii.Painting and Others.
5 Health and Hygiene 2
6 Environmental Awareness /IT Awareness 2
Appx. 7 of 15
Marks shall be reflected on a 5-point Grade scale as under:
Percentage of Grade
Grade
Marks Point
A+ >85% upto 100% 10
A >70% upto 85% 8.5
B >55% Upto 70% 7
C >40% Upto 55% 5.5
D >33% Upto 40% 4
Appx. 8 of 15
Formative Assessment Marks :30
Guidelines:
 Formative Assessment shall be conducted throughout the academic session as per School Based Assessment.
 Any format can be used or developed for carrying out an assessment activity but it must include Learning Outcome,
Assessment technique and tool besides assessment activity.
 All the assessment activities need not to be recorded.
 A portfolio of the significant assessment activities which reflect the child’s progress throughout the academic session
shall be maintained by the teacher in collaboration with Parent/Caregiver and the Child.
 Report of these significant assessment activities is to be maintained in the given format given at Table-2. Suggestive
Assessment Activity Format”.
 Six recordings of these activities shall be reflected in the given Child’s Progress Table.
 Portfolio of a child shall contain General Information, Significant Assessment Activities, Assessment Activity Reports
and Child’s Progress Table.
 At the end of the academic session, achievement for all the learning outcomes, which Child’s Progress Table clearly
reflects, is to be quantified to marks out of 30.
 Final achievement of a child for some learning outcome is to be considered for evaluation. For example, if child A in
Recording 1 got ‘Sky’ level and child B got ‘River’ level but in Recording 3, both the children got ‘Sky’ level for the
same learning outcome(s), they must be given same marks.
Appx. 9 of 15
1. GENERAL INFORMATION
(To be filled by the teacher in consultation with caregiver/parent)
Name and Address of the School:…………………………………………………………………………………………………………………………………………
UDISE Code:
Name: Roll No.
Registration No.: Class: III Section: Date of Birth:

Photograph
Address:
Phone:
Mother’s Name: Mother’s Education: Mother’s Occupation:

Father’s Name: Father’s Education:
Father’s Occupation: Number of siblings: Siblings age:
Mother Tongue: Medium of Language: Rural/Urban:
MEDICAL HISTORY
Information Remarks Specific Comments
 Yes, please explain

Has the child been a patient in ahospital?
 No, please skip

Example: My child was in hospital because of car accident. When:
2 years old

Is child taking any medicines?
 No, please skip

Name of the medicine: Dosage:
Outside or Indoor allergies
Does child have an allergic reaction?
Food Allergies (for example: peanuts, milk, wheat …) Reaction due to allergy:
 No, please skip
Medicine or shots (immunization). (Please list below.) Example- runny nose
No, my child has no allergies that I know of.
Ear infections, Nose problems, Eye problems, Hearingproblems, Mouth or
Medical problems if any that thechild has ever throat problems, Diarrhea, Constipation, Muscle and bone problems, Please specify
had? Sleeping
problems, Breathing problems
Appx. 10 of 15
ATTENDANCE
MONTHS APR MAY JUNE JUL AUG SEP OCT NOV DEC FEB MAR TOTAL
Working Days
Attended
Attendance Percentage
2. SUGGESTIVE ASSESSMENT ACTIVITY REPORT
ACTIVITIES TO ASSESS THE

SUBJECT Learning Outcome(s) LEVELS OF PROFICIENCY
Learning Outcome(s):
 The learner identifies simple features (e.g., movement, at
EnvironmentalScience
places found/ kept, eating habits, sounds) of animals and
(Class 3) birds) in theimmediate surroundings
*Feedback from Parent/Caregiver:
Suggested Activity:
A Visit to Zoo/ National Park/ Wildlife Sanctuary
1. List the name of animals seen in the Zoo/ National Park/ Wildlife
Sanctuary.
2. Draw any one animal?
3. Categorize these animals based on; ears can be seen, ears cannot be
seen, has hair on skin or has feathers on skin
4. Which of the animals lay eggs?
5. Have you seen any of those animals aroundyour house or
school?
6. Have you kept any pets at home?
Appx. 11 of 15
Note:
1. Observe the learner’s sensitivity and attitude towards animals,

birds and the place. Help him/her to articulate creativeideas
regarding caring of animals, etc.
2. Let the learner enjoy the nature and do not force her/him to *Feedback from Teacher
note down everything. You can carry the assessment activity
at the end of the visit.
Rubric
 Awareness
Sky: Is fully aware about the animals and theirsimple features.

Mountain: Shows interest in gaining awareness about the animals
and their simple features.
River: Has little awareness about the animals and their simple
features.
 Sensitivity
Sky: Is fully or mostly sensitive towards animals. Mountain: Shows
interest in being sensitive towardsanimals.
River: Is little insensitive towards animals. .
 Creativity
Sky: Is creative and original with good observationand draws A: Awareness
animals same as reality.
Mountain: Shows creativity in drawing animals and has apotential to
S: Sensitivity
improve. C: Creativity
River: Displays lack of creativity and interest.
* The rubric has been taken from Holistic Progress Card (HPC) - NCERT.
Appx. 12 of 15
3. Child’s Progress Table Example
Recording of
Assessment Proficiency Level Assessment Descriptive summary of
Activity Reports Learning Outcomes Achieved By learner’s development
(Gathering of (Write NA, if not (Teacher, during the month
evidences of assessed) Self or
Child’s Progress) Peer)
1. Groups birds, animals according to Awareness: Sky The child is aware of the
differences/ similarities using Sensitivity: Mountain immediate surroundings
Teacher
different Creativity: NA and engages
senses himself/herself deeplywith
2. Shows sensitivity for plants, animals, the the environment. S/he
elderly, differently abled and diverse Awareness: Mountain shows positive attitude
family set ups in Sensitivity: Sky Peer towards animals, plants
surroundings Creativity: River and humans. S/he values
Recording 1
water as a precious
Awareness: resource and keeps it
3. Describes availability of water, its use Mountain clean.
at home and surroundings Sensitivity: S/he does not share ideas
Teacher
Mountain or ask questions.S/he
Creativity: needs encouragement and
Mountain words of motivation.
Recording 2
Recording 3
Recording 4
Recording 5
Recording 6
Marks:
Note: 10% to 17% of the assessment activities shall be assessed through peer assessment.
Appx. 13 of 15
Formative Assessment
Assessment for Learning
It occurs during, rather than after, the teaching-learning process as it has its primary focus on the ongoing
improvement of learning for all students.
(a) Assessment is school-based and integral to teaching-learning: For long, assessment has been
considered to be term-end or process-end activity believing that pressurizing and exposing children to
frequent examination and comparing them with the high achievers incites them to perform better. As a
school-based activity integrated with the teaching- learning, it helps in doing away with examination-
related fear, anxiety or trauma.
(b) Multiple evidence-based: As no single strategy of assessment is capable of providing complete information
about a child’s progress and learning, it needs to be multiple evidence-based to make it free from biases or
distortion. This requires tapping different sources to collect information as evidence.
(c) Assessing learning progress holistically: It includes assessment of all aspects of students’ personality,
i.e., knowledge, performance, skills, interests, dispositions and motivation using a range of activities that
the child participates in both inside and outside the classroom for making assessment comprehensive.
(d) Sensitive to individual learning needs: This requires identifying individual and specific needs of all children
(including those with special needs and from the marginalized groups). Teachers may design and use a range of
resources and activities suited to the learning needs (learning pace, style, level and other special needs or
required accommodations) of children and use the gathered information to address their needs. The teachers’
responses to the students’ needs are to be provided sensitively.
(e) Serves to observe changes in learning progress over time: Assessment for learning goes along with
the teaching-learning process in a continuous manner. The manner and modalities, however, may vary.
Teachers map the students’ progress on the processes of learning based on evidence collected using
information from individual or group tasks through self or peer assessments. Observations of changes
taking place in the children’s learning progress are made on a continuous basis that are recorded as per
the needs to develop the profiles of children.
(f) Helps teacher review and modify the teaching-learning: It helps the teacher to probe what a child
can or cannot do and explore the reasons behind the learning gaps. After understanding the students, their
level of learning and the reason behind gaps, the teacher may adopt or adapt her/his teaching-learning to
intertwine this correctional review with the instruction to regulate it to help children progress and improve
their learning.
(g) Helps to address learning gaps: After observing the gaps and determining the possible causes, the
teacher needs to build logical connections between the existing and the new knowledge. This requires
teachers to give children feedback that is specific, timely and clearly stated to scaffold their learning so as
to improve it further.
Appx. 14 of 15
Assessment as Learning
(a) Collaborative and participatory approach: The approach involves students as partners in planning,
transaction and assessment of the teaching-learning process and thus, includes giving and receiving feedback by
both students and teachers. It fosters healthy teacher-pupil and pupil- pupil relationships through teacher-
supported, peer and group learning. It encourages active engagement of students in the process of teaching-
learning and assessment to enhance learning by providing an opportunity for dialogue and feedback between
teacher and student. Involving children by giving more and more opportunities in planning, conducting and
evaluating different tasks, helps build skills of self and peer assessment among them which, in turn, reduces
teachers’ burden to a large extent. Children facilitate them by taking responsibility of assessing their own work,
their peers’ work and promote collaborative learning by helping each other learn. Help from parents or guardians
can be sought in this process as they can also contribute meaningfully towards the progress of their wards.
(b) Helps children seek resources of knowledge: Assessment as learning builds capacity of students to
absorb new ideas and place them in larger contexts, evaluate their own and their peers’ work
against well-defined criteria or learning goals. This helps students build skills for learning in their
lives. It also occurs during teaching-learning process. After identifying their strengths and gaps in
learning, children themselves may plan and make efforts to look for the suitable resources to seek
further knowledge in order to address the gaps or further move on to enhance their learning.
Opportunities for self and peer- assessment and reflection, provided regularly during the process of
assessment for learning, allows children to reflect, build connections between past and new learning,
critique their own work and seek resources for new knowledge and, thus, take self- corrective
measures to learn and progress.
(c) Building skills of learning to learn among children: Out of the three purposes of assessment,
‘Assessment as Learning’, helps imbibe skills of learning to learn and lifelong learning among children
and, therefore, is the most crucial component of assessment under SBA. Helping students understand
their own learning to develop appropriate strategies for learning to learn and seek resources to
enhance themselves, fosters child’s self- confidence and helps develop abilities for lifelong learning,
which is one of the prime goals of education.
Appx. 15 of 15
Academic Calendar-Cum-Syllabus – 2023-24
This syllabus has been designed in order to provide students a

broad and balanced understanding of subjects, to enable them to
communicate effectively, analyze information, take informed
decisions, construct their worldview in alignment with constitutional
values and move ahead in the direction of becoming productive
citizens. The focus of current syllabus is on the development of 21st
century skills in settings where each student feels independent, safe
and comfortable with the learning. To achieve this aim, it is
extremely important that children acquire adequate knowledge and
skills in other core areas like Health and Physical Education, Life
Skills, Value Education, Art Education, Work Education and other
Co-Scholastic areas. The syllabus will help teachers as well as
students to plan accordingly for achieving the desired learning
competencies.
State Council of Educational Research & Training

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Published by: JK-SCERT

7. Dogri 111 – 116

8. Hindi 117 – 123

9. Punjabi 124 – 126

(i) Suggestive Calendar of Activities Appx. 1

(ii) Suggestive 10 Bag-less Days Appx. 4

(iii) Student Assessment & Evaluation Scheme Appx. 5

(iv) Formative Assessment - Guidelines Appx. 9

 The teacher will introduce the topic by doing any

(e.g., based on the text /

 A role-play to be organized in the class for better

understanding of the given lesson.

 Roleplay on Global Warming.

 Group discussion about the various environmental

ENG815: reads, compares &

comprehension /inference social evil.

 Reading  Ask students to prepare speeches on their favourite

5. Polo- The King of Games

ENG810: participates in  Listening &  Dramatization of different characters of the story.

 Reading  Debate/skit on the main ideas of the story.

sequence of ideas and

ENG817: reads a variety of

 Communication  Organize a rally with placards displaying the

 Reading skill  Assign a project on quotations and proverbs related

 A skit on the hazards of polythene to be conducted in

 One by one recitation of the poem to be done by the

different events such as,

 comprehension  One by one recitation of the poem to be done by the

 Group discussion to be held on various ideas present

9. Porus and His Elephant

the rhyme scheme of the poem.

 Fluency  One by one recitation of the poem to be done by the

 Group discussion to be held on various ideas present

 Fluency  One by one recitation of the poem to be done by the

 Group discussion to be held on various ideas present

11. Prayer for Strength

different events such as,

 Listening &  Roleplay to be organized on love for humanity.

contrasts, thinks critically

encircle the similes & underline metaphors given in

 Reads with  A debate to be organized on the theme ―Paradise Lies

 Group discussion to be held on various ideas present

 Divide class into groups and ask them to write the

contrasts, thinks critically

 Listening &  A debate on diversity of religions depicting respect for

contrasts, thinks critically

 Fluency  One by one recitation of the poem to be done by the

17. Summer And Winter

 Students be divided into groups and asked to discuss

 Reading  Ask students to listen imaginary cum real stories

ENG816: infers the meaning

of unfamiliar words by groups and asked to use dictionaries or to browse

20. Colours of Rainbow

 Divide the students into groups and ask each group

 Divide the students into groups and ask them to

sequence of ideas and

 Communication  A skit on the main characters of the play to be

22. A strange Trial

Selected Learning Outcomes for Summative Assessment Class

Design of Assessment for Class-VIII