Learning Outcomes for Social Science

Introduction
The domain of Social Science forms an important part of general
education. At the secondary stage, social science includes
diverse concerns of society and encompasses a wide range
of contents drawn from the disciplines of history, geography,
economics, and political science. The contents of the subject
area include a broad understanding of human interactions
with natural and social environment across time, space, and
institutions. It is necessary to recognise that Social Science
lead students to methods of scientific enquiry, which are
distinct from the natural and physical sciences. Social Science
curriculum promotes human values namely, freedom, trust
and respect for diversity. Social Science education provides
opportunities for children to critically reflect on social issues
having a bearing on individual and social well-being. This
subject also inculcates other values such as, empathy, equality,
liberty, justice, fraternity, dignity, and harmony.
Every discipline in Social Science has its own method of
investigation for arriving at conclusions through understanding,
analysing, evaluating, and applying a logical and rational
approach to understand the cause and effect relationship of
events, processes, and phenomena.
For an enabling curriculum in Social Science, certain themes
which facilitate inter-disciplinary thinking are included. Social
Science provides ample scope of enquiry by raising questions
like what, where, when, how, etc., that help learners acquire an
integrated perspective within as well as across subjects, thereby
strengthening the inter-disciplinary approaches. To take an
example, themes like agriculture, development, disaster, etc.,
can be studied from the perspective of History, Geography,
Economics, and Political Science.
Social Science sensitises learners to appreciate the rich and
diverse cultural heritage of the country. Learners take pride
in valuing the contributions made by known and less known
individuals and events in India’s struggle for independence.
Social Science helps learners to recognise the importance of
sustainable development with an emphasis on preservation and
conservation of our natural resources and to meet challenges
related to social problems and natural calamities. Social
Science helps in understanding the importance of resources,
their equitable distribution and utilisation to achieve economic
growth. Social Science inculcates democratic principles,
citizenship values, rights, and duties from local, national,
and global perspectives. Building conflict resolution skills and
 strengthening peace building processes are other focus areas.
These help to promote sensitivity and empathy towards gender,
marginalised sections such as, SCs, STs, and persons with
special needs.

Curricular Expectations
At this stage learners are expected to:
y recognise the relevance of the domain of knowledge
in establishing interlinkages with natural and social
environment;
y classify and compare the cause and effect relationship in the
context of occurrence of events, natural and social processes
and their impact on different sections of the society;
y explain concepts like unity in diversity, democracy,
development, diverse factors and forces that enrich our
cultural heritage;
y discuss the need to evolve plurality of approaches in
understanding natural and social phenomena;
y demonstrate a variety of approaches on integration and
interrelation within and across disciplines;
y identify spatial variability of events, processes, and
phenomena in the contemporary world;
y identify democratic ethos, equity, mutual respect, equality,
justice, and harmony;
y demonstrate skills of observation, enquiry, reflection,
empathy, communication, and critical thinking;
y create awareness and sensitivity towards environmental
issues, sustainable development, gender disparities,
marginalised section of the society and persons with special
needs; and
y illustrate concepts related to different subjects with the
help of technology.
The Social Science learning outcomes for Classes IX and X
each are broadly grouped into 12 broader areas. Each area
(given in bold letters) deals with a similar set of competencies
and includes a few learning outcomes linking the contents
on the basis of the nature of Social Science. Some learning
outcomes appear commonly in both Classes IX and X.
Teachers can work with these using different examples. These
are developed keeping in view their importance and contents
in different social sciences. The concepts, historical events,
places, names, and dates are used to exemplify the learning
outcomes. They can be changed by the states depending on
their Social Science syllabus.

52
Learning Outcomes at the Secondary Stage
Class IX
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y observe political map of India or on y recognises and retrieves facts, figures
School Bhuvan portal NCERT, mark and narrate processes, for example,
with reference to location, extent, ƒ locates places, states, union
shape, size, etc., of States and UTs. territories, and other physical
y discuss and verify the information features on the map of India.
about the States and UTs from other ƒ recognises and describes different
sources, like the website of other states, physical features, types of forests,
textbooks, atlas, models, etc. seasons, etc.
y engage in projects to collect information ƒ describes important terms in
about States and UTs in terms of Geography such as, standard
languages, food, dress, cultural meridian, drainage basin, water
traditions, etc. divide, monsoon, weather, climate,
y select the works of eminent thinkers flora, fauna, population density, etc.
like Jean-Paul Marat, Jean Jacques ƒ estimates annual growth rate.
Rousseau, etc., and study the influence ƒ defines simple economic terms such
of their works on the outbreak of the as, poverty, literacy, unemployment,
French Revolution. head-count ratio, food security,
y take part in discussion of the important exports and imports, etc.
political terms and concepts, such as, ƒ lists various factors of production.
martial law, coup, veto, and referendum
ƒ recalls names, places, years of
to recognise democracy as well as
some important socio-political and
dictatorship.
economic events that changed India
y discuss the details of: (a) the time when and the world, such as, the American
universal adult franchise was first Revolution, French Revolution,
provided to the citizens and (b) how the Russian Revolution, and the Freedom
end of colonialism took place. Struggle of India.
y collect information and discuss the ƒ locates places of historical importance
process of the making of the Indian on maps.
Constitution.
ƒ describes economies and livelihoods
y collect the details of different factors of a few social groups.
of production like land, capital,
ƒ describes political terms and
and human resources from their
concepts associated with democracy
surroundings.
and dictatorship, such as, free
y visit a nearby ration shop, collect and and fair election, freedom of
compare the prices of items available expression, independent judiciary,
with the local market and discuss the accountability, rule of law, etc.
reasons for the differences.
y analyse the role of cooperatives in food
security.
y explore various resources including
the e-content on poverty, food security,
human resource development, etc.

53
Learning Outcomes for Social Science
 y discuss how poverty line is estimated y classifies and compares events, facts,
especially from the view point of social data, and figures, for example,
scientists. ƒ classifies physical features in the
y gather information about physical surroundings and compare them
features in their surroundings and with physical features of other places;
discuss about these features with peers; ƒ compares different data, such as,
visuals related to other physiographic population and rainfall;
divisions may be shown and their ƒ compares the course of events leading
features may be explained to them. to important revolutions in the
y show different physiographic divisions world such as, French and Russian
and data to look out for the similarities Revolutions;
and differences. ƒ distinguishes different types of
y use tactile maps and models to classify governments operating across the
physical features of India. world;
y collate the views from different ƒ compares levels of poverty and
secondary sources of Desmoulins and unemployment across Indian states;
Robespierre to know how each one ƒ compares different monarchies of
of them understands the use of state contemporary times like United
force. What does Robespierre mean by Kingdom, Saudi Arabia, and Bhutan.
‘the war of liberty against tyranny?’
How does Desmoulins perceive liberty?
y gather information about Constitutional
Monarchy of France from different
sources.
y discuss different monarchies of
contemporary times like United
Kingdom, Saudi Arabia, and Bhutan.
y develop timeline on significant events
related to the outbreak of the French
and Russian Revolutions. In connection
with France, some events that can
be displayed in the timeline are —
Constitutional Monarchy, Declaration
of Rights of Man, on becoming a
Republic and the Reign of Terror. The
students can add more information in
this timeline on the French Revolution.
y study features of different types of
government and discuss.
y design a group project on social
exclusion as well as poverty.
y interview vendors selling vegetables,
newspaper; milkman, laundress (at
least 10 people). They may be guided
to develop simple questions and draw
inference from information collected in
the survey.

54
Learning Outcomes at the Secondary Stage
y explore various rivers, find details y explains cause and effect relationship
of their origin, course of river, major between phenomena, events, and
cities, industries on the banks of a their occurrence, for example,
river; discuss how river affects the lives ƒ examines factors causing pollution
of people in cities leading to pollution and their impact on people’s lives;
of rivers. ƒ explains factors affecting course
y work on group projects in which they of a river, climate, population
can collect information from various distribution, flora and fauna of a
sources, such as, books, magazines, region.
newspapers, internet, elders, and plot ƒ explains the causes and effects of
the river and associated findings on a various revolutions.
map and prepare a report.
ƒ illustrates how different social
y work with tactile maps particularly by groups coped with changes in the
the children with special needs (CWSN). contemporary world and describe
y identify social, economic, and political these changes.
causes that led to the Russian ƒ explains the difference between
Revolution in 1905; use a variety of revolution and social change.
teaching aids like a flow chart, power
ƒ outlines the formation of democratic
point presentation, newspaper clippings,
governance in different countries of
etc., belonging to that period (1905).
the world.
y locate the places of French and Russian
ƒ explains the process of change in
Revolutions on an outline map of the
democracies.
world.
ƒ identifies democratic rights of Indian
y participate in a discussion on the fall of
citizens and constitutional values
Monarchy in February 1917, workers,
such as, democracy, justice, liberty,
strike, refusal of peasants to pay rent
equality, etc.
and activities of different political parties
ƒ explains causes and impacts of
such as, Liberals, Social Democrats,
and Social Revolutionaries. economic issues such as, poverty,
landlessness, and food insecurity.
y discussion may be initiated on the
ƒ analyses the impact of social
concepts of revolution and social change.
exclusion and vulnerability.
y elucidate the idea that some revolutions
like the French and Russian were
results of blood shed.
y discuss peaceful revolutions, such as,
industrial revolution; Green, White and
Blue revolutions in India.
y collect current statements from media
and from other sources and discuss the
measure of success of democracy.
y collect and discuss information about
democratic countries of the world
and their history of establishment,
conditions under which those
governments got established.
y discuss democracy as a government of
the people, by the people, and for the
people by engaging with some examples.

55
Learning Outcomes for Social Science
 y discussion may be held on the
newspaper clipping or the teacher may
provide data from government report
on poverty, food security, etc.
y familiarise with major climatic controls y analyses and evaluates information,
— latitude, altitude, pressure and wind for example,
systems, and distance from the sea and ƒ analyses different types of climate
discuss how they affect the climate of found in different regions of India
various geographical regions. and the world.
y discuss how the climate of hilly regions ƒ examines factors leading to
is significantly different from the plains. deforestation.
y look for and use a variety of primary and ƒ outlines or assesses the working of
secondary sources, such as, written Indian Parliament and the judiciary.
records, oral accounts to investigate ƒ analyses historical trends in
themes like factors responsible for important developmental indicators,
deforestation in the past in different such as, literacy and poverty.
regions of the world including India ƒ assesses the impact of important
during the colonial rule. government welfare programmes
y discuss different Forest Acts in India — which aimed at (a) poverty alleviation;
Forest Act of 1865, its amendment in (b) ensure food security; (c) generate
1878 and 1927 and its impact on forest self-employment; and (d) provide
dwellers and the village community. healthcare facilities.
y collect visuals, newspaper clippings,
posters, leaflets, videos, memorabilia,
writings, albums, and speeches of
Hitler on the rise of Nazism and discuss
how Nazism led to the genocidal war
that resulted in the killing of innocent
civilians like the Jews, Gypsies, and
Polish.
y organise mock Parliaments and
court proceedings in which various
democratic rights can be the subject.
y show visuals associated with famines
and present OMT (one minute talk).
y correlate different maps, for example, y interprets, for example,
physical features and drainage, ƒ maps of river systems in India,
physical features and population. physiograph, and population
y opportunities may be provided to distribution
explore and overlay various maps on ƒ maps of movement of goods and
School Bhuvan NCERT portal. people from India to the rest of the
y use atlas maps for understanding world
various concepts. ƒ texts and symbols which stand for
y demonstrate skills of locating places liberty, equality, and fraternity
associated with different revolutions
like French and Russian.

56
Learning Outcomes at the Secondary Stage
y explain the changes of geographical ƒ cartoons
boundaries of places in the past and ƒ photographs
present and the reasons that have led ƒ posters
to it. You may link this with the theme ƒ newspaper clippings related to socio-
in the syllabus or textbooks. political issues
y study various symbols that depict ƒ pie and bar diagrams of data related
roads, railways, buildings, monuments, to agricultural production, literacy,
rivers, etc., on an outline map of India poverty, and population
and the world. This may be used as per
the theme under study.
y interpret information from an
orthophotomap and compare it with
reality.
y use India’s political map to
demarcate states and parliamentary
constituencies.
y use India’s map of the states to identify
and colour the following: (i) high
and low poverty (ii) levels of literacy
(iii) production of food grains and
interpret in terms of reasons for the
above differences amongst the states.
y choose photographs of persons engaged
in different occupations in rural and
urban areas and categorise into three
sectors of the economy.
y compile data from their surroundings
and Government reports on
(i) unemployment existing in urban
and rural areas (ii) poverty existing in
different states.
y use tables to represent data on literacy
rates, production of food grains and food
insecurity with respect to population
and interpret them in terms of well-
being of the masses.
y construct and convert tables into bar
and pie diagrams.
y explain from the newspaper clippings
or the teacher may provide data
from Government report on poverty,
food security, social exclusion and
vulnerability, their causes and impact
on the society.

57
Learning Outcomes for Social Science
 y develop bar/pie diagrams and also be
able to plot the data in the diagram, e.g.,
population data, natural vegetation,
etc.
y correlate topics with other disciplines, y draws interlinkages within Social
for example, how various passes in the Science, for example,
north and seaports in the south have ƒ explains inter-relationship between
provided passages to the travellers and various passes and sea ports in India
how these passages have contributed in for trade and communication since
the exchange of ideas and commodities historical times.
since ancient times. ƒ examines the geographical importance
y discuss on deforestation in the colonial of electoral constituencies.
period and their impact on lives of ƒ analyses food security as a component
forest dwellers; link deforestation with of agriculture.
geographical aspects, such as, the ƒ analyses the linkages between
extent of land covered under forest in population distribution and food
the colonial and contemporary times. security.
y discuss how the Forest Acts in the past ƒ explains inter-relationships among
and in the present influence various livelihood patterns of various social
tribal communities including women. groups including forest dwellers,
y study a few political developments economic development, and
and government decisions and look environmental conservation.
at them from the point of view of
geographical importance and electoral
constituencies.
y read the history of democratic
movements in various countries by
underlining the geopolitical importance
of countries.
y study historical events of 1940s and
the making of the Constitution of India
during 1946–49.
y focus on the issues of land and
agriculture as part of the resources in
geography with topics such as, factors
of production and food security as a
component of agriculture.
y see linkages with political dimensions
to highlight citizens, rights in a
democracy and human beings as an
asset for the economy.
y show movies and documentaries such
as, 3 Shades, Mirch Masala, Manthan
and link them with low income and
poverty which can then be followed
by discussion in classroom on conflict
between economic development and
environmental conservation.

58
Learning Outcomes at the Secondary Stage
y read the National Population Policy y identifies assumptions, biases,
2000, and discuss its content related prejudices, and stereotypes about
to adolescence. various aspects, for example,
y use historical sources to comprehend ƒ texts
the difference between fact and fiction ƒ news items
when they read the literary works of ƒ visuals
different authors. ƒ political analysis
y assess novels, biography, and poems ƒ people in different geographical
composed at different points of our regions of India
historical past. ƒ important government welfare
y use pictures, cartoons, and newspaper programmes
clippings to find out and discuss
assumptions, biases, and prejudices
of various people. Teachers may guide
learners to recognise the difference
between facts and opinions using
illustrative examples from socio,
political, and economic aspects.
y explore and construct the holistic picture
of the period under study using other
sources such as, archaeological remains,
official records, and oral accounts.
Discussion may be initiated on the
following questions:
y what is the source about?
y who is the author?
y what message can be extracted?
y is it relevant/useful?
y does it explain the event in totality?
y develop understanding that historical
recorders are not free from subjectivity.
y dramatise from the examples of the
French revolution on Olympede Gouges
on her protest against excluding women
from the Declaration of Rights of Man
and Citizen, highlighting the bias that
existed in this historic document.
y watch and note down the statements
of politicians appearing regularly on TV
or the newspaper articles on various
issues and incidents. Teachers may
also provide examples, and may also
take students’ own views on an issue
to point out assumptions, biases,
prejudices, and stereotypes.

59
Learning Outcomes for Social Science
 y list the details of wages paid to the
males and females engaged in their
area and discuss whether differences
exist, if any, reasons may be provided.
y analyse different government schemes
to ensure food security, employment
generation, promotion of health, and
education in their area.
y ask questions to understand the y demonstrates inquisitiveness,
mechanism of monsoon for example, enquiry, i.e., pose questions
how do the effect of differential heating related to —
of land and water, shifting of Inter ƒ geographical events such as, the
Tropical Convergence Zone (ITCZ), mechanism of monsoon and causes
El Nino and jet streams influence of natural disasters.
monsoon? ƒ impact of green revolution in India
y use enquiry skills to collect a variety and their own area.
of primary and secondary sources; ƒ legacy of French Revolution in India
recognise the difference between fact and the world.
and fiction. Gather information from
archaeological remains — official and
oral records, print and multimedia
materials, to show how the ideals of
freedom, equality, liberty, and fraternity
motivated political movements in
France, in the rest of Europe, and
in various anti-colonial struggles;
projects, posters, and models can be
prepared on themes drawn from them
in groups and in pairs.
y collect the details on various topical,
political, social, or any other local issues
from different newspapers, magazines
and books. Compare different views
about the same issues.
y explain a particular economic problem y constructs views, arguments, and
showing vulnerability faced by the ideas on the basis of collected or
disadvantaged groups. given information, for example,
y analyse materials on green revolution. ƒ people and their adaptation with

y find out the details from data and different climatic conditions.
experiences for example, (a) how does ƒ oral and written accounts of living

the relief of a place affect the population historical legends.

distribution?; (b) how do climatic ƒ people as a resource.
conditions of a region affect the natural
vegetation of a place?
y get engaged in a role play on topics
such as, Project Tiger and protection of
rivers and discuss the relevance of tiger
protection in India.

60
Learning Outcomes at the Secondary Stage
y record or gather (from the internet) the
interviews of living legends who have
experienced trials and tribulations of
Nazism.
y show e-content and analyse case studies y extrapolates and predicts events and
related to the quality of population. phenomena, for example,
y gather information related to weather ƒ weather
and population, from different sources ƒ pollution and diseases
such as, daily newspapers and analyse ƒ famine and poverty
recorded data and information.
y design a role play on the French
Revolution and play the role of clergy,
nobility, merchants, peasants and
artisans; concluding remarks, drawing
assumptions of the feelings of each
class can be given by facilitators of
each group.
y collect information on the famines in
India, explore the causes behind the
famines in the colonial period.
y discuss what would have happened
if such famines reoccur in post-
independent India. Also discuss the
preventive measures.
y identify the factors causing a problem y illustrates decision-making and
and decide creatively and critically to problem-solving skills, for example,
arrive at solution(s) relating to river ƒ mitigating the impact of water
pollution, population growth, protection pollution
of flora and fauna, etc. ƒ conservation of resources
y engage in a class debate on the topic ƒ problem of food shortage
—whether the use of violence for
ƒ avoid hunger and famines in India
addressing different forms of human
ƒ deciding on the appropriateness of
rights violation is the appropriate
approach or not. resources in historical events and
developments
y plan and participate in extra-curricular
activities, daily chores in the
school, sports, cultural programmes
which require problem-solving and
decision-making skills.
y collect newspapers and magazines to
show the impact of the concentration of
resources in the hands of few.
y illustrate the cause and impact of
inequality in terms of distribution of
resources between the rich and the poor. y shows sensitivity and appreciation
y participate in group projects to recognise skills, for example,
the values of flora and fauna, disaster ƒ empathises with differently abled and
preparedness and waste management other marginalised sections of the
projects. society, such as, Scheduled Tribes

61
Learning Outcomes for Social Science
 y participate in activities that require ƒ appreciates political diversity
conservation of environment (plants, ƒ appreciates cultural diversity
water bodies, etc.), water disputes — ƒ appreciates religious diversity
interstate and across the border and
promote nature-human sustainable ƒ recognises language diversity
relationship. ƒ recognises social diversity
y raise questions to secure healthcare, ƒ emphathises with the people who
education and job security for were affected by wars, holocaust,
its citizens; people from different natural and human-made disasters
communities be invited to make ƒ recognises how physical and mental
presentation on improving these issues. violence leads to immense suffering
y collect and compile a variety of resources of human beings
such as, films, audio visuals, and ƒ demonstrates or exhibits sense
photocopy of records, private papers, of citizenship such as, observing
and press clippings from the archives hygiene and cleanliness, punctuality,
including original speeches of leaders follow rules, etc.
associated with different historical
events.
y construct projects on themes like
Nazism and tribal uprisings.
y discuss the strategy of satyagraha
and non-violence adopted by Gandhiji
in achieving Independence of India;
discuss different movements in the
freedom struggle where satyagraha
was adopted by the leaders to recognise
the immense strength and courage it
requires to internalise characteristics
of satyagraha and non-violence to
resolve conflicts.
y explore and examine the published
records of the lived experiences of the
survivors of Holocaust.
y study the Constitutional provisions
available to improve conditions of
disadvantaged groups, minorities;
promotion of patriotism, unity of the
country, equality of people, respect
for all human beings, and doing one’s
duties, etc.
y engage in role play/short drama to
highlight the problem faced by poor as
well as food insecure people followed by
discussion
y identify the chain of ration shops
established in your nearby area
to ensure the supply of essential
commodities for the targeted population
y compose a short speech on gender
equality and dignity for all (marginalised
as well as Group with Special Needs)

62
Learning Outcomes at the Secondary Stage
Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y collect different soil samples from the y recognises and retrieves facts,
surroundings; recognise them with figures, and narrate, processes, for
the help of their colour, texture, and example,
composition; relate them with the ƒ identifies different types of
geographical areas of India shown on soil, minerals, renewable and
the map; study the process of formation non-renewable energy resources, etc.
of these soils. ƒ locates areas or regions known for
y locate them on different types of maps production of coal, iron ore, petroleum,
of India such as, political, physical rice, wheat, tea, coffee, rubber, and
and outline map, wall map, and atlas; cotton textile on the map of India.
list and label places or areas where ƒ defines important terms in
different agricultural crops, minerals, Geography such as, resource,
etc., are produced. renewable and non-renewable
y use tactile maps for students with resources, subsistence agriculture,
visual impairments. plantation, shifting agriculture,
y find the meaning of resources, environmental protection, and
subsistence agriculture, plantation, environmental sustainability.
etc., from any dictionary of Geography. ƒ defines basic Economic terms
y read different sources and discover the associated with economic
course of the Indian national movement development such as, human
till India’s independence. capital, sustainable development,
y get familiarised with the concepts of gross domestic product, gross value
nation and nationalism. added, per capita income, human
y acquaint with the writings and ideals development index, multinational
of different social, political groups and company, foreign trade, liberalisation
individuals. and foreign investment.
y collect the details of social groups which ƒ lists different forms of money and
joined the Non-Cooperation Movement sources of credit, rights of consumers.
of 1921. ƒ recalls names, places, dates,
y draw a timeline on significant events of and people associated with
India’s national movement. some important historical events
and developments such as the
y collect the details of major languages of
French Revolution, nationalism,
India and the number of persons who
industrialisation, globalisation, and
speak those languages from the latest
urbanisation.
reports of Census of India and discuss.
ƒ defines terms and concepts such
y read the Indian Constitution and
as, nationalism, colonialism,
discuss various parts in it.
orientalism, democracy, satyagraha,
and liberty.
ƒ defines important terms such as,
federalism, diversity, religion, and
political party.

63
Learning Outcomes for Social Science
 y collect a variety of resources, for y classifies and compares events,
example, forests, water, minerals, etc., facts, data and figures, for example,
and use a variety of criteria to group ƒ classifies types of resources, minerals,
and display in the class. farming, for example, subsistence
and commercial farming.
y relate different cropping patterns in
ƒ compares areas growing rice and
India and their impact on economic
wheat on the map of India.
development and discuss in the class.
ƒ compares visuals such as, the image
y use internet to study interactive of Bharatmata with the image of
thematic maps, for example, Germania.
agriculture, minerals, energy, industry, ƒ compares European nationalism
etc., on School Bhuvan NCERT portal. with anti-colonial nationalism in
y discuss the relationship or difference countries such as, India, South
between European nationalism and America, Kenya, Indo-China.
anti-colonial nationalisms. ƒ compares per capita income of some
important countries.
y discuss industrialisation in the imperial
ƒ differentiates consumer rights.
country and in a colony.
ƒ classifies occupations and economic
y study globalisation in different contexts. activities into sectors using different
y find out about the anti-colonial criteria.
movement in any one country in South ƒ compares the powers and functions
America and compare with India’s of state and central government in
national movement based on certain India.
parameters. ƒ classifies national and regional
y collect the details of how globalisation political parties in India.
is experienced differently by different ƒ explains the terms used in political

social groups using goods and services discussions and their meaning, for
example, Gandhian, communist,
used by people in their daily lives such
secularist, feminist, casteist,
as, television, mobile phones, home communalist, etc.
appliances, etc., and discuss.
y study different types of governments
in the world — democratic, communist,
theocratic, military dictatorships, etc.
Within democracies, various forms
of governments, such as, federal and
unitary, republican and monarchy,
etc., can also be studied.
y read the functioning of state
governments ruled by different parties
or coalitions; examine their specific
features such as, slogans, agenda,
symbols, and characteristics of their
leaders.
y study the distinctive features of different
political parties.

64
Learning Outcomes at the Secondary Stage
y collect the economic details of states
and countries. For example, based on
the human development index, they
can classify a few countries. They can
also group or categorise countries on
the basis of Gross Domestic Product
(states on the basis of state domestic
product), life expectancy, and infant
mortality rates, etc.
y collect the details of economic activities,
jobs, and occupations in their
neighbourhood and group them using
a few criteria, for example, organised
and unorganised, formal and informal,
primary-secondary-tertiary, etc.
y collect data on sources of credit from
their neighbourhood — from where
people borrow and group them into
formal and informal.
y overlay thematic layers of maps on y explains cause and effect relationship
School Bhuvan NCERT portal, for between phenomena, events, and
example, distribution of rice in India their occurrence, for example,
and overlay layers of soils, annual ƒ explains factors responsible for
rainfall, relief features and swipe these production of different crops in India.
layers to establish cause and effect ƒ explains industries and their impact
relationship. on environment.
y classify different types of industries ƒ explains the cause and effect between
based on raw materials, locate them on different historical events and
the map and relate them with pollution developments such as, the impact
in nearby areas. of print culture on the growth of
y find out about the changes in print nationalism in India.
technology in the last 100 years. ƒ examines the impact of technology
Discuss the changes, why they have on food availability.
taken place and their consequences. ƒ assesses the impact of the global
y read various provisions of the Indian transfer of disease in the pre-modern
Constitution as causes, and the world in different regions of the world,
resulting political scenario as its effects. for example, in the colonisation of
For example, the independent status America.
of the judiciary effected in smooth ƒ analyses the impact of overuse of
functioning of federalism. natural resources such as, ground
y discuss (a) why a large section of India’s water and crude oil.
population depend on primary sector; ƒ analyses the change in sectoral

(b) what contributed to rapid increase composition of gross domestic

in service sector output. product.
y conduct a survey among ƒ analyses the consequences of
neighbourhood, households and collect dependence on different sources of
the reasons for their dependence on credit.
formal or informal sources of credit.

65
Learning Outcomes for Social Science
 Teachers can then organise debate on ƒ explains the policies and programmes
whether or not banks contribute to of different political parties in the
needy borrowers living in rural areas in states of India.
the class.
y collect stories of communities involved y analyses and evaluates information,
in environmental conservation from for example,
different parts of India and study them ƒ assesses the impact of conservation
from geographical perspective. of natural resources on the life
y collect and discuss the details of of people in any area in view of
people’s participation in environmental sustainable development.
conservation movements and their ƒ analyses indigenous or modern
impact on socio-cultural life of the methods of conservation of water,
region for example, Chipko and Appiko forests, wildlife, and soil.
Movements. ƒ explains victories and defeats of
y collect data from Economic Survey of political parties in general elections.
India, newspaper, magazines related ƒ evaluates various suggestions to
to gross domestic product, per capita reform democracy in India.
income, availability of credit for various
ƒ analyses texts and visuals such
households, land use, cropping pattern
as, how symbols of nationalism
and distribution of minerals in India,
in countries outside Europe are
production of cereals for different years
different from European symbols.
and convert them into pie or bar graphs
and study the pattern and display in ƒ assesses the impact of MNREGA, role

the class. of banks as a source of credit.

y familiarise with pictures, photographs, ƒ assesses the impact of globalisation

cartoons, extracts from a variety in their area, region, and local

of original sources — eye witness economy.
accounts, travel literature, newspapers ƒ analyses the contribution of different
or journals, statements of leaders, sectors to output and employment.
official reports, terms of treaties,
declarations by parties, and in
some cases contemporary stories,
autobiographies, diaries, popular
literature, oral traditions, etc., to
understand and reconstruct histories of
important historical events and issues
of India and contemporary world.
y observe and read different types of
historical sources; think of what
they communicate, and why a thing
is represented in a particular way.
Raise questions on different aspects of
pictures and extracts to allow a critical
engagement with these, i.e., visuals
of cloth labels from Manchester and
India; carefully observe these and

66
Learning Outcomes at the Secondary Stage
 answer questions like: What do they
see in these pictures? What information
do they get from these labels? Why
are images of gods and goddesses or
important figures shown in these labels?
Did British and Indian industrialists
use these figures for the same purpose?
What are the similarities or differences
between these two labels?
y study and discuss different perspectives
on diversification of print and printing
techniques; visit to a printing press to
understand the changes in printing
technology.
y critically examine the implementation
of government schemes based on
learners or their family’s experiences
such as, Mid-day meal scheme,
loan waiver schemes for farmers;
scholarships through cash transfer to
students; schemes to provide liquid
petroleum gas to low income families:
life insurance scheme for low income
families/scheme of financial support
for house construction, MUDRA, etc.
They may be guided to supplement
with data/news clippings as evidences.
y overlay maps showing distribution of y interprets, for example,
resources for example, minerals, and ƒ maps
industries on the map of India and ƒ texts
relate it with physical features of India
ƒ symbols
and climate by overlaying the layers
on School Bhuvan NCERT portal and ƒ cartoons
analyse the maps. ƒ photographs
y elaborate relationship between different ƒ posters
thematic maps using atlas. ƒ newspaper clippings
y locate places, people, regions (affected ƒ climatic regions
by various treaties such as, Treaty of ƒ changes in maps brought out by
Versailles, economic activities, etc). various treaties in Europe
y find and draw interconnections among ƒ sea and land links of the trade from
various regions and the difference India to West Asia, South East Asia
in nomenclatures of places used for and other parts of the world
various regions and places during this
period and present day, i.e., learner

67
Learning Outcomes for Social Science
 can be asked to find and draw the sea ƒ pie and bar diagrams related to
and land links of the textile trade from gross domestic product, production
India to Central Asia, West Asia and in different sectors and industries,
Southeast Asia on a map of Asia. employment and population in India
y study the political maps of the world
and India to recognise a country’s
importance and role in world politics.
y examine political maps of states,
consider their size and location and
discuss their importance in national
politics.
y locate the places in which important
multinational corporations set up their
offices and factories on the map of India
and discuss the reasons behind the
choice of location and its implication on
people’s livelihood.
y read cartoons, messages conveyed
in sketches, photographs associated
with political events and participate in
discussions.
y read demographic data, data related to
political party preferences and social
diversity.
y collect news clippings/texts from
popular magazines and journals
pertaining to developmental issues,
globalisation and sustainable
development and synthesise the details
and present in the class.
y convert tables relating to GDP, and
employment, in primary, secondary
and tertiary sectors into pie, bar and
line diagrams.
y interpret charts using a few parameters
and describe the patterns and
differences. They can refer to books,
Economic Survey of India for the latest
year and newspapers. y draws interlinkages within Social
y locate production of raw materials on Science
the map of India and relate them with ƒ analyses changes in cropping pattern,
economic activities and development of trade and culture
that area for example, coal, iron ore,
ƒ explains why only some regions of
cotton, sugarcane, etc.
India are developed
y collect information about the
ƒ analyses the impact of trade on
development of different areas of India
culture
since Independence.

68
Learning Outcomes at the Secondary Stage
y find out the linkages among various ƒ shows the linkages between economic
subjects through examples and do group development and democracy.
projects on some topics; for example,
group project on ‘Globalisation’.
Teachers may raise questions like, is
it a new phenomenon or does it have
a long history? When did this process
start and why? What are the impacts
of globalisation on primary, secondary
and tertiary activities? Does it lead to
inequality in the world? What is the
importance of global institutions? Do
these institutions play a major role in
globalisation? How do they influence
the developed countries? What do you
mean by global economy? Is economic
globalisation a new phenomenon?
Are environmental issues global
problems or local problems? How can
globalisation potentially contribute to
better environment?
y study the rate and features of economic
growth in democracies and those under
dictatorship.
y examine time series data on GDP and
other economic aspects since 1950s.
y debate on (a) How India’s freedom
struggle was related to India’s economy?
(b) Why India did not go for privatisation
of manufacturing activities after 1947?
(c) Why have developed nations started
to depend on countries such as, India
for leather and textile goods more now?
(d) Why multinational corporations
from developed nations set up their
production and assembly units in
developing countries and not in their
own countries and what are its impacts
on employment in their own countries?
y discuss on why manufacturing sector
multinational companies (Gurugram
in Haryana) and service sector
multinational companies (Bengaluru
in Karnataka) are located at specific
places — the relevance of geographic
factors.

69
Learning Outcomes for Social Science
 y collect information regarding religion, y identifies assumptions, biases,
food habits, dress, colour complexion, prejudices or stereotypes about
hair, language, pronunciation, etc., of various aspects, for example,
people living in different geographical ƒ region
regions of India. ƒ rural and urban areas
y list biases/prejudices, stereotypes ƒ food habits
against people living in different ƒ gender
geographical regions and discuss about ƒ language
these in the classroom.
ƒ idea of development
y raise questions on developments that ƒ voting behaviour
are seen as symbolising modernity,
ƒ caste
i.e., globalisation, industrialisation
ƒ religion
and see the many sides of the history
of these developments, i.e., learner can ƒ democracy

be asked: Give two examples where ƒ political parties

modern development associated with ƒ marginalised and differently abled
progress, has led to problems. Think of groups
areas related to environmental issues, ƒ globalisation and industrialisation
nuclear weapons or disease ƒ the notion of progress and modernity
y read the statements of leaders or
political parties in newspapers and
television narratives to examine the
truth, bias and prejudices. Similarly,
various demands of political parties
from time to time may also be analysed.
y reflect on why popular prejudices/
stereotypes prevail about low income
families, illiterates and persons with
low literacy levels, disabled, persons
belonging to certain socio-religious and
biological categories. Teachers may
facilitate learners to discuss their origin
and review.
y discuss the probable assumptions
behind the (a) promotion of sustainable
development practices; (b) enactment
of few national level acts such as,
Consumer Protection Act 1986; Right to
Information Act 2005; Mahatma Gandhi
National Rural Employment Guarantee
Act 2005 and The Right of Children to
Free and Compulsory Education Act
2009. Students may need to get the
details of situation in the years when
these laws were enacted from elderly
persons, parents and teachers.

70
Learning Outcomes at the Secondary Stage
y show industrial regions on map and relate y demonstrates inquisitiveness,
it with infrastructural development of enquiry, for example, pose questions
that region. Why are industries located related to the —
nearby rivers, railways, highways, raw ƒ concentration of industries in certain

material producing areas, market, etc.? areas.

ƒ scarcity of potable water.
y show water scarcity in visuals such
ƒ role of women in the nationalist
as, snow covered areas of Kashmir,
struggles of different countries.
dry regions of Gujarat and flood prone
ƒ various aspects of financial literacy.
areas of West Bengal; learners may be
ƒ working of democracy from local to
asked to investigate reasons of water
national levels.
scarcity of each region located in
different climatic areas and prepare a
report or chart.
y answer questions like ‘Why did
various classes and groups of Indians
participate in the Civil Disobedience
Movement?’ or ‘How did the Indian
National Congress respond to the
Partition of Bengal and why? and
point out to them the need to look for
supplementary literature on issues,
events, and personalities in which they
may express an interest to know more.
y participate in teacher-guided debates
on the advantages and drawbacks of
democracy.
y choose one example from economics
related with developmental issues
and collect economic information and
come out with solutions, for example,
(a) employment (is India generating
employment opportunities sufficiently?)
(b) GDP (why only service sector is able
to increase its share much more than
other sectors?), (c) financial issues (how
to improve credit access to low income
families?).
y challenge assumptions and be
motivated to come out with creative
solutions to specific social, economic or
political issues in their area, region or
state.

71
Learning Outcomes for Social Science
 y examine maps of India—(physical and y constructs views, arguments and
political), latitudinal and longitudinal ideas on the basis of collected or
extent of India, relief features, etc., given information, for example,
and come out with ideas about the ƒ natural resources and their impact
impact of these on cultural diversity on cultural diversity of any region
of the regions. ƒ historical events and personalities
y display different themes of history ƒ economic issues, such as, economic
through creatively designed activities development and globalisation
and role play on any event or personality ƒ definitions commonly available in
of their liking. textbooks for various economic
y engage in debates on interpreting concepts
different events both from historical ƒ methodology used to estimate gross
and contemporary viewpoint. domestic product, poverty and size of
y help them prepare digital, print as well the organised/unorganised sector
as audio-visual materials which can be
converted into Braille.
y participate in group discussions on
changes within rural economy in the
contemporary/modern times.
y find information from elders,
newspapers/TV reports about pollution y extrapolates and predicts events and
in water bodies such as, rivers/lakes/ phenomena, for example,
wells/ground water, etc., and foresee ƒ predicts the impact of pollution of
health issues in their neighbourhood. water, air, land and noise on human
For example, the effect of arsenic in the health.
groundwater in West Bengal. ƒ predicts natural disasters due to
y discuss the impact of deforestation on deforestation.
soil erosion in hilly areas of North East ƒ infers and extrapolates from
Region and relate them with floods and situations, such as, how artists
landslides. and writers nurture nationalist
y imagine a conversation between two sensibilities through art, literature,
persons participating in freedom struggle songs and tales.
in India. Learners answer questions, ƒ come out with answers creatively
such as, what kind of images, fiction, on the issue: (a) if India stops
folklore and songs, popular prints and importing petroleum crude oil; (b) if
symbols would they want to highlight multinational companies are closed;
with which people can identify the (c) the nature of employment in India
nation and what do all these mean to in 2050; (d) what would happen if all
them. schools and hospitals in India are
y gather information with the help of privatised?
teacher/parents/peers on exports and
imports, current employment situation,
details of schools and hospitals to see
the trend.

72
Learning Outcomes at the Secondary Stage
y collect problems related to agriculture y illustrates decision making/problem
in one’s own area and come out with solving skills, for example,
remedial measures. comes out with solutions to issues in
one’s own area such as,: (a) problems
y imagine a conversation between a
related to agriculture and transport,
British industrialist and an Indian (b) generate employment opportunities,
industrialist, who is being persuaded improve access to credit for low income
to set up a new industry. Learners in families and (c) assesses how certain
such a role play answer questions, developments in colonial India were
such as, (a) what reasons would the useful for both colonisers as well as
British industrialist give to persuade nationalists in different fields such
the Indian industrialist? and (b) what as, literature, transportation and
industries.
opportunities and benefits the Indian
industrialist is looking for?
y conduct extra-curricular activities,
daily chores in the school, sports,
cultural programmes by students to
help decision making and develop
problem solving skills.
y describe their goals in life and how they
are going to achieve them.
y review sources of credit and their
impact. They can be encouraged to
discuss various solutions for easy
access to credit with low interest rates.
y come out with new ways of generating
employment or creating new jobs.
y submit group projects suggesting the
steps to be followed in their daily life
promoting sustainable development
practices.
y discuss the work done by peer or y shows sensitivity and appreciation
differently abled persons and the need skills, for example,
to cooperate with each other. ƒ empathises with differently abled

y provide illustrative, examples, of and other marginalised sections of

conflicts on several issues, such as, the society, such as, forest dwellers,
refugees and unorganised sector
river water/dam/land, industry/
workers
forestland and forest dwellers, etc.,
ƒ appreciates political diversity
through textbooks, newspapers, etc.
ƒ appreciates cultural diversity
They may be guided to debate these
ƒ appreciates religious diversity
issues in groups and come out with
creative solutions. ƒ recognises social diversity

y read stories of real life experiences of ƒ empathises with the people who were
individuals and communities of the affected by displacement, extremism

73
Learning Outcomes for Social Science
 period, i.e., learner can imagine oneself and natural as well as human-made
as an indentured Indian labourer disasters; Indian indentured
working in the Caribbean. Based on labourers working in different
details collected from the library or countries such as, Caribbean and
through internet, learners can be Fiji.
encouraged to write a letter to family
describing their life and feelings.
y prepare posters with drawings and
pictures and make oral and written
presentation on the significance of the
non-violent struggle for swaraj.
y discuss the life around their place of
living and the school locality. Select
available local examples apart from
the relevant lessons in the textbook, to
teach sensitivity and peaceful resolution
of contentious issues.
y participate in role play on (a) challenges
faced by low income families,
disabled/elderly persons, people
suffering from pollution; (b) different
ways through which consumers are
denied their rights and challenges
faced by them to get their grievances
addressed.
y discuss the impact of wars and conflicts
on daily lives of people including
schooling in different Indian states.
y collect details of countries in which
wars and conflicts took place recently
and organise discussion on the impacts.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means
all students can actively participate in the classroom. There
may be some students who have learning difficulties including
language, visual-spatial or mixed processing problems. They
may require additional teaching support and some adaptation
in the curriculum. By considering the specific requirements of
children with special needs, few pedagogical processes for the
teachers are suggested below:
y Use detailed verbal descriptions of graphical representations
and pictures like maps. These can also be made tactile with
proper contrasts.
y Use models and block paintings.
y Use examples from everyday life for explaining various
facts/concepts.

74
Learning Outcomes at the Secondary Stage
y Use audio visual materials like films and videos to explain
abstract concepts; for example, discrimination, stereotyping,
etc.
y Develop embossed timeline for memorising; for example,
different historical periods.
y Organise group work involving debates, quizzes, map
reading activities, etc.
y Organise excursions, trips and visits to historical places
(educational tour).
y Involve students in exploring the environment using other
senses like smell and touch.
y Give a brief overview at the beginning of each lesson.
y Provide photocopies of the relevant key information from
the lesson.
y Highlight or underline the key points and words.
y Use visual or graphic organisers like timelines (especially for
explaining chronology of events), flow charts, posters, etc.
y Organise group work involving activities like cut and paste,
and make use of pictorial displays, models, pictures, posters,
flash cards or any visual items to illustrate the facts and
concepts.
y Plan occasions with real life experiences.
y Use films or documentaries and videos.
y Use magazines, scrapbooks and newspapers, etc., to help
learners understand the textual material.
y Draw links with what has been taught earlier.
y Make use of multisensory inputs.
y All examples given with pictures in the textbook can be
narrated (using flash cards, if required).
y While teaching the chapters, use graphic organisers,
timelines and tables as this will make the task simpler.
y Maps should be enlarged and colour coded.
y The text, along with pictures, can be enlarged, made
into picture cards and presented sequentially as a story.
Sequencing makes it easier to connect information.
y Asking relevant questions frequently to check how much the
learner has learnt as it helps in assimilating information.
y Teach and evaluate in different ways, for example, through
dramatisation, field trips, real life examples, project work,
etc.
y Highlight all the important phrases and information.
y Pictures may be labelled and captioned.

75
Learning Outcomes for Social Science
 Learning Outcomes for Mathematics
Introduction
Developing children’s abilities for mathematisation is the
main goal of mathematics education. The twin concerns of the
Mathematics curriculum are: What can mathematics education
do to engage the mind of every student and develop the student’s
inner resources to make them critical and creative?
It is at this stage that Mathematics comes to the students as
an academic discipline and they begin to perceive the structure
of mathematics. For this, the notions of argumentation and
proof become central to curriculum. Mathematical terminology
is highly stylised, self conscious and rigorous. The student
appreciates how an edifice is built up, arguments constructed
using propositions justified earlier, to prove a theorem, which
in turn is used in proving further theorems.
At the secondary stage, a special emphasis on experimentation
and exploration may be worthwhile. Mathematics laboratories are
a recent phenomenon, which hopefully will expand considerably
in future. Activities in practical mathematics help students
immensely in visualisation.
It is therefore, essential at this stage that the curriculum
should focus on development of higher levels of learning
mathematics through opportunities to explore, experiment,
verify and prove conjectures that are obtained from patterns.
Visualising relationships among various topics of mathematics
and among other subjects is expected from the students. Thus
the learning outcomes of mathematics should be seen integrated
with other subjects at this stage like numbers related with
geometry (points on a number line and real numbers), with
usage in Science and Social Science and later with problem
solving skills.
Children are often assessed with paper pencil tests which
include certain types of questions without proper analysis
whether these questions have potential to assess child’s level of
understanding in a particular class. For many children learning
of mathematics is limited to solving the problems given in a
textbook that too with the limited algorithms and procedures.
However the students should be able and competent
to critically analyse various processes and to create newer
algorithms.
This document lays emphasis on the learning outcomes in
terms of competencies and skills that every child is expected to
acquire in Classes IX and X. The classroom interaction therefore,
must provide opportunities to students to achieve learning
outcomes in Mathematics and other subject areas. This section
deals with the overall vision of Mathematics, expectations of
the mathematics curriculum, variety of suggested pedagogic
processes along with the learning outcomes. The suggested
pedagogic processes and activities are presented merely as
exemplars. Users may think of more such processes in a
given situation.
Further at the secondary stage, students begin to
perceive the structure of mathematics as a discipline. They
become familiar with the characteristics of mathematical
communication: carefully defined terms and concepts, the use
of symbols to represent them, precisely stated propositions
and proofs justifying them. Thus they acquire a special
language which serves as a medium of thought that involves
a combination of words, symbols having logical reasoning,
formulas, etc. These aspects are developed particularly in the
area of geometry. Students develop these aspects with algebra,
which is important not only in the application of mathematics,
but also within mathematics in providing justifications and
proofs. At this stage, students integrate many concepts and
skills that they have learnt into a problem solving ability.

Curricular Expectations
At this stage learners are expected to develop ability and
attitude for —
y mathematisation (ability to think logically, formulate and
handle abstractions) rather than knowledge of procedures
(formal and mechanical).
y mathematical vocabulary.
y consolidation and generalisation of the concepts learnt so
far.
y understanding and proving mathematical statements.
y addressing problems that come from other domains such
as, science and social sciences.
y integration of concepts and skills that the children have
learnt into a problem solving ability.
y analysing and constructing the processes involved in
mathematical reasoning.
y establishing linkages between mathematics and daily life
experiences and across the curriculum.

77
Learning Outcomes for Mathematics
 Class IX
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y work with real numbers and consolidate y applies logical reasoning in classifying
the concepts of numbers learnt in earlier real numbers, proving their properties
classes. Some such opportunities and using them in different situations.
could be:
ƒ to observe and discuss real numbers.
ƒ to recall and observe the processes y identifies/classifies polynomials
involved in different mathematical among algebraic expressions and
concepts studied earlier and find factorises them by applying appropriate
situations in which they come across algebraic identities.
irrational numbers. For example,
finding the length of the diagonal of a
square with side, say, 2 units or area
of a circle with a given radius, etc.
ƒ to observe the properties of different
types of numbers, such as, the y relates the algebraic and graphical
denseness of the numbers, by representations of a linear equation in
devising different methods based on one or two variables and applies the
the knowledge of numbers gained in concept to daily life situations.
earlier classes. One of them could be
by representing them on the number
line.
ƒ to facilitate in making mental y identifies similarities and differences
estimations in different situations, among different geometrical shapes.
such as, arranging numbers like 2, y derives proofs of mathematical
21/2, 23/2, 25/2, etc., in ascending (or statements particularly related to
descending) order in a given time geometrical concepts, like parallel
frame or telling between which two lines, triangles, quadrilaterals, circles,
integers the numbers like, √17, √23, etc., by applying axiomatic approach
√59, ­– √2, etc., lie. and solves problems using them.
y apply relevant results to factorise the
polynomials.
y draw and compare the graphs of linear
equations in one or two variables.
y discuss the proofs of mathematical
statements using axioms and y finds areas of all types of triangles by
postulates. using appropriate formulae and apply
y play the following games related to them in real life situations.
geometry. y constructs different geometrical
shapes like bisectors of line segments,
ƒ For Euclid’s axioms, if one group
angles and triangles under given
says, If equals are added to equals,

78
Learning Outcomes at the Secondary Stage
 then the results are equal. The other conditions and provides reasons for the
group may be encouraged to provide processes of such constructions.
example such as, If a = b, then
a + 3 = b + 3, another group may extend
it further as a + 3 + 5 = b + 3 + 5, and
so on.
ƒ By observing different objects in y develops strategies to locate points in
the surroundings one group may a Cartesian plane.
find the similarities and the other
group may find the differences with y identifies and classifies the daily life
reference to different geometrical situations in which mean, median and
shapes — lines, rays, angles, parallel mode can be used.
lines, perpendicular lines, congruent
shapes, non-congruent shapes, etc.,
and justify their findings logically.
y work with algebraic identities using
y analyses data by representing it in
models and explore the use of algebraic
different forms like, tabular form
identities in familiar contexts. (grouped or ungrouped), bar graph,
y discuss in groups about the properties histogram (with equal and varying width
of triangles and construction of and length), and frequency polygon.
geometrical shapes such as, triangles,
line segment and its bisector, angle and
its bisector under different conditions
y find and discuss ways to fix position of a y calculates empirical probability
point in a plane and different properties through experiments and describes its
related to it. use in words.
y engage in a survey and discuss
about different ways to represent
data pictorially such as, bar graphs,
histograms (with varying base lengths)
and frequency polygons. y derives formulae for surface areas and
volumes of different solid objects like,
y collect data from their surroundings cubes, cuboids, right circular cylinders/
and calculate central tendencies such cones, spheres and hemispheres and
as, mean, mode or median. applies them to objects found in the
y explore the features of solid objects surroundings.
from daily life situations to identify y solves problems that are not in the
them as cubes, cuboids, cylinders, etc. familiar context of the child using
y play games involving throwing a dice, above learning. These problems should
tossing a coin, etc., and find their include the situations to which the
chance of happening. child is not exposed earlier.
y do a project of collecting situations
corresponding to different numbers
representing probabilities.
y visualise the concepts using Geogebra
and other ICT tools.

79
Learning Outcomes for Mathematics
 Class X
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y extend the methods of finding LCM and y generalises properties of numbers and
HCF of large numbers learnt earlier to relations among them studied earlier to
general form. evolve results, such as, Euclid’s division
y discuss different aspects of algorithm, Fundamental Theorem of
polynomials, such as — their degree, Arithmetic and applies them to solve
type (linear, quadratic, cubic), zeroes, problems related to real life contexts.
etc., relationship between their visual
representation and their zeroes.
y play a game which may involve a series y develops a relationship between
of acts of factorising a polynomial and algebraic and graphical methods of
using one of its factors to form a new finding the zeroes of a polynomial.
one. For example, one group factorising
say, (x3 – 2x2 – x – 2) and using one of
its factors x–1 to construct another
polynomial, which is further factorised
by another group to continue the
y finds solutions of pairs of linear
process.
equations in two variables using
y use quadratic equations to solve real life graphical and different algebraic
problems through different strategies, methods.
such as, making a perfect square,
y demonstrates strategies of finding
quadratic formula, etc.
roots and determining the nature of
y discuss different aspects of linear roots of a quadratic equation.
equations by engaging students in the
y develops strategies to apply the concept
activities of the following nature:
of A.P. to daily life situations.
ƒ one group may ask another to form
y works out ways to differentiate between
linear equation in two variables with
congruent and similar figures.
coefficients from a particular number
system, i.e., natural numbers or
numbers that are not integers, etc. y establishes properties for similarity of
two triangles logically using different
ƒ graphically representing a linear
geometric criteria established earlier
equation in 1D or 2D and try to
such as, Basic Proportionality Theorem,
explain the difference in their nature.
etc.
ƒ encouraging students to observe
identities and equations and
segregate them.
y use graphical ways to visualise different
aspects of linear equations, such as,
visualising linear equations in two
variables or to find their solution.
y observe and analyse patterns in their
daily life situations to check if they form
an Arithmetic Progression and, if so,

80
Learning Outcomes at the Secondary Stage