COMPUTER APPLICATIONS

CLASS IX (Code 165)

(2022-23)
Learning Outcomes
1. Ability to familiarise with basics of computers.
2. Ability to navigate the file system.
3. Ability to create and edit documents, spread sheets, and presentations.
4. Ability to perform basic data manipulation using spread sheets and use Indian
languages in documents.
5. Ability to send and receive emails, follow email etiquette, and communicate over
the internet.
6. Ability to create and upload videos.
7. Ability to safely and correctly use websites, social networks, chat sites, and
email.

Distribution of Marks and Periods

Unit Unit Name Periods

No. Marks Theory Practical
1. Basics of Information Technology 20 20 05
2. Cyber safety 15 10 05
3. Office Tools 15 20 55
4. Lab Exercises 50 - -
Total 100 50 70

Unit 1: Basics of Information Technology

• Computer Systems: characteristics of a computer, components of a computer
system – CPU, memory, storage devices and I/O devices
• Memory: primary (RAM and ROM) and secondary memory
• Storage devices: hard disk, CD ROM, DVD, pen/flash drive, memory stick
• I/O devices: keyboard, mouse, monitor, printer, scanner, web camera
• Types of software: system software (operating system, device drivers),
application software including mobile applications
• Computer networking: Type of networks: PAN, LAN, MAN, WAN, wired/wireless
communication, Wi-Fi, Bluetooth, cloud computers
(Private/public)
• Multimedia: images, audio, video, animation
Unit 2: Cyber-safety
• Safely browsing the web and using social networks: identity protection, proper
usage of passwords, privacy, confidentiality of information, cyber stalking,
reporting cybercrimes
• Safely accessing websites: viruses and malware , adware

Unit 3: Office tools

• Introduction to a word processor: create and save a document.
• Edit and format text: text style (B, I, U), font type, font size, text colour,
alignment of text. Format paragraphs with line and/or paragraph spacing. Add
headers and footers, numbering pages, grammar and spell check utilities,
subscript and superscript, insert symbols, use print preview, and print a
document.
• Insert pictures, change the page setting, add bullets and numbering, borders
and shading, and insert tables – insert/delete rows and columns, merge and
split cells.
• Use auto-format, track changes, review comments, use of drawing tools,
shapes and mathematical symbols.
• Presentation tool: understand the concept of slide shows, basic elements of a
slide, different types of slide layouts, create and save a presentation, and learn
about the different views of a slide set – normal view, slide sorter view and
hand-outs.
• Edit and format a slide: add titles, subtitles, text, background, and watermark,
headers and footers, and slide numbers.
• Insert pictures from files, create animations, add sound effects, and rehearse
timings.
• Spreadsheets: concept of a worksheet and a workbook, create and save a
worksheet.
• Working with a spreadsheet: enter numbers, text, date/time, series using auto
fill; edit and format a worksheet including changing the colour, size, font,
alignment of text; insert and delete cells, rows and columns. Enter a formula
using the operators (+,-,*, /), refer to cells, and print a worksheet.
• Use simple statistical functions: SUM (), AVERAGE (), MAX (), MIN (), IF ()
(without compound statements); embed charts of various types: line, pie,
scatter, bar and area in a worksheet.
4. Lab Exercises

• Browser settings for a secure connection

• Working with the operating system: Navigation of the file system using a mouse
and keyboard.
• Word processing: create a text document; create a letter, report, and greeting
card.
• Create a text document with figures in it. It should describe a concept taught in
another course.
• Discuss the following in a text document about the basic organisation of a
computer: CPU, memory, input/output devices, hard disk.
• Create a text document in an Indian language other than English.
• Create a presentation.
• Create a presentation with animation.
• Include existing images/ pictures in a presentation.
• Animate pictures and text with sound effects in a presentation
• Create a simple spreadsheet and perform the following operations: min, max,
sum, and average.
• Create different types of charts using a spreadsheet: line, bar, area and pie.
Breakup of marks for the Practicals:

S.No. Unit Name Marks

1. Lab Test (30 marks)
Word processing 10
Handling spreadsheets 10
Creating presentations 10
2. Report File + viva (10 marks)
Report file: 8
• 4 documents each with a word processor,
spreadsheet, and presentation tool

Viva voce (based on the report file) 2

3. Project (that uses most of the concepts that have been learnt) (10 marks)

Total Marks 50
 Computer Applications
CLASS X (Code 165)
(2022-23)
Learning Outcomes
Ability to create a simple website

1. Ability to embed images, audio and video in an HTML page

2. Ability to use style sheets to beautify the web pages.
3. Ability to Interface a web site with a web server and record the details of a
user's request.
4. Ability to follow basic cyber ethics
5. Ability to familiarize with network concepts.

Distribution of Marks and Periods

Unit Unit Name Marks Periods

No.
Theory Practical
1. Networking 15 17 05
2. HTML 25 30 50
3. Cyber ethics 10 08 10
4. Practicals 50 - -
Total 100 55 65

Unit 1: Networking
• Internet: World Wide Web, web servers, web clients, web sites, web pages,
web browsers, blogs, news groups, HTML, web address, e-mail address,
downloading and uploading files from a remote site. Internet protocols: TCP/IP,
SMTP, POP3, HTTP, HTTPS. Remote login and file transfer protocols: SSH,
SFTP, FTP, SCP, TELNET, SMTP, TCP/IP.
• Services available on the internet: information retrieval, locating sites using
search engines and finding people on the net;
• Web services: chat, email, video conferencing, e-Learning, e-Banking,
eShopping, e-Reservation, e-Governance, e-Groups, social networking.
• Mobile technologies: SMS, MMS, 3G, 4G.

Unit 2: HTML
• Introduction to web page designing using HTML: create and save an HTML
document, access a web page using a web browser.
 • HTML tags: html, head, title, body, (attributes: text, background, bgcolor, link,
vlink, alink), br (break), hr(horizontal rule), inserting comments, h1..h6
(heading), p (paragraph), b (bold), i (italics), u (underline), ul (unordered list), ol
(ordered list), and li (list item). Description lists: dl, dt and dd. Attributes of ol
(start, type), ul (type).
• Font tags (attributes: face, size, color).
• Insert images: img (attributes: src, width, height, alt), sup (super script), sub
(subscript).
• HTML Forms: Textbox, radio buttons, checkbox, password, list, combobox.
• Embed audio and video in a HTML page.
• Create a table using the tags: table, tr, th, td, rowspan, colspan
• Links: significance of linking, anchor element (attributes: href, mailto), targets.
• Cascading style sheets: colour, background-colour, border-style, margin,
height, width, outline, font (family, style, size), align, float.

Unit 3: Cyber ethics

• Netiquettes.
• Software licenses and the open source software movement.
• Intellectual property rights, plagiarism and digital property rights.
• Freedom of information and the digital divide.
• E-commerce: Privacy, fraud, secure data transmission.

4. Lab Exercises
• Create static web pages.
• Use style sheets to enforce a format in an HTML page (CSS).
• Embed pictures, audio and videos in an HTML page.
• Add tables and frames in an HTML page.
• Decorate web pages using graphical elements.
• Create a website using several webpages. Students may use any open source
or proprietary tool.
• Work with HTML forms: text box, radio buttons, checkbox, password, list,
combo box.
• Write a blog using HTML pages discussing viruses, malware, spam and
antiviruses
 • Create a web page discussing plagiarism. List some reported cases of
plagiarism and the consequent punishment meted out. Explain the nature of the
punishment in different countries as per their IP laws.
Breakup of marks for the practicals:

S. No. Unit Name Marks

1. Lab Test
(20 marks)
HTML (design one web page based on a diagram) 20
2. Report File + viva
(20 marks)
Report file: At least 10 HTML pages, and at least 5
Scratch/Python programs. 15

Viva voce (based on the report file)

5
3. Project (that uses most of the concepts that have been learnt)
(10 marks)

Total (50 marks)

 ENGLISH LANGUAGE AND LITERATURE
Code No. 184
(2022-23)
1. Background

At the secondary stage of English language learning the textual materials and other resources should
represent a wide range of learning experience. Literature has always played a significant role in learning
language. However it is felt that pupils should be apprised with contemporary issues, read authentic
literature and experiences of people to reflect and build their personality traits.

While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and
culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education.
The English class is meant for reading literature from different perspectives and to engage in activities
for developing communicative competence, creativity and enrichment of language skills It should not be
seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s
imagination as a major aim of language study, and to equip the learner with communicative skills to
perform various language functions through speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection and
inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of English
and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements, simple
advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-classroom
 situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-video
interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the stand
taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a dialogue,
short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian Literature.

3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at thesecondary level
seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)

4. Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care istaken to
fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the
learner. In this situation, the teacher is the facilitator of learning, She/hepresents language items,
create situations which motivates the child to use English for the purposes of communication and
expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The
electronic and print media could be used extensively. A few suggested activities are:
• Role play
• Simulating real life situations
• Dramatising and miming
 • Problem solving and decision making
• Interpreting information given in tabular form and schedule
• Using newspaper clippings as a resource for comprehending and analysing issues.
• Borrowing situations and registers from the world around the learners, from books and
from otherdisciplines
• Using language games, riddles, puzzles and jokes
• Interpreting pictures / sketches / cartoons
• Debating and discussing
• Narrating and discussing stories, anecdotes, etc.
• Reciting poems
• Working in pairs and groups
• Using media inputs - computer, television, video cassettes, tapes, software packages

ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

SYLLABUS CLASS – IX (2022-23)
Sections
A Reading Skills (40periods)
B Writing Skills with Grammar (40 periods)
Literature Textbooks and SupplementaryReading
C Text (50 periods)

Section A

Reading Skills

Reading Comprehension through Unseen Passage 20 Marks

I. Discursive passage of 400-450 words. (10 marks)

II. Case-based passage (with visual input- statistical data, chart etc.) of 200-250 words.

(10 marks)

(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis, interpretation,
evaluation and vocabulary.
 Section B
III Grammar 10 Marks

 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and requests
o Statements
o Questions
o Determiners

The courses at the secondary level seek to cement high professional grasp of grammatical items and
levels of accuracy. Accurate use of spelling, punctuation and grammar will be assessed through Gap
Filling/ Editing/Transformation exercises. Ten out of 12 questions will be attempted.

IV Creative Writing Skills 10 marks

This section will have short as well as long writing tasks including compositions.

I. Writing a Descriptive Paragraph (word limit 100-120 words) on a person/event/situation based

on visual or verbal cue/s. One out of two questions is to be answered. 5 marks

II. Writing a Diary Entry/ Story on a given title in 100-120 words. One out of two questions is to
be answered. 5 marks
Section C
V. Reference to the Context 40 Marks

I. One extract out of two from Drama / Prose.

II. One extract out of two from poetry. (5+5 = 10 Marks)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis,
interpretation, evaluation and vocabulary.

VI. Short & Long Answer Questions

I. Three out of Four Short Answer Type Questions to be answered in 40-50 words from the book
BEEHIVE. 3x3=9 marks

II. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the book
MOMENTS. 3x3=9 marks
III. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-120 words
to assess creativity, imagination and extrapolation beyond the text and across the texts. This can also be a
passage-based question taken from a situation/plot from the texts. 6 marks
IV. One out of two Long Answer Type Questions from MOMENTS on theme or plot involving
interpretation, extrapolation beyond the text and inference or character sketch to be answered in
about 100-120 words. 6 marks

Prescribed Books: Published by NCERT, New Delhi

Beehive

Prose

1. The Fun They Had

2. The Sound of Music
3. The Little Girl
4. A Truly Beautiful Mind
5. The Snake and the Mirror
6. My Childhood
7. Reach For The Top
8. Kathmandu
9. If I were You

Poems-

1. The Road Not taken

2. Wind
3. Rain on The Roof
4. The Lake Isle of Innisfree
5. A Legend of The Northland
6. No Men Are Foreign
7. On killing a tree
8. A Slumber Did My Spirit Seal

Moments

1. The Lost Child

2. The adventures of Toto
3. Iswaran the Storyteller
4. In the kingdom of fools
5. The Happy Prince
6. The Last Leaf
7. A House is not a Home
8. The Beggar

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 6 and Units 8, 10 & 11
  NOTE: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through activitiessuch as
role play, group work etc.
(ii) reduce teacher-talk time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal theirideas
and express and defend their views.

Besides measuring learning outcome, texts serve the dual purpose of diagnosing mistakesand areas of
non-learning. To make evaluation a true index of learners’ knowledge, each language skill is to be
assessed through a judicious mixture of different types of questions.

INTERNAL ASSESSMENT
30 Periods
Listening and Speaking Competencies

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced.

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details.

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.
 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

CLASS – IX (2022 – 23) Marks-80

Sections Competencies Total marks

Reading Conceptual understanding, decoding, analyzing,

Comprehension
inferring, interpreting and vocabulary 20

Writing Skill and Creative expression of an opinion, reasoning,

Grammar
justifying, illustrating, appropriacy of style and
tone, using appropriate format and fluency. 20
Applying conventions, using integrated structures
with accuracy and fluency
Language Recalling, reasoning, appreciating, applying literary
Through conventions illustrating and justifying etc. Extract
Literature relevant information, identifying the central theme
40
and sub-theme, understanding the writers’
message and writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to the circular no.

Acad-11/2019, dated March 06, 2019.

 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

CLASS – X (2022-23)

SECTION - WISE WEIGHTAGE

Sections

A Reading Skills (40 periods)

B Writing Skills with Grammar (40 periods)
C Literature Textbooks and Supplementary Reading Text
(50 periods)

Section A

Reading Skills

Reading Comprehension through Unseen Passage 20 Marks

I. Discursive passage of 400-450 words. (10 marks)

II. Case-based passage (with visual input- statistical data, chart etc.) of 200-250 words.

(10 marks)

(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis, interpretation,
evaluation and vocabulary.

Section B

III Grammar 10 Marks

 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and requests
o Statements
o Questions
o Determiners
 The courses at the secondary level seek to cement high professional grasp of grammatical items and
levels of accuracy. Accurate use of spelling, punctuation and grammar in context will be assessed through
Gap Filling/ Editing/Transformation exercises. Ten out of 12 questions will have to be attempted.

IV Creative Writing Skills 10 marks

This section will have short as well as long writing tasks including compositions.

I. Formal Letter based on a given situation in 100-120 words. One out of two questions is to be
answered. 5 marks

II. Writing an Analytical Paragraph (100-120 words) on a g i v e n M a p / C h a r t / G r a p h /

C u e / s . One out of two questions is to be answered. 5 marks

Section C 40 Marks
V. Reference to the Context

I. One extract out of two from Drama / Prose.

II. One extract out of two from poetry. (5+5 = 10 Marks)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis,
interpretation, evaluation and vocabulary.

VI. Short & Very Long Answer Questions 30 Marks

I. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the book
FIRST FLIGHT 4x3=12 marks

II. Two out of Three Short Answer Type Questions to be answered in 40-50 words each from
FOOTPRINTS WITHOUT FEET. 2x3=6 marks
III. One out of two Long Answer Type Questions from FIRST FLIGHT to be answered in about 100-120
words each to assess creativity, imagination and extrapolation beyond the text and across the texts. This can
be a passage-based question taken from a situation/plot from the texts. 6 marks
IV. One out of two Long Answer Type Questions from FOOTPRINTS WITHOUT FEET on theme or plot
involving interpretation, extrapolation beyond the text and inference or character sketch to be
answered in about 100-120 words. 6 marks
 Prescribed Books: Published by NCERT, New Delhi

First Flight
Prose
1. A letter to God
2. Nelson Mandela - Long Walk to Freedom
3. Two Stories About Flying
4. From the Diary of Anne Frank
5. Glimpses of India
6. Mijbil the Otter
7. Madam Rides the Bus
8. The Sermon at Benares
9. The Proposal (Play)
Poems
1. Dust of Snow
2. Fire and Ice
3. A tiger in the Zoo
4. How to Tell Wild Animals
5. The Ball Poem
6. Amanda!
7. The Trees
8. Fog
9. The Tale of Custard the Dragon
10. For Anne Gregory

FOOTPRINTS WITHOUT FEET

1. A triumph of Surgery
2. The Thief's Story
3. The Midnight Visitor
4. A Question of Trust
5. Footprints Without Feet
6. The making of a Scientist
7. The necklace
8. Bholi
9. The Book That Saved the Earth

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 4 and Units 7 to 11

Note: Teachers are advised to:

(i) encourage interaction among peers, students and teachers through activities such as roleplay,
discussions, group work etc.
 (ii) reduce teacher-talking time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal theirideas
and express and defend their views, and

(iv) follow the Speaking and Listening activities given in the NCERT books.
Besides measuring learning outcome, texts serve the dual purpose of diagnosing mistakesand
areas of non-learning. To make evaluation a true index of learners’ knowledge, each language skill
is to be assessed through a judicious mixture of different types of questions.
INTERNAL ASSESSMENT

Listening and Speaking Competencies 30 Periods

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced .

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.
 ENGLISH LANGUAGE AND LITERATURE
Code no. (184)

CLASS - X (2022-23) Marks 80

Sections Competencies Total marks

Reading Conceptual understanding, decoding,
Comprehension
analyzing, inferring, interpreting and 20
vocabulary
Writing Skill and Creative expression of an opinion, reasoning,
Grammar
justifying, illustrating, appropriacy of style and
tone, using appropriate format and fluency.
20
Applying conventions, using integrated
structures
with accuracy and fluency
Language through Recalling, reasoning, appreciating, applying
Literature literary conventions illustrating and justifying
etc. Extract relevant information, identifying the 40
central theme and sub-theme, understanding
the writers’ message and writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to the circular no.

Acad-11/2019, dated March 06, 2019.

 Annexure I

Guidelines for Assessment of Listening and Speaking Skills (ALS)

ALS is a component of the Subject Enrichment Activity under Internal Assessment. ALS must be seen as an
integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore,
take into consideration an integration of the four language skills but during assessment, emphasis will be given to
speaking and listening, since reading and writing are already being assessed in the written exam.
Assessment of Listening and Speaking Skills: (5 Marks)
i. Activities:
● Subject teachers must refer to books prescribed in the syllabus.
● In addition to the above, teachers may plan their own activities and create their own material for
assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the following
parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
 Contributions are  Contributions  Develops  Interaction is  Can initiate &
mainly unrelated are often interaction adequately logically develop
to those of other unrelated to adequately, initiated simple
speakers those of the makes and develop conversation on
 Shows hardly any other speaker however  Can take turn familiar topics
initiative in the  Generally minimal effort but needs  Can take turns
development of passive in the to initiate little appropriately
conversation development of conversation prompting
 Very limited conversation  Needs
interaction constant
prompting to
take turns
 Insufficient  Frequently  Largely correct  Mostly correct  Can pronounce
Pronunciation accuracy in unintelligible pronunciation & pronunciation correctly &
pronunciation; articulation clear & clear articulate clearly
many  Frequent articulation articulation  Is always
grammatical phonological except  Can be clearly comprehensible
errors errors occasional understood ; uses
 Communication  Major errors most of the appropriate
is severely communication  Some time; very few intonation
affected problems expressions phonological
cause stress errors
without
compromising
with
understanding
of spoken
discourse.
 1. 2. 3. 4. 5.
Fluency &
Coherence  Noticeably/ long  Usually fluent;  Is willing to  Speaks without  Speaks fluently
pauses; rate of produces simple speak at noticeable almost with no
Speech is slow speech fluently, length, effort, with a repetition &
 Frequent but loses however little repetition minimal
repetition and/or coherence in repetition is  Demonstrates hesitation
self- correction complex noticeable hesitation to  Develops topic
 Links only basic communication  Hesitates find words or fully &
sentences;  Often hesitates and/or self use correct coherently
breakdown of and/or resorts to corrects; grammatical
coherence slow speech occasionally structures
evident  Topics partly loses and/or self-
developed; not coherence correction
always  Topics mainly  Topics not fully
concluded developed, but developed to
logically usually not merit
logically
concluded
Vocabulary &  Demonstrates  Communicates  Communicate  Can express  Can express
almost no with limited s with limited with some with some
Grammar flexibility, and flexibility and flexibility flexibility and flexibility and
mostly struggles appropriacy on and appropriacy on appropriacy on a
for appropriate some of the appropriacy most of the variety of topics
words topics on most of the topics such as family,
 Uses very basic  Complex forms topics  Demonstrates hobbies, work,
vocabulary to and sentence  Sometimes ability to use travel and current
express view- structures are uses complex complex forms events
points. rare; exhibits forms and and sentence  Frequently uses
limited sentence structures most complex forms
vocabulary to structures; has of the time; and sentence
express new limited expresses with structures; has
ideas vocabulary to adequate enough
describe/ vocabulary vocabulary to
express new express himself/
points herself
iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academic year.
 The final assessment of the skills is to be done as per the convenience and schedule of the school.
 MATHEMATICS (IX-X)
(CODE NO. 041)
Session 2022-23
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance
with growth of the subject and emerging needs of the society. The present revised syllabus has been
designed in accordance with National Curriculum Framework 2005 and as per guidelines given in the
Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of
students. For motivating the teacher to relate the topics to real life problems and other subject
areas, greater emphasis has been laid on applications of various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ
Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It
is expected that students should acquire the ability to solve problems using algebraic methods and
apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying out
experiments with numbers and forms of geometry, framing hypothesis and verifying these with
further observations form inherent part of Mathematics learning at this stage. The proposed
curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration,
statistics, graphs and coordinate geometry, etc.

The teaching of Mathematics should be imparted through activities which may involve the use of
concrete materials, models, patterns, charts, pictures, posters, games, puzzles and experiments.

Objectives
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
 consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
 acquire knowledge and understanding, particularly by way of motivation and visualization, of
basic concepts, terms, principles and symbols and underlying processes and skills;
 develop mastery of basic algebraic skills;
 develop drawing skills;
 feel the flow of reason while proving a result or solving a problem;
 apply the knowledge and skills acquired to solve problems and wherever possible, by more
than one method;
 to develop ability to think, analyze and articulate logically;
 to develop awareness of the need for national integration, protection of environment,
observance of small family norms, removal of social barriers, elimination of gender biases;
 to develop necessary skills to work with modern technological devices and mathematical
software's.
 to develop interest in mathematics as a problem-solving tool in various fields for its beautiful
structures and patterns, etc.
 to develop reverence and respect towards great Mathematicians for their contributions to the
field of Mathematics;
 to develop interest in the subject by participating in related competitions;
 to acquaint students with different aspects of Mathematics used in daily life;
 to develop an interest in students to study Mathematics as a discipline.

1
 COURSE STRUCTURE CLASS –IX
Units Unit Name Marks

I NUMBER SYSTEMS 10
II ALGEBRA 20
III COORDINATE GEOMETRY 04
IV GEOMETRY 27
V MENSURATION 13
VI STATISTICS & PROBABILITY 06
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods

1. Review of representation of natural numbers, integers, and rational numbers on the number
line. Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers

(irrational numbers) such as , and their representation on the number line. Explaining
that every real number is represented by a unique point on the number line and conversely,
viz. every point on the number line represents a unique real number.
3. Definition of nth root of a real number.

4. Rationalization (with precise meaning) of real numbers of the type

and (and their combinations) where x and y are natural number and a and b are
integers.
5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases
(to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT II: ALGEBRA

1. POLYNOMIALS (26) Periods

Definition of a polynomial in one variable, with examples and counter examples. Coefficients
of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant,
linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and
multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples.
Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and
c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities:
+

and their use in factorization of polynomials.

2
 2. LINEAR EQUATIONS IN TWO VARIABLES (16) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type ax + by + c=0.Explain that a linear equation in two
variables has infinitely many solutions and justify their being written as ordered pairs of real
numbers, plotting them and showing that they lie on a line.

UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY (7) Periods

The Cartesian plane, coordinates of a point, names and terms associated with the
coordinate plane, notations.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID'S GEOMETRY (7) Periods

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed
phenomenon into rigorous Mathematics with definitions, common/obvious notions,
axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship
between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (15) Periods

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O
and the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22) Periods

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle
is equal to any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is
equal to any two angles and the included side of the other triangle (ASA Congruence).

3
 3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three
sides of the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are
equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. QUADRILATERALS (13) Periods

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to
the third side and in half of it and (motivate) its converse.

5. CIRCLES (17) Periods

1.(Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its
converse.
2.(Motivate) The perpendicular from the center of a circle to a chord bisects the chord and
conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to
the chord.
3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center
(or their respective centers) and conversely.
4.(Prove) The angle subtended by an arc at the center is double the angle subtended by it at any
point on the remaining part of the circle.
5.(Motivate) Angles in the same segment of a circle are equal.
6.(Motivate) If a line segment joining two points subtends equal angle at two other points lying
on the same side of the line containing the segment, the four points lie on a circle.
7.(Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180°
and its converse.

UNIT V: MENSURATION

1. AREAS (5) Periods

Area of a triangle using Heron's formula (without proof)

2. SURFACE AREAS AND VOLUMES (17) Periods

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

4
UNIT VI: STATISTICS & PROBABILITY

STATISTICS (15) Periods

Bar graphs, histograms (with varying base lengths), and frequency polygons.

MATHEMATICS
QUESTION PAPER DESIGN
CLASS – IX (2022-23)

Time: 3 Hrs. Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
Understanding: Demonstrate understanding of facts and ideas by 43 54
1
organizing, comparing, translating, interpreting, giving descriptions,
and stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support
generalizations

Evaluating:
18 22
3 Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a set of
criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions
Total 80 100

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

5
 COURSE STRUCTURE CLASS –X

Units Unit Name Marks

I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS & PROBABILTY 11
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBER (15) Periods
Fundamental Theorem of Arithmetic - statements after reviewing work done earlier and
after illustrating and motivating through examples, Proofs of irrationality of

UNIT II: ALGEBRA

1. POLYNOMIALS (8) Periods

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic

polynomials.
2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES (15) Periods

Pair of linear equations in two variables and graphical method of their

solution, consistency/inconsistency.
Algebraic conditions for number of solutions. Solution of a pair of linear equations in two
variables algebraically - by substitution, by elimination. Simple situational problems.

3. QUADRATIC EQUATIONS (15) Periods

Standard form of a quadratic equation ax2 + bx + c = 0, (a ≠ 0). Solutions of quadratic

equations (only real roots) by factorization, and by using quadratic formula. Relationship
between discriminant and nature of roots.

Situational problems based on quadratic equations related to day to day activities to be

incorporated.

6
4. ARITHMETIC PROGRESSIONS (10) Periods

Motivation for studying Arithmetic Progression Derivation of the nth term and sum of the
first n terms of A.P. and their application in solving daily life problems.

UNIT III: COORDINATE GEOMETRY

Coordinate Geometry (15) Periods

Review: Concepts of coordinate geometry, graphs of linear equations. Distance formula.
Section formula (internal division).

UNIT IV: GEOMETRY

1. TRIANGLES (15) Periods

Definitions, examples, counter examples of similar triangles.

1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two
sides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel
to the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding
sides are proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their
corresponding angles are equal and the two triangles are similar.
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the
sides including these angles are proportional, the two triangles are similar.

2. CIRCLES (10) Periods

Tangent to a circle at, point of contact

1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the
point of contact.

2. (Prove) The lengths of tangents drawn from an external point to a circle are equal.

7
UNIT V: TRIGONOMETRY
1. INTRODUCTION TO TRIGONOMETRY (10) Periods
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their
existence (well defined); motivate the ratios whichever are defined at 0 and 90 . Values
o o

of the trigonometric ratios of 300, 450 and 600. Relationships between the ratios.

2. TRIGONOMETRIC IDENTITIES (15) Periods

Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be
given.

3. HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression. (10)Periods

Simple problems on heights and distances. Problems should not involve more than two
right triangles. Angles of elevation / depression should be only 30°, 45°, and 60°.

UNIT VI: MENSURATION

1. AREAS RELATED TO CIRCLES (12) Periods
Area of sectors and segments of a circle. Problems based on areas and perimeter /
circumference of the above said plane figures. (In calculating area of segment of a
circle, problems should be restricted to central angle of 60°, 90° and 120° only.

2. SURFACE AREAS AND VOLUMES (12) Periods

Surface areas and volumes of combinations of any two of the following: cubes, cuboids,
spheres, hemispheres and right circular cylinders/cones.

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS (18) Periods

Mean, median and mode of grouped data (bimodal situation to be avoided).

2. PROBABILITY (10) Periods

Classical definition of probability. Simple problems on finding the probability of an
event.

8
 MATHEMATICS-Standard
QUESTION PAPER DESIGN
CLASS – X (2022-23)
Time: 3 Hours Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
43 54
1
Understanding: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and
stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations

Evaluating:
Present and defend opinions by making judgments about information, 18 22
3
validity of ideas, or quality of work based on a set of criteria.

Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

9
 MATHEMATICS-Basic
QUESTION PAPER DESIGN
CLASS – X (2022-23)
Time: 3Hours Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
1 60 75
Understanding: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and
stating main ideas

Applying: Solve problems to new situations by applying acquired 12 15

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations
Evaluating:
Present and defend opinions by making judgments about information, 8 10
3
validity of ideas, or quality of work based on a set of criteria.
Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions
80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

PRESCRIBED BOOKS:
1. Mathematics - Textbook for class IX - NCERT Publication
2. Mathematics - Textbook for class X - NCERT Publication
3. Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
4. Guidelines for Mathematics Laboratory in Schools, class X - CBSE Publication
5. Laboratory Manual - Mathematics, secondary stage - NCERT Publication
6. Mathematics exemplar problems for class IX, NCERT publication.
7. Mathematics exemplar problems for class X, NCERT publication.

10
 (B) PAINTING (Code No.: 049)
Classes IX-X (2022-23)

"The secondary stage is apt for refining aesthetic sensibilities and promoting social values
through projects on conservation of the natural and cultural heritage and through
opportunities for studying Indian culture, working with artists/artisans of the community,
organizing festivals and celebrations of the community at large, display of physical
environment and surrounding landscape and their exploration; projects to promote creative
expression and exhibition of works in visual and verbal forms" is one of the
recommendations of the National Curriculum Framework 2005.
This is the stage where students have already gained the skill of drawing and painting to an
extent to create and communicate through simple images and colours. The focus of the
painting curriculum should be to provide students with an opportunity to explore natural and
man made objects, situations and subjects to learn about the elements and principles of
painting while enjoying their creative expression through different mediums and techniques.
The course consists of (i) Painting theory and (ii) Painting practicals. Theory and Practice
are co-related and complement each other by application of medium and technique.
Theory can make students understand the medium they are practicing with all its beauty
and meaning. Theory provides knowledge and enhances the value of the practical.

Learning outcomes:
Students after studying 'Painting' as additional subject will be able to:
- Enjoy paintings as a medium of expressions
- Appreciate the beauty in lines, forms and colours
- Know the fundamentals of Painting (Elements and Principles) and apply them
in their creations.
- Use painting tools and materials appropriately.
- Apply pencil colours, oil pastels, poster colours, water colours etc. as a painting
medium.
- Differentiate between 'opaque' and 'transparent' colours as a technique.

1|
 - Refine memory and observation power through study / still life and painting
composition.
- Maintain his/her painting tools, materials appropriately.
- Display his/her paintings aesthetically and will learn to store them.
- Apply the artistic skills of composition in day-to-day life at home and in the
school.

Suggested Teaching Learning Strategies - IX :

i. Still Life (Study of simple objects) Study of a group of two or three objects from
a fixed point of view in colours. Group may include vegetables, fruits, foliage,
book, drapery, and simple objects of daily use.
ii. Simple compositions based on any one form of Folk Art such as Madhubani,
Warli, Alpana, Rangoli, Mandana etc.
iii. Field visits to Art Galleries, Museum/s, National Bal Bhawan or similar
organisations, Artist’s studios or Artisan’s workshops etc.
iv. Sketches from Life and Nature in pencil and ink.
v. Teacher can tell story of Indian Art in a story telling manner. This can also be
audio/video recorded and shared with students.
vi. Display of reproductions of master’s work in school corridors.
vii. Submission of portfolio consisting of six ( 3 Still Life and 3 Composition) selected
works done during the year.

2|
 (B) PAINTING
Theory
Code No.: 049
Class IX

Time allowed: 3 hours Maximum Marks: 30

UNIT- I : Fundamentals of Visual Arts (The Elements) 10 Marks

UNIT-II : Methods and Materials of Painting 10 Marks

Understanding and appropriate use of:

(i) Tools,

(ii) Painting Materials - Poster Colours, Water Colours, Oil Pastels and Pencils

UNIT-III: Story of Indian Art 10 Marks

(i) Appreciation of Indian Art covering selected paintings, sculptures

and architectural glimpses:

a) Paintings :

(i) Ulizard’s Dance (Bhimbethaka)

b) Sculptures

(i) Yaksha – Yakshi at R.B.I. New Delhi(done by Ramkinker Vaij)

C) Architecture

(i) Sun Temple (Konark, Odisha)

(ii) Indian Folk Art – Paintings

(Floor decoration) Alpana, Rangoli and Mandana

3|
 Practical

Time allowed: 3 hours Maximum Marks: 70

Assessment for Practical: 50 marks

Still Life

(a) Accurate drawing with proper composition of objects. 15 marks

(b) Compositional arrangement with due emphasis on the subject-matter. 15 marks
(c) Treatment of medium with an appropriate colour scheme in still life. 10 marks
(d) Originality, creativity and overall expression. 10 marks

Internal Assessment : 20 marks

It includes

(i) Periodic Tests -there will be three periodic tests in a year, out which the 10 marks

best two will be assessed.

(ii) Portfolio -Portfolio will consist of 10 best work of sketches, still life 10 marks

and painting compositions done during the year.

4|
 (B) PAINTING
Theory
Code No.: 049
Class - X

Time allowed: 3 hours Maximum Marks: 30

UNIT- I : Fundamentals of Visual Arts 10 Marks

(The Elements and Principals)

UNIT-II : Methods and Materials of Painting 10 Marks

Understanding and appropriate use of:

(i) Tools

(ii) Painting Materials - Poster Colours, Water Colours, Oil Pastels and Pencils

UNIT-III: Story of Indian Art 10 Marks

(i) Appreciation of Indian Art covering selected paintings, sculptures and architectural
glimpses.

(a) Paintings (i) Bodhisattava Padmapani (Ajanta)

(b) Sculpture (i) Ashokan Lion capital (Mauryan Period)

( c) Architecture (i) Kailashnatha Temple, (Ellora, Maharashtra)

(ii) Indian Folk Art – Paintings: Madhubani and Warli

5|
 Practical

Time allowed: 3 hours Maximum Marks: 70

External Assessment for Practical 50 marks

Painting-Composition
Painting from Memory – Simple composition in water/poster/pastel colours on given
subjects based on sketching from life and nature. It may also be in abstract/semi-
abstract/folk art forms.
a) Compositional-arrangement including emphasis on the subject 15 marks

b) Treatment of media with an appropriate colour scheme 15 marks

c) Originality and creativity 10 marks

d) Overall impression 10 marks

Internal Assessment : 20 marks

It includes;

(i) Periodic Tests -there will be three periodic tests in a year, out which 10 marks
the best two will be assessed.
(ii) Project work - Portfolio will consist of 10 best work of colour sketches, 10 marks
Painting compositions in water colors, poster colors,
oil pastels and in pencil colors done during the year.

6|
 Suggested Teaching Learning Strategies - X :
I. Starting with simple composition based on nature such as landscapes,
seascapes, compositions to show seasons, moods of nature etc. from life or
from imagination. Students should be exposed to relevant work of art by
masters.
II. Figurative and abstract compositions from imagination of ones own experiences
III. Compositions based on any one folk painting style of India.
IV. Encourage students to explore regional methods and materials of painting,
wall paintings, murals etc).
V. Field visits to Art Galleries, Museum(s), National Bal Bhawan /similar
institutions, Artist studios, Artisan workshops etc.
VI. Teacher must tell story of Indian Art in a story telling manner. This can also
be audio/video recorded and shared with students.
VII. Display of reproductions of master’s work in school corridors.
VIII. Organise interactions with Artists and Artisans in the school and
otherwise.
IX. Sketches from Life and Nature in pencil and ink should be encouraged as a
routine.
X. Protect work can be given in a team of two for better results. Some ideas for
the project can be; collection of ‘Images of heritage crafts of my state’, ‘Types
of trees flora and fauna found in my village/town/city’, ‘Celebration of
festivals’, ‘Games we like to play’, ‘Historical Sites’ etc. Project can consist of
5 compositions on the selected topic.
XI. Encourage students to display their work in school. Help them organize
painting exhibition(s) etc.

7|
 SCIENCE
(Code No. 086)
Classes: IX and X (2022-23)

The subject of Science plays an important role in developing well-defined abilities in cognitive,
affective and psychomotor domains in children. It augments the spirit of enquiry, creativity,
objectivity and aesthetic sensibility.
Upper primary stage demands that a number of opportunities should be provided to the students to
engage them with the processes of Science like observing, recording observations, drawing,
tabulation, plotting graphs, etc., whereas the secondary stage also expects abstraction and
quantitative reasoning to occupy a more central place in the teaching and learning of Science. Thus,
the idea of atoms and molecules being the building blocks of matter makes its appearance, as does
Newton’s law of gravitation.
The present syllabus has been designed around seven broad themes viz. Food; Materials; The
World of The Living; How Things Work; Moving Things, People and Ideas; Natural Phenomenon
and Natural Resources. Special care has been taken to avoid temptation of adding too many
concepts than can be comfortably learnt in the given time frame. No attempt has been made to be
comprehensive.
At this stage, while Science is still a common subject, the disciplines of Physics, Chemistry and
Biology begin to emerge. The students should be exposed to experiences based on hands on
activities as well as modes of reasoning that are typical of the subject.
General Instructions:
1. There will be an Annual Examination based on the entire syllabus.
2. The Annual Examination will be of 80 marks and 20 marks weightage shall be for Internal
Assessment.
3. For Internal Assessment:
a. There will be Periodic Assessment that would include:
 For 5 marks- Three periodic tests conducted by the school. Average of the best two tests
to be taken that will have a weightage of 05 marks towards the final result.
 For 5 marks- Diverse methods of assessment as per the need of the class dynamics and
curriculum transaction. These may include - short tests, oral test, quiz, concept maps,
projects, posters, presentations and enquiry based scientific investigations etc. and use
rubrics for arguing them objectively. This will also have a weightage of 05 marks towards
the final result.
b. Practical / Laboratory work should be done throughout the year and the student should
maintain record of the same. Practical Assessment should be continuous. There will be
weightage of 5 marks towards the final result. All practicals listed in the syllabus must be
completed.
c. Portfolio to be prepared by the student- This would include classwork and other sample of
student work and will carry a weightage of 5 marks towards the final results.
 COURSE STRUCTURE
CLASS IX
(Annual Examination) Marks: 80

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 25
II Organization in the Living World 22
III Motion, Force and Work 27
IV Food; Food Production 06
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials
Unit I: Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-
melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation,
sublimation.
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures,
colloids and suspensions. Physical and chemical changes (excluding separating the components of
a mixture).
Particle nature and their basic units: Atoms and molecules, Law of Chemical Combination,
Chemical formula of common compounds, Atomic and molecular masses.
Structure of atoms: Electrons, protons and neutrons, Valency, Atomic Number and Mass Number,
Isotopes and Isobars.

Theme: The World of the Living

Unit II: Organization in the Living World
Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular
organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast,
mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic
structure, number.
Tissues, Organs, Organ System, Organism:

Structure and functions of animal and plant tissues (only four types of tissues in animals;
Meristematic and Permanent tissues in plants).
Theme: Moving Things, People and Ideas
Unit III: Motion, Force and Work
Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line;
acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated
motion, elementary idea of uniform circular motion.
Force and Newton’s laws : Force and Motion, Newton’s Laws of Motion, Action and Reaction
forces, Inertia of a body, Inertia and mass, Momentum, Force and Acceleration.
Gravitation: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity),
Acceleration due to Gravity; Mass and Weight; Free fall.
Floatation: Thrust and Pressure. Archimedes’ Principle; Buoyancy.
Work, Energy and Power: Work done by a Force, Energy, power; Kinetic and Potential energy;
Law of conservation of energy (excluding commercial unit of Energy).

Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in
humans; ultrasound; reflection of sound; echo.

Theme: Food
Unit IV: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of
fertilizers and manures; Protection from pests and diseases; Organic farming.

Note for the Teachers:

1. The chapter Natural Resources (NCERT Chapter 14) will not be assessed in the year-end
examination. However, learners may be assigned to read this chapter and encouraged to
prepare a brief write up on any concept of this chapter in their Portfolio. This may be for
Internal Assessment and credit may be given for Periodic Assessment/Portfolio.

2. The NCERT text books present information in boxes across the book. These help
students to get conceptual clarity. However, the information in these boxes would not be
assessed in the year-end examination.

PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.
(LIST OF EXPERIMENTS)
1. Preparation of: Unit-I

a) a true solution of common salt, sugar and alum

b) a suspension of soil, chalk powder and fine sand in water

c) a colloidal solution of starch in water and egg albumin/milk in water and distinguish between
these on the basis of
  transparency
 filtration criterion
 stability
2. Preparation of Unit-I
a) A mixture
b) A compound
using iron filings and sulphur powder and distinguishing between these on the basis of:
(i) appearance, i.e., homogeneity and heterogeneity
(ii) behaviour towards a magnet
(iii) behaviour towards carbon disulphide as a solvent
(iv) effect of heat
3. Perform the following reactions and classify them as physical or chemical changes: Unit-I
a) Iron with copper sulphate solution in water
b) Burning of magnesium ribbon in air
c) Zinc with dilute sulphuric acid
d) Heating of copper sulphate crystals
e) Sodium sulphate with barium chloride in the form of their solutions in water

4. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record
observations and draw their labeled diagrams. Unit-II

5. Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped,

smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw
their labeled diagrams. Unit-II
6. Determination of the melting point of ice and the boiling point of water. Unit-I

7. Verification of the Laws of reflection of sound. Unit-III

8. Determination of the density of solid (denser than water) by using a spring balance and a
measuring cylinder. Unit-III
9. Establishing the relation between the loss in weight of a solid when fully immersed in Unit-III

a) Tap water

b) Strongly salty water with the weight of water displaced by it by taking at least two different
solids.
10. Determination of the speed of a pulse propagated through a stretched string/slinky (helical
spring). Unit-III

11. Verification of the law of conservation of mass in a chemical reaction. Unit-III

 COURSE STRUCTUR
CLASS X
(Annual Examination)

Marks: 80
Unit Unit Marks

No.
I Chemical Substances-Nature and Behaviour 25
II World of Living 25
III Natural Phenomena 12
IV Effects of Current 13
V Natural Resources 05
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials

Unit I: Chemical Substances - Nature and Behaviour

Chemical reactions: Chemical equation, Balanced chemical equation, implications of a balanced

chemical equation, types of chemical reactions: combination, decomposition, displacement, double
displacement, precipitation, endothermic exothermic reactions, oxidation and reduction.
Acids, bases and salts: Their definitions in terms of furnishing of H+ and OH– ions, General
properties, examples and uses, neutralization, concept of pH scale (Definition relating to logarithm
not required), importance of pH in everyday life; preparation and uses of Sodium Hydroxide,
Bleaching powder, Baking soda, Washing soda and Plaster of Paris.
Metals and nonmetals: Properties of metals and non-metals; Reactivity series; Formation and
properties of ionic compounds; Basic metallurgical processes; Corrosion and its prevention.
Carbon compounds: Covalent bonding in carbon compounds. Versatile nature of carbon.
Homologous series. Nomenclature of carbon compounds containing functional groups (halogens,
alcohol, ketones, aldehydes, alkanes and alkynes), difference between saturated hydro carbons
and unsaturated hydrocarbons. Chemical properties of carbon compounds (combustion, oxidation,
addition and substitution reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and
detergents.

Theme: The World of the Living

Unit II: World of Living

Life processes: ‘Living Being’. Basic concept of nutrition, respiration, transport and excretion in
plants and animals.
Control and co-ordination in animals and plants: Tropic movements in plants; Introduction of
plant hormones; Control and co-ordination in animals: Nervous system; Voluntary, involuntary and
reflex action; Chemical co-ordination: animal hormones.
Reproduction: Reproduction in animals and plants (asexual and sexual) reproductive health - need
and methods of family planning. Safe sex vs HIV/AIDS. Child bearing and women’s health.
Heredity and Evolution: Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex
determination: brief introduction: (topics excluded - evolution; evolution and classification and
evolution should not be equated with progress).

Theme: Natural Phenomena

Unit III: Natural Phenomena

Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of curvature,
principal axis, principal focus, focal length, mirror formula (Derivation not required),magnification.
Refraction; Laws of refraction, refractive index.

Refraction of light by spherical lens; Image formed by spherical lenses; Lens formula (Derivation
not required); Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications of
spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life
(excluding colour of the sun at sunrise and sunset).

Theme: How Things Work

Unit IV: Effects of Current
Electric current, potential difference and electric current. Ohm’s law; Resistance, Resistivity,
Factors on which the resistance of a conductor depends. Series combination of resistors,
parallel combination of resistors and its applications in daily life. Heating effect of electric
current and its applications in daily life. Electric power, Interrelation between P, V, I and R.
Magnetic effects of current : Magnetic field, field lines, field due to a current carrying conductor,
field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s Left
Hand Rule, Direct current. Alternating current: frequency of AC. Advantage of AC over DC.
Domestic electric circuits.
Theme: Natural Resources
Unit V: Natural Resources

Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and
their solutions. Biodegradable and non-biodegradable substances.

Note for the Teachers:

1. The chapter Management of Natural Resources (NCERT Chapter 16) will not be assessed
in the year-end examination. However, learners may be assigned to read this chapter and
encouraged to prepare a brief write up to any concept of this chapter in their Portfolio. This
 may be for Internal Assessment and credit may be given Periodic Assessment/Portfolio).

2. The NCERT text books present information in boxes across the book. These help students
to get conceptual clarity. However, the information in these boxes would not be assessed
in the year-end examination.

PRACTICALS

Practical should be conducted alongside the concepts taught in theory classes

LIST OF EXPERIMENTS
1. A. Finding the pH of the following samples by using pH paper/universal indicator: Unit-I
(i) Dilute Hydrochloric Acid
(ii) Dilute NaOH solution
(iii) Dilute Ethanoic Acid solution
(iv) Lemon juice
(v) Water
(vi) Dilute Hydrogen Carbonate solution
B. Studying the properties of acids and bases (HCl & NaOH) on the basis of their reaction with:

Unit-I
a) Litmus solution (Blue/Red)
b) Zinc metal
c) Solid sodium carbonate
2. Performing and observing the following reactions and classifying them into: Unit-I
A. Combination reaction
B. Decomposition reaction
C. Displacement reaction
D. Double displacement reaction
(i) Action of water on quicklime
(ii) Action of heat on ferrous sulphate crystals
(iii) Iron nails kept in copper sulphate solution
(iv) Reaction between sodium sulphate and barium chloride solutions
3. Observing the action of Zn, Fe, Cu and Al metals on the following salt solutions: Unit-I
i) ZnSO4(aq)
ii) FeSO4(aq)
iii) CuSO4(aq)
iv) Al2 (SO4)3(aq)
Arranging Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the
above result.
4. Studying the dependence of potential difference (V) across a resistor on the current (I) passing
through it and determine its resistance. Also plotting a graph between V and I. Unit-IV
5. Determination of the equivalent resistance of two resistors when connected in series and
parallel. Unit-IV
6. Preparing a temporary mount of a leaf peel to show stomata. Unit- II
7. Experimentally show that carbon dioxide is given out during respiration. Unit-II
8. Study of the following properties of acetic acid (ethanoic acid): Unit- I

i) Odour
ii) solubility in water
iii) effect on litmus
iv) reaction with Sodium Hydrogen Carbonate
9. Study of the comparative cleaning capacity of a sample of soap in soft and hard water. Unit- I

10. Determination of the focal length of: Unit-III

i) Concave mirror
ii) Convex lens
by obtaining the image of a distant object.

11. Tracing the path of a ray of light passing through a rectangular glass slab for different angles
of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and
interpret the result. Unit - III
12. Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the help of
prepared slides. Unit-II
13. Tracing the path of the rays of light through a glass prism. Unit-III
14. Identification of the different parts of an embryo of a dicot seed (Pea, gram or red kidney
bean). Unit-II

PRESCRIBED BOOKS:
 Science-Textbook for class IX-NCERT Publication
 Science-Text book for class X- NCERT Publication
 Assessment of Practical Skills in Science-Class IX - CBSE Publication
 Assessment of Practical Skills in Science- Class X- CBSE Publication
 Laboratory Manual-Science-Class IX, NCERT Publication
 Laboratory Manual-Science-Class X, NCERT Publication
 Exemplar Problems Class IX – NCERT Publication
 Exemplar Problems Class X – NCERT Publication
 Theory (80 marks) Question Paper Design
(Class X)
Subject: Science

Competencies Total

Demonstrate Knowledge and Understanding 46 %

Application of Knowledge/Concepts 22 %

Formulate, Analyze, Evaluate and Create 32 %

100%

Note:
 Typology of Questions: VSA including objective type questions, Assertion – Reasoning type
questions; SA; LA; Source-based/ Case-based/ Passage-based/ Integrated assessment
questions.
 An internal choice of approximately 33% would be provided.

Internal Assessment (20 Marks)

 Periodic Assessment - 05 marks + 05 marks
 Subject Enrichment (Practical Work) - 05 marks
 Portfolio - 05 marks

Suggestive verbs for various competencies

 Demonstrate Knowledge and Understanding
o State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
o Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Formulate, Analyze, Evaluate and Create
o Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.
 SOCIAL SCIENCE
CLASS IX-X (2022-23)
(CODE NO. 087)

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
 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

1
  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 IX (2022-23)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks
I India and the Contemporary World – I 60 20
II Contemporary India – I 55 20
III Democratic Politics - I 50 20
IV Economics 50 20
Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – I 60 Periods

Themes Learning Objectives
Section 1: Events and Processes: (All the In each of the themes in this unit
three themes are compulsory) students would get familiarized with
distinct ideologies, extracts of
speeches, political declarations, as
well as the politics of caricatures,
posters and engravings. Students

2
 would learn how to interpret these
kinds of historical evidences.

I. The French Revolution:  Familiarize with the names of

 French Society During the Late people involved, the different types
Eighteenth Century of ideas that inspired the
 The Outbreak of the Revolution revolution, the wider forces that
 France Abolishes Monarchy and shaped it.
Becomes a Republic  Know the use of written, oral and
 Did Women have a Revolution? visual material to recover the
 The Abolition of Slavery history of revolutions.
 The Revolution and Everyday Life

II. Socialism in Europe and the Russian

Revolution:  Explore the history of socialism
 The Age of Social Change through the study of Russian
Revolution.
 The Russian Revolution
 Familiarize with the different types
 The February Revolution in Petrograd
of ideas that inspired the
 What Changed after October?
revolution.
 The Global Influence of the Russian
Revolution and the USSR

III. Nazism and the Rise of Hitler:  Discuss the critical significance of
 Birth of the Weimar Republic Nazism in shaping the politics of
 Hitler’s Rise to Power modern world.
 The Nazi Worldview  Get familiarized with the speeches
 Youth in Nazi Germany and writings of Nazi Leaders.
 Ordinary People and the Crimes
Against Humanity

Section 2: Livelihoods, Economies and

Societies:
 Discuss the social and cultural
IV. Forest Society and Colonialism: world of forest communities
 Why Deforestation? through the study of specific
 The Rise of Commercial Forestry revolts.
 Rebellion in the Forest  Understand how oral traditions can
 Forest Transformations in Java be used to explore tribal revolts.

3
  Highlight varying patterns of
developments within pastoral
societies in different places.
 Analyze the impact of colonialism
on forest societies, and the
implication of scientific forestry.
 Show the different processes
through which agrarian
transformation may occur in the
modern world.

V. Pastoralists in the Modern World:  Analyze the impact of modern

 Pastoral Nomads and their Movements states, marking of boundaries,
 Colonial Rule and Pastoral Life processes of sedentarization,
 Pastoralism in Africa contraction of pastures, and
expansion of markets on
pastoralism in the modern world.

Unit 2: Contemporary India – I 55 Periods

Themes Learning Objectives
1. India  Identify the location of India in the
 Location Indian subcontinent.
 Size
 India and the World
 India’s Neighbours

2. Physical Features of India:  Understand the major landform

 Major Physiographic Divisions – features and the underlying
Himalayan Mountains, Northern Plains, geological structure; their
Peninsular Plateau, Indian Desert, association with various rocks and
Coastal Plains, Islands minerals as well as nature of soil
types.

3. Drainage:  Identify the river systems of the

 Concept country and explain the role of
 Drainage Systems in India rivers in the human society.
 The Himalayan Rivers - Ganga and
Brahmaputra River System

4
  The Peninsular Rivers- Narmada Basin,
Tapti Basin, Godavari Basin, Mahanadi
Basin, Krishna Basin, Kaveri Basin
 Lakes
 Role of Rivers in the Economy
 River Pollution

4. Climate:
 Concept  Identify various factors influencing
 Climatic Controls the climate and explain the
 Factors influencing India’s climate – climatic variation of our country
Latitude, Altitude, Pressure and Winds and its impact on the life of the
(excluding Jet Streams and Western people.
Cyclonic Disturbances and related  Explain the importance and
figures) unifying role of monsoons.
 The Seasons – Cold Weather Season,
Hot Weather Season, Advancing
Monsoon, Retreating/Post Monsoons
 Distribution of Rainfall
 Monsoon as a unifying bond

5. Natural Vegetation and Wild Life:  Explain the nature of diverse flora
 Types of Vegetation – Tropical and fauna as well as their
Evergreen Forests, Tropical Deciduous distribution.
Forests, Thorn Forests and Shrubs,  Develop concern about the need
Montane Forests, Mangrove Forests to protect the biodiversity of our
 Wild Life country.

6. Population:
 Population Size and Distribution –  Analyse the uneven nature of
India’s Population Size and Distribution population distribution and show
by Numbers, India’s Population concern about the large size of
Distribution by Density our population.
 Population Growth and Processes of
Population Change – Population
Growth, Processes of Population
Change/Growth

5
Unit 3: Democratic Politics – I 50 Periods
Themes Learning Objectives
1. What is Democracy? Why Democracy?  Develop conceptual skills of
defining democracy.
 What is Democracy?  Understand how different
 Features of Democracy historical processes and forces
 Why Democracy? have promoted democracy.
 Broader Meanings of Democracy  Develop a sophisticated defense
of democracy against common
prejudices.
 Develop a historical sense of the
choice and nature of democracy
in India.

2. Constitutional Design:  Understand the process of

Constitution making.
 Democratic Constitution in South Africa  Develop respect for the
 Why do we need a Constitution? Constitution and appreciation for
 Making of the Indian Constitution Constitutional values.
 Guiding Values of the Indian Constitution  Recognize Constitution as a
dynamic and living document.
K

3. Electoral Politics:  Understand representative

democracy via competitive party
 Why Elections? politics.
 What is our System of Elections?  Familiarize with Indian electoral
 What makes elections in India system.
democratic?  Reason out for the adoption of
present Indian Electoral System.
 Develop an appreciation of
citizen’s increased participation in
electoral politics.
 Recognize the significance of the
Election Commission.

 Get an overview of central

4. Working of Institutions:
governmental structures.
 How is the major policy decision taken?

6
  Parliament  Identify the role of Parliament and
 Political Executive its procedures.
 The Judiciary  Distinguish between political and
permanent executive authorities
and functions.
 Understand the parliamentary
system of executive’s
accountability to the legislature.
 Understand the working of Indian
Judiciary.

5. Democratic Rights:  Recognize the need for rights in

one’s life.
 Life without Rights  Understand the availability
 Rights in a Democracy /access of rights in a democratic
 Rights in the Indian Constitution system/government.
 Expanding scope of rights  Identify and be able to
comprehend the Fundamental
Rights given by the Indian
 Constitution to its citizens.
 Create awareness regarding the
process of safeguarding rights.

Unit 4: Economics 50 Periods

Themes Objectives
1. The Story of Village Palampur:  Familiarize with basic economic
 Overview concepts through an imaginary
story of a village.
 Organization of Production
 Farming in Palampur
 Non-farm activities in Palampur

2. People as Resource:  Understand the demographic

 Overview concepts.
 Economic Activities by Men and Women  Understand how population can
 Quality of Population be an asset or a liability for the
 Unemployment nation.

3. Poverty as a Challenge:
 Overview
 Two typical cases of Poverty

7
  Poverty as seen by Social Scientists  Understand poverty as a
 Poverty Estimates challenge.
 Vulnerable Groups  Identify vulnerable group and
 Interstate Disparities interstate disparities.
 Global Poverty Scenario  Appreciate the initiatives of the
 Causes of Poverty government to alleviate poverty.
 Anti-Poverty measures
 The Challenges Ahead
4. Food Security in India:
 Overview  Understand the concept of food
 What is Food Security? security.
 Why Food Security?  Appreciate and analyse the role of
 Who are food insecure? government in ensuring food
 Food Security in India supply.
 What is Buffer Stock?
 What is the Public Distribution System?
 Current Status of Public Distribution
System
 Role of Cooperatives in food security

PROJECT WORK
CLASS IX (2022-23)

05 Periods 05 Marks
1. Every student has to compulsorily undertake one project on Disaster
Management

2. Objectives: The main objectives of giving project work on Disaster Management to

the students are to:
a. create awareness in them about different disasters, their consequences
and management
b. prepare them in advance to face such situations
c. ensure their participation in disaster mitigation plans
d. enable them to create awareness and preparedness among the
community.
3. The project work should also help in enhancing the Life Skills of the students.
4. If possible, various forms of art may be integrated in the project work.

8
5. In order to realize the expected objectives completely, it would be required of the
Principals / teachers to muster support from various local authorities and organizations
like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster
Management Departments of the States, Office of the District Magistrate/ Deputy
Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools
are located.
6. The distribution of marks over different aspects relating to Project Work is as
follows:
Marks
S. No. Aspects
Content accuracy, originality and analysis
a 2

b Presentation and creativity 2

Viva Voce
c 1

7. The project carried out by the students should subsequently be shared among
themselves through interactive sessions such as exhibitions, panel discussions, etc.
8. All documents pertaining to assessment under this activity should be meticulously
maintained by the schools.
9. A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions;
 calendar of activities;
 innovative ideas generated in the process;
 list of questions asked in viva voce.
10. It is to be noted here by all the teachers and students that the projects and models
prepared should be made from eco-friendly products without incurring too much
expenditure.
11. The Project Report can be handwritten or digital.
12. The Project Work needs to enhance cognitive, affective and psychomotor skills
of the learners. It will include self-assessment and peer assessment, and progress of
the child in project-based and inquiry-based learning, art integrated activities,
experiments, models, quizzes, role plays, group work, portfolios, etc., along with
teacher assessment. (NEP-2020)
(The Project work can culminate in the form of Power Point
Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story

9
 telling/debate/panel discussion, paper presentation and whichever is suitable to
Visually Impaired Candidates.)
13. The record of the project work (internal assessment) should be kept for a period of
three months for verification, if any.

QUESTION PAPER DESIGN

CLASS IX (2022-23)

Time: 3 Hours Maximum Marks: 80

Sr. Competencies Total %
No. Marks Weightage
1 Remembering and Understanding: Exhibiting 28 35%
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 Applying: Solving problems to new situations by 15 18.75%
applying acquired knowledge, facts, techniques
and rules in a different way
3 Formulating, Analyzing, Evaluating and 32 40%
Creating: 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.
4 Map Skill 5* 6.25%
80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,
Assessment Framework and Questions.
* 02 Items from History Map List and 03 from Geography Map List

10
 INTERNAL ASSESSMENT: 20 MARKS

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
multiple strategies
For example, Quiz,
Debate, Role Play, Viva,
Group Discussion, Visual
Expression, Interactive
Bulletin Boards, Gallery
Walks, Exit Cards,
Concept Maps, Peer
Assessment, Self-
Assessment, etc.

Portfolio 5 Marks  Classwork

 Work done (Activities / Assignments)
 Reflections, Narrations, Journals, etc.
 Achievements of the student in the
subject throughout the year
 Participation of the student in different
activities like Heritage India Quiz
Subject Enrichment 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS IX (2022-23)

SUBJECT - HISTORY
Chapter-1: The French Revolution
Outline Political Map of France (For locating and labeling / Identification)
 Bordeaux
 Nantes
 Paris
 Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution
Outline Political Map of World (For locating and labeling / Identification)
 Major countries of First World War
11
 (Central Powers and Allied Powers)
Central Powers - Germany, Austria-Hungary, Turkey (Ottoman Empire)
Allied Powers - France, England, Russia, U.S.A.

Chapter-3: Nazism and Rise of Hitler

Outline Political Map of World (For locating and labeling / Identification)
 Major countries of Second World War
Axis Powers – Germany, Italy, Japan
Allied Powers – UK, France, Former USSR, USA
 Territories under German expansion (Nazi Power)
Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark,
Lithuania, France, Belgium

SUBJECT – GEOGRAPHY (Outline Political Map of India)

Chapter -1: India-Size and Location

 India-States with Capitals, Tropic of Cancer, Standard Meridian (Location

and Labelling)

Chapter -2: Physical Features of India

 Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The
Vindhya, The Satpura, Western & Eastern Ghats
 Mountain Peaks – K2, Kanchan Junga, Anai Mudi
 Plateau - Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau
 Coastal Plains - Konkan, Malabar, Coromandal & Northern Circar (Location and
Labelling)

Chapter -3: Drainage

 Rivers: (Identification only)

o The Himalayan River Systems-The Indus, The Ganges, and The Satluj
o The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna,
The Godavari, The Mahanadi
 Lakes: Wular, Pulicat, Sambhar, Chilika

Chapter - 4: Climate

 Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

12
Chapter - 5: Natural Vegetation and Wild Life

 Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn

Forest, Montane Forests and Mangrove- For identification only
 National Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal &
Manas
 Bird Sanctuaries: Bharatpur and Ranganthitto
 Wild Life Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and
Labelling)

Chapter - 6: Population (location and labelling)

 The state having highest and lowest density of population

PRESCRIBED BOOKS:

1. India and the Contemporary World - I (History) - Published by NCERT

2. Contemporary India - I (Geography) - Published by NCERT
3. Democratic Politics - I Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for
Class IX - Published by CBSE

Note: Please procure latest reprinted edition (2021) of prescribed NCERT

textbooks.

13
 COURSE STRUCTURE
CLASS X (2022-23)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks
I India and the Contemporary World – II 60 20
II Contemporary India – II 55 20
III Democratic Politics - II 50 20
IV Understanding Economic Development 50 20
Total 215 80

COURSE CONTENT
Unit 1: India and the Contemporary World – II 60 Periods
Themes Learning Objectives
Section 1: Events and Processes:  Enable the learners to identify and
comprehend the forms in which
1. The Rise of Nationalism in Europe: nationalism developed along with
 The French Revolution and the Idea of the formation of nation states in
the Nation Europe in the post-1830 period.
 The Making of Nationalism in Europe  Establish the relationship and
 The Age of Revolutions: 1830-1848 bring out the difference between
 The Making of Germany and Italy European nationalism and anti-
 Visualizing the Nation colonial nationalisms.
 Nationalism and Imperialism  Understand the way the idea of
nationalism emerged and led to the
formation of nation states in
Europe and elsewhere.

2. Nationalism in India:  Recognize the characteristics of

 The First World War, Khilafat and Non - Indian nationalism through a case
Cooperation study of Non-Cooperation and Civil
 Differing Strands within the Movement Disobedience Movement.
 Towards Civil Disobedience  Analyze the nature of the diverse
 The Sense of Collective Belonging social movements of the time.
 Familiarize with the writings and
ideals of different political groups
and individuals.

14
  Appreciate the ideas promoting
Pan Indian belongingness.
Section 2: Livelihoods, Economies and
Societies:

3. The Making of a Global World:

 Show that globalization has a long
 The Pre-modern world history and point to the shifts within
 The Nineteenth Century (1815-1914) the process.
 The Inter war Economy  Analyze the implication of
 Rebuilding a World Economy: The globalization for local economies.
Post-War Era  Discuss how globalization is
experienced differently by different
social groups.

4. The Age of Industrialization:  Familiarize with the Pro- to-

Industrial phase and Early –
 Before the Industrial Revolution factory system.
 Hand Labour and Steam Power  Familiarize with the process of
 Industrialization in the Colonies industrialization and its impact on
 Factories Come Up labour class.
 The Peculiarities of Industrial Growth  Enable them to understand
 Market for Goods industrialization in the colonies
with reference to Textile industries.

Section 3: Everyday Life, Culture and

Politics:
 Identify the link between print
5. Print Culture and the Modern World: culture and the circulation of ideas.
 The First Printed Books  Familiarize with pictures, cartoons,
 Print Comes to Europe extracts from propaganda
 The Print Revolution and its Impact literature and newspaper debates
 The Reading Mania on important events and issues in
 The Nineteenth Century the past.
 India and the World of Print  Understand that forms of writing
 Religious Reform and Public Debates have a specific history, and that
 New Forms of Publication they reflect historical changes
within society and shape the forces
 Print and Censorship
of change.

15
Unit 2: Contemporary India – II 55 Periods
Themes Learning Objectives
1. Resources and Development:  Understand the value of
 Concept resources and the need for their
 Development of Resources judicious utilization and
 Resource Planning - Resource conservation.
Planning in India, Conservation of
Resources
 Land Resources
 Land Utilization
 Land Use Pattern in India
 Land Degradation and Conservation
Measures
 Soil as a Resource - Classification of
Soils, Soil Erosion and Soil
Conservation (excluding Box
Information on State of India’s
Environment)

2. Forest and Wildlife

 Conservation of forest and wildlife in  Understand the importance of
India forests and wild life.
 Types and distribution of forests and  Understand the ability and
wildlife resources knowledge of how forest and
wildlife conservation and
 Community and Conservation
management relate to the
economy and environment, both
currently and in the future.

3. Water Resources:
 Comprehend the importance of
 Water Scarcity and The Need for Water
water as a resource as well as
Conservation and Management
develop awareness towards its
 Multi-Purpose River Projects and judicious use and conservation.
Integrated Water Resources
Management
 Rainwater Harvesting

4. Agriculture:
 Types of Farming – Primitive  Explain the importance of
Subsistence, Intensive Subsistence, agriculture in national economy.
Commercial

16
  Cropping Pattern – Major Crops, Food  Identify various types of farming
Crops other than Grains, Non Food and discuss the various farming
Crops, Technological and Institutional methods; describe the spatial
Reforms distribution of major crops as well
 Food Security (excluding impact of as understand the relationship
globalization on agriculture) between rainfall regimes and
cropping pattern.
 Explain various government
policies for institutional as well as
technological reforms since
independence.

5. Minerals and Energy Resources

 Identify different types of minerals
 What is a mineral?
and energy resources and places
 Mode of occurrence of Minerals - Where of their availability.
are these minerals found?, Ferrous
 Feel the need for their judicious
Minerals, Non-Ferrous Minerals, Non-
utilization.
Metallic Minerals, Rock Minerals
 Conservation of Minerals
 Energy Resources - Conventional
Sources of Energy, Non-Conventional
Sources of Energy
 Conservation of Energy Resources

6. Manufacturing Industries:
 Bring out the importance of
 Importance of Manufacturing - Industrial industries in the national economy
Location (excluding Industry Market as well as understand the regional
Linkage), Agro based Industry disparities which resulted due to
(excluding Cotton Textiles, Jute concentration of industries in
Textiles, Sugar Industry), Mineral based some areas.
Industries (excluding Iron Steel
 Discuss the need for a planned
Industry, Cement Industry), Industrial
industrial development and
Pollution and Environmental
debate over the role of
Degradation, Control of Environmental
government towards sustainable
Degradation
development.

7. Life Lines of National Economy:  Explain the importance of

 Roadways transport and communication in
 Railways the ever-shrinking world.

17
  Pipelines  Understand the role of trade and
 Waterways tourism in the economic
 Major Seaports development of a country.
 Airways
 Communication
 International Trade
 Tourism as a Trade

Unit 3: Democratic Politics – II 50 Periods

Themes Learning Objectives
1. Power Sharing:  Familiarize with the centrality of
 Belgium and Sri Lanka power sharing in a democracy.
 Majoritarianism in Sri Lanka  Understand the working of spatial
 Accommodation in Belgium and social power sharing
 Why power sharing is desirable? mechanisms.
 Forms of Power Sharing

2. Federalism:
 What is Federalism?  Analyze federal provisions and
 What make India a Federal Country? institutions.
 How is Federalism practiced?  Explain decentralization in rural
 Decentralization in India and urban areas.

4. Gender, Religion and Caste:

 Identify and analyze the
 Gender and Politics - Public/Private challenges posed by
division, Women’s political communalism to Indian
representation democracy.
 Religion, Communalism and Politics –  Recognize the enabling and
Communalism, Secular State disabling effects of caste and
(excluding image on page 46, 48, 49 of ethnicity in politics.
NCERT Textbook – Democratic Politics –II  Develop a gender perspective on
- reprinted edition 2021)
politics.
 Caste and Politics - Caste inequalities,
Caste in politics, Politics in caste

6. Political Parties:

 Why do we need Political Parties? –  Analyze party systems in

Meaning, Functions, Necessity democracies.

18
  How many parties should we have?  Introduction to major political
 National Parties parties, challenges faced by them
 State Parties and reforms in the country.
 Challenges to Political Parties
 How can Parties be reformed?

7. Outcomes of Democracy:

 How do we assess democracy’s  Evaluate the functioning of

outcomes? democracies in comparison to
 Accountable, responsive and alternative forms of governments.
legitimate government  Understand the causes for
 Economic growth and development continuation of democracy in India.
 Reduction of inequality and poverty  Distinguish between sources of
strengths and weaknesses of
 Accommodation of social diversity
Indian democracy.
 Dignity and freedom of the citizens

Unit 4: Understanding Economic Development 50 Periods

Themes Objectives
1. Development:  Familiarize with concepts of
 What Development Promises - Different macroeconomics.
People, Different Goals  Understand the rationale for
 Income and Other Goals overall human development in our
 National Development country, which includes the rise of
 How to compare different countries or income, improvements in health
states? and education rather than income.
 Income and other criteria  Understand the importance of
 Public Facilities quality of life and sustainable
 Sustainability of Development development.

2. Sectors of the Indian Economy:  Identify major employment

 Sectors of Economic Activities generating sectors.
 Comparing the three sectors  Reason out the government
investment in different sectors of
 Primary, Secondary and Tertiary
economy.
Sectors in India
 Division of sectors as organized and
unorganized

19
  Sectors in terms of ownership: Public
and Private Sectors

3. Money and Credit:

 Money as a medium of exchange  Understand money as an
 Modern forms of Money economic concept.
 Loan activities of Banks  Understand the role of financial
 Two different Credit situations institutions from the point of view of
 Terms of Credit day-to- day life.
 Formal Sector Credit in India
 Self Help Groups for the Poor

4. Globalization and the Indian Economy:  Explain the working of the Global
 Production across countries Economic phenomenon.
 Interlinking production across countries
 Foreign Trade and integration of
markets
 What is Globalization?
 Factors that have enabled Globalization
 World Trade Organization
 Impact of Globalization in India
 The Struggle for a fair Globalization

5. Consumer Rights:  Gets familiarized with the rights

To be used only for Project Work and duties as a consumer; and
legal measures available to protect
from being exploited in markets.

PROJECT WORK
CLASS X (2022-23)
05 Periods 05 Marks
1. Every student has to compulsorily undertake any one project on the following
topics:
Consumer Awareness
OR
Social Issues
OR
Sustainable Development

20
2. Objective: The overall objective of the project work is to help students gain an insight
and pragmatic understanding of the theme and see all the Social Science disciplines
from interdisciplinary perspective. It should also help in enhancing the Life Skills of the
students.
Students are expected to apply the Social Science concepts that they have learnt over
the years in order to prepare the project report.
If required, students may go out for collecting data and use different primary and
secondary resources to prepare the project. If possible, various forms of art may be
integrated in the project work.
3. The distribution of marks over different aspects relating to Project Work is as follows:
Marks
S. No. Aspects
Content accuracy, originality and analysis 2
a.
Presentation and creativity 2
b.
c. Viva Voce 1

4. The projects carried out by the students in different topics should subsequently be
shared among themselves through interactive sessions such as exhibitions, panel
discussions, etc.
5. All documents pertaining to assessment under this activity should be meticulously
maintained by concerned schools.
6. A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions;
 calendar of activities;
 innovative ideas generated in the process ;
 list of questions asked in viva voce.
7. It is to be noted here by all the teachers and students that the projects and models
prepared should be made from eco-friendly products without incurring too much
expenditure.
8. The Project Report can be handwritten/digital.
9. The Project Work needs to enhance cognitive, affective, and psychomotor skills of
the learners. It will include self-assessment and peer assessment, and progress of the
child in project-based and inquiry-based learning, art integrated activities, experiments,
models, quizzes, role plays, group work, portfolios, etc., along with teacher

21
 assessment. (NEP-2020)

(The Project work can culminate in the form of Power Point

Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story
telling/debate/panel discussion, paper presentation and whichever is suitable to
Visually Impaired Candidates.)

10. Records pertaining to projects (internal assessment) of the students will be

maintained for a period of three months from the date of declaration of result for
verification at the discretion of Board. Subjudiced cases, if any or those involving RTI
/ Grievances may however be retained beyond three months.

QUESTION PAPER DESIGN

CLASS X

Time: 3 Hours Maximum Marks : 80

Sr. Competencies Total %
No. Marks Weightage
1 Remembering and Understanding: Exhibiting memory of 28 35%
previously learned material by recalling facts, terms, basic
concepts, and answers; Demonstrating understanding of facts
and ideas by organizing, translating, interpreting, giving
descriptions and stating main ideas.
2 Applying: Solving problems to new situations by applying 15 18.75%
acquired knowledge, facts, techniques and rules in a different
way.
3 Formulating, Analyzing, Evaluating and Creating: 32 40%
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.
4 Map Skill 5 6.25%
80 100%

Note: 1. Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans,
assessment framework and questions.
2. 02 Items from History Map List and 03 Items from Geography Map List

22
 INTERNAL ASSESSMENT: 20 MARKS

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
multiple strategies
For example, Quiz,
Debate, Role Play, Viva,
Group Discussion, Visual
Expression, Interactive
Bulletin Boards, Gallery
Walks, Exit Cards,
Concept Maps, Peer
Assessment, Self-
Assessment, etc.
Portfolio 5 Marks  Classwork
 Work done (Activities / Assignments)
 Reflections, Narrations, Journals, etc.
 Achievements of the student in the subject
throughout the year
 Participation of the student in different
activities like Heritage India Quiz
Subject Enrichment 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS X (2022-23)
A. HISTORY (Outline Political Map of India)
Chapter - 3 Nationalism in India – (1918 – 1930) for locating and labelling / Identification
1. Indian National Congress Sessions:
a. Calcutta (Sep. 1920)
b. Nagpur (Dec. 1920)
c. Madras (1927)
2. Important Centres of Indian National Movement
a. Champaran (Bihar) - Movement of Indigo Planters
b. Kheda (Gujarat) - Peasant Satyagrah
c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
d. Amritsar (Punjab) - Jallianwala Bagh Incident
e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement

23
 f. Dandi (Gujarat) - Civil Disobedience Movement
B. GEOGRAPHY (Outline Political Map of India)
Chapter 1: Resources and Development (Identification only)
a. Major soil Types
Chapter 3: Water Resources (Locating and Labelling)
Dams:
a. Salal e. Sardar Sarovar
b. Bhakra Nangal f. Hirakud
c. Tehri g. Nagarjuna Sagar
d. Rana Pratap Sagar h. Tungabhadra
Chapter 4: Agriculture (Identification only)
a. Major areas of Rice and Wheat
b. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute
Chapter 5: Minerals and Energy Resources
Minerals (Identification only)
a. Iron Ore mines
 Mayurbhanj  Bellary
 Durg  Kudremukh
 Bailadila
b. Coal Mines
 Raniganj  Talcher
 Bokaro  Neyveli
c. Oil Fields
 Digboi  Bassien
 Naharkatia  Kalol
 Mumbai High  Ankaleshwar
Power Plants
(Locating and Labelling only)
a. Thermal
 Namrup  Ramagundam
 Singrauli
b. Nuclear

24
  Narora  Tarapur
 Kakrapara  Kalpakkam
Chapter 6: Manufacturing Industries (Locating and Labelling Only)
Software Technology Parks:
a. Noida e. Hyderabad
b. Gandhinagar f. Bengaluru
c. Mumbai g. Chennai
d. Pune h. Thiruvananthapuram
Chapter 7: Lifelines of National Economy
Major Ports: (Locating and Labelling)
a. Kandla f. Tuticorin
b. Mumbai g. Chennai
c. Marmagao h. Vishakhapatnam
d. New Mangalore i. Paradip
e. Kochi j. Haldia
International Airports:
a. Amritsar (Raja Sansi - Sri Guru d. Chennai (Meenam Bakkam)
Ram Dass jee) e. Kolkata (Netaji Subhash Chandra
b. Delhi (Indira Gandhi) Bose)
c. Mumbai (Chhatrapati Shivaji) f. Hyderabad (Rajiv Gandhi)
Note: Items of Locating and Labelling may also be given for Identification.

PRESCRIBED BOOKS:

1. India and the Contemporary World-II (History) - Published by NCERT

2. Contemporary India II (Geography) - Published by NCERT
3. Democratic Politics II (Political Science) - Published by NCERT
4. Understanding Economic Development - Published by NCERT
5. Together Towards a Safer India - Part III, a textbook on Disaster Management -
Published by CBSE

Note: Please procure latest reprinted edition (2021) of prescribed NCERT

textbooks.

25
 CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2022-2023
ARTIFICIAL INTELLIGENCE (SUB. CODE 417)
CLASS – IX & X

OBJECTIVES OF THE COURSE:

The objective of this module/curriculum - which combines both Inspire and Acquire modules is to
develop a readiness for understanding and appreciating Artificial Intelligence and its application in our
lives. This module/curriculum focuses on:

1. Helping learners understand the world of Artificial Intelligence and its applications through
games, activities and multi-sensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age-appropriate manner.
3. Allowing the learners to construct meaning of AI through interactive participation and engaging
hands-on activities.
4. Introducing the learners to AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.

LEARNING OUTCOMES:

Learners will be able to

1. Identify and appreciate Artificial Intelligence and describe its applications in daily life.
2. Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the
three domains of AI: Data, Computer Vision and Natural Language Processing and Undergo
assessment for analysing their progress towards acquired AI-Readiness skills.
3. Imagine, examine and reflect on the skills required for futuristic job opportunities.
4. Unleash their imagination towards smart homes and build an interactive story around it.
5. Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
6. Research and develop awareness of skills required for jobs of the future.
7. Gain awareness about AI bias and AI access and describe the potential ethical considerations
of AI.
8. Develop effective communication and collaborative work skills.
9. Get familiar and motivated towards Artificial Intelligence and Identify the AI Project Cycle
framework.
10. Learn problem scoping and ways to set goals for an AI project and understand the iterative
nature of problem scoping in the AI project cycle.

Page 1 of 15
 11. Brainstorm on the ethical issues involved around the problem selected.
12. Foresee the kind of data required and the kind of analysis to be done, identify data
requirements and find reliable sources to obtain relevant data.
13. Use various types of graphs to visualize acquired data.
14. Understand, create and implement the concept of Decision Trees.
15. Understand and visualize computer’s ability to identify alphabets and handwritings.
16. Understand and appreciate the concept of Neural Network through gamification and learn
basic programming skills through gamified platforms.
17. Acquire introductory Python programming skills in a very user-friendly format.

SKILLS TO BE DEVELOPED:

SCHEME OF STUDIES:

This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class IX opting for skill subject along with
other education subjects.

The unit-wise distribution of hours and marks for class IX & X is as follows:

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 2 of 15

 ARTIFICIAL INTELLIGENCE (SUBJECT CODE 417)
CLASS – IX (SESSION 2022-2023)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS for

UNITS for Theory and Theory and
Practical Practical

Employability Skills

Unit 1: Communication Skills-I 10 2

PART A

Unit 2: Self-Management Skills-I 10 2

Unit 3: ICT Skills-I 10 2

Unit 4: Entrepreneurial Skills-I 15 2

Unit 5: Green Skills-I 05 2

Total 50 10

Subject Specific Skills

Unit 1: Introduction to Artificial Intelligence (AI) 10

PART B

Unit 2: AI Project Cycle 15

Unit 3: Neural Network 5

Unit 4: Introduction to Python 10

Total 40

Practical Work
Unit 4: Introduction to Python
15
Practical File (minimum 15 programs)
Practical Examination
 Simple programs using input and output
PART C

function
 Variables, Arithmetic Operators,
15
Expressions, Data Types
 Flow of control and conditions
 Lists
* Any 3 programs based on the above topics
Viva Voce 5
Total 35
PART D

Project Work / Field Visit / Student Portfolio

15
* relate it to Sustainable Development Goals

Total 15

GRAND TOTAL 200 100

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 3 of 15

 DETAILED CURRICULUM/TOPICS FOR CLASS IX:
PART-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 10
2. Unit 2: Self-management Skills-I 10
3. Unit 3: Information and Communication Technology Skills-I 10
4. Unit 4: Entrepreneurial Skills-I 15
5. Unit 5: Green Skills-I 05
TOTAL 50

NOTE: Detailed curriculum/ topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.

PART-B – SUBJECT SPECIFIC SKILLS

 Unit 1: Introduction to Artificial Intelligence (AI)

 Unit 2: AI Project Cycle
 Unit 3: Neural Network
 Unit 4: Introduction to Python

UNIT 1: INTRODUCTION TO ARTIFICIAL INTELLIGENCE (AI)

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Excite To identify and appreciate Session: Introduction to AI and setting up the
Artificial Intelligence and context of the curriculum
describe its applications in daily Ice Breaker Activity: Dream Smart Home idea
life.  Learners to design a rough layout of floor plan
of their dream smart home.
To relate, apply and reflect on Recommended Activity: The AI Game
the Human-Machine  Learners to participate in three games based on
Interactions. different AI domains.
To identify and interact with the − Game 1: Rock, Paper and Scissors (based on
three domains of AI: Data, data)
Computer Vision and Natural − Game 2: Mystery Animal (based on Natural
Language Processing. Language Processing - NLP)
− Game 3: Emoji Scavenger Hunt (based on
Computer Vision - CV)
To undergo an assessment for Recommended Activity:
analysing progress towards  AI Quiz (Paper Pen/Online Quiz)
acquired AI-Readiness skills.
To imagine, examine and reflect Recommended Activity: To write a letter.
on the skills required for Writing a Letter to one’s future self
futuristic job opportunities.  Learners to write a letter to self-keeping the
future in context. They will describe what they
have learnt so far or what they would like to
learn someday

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 4 of 15

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL
Relate Learners to relate to application Video Session: To watch a video
of Artificial Intelligence in their  Introducing the concept of Smart Cities, Smart
daily lives. Schools and Smart Homes
To unleash their imagination Recommended Activity: Write an Interactive Story
towards smart homes and build  Learners to draw a floor plan of a
an interactive story around it. Home/School/City and write an interactive story
To relate, apply and reflect on around it using Story Speaker extension in
the Human-Machine Google docs.
Interactions.
Purpose To understand the impact of Session:
Artificial Intelligence on  Introduction to UN Sustainable Development
Sustainable Development Goals Goals
to develop responsible Recommended Activity: Go Goals Board Game
citizenship.  Learners to answer questions on Sustainable
Development Goals
Possibilities To research and develop Session: Theme-based research and Case Studies
awareness of skills required for  Learners will listen to various case-studies of
jobs of the future. inspiring start-ups, companies or communities
where AI has been involved in real-life.
To imagine, examine and reflect  Learners will be allotted a theme around which
on the skills required for the they need to search for present AI trends and
futuristic opportunities. have to visualise the future of AI in and around
their respective theme.
To develop effective
communication and
Recommended Activity: Job Ad Creating activity
collaborative work skills.
 Learners to create a job advertisement for a firm
describing the nature of job available and the
skill set required for it 10 years down the line.
They need to figure out how AI is going to
transform the nature of jobs and create the Ad
accordingly.
AI Ethics To understand and reflect on the Video Session: Discussing about AI Ethics
ethical issues around AI. Recommended Activity: Ethics Awareness
 Students play the role of major stakeholders,
and they have to decide what is ethical and
what is not for a given scenario.
To gain awareness around AI Session: AI Bias and AI Access
bias and AI access.  Discussing about the possible bias in data
collection
 Discussing about the implications of AI
technology
To let the students analyse the Recommended Activity: Balloon Debate
advantages and disadvantages  Students divide in teams of 3 and 2 teams are
of Artificial Intelligence. given same theme. One team goes in
affirmation to AI for their section while the other
one goes against it.
 They have to come up with their points as to
why AI is beneficial/ harmful for the society.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 5 of 15

UNIT 2: AI PROJECT CYCLE:

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Problem Identify the AI Project Cycle Session: Introduction to AI Project Cycle
Scoping framework.  Problem Scoping
 Data Acquisition
 Data Exploration
 Modelling
 Evaluation
Learn problem scoping and ways Activity: Brainstorm around the theme provided
to set goals for an AI project. and set a goal for the AI project.
 Discuss various topics within the given theme
and select one.
 List down/ Draw a mind map of problems
related to the selected topic and choose one
problem to be the goal for the project.
Identify stakeholders involved in Activity: To set actions around the goal.
the problem scoped.  List down the stakeholders involved in the
Brainstorm on the ethical issues problem.
involved around the problem  Search on the current actions taken to solve
selected. this problem.
 Think around the ethics involved in the goal
of your project.
Understand the iterative nature of Activity: Data and Analysis
problem scoping for in the AI  What are the data features needed?
project cycle.  Where can you get the data?
Foresee the kind of data required  How frequent do you have to collect the
and the kind of analysis to be data?
done.  What happens if you don’t have enough
data?
 What kind of analysis needs to be done?
 How will it be validated?
 How does the analysis inform the action?
Share what the students have Presentation: Presenting the goal, actions and
discussed so far. data.
Data Identify data requirements and find Activity: Introduction to data and its types.
Acquisition reliable sources to obtain relevant  Students work around the scenarios given to
data. them and think of ways to acquire data.
Data To understand the purpose of Data Session: Data Visualisation
Exploration Visualisation  Need of visualising data
 Ways to visualise data using various types of
graphical tools.
Use various types of graphs to Recommended Activity: Let’s use Graphical
visualise acquired data. Tools
 To decide what kind of data is required for a
given scenario and acquire the same.
 To select an appropriate graphical format to
represent the data acquired.
 Presenting the graph sketched.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 6 of 15

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL
Modelling Understand, create and implement Session: Decision Tree
the concept of Decision Trees.  To introduce basic structure of Decision
Trees to students.
Recommended Activity: Decision Tree
 To design a Decision Tree based on the data
given.
Understand and visualise Recommended Activity: Pixel It
computer’s ability to identify  To create an “AI Model” to classify
alphabets and handwritings. handwritten letters.
 Students develop a model to classify
handwritten letters by diving the alphabets
into pixels.
 Pixels are then joined together to analyse a
pattern amongst same alphabets and to
differentiate the different ones.

UNIT 3: NEURAL NETWORK:

LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Understand and appreciate the Session: Introduction to neural network
concept of Neural Network  Relation between the neural network and nervous system in
through gamification. human body
 Describing the function of neural network.
Recommended Activity: Creating a Human Neural Network
 Students split in four teams each representing input layer (X
students), hidden layer 1 (Y students), hidden layer 2 (Z
students) and output layer (1 student) respectively.
 Input layer gets data which is passed on to hidden layers after
some processing. The output layer finally gets all information
and gives meaningful information as output.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 7 of 15

UNIT 4: INTRODUCTION TO PYTHON:

LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Learn basic programming skills Recommended Activity:
through gamified platforms.  Introduction to programming using Online Gaming portals like
Code Combat.
Acquire introductory Python Session:
programming skills in a very  Introduction to Python language
user-friendly format.  Introducing python programming and its applications
Theory + Practical: Python Basics
 Students go through lessons on Python Basics
(Variables, Arithmetic Operators, Expressions, Data Types -
integer, float, strings, using print() and input() functions)
 Students will try some simple problem-solving exercises on
Python Compiler.
Practical: Flow of control and conditions
 Students go through lessons on conditional and iterative
statements (if, for and while)
 Students will try some basic problem-solving exercises using
conditional and iterative statements on Python Compiler.
Practical: Python Lists
 Students go through lessons on Python Lists (Simple
operations using list)
 Students will try some basic problem-solving exercises using
lists on Python Compiler.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 8 of 15

 ARTIFICIAL INTELLIGENCE (SUBJECT CODE 417)
CLASS – X (SESSION 2022-2023)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS

UNITS for Theory and for Theory and
Practical Practical
Employability Skills
Unit 1: Communication Skills-II* 10 -
PART A

Unit 2: Self-Management Skills-II 10 3

Unit 3: ICT Skills-II 10 3
Unit 4: Entrepreneurial Skills-II 15 4
Unit 5: Green Skills-II* 05 -
Total 50 10
Subject Specific Skills Marks
Unit 1: Introduction to Artificial Intelligence (AI) 10
Unit 2: AI Project Cycle 10
Unit 3: Advance Python*
PART B

(*To be assessed in Practicals only)

Unit 4: Data Science*
(*To be assessed in Practicals only)
Unit 5: Computer Vision*
(*To be assessed in Practicals only)
Unit 6: Natural Language Processing 10
Unit 7: Evaluation 10
Total 40
Practical Work:
 Unit 3: Advance Python
PART C

 Unit 4: Data Science

 Unit 5: Computer Vision
Practical Examination
35
Viva Voce
Total 35

Project Work / Field Visit / Practical File /

PART D

Student Portfolio 15
Viva Voce
Total 15
GRAND TOTAL 200 100

Note: * marked units are to be assessed through Internal Assessment/ Student Activities.
They are not to be assessed in Theory Exams

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 9 of 15

 DETAILED CURRICULUM/TOPICS FOR CLASS X
Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II* 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II* 05
TOTAL 50

Note: * marked units are to be assessed through Internal Assessment/ Student Activities.
They are not to be assessed in Theory Exams

The detailed curriculum/ topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website
Part-B – SUBJECT SPECIFIC SKILLS

 Unit 1: Introduction to Artificial Intelligence (AI)

 Unit 2: AI Project Cycle
 Unit 3: Advance Python (To be assessed through Practicals)
 Unit 4: Data Science (To be assessed through Practicals)
 Unit 5: Computer Vision (To be assessed through Practicals)
 Unit 6: Natural Language Processing
 Unit 7: Evaluation

UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL

1. INTRODUCTION Foundational Session: What is Intelligence?
TO AI concepts of AI
Session: Decision Making.
● How do you make decisions?
● Make your choices!
Session: what is Artificial Intelligence and what is not?
Basics of AI: Let’s Session: Introduction to AI and related terminologies.
Get Started ● Introducing AI, ML & DL.
● Introduction to AI Domains (Data, CV & NLP)
Session: Applications of AI – A look at Real-life AI
implementations
Session: AI Ethics
2. AI PROJECT Introduction Session: Introduction to AI Project Cycle
CYCLE
Problem Scoping Session: Understanding Problem Scoping &
Sustainable Development Goals

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 10 of 15

 UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL
Data Acquisition Session: Simplifying Data Acquisition
Data Exploration Session: Visualising Data
Modelling Session: Introduction to modelling
● Introduction to Rule Based & Learning Based AI
Approaches
● Introduction to Supervised Unsupervised &
Reinforcement Learning Models
● Neural Networks
Evaluation Session: Evaluating the idea!
3. ADVANCE Recap Session: Jupyter Notebook
PYTHON
(To be assessed Session: Introduction to Python
through Practicals)
Session: Python Basics
4. DATA Introduction Session: Introduction to Data Science
SCIENCES
(To be assessed Session: Applications of Data Science
through Practicals)
Session: Revisiting AI Project Cycle
Concepts of Data Session: Python for Data Sciences
Sciences
Session: Statistical Learning & Data Visualisation
K-nearest Activity: Personality Prediction (Optional)**
neighbour model
(Optional)** Session: Understanding K-nearest neighbour model
(Optional)**
5. COMPUTER Introduction Session: Introduction to Computer Vision
VISION
(To be assessed Session: Applications of CV
through Practicals) Concepts of Session & Activity: Understanding CV Concepts
Computer Vision ● Pixels
● How do computers see images?
● Image Features
OpenCV Session: Introduction to OpenCV

Hands-on: Image Processing

Convolution Session: Understanding Convolution operator
Operator (Optional)**
(Optional)** Activity: Convolution Operator (Optional)**
Convolution Session: Introduction to CNN (Optional)**
Neural Network
(Optional)** Session: Understanding CNN (Optional)**
● Kernel
● Layers of CNN
Activity: Testing CNN (Optional)**
6. NATURAL Introduction Session: Introduction to Natural Language Processing
LANGUAGE
PROCESSING Session: NLP Applications

Session: Revisiting AI Project Cycle

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 11 of 15

 UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL
Chatbots Activity: Introduction to Chatbots
Language
Session: Human Language VS Computer Language
Differences
Concepts of Hands-on: Text processing
Natural Language ● Data Processing
Processing ● Bag of Words
● TFIDF (Optional)**
● NLTK
7. EVALUATION Introduction Session: Introduction to Model Evaluation
Confusion Matrix Session & Activity: Confusion Matrix
Evaluation Score Session: Understanding Accuracy, Precision, Recall &
Calculation F1 Score
Activity: Practice Evaluation
* NOTE: Unit 3, 4 & 5 should be assessed through Practicals only and should not be assessed with
the Theory Exam.

**NOTE: Optional components shall not be assessed. They are for extra knowledge

LIST OF ITEMS/ EQUIPMENTS (MINIMUM REQUIREMENTS):

The equipment / materials listed below are required to conduct effective hands-on learning sessions
while delivering the AI curriculum to class 10 students. The list below consists of minimal
configuration required to execute the AI curriculum for class 10 and create social impact real time
solutions/ projects. The quantities mentioned here are recommended for a batch of 20 students
keeping the human-machine ratio as 2:1. An exhaustive list may be compiled by the teacher(s)
teaching the subject.

S. NO. ITEM NAME, DESCRIPTION & SPECIFICATION

A SYSTEM SPECIFICATIONS
Processor: Intel® Core™ i5-7300U Processor or equivalent with minimum SYSmark® 2018
1
Rating of 750 or higher
2 Graphic Card: Integrated graphics
3 Form Factor: - USFF (Ultra Small Form factor) System chassis volume less than One Litre
4 RAM: 8GB DDR4 – 2400MHz or above
5 Storage: 500 GB HDD – 7200 rpm
6 Display: 18.5” LED Monitor with HDMI, in-built-speaker,
7 Keyboard: Keyboard with numerical keypad (recommended)
8 Mouse: Optical Mouse
9 Webcam: Full HD Camera
10 Headphones with Mic
11 Dual Band Wireless Connectivity Min 800 Mbps
12 Bluetooth V4.2 or Higher
Ports: 4 USB 3.0 ports, dual high-definition display ports (HDMI 2.0/DP/thunderbolt 3.0
13
ports), High definition 8-channel audio through HDMI interface or through audio jack.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 12 of 15

S. NO. ITEM NAME, DESCRIPTION & SPECIFICATION
VPU: - Integrated or support for VPU - vision processing unit to accelerate AI machine
14
vision applications.
B SOFTWARE SPECIFICATIONS
1 Operating System: Any
2 Anti-Virus Activated
3 Internet Browser: Google Chrome
4 Productivity Suite: Any (Google+ Suite recommended)
5 Anaconda Navigator Distribution (https://bit.ly/AI-installation-guide)
6 Conceptual installations (https://bit.ly/AI-installation-guide)
7 Intel OpenVINO tools
8 Python

NOTE: In keeping with the spirit of Recycle, Upcycle and Reuse, it is recommended to make use of
any equipment/ devices/ accessories from the existing inventory in school.

TEACHER’S/ TRAINER’S QUALIFICATIONS:

Qualification and other requirements for appointment of teachers/trainers for teaching this subject,
on contractual basis should be decided by the State/ UT. The suggestive qualifications and minimum
competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ Information  The candidate should have  18-37 years
Technology a minimum of 1 year of work (as on Jan.
OR experience in the same job 01 (year))
Bachelor’s Degree in Computer Applications/ role.
Science/ Information Technology (BCA, B.  Age
Sc. Computer Science/ Information  S/He should be able to relaxation to
Technology) communicate in English and be provided
OR local language. as per Govt.
Graduate with PGDCA rules
OR  S/He should have
DOEACC A Level Certificate. knowledge of equipment,
tools, material, Safety,
The suggested qualification is the minimum Health & Hygiene.
criteria. However higher qualifications will
also be acceptable.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral
part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of
Skill (vocational) subjects and also serve as a link between the industry and the schools for
arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
417 – Artificial Intelligence Class IX & X - 2022-2023 Page 13 of 15
 Teachers/Trainers in the schools. Various parameters that need to be looked into while engaging
the Vocational Teachers/Trainers are mode and procedure of selection of Teachers/ Trainers,
Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF
Level 2 or higher.

* The National Quality Assurance Framework (NQAF) provides the benchmarks or

quality criteria which the different organizations involved in education and training
must meet in order to be accredited by competent bodies to provide government-
funded education and training/skills activities. This is applicable to all organizations
offering NSQF-compliant qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role are
clearly mentioned in the curriculum for the particular NSQF compliant job role. The State should
ensure that teachers/ trainers deployed in the schools have relevant technical competencies for the
NSQF qualification being delivered. Teachers/Trainers preferably should be certified by the
concerned Sector Skill Council for the particular Qualification Pack/Job role which he will be
teaching. Copies of relevant certificates and/or record of experience of the teacher/trainer in the
industry should be kept as record.
To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized
procedure for selection of (Vocational) Teachers/Trainers is followed. The selection procedure
should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above procedure by
a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational Pedagogy
before being deployed in the schools.

The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 14 of 15

 the latest trends and policy reforms in vocational education.

The Headmaster/Principal of the school where the scheme is being implemented should facilitate
and ensure that the (Vocational) Teachers/Trainers:

 Prepare session plans and deliver sessions which have a clear and relevant purpose, and
which engage the students;
 Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
 Make effective use of learning aids and ICT tools during the classroom sessions;
 Engage students in learning activities, which include a mix of different methodologies, such
as project-based work, teamwork, practical and simulation-based learning experiences;
 Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
 Identify the weaknesses of students and assist them in up-gradation of competency;
 Cater to different learning styles and level of ability of students;
 Assess the learning needs and abilities, when working with students with different abilities
 Identify any additional support the student may need and help to make special arrangements
for that support;
 Provide placement assistance

Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the (Vocational) Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
 Participation in guidance and counseling activities conducted at Institutional, District and
State level;
 Adoption of innovative teaching and training methods;
 Improvement in result of vocational students of Class X or Class XII;
 Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
 Membership of professional society at District, State, Regional, National and International
level;
 Development of teaching-learning materials in the subject area;
 Efforts made in developing linkages with the Industry/Establishments;
 Efforts made towards involving the local community in Vocational Education
 Publication of papers in National and International Journals;
 Organisation of activities for promotion of vocational subjects;
 Involvement in placement of students/student support services.

417 – Artificial Intelligence Class IX & X - 2022-2023 Page 15 of 15

 CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2022-2023

INFORMATION TECHNOLOGY (SUBJECT CODE – 402)

JOB ROLE: DOMESTIC DATA ENTRY OPERATOR

CLASS – X
COURSE TITLE: DOMESTIC DATA ENTRY OPERATOR

Domestic Data Entry Operator in the IT-ITeS Industry is also known as Data Entry Operator.
Individuals are responsible to provide daily work reports and work on daily hour bases. The individual
is responsible for electronic entry of data from the client side to the office site or vice-versa. Individual
tasks vary depending on the size and structure of the organization. This job requires the individual to
have thorough knowledge of various technology trends and processes as well as have updated
knowledge about database management systems and IT initiatives. The individual should have fast
and accurate typing/data encoding. This job involves working in a personal computer, and appropriate
software to enter accurate data regarding different issues like retrieving data from a computer or to a
computer

COURSE OUTCOME:

On completion of the course, students should be able to:

• Apply effective oral and written communication skills to interact with people and customers;
• Identify the principal components of a computer system; Demonstrate the basic skills of using
computer;
• Demonstrate self-management skills;
• Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
• Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
• Work safely on the computer.
• Start the computer.
• Open and use the related software.
• Exit from the software.
• Shut down the computer.
• Use the computer for data entry process.
• Collect all necessary information about the query.
• Log any decision about the query on the data entry tracking form.
• Follow Rules and guidelines for data entry.
• Handle queries.
• Undertake data entry with speed and accuracy.
• Identify and control hazards in the workplace that pose a danger or threat to their safety or
health, or that of others.
COURSE OBJECTIVES:

In this course, the students will be introduced to the fundamental concepts of digital
documentation, digital spreadsheet, digital presentation, database management and internet security.

The following are the main objectives of this course:

• To familiarize the students with the world of IT and IT enabled services.
• To provide in-depth training in use of data entry, internet and internet tools.
• To develop practical knowledge of digital documentation, spreadsheets and presentation.
• To enable the students to understand database management systems and have updated
knowledge about digital record keeping.
• To make the students capable of getting employment in Private Sector, Public Sector,
Ministries, Courts, House of Parliament and State Legislative Assemblies.
• To develop the following skills:
o Data Entry and Keyboarding skills
o The concept of Digital Documentation
o The concept of Digital Presentation
o The concept of Electronic Spreadsheet
o The concept of Databases
o Internet Technologies

SALIENT FEATURES:

To be a data entry operator/analyst, one requires a lot of hard work and practical hands-on
experience. One should have an intensive knowledge of Office applications, computer operations, and
knowledge of clerical, administrative techniques and data analysis. Along with this, as a data entry
operator/analyst, you will be expected to have fast typing speed, accuracy, and efficiency to perform
tasks.

As a data entry operator/analyst, one should improve their computer skills, numerical and literacy
skills. These skills can help one expand into a new career path in the future

SCHEME OF UNITS

Total Marks: 100 (Theory-50+Practical-50)

This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class X opting for skill subject along with
other subjects.

The unit-wise distribution of hours and marks for class X is as follows:

 INFORMATION TECHNOLOGY (Subject Code 402)
Class X (Session 2022-2023)
NO. OF HOURS MAX. MARKS
for Theory and for Theory
UNITS
Practical and Practical
200 100
Employability Skills
Unit 1: Communication Skills-II* 10 -
Unit 2: Self-Management Skills-II 10 3
Unit 3: ICT Skills-II 10 3
Unit 4: Entrepreneurial Skills-II 15 4
Unit 5: Green Skills-II* 05 -
Total 50 10
Theory Practicals
SUBJECT SPECIFIC SKILLS Marks
(In Hours) (In Hours)
Unit 1: Digital Documentation (Advanced) 12 18 8
Unit 2: Electronic Spreadsheet (Advanced) 15 23 10
Unit 3: Database Management System 18 27 12
Unit 4: Web Applications and Security 15 22 10
Total 60 90 40
PRACTICAL WORK
Practical Examination
● Advanced Documentation 5 Marks
20
● Advanced Spreadsheets 5 Marks
● Databases 10 Marks
● Viva Voce 10 Marks 10
Total 30
PROJECT WORK/FIELD VISIT
Any Interdisciplinary Real World Case Study
to be taken. Summarized data reports of
same can be presented in base. Input should
be taken using forms and output should be 10
done using reports using base.
Documentation of the case study should be
presented using writer.
PORTFOLIO/ PRACTICAL FILE:
(Portfolio should contain printouts of the
10
practical done using Writer, Calc and Base
with minimum 5 problems of each)
Total 20

GRAND TOTAL 200 100

Note: * marked units are to be assessed through Internal Assessment/ Student Activities.
They are not to be assessed in Theory Exams
DETAILED CURRICULUM/ TOPICS:

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II* 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II* 05
TOTAL 50

Note: * marked units are to be assessed through Internal Assessment/ Student Activities.
They are not to be assessed in Theory Exams

The detailed curriculum/ topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II* 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II* 05
TOTAL 50

Note: * marked units are to be assessed through Internal Assessment/ Student Activities.
They are not to be assessed in Theory Exams

The detailed curriculum/ topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.
 UNIT 1: DIGITAL DOCUMENTATION (ADVANCED)
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Create and Apply • Styles/ categories in Word • List style categories. Select the
Styles in the Processor style from the Styles and
document • Using the Styles and Formatting window.
Formatting window.* • Use Fill Format to apply a style to
• Using Fill Format.* many different areas quickly.
• Creating and updating new • Create and update a new style
style from selection from a selection.
• Load style from template or • Load a style from a template or
another document. another document.
• Creating a new style using • Create a new style using drag-and
drag-and-drop.* drop.
• Applying styles.
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
2. Insert and use • Options to insert image to • Insert an image to document from
images in document document from various various sources.
sources. • Modify, resize, crop and delete an
• Options to modify, resize, image.
crop and delete an image. • Create drawing objects
• Creating drawing objects, • Set or change the properties of a
setting or changing its drawing object
properties. Resizing and • Resize and group drawing objects
grouping drawing objects. • Position the image in the text
• Positioning image in the
text.

3. Create and use • Templates. • Create a template.

template • Using predefined templates. • Use predefined templates.
• Creating a template.* • Set up a custom default template.
• Set up a custom template • Update a document.
as the default.. • Change to a different template.
• Editing a template • Use the Template.
• Changing to a different • Update the document and save the
template. changes.
• Updating a Document*

4. Create and • Table of contents. • Create a table of contents. Define a

customize table of Hierarchy of hierarchy of headings.
contents headings. • Customize a table of contents.
Customization of • Apply character styles. Maintain a
table of contents. table of contents.
• Character styles.
Maintaining a table of
contents.
5 Implement Mail • Advance concept of mail • Demonstrate to print the label using
Merge merge in word processing, mail merge, do the following to
• Creating a main document, achieve
• Creating the data source, • Create a main document,
• Entering data in the fields, • Create the data source,
• Merging the data source • Enter data in the fields,
with main document, • Merge the data source with main
• Editing individual document,
documents.*
• Edit individual document,
• Printing a letter and its
• Print the letter and address label
address label

(Note: * To be assessed in Practicals only. No question shall be asked from this portion
in Theory Exams)
 UNIT 2: ELECTRONIC SPREADSHEET (ADVANCED)
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Analyse data using • Using consolidating data. • Use consolidating data Create
scenarios and goal Creating subtotals. subtotals
seek. • Using “what if” scenarios. • Use “what if” scenarios Use “what
Using “what if” tools if” tools
• Using goal seek and solver. • Use goal seek and solver
2. Link data and • Setting up multiple sheets. • Setup multiple sheets by inserting
spreadsheets Creating reference to other new sheets.
sheets by using keyboard • Create reference to other sheets by
and mouse. using keyboard and mouse.
• Creating reference to other • Create references to other
document by using keyboard documents by using keyboard and
and mouse.* mouse.
• Relative and absolute • Create, Edit and Remove
hyperlinks hyperlinks to the sheet.
• Hyperlinks to the sheet. • Link to external data.
o Linking to external data. • Link to registered data source.
o Linking to registered data
sources.
3. Share and review a • Setting up a spreadsheet for • Set up a spreadsheet for sharing.
spreadsheet sharing.* • Open and save a shared
• Opening and saving a shared spreadsheet.
spreadsheet. • Record changes.
Recording changes. • Add, Edit and Format the
• Add, Edit and Format the comments.
comments. • Review changes – view, accept or
• Reviewing changes – view, reject changes.
accept or reject changes. • Merge and compare sheets.
Merging and comparing.
4. Create and Use • Using the macro recorder. • Demonstrate the use of a macro
Macros in Creating a simple macro. recorder.
spreadsheet Using a macro as a function. • Create a simple macro.
Using a macro as a function. • Use a macro
• Discuss Passing arguments • Access cells directly
to a macro.
• Using a macro.
• Discuss Passing the
• Sort the columns using macro.
arguments' area values.
• Discuss Macros to work like
built-in functions.
• Accessing cells directly.
• Sorting the columns using
macro.
(Note: * To be assessed in Practicals only. No question shall be asked from this
portion in Theory Exams)
 UNIT 3: DATABASE MANAGEMENT SYSTEM
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Appreciate the • Concept and examples of • Identify the data and information,
concept of data and information, • Identify the field, record, table in the
Database • Concept of database, database,
Management • Advantages of database, • Prepare the sample table with some
System • Features of database, standard fields.
• Concept and examples of • Assign the primary key to the field,
Relational database, • Identify the primary key, composite
• Concept and examples of primary key, foreign key.
field, record, table,
database,
• Concept and examples of
Primary key, composite
primary key, foreign key,
• Relational Data base
management system
(RDBMS) software.
2. Create and edit • Introduction to a RDBMS • Start the RDBMS and observe the
tables using • Database objects – tables, parts of main window,
wizard and SQL queries, forms, and reports • Identify the data base objects
commands of the database, Create the sample table in any
• Terms in database – table, category using wizard, Practice to
field, record, create different tables from the
available list and choosing fields
• Steps to create a table using
from the available fields.
table wizard*
• Assign data types of field, Set
• Data types in database.,
primary key,
• Option to set primary key • Edit the table in design view, Enter
Table Data View dialog box the data in the fields.
• Create and edit table using DDL
Commands
3. Perform operations • Inserting data in the table, Demonstrate to:
on table • Editing records in the table, • Insert data in the table, Edit records
• Deleting records from the in the table, Delete records from
table, table, Sort data in the table,
• Sorting data in the table, • Create and edit relationships
Referential integrity, • one to one, one to many, many to
• Creating and editing many,
relationships – one to one, • Enter various field properties.
one to many, many to many
• Field properties(default,
required and format)
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
4. Retrieve data using • Database query, • Prepare a query for given criteria,
query • Defining query, • Demonstrate to create query using
• Query creation using wizard, and using design view,
wizard,* • Edit a query,
• Creation of query using • Demonstrate to apply various
design view,* criteria in query – single field,
• Editing a query, multiple fields, using wild card,
• Applying criteria in query – • Performing calculations using query
single field, multiple fields, in Base,
using wildcard, • Demonstrate to group data,
• Performing calculations, • Use basic SQL commands,
• Grouping of data,
• Structured Query Language
(SQL).
• Introduction to DDL (purpose
of- Create database, Create
table, Alter table and Drop
table)
5. Create Forms and • Introduction to Forms in • Illustrate the various steps to create
Reports using wizard DBMS.. Form using Form Wizard,
• Creating form using wizard,* • Enter or remove data from Forms,
• Steps to create form using • Demonstrate to modify Forms,
Form Wizard, * • Demonstrate to change label,
• Options to enter or remove background,
data from forms • Search record using Form,
• Modifying form, • Insert and delete record using
• Changing label, background, Form View,
• Searching record using • Illustrate the various steps to create
Form, Report using Report Wizard,
• Inserting and deleting record • Demonstrate various examples of
using Form View, Report.
• Concept of Report in Base,
• Creating Report using
wizard, *
• Steps to create a Report
using Wizard. *
• Insert date and time

(Note: * To be assessed in Practicals only. No question shall be asked from this

portion in Theory Exams)
 UNIT 4: WEB APPLICATIONS AND SECURITY
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Working with • Understand various types of • Illustrate use of various options
Accessibility impairment that impact computer under Computer Accessibility
Options. usage like Keyboard, mouse, sound,
• Computer Accessibility Dialog box display setting serial keys,
and its tabs cursor options
• Serial Keys • use of toggle keys, filter keys,
sticky keys, sound sentry, show
sounds etc.

2. Understand • Network and its types. • Identify applications of Internet

Networking • Client Server Architecture, Peer • comparing various internet
Fundamentals to-peer (P2P) Architecture, technologies
• internet, World Wide Web, • identifying types of networks
• benefits of networking and selecting internet
• internet, getting access to internet,
• internet terminology
• Some of the commonly used
Internet connectivity options
• Data transfer on the Internet

3. Introduction to • learn key features of instant • Illustrate steps to create instant

Instant Messaging messaging messaging account
• Creating an instant messaging • Signing In into your Google
account Talk Account
• Launching Google Talk*
• Signing in into your Google Talk
Account*

4. Chatting with a • learn to chat with a contact that is • Illustrate chat with a contact
Contact – Google already added to your contact list. and send messages,
Talk • sending text chat messages • chatting with various
instantly by double-clicking on a messenger services
contact.
• general rules and etiquettes to be
followed while chatting.
• chatting on various types of
messengers

5 Creating and • learn and appreciate a blog and its • Illustrate Blog Creation and
Publishing Web creation with the help of some blog setting various parameters in it
Pages – Blog …- providers*
• set up title and other parameters in
a blog posting comments
• using offline blog editors
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
6 Using Offline Blog • Concept to create blogs using a • Demonstration on how to create
Editors blog application and publish the blogs using a blog application
blog whenever internet offline.
connectivity is available. • posting messages in an offline
application
• Publish the blog whenever
internet connectivity is
available using various
examples

7 Online Transaction • concept of e-commerce and • Illustration of online

various online applications shopping using various
• importance of secure passwords ecommerce sites
• Demonstration of
securing passwords for
online transactions.

8. Internet Security • Need of internet security • illustration of internet security

• Cyber threats like phishing, email- threats through various ways
spoofing, char spoofing etc. • cyber security tips
• best practices for internet security • tips for secure passwords
and secure passwords • demonstration of strong
• concept of browser, cookies, passwords using various
backup, antivirus websites.
• clearing data in browsers • clearing data stored in browser
applications.

9. Maintain • Basic safety rules to follow at • Practice to follow basic safety

workplace safety workplace – Fire safety, rules at workplace to prevent
• Falls and slips, Electrical safety, accidents and protect workers
Use of first aid. – Fire safety,
• Case Studies of hazardous • Falls and slips, Electrical safety,
situations. Use of first aid.
10. Prevent Accidents • Accidents and emergency, • Illustrate to handle accidents at
and Emergencies • Types of Accidents, workplace,
• Handling Accidents • Demonstrate to follow
• Types of Emergencies. evacuation plan and procedure
in case of an emergency.
11. Protect Health • Hazards and sources of hazards, • Identify hazards and sources of
and Safety at • General evacuation procedures, hazards,
work • Healthy living. • identify the problems at
workplace that could cause
accidents,
• Practice the general evacuation
procedures in case of an
emergency.
(Note: * To be assessed in Practicals only. No question shall be asked from this
portion in Theory Exams)
ORGANISATION OF FIELD VISITS:

In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.
Visit a data entry centre and observe the following: Location, Site, Office building, Computer
Systems, Tools and Equipment, Printer, Scanner. During the visit, students should obtain the
following information from the owner or the supervisor of the Data Centre:
1. Data Entry Centre.
2. Computer Infrastructure.
3. Sitting Posture of data entry operators.
4. Assistive technology.
5. Man power engaged.
6. Total expenditure of Data Entry Centre.
7. Total annual income.
8. Profit/Loss (Annual).
9. Any other information.

LIST OF EQUIPMENT/ MATERIALS:

The list given below is suggestive and an exhaustive list should be compiled from the feedback
given by various by the teachers teaching the subject. Only basic tools, equipment and
accessories should be procured by the Institution so that the routine tasks can be performed by
the students regularly for practice and acquiring adequate practical experience.

S. No. ITEM NAME, DESCRIPTION & SPECIFICATION QUANTITY

A HARDWARE

Computer with latest configuration or minimum Pentium Processor

1. with minimum 2GB RAM, 512 GB HDD, 17” LED Monitor, NIC Card, 3 15
button Mouse, 105 keys key board and built-in speakers and mic.
2. Laser Printer - Black 01
3. Inkjet Printers (Colour & Black) 01
4. Scanner 01
5. Online UPS 5 KVA 01
6. 16 Port Switches 01
7. Air Conditioner 1.5 tonne 02
8. Telephone line (For Internet) 01
9. Fire extinguisher 01
B SOFTWARE

1. Operating System Linux and Windows

2. Anti-Virus Latest version
3. Productivity Suite, Example – Open Office, etc.
 C FURNITURE

1. Class room chairs and desks 25

2. Computer Tables 15
3. Straight back revolving & adjustable chairs (Computer Chairs) 15
4. Printer Tables 02
5. Trainers Table 01
6. Trainers Chair 01
7. Steel cupboards drawer type 02
8. Cabinet with drawer 01
9. Steel Almira - big size 01
10. Steel Almira- small size 01

TEACHER’S/ TRAINER’S QUALIFICATIONS:

Qualification and other requirements for appointment of teachers/trainers for teaching this
subject, on contractual basis should be decided by the State/ UT. The suggestive qualifications
and minimum competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ Information • The candidate should • 18-37 years (as
Technology have a minimum of 1 on Jan. 01
OR year of work experience (year))
• Age relaxation
Bachelor Degree in Computer Application/ in the same job role.
to be provided
Science/ Information Technology (BCA, B. as per Govt.
Sc. Computer Science/ Information • S/He should be able to rules
Technology) communicate in English
OR and local language.
Graduate with PGDCA OR
DOEACC A Level Certificate. • S/He should have
knowledge of
The suggested qualification is the minimum equipment, tools,
criteria. However higher qualifications will material, Safety, Health
also be acceptable. & Hygiene.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an

integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in
teaching of Skill (vocational) subjects and also serve as a link between the industry and the
schools for arranging industry visits, On-the-Job Training (OJT) and placement.
 These guidelines have been prepared with an aim to help and guide the States in engaging
quality Teachers/Trainers in the schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are mode and procedure of selection of Teachers/
Trainers, Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of
scheme of Vocationalisation of Secondary and Higher Secondary Education under RMSA in
following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the
PSS Central Institute of Vocational Education (PSSCIVE), NCERT or the respective
Sector Skill Council (SSC). OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee
on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through the
Vocational Training Provider (VTP), it should ensure that VTP should have been
accredited at NQAF Level 2 or higher.

* The National Quality Assurance Framework (NQAF) provides the benchmarks

or quality criteria which the different organizations involved in education and
training must meet in order to be accredited by competent bodies to provide
government- funded education and training/skills activities. This is applicable
to all organizations offering NSQF-compliant qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role
are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers/ trainers deployed in the schools have relevant technical
competencies for the NSQF qualification being delivered. Teachers/Trainers preferably should
be certified by the concerned Sector Skill Council for the particular Qualification Pack/Job role
which he will be teaching. Copies of relevant certificates and/or record of experience of the
teacher/trainer in the industry should be kept as record.
To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized
procedure for selection of (Vocational) Teachers/Trainers is followed. The selection procedure
should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and (iii) Practical test/mock test in
classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo
induction training of 20 days for understanding the scheme, NSQF framework and Vocational
Pedagogy before being deployed in the schools.
 The State should ensure that the existing trainers undergo in-service training of 5 days
every year to make them aware of the relevant and new techniques/approaches in their sector
and understand the latest trends and policy reforms in vocational education.

The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the (Vocational) Teachers/Trainers:
• Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
• Work with the institution’s management to organise skill demonstrations, site visits, on
job trainings, and presentations for students in cooperation with industry, enterprises
and other workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different
abilities
• Identify any additional support the student may need and help to make special
arrangements for that support;
• Provide placement assistance

Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making

them aware of their performance and for suggesting corrective actions. The States/UTs should
ensure that the performance of the (Vocational) Teachers/Trainers is appraised annually.
Performance based appraisal in relation to certain pre-established criteria and objectives
should be done periodically to ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
• Participation in guidance and counseling activities conducted at Institutional, District
and State level;
• Adoption of innovative teaching and training methods;
• Improvement in result of vocational students of Class X or Class XII;
• Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
• Membership of professional society at District, State, Regional, National and
International level;
• Development of teaching-learning materials in the subject area;
• Efforts made in developing linkages with the Industry/Establishments;
• Efforts made towards involving the local community in Vocational Education
• Publication of papers in National and International Journals;
• Organisation of activities for promotion of vocational subjects; Involvement in
placement of students/student support services.
CAREER OPPORTUNITIES:

The job of a data entry operator/ analyst is to work for a wide variety of public and private
organisations. A data entry operator/analyst is responsible to input data in a quick and efficient
manner, create data storage and should possess knowledge about the methods for recovering
useful data when needed, organizing and analyzing data in a clear and effective way, navigating
computer and database systems proficiently, editing and preparing reports based on the
information they have put into the system. They also help the organisations to keep up with
recording and analyzing the abundance of information received on a daily basis.

Some of the top sectors that require a data entry operator/analyst are listed below:
• Banks and Public Sector
• Marketing Companies
• Accounting Companies
• Human Resources
• Corporate Businesses
• MNCs
• Study Centers
• Schools and Universities
• Hospitals or Healthcare Service Providers
• Insurance Firms
• Small-scale Businesses

VERTICAL MOBILITY
• Students can pursue Polytechnic/Diploma/Certificate courses in IT fields.
• Can work as DEO
• Data Entry/Analysis work from home for different companies