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Higher Secondar Syllabus.Cdr HIGHER SECONDARY SYLLABUS NAGALAND BOARD OF SCHOOL EDUCATION KOHIMA – 797001 POST BOX – 613 Email : [email protected] Portal: https://www.nbsenl.edu.in HIGHER SECONDARY SYLLABUS NAGALAND BOARD OF SCHOOL EDUCATION KOHIMA – 797001 POST BOX – 613 Email: [email protected] Portal: https://www.nbsenl.edu.in Effective from the academic session 2020 for class XI and 2021 for class XII. The registered schools shall follow the syllabi and the textbooks prescribed by the Board. Note: The Board reserves the right to revise the curriculum and syllabi as and when it deems necessary. First Print - 2016 Revised Print - 2021 Published by: Chairman, Nagaland Board of School Education, Kohima, Nagaland. Printed at: N V Press, Kohima FOREWORD Curriculum is a cyclic process. It has to be planned, developed, implemented and evaluated in order to replan, based upon the results of evaluation, for making it more meaningful. The pupil's characteristics, community needs and expectations and the changing society have an important bearing upon the development of the curriculu The last revision of the syllabus for higher secondary level was done in the year 2009 based on the National Curriculum Framework (NCF) 2005. The new revised syllabus was made effective from the academic session 2015 in class XI and for class XII it was effective from 2016. The revised syllabi were developed based on the guiding principles as envisaged in NCF 2005. The Core syllabus for science and commerce streams (common for the whole country) which was implemented with effect from the academic session 2011 is not affected in the present revision. The philosophy, approaches and the stand on teaching and learning as enumerated in NCF have been the basis for developing the curricular materials. The weightage of internal/project marks has been enhanced in most of the subjects w.e.f. 2020 for Class XI and Class XII from 2021 in order to strengthened experiential learning as well as to promote learning by doing amongst the students. All schools registered with the Board are required to strictly follow the syllabi and textbooks prescribed by the Board for the academic session and examinations concerned. No deviation is permissible. Lastly, I express my sincere appreciation to the Oficers and Teachers who have been involved in this revision exercise through the workshop mode. Dated: 30th March 2021 (Mrs. Asano Sekhose) Chairman. i National Curriculum Framework (NCF) 2005 The National Curriculum Framework (NCF) 2005 is the framework on the basis of which the Nagaland Board of School Education formulates its curriculum and syllabus document by adopting and adapting the guidelines provided. The paramount guiding principles as proposed by NCF – 2005 are: · Connecting knowledge to life outside the school · Ensuring that learning is shifted away from rote methods · Enriching the curriculum to provide for overall development of children rather than remain textbook centric · Making examinations more lexible and integrated into classroom life and · Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country. According to NCF 2005, the greatest national challenge for education is to strengthen our participatory democracy and the values enshrined in the Constitution. Meeting this challenge implies that we make quality and social justice the central theme of curriculum reform. Quality in education includes a concern for quality of life in all its dimensions. “Education as a planned endeavour, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive and caring members of society. They are made familiar with the various practices of the community by imparting the relevant skills and ideas. Ideally, education is supposed to encourage the students to analyse and evaluate their experiences, to doubt, to question, to investigate-in other words, to be inquisitive and to think independently”. - NCF 2005 (Position Paper-aims of Education) Another basic aim of education is to nurture in the learner a sound mind and strong values driven character. Learners should be educated to uphold the democratic values, respect the rules of law and support humanitarian ideals; they should engage in healthy practices to be able to develop robust and healthy physiques, learn how to think for themselves and be creative. In principle, education is a learning progression to help learners explore their innate capacity and talents as well as develop their potential to improve and enhance sustainability of their living environment. Learning to learn and the willingness to unlearn and relearn are important as means of responding to new situation in a lexible and creative manner. The curriculum needs to emphasise the processes of constructing knowledge. (Adopted from NCF – 2005) ii CONTENTS Part - A : Eligibility of candidates Part - B : Scheme of Studies and Scheme of Examinations 1. Scheme of Studies 2. Scheme of Examinations Part - C : Areas of Internal Assessment 1. Environmental Education 2. Work and Art Education 3. Physical and Health Education Part – D : Subjects ARTS COMMERCE SCIENCE Compulsory Subjects Compulsory Subjects Compulsory Subjects 1. English 1. English 1. English 2. Accountancy 2. Physics Elective Subjects 3. Business Studies 3. Chemistry 1. History 4. Economics 2. Political Science 3. Economics 4. MIL or Alt. English 5. Psychology Elective Subjects Elective Subjects 6. Philosophy 1. Mathematics 1. Biology 7. Sociology 2. Fundamentals of 2. Mathematics 8. Geography Business Mathematics 3. MIL or Alt. English 9. Education 3. Entrepreneurship 4. Computer Science 10. Music 4. Financial Markets Management 5. Informatics Practices 11. Computer Science 5. MIL or Alt. Engl ish 12. Informatics Practices 6. Computer Science 13. Financial Markets 7. Informatics Practices Management v Vocational Subjects: Students irrespective of stream can opt for any one vocational subject as an elective subject. The list of vocational subjects and other relevant information are given in the Competency Based Curriculum & Syllabus. iii I N D E X Sl.No. Content/Subject Page. No. A. Eligibility of Candidates ........................................................................................................ 1-4 B. Scheme of Studies and scheme of Examinations ................................................... 4-9 C. Areas of Internal assessment ............................................................................................. 10 D Subjects: ............................................................................................................................... 11-219 1. English ............................................................................................................................................. 11-20 2. Alternative English ................................................................................................................... 21-25 3. MILs ....................................................................................................................................... 26-51 a) Ao ............................................................................................................................................ 28-31 b) Sü mi (Sü tsah) .................................................................................................................... 32-35 c) Lotha ...................................................................................................................................... 36-39 d) Tenyidie ................................................................................................................................ 40-43 e) Bengali .................................................................................................................................. 44-47 f) Hindi ....................................................................................................................................... 48-51 4. Political Science ......................................................................................................................... 52-60 5. History ............................................................................................................................................. 61-69 6. Psychology .................................................................................................................................... 70-74 7. Philosophy ..................................................................................................................................... 75-79 8. Sociology ........................................................................................................................................ 80-84 9. Geography ..................................................................................................................................... 85-90 10. Education ....................................................................................................................................... 91-98 11. Music ................................................................................................................................................. 99-102 12. Economics ........................................................................................................................... 103-110 13. Accountancy ......................................................................................................................
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