Syllabi for Standards Ix and X

SYLLABI FOR STANDARDS IX AND X

(As sanctioned under Government of Maharashtra Letter No. SSC-210/(195/10)/ C._m.{e.2 {X.12/03/2012

Maharashtra State Board of Secondary And Higher Secondary Education, Pune – 411 004. © All rights reserved No part of this book shall be reproduced or transmitted in any form or by any means, such as Printed, C. D. Rom / Audio / Video Cassettes or Electronic / Mechanical, including photo, copying, recording or by any information storage and retrieval system, at any portal, website etc. All rights reserved with Secretary of Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004.

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Dr. Shivaji Shelke Research Officers

G. D. Sonawane Research Officers Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004.

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Type Setting : Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004.

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OZ JU _Z A{YZm`H$ O` ho ^maV ^m½` {dYmVm & n§Om~, qgYw, JwOamV, _amR>m, Ðm{dS>, CËH$b, ~§Jm, qdÜ`, {h_mMb, `_wZm, J§Jm, CÀN>b Ob{Y Va§Jm Vd ew^ Zm_o OmJo Vd ew^ Am{ef _mJo, Jmho Vd O` JmWm, OZJU _§JbXm`H$ O` ho, ^maV ^m½` {dYmVm & O` ho & O` ho & O` ho & O` O` O` O` ho & à{Vkm

^maV _mPm Xoe Amho. gmao ^maVr` _mPo ~m§Yd AmhoV. _mÂ`m Xoemda _mPo ào_ Amho. _mÂ`m XoemVë`m g_¥Õ Am{U {d{dYVoZo ZQ>boë`m na§nam§Mm _bm A{^_mZ Amho. Ë`m na§nam§Mm nmB©H$ hmoÊ`mMr nmÌVm _mÂ`m A§Jr `mdr åhUyZ _r gX¡d à`ËZ H$arZ. _r _mÂ`m nmbH$m§Mm, JwéOZm§Mm Am{U dS>rbYmè`m _mUgm§Mm _mZ R>odrZ Am{U àË`oH$mer gm¡OÝ`mZo dmJoZ. _mPm Xoe Am{U _mPo Xoe~m§Yd `m§À`mer {Zð>m amIÊ`mMr _r à{Vkm H$arV Amho. Ë`m§Mo H$ë`mU Am{U Ë`m§Mr g_¥Õr hçm§VM _mPo gm¡»` gm_mdbo Amho. CONTENTS

Page No.

1. FIRST LANGUAGE

1.1 Marathi ...... 01 to 03

1.2 Hindi ...... 04 to 06

1.3 Urdu ...... 07 to 09

1.4 Gujarati ...... 10 to 14

1.5 Kannada ...... 15 to 16

1.6 Tamil ...... 17 to 18

1.7 Telugu ...... 19 to 20

1.8 Malayalam ...... 21 to 22

1.9 Sindhi ...... 23 to 24

1.10 Bengali ...... 25 to 27

1.11 Punjabi ...... 28 to 31

1.12 English ...... 32 to 38

2. SECOND LANGUAGE

Modern Indian Languages

2.1 Hindi ...... 39 to 40

2.2 Hindi (Composite) ...... 41

2.3 Marathi ...... 42 to 43

2.4 Marathi (Composite) ...... 44

2.5 Urdu ...... 45 to 46

2.6 Urdu (Composite) ...... 47 to 48

2.7 Gujarati ...... 49 to 51

XI 2.8 Gujarati (Composite) ...... 52 to 53

2.9 Kannada ...... 54 to 55

2.10 Kannada (Composite) ...... 56 to 57

2.11 Tamil ...... 58 to 59

2.12 Tamil (Composite) ...... 60 to 61

2.13 Telugu ...... 62 to 63

2.14 Telugu (Composite) ...... 64 to 65

2.15 Malayalam ...... 66 to 67

2.16 Malayalam (Composite) ...... 68 to 69

2.17 Sindhi ...... 70 to 71

2.18 Sindhi (Composite) ...... 72 to 73

2.19 Punjabi ...... 74 to 76

2.20 Punjabi (Composite) ...... 77 to 78

2.21 Bengali ...... 79 to 81

2.22 Bengali (Composite) ...... 82 to 83

Classical Languages ...... 84

2.23 Sanskrit ...... 85 to 88

2.24 Sanskrit (Composite)...... 89 to 90

2.25 Pali ...... 91 to 92

2.26 Pali (Composite) ...... 93

2.27 Ardhamagadhi ...... 94 to 95

2.28 Ardhamagadhi (Composite) ...... 96 to 97

2.29 Persian ...... 98 to 99

2.30 Persian (Composite) ...... 100

2.31 Arabic...... 101 to 102

2.32 Arabic (Composite) ...... 103

XII 2.33 Avesta...... 104 to 105

2.34 Pahalavi ...... 106

Modern Foregin Languages

2.35 French ...... 107 to 109

2.36 French (Composite) ...... 110 to 112

2.37 German ...... 113 to 115

2.38 German (Composite) ...... 116

2.39 Russian ...... 117 to 119

2.40 Russian (Composite) ...... 120 to 122

3. THIRD LANGUAGE

3.1 English ...... 123 to 128

3.2 Hindi ...... 129

4. INFORMATION COMMUNICATION TECHNOLOGY ...... 130 to 132

5. MATHEMATICS

Algebra and Geometry ...... 133 to 142

General Mathematics ......

6. SCIENCE AND TECHNOLOGY ...... 143 to 148

7. SOCIAL SCIENCES

7.1 History + Political Science ...... 149 to 151

7.2 Geography + Economics ...... 152 to 155

8. PERSONALITY DEVELOPMENT ...... 156 to 163

9. WORK EDUCATION

(Anyone from Group A or Group B or Group C of the following subjects)

Group A

A 9.1 Electrical Appliances (J1) ...... 164 to 168

XIII A 9.2 Bakery Products (J2) ...... 168 to 170

A 9.3 Food Preservation (J3) ...... 170 to 172

A 9.4 Maintenance and Elementary Repairs of water pump (J4) ...... 172 to 174

A 9.5 Milk and Milk Products (J5) ...... 174 to 175

A 9.6 Integrated Nutrient Management for Sustainable

Agriculture (J6)...... 175 to 177

A 9.7A - Tie and Dye (only for Std. IX) (J7) ...... 177 to 179

B - Batic Work (only for Std. X) (J7)

A 9.8 Screen Printing (J8)...... 180 to 183

A 9.9 Hand Embroidery (J9) ...... 183 to 184

A 9.10 Stitching with Sewing Machine and

Its Repairing & Maintenance (K1) ...... 185 to 186

A 9.11 Dolls and Soft Toys Making (K2) ...... 186 to 188

A 9.12 Prepare of Articles Useful for School (K3) ...... 188 to 193

A 9.13 Preparation of Soaps and Detergents (K4) ...... 193 to 195

A 9.14 Preparation of Decorative Pieces by Utilisation of

Waste Materials (K5) ...... 195 to 198

A 9.15 Fundamentals of Electronics (K6) ...... 198 to 201

A 9.16 (A) Cultivation of Vegetables (Only for Std. IX)

(B) Gardening for Decoration (Only for Std. X) (K8) ...... 201 to 204

A 9.17 Preparation of Name-Plates and Badges (K9)...... 205 to 207

A 9.18 Bio-Gas and Its Use (L1) ...... 207 to 209

A 9.19 Plumber (L2) ...... 209 to 211

A 9.20 Creative Applied Art (L3)...... 211 to 215

A 9.21 Crochet Work and Knitting (L4) ...... 215 to 218

XIV A 9.22 Household Laundry (L5) ...... 218 to 220

A 9.23 Cookery (L7) ...... 221 to 222

A 9.24 Typewriting (English and Marathi) (M4-M5) ...... 222 to 225

A 9.25 Elements of Agriculture and Crop Production (M2)...... 225 to 228

A 9.26 Green House (R3) ...... 228 to 230

A 9.27 Paper Work, Card Board and Book-Binding (M7)...... 230 to 232

A 9.28 Beautification (M8)...... 233 to 236

A 9.29 Clay Mould Work (N1) ...... 236 to 238

A 9.30 Cane and Bamboo Work (N2) ...... 238 to 241

Group B

B 9.1 Drawing and Painting (M6)...... 242 to 244

B 9.2 Indian Music (Vocal and Instrumental) (M3) ...... 244 to 248

B 9.3 Elements of Commerce (L8)...... 249 to 250

B 9.4 Elements of Book Keeping (L9)...... 250 to 252

B 9.5 Fisheries (M1) ...... 252 to 254

B 9.6 Vocational Guidance (R4) ...... 255 to 259

Group C

C 9.1 New work Experience Activity ...... 260

10 PREVOCATIONAL SUBJECTS...... 261 to 263

(Option to subjects of work experience)

(Any one of the following)

10.1 Introduction to Basic Technology (V-1)...... 264 to 273

10.2 Elements of Mechanical Engineering (V-2) ...... 274 to 292

10.3 Elements of Electrical and Electronics Technology (V-3) ...... 293 to 308

XV 11 SCHOOL EXAMINATION CERTIFICATE SUBJECT (COMPULSORY)

11.1 Health and Physical Education ...... 309 to 314

12. SCHOOL EXAMINATION CERTIFICATE SUBJECTS

(Any One of the following)

12.1 Scouting/Guiding (P2)...... 315 to 316

12.2 M.C.C. (For Std. IX only) ...... 317 to 318

12.3 N.C.C./Sea Cadet Corps (P3) ...... 319

12.4 Defence Studies (P4) ...... 320 to 322

12.5 Civil Defence and Road Safety (P5) ...... 323 to 324

12.6 Social Service (P6) ...... 325 to 327

12.7 Vocational Guidance (R4) ...... 328

XVI Analytical Perspective on Curriculum Development

Background the syllabi were implemented for Std. IX and Taking into consideration the Std. X simultaneously in the academic year recommendations of the Kothari 2006-2007 and for Std. XI and Std. XII in the Commission (1964-66) and National year 2007-2008. The first Secondary School Education Policy (1968), the State of Certificate and Higher Secondary Certificate Maharashtra adopted the 10 + 2 + 3 Examination were held in March 2008 by the Board. educational pattern and implemented uniformly throughout the state. Accordingly Participate Restructuring of the Syllabi the first Secondary School Certificate While restructuring the syllabi after Examination on the new syllabi was held in almost a decade, a variety of exercise were April 1975. The implementation at the + 2 undertaken by the State Board to ensure a stage for Std. XI and Std. XII was done from broad based participation of the the academic year. 1975-76 and 1976-77 stakeholders. Syllabi are often criticized as respectively. The first Higher Secondary being framed by expert in ivory towers and Certificate Examination was held in stakeholders’ views are ignored. The syllabi fail to reflect the needs and aspirations of April 1977. the society. To pre-empt this, the State Board Subsequently the syllabi were revised undertook various studies before based on the recommendations of forming its policy. This also ensured the Dr. Ishwarbhai Patel National Review adopting of the ‘bottom up’ policy i.e. Committee. This was implemented for taking into consideration the needs of the Std. VII from the academic year 1982-83 and society before framing the syllabi. the first S.S.C Examination was Maharashtra State Curriculum Frame conducted in March 1985. It was work (MSCF) implemented at the + 2 stage from the The state policy a education is clearly year 1986-87 respectively and the first stated in this document. Realisation of the Higher Secondary Certificate Examination principles and approacher is as envisaged was held in March 1987. in NCF 2005 were brought into the context Based on the National policy of 1986

XVII of the state. While restructuring the Syllabi curriculum set up. the recommendations in respect of policy, 3. To analyse the structuring of the content teaching and learning procedure, evaluation of the syllabi. are considered. The major thrust is on constructivism. 4. To study the scope and limitation of different subject. Other Studies 5. To study scope and limitation of the The State Board also undertook content. various studies to have the relevant database for revising the syllabi. 6. To decide the best approach towards teaching and learning. 1. Subject wise review of previous Syllabi. 7. To study the syllabi through different perspectives. The study included a review of the old and existing syllabi implemented in the 8. To study the evaluation systems. State from time to time. It is to be noted 9. To find out which syllabus is closest to that in keeping with the our needs. changing needs of the times, the Board 10. To find out the extent to which the incorporated changes in the content, syllabi in Maharashtra is at par with approach, methodology, etc. the syllabi the syllabi of other states. at every stage. In framing the new 11. To establish a foundation for syllabi, again, a conscious effort was restructuring the syllabi. made to include challenging areas to keep pace with the challenges of the 12. To undertake the necessary research changing world scenario. and restructure the syllabi. 2. Study of the Syllabi of other states. Before framing its own policy an Different parameters of observation in-depth study of the syllabi of various were decided upon the detailed reading of subjects from different State Boards of the syllabi was undertaken. The parameters Education in India was undertaken. included – The major objectives of the enterprise were – 1. The place of the subject in the 1. To study difficulty levels of syllabi in curriculum Maharashtra with that of syllabi of other 2. Objectives of the syllabus states. 3. Presentation of the syllabus 2. To decide the importance to be accorded to particular subject in the 4. Contents of the syllabus

XVIII 5. Suitability of the textbooks with respect 1. Under ‘objectives’ the study in each to the syllabus subject 6. Periods to be allotted 1.1 The suitability of the objectives in each 7. Evaluation pattern subject 8. Total marks to be allotted to the 1.2 Clarity of the objectives examination 1.3 Scope and limitations of the objectives 9. Duration of the examination 1.4 Drawbacks of the objectives 10. Minimum marks of passing 1.5 Changes needed in the objectives to 11. Design of the question paper and test suit the changing times items 4. Under ‘presentation’ of the syllabus, The syllabi of the different states like opinions on the following issues were Tamil Nadu, Bihar, Madhya Pradesh, studied Karnataka, Andhra Pradesh, West Bengal 4.1 Objectives were considered. The syllabi of NCERT, 4.2 Teaching – learning process CBSE and ICSE were also studied and a comparative statement was evolved to note 4.3 Textbooks and learning material the status of the State’s position. An attempt 4.4 Evaluation process was made by the Board of Studies to 4.5 Reference material incorporate the best in all these syllabi after considering the local needs and the The views have immensely helped the backgrounds of our students. The exercise State Board in framing restructured syllabi. was an effort to keep the State syllabi at par 5. Study of the recommendations of with national standards. NCERT Document 3. Reactions of Expert Teachers N.C.E.R.T, New Delhi has made To ascertain the valuable opinions of several valuable recommendations in its the experienced teachers in the field document viz. The National Curriculum regarding the existing syllabi of different Frame 2005 as well as MSCF 2010. Views subjects, a questionnaire was sent to about pertaining to the organization of the hundred teachers of different subjects curriculum at the elementary and secondary throughout the state. They were requested stages, goals and aims of education when to send their responses. The questionnaire seen in larger perspective, the scheme of was framed to so as to elicit the reasons of studies at different levels, organization of the these teachers regarding the objectives, curriculum at the higher secondary stage, content and presentation of the syllabi. vocationalisation of education, adopting

XIX more relevant modes of evaluation, learners’ 9. Education enhancing general progress have been explicitly dealt within the knowledge. document. 10. Education to enable to face the Features of the restructured Syllabi challenges of liberalization privatization and globalization. The periodic reframing of the syllabi of almost all the subjects ensures an adequate 11. Education for fighting terrorism and coverage of knowledge and information in emergency management. accordance with the times and the age group 12. Education for improving emotional of learners. It also ensures that a proper quotient. place is given to the culture, heritage, social 13. Creating consumer awareness. reforms, life skills, student’s interest and needs, and that cognizance is taken of the 14. Safeguarding human rights. very different abilities of students from 15. Creating awareness regarding space heterogeneous backgrounds. technology An effort has been made to make the 16. Genetic engineering. syllabi more futuristic and user friendly. 17. Biotechnology. Rapidly changing lifestyles and the explosion of knowledge and information have 18. New areas of health care. been taken into consideration. In order to 19. Energy problems. make the citizen of tomorrow a more 20. World geography. concerned and able individual the frontline 21. World Trade Organizations. issues have been given due to consideration in all the subjects. The following areas were 22. Anthropological discoveries. focused upon – 23. Entrepreneurship. 1. Training in life skills. 24. Water management. 2. Education to develop vocational skills. 25. Awareness regarding agriculture. 3. Education in stress management. 26. Awareness regarding child labour. 4. Advance education. 27. Eradication of superstition. 5. Education in information technology 28. Travel and Tourism. 6. Teaching communication skills 29. Awareness regarding removal 7. Environment awareness and the need corruption. for ecological preservation. 30. Constructive approach in education. 8. Value education 31. Use of Information communication technology in all subjects.

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XXI 4 B§J«Or 1. B§J«Or (àW_) 2. _amR>r ([ÛVr`)/_amR>r (àW_) 3. qhXr (nyU©) qH$dm qhXr (g§`wŠV) + g§ñH¥$V (g§`wŠV)/nmbr (g§`wŠV)/AY©_mJYr (g§`wŠV)/CXy© (g§`wŠV)/JwOamVr (g§`wŠV)/H$ÝZS> (g§`wŠV)/V_ri (g§`wŠV)/VobwJw (g§`wŠV)/ _ë`mi_² (g§`wŠV)/qgYr (g§`wŠV)/~§Jmbr (g§`wŠV)/n§Om~r (g§`wŠV)/O_©Z (g§`wŠV)/\|«$M (g§`wŠV)/a{e`Z (g§`wŠV)/Aao{~H$ (g§`wŠV) n{e©`Z (g§`wŠV)/ g§ñH¥$V/JwOamVr 5 JwOamVr, 1. JwOamVr, qgYr, H$ÝZS> BË`mXr qgYr, H$ÝZS> 2. _amR>r (nyU©) qH$dm _amR>r (g§`wŠV) + g§ñH¥$V (g§`wŠV)/nmbr BË`mXr (g§`wŠV)/AY©_mJYr (g§`wŠV)/qhXr (g§`wŠV)/CX©ÿ (g§`wŠV)/n{e©`Z (g§`wŠV)/ Aao{~H$ (g§`wŠV) 3. B§J«Or

Q>rnm 1. BVa amÁ`mVrb nmbH$ _hmamîQ´>mV ~XbyZ Amë`mg Ë`m§À`m nmë`m§Zr qH$dm BVa H$maUm§_wio _hmamîQ´>mV Amboë`m {dÚmÏ`mªZr B`ËVm 8 dr, B`ËVm 9 dr qH$dm B`ËVm 10 dr_Üò àdoe KoVbm Agë`mg Ë`m§Zm _amR>r {df` A{Zdm`© amhUma Zmhr. Aem {dÚmÏ`mªZr _hmamîQ´>mÀ`m A_amR>r _mÜ`_mÀ`m emioV B`ËVm 8 dr d B`ËVm 9 dr_Üò àdoe KoVë`mg Ë`m§Zm _amR>r ^mfoÀ`m Aä`mgmVyZ gyQ> XoÊ`mMo A{YH$ma g§~§{YV {ejU Cng§MmbH$m§Mo amhVrb. _mÌ, Aer gyQ> {Xë`m§ZVa Ë`m AmXoemMr àV g§~§{YV {d^mJr` _mÜ`{_H$ d CÀM _mÜ`{_H$ {ejU _§S>img Úmdr. B`ËVm 10 dr _Üò àdoe KoVboë`m {dÚmÏ`mªZm _amR>r ^mfoÀ`m Aä`mgmVyZ gyQ> XoÊ`mMo A{YH$ma g§~§{YV _mÜ`{_H$ d CÀM _mÜ`{_H$ {ejU _§S>imMo amhVrb. na§Vw, _amR>r ^mfoÀ`m Aä`mgmVyZ gyQ> {_imboë`m {dÚmÏ`mªZm _mÜ`{_H$ embm§V à_mUnÌ narjogmR>r {ZYm©[aV Ho$bobr H$moUVrhr EH$ "AmYw{ZH$ ^maVr` ^mfm' qH$dm H$moUVrhr EH$ "A{ÔmV ^mfm' qH$dm H$moUVrhr EH$ "AmYw{ZH$ naH$s` ^mfm' Aä`mgVm òB©b. 2. ^maVmV ñWbm§V[aV hmoUmè`m naXoer {dÚmÏ`m©Zo _hmamîQ´>mÀ`m B§J«Or _mÜ`_mÀ`m emioV B`ËVm 9 dr qH$dm B`ËVm 10 dr _Üò àdoe KoVë`mg Am{U Ë`mZo qhXrMm Aä`mg H$aÊ`mnmgyZ gyQ> _m{JVë`mg, Ë`mbm emimà_wIm§À`m {e\$maerZo ñdV…À`m O~m~Xmarda Am{U _hmamîQ´> amÁ` d CÀM _mÜ`{_H$ {ejU _§S>imÀ`m nyd© nadmZJrZo _mÜ`{_H$ embm§V à_mUnÌ narjogmR>r {ZYm©[aV Ho$bobr H$moUVrhr EH$ "AmYw{ZH$ ^maVr` ^mfm' qH$dm H$moUVrhr EH$ "A{ÔmV ^mfm' qH$dm H$moUVrhr EH$ "AmYw{ZH$ naH$s` ^mfm' qhXr ^mfoEodOr Aä`mgVm òB©b. VWm{n, hr ^mfm {dÚmÏ`m©Zo {ZdS>boë`m {ÛVr` ^mfonojm doJir Agob. 3. naXoer nmbH$m§À`m nmë`m§Zr B§J«Or _mÜ`_mÀ`m emim§V B`ËVm 5 dr Vo B`ËVm 10 dr _Üò H$moUË`mhr B`ËVoV àdoe KoVë`mg Ë`m§Zm _amR>r d qhXr ^mfm Aä`mgÊ`mnmgyZ gyQ> amhrb. Ago {dÚmWu Á`m ^mfm _mÜ`_mÀ`m emioV àdoe KoVrb Vo ^mfm _mÜ`_ hr Ë`m§Mr àW_ ^mfm amhrb. `m ì`{V[aŠV `m {dÚmÏ`mªZm Cd©[aV H$moUË`mhr XmoZ ^mfm "AmYw{ZH$ ^maVr` ^mfm' qH$dm "A{ÔmV ^mfm' qH$dm "AmYw{ZH$ naH$s` ^mfm' `m g§dJm©VyZ {ZdSy>Z Ë`m§Zm ^mfm§H$[aVm emgZmZo {d{hV Ho$bobm Aä`mgH«$_ nyU© H$amdm bmJob. VgoM, A{Zdmgr ^maVr`m§À`m nmë`m§Zr

XXII B§J«Or _mÜ`_mÀ`m emim§V Oa B`ËVm 5 drV àdoe KoVbm d Vo {H$_mZ gbJ Mma df} (B`ËVm 5 dr, B`ËVm 6 dr, B`ËVm 7 dr d B`ËVm 8 dr) {ejU KoUma AgVrb Va Ë`m§Zm qhXr g§nyU© ^mfoMm {d{hV Aä`mgH«$_ nyU© H$amdm bmJob. Aem {dÚmÏ`mªZm _amR>r ^mfoMm Aä`mg H$aÊ`mnmgyZ gyQ> amhrb d Ë`mEodOr Ë`m§Zm H$moUVrhr EH$ ^mfm "AmYw{ZH$ ^maVr` ^mfm' qH$dm "A{ÔmV ^mfm' qH$dm "AmYw{ZH$ naH$s` ^mfm' `m g§dJm©VyZ {ZdSy>Z Ë`m ^mfoH$[aVm emgZmZo {d{hV Ho$bobm Aä`mgH«$_ nyU© H$amdm bmJob. Aem {dÚmÏ`mªZr AmUIr XmoZ df} gbJ (B`ËVm 9 dr, 10 dr) {ejU KoVë`mg, Ë`m§Zm da Z_yX Ho$ë`mà_mUoM ^mfm§Mm {d{hV Aä`mgH«$_ nyU© H$amdm bmJob. Á`m A{Zdmgr ^maVr`m§À`m nmë`m§Zr CÀM àmW{_H$ ñVamda (B`ËVm 6 dr, B`ËVm 7 dr, B`ËVm 8 dr) H$moUË`mhr B`ËVoV àdoe KoVë`mg Ë`m§Zm Ë`m Ë`m B`ËVogmR>r qhXr (g§nyU©) ^mfoMm emgZmZo {d{hV Ho$bobm Aä`mgH«$_ nyU© H$amdm bmJob d Aem {dÚmÏ`mªZm _amR>r ^mfoMm Aä`mg H$aÊ`mnmgyZ gyQ> amhrb d Ë`mEodOr Ë`m§Zm darbà_mUoM H$moUË`mhr EH$m ^mfoMm emgZmZo {d{hV Ho$bobm Aä`mgH«$_ nyU© H$amdm bmJob. Á`m A{Zdmgr ^maVr`m§À`m nmë`m§Zr B§J«Or _mÜ`_mÀ`m emim§V _mÜ`{_H$ ñVamda H$moUË`mhr B`ËVoV (B`ËVm 9 dr, B`ËVm 10 dr) àdoe KoVë`mg, Ë`m§Zm _amR>r d qhXr ^mfm Aä`mgÊ`mnmgyZ gyQ> am{hb. Ago {dÚmWu Á`m ^mfm _mÜ`_mÀ`m emim§V àdoe KoVrb Vo ^mfm _mÜ`_ Ë`m§Mr àW_ ^mfm amhrb. `m ì`{V[aŠV `m {dÚmÏ`mªZm Cd©[aV H$moUË`mhr XmoZ ^mfm "AmYw{ZH$ ^maVr` ^mfm' qH$dm "A{ÔmV ^mfm' qH$dm "AmYw{ZH$ naH$s` ^mfm' `m g§dJm©VyZ {ZdSy>Z Ë`m ^mfm§H$[aVm emgZmZo {d{hV Ho$bobm Aä`mgH«$_ nyU© H$amdm bmJob. Oo naXoer ZmJ[aH$ qH$dm A{Zdmgr ^maVr` amÁ`mV Amë`mZ§Va H$m`_ñdê$nr ^maVr` ZmJ[aH$Ëd ñdrH$maVrb Am{U Aem nmbH$m§Mo nmë` Oa Ago ZmJ[aH$Ëd ñdrH$maë`mZ§Va B§J«Or _mÜ`_mÀ`m emim§V B`ËVm 5 drV àdoe KoV AgVrb Am{U nwT>o Vo gbJ B`ËVm 10 dr n`ªV {ejU KoUma AgVrb Va Aem {dÚmÏ`mªZm emgZmZo {d{hV Ho$bobr _mÜ`_{Zhm` ^mfm {df` Aä`mg `moOZm OerÀ`m Ver bmJy amhrb. da Z_yX Ho$boë`m _amR>r d qhXr ^mfm Aä`mgÊ`mg gdbV {_iÊ`mgmR>r Aem {dÚmÏ`mªZr e¡j{UH$ df© gwê$ hmoÊ`mnydu AWdm emioV àdoe KoVë`m~amo~a Ë`m§À`m emimà_wIm§H$S>o AO© H$amdm. emimà_wIm§Zr {e\$mag Ho$ë`mZ§Va B`ËVm 5 dr Vo B`ËVm 9 drH$[aVm g§~§{YV {d^mJmMo {d^mJr` {ejU Cng§MmbH$ `m§Mr nyd© nadmZJr àmá H$amdr. EH$Xm B`ËVm 5 dr Vo B`ËVm 9 dr_Üò Aer gdbV {_imë`mda B`ËVm 10 dr gmR>r nwÝhm _§S>imH$S>o gdbVrgmR>r doJim AO© H$aÊ`mMr Amdí`H$Vm Zmhr. VWm{n, Aer gdbV {Xë`mMo g§~§{YV {ejU Cng§MmbH$m§Zr {d^mJr` _§S>img H$idmdo. B`ËVm 10 drV àdoe KoUmè`m {dÚmÏ`mªÀ`m ~m~VrV emimà_wI Amnë`m {e\$maergh {dÚmÏ`mªMm AO© {d^mJr` _mÜ`{_H$ d CÀM _mÜ`{_H$ {ejU _§S>imH$S>o nmR>dVrb d g§~§{YV {d^mJr` _§S>imMr nadmZJr àmá H$aVrb.

XXIII n[a{eîQ> "~' {df` `moOZm d Vm{gH$m {d^mJUr (B`ËVm 9 dr Am{U 10 dr ) (EH$m AmR>dS>`mgmR>r)

A. H«$. {df` Vm{gH$m B`ËVm 9 dr B`ËVm 10 dr 1. àW_ ^mfm 06 06 2. {ÛVr` ^mfm qH$dm g§`wŠV ^mfm 04/2+2 04/2+2 3. V¥Vr` ^mfm 08 08 4. _m{hVr g§àofU V§ÌkmZ 02 02 5. J{UV (~rOJ{UV + ^y{_Vr) qH$dm gm_mÝ` J{UV 07 07 (A. ^mJ-1 + ~. ^mJ-2) 6. {dkmZ Am{U V§ÌkmZ 08 08 7. gm_m{OH$emñÌo (A) B{Vhmg + ZmJ[aH$emñÌ 06 06 (~) ^yJmob + AW©emñÌ embo` loUr {df` 8. Amamo½` d emar[aH$ {ejU 03 03 9. ì`pŠV_Ëd {dH$mg 02 02 10. H$m`©{ejU/nyd©ì`mdgm{`H$ Aä`mgH«$_ 02 02 11 E_.gr.gr. (B`ËVm 9 dr gmR>r)/g_mOgodm/ 02 -- ñH$m§D$Q>/JmB©S>/ZmJar g§ajU d dmhVyH$ gwajm/g§ajUemñÌ 02 02 /EZ.gr.gr./ì`dgm` _mJ©Xe©Z EHy$U 50 50

Q>rnm : (1) àW_, {ÛVr` Am{U V¥Vr` `m VrZ ^mfm§Zm EHy$U 18 Vm{gH$m AmhoV. _w»`mÜ`mnH$m§Zr ^mfm {df`m§À`m ^mfm{Zhm` Vm{gH$m {d^mJUrV ~Xb H$aÊ`mg haH$V Zmhr. (2) darb Vm{gH$m {d^mJUr_Ü`o _w»`mÜ`mnH$m§Zr Amdí`H$VoZwgma JaOoZwgma gH$maU ~Xb H$aÊ`mg haH$V Zmhr.

XXIV n[a{eîQ> "H$' ‘yë¶‘mnZ ¶moOZm (B¶ËVm 9dr Am{U 10dr)

boIr narjm Vm|S>r àmË`{jH$ narjm EHy$U JwU A. àíZ {df` JwU H$mbmdYr narjm JwU H$mbmdYr B. B. H«$. n{ÌH$m g§»`m JwU 9 dr 10 dr 1. àW‘ ^mfm 01 80 03 20 -- -- 100 100

2. {ÛVr¶ ^mfm 01 80 03 20 -- -- 100 100 qH$dm g§¶w³V ^mfm 02 40+40 02+02 10+10 -- -- 100 100

3. V¥Vr¶ ^mfm 01 80 03 20 -- -- 100 100

4. ‘m{hVr g§àofU V§ÌkmZ 01 40 02 -- 10 -- 50 loUr

5. J{UV 02 40+40 02 -- 20 -- 100 100 (~rOJ{UV+^y{‘Vr) àË`oH$s A§VJ©V qH$dm _yë`_mnZ gm‘mÝ¶ J{UV 02 40+40 02 -- 20 -- (^mJ-1+^mJ-2) àË`oH$s A§VJ©V 100 100 _yë`_mnZ

6. {dkmZ Am{U V§ÌkmZ 01 60 2 Vmg 20(àmË`.) 1 Vmg 100 100 30 20 30 {_{ZQ>o {_{ZQ>o ~hþn`m©`r 30 àíZ {_{ZQ>o 7. gm‘m{OH$emñÌo 100 100 (A)B{Vhmg+Zm.emñÌ 01 28+12 02 -- 10 ------(~)^yJmob+AW©emñÌ 01 28+12 02 -- 10 ------A§VJ©V _yë`_mnZ

8. Amamo½¶ d emar[aH$ {ejU 01 25 1.5 -- 25 -- 50 loUr

9. ì¶p³V‘Ëd {dH$mg 01 50 02 ------50 loUr

10 H$m¶©{ejU/nyd©ì¶mdgm{¶H$ Aä¶mgH«$‘ ------loUr loUr

11 E‘.gr.gr.(’$³V 9dr gmR>r)/ ------loUr -- g‘mOgodm/ñH$mCQ>/JmB©S>/ ZmJar g§ajU d dmhVyH$gwajm/g§ajUemñÌ/ ------loUr loUr EZ.gr.gr.ì¶dgm¶ ‘mJ©Xe©Z EHy$U 750 600

XXV Q>rnm 1. gd© {df`m§gmR>r CËVrU©VogmR>r 35% JwU Amdí`H$ amhVrb. Ë`m_Üò {H$_mZ 25% JwU àmá hmoUo Amdí`H$ Amho. 2. 300 JwUm§À`m VrZ ^mfm {df`m§Mm JQ> CËVrU©VogmR>r EH${ÌV Agob. `m VrZ ^mfm {df`m§À`m EH${ÌV JQ>_Üò CËVrU©VogmR>r {H$_mZ 105 JwU Amdí`H$ amhVrb. 3. _mÜ`{_H$ Aä`mgH«$_mVrb B. 9 dr d B. 10 drÀ`m àM{bV H$m`m©Zw^d {df`m§VJ©V òUmam _m{hVr V§ÌkmZ `m {df`mEodOr Zì`mZo _m{hVr g§àofU V§ÌkmZ (ICT) `m {df`mMm A{Zdm`© JQ>m_Üò g_mdoe H$aÊ`mV òV Amho. Ë`mgmR>r AmR>dS>çmV XmoZ Vm{gH$m amhVrb. gXa {df`mMm Aä`mgH«$_ 50 JwUm§Mm AgyZ Ë`m_Üò 40 JwU boIr narjm d 10 JwU àmË`{jH$ narjogmR>r amhVrb. boIr narjm _§S>im_m\©$V Am`mo{OV H$aÊ`mV òB©b. gXa {df`mMo B. 10 dr Mo g§nm{XV JwU EHy$U JwUmV g_m{dîQ> Z H$aVm loUr ñdê$nmV Xe©{dÊ`mV òVrb. gXa {df`mMo _mÜ`_ _amR>r d B§J«Or amhrb. OyZ 2012 nmgyZ B. 9 dr gmR>r d OyZ 2013 nmgyZ `m {df`mMr H$m`©dmhr gwê$ hmoB©b. 4. J{UV (~rOJ{UV + ^y{_Vr) d {dkmZ Am{U V§ÌkmZ `m {df`mÀ`m CÀMrH¥$V Aä`mgH«$_mMr A§_b~OmdUr B. 9 dr gmR>r 2010-2011 d B. 10 dr gmR>r 2011-2012 `m e¡j{UH$ dfm©nmgyZ gwê$ Pmbobr Agbr Var B. 9 dr d B. 10 dr À`m {dkmZ n`m©daU g§X^©mVrb (gdm}ÀM Ý`m`mb`mÀ`m {ZU©`mZwgma) KQ>H$m§Mo Zì`mZo g_mdoe H$aÊ`mV òV AgyZ d Ë`mZwgma B. 9 dr `m {dkmZ {df`mMm Aä`mgH«$_ OyZ 2012 d B . 10 dr gmR>r Aä`mgH«$_ OyZ 2013 nmgyZ H$m`m©pÝdV hmoB©b. 5. gd© {df`m§À`m _yë`_mnZm_Üò narjoÀ`m JwUm§_Üò gmaIonUm Agmdm. EHy$U narjm§À`m {Xdgm§Mm {dÚmÏ`mªda VmU amhÿ Zò. VgoM _hmamîQ´> amÁ` Aä`mgH«$_ AmamIS>m-2010 `m _gwÚmg emgZ _mÝ`Vm {_imbobr Agë`m_wio BVa {df`m§à_mUoM J{UV {df`mgmR>r 150 JwUm§EodOr 100 JwUm§Mr narjm amhrb. 100 JwUm§_Üò 80 JwU boIr narjm d 20 JwU A§VJ©V _yë`_mnZmgmR>r amhVrb. hm ~Xb B. 9 dr gmR>r OyZ 2012 nmgyZ d B. 10 dr gmR>r OyZ 2013 nmgyZ A§_bmV òB©b. 6. J{UV {df`mÀ`m _yë`_mnZm_Üò ~Xb Pmbm Agbm Var {df`mÀ`m Vm{gH$m§Mr g§»`m H$_r hmoUma Zmhr. 7. n`m©daU {ejU hm {df` B. 9 dr d B. 10 dr gmR>r gd© {df`m§_Üò EH$mpË_H$ ñdê$nmV amhrb, Ë`m_wio n`m©daU {ejU `m {df`mgmR>r Agboë`m Vm{gH$m - _m{hVr g§àofU V§ÌkmZ `m {df`mgmR>r amhVrb.

XXVI First Language _amR>r 1.1 (àW_ ^mfm)

àmñVm{dH$ 9) {d{dY dmS²>._`rZ àdmh, àH$ma, àd¥Îmr `m§Mo AmH$bZ ^mfm hr _mZdmMr {deof {Z{_©Vr Amho. _mZdr dmT>{dUo. ì`dhmamMo Vo EH$ à^mdr _mÜ`_ Amho. ^m{fH$ ì`dhmamgmR>r, 10) {dKmVH$ eŠVs¨Zr {Z_m©U Ho$bobr ApñWaVm bjmV {dMma ì`ŠV H$aÊ`mgmR>r Am{U ñdV:À`m {dH$mgmgmR>r KoD$Z {dÚmÏ`mªV AmË_{dídmg {Z_m©U H$ê$Z g§H$Q>m§Zm _mZdmZo {VMm gmVË`mZo {dH$mg Ho$bm. kmZg§nmXZmMo Am{U gm_moao OmÊ`mMr úm_Vm {Z_m©U H$aUo. A{^ì`ŠVsMo ^mfm ho EH$ g_W© gmYZ Amho. 11) _m{hVr-V§ÌkmZ, n`m©daU `m§Mr Am{U ^mfoÀ`m _mÜ`_mVyZ {dÚmÏ`mªZm g§ñH$m[aV H$ê$Z, OmJ{VH$sH$aUmÀ`m g_ñ`m§Mr AmoiI H$ê$Z XoUo d Ë`m§À`m ^mfoMo H$bmË_H$ ê$n OmonmgUo Am{U Vo d¥qÕJV Ë`m§À`m AmìhmZm§Zm gm_moao OmÊ`mgmR>r {dÚmÏ`mªZm g_W© H$aUo An[ahm`© Amho. H$aUo. 12) {dÚmÏ`mª_Üò ñd`§-AÜ``ZmMr AmdS> {Z_m©U H$aUo d Xoeào_, amï´>^ŠVs, amï´r` EH$mË_Vm, {díd~§YwËd, Ë`m§Zm Aä`mgmgmR>r àd¥Îm H$aUo. {dkmZ{Zð>m, gd©Y_©g_^md, Z¡{VH$ _yëò, {ZgJ©ào_, l_à{Vð>m Am{U gm_m{OH$ OmUrd `m§Mm {dH$mg ^mfo_wioM gmYbm 13) ^mfoMm X¡Z§{XZ ì`dhmamV Cn`moJ H$aVm `mdm `m Ñï>rZo OmVmo. ì`mdhm[aH$ ^mfoV àmdrÊ` {_idyZ XoUo. gd©gm_mÝ` C{Ôï>o C{Ôï>o 1) {dÚmÏ`m©Mr AmË_àH$Q>rH$aUmË_H$ ^m{fH$ H$m¡eëò 1) {dÚmÏ`mªMm eãXg§J«h dmT>dyZ Ë`mMm X¡Z§{XZ ì`dhmamV Cn`moJ H$aÊ`mg {eH${dUo Am{U {dÚmÏ`mª_Üò {dH${gV H$aUo. CX²`_erbVoMr àoaUm {Z_m©U H$ê$Z ì`mdhm[aH$ ^mfoV 2) ^mfm{df`H$ J«hUeŠVsMm {dH$mg H$aUo. àmdrÊ` {_idyZ XoUo. 3) dmL²>_`m~Ôb AmdS> {Z_m©U H$aUo. 2) ldU, g§^mfU, ^mfU, dmMZ, boIZ, AmH$bZ 4) gËàd¥ÎmtMo nmofU H$ê$Z {M{H$ËgH$ d¥ÎmrMr OmonmgZm Am{U ñdV§Ì A{^ì`ŠVs `m úm_Vm d H$m¡eëò `mV H$aUo. dmT> H$aUo. 5) Zd{Z{_©Vr d AmË_m{dîH$ma eŠVs¨Mm {dH$mg H$aUo. 3) kmZ Am{U AmZ§XàmárgmR>r dmMZmMr AmdS> {Z_m©U H$aUo. 6) AmYw{ZH$ ^mfm{dkmZmMr AmoiI H$ê$Z XoUo. 4) _amR>r ^mfoVrb {d{dY gm{hpË`H$m§Mr d 7) àM{bV OrdZmVrb dmñV{dH$Vm bjmV AmUyZ XoD$Z gm{hË`àH$mam§Mr AmoiI H$ê$Z XoUo. XheVdmX, ^«ï>mMma, bmoH$g§»`m dmT>, T>mgibobr 5) {dÚmÏ`mªÀ`m [R>H$mUr Amnbr ^mfm, gm{hË`, g§ñH¥$Vr, Zr{V_yëò `m§Mr OmUrd {Z_m©U H$ê$Z gdmªZm g_mZ amï´>, _mZdVm, {dkmZ{Zð>m, gd©Y_©g_^md d ór- g§Yr XoÊ`mMr d EH$g§Y g_mO KS>{dÊ`mMr àoaUm nwéf g_mZVm, dS>rbYmè`m§~Ôb AmXa^mdZm, Z¡{VH$ XoUo. _yëò, {ZgJ©ào_, l_à{Vð>m Am{U gm_m{OH$ OmUrd 8) ÑH²$-lmì` gmYZm§À`m Ûmao ^m{fH$ AZw^d dmT>{dUo. B. JwUm§Mr dmT> d OmonmgZm H$aUo.

1 6) AÝ` ^mfm^{JZr VgoM _amR>rÀ`m {d{dY {Z~§Y boIZ ~mobr^mfm§~Ôb AmnwbH$s {Z_m©U H$aUo. {MÌmdê$Z,àg§Jmdê$Z, H$ënZm{dñVma, AmË_d¥Îm 7) {MÌnQ>, AmH$medmUr, XyaXe©Z, g§JUH$, ({Z~§YmgmR>r à_mU ^mfoVrb/~mobr ^mfoVrb boIZ B©-_ob, B§Q>aZoQ>, _mo~mB©b B. ÑH²$-lmì` gmYZm§À`m Mmbob). gmYH$~mYH$ _wX²>Xo _m§S>Uo Amdí`H$. Ûmao ^m{fH$ AZw^d dmT>{dUo. A{^ì`ŠVsg àmYmÝ`. 8) _m{hVr V§ÌkmZ, n`m©daU Am{U OmJ{VH$sH$aUmÀ`m JÚ AmH$bZ/gmam§eboIZ - An{R>V JÚCVmam. g_ñ`m§Mr AmoiI H$ê$Z XoD$Z Ë`m§À`m AmìhmZm§Zm gm_moao OmÊ`mgmR>r g_W© H$aUo. Cn`mo{OV _amR>r 9) {dÚmÏ`mª_Üò ñd`§-AÜ``ZmMr AmdS> {Z_m©U H$ê$Z 1. nÌboIZ - {Z_§ÌU, Am^ma, A{^Z§XZ, _mJUr, Ë`m§Zm Aä`mgmgmR>r àd¥Îm H$aUo. Mm¡H$er. 10) ^mfoMr _yb^yV g§aMZm Am{U Aä`mgH«$_mVrb 2. d¥ÎmboIZ ì`mH$aUmMo KQ>H$ g_OmdyZ XoUo. 3. Om{hamV boIZ B`Îmm 9 dr 4. H$WmnyVu JÚ {d^mJ gw_mao 80 n¥ð>o 5. ~mobr^mfoVrb CVmao -~mobr^mfoVrb CVmè`m§Mo (àñVmdZm, Q>rnm, ñdmÜ`m` dJiyZ) ñd`§AÜ``ZmgmR>r à_mU^mfoV ê$nm§Va H$aUo. nmR> Zgob. ñWybdmMZ hm ñdV§Ì {d^mJ Agob (4 g§dmXH$m¡eëò : (Vm|S>r narjm) nmR>) àmMrZ JÚ - 2 nmR> ^mfmn[aM` : ^mfoMr g§aMZm (nmR>çnwñVH$mV XoUo, JwU nÚ {d^mJ ZmhrV). gw_mao 200 Amoir n¡H$s àmMrZ nÚ 50 Amoir. nyaH$ dmMZ dmMZH$m¡ímë`mgmR>r dmMZr` nwñVH$m§Mr (A^§J, n§{S>Vr H$mì`, nX, {damUr, nmodmS>m, \$Q>H$m B.) `mXr XoUo (JwU ZmhrV). ì`mH$aU embo` ñVamda nyaH$dmMZmÀ`m nwñVH$m§da AmYm[aV 1. Ab§H$ma-`_H$, AZwàmg, Cn_m, AZÝd`. 10 JwUm§Mr narjm emim KoD eH$Vrb (narjm KoUo gŠVrMo Zmhr). 2. Aì`ò - {H«$`m{deofU,Ho$dbà`moJr, C^`mÝd`r, eãX`moJr. B`Îmm 10 dr 3. {Xboë`m eãXmVrb Ajam§nmgyZ AW©nyU© eãX V`ma JÚ {d^mJ gw_mao 80 n¥ð>o H$aUo. (àñVmdZm, Q>rnm, ñdmÜ`m` dJiyZ) ñd`§AÜ``ZmgmR>r 4. n`m©`r eãX. nmR> Zgob. ñWybdmMZ hm ñdV§Ì {d^mJ Agob - 4 nmR. àmMrZ JÚ 2 nmR. 5. boIZ{Z`_m§Zwgma eãX {b{hUo (boIZ{Z`_ nmR>çnwñVH$mV XoUo Amdí`H$). nÚ {d^mJ gw_mao 200 Amoirn¡H$s àmMrZ nÚ 50 Amoir. (A^§J, n§{S>Vr H$mì`, nX, {damUr, nmodmS>m, 6. {dam_{MÝho - {dam_{MÝhm§Mm dmna H$aUo. \$Q>H$m B.). dmH²$àMma d åhUr ì`mH$aU AW© gm§JyZ dmŠ`mV Cn`moJ H$aUo. 1) Ab§H$ma - ê$nH$, CËàoúmm, ì`{VaoH$,

2 2) g_mg - Û§Û (BVaoVa, d¡H$pënH$, g_mhma), [ÛJw, 3. AmdoXZnÌ Aì``r^md. 4. AhdmbboIZ - (embo` H$m`©H«$_) 3) n`m©`r ímãX 5. A{^àm`boIZ(nwñVH$, ZmQ>H$, g§JrV, {MÌ) 4) boIZ{Z`_m§Zwgma eãX {b{hUo (boIZ{Z`_ 6. ~mobr^mfoVrb CVmao (~mobr^mfoVrb CVmè`m§Mo nmR>çnwñVH$mV XoUo Amdí`H$). à_mU^mfoV ê$nm§Va H$aUo) 5) {dam_{MÝho - {dam_{MÝhm§Mm dmna H$aUo. g§dmXH$m¡eë`o … (Vm|S>r narjm) dmH²$àMma d åhUr : AW© gm§JyZ dmŠ`mV Cn`moJ H$aUo. ^mfmn[aM` … {MÝhì`dñWm (nmR>çnwñVH$mV XoUo, JwU {Z~§YboIZ … ZmhrV) àg§Jmdê$Z, H$ënZm{dñVma, AmË_d¥ËV, d¡Mm[aH$ nyaH$ dmMZ : dmMZH$m¡ímë`mgmR>r dmMZr` nwñVH$m§Mr {Z~§YmgmR>r à_mU^mfoVrb ~mobr^mfoVrb boIZ `mXr XoUo (JwU ZmhrV). Mmbob. gmYH$~mYH$ _wX²Xo _m§S>Uo Amdí`H$. A{^ì`ŠVrg àmYmÝ`. JÚ AmH$bZ/gmam§eboIZ - An{R>V JÚCVmam. Cn`mo{OV boIZ 1. nÌboIZ - H$m¡Qw>§{~H$, _mJUr, {dZ§Vr, VH«$ma. 2. {Z_§ÌUn{ÌH$m

3 qhXr 1.2 (àW_ ^mfm)

^y{_H$m 2) kmZàgma VWm g§àofU V§ÌkmZ g§~§Yr H$m¡eb {dH${gV ^mfm _Zwî` H$s Amdí`H$ VWm {d{eîR> {Z{_©{V h¡& H$aZm& ñd`§ amoOJma Ho$ {bE Amdí`H$ OrdZH$m¡eb ^mfm Ho$ _mÜ`_ go hr _Zwî` Zo {d{dY joÌm| _o§ AnZr àJ{V H$m {dH$mg H$aZm & H$s h¡ & ^mfm H$m ì`dhma kmZg§nmXZ, g§àofU, X¡Z§{XZ ì`dhma 3) N>mÌm| _| Z¡{VH$, _mZ{gH$ D$Om© H$m g§dY©Z H$aHo$, VWm gaH$mar H$m_H$mO Am{X {d{dY ñVam| na hmoVm h¡ & joÌ ñdV§Ì gmoM VWm g_mO{dKmVH$ epŠV`m| H$m gm_Zm Ho$ AZwgma ^m{fH$ à`moJ _| Hw$N> n[adV©Z hmoVo h¢ & H$aZo H$s j_Vm {dH${gV H$aZm & gmd©O{ZH$ g§n{ËV ^maV ~hþ^mfr Xoe h¡ & `hm± AZoH$ àm§Vr` ^mfmE± Ed§ gm§ñH¥${VH$ {damgVm| Ho$ à{V ajm^mZ {Z_m©U H$aZm& ~mobr OmVr h¢ & dV©_mZ `wJ _| qhXr g§nH©$ ^mfm Ho$ ê$n _| 4) àmH¥${VH$ g§gmYZm| H$m {dH$mg Ed§ CZH$m EH$ gmW H$m`©aV h¡ & _hmamï´> amÁ` _| H$jm nm±Mdr§ go hr qhXr ^mfm Cn`moJ H$aZo H$s úm_Vm {dH${gV H$m AÜ``Z-AÜ`mnZ àma§^ hmoVm h¡ & Cg_| g_`-g_` na H$aZm & n[adV©Z VWm n[adY©Z hmoVm ahVm h¡ & qhXr Ho$ na§namJV VWm 5) ^maVr` g§ñH¥${V Ho$ ~bñWmZm| H$m n[aM` ZyVZ AZwà`moJm| go n[a{MV H$amZo H$s Ñ{ï> go àñVwV nmR>²çH«$_ XoZm & amï´>>> H$s gm_m{OH$, Am{W©H$ MwZm¡{V`m| H$s nhMmZ H$r {Z{_©{V H$s JB© h¡ & Bg_| EZ. gr. E. 2010 Ho$ _mJ©Xe©H$ H$amZm & AVrV Ho$ kmZ Ho$ _mÜ`_ go dV©_mZ VWm VËdm| H$m AmYma {b`m J`m h¡ & ^{dî` Ho$ à{V gMoV ^mfm H$m _w»` ì`dhma gm{hË` Ho$ joÌ _| hmoVm h¡ & ~ZmZm & g_mO Ho$ Xþ~©b KQ>H$m| VWm _{hbmAm| Ho$ gm{hË` Ho$ _mÜ`_ go _yë`g§dY©Z hmoVm h¡ & Cggo N>mÌ kmZmO©Z g~brH$aU H$s Amdí`H$Vm H$m _hËd Ho$ gmW-gmW ^mfmË_H$ {dH$mg H$a nmVm h¡ {Oggo CgH$o ~VmZm & ì`{ŠVËd Ed§ Mm[aÍ` H$m {Z_m©U hmoVm h¡& Bg Ñ{îQ> go àñVwV 6) N>mÌm| _| ñdV§ÌVm, Ý`m`, ~§YwVm VWm {d{dYVm Ho$ à{V nmR>²`H«$_ _| gm{hË` H$s {dYmAm| H$mo H$jm-ñVa Ho$ AZwgma AmXa^md {Z_m©U H$aZm & {d{dYVm _| EH$Vm, g_m{dîQ> H$aZo H$s `moOZm h¡& gd©Y_©g_^md, gm_m{OH$ gwg§dmX VWm g_Vm Am{X H|$Ð gaH$ma Ho$ ñVa na qhXr emgH$s` H$m_H$mO H$s _yë`m| H$mo AmË_gmV H$amZm & ^mfm h¡ & Bg Ñ{îQ>> go nmR>²`H«$_ _| CgHo$ ì`mdhm[aH$ ê$n H$m 7) d¡ídrH$aU, ñWmZr`rH$aU, {ZOrH$aU VWm g_mdoe ^r Oê$ar hmo OmVm h¡ & dV©_mZ `wJ {_{S>`m H$m h¡ & AmYw{ZH$sH$aU H$m Vmb_ob {~R>mVo hþE nañnamdb§~Z qàQ> Ed§ BboŠQ´>m°{ZH$ {_{S>`m _| qhXr H$m H$m\$s àMbZ h¡& H$s ^mdZm H$m Ehgmg {XbmZm & AV: nmR²>`H«$_ _| à`moOZ _ybH$ qhXr H$m g_mdoe Oê$ar h¡ & Bg Ñ{îQ>> go CÀM _mÜ`{_H$ ñVa na "ì`mdhm[aH$ qhXr' H$m 8) N>mÌm| _| _mZH$ qhXr CÀMmaU, g§^mfU VWm boIZ {dH$ën aIZo H$s `moOZm h¡ & Am{X VËdm| H$m {dH$mg H$aZm & ldU, AmH$bZ VWm _yH$ Ed§ àH$Q> dmMZ H$m H$m¡eb {dH${gV H$aZm & dV©_mZ `wJ H$s Amdí`H$VmE±, N>mÌm| H$s j_VmE± VWm AÜ`mnZ H$s gr_mAm| H$mo Ü`mZ _| aIVo hþE {ZåZ{b{IV 9) nmR>çnwñVH$ Ho$ A{V[aŠV$ g_mMmanÌ VWm _m{gH$ CX²>Xoí` àñVwV {H$E JE h¢ & n{ÌH$mAm| Ho$ à{V N>mÌm| H$s é{M OJmZm & AmH$medmUr VWm XÿaXe©Z X²dmam àgm[aV 1) qhXr H$m _mZH$ Ed§ à^mdnyU© à`moJ & qhXr Ho$ kmZdY©H$ H$m`©H«$_m| Ho$ à{V é{M OJmZm&

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6 1.3 Urdu (First Language)

Introduction India and henbe all such thoughts which are Urdu is a modern Indian language. relevant to the present times are to be A mere glimpse of the history of the origin included in the syllabus and taught at and development of the Urdu language Secondary and Higher Secondary levels. suggests that, during the course of its General Objectives : development Urdu has been influenced and enriched from Arabic, Persian, Turkish, Khadi To enable the students to : Boli, and Punjabi etc. 1. Acquire ability to make correct As far as the early development of Urdu pronunciation at the time of the language is concerned the credit goes to reciting a poem or reading a story southern part of India including individually. Maharashtra. Marathi saints like Namdeo 2. Develop skill of patient listening and and Eknath composed poetry not only in speaking. Marathi but also in mixed idiom. This was later developed into Deccani Urdu by other 3. Develop skill to enrich vocabulary and poets and prose writers of South India. There- its meaning. fore, Urdu is also a heritage of Maharashtra. 4. Develop the ability of comprehension Through the course of its evaluation and and writing skills. Develop skill of cre- development of Urdu has assimilated all ative and imaginative language and to thoughts and enriched by the poets and develop oral skills to express writers belonging to all caste and religion and different ideas. it is therefore, that, the Urdu is regarded as 5. Develop creative and imaginative use true representative of ‘Ganga-Jamuni of Urdu language. Tahzeeb.’ 6. Develop the skill of use of Urdu as a Besides, Urdu language has played tool to acquire of other subjects instrumental role in the freedom struggle of knowledge. India, The slogan of ‘INQUALAB ZINDABAD’ which infused fresh soul, is the 7. Acquire ability to understand literary body of freedom fighters that belongs to works of writers and poets. Urdu. 8. Acquire ability to get acquainted with It is therefore, that, the rich literary trea- different forms of Urdu literature. sure of Urdu language which is a 9. Create interest in appreciation of lin- mixture of different thoughts, culture and guistic beauty of different literary work. religion are not only to be preserved but to be spread. Because, the true secularism 10. Acquire ability to understand text con- which the Urdu language has produced and tent, criticise, compare with other liter- maintained is much needed for the Secular ary forms.

7 11. Acquire ability to understand subjects tween speakers satire and humour. through the medium of the language. 4. to develop concentration power for cre- Specific Objectives : ‘A’ ative writing and understanding. 1. to develop awareness of national inte- 5. to develop the skill of students to ex- gration and patriotism. press their ideas in debates. 2. to develop positive attitude and 6. to enable students to be a good confidence and to arouse noble speaker of a language. sentiment through Urdu language. 7. to develop the skill of students to ex- 3. to nurture a sense of national identity. press spontaneons responses. 4. to respect India’s common and cultural 8. to develop the ability to make correct heritage. use of idioms, phrases and proverbs. 5. to develop awareness of unity in diver- 9. to develop the ability to understand the sity. work of other languages through translation in Urdu. 6. to acquire scientific temper and rational behaviour. Std. IX 7. to respect human rights and socio-cul- Prose : About 64 pages tural values. (Excluding introductory note, exercises and 8. to develop sense of gender equality. glossary) 9. to develop the ability to understand the Poetry : About 250 lines Urdu literature in a tension free Rapid Reading environment. 24 pages covering literary pieces like 10. to have the knowledge of right to edu- short stories, etc. cation, right to information Composition : Essay and composition. 11. to understand adverse effects of alco- Total = 10 hol. 1. Expansion of ideas 12. to acquire the ability to make use of computer, internet, on line education 2. Story-writing on given headings or out- etc. lines Specific Objectives : ‘B’ 3. Essay writing a) Biographical Language Skills b) Descriptive 1. to develop the skills of listening, reading, writing and speaking. b) Imaginative 2. to enable student to develop the ability (Each of 200-250 words or about 20 to to appreciate poetic beauty, 25 lines) figures of speech etc. Communication: Letter writing,Personal 3. to develop the ability to differentiate be- Skills : letters to relatives and friends.

8 Report writing Comprehension Under- 2. Precis - writing standing and explanation of poetical 3. Expansion of ideas passages, prebis writing 80 to 100 words. 4. Autobiographies Communication Grammar and portion studied in Std. Letter writing,Personal letters to friends VIII and elders, applications for employer for leave and absenbe etc (about 10 1. Revision of the exercises to be written during the Figures of speech : course of the academic year) Report 2. Adjectives writing. Comprehension 3. Voices 1. Understanding and explanation of prose passage of about 80 to 100 words. 4. Idioms and proverbs arising out of the text. 2. Precis writing 80 to 100 words. Figures of speech. Simile - metaphor, Revision of Grammar and Portion tazaad etc. studied in std. IX Oral Skills : 1. Figures of speech Std. X 2. Simple, Compound and complex sentences Prose : About 64 3. Idioms and proverb arising out of the pages (Excluding introductory note, text. exercises etc.) 4. Talmeeh, Mubaligha-Tazad, Miratun Poetry: About 250 lines. nazeer, Tajness-e Taam and Tajneese Rapid Reading Naquis. 24 pages covering literary pieces like Oral Skills one act play short stories, drama etc. Composition 1. Reflective, Imaginative, humorous and Descriptive essays

9 1.4 Gujarati (First Language)

Introduction 9. Making curriculum less content loaded. Curriculum renewal is the contineous 10. Relating education with activity. process as the needs and the aspirations of 11. Introducing the upgraded National the society keep on changing. Even in this syllabus keeping in mind the trend and new millennium, some of the earlier and yet challenges of 21st century steps to significant social concerns of our country overcome the problems faced by them have remained unchanged. But at the same and for future development. time, there have arisen certain new concerns The three foundations of curriculum, which need to be given prime importance. Appropriateness, Equality and Excellence Continuous contemplation, awareness have been taken into consideration. Moreover and research are the prerequicities for the element of flexibility is inherent in it. making our education lively and relevant. Only However, its success will be determined by then shall we be able to maintain the quality the way in which educational Objectives are of education and to prodube skilled and realized at various levels. i.e. from policy efficient citizens. making to curricular framework, syllabus, textbooks and teachers. And finally in the The curriculum gives paramount importance classroom, in this long chain the syllabus is to the following points. an important link between the curricular 1. National identity for the fundamental frameworks the teaching materials and the social ethical cultural and spiritual teachers. heritage. At the Secondary level first language 2. Need for strengthening unity and teaching aims at improving the protecting cultural heritage. communication skills, correctness in the usage of grammar and appropriate style of 3. Integrating curriculum with locally the learner, to use the language in real life relevant knowledge with a view to situations-orally and in written form and making them cohesive and coherent. developing reading comprehension at a 4. The new curriculum offers suggestions reasonable speed. At the end of the to meet the challenges of globalization Secondary education, learner should be able and the emergence of ICT (Information to use the first language orally and in written and Communication Technology) form effectively and the second language in 5. Linking Education with Basic life skills. a generally acceptable manner. 6. Value Education. All human beings use language to express their feelings, so it is a means of 7. Coherence of knowledge emotions and communication, beside this, language is also creativity. a medium through which most of our 8. Yoga and aesthetic development. knowledge is acquired; language expresses

10 our ideas, views, and other imagination. With 6. To develop awareness of unity in the language we celebrate our trend and diversity. tradition. 7. Increase the ability to use Gujarati with Development of language is ultimately proper use of grammar. stimulated by our cultural heritage and the 8. Increase competency of listening, needs of social development, but we would speaking, reading, writing and thinking not overlook the reverse dependence either. Human society can not do without language 9. Respect India’s historical, geographical as the most important, most perfect and and cultural heritage. universal means of communication, 10. Increase the knowledge, to motivate the expression of thoughts and accumulation and students for extra reading. means of expression. It is equally important 11. Know different types of literature and to realize that languages are not discrete maintain their values. objects our theme almost frozen in time and space, both physical and mental 12. Participate in different cultural program in mothertongue. The syllabi in Gujarati have been set to introduce the aims and to achieve the goal 13. Develop the art of appreciation. set by M.S.B.S and H.S.E. It enhances the 14. Increase cultural, moral and spiritual basic language abilities like learning, values through literature. speaking, reading, writing and thinking. For 15. Improve their power of expression. this purpose syllabus is prepared as per the age class and standards. The basic aim is 16. Develop scientific approach, self to introduce. ‘Linguistic Units’ and to develop reliance and respect for all religions. linguistic skills of the students. 17. Develop originality, imagination power, creativity and appreciation of beauty. Last but not the least it is hoped that this will cater to the needs of the present education 18. Motivate students to use library. systems for which it is formulated. 19. Make students independent for future Objectives vocational life. To enable the students to 20. Prepare students to face and solve all natural calamities. 1. Understand Gujarati literature and increase competenby to analyse 21. Understand the beauty of script. different aspects of literature. 22. Motivate the students to use reference 2. Develop competenby to pronounce books. effectively and properly. 23. Encourage students for self-study. 3. Increase vocabulary of the students and 24. Encourage students to prepare different to make use of the same. projects. 4. Increase competency to study other 25. Make learning process more interesting subjects through mother tongue. and joyful. 5. Add to their vocabulary and modes of 26. Encourage students to use Gujarati expression in their mother tongue. effectively and spontaneously.

11 27. Increase competency of writing and oral 5. Acquire skill of silent reading and expressions. understanding. 28. Develop skill of information technology. 4. Writing Spebific Objectives To enable the students to 1. Listening Skill 1. Use appropriate words and know the To enable the students to beauty of script. 1. Develop ability to listen with 2. Use dictionary. understanding to conversations, 3. Develop ability of comprehension and lectures, discussions, talks and various writing skill. programmes presented through mass 4. develop creativity. media and also activate ability to share Ideas. 5. Acquire knowledge of the basic structure of the language idioms, figure 2. Develop ability to listen to others with patience. of speech, phrases and proverbs. 3. Understand speaker’s satire and 5. Thinking humor. To enable the students to 4. Develop concentration power. 1. Express their opinion about different 2. Narration Skill aspect of literature. To enable the students to 2. Motivate students for comparative study. 1. Use correct words with proper 3. Express their ideas and views for or pronounciation. against 2. Develop fluency in expressing their 4. motivate students to think ideas. independently. 3. Be good speakers of the language. 6. Understanding 4. Develop their ability to express ideas To enable the students to spontaneously. 1. Develop oral skills to enable them to 3. Reading answer questions and narrate incidents- experiences in a discussion mode; To enable the students to express ideas correctly and clearly with 1. Read about the short prose passage, confidence. dialogues and poems with proper 2. Have a knowledge of dignity of labour. pronounciation, and intonation. 3. Be aware about the problems like 2. Enrich vocabulary with the help of the regionality, superstitions, population knowledge of different types of growth, pollution, terrorisim, corruption, literature. etc. 3. Develop interest in literature through 7. Conversation reading. To enable the students to 4. Make use of dictionaries and other reference materials. 1. participate in debates, discussions,

12 elocution, drama, etc. Drama and laghu Katha (Short story) 2. develop oral skills to enable students 4. COMPOSITION answer questions and narrate incidents. Develop confidence in discussing and a) Essays: Descriptive, Reflective, express ideas, feelings correctly and Imaginative, Autobiographibal clearly. b) Precis 3. express their views on different subjects b) Comprehension like social, political, scientific and cultural issues, etc. 5. COMMUNICATION SKILL 4. introduce guest, express vote of thanks, a) Letter writing etc. b) Report writing 8. Grammar b) Advertisement To enable the students to d) Programme 1. understand and know the basic rules of Grammar through wellknown Panini and e) Expansion of ideas Hembhandracharya. 6. ORAL/CONVERSATION SKILL 2. acquire knowledge of the basic a) Listening structure of language, idioms and principles of grammar. b) Narration 3. know Noun, Pronoun, Sandhi, b) Loud reading Compound. d) Conversation Std IX 7. GRAMMAR 1. PROSE : About 64 pages. a) Adjectives - formation (Essay, part of an autobiographies, novels, short stories, one act plays, part b) Sandhi (swar and vyanjan) of biographies, travelogues, critiques, b) Opposite words humorous articles, satirical articles) (One lesson for self-study) It should be small d) Meanings of words in length. e) Compounds 2. POETRY : About 200 lines. Dwandwa - Dwigu - Madhyampadlopi- Forms of Medieival literature- pada, Bahuvrihi akhyan, chappa, garbi, bodh kavya, folk-song, sonnet, gazzal, song, f) Figures of speech Varnanupras, apadyagadya, poem on nature, Muktak, Shabdanupras, Antyanupras ancient and modern poetry (One poem Arthalankar —— Upma for self-study) It should be small in length. 3. RAPID READER : About 24 pages. Utpreksha Sajivaropan

13 Std. X d) Programme 1. PROSE e) Expansion of ideas About 64 pages. (One lesson for self- 6. ORAL/CONVERSATION SKILL study) a) Listening [Essay, Extracts from autobiographies, b) Narration from novel, short stories, one-act-plays, biographies, travelogues, critiques, b) Loud reading humorous articles, satirical articles] d) Conversation 2. POETRY 7. GRAMMAR About 200 lines. (One poem for self- a) Adjectives- formation study) b) Sandhi (swar and vyanjan) [Forms of medieval literature- pada, b) Opposite words akhyan, chhappa, garbi, bodh kavya, folk-song, khand-kavya, sonnet, gazzal, d) Meanings of words song, apadyagadya, (blank verse) on e) Compounds nature] It should be small in length. Dwandwa, Dwigu, Madhyampadlopi, 3. RAPID READER : About 24 pages. Bahuvrihi 4. COMPOSITION g) Figures of speech Varnanupras, a) Essays: Descriptive, Reflective, Shabdanupras, Antyanupras Imaginative, Autobiographical Arthalankar —— Upma b) Precis Utpreksha b) Comprehension Sajivaropan 5. COMMUNICATION SKILL a) Letter writing b) Report writing b) Advertisement

14 1.5 Kannada (First Language)

Introduction 7. Understand the importance of conver- Kannada, Tamil, Telugu and Malayalam sation of resources, culture, heritage, are the languages spoken in Karnataka, health and hygiene. Tamilnadu, Andhra Pradesh and Kerala are 8. Uevelop ability to narrate experiences, of Dravidian family. For the growth and de- participate in debates and discussions, velopment of the country it is necessary that in proper language and in logical the languages should be able to imbibe the sequence. multifaceted requirements of a society. In the syllabus of these languages, the Objectives Std. IX cover many areas which have ethical values. 1. Prose : About 64 pages (Exclusive of These include pesronality development, com- Introduction, notes, exercise etc.) One munication skills, human rights, environmen- lesson for self study. tal problems, conservation of resources, etc. By introducing different languages in the 2. Poetry : About 200 lines (Medieval and state, Maharashtra State Board of Second- modern) ary and Higher Secondary Education has 3. Rapid Reading : About 24 pages. facilitated the immigrants to adapt the new curriculum with an ease. 4. Grammar : Revision of the grammar items taught in the previous classes. The syllabus for these languages are prepared keeping in mind the syllabus for (i) Sandhi (i) Kannada Sandhi : Lopa, Std. I to VIII and also the curriculum followed Agam, Adesh by the concerned states. (ii) Sanskrit Sandhi: Savarnadeergha, Objectives Guna. To enable students to (2) Samasa : Tatpurusha, Dwigu, Dwandwa 1. Enrich their vocaculary. (3) Parts of Sentence: Karthru, Karma, 2. Enhance their abilities in basic skills Kriya. like listening, speaking, reading, writ- (4) Alankar (i) Shabdalankar- ing and communication. Vrutyanuprasa, Chekanuprasa, Yamaka 3. Develop life skills. (ii) Arthalankar- Upama 4. Develop the abilities to use the lan- Utpreksha guage more accurately, effectively and meaningfully. Rupaka 5. Get awareness about environmental Drishtanth studies. (5) Chhandassu : (a) Akshargana 6. Update General Knowledge. (i) Utpalamale

15 (ii) Champakamale 2) Active and Passive voice and their transformation. (iii) Sragdhare 2) Tatsama, Tadbhave, Upasargayukta (b) Mathragana words. Shatpadi, Shara, Kusum, Bhoga 3) 1) Samasas - Karmdadharaya, Amshi, (b) Amsagana Bahuvrihi. Sangathya, Tripadi 2) Idioms, Proverbs and their uses. 6. Composition 4) Prosody 1. Essays : About 250 words. 1) Kanda, Shatpadi (Bhamini, Parivardhini (a) Biography & Vardhak only) and types Ragale. (b) Autobiography 2) Akshara gana. (Mattebha, Shardul) (b) Narrative 5) Figures of Speech : (d) Descriptive Utpreksha, Swabhavokti, Apahnuti and Arthanaranyas. 2. Precis Writing : Passage around 150 words. 5. Composition 3. Comprehension: Prose passage 1. Essays : About 250 words. around 150 words or Poetry 20-25 (a) Biography Lines with four questions (b) Autobiography 7. Communication Skill : (written) (b) Narrative 1. Letter writing: Formal and informal (d) Descriptive 2. Preparation of invitation cards for different occasions 2. Precis writing : (Passage around 150 words) 3. Report writing (about function) 3. Comprehension : (Prose passage 8. Communication Skill (oral) around 150 words or Poetry 20-25 lines Std. X with four questions) 1. Prose : About 64 pages (Exclusive of 6. Communication Skill : (written) Introduction, notes, exercise etc.). One 1. Letter writing : Formal and Informal. lesson for self study. 2. Preparation of invitation cards for dif- 2. Poetry : About 200 lines (Medieval and ferent occasions modern) 3. Report writing (about function/incidents, 3. Rapid Reading : About 24 pages. etc.) 4. Grammar : Revision of the grammar 7. Communication Skills (Oral) items covered in the previous classes. 1) Vakyavibhara 1) Kinds of sentences: - Simple, Com- pound and Complex.

16 1.6 Tamil (First Language)

Introduction 7. Understand the importance of Kannada, Tamil, Telugu and Malayalam concervation of resources, culture, heri- are the languages spoken in Karnataka, tage health and hygiene. Tamilnadu, Andhra Pradesh and Kerala are 8. Develop ability to narrate experiences, of Dravidian family. For the growth and de- participate in debates and discussions, velopment of the country it is necessary that in proper language and in logical se- the languages should be able to imbibe the quence. multifaceted requirements of a society. In the Std. IX syllabus of these languages, the Objectives cover many areas which have ethical values. 1. Prose : About 64 pages (Exclusive of These include personality development, com- Introduction, notes, exercise etc.) One munication skills, human rights, environmen- lesson for self study. tal problems, conservation of resources etc. 2. Poetry : About 200 lines (Medieval and By introducing different languages in the modern) state, Maharashtra State Board of Second- ary and Higher Secondary Education has 3. Rapid Reading : About 24 pages. facilitated the immigrants to adapt the new 4. Grammar : Revision of the grammar curriculum with an ease. items taught in the previous classes. The syllabus for these languages are (1) Punarbhi : Iyalbu punarbhi, prepared keeping in mind the syllabus for vikarapunrbhi, thontral, thirithal, Std. I to VIII and also the curriculum followed keduthal. by the concerned states. (2) Sentences : Eluvaay, Payanilai, Objectives Seyapaduporel To enable students to – Kinds of Sentence - Simple, compound, 1. Enrich their vocaculary. complex and Transformation of sentences. 2. Enhance their abilities in basic skills (3) Classification of words- like listening, speaking, reading, writing and communication. Peyar - Thinai, Pall, Enn. Idam 3. Develop life skills. Vinai - Tenses, Gender 4. Develop the abilities to use the lan- Idam - Its Function guage more accurately, effectively, and Verbs - Finite, Infinite meaningfully. (4) Prosody : Eathukai, Monai 5. Get awareness about environmental studies. (5) Figures of Speech : Thanmai navirbhi 6. Update General Knowledge. Uyaruv navirbhi

17 5. Composition (2) Sentences : Thanvinai, Piravinai, 1. Essays : About 250 words Seyvinai, Sayapatuvinai (a) Biography (3) Idoms, Proverbs and their usage. (b) Autobiography (4) Tenses and Gender (b) Narrative (5) Figures of Speech - Vuvamai, Vuruvakam. (d) Descriptive Note : (From among items Prosody) 2. Precis Writing : Passage around 150 The Figures of Speech only those oc- words. curring in the Prescribed text book 3. Comprehension : Prose passage should be taught. around 150 words or Poetry 20-25 lines 5. Composition with four questions 1. Essay : About 250 words. 6. Communication Skill : (written) (a) Biography 1. Letter writing: Formal and informal (b) Autobiography 2. Preparation of invitation cards for different occasions (b) Narrative 3. Report writing (about funbtion) (d) Descriptive 7. Communication Skill (oral) 2. Precis Writing : (Passage around 150 words) Std. X 3. Comprehension : (Prose passage 1. Prose : About 64 pages (Exclusive of around 150 words or Poetry 20-25 lines Introduction, notes, exercise etc.). one with four questions) lesson for self study. 6. Communication Skill : (written) 2. Poetry : About 200 lines (Medieval and modern) 1. Letter writing : Formal and Informal. 3. Rapid Reading : About 24 pages. 2. Preparation of invitation cards for different occasions 4. Grammar : Revision of the previous classes portion. 3. Report writing (about function/incidents, etc.) (1) Agupeyar, and its kinds, Eight Vetrumaikel. 7. Communication Skills (Oral)

18 1.61.7 Telugu (First Language)

Introduction 7. Understand the importance of conser- Kannada, Tamil, Telugu and Malayalam vation of resources, culture, heritage are the languages spoken in Karnataka, health and hygiene. Tamilnadu, Andhra Pradesh and Kerala are 8. Develop ability to narrate experiences, of Dravidian family. For the growth and de- participate in debates and discussions, velopment of the country it is necessary that in proper language and in logical se- the languages should be able to imbibe the quence. multifaceted requirements of a society. In the syllabus of these languages, the Objectives Std IX cover many areas which have ethical values. 1. Prose : About 64 pages (Exclusive of These include pessonality development, com- Introduction, notes, exercise, etc.) One munication skills, human rights, environmen- lesson for self study. tal problems, conservation of resources etc. 2. Poetry : About 200 lines (Medieval and By introducing different languages in the modern) state, Maharashtra State Board of Second- ary and Higher Secondary Education has 3. Rapid Reading : About 24 pages. facilitated the immigrants to adapt the new 4. Grammar : Revision of the grammar curriculum with an ease. items covered in the previous classes. The syllabus for these languages are 1. Sandhi prepared keeping in mind the syllabus for Std I to VIII and also the curriculum followed (i) Telugu sandhi : Dhrutha, Thrika, by the concerned states. Yadagama Objectives (ii) Sanskrit sandhi : Yanadesa, Vruddhi To enable students to 2. Samasamulu - Nangtatpurusha, 1. Enrich their vocaculary. sambhavana Purvapada, Dwandwa 2. Enhance their abilities in basic skills like listening, speaking, reading, writ- 3. Kartharthaka, Karmanyarthaka ing and communication. vaakyamulu 3. Develop life skills. 4. Alankaramulu : 4. Develop the abilities to use the lan- (i) Shabada Chekanuprasa, guage more accurately, effectively, and Mukta pada grastha. meaningfully. (ii) Artha Utpreksha, Swabhavokthi, 5. Get awareness about environmental Vyajasthuthi studies. 5. Chandassu : Yathi maitri, prasa 6. Update General Knowledge. niyamamu.

19 i) Vruthamulu - shardhulamu, 2) Sandhi : Telugu : Aamreditha, Mathabhamu Prathadula, Gasadadavadeesa. ii) Jathulu - kandamu, Dwipada 3) Samasamulu : Rupaka, Bahrvrihi, 5. Composition Avayayeebhava 1. Essays : About 250 words. 4) Alankaramu : (a) Shabda - latanuprasa, Anthyaprasa (a) Biography (b) Artha - Rupaka, Athishayokti, (b) Autobiography Artantaranyas. (b) Narrative 5) Chandassu : Matragana Chandasu (d) Descriptive Upajaltulu : Aataveladi, Tetageeti, 2. Precis writing : Passage around 150 Seesamu. words. 5. Composition 3. Comprehension : Prose passage 1. Essay : About 250 words around 150 words or Poetry 20-25 lines with four questions (a) Biography 6. Communication Skill : (written) (b) Autobiography 1. Letter writing : Formal and informal (b) Narrative 2. Preparation of invitation cards for dif- (d) Descriptive ferent occasions 2. Precis writing : (Passage around 150 3. Report writing (about function) words) 7. Communication Skill (oral) 3. Comprehension : (Prose passage around 150 words or Poetry 20-25 lines Std. X with four questions) 1. Prose : About 64 pages (Exclusive of 6. Communication Skill : (written) Introduction, notes, exercise etc. ) one lesson for self study. 1. Letter writing : Formal and Informal 2. Poetry : About 200 lines (Medieval and 2. Preparation of invitation cards for dif- modern) ferent occasions 3. Rapid Reading : About 24 pages 3. Report writing (about function/incidents, etc.) 4. Grammar : Revision of the grammar taught in the previous classes. 7. Communication Skills (Oral) 1) Basha Bhagamulu - Nama vabhakamu, Sarvanamamu, Kriya, Visheshanamu, Avyayamu.

20 1.8 Malayalam (First Language)

Introduction 7. Understand the importance of conser- Kannada, Tamil, Telugu and Malayalam vation of resources, culture, heritage are the languages spoken in Karnataka, health and hygiene. Tamilnadu, Andhra Pradesh and Kerala are 8. Develop ability to narrate experiences, of Dravidian family. For the growth and de- participate in debates and discussions, velopment of the country it is necessary that in proper language and in logical the languages should be able to imbibe the sequenbe. multifaceted requirements of a society. In the Std IX syllabus of these languages, the Objectives cover many areas which have ethical values. 1. Prose : About 64 pages (Exclusive of These include personality development, com- Introduction, notes, exercise, etc.). One munication skills, human rights, environmen- lesson for self study. tal problems, conservation of resourbes etc. 2. Poetry : About 200 lines (Medieval and By introdubing different languages in the modern) state, Maharashtra State Board of Second- 3. Rapid Reading : About 24 pages ary and Higher Secondary Education has facilitated the immigrants to adapt the new 4. Grammar : Revision of the grammar curriculum with an ease. items taught in the previous classes. The syllabus for these languages are 1. Sandhi (i) Agama, (ii) Adesa, (iii) Lopa, prepared keeping in mind the syllabus for (iv) Dwithwa Std. I to VIII and also the curriculum fol- 2. Samasam (i) Dwandwa, (ii) Bahuvreehi lowed by the concerned states. 3. Karthari prayogam Objectives 4. Alankaram : To enable students to (a) Shabdalankaram : 1. Enrich their vocaculary. (i)Adiprasam 2. Enhance their abilities in basic skills like listening, speaking, reading, writ- (ii) Dwiheeyaksharaprasam ing and communication. (b) Arthalankaram : 3. Develop life skills. (i) Athishayokthi (ii) Upama 4. Develop the abilities to use the lan- 5. Vruththam : Keka, kakali, guage more accurately, effectively, and 5. Composition meaningfully. 1. Essay : About 250 words 5 Get awareness about environmental studies. (a) Biography 6. Update General Knowledge. (b) Autobiography

21 (b) Narrative 3. Alankaram : 1. Shabdalankaram (d) Descriptive (a) Athiprasam 2. Precise writing : Passage around 150 (b) Dwitheeyakshara Prasam words. (b) Anthyaprasam 3. Comprehension : Prose passage 2. Arthalaakaram around 150 words or Poetry 20-25 lines with four questions (a) Athishayokthi 6. Communication Skill : (written) (b) Samyokthi. 1. Letter writing : Formal and informal 4. Vruththam : Keka, kakali and Manjari 2. Preparation of invitation cards for dif- 5. Composition ferent occasions 1. Essay : About 250 words. 3. Report writing (about function) (a) Biography 7. Communication Skill (oral) (b) Autobiography Std. X (b) Narrative 1. Prose : About 64 pages (Exclusive of (d) Descriptive Introduction, notes, exercise etc.). one 2. Precise writing : (Passage around lesson for self study. 150 words) 2. Poetry : About 200 lines (Medieval and 3. Comprehension : (Prose passage modern) around 150 words or Poetry 20-25 lines 3. Rapid Reading : About 24 pages with four questions) 4. Grammar : Revision of the grammar 6. Communication Skill : (written) covered in the previous classes. 1. Letter writing: Formal and Informal. 1. Sandhi (i) Agama Sandhi 2. Preparation of invitation cards for dif- (ii) Lopa Sandhi ferent occasions (iii) Dwithva Sandhi 3. Report writing (about function/incidents, (vi) Aadesha Sandhi. etc. ) 2. Samasam (i) Tatpurusha Samasam 7. Communication Skills (Oral) (ii) Avyaeebhava Samasam (iii) Karmadharanya Samasam

22 1.9 Sindhi (First Language)

Introduction Objectives Sindhi is rich in its literature. It is the To enable the student descedent of Indo Aryan family of 1. to be able to utter the language languages. In its own state the language correctly e.g. pronunciation, is taught and learnt. However, it always conversation and various basic happens that people from other states concepts of grammar. come to Maharashtra for their own reason, like industrial development, transfer in 2. to create interest among students to services, in search of job etc. In such various radio programmes and watch situations they have to learn the state different T.V. programmes, etc. language in order to mix with the people. 3. to celebrate particular days, relevant At the same time they are eager to keep to Specific language i.e. Sindhi, alive their own mother tongue/language in Punjabi, Bengali every year, with order to mix with people. Maharashtra elocution, poetry recitation, story State Board of Education is very telling, essay writing and group enthusiastic to offer this facility to learn discussion etc. mother-tongue, for students of Bengali, Punjabi and Sindhi. 4. to develop among the student, the feeling of love and respect for the Lakhs of Bengalies, Punjabies and nation, unity and national harmony, Sindhies in Maharashtra are scattered, scientific vision, work culture, equality, throughout the state, and Maharashtra enterprise education and basic values State Board is kind and eager to keep of life etc. these minor languages (in Maharashtra) alive. Any migrated service mean, wishing Std IX / X to keep a child in touch with mother-tongue 1. Prose : A Textbook about 64 pages should be able to do so. As a first 2. Poetry : about 200 lines (classical language, the study is comparatively deep and present age poetry) as in the case of Bengali and Sindhi and thus, minor language speakers are also 3. Rapid Reading : About 24 pages able to express themselves in their mother- 4. Composition tongues. And it has been possible due to the eagerness and enthusiasm of a. Essay of about 300 words Maharashtra State Board of Education. b. Precis writing An effort is made to develop the syllabus C. Comprehension keeping this as in background.

23 5. Communication Skill h. Figures of speech Written i. Punctuation a. Letter Writing Std. X b. Report Writing Grammar 6. Oral/Conversation Skill (a) Compound Verbs Std. IX (b) Synonyms/Antonyms 1. (Grammar) (c) Upasarga a. Tenses Simple & Compound (d) Idioms, Provers, Phrases as b. Indeclinacles arising out of texts b. Change of gender (e) Figures of speech d. Word derivation e. Analysis of Sentences f. Transformation of sentences g. Idioms, Proverbs, Phrases as arising out of text

24 1.10 Bengali (First Language)

Introduction 2. to encourage the students to read Bengali is rich in its literature. It is the regularly the daily newspapers, periodicals and journals etc. decedent of Indo Aryan family of languages. In its own state the language is taught and 3. to create interest among students to learnt. However, it always happens that various radio programmes and watch people from other states come to different T.V.programmes etc. Maharashtra for their own reason, like 4. to celebrate particular days, relevant to industrial development, transfer in services, Specific language i.e. Sindhi, Punjabi, in search of job etc. In such situations they Bengali every year, with elocution. have to learn the state language in order to Poetry recitation, story telling essay mix with the people. At the same time they writing and Group discussion etc. are eager to keep alive their own mother 5. to develop among the students, the tongue/language in order to mix with people. feeling of love and respect for love of Maharashtra State Board of Edubations is nation, unity and national harmony, very enthusiastic to offer this facility to learn scientific vision, work culture, equality, mother-tongue, for students of Bengali, enterprose education, the basic values Punjabi and Bengali. of life etc. Lakhs of Bengalies, Punjabies and a. Prose - A text book about 60 pages. Sindhies in Maharashtra are scattered, b. Poetry-about 200 lines (Classical throughout the state, and Maharashtra State and present age poetry) Board is kind and eager to keep these minor languages (in Maharashtra) alive. Any C. Rapid reading – about 20 pages migrated servicemen, wishing to keep a child Composition in touch with mother-tongue should be able a. Essay of about 260 words to do so. As a first language, the study is comparatively deep as in the base of Bengali b. Precis writing and Sindhi and thus, minor language C. Comprehension speakers are also able to express Communication Skill (written) themselves in their mother-tongues. And it has been possible due to the eagerness and a. letter writing enthusiasm of Maharashtra State Board of b. Report writing Education. An effort is made to develop the Oral/Conversational Skill syllabus keeping this as in background. Std. IX Objective Text Book – Path Sankalan, New Edition, 1. Students should be able to utter the January - 2005 language correctly e.g. pronunciation, conversation and various basic Published by – the west Bengal Board concepts of grammar. of Secondary Education

25 1. Prose – 80 pages 7. Compositoin should be of about 260 words 1. Sabhya ‘O’ Ashabhya 8. Unseen passage/précis writing/ 2. Sagar – Samgame-Navakumar summary 3. Ghar ‘O’ Bahir 9. Bhab samprasaran 4. Balai 10. Rebommended Books on Bengali 5. Chhinna Patra grammar - 6. Padma – Nadir – Majhi a. Adhunik bangla Vyakaran by Jagadish Chandra ghosh 2. Poetry b. Bhasha prakash bangla Vyakaran by 1. Paper Bhagi Dr. Suniti K.Chattarjee 2. Annapurna ‘O’ Ishari Patani C. Bangla Vyakaran by Sukumar Sen 3. Cheler Dal d. Madhyamik Bangla Vyakaran by Dr. 4. Pather Disha Rabin Gupta 5. Kabar e. Best collection on Bengali Grammar by Mr. M. S. Mallick Sir 6. Kashte (Rajiv Gandhi Jr.College, Bengali 3. Rapid Reading Camp, Chandrapur) 1. Bhagirathir-Utsa-Sandhane Note : Above all grammar and text book 2. Mahesh are available at- 4. Grammar 1. M/s ‘Debashree Book Depot’ Bengali Camp, c/o Mr. M.S.Mallibk Sir (Rajiv 1. Bipari tarthak shabda Gandhi Jr.College, Bengali Camp, 2. Pad parivartan Chandrapur – 442401 Ph. 07172 – 261925 Cell Phone – 9422837698 / 3. Sandhi Bibhhed 9021581944 4. A Lankarer Udaharan Any Book Depot, College Street, 5. Ek Kathay Prakash Kolkata, West Bengal, India (2005 to 2014 next 10 years) 6. Bakyarabhona Std. X 7. Samas Composition 5. Composition a. Essay of about 260 words 1. Descriptive and narrative essays b. Precis writing 2. Comprehension (Unseen Passage) b. Comprehension 3. Bhab Samprasaran Communication Skill : (written) 6. Letter Writing a. letter writing 1. Business b. Report writing 2. Personal Oral/Conversational Skill 3. Official

26 Std. X 2. Comprehension (Unseen Passage) Text Book – Path Sankalan, New Edition, 3. Bhab Samprasaran January – 2005 6. Letter Writing Published by – The west Bengal Board 1. Business of Secondary Education 2. Personal 1. Prose - 80 pages 3. Official 1. Vidya Sagar 7. Composition should be of about 260 2. Palli Samaj words 3. Palli Sahitya 8. Unseen passage / precis / summary 4. Agnidever Sajjya 9. Translation English to Bengali 5. Paribesh Dushan Recommended Books on Bengali 6. Harun Salemer Mashi Grammar - 2. Poetry 1. Adhunik bangla Vyakaran by Jagadish Chandra ghosh. 1. Dui Bigha Jami 2. Bhasha prakash bangla Vyakaran 2. Chhatra-Dhara by Dr. Suniti K. Chattarjee. 3. Banglar Mukh Ami Dekhebhi 3. Bangla Vyakaran - by Sukumar 4. Kandari Hushiyar Sen. 5. Ulanga Raja 4. Madhyamik Bangla Vyakaran by Dr. Rabin Gupta 6. Janam Dukhinir ghar 5. Best collection on Bangla Vyakaran 3. Rapid Reading (about twenty and Composition - by Mr. M. S. pages) Mallick Sir, (BOS) (Rajiv Gandhi Jr. 1. Nona jal College, Bengali Camp, 2. Chheda Tar Chandrapur) 4. Grammar Note – Above all grammar and text book are available at- 1. Bipari tarthak shabda 1. M/s ‘Debashree Book Depot’ Bengali 2. Pad parivartan Camp 3. Sandhi Bibhhed C/o Mr. M. S. Mallick Sir (Rajiv Gandhi 4. Alankarer Udaharan Jr. College, Bengali Camp, Chandrapur – 442401 5. Bakya Sankobhan Ph. 07172 – 261925 6. Samas Cell Phone – 9422837698 / 7. Bakya Rabhona 9021581944 5. Composition (about 260 words) 2. Any Book Depot, College Street, Kolkata, West Bengal, India 1. Descriptive and narrative essays

27 1.11 Punjabi (First Language)

Introduction parents and other. Punjabi is the outstanding language of Objectives Punjab, which finds its place in the schedule A. General Objectives of regional Languages of our constitution by enacting language Act 1967. Punjabi To enable the students to Language had been given the status of State 1. Acquire the ability to speak the Official Language of Punjab. It is the language properly through correct descendant of Indo-Aryan family of pronunciation, intonation etc. languages. Punjabi people have spread all 2. Develop the ability to comprehenced over the world. Therefore, like English, the language effectively. Punjabi has moved around the world and developed local forms by integrating local 3. Encourage to read newspapers, vocabulary. periodicals and journals in the language in order to develop reporting skill and In their own state this language taught other skills. and learnt. However, it always happens that people from other states migrate for various 4. Develop interest in the language. reasons like industrial development, transfer 5. Develop interest in the language and in servibe, search of job etc. In such situations, in-culture self-study habits. they have to learn the state language in order to communicate with the people. At the same 6. Create interest among students to read time they are keen on keeping in touch with regularly the daily newspapers, their mother tongue and the parents want their periodicals etc. children to learn the same. 7. Be able to use various semantic The Maharashtra State Board of variations in the use of various words, Secondary and Higher Secondary Education phrases and idioms in varying have provided the necessary facilities to learn circumstances. such languages. 8. Develop the skill of translating in The syllabus of Punjabi First, Second Punjabi from other languages without and Composite courses are presented in disturbing the original theme or ruining continuation of the syllabus of Secondary level the literary flavour. in order to scope with the higher studies of B. Specific Objectives these languages. 1. Listening Skill The curriculum for the subject of Punjabi To enable the students to Std. IX and Std. X has been prepared bearing in mind the curriculum of Punjabi for a) enjoy and appreciate the rhythmic the Classes I to X in Maharashtra, current beauty of poems read out by the thinking in curriculum implementation and the teacher in the class. views/opinions expressed by teachers, b) apply listening skill to other activities

28 like discussion, debates, reading materials will offer necessary guidance in this and writing. regard. 2. Speaking Skill 6. Grammar To enable the students to Grammar has an important role to play a) Enjoy reciting poems with proper in teaching and learning of Punjabi. However, accent, rhythm band intonation. our focus should not be much on the rules of grammar but on the use of grammar. The b) Speak in syntactically acceptable knowledge of grammar should lead to an forms/patterns. effective application of the skills of listening, c) Make oral presentation on a given speaking, reading and writing. Therefore, the topic for a reasonable span of time focus has to be on the functional aspects of in an ordered manner. grammar and not on the formal ones. 3. Reading Skill Std. IX To enable the students to Text Book No. 1. Sahit Mala (New Edition-2004) a) Improve the speed of reading. Text Book No. 2. Vangi b) Read in order to find the intention and attitude of the writer. Published by :- Punjab Sbhool Education Board, c) Read a loud and appreciate the Sahibzada Ajit Singh rhythm of poem. Nagar, Mohali, Punjab. d) Understand and appreciate Portion to be Studied features of Literaby Style. a) Prose : about 80 pages 4. Writing Skill Literary and non literary (informative) To enable the students to: texts/passages (exbluding notes, tasks, a) Acquire the mechanics’ of writing illustrations, etc) including handwriting, the use of 1. Poetry : About 200-250 lines. Punctuation marks, capital letters 2. For non-detailed study : A selection of and correct spellings. literary and non-literary texts (longer b) Write correctly and neatly using prose) about 40 pages. appropriate vocabulary and 3. Grammar : grammar. 1 Tense C) Make notes based on the given text leading to summarizing. 2 .Number, gender, opposite words 5. Vocabulary 3. Verb and adverb Development of vocabulary has its 4. Noun, Adjective importance in language learning. Learners 5. Formation of sentences need to be helped in the consolidation and 6. Conjunction the extension of their vocabulary. Learners need to be learning how to use words in an 7. Punctuation effective way. The course books and other 8. Idioms, proverbs and phrases

29 9. Active, passive 5. Baki-Sab-Sukh-Sand-Hai 10. Suffix, Preffix Poets and Poetry to be Studied 4. Compositions : About 250-300 I. Guru Nank DevjiA) Harni-Hovan-Van- words Vasan 1. Descriptive and narrative essay B) Gagan-Mae-Thal 2. Biographies II. Guru Arjun devji A) Tu Hai Mera Pita 3. Expansion of ideas Tu Hai Mera Mata 4. Comprehensions B) Tum Data Thakur Prit 5. Letter Writing palak 1. Business Letters III. Bhai Gurdas Ji A) Sat Gur Nanak Pargatya 2. Social Letters B) Dhru Hasda Ghar 3. Official Letters Aaya 6. Unseen Passage / Summary / Precis C) Aap Bhala Sab Jag writing / Dialogue. Bhala 7. Translation English into Punjabi. IV. Sheikh Farid A) Samey-di-Sumbhal Std. X B) Shalok (A) Text Book No. 1. Sahit Mala (Prose) V. Buley Shah A) Meri Bukal De Vibh Published by : Punjab School Chor Education Board, Sahibzada Ajit Singh VI. Waris Shah A) Kise Da Arambh Nagar, Mohali, Punjab. B) Hir Da Sidak Portion to be studied VII. Kadar Jar A) Kissa Puran Bhagat 1. Hasana-te-Kookna VIII. Guru Gibind Singh Ji 2. Baba Ram Singh Kuka A) Chandi-di-Var 3. Bece IX. Shah Mohammad 4. Maha Kavi Kalidas A) Jangnama Singha Te 5. Mere-Vade-Vadare Farangian (B) Text Book No. 2. VANGI (Poetry) X. Bhai Vir Singh A) Kutub-di-Lath Published by:- Punjab School XI. Prof. Puran Singh A) Hal Bahun Wale Education Board. XII. SS Charan Singh Shahid Portion to be studied A) Des-Pyar 1. Rub Te Ruttan XIII. Prof. Mohan Singh 2. Dheeru A) Ek-Piala-Pani 3. Ik Paer Ghat Turna XIV. Bawa Balwant 4. Nikki Booti da Suit

30 A) Aaj Bari Ronak See School for free concession. XV. Pritam Singh Safir 2. An application for a leave to attend A) Do Pipal De Patte marriage party. XVI. Amrita Pritam 3 Letter to uncle inviting him to your birthday party. A) Asan Jawana 4. Letter to your friend, sympathizing with (C) Text Bkko No. 3. Poh-Phutan him on the death of his/her mother. Ton Pehlan (One Act Play) 5. A complaint to the police inspector Published by:- Punjab School about the theft of your cycle. Education Board (H) Dialogue Portion to be studied 1. Between two friends. 1. Mahatma 2. Between the Principal and a teacher. 2. Be-Basi 3. Between a Bank manager and a (D) Rapid Reading:- about 20 pages customer. (E) Compositions:- (Each of 250 to 300 4. Between a master and a servant. words) 5. Between a Bus-conductor and a 1. My favourite poet - Guru Gobind Singh passenger. Ji. (I) Grammar- Revision of the portion 2. Cinema its merits and demerits. studied in the Std. IX 3. An accident 1. Tense 4. Patriotism 2. Number, gender, opposite words 5. A visit to a hill-station 3. Verbs and adverbs 6. Shaheed Bhagat Singh. 4. Noun and Adjective 7. An autobiography of an old umbrella. 5. Formation of sentences 8. My favourite game. 6. Conjunction 9. Diwali. 7. Punctuation (F) Story-writing on given outlines 8. Idioms, proverbs and phrases 1. The sea and the dove. 9. Active- passive 2. A foolish donkey. 10. Suffix, Prefix 3. The graphs are sour. 4. The cap seller and the monkeys. 5. The fox and the brow. (G) Letters 1. An application to the Principal of the

31 1.12 English (First Language)

Introduction To enable the student to

This curriculum framework for the 1. develop his/her language skills to a fair subject of English (First Language) at Std. degree of proficiency. IX and X has been prepared bearing in mind 2. acquire communication skills in English the National Curriculum Framework and the useful for higher education and also for State Curriculum Framework, the curriculums real life situations, such as social of the CBSE, the ISCE and different State interaction, vocations and Boards and opinions expressed by teachers entrepreneurship development. on the existing curriculum framework. 3. enrich his / her vocabulary. In view of the developments in the field 4. use English in appropriate grammatical of Information and Communication forms. Technology, the Board recommends 5. use dictionaries, encyblopedia and increasing use of technology for effective such other reference materials. implementation of the curriculum of English. 6. develop the ability to use English for The new curriculum underscores the need of the development of personality and for making education learner centered and of the building of character. adopting the constructivist model of 7. cultivate a broad human and cultural education. The learner, therefore, is expected outlook. to discover and construct his/her learning. 8. develop interest in and appreciation of General Objectives Literature. The course of English (First Language) 9. to facilitate self learning to enable them at Std. IX and X has been prepared to become independent learners. considering the fact that the students have Specific Objectives studied English from Class I to Class VIII. Listening Skill Further, they have also studied other school subjects through the medium of English. The To enable the student to dual exposure to English language that the 1. enjoy and appreciate the rhythmic students have received has been taken into beauty of various types of poems read consideration while designing this course. out by the teacher in the class.

32 2. guess meanings of new words and 12. listen with comprehension to talks, phrases used in different contexts. conversations and interviews.

3. get a global understanding of a variety 13. listen with comprehension to news, of passages of a reasonable length commentaries, speeches and such read out/recorded. other programmes on Radio/T.V./Tapes/ CDs and multimedia. 4. follow and appreciate narrative, descriptive and such other prose texts 14. understand nuanbes bonveyed through read aloud so as to answer the stress and intonation. questions set on them. 15. exploit listening for other activities like 5. listen to speeches or passages for the debating, discussing, reading, writing, purpose of taking notes and giving a role-playing, problem solving and decision making. gist or a short summary. 16. listen between the words. (to know what 6. understand read out or recorded is really meant by speakers who do not stories, narrations, descriptions, pieces always spell out what they mean) of information of a reasonable length so as to ask pertinent questions on Speaking Skill them. To enable the student to

7. identify relevant/irrelevant points; facts 1. enjoy reciting poems with proper and opinions in the speeches or the accent, rhythm and intonation.

passages read out. 2. speak with acceptable pronunbiation 8. infer a speaker’s attitude/intention/ and appropriate stress and intonation. mood from his/her choice of words and 3. use a variety of words and phrases in grasp the message given. different contexts appropriately.

9. predict what is coming next in a speech, 4. give a gist of a passage of a story, conversation; etc. using the clues reasonable length read out in the class. from what he/she has heard. 5. answer orally questions based on 10. enjoy and appreciate various literary Specific information or details in a forms to get sensitized to literary passage read out in the class or read language and experiences. by the student himself/herself.

11. identify the genre and register of a text 6. express ideas and feelings correctly, after listening to it. clearly and coherently.

33 7. ask pertinent questions on stories, 2. read silently with a fair speed of narrations, descriptions, pieces of comprehension depending on the kind information of a reasonable length. of text.

8. differentiate between relevant and 3. read for pleasure short stories, extracts irrelevant points. from biography, travelogue, plays, etc.

9. present short oral reports on news, 4. read for information newspapers, commentaries, speeches and such advertisements, notices, leaflets, etc. other programmes on Radio, T.V., 5. understand the overall message, Tapes, C.D.s, etc. coherence, implied meanings and 10. present orally in brief his/her development of thoughts using different interpretation of a speaker’s or writer’s techniques of reading such as mood, attitude and intention. skimming, scanning and close reading. 11. participate in discussions, debates, 6. read intensively so as to develop good interviews, conversations. study habits. 12. narrate stories, anecdotes, jokes, 7. read extensively for pleasure and incidents, experiences. information and to get abquainted with 13. comment on writer’s idea and point of the works of great writers and poets. view. 8. identify and understand figures of 14. give an extempore speech (unprepared speech and other literary devices used oral presentation) on a familiar topic in in prose and poetry. precise words. 9. use clues from discourse markers (such 15. use a range of conversational styles as however, moreover, on the other from formal to informal. hand, etc. - in order to predict what 16. use the language for the development could follow) of personality, building of charabter and 10. anticipate and predict events, participation in social life. consequences, etc. while reading. Reading Skill 11. identify logical relationship in a given To enable the student to text.

1. read aloud a poem to enjoy and 12. differentiate between relevant and appreciate rhythm and other features. irrelevant information, fact and opinion.

34 13. transfer information from verbal to given opening statements. diagrammatic form and vice-versa. 8. write expository/argumentative essays 14. develop reference skills (i.e. using a of 200-250 words. dictionary, encyblopedia, etc.) for 9. develop a dialogue on different detailed as well as additional situations such as at the Principal’s understanding. office, Enquiry counter at the Railway 15. understand and appreciate features of station/S.T. stand, etc. literary style. 10. write reports on conversation, 16. enjoy and appreciate the language and interviews, and radio talks. its literature to develop sensitivity. 11. make notes on seen texts leading to Writing Skill summarizing. To enable the student to 12. write minutes, notices, curriculum vitae. 1. write correctly, neatly and legibly with 13. transfer information from verbal to reasonable speed. diagrammatical form and viceversa. 2. master the mechanics of writing 14. write articles for school magazines, including planning, organizing, journals, etc. composing and revising. Vocabulary 3. write answers to questions based on 1. Consolidation and extension of prescribed or unseen text in prose and vocaculary learnt in the previous classes poetry and to explain figures of speech (upto Std. VIII/IX) and other literary devices. 2. Acquisition of vocabulary arising out of 4. convey information through writings such the prescribed texts. as instructions, posters, leaflets, Grammar messages and advertisements. The grammar items listed below have to be 5. write formal and informal letters. taught and learned only with reference to 6. desbribe/narrate events, objects and appropriate contexts. Grammar should not be processes coherently. taught in isolation. It is not an end in itself but 7. complete a story beginning with the a means of learning to use a language.

35 Std. IX a) A Coursebook in English (Kumarbharati) Detailed Study 1) a) Prose : About 64 pages of literary and non-literary (informative) text (excluding notes, illustrations, tasks, etc.) b) Poetry : About 250 lines. Non-detailed study : A selection of literary texts (short stories, one b) Grammar

Sr. No. Items Specification 1 Revision of grammatical ————————— items studied up to Std VIII. 2 different kinds of Assertive/Exclamatory/Imperative/Negative/Interrogativ sentences 3 The Tenses a) i) Simple present ii) Present Continuous, iii) Simple past iv) Past Continuous b) Sequence of tenses 4 Articles a, an. the 5 prepositions different uses 6 Tenses of Uses of ‘see’, ‘hear’, ‘smell’, ‘feel’, ‘taste’ pereception 7 Concord Subject +Verb agreement 8 Word Nouns/Adjectives/Verbs/Adverbs Formation 9 Voice Statements, questions, negatives, indirect object 10 Question a) Yes/No question formation b) ‘Wh’+ question 11 Reported Statements, questions, commands, requests, Speech 12 Punctuation Usage 13 Non-finites Infinitives, Gerunds, Participles 14 Modal Uses of ‘will’, ‘shall’ Auxiliaries 15 Collocation The co-occurrence of lexical items

36 Std. X a) A Coursebook in English (Kumarbharati) Detailed Study 1) a) Prose : About 64 pages of literary and non-literary (informative) text (excluding notes, illustrations, tasks, etc.) b) Poetry : About 250 lines. Non-detailed study : A selection of literary texts (short stories, one act play) b) Grammar : Sr. No. Items Specification 1 Revision of grammatical ————————— items studied up to Std VIII. 2 different kinds of Simple, Compound, Complex sentences 3 different kinds of Principal, Co-ordinate, Sub-ordinate 4 The Tenses a) Continuous i) Present Perfect ii) Present Perfect iii) Past Perfect iv) Future with will/shall and ‘going to’ b) Continuous Sequence of Tenses. 4 Articles a, an, the (advanced level) 5 prepositions different uses 8 Word Nouns/Adjectives/Verbs/Adverbs Formation 9 Voice Statements, questions, negatives, indirect object 10 Question Tag questions formation 11 Reported Statements, questions, commands, requests, Speech exclamation 12 Punctuation Usage 13 Non-finites Infinitives, Gerunds, Participles 14 Modal Uses of ‘can’, ‘may’, ‘might’, etc Auxiliaries 15 Conditionals Unreal conditions in the present/past Possible conditions in the future

37 Weightage to be given at Std. IX and X The following weightage is to be given to the various aspects of the syllabus. 1 Reading Skill (Textual and non-textual) 40% 2 Grammar 15% 3 Writing skill 25% 4 Oral test 20%

38 Second Language qhXr 2.1 (X²{dVr` ^mfm)

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39 H$jm 10 dt 3. ñWybdmMZ ({d{dYm) 1. JX²>` : 12 nmR> : 50 n¥îR> (bJ^J) (bJ^J drg n¥ð>) 5 go 6 nmR> H$hmZr 4 4. ì`mH$aU - nyd©kmZ H$s Amd¥{ËV {Z~§Y 4 _w±hmda| - AW© {bIH$a dmŠ`à`moJ, Aì`` EH$m§H$s 1 nhMmZZm VWm dmŠ`à`moJ, H$mbn[adV©Z, AewX²Y dmŠ`m| H$m ew{ÕH$aU {dkmZ/n`m©daU 1 5. aMZm{d^mJ `mÌmdU©Z 1 {Z~§Y- {dMmamË_H$, dU©ZmË_H$, hmñ`ì`§½` 1 AmË_H$WmË_H$& $ H$hmZr boIZ - ê$naoIm Ho$ AmYma na, AmH$bZ & 12 à`moOZ_ybH$ qhXr - 2. nX²>` - 100 nX²>` n§{ŠV`m± nÌboIZ- H$m`m©b`rZ Ed§ ì`mdgm{`H$, _Ü``wJrZ : H${dVmE±, X²{ddoXr`wJrZ, N>m`mdmXr, {dkmnZ nm[a^m{fH$ eãXmdbr & ZB© H${dVm, g_H$mbrZ (àH¥${VnaH$ : 2 H${dVmE± hmo)

40 qhXr 2.2 (g§`wŠV)

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_hÎdnyU© : Bg àmén_§o Amdí`H$VmZwgma n[adV©Z H$aZo H$m A{YH$ma "_§S>i' Ho$ qhXr AÜ``Z _§S>c H$mo ahoJm &

41 2.3 _amR>r ({ÛVr` ^mfm)

àmñVm{dH$ 8) {MÌnQ>, AmH$medmUr, XyaXe©Z, g§JUH$, B©-_oc, _amR>r hr _hmamîQ´>mMr amO^mfm Amho. ^maVmVrb àJV _mo~mBc B. ÑH$²-lmì` gmYZm§À`m Ûmao ^m{fH$ AZw^d ^mfm§n¡H$s _amR>r hr EH$ ^mfm Amho. {d{dY àm§VmVrc AZoH$ dmT>{dUo. A_amR>r ^m{fH$ bmoH$ _hmamîQ´>mV amhVmV. Ë`m§Mr _mV¥^mfm B`Îmm 9 dr Oar doJir Agcr Var ho cmoH$ _hmamîQ´>mV amhV Agë`m_wio Ë`m§Zm X¡Z§{XZ ì`dhma Mmc{dÊ`mgmR>r _amR>r ^mfm AdJV JÚ nmR> : EHy$U 55 n¥ð>o hmoUo A{Zdm`© Amho. Ë`m_wio Ë`m§Zr _amR>r ^mfm {eH$Ê`mMr (àñVmdZm, Q>rnm, ñdmÜ`m` dJiyZ) AË`§V Amdí`H$Vm Amho. Ë`m§À`m_Üò _amR>r ^mfo~Ôb AmnwbH$s, ào_ d {Oìhmim {Z_m©U ìhmdm, _hmamï´>mVrc nÚ nmR> : EHy$U Amoir- 100 bmoH$OrdZ, na§nam `m§À`mer EH$ê$nVm {Z_m©U ìhmdr, VgoM ñWyc dmMZ : gw_mao 15 n¥îR>o. _amR>r gm{hË`mMr àm{V{Z{YH$ ñdê$nmV AmoiI ìhmdr hmhr ì`mH$aU : dmŠàMma, dmŠ`mV Cn`moJ H$am {ÛVr` ^mfoMm AmUIr EH$ hoVy Amho. coIZ{Z`_m§Zwgma eãXm§Mr XþéñVr, gm_mÝ` C{Ôï>o ê$n 1) {dÚmÏ`mªZm _amR>r ^mfoMo AmH$cZ hmoD$Z Vr ghOnUo {d^ŠVs Am{U àË`` ( \$ŠV n[aM` JwU ~mocVm, dmMVm Am{U {c{hVm òUo. ZmhrV) 2) _amR>r ^mfoVrc eãXg§J«h dmTy>Z Ë`mMo Cn`moOZ g_mZmWu/{déÕmWu eãX XoUo H$m¡eë` {dH${gV hmoUo. coIZ : A) {Z~§YcoIZ (_wÚm§À`m AmYmao) 3) `mo½` Cƒma d `mo½` ñdamKmV `m§Mm _oi gmYyZ àH$Q> dmMZ H$aVm òUo. dU©ZmË_H$ 1 {df`, H$ënZmË_H$ 1 {df` 4) coIZmÀ`m {Z`_m§Mm `mo½` Cn`moJ H$ê$Z {c{hVm òUo. (M[aÌ/AmË_M[aÌ ho àH$ma dJiÊ`mV 5) _amR>rVrc {d{dY gm{hË` àH$mam§Mm AmñdmX KoVm Amco AmhoV ) òUo d gm{hpË`H$m§Mm n[aM` hmoUo. Am) JmoîQ>/H$WmcoIZ (_wÚm§dê$Z Jmoï>) 6) amîQ´>r` EH$mË_Vm, {díd~§YwËd, {dkmZ{Zð>m, B) CVmam AmH$cZ (An{R>V CVmè`mda gd©Y_©g_^md, ór-nwéf g_mZVm, Z¡{VH$ _yëò, VrZ àíZ XoUo) {ZgJ©ào_, l_à{Vð>m Am{U gm_m{OH$ OmUrd B. JwUm§Mr dmT> d OmonmgZm H$aUo. Cn`mo{OV (ì`mdhm[aH$) : A) nÌcoIZ 7) ^mfoMm X¡Z§{XZ ì`dhmamV Cn`moJ H$aVm `mdm `m Ñï>rZo 1) Am¡nMm[aH$ nÌ ì`mdhm[aH$ ^mfoV àmdrÊ` {_idyZ XoUo. Am) d¥ÎmcoIZ /Om{hamV

_hÎdnyU© : Bg àmê$n Ho$ AmdíH$`VmZwgma n[adV©Z H$aZo H$m A{YH$ma "_§S>b' Ho$ "qhXr AÜ``Z _§S>b' H$mo ahoJm!

42 g§dmXH$m¡eë`o 3) coIZ{Z`_m§Zwgma eãX {c{hUo B`Îmm 10 dr 4) dmŠàMma JÚ nmR> : gw_mao 55 n¥ð>o coIZ : A) {Z~§Y ({Xcoë`m _wX²Xçm§Mo AmYmao) (àñVmdZm, Q>rnm, ñdmÜ`m` B. dJiyZ) dU©ZmË_H$ 1, H$ënZmàYmZ 1, d¡Mm[aH$ nÚ : gw_mao 100 Amoir 1 ñWyc dmMZ : gw_mao 15 n¥îR>o Am) Jmoï>/H$WmcoIZ - (_wX²Úm§dê$Z) ì`mH$aU : 1) g_mg, X²{dJy, Û§Û (VrZ CnàH$mam§gh- B) CVmam AmH$cZ (An{R>V CVmè`mda g_mhma, d¡H$pënH$, BVaoVa)) VrZ àíZ XoUo) 2) dmŠ`àH$ma- àíZmW©H$, AmkmW©H$, Cn`mo{OV (ì`mdhm[aH$) coIZ : A) nÌcoIZ - CX²JmadmMH$, {dYmZmWu ì`mdgm{`H$ Am) d¥ÎmcoIZ (~mV_r coIZ) / Om{hamV g§dmXH$m¡eë`o : Vm|S>r narjm

43 _amR>r 2.4 (g§`wŠV)

_amR>r hr _hmamï´>mMr amO^mfm Amho. `m amÁ`mV dU©ZmË_H$/AmË_d¥Îm {d{dY H$maUm§Zr _amR>r ^m{fH$m§~amo~a JwOamWr, H$ÝZS>, H$WmcoIZ : _wÚm§dê$Z Jmoï> qgYr, CXy© BË`mXr ^mfm ~mocUmao cmoH$hr amhVmV. amÁèmgZmZo `m cmoH$m§À`m gmoB©gmR>r Ë`m§À`m {ejUmMr ì`mH$aU : gm_mÝ`ê$n, qcJ, dMZ, ì`dñWm Ë`m§À`m _mV¥^mfoVyZ Ho$cr Amho. VWm{n _amR>r coIZ{Z`_m§Zwgma eãX {c{hUo. ^m{fH$m§er Ë`m§Zm gwc^VoZo ^m{fH$ ì`dhma H$aVm `mdm, nmR>çnwñVH$mVrc dmŠàMma _amR>r ^mfm, `m ^mfoVrc gm{hpË`H$, gm{hË` `m§Mm g§dmXH$m¡eëò n[aM` ìhmdm; `mgmR>r Ë`m§Zm _amR>r ^mfm {eH$Uo Amdí`H$ Amho. B`Îmm 10 dr C{Ôï> JÚ nmR> : gw_mao 30 n¥ð>o 1) {dÚmÏ`mªMm _amR>r ^mfoVrc eãXg§J«h dmT>yZ Ë`m§Mo (àñVmdZm, {Q>nm,ñdmÜ`m` B. dJiyZ) Cn`moOZ H$m¡eë` {dH${gV hmoUo. nÚ nmR> : gw_mao 50 Amoir 2) _amR>r ^mfm ghOnUo ~mocVm, dmMVm òUo. coIZ : EHy$U 3 àH$ma 3) Amnco {dMma, ^mdZm d H$ënZm ewÕ _amR>rV 1) dU©ZmË_H$/AmË_d¥Îmna {Z~§Y {c{hVm òUo. ({Xcoë`m _wÚm§À`m AmYmao) 4) _amR>r ^mfoV ì`ŠV Pmcoco {dMma, ^mdZm d 2) _wÚm§dê$Z Jmoï> H$ënZm g_OyZ KoUo. 3) nÌcoIZ 5) _amR>r ^mfm d g§ñH¥$Vr `m§À`m{df`r AmnwcH$s, gm_§Oñ` d ^mdZmË_H$ Eo³` dmT>{dUo. ì`mH$aU : 1) H$mimMo àH$ma - dV©_mZ, ^yVH$mi, ^{dî`H$mi B`Îmm 9 dr JÚ nmR> : gw_mao 30 n¥ð>o 2) dmŠ`coIZ (àñVmdZm, {Q>nm, ñdmÜ`m` dJiyZ) 3) ewÕ eãX {c{hUo nÚ nmR> : gw_mao 50 Amoir 4) dmŠàMma (nmR>m§À`m AmYmao) boIZ g§dmXH$m¡eëò (Vm|S>rn[ajm) {Z~§YcoIZ : EHy$U 2 àH$ma

44 2.5 Urdu (Second Language)

General Objectives Specific Objectives : ‘B’ To enable the students to 1. To devel op the skill of listening, speaking, reading and writing. 1. read, write and speak Urdu in simple form. 2. To enable students to develop ability to appreciate poetic beauty, figures of 2. have rapport with others through Urdu speech, etc. language. 3. To develop the ability to differentiate 3. understand the contents of the text. between speaker’s satire and humour. 4. develop the writing skill to express their 4. To develop the skill of students to thoughts and ideas in simple Urdu express their ideas in debates. language. 5. To develop the ability of the usage of 5. acquire the skill in reading aloud with correct idioms, phrases and proverbs. proper pronunciation and intonation. Std. IX 6. acquire the skill of proper use of Prose : 50 pages (Excluding notes, spelling and Punctuation in writing. exercises, glossary) 7. appreciate the beauty of the language Poetry : 150 lines. (Recitation : About 20 and thoughts in the literary pieces verses) included in the text. Rapid Reading : About 20 pages. Specific Objectives : ‘A’ Composition 1. To inspire the feelings of national integration and patriotism through Urdu 1. Composition of simple passages language. 2. Story-writing based on a given theme 2. To nurture sense of national identity to or an outline. respect India’s common and cultural 3. Descriptive and narrative essays. heritage 4. Translation of simple Urdu prose 3. To develop awareness of unity in passages in the medium of instruction. diversity. a) 10 written exercises are essential 4. To acquire scientific temper and rational during the year. behavior. b) Oral work and writing practice is 5. To respect human rights and socio- essential. cultural values. Grammar 6. To develop sense of gender equality. 1. Revision of the functional Grammar 7. To develop the ability to understand the done in Std. VIII. subject in a tension free environment. 2. Parts of Speech (Simple)

45 3. Singular and Plural with Arabic and 3. Autobiographies Persian rules, etc. 4. Letter- writing 4. Gender- Feminine and Masculine with 5. Dialogue- writing all Tenses, etc. 6. Comprehension (Grammar should be based on prescribed Texts in particular but for the 7. Precis- Writing purpose of exercises and practice the 8. Translation of Urdu passages into examples from outside the text are the medium of instrubtion advisable.) (10 exercises to be written during the Oral Skills : year) Std. X Grammar Prose : About 50 pages 1. Alphabet vowels and consonants Poetry : About 200 lines. 2. Adjectives and Adverbs and their Rapid Reading : About 20 pages. kinds. Composition 3. Assertive, Interrogative, Imperative, Exblamatory, Affirmative and 1. Story-writing based on a given Negative sentences. theme or an outline Oral Skills : 2. Descriptive or Reflective essays

46 2.6 Urdu (Composite Language)

The Composite course of languages 5. be aware of the rich cultural impact of provide an opportunity to students to be in the language in Indian society touch with the language culture of their mother encouraging them to strive to use the tongue and also to develop the classic literary language as a powerful instrument of taste of the language of their liking. The preservation of national integration. composite course of Urdu language for Std. IX and X is designed and based on the 6. participate in multilingual cultural criteria that Urdu plays an important role in activities. the maintenance and preservation of Std. IX composite culture of the country and that the Prose : 25 pages national feeling of a free democratic country nurtured among the Indians during the Poetry : 80 lines. (Recitation 20 verses) previous two centuries through Urdu literature Composition have to be made known to the younger generation. Urdu has therefore to continue, 1. Narrative and Descriptive essays. With spreading message of love and integration the help through its passages meant for students’ 2. Story writing on a given outline or given reading. Care has therefore been taken to points highlight this character of the language and also to maintain the continuity of Urdu 3. Letter-writing (simple). composite course prescribed at the 4. Translation of simple Urdu prose vernacular stage. passages into the medium of instruction Objectives (7 Exercises to be completed during the year) To enable the student’s to Grammar 1. read the simple passages of the text and of the news material relayed and 1. Revision of functional grammar done in published in the media. Std. VIII. 2. be well conversant with the cultural 2. Parts of speech nibeties of the language in order that 3. Singular and Plural with Arabic and they impress the listeners during Persian rules, etc. conversation and verbal expression. 4. Gender : Feminine and Masculine with 3. create an urge among students to know all Tenses etc and learn more about the language. (Grammar should be based on 4. develop the oral skill, to speak prescribed Text but exercises for grammatically correct language and write it with correct orthography. practice purpose and examples from outside the text may be used).

47 Oral Skills : Grammar Std. X 1. Idioms and Proverbs and their uses. Prose : 30 pages 2. Figures of Speech : Tashbih, Isteara, Poetry : 100 lines. Tazad and Mubaleghal. Composition : (Grammar portion should be based on Texts but for the purpose of exercises 1. Narrative and Descriptive essays. With and practice, examples from outside the the help Text may be used.) 2. Story-writing on a given outline. of given Oral Skills points 3. Letter-writing (simple). (7 Exercises to be written during the year)

48 2.7 Gujarati (Second Language)

Introduction 10. Relating education with activity. Curriculum renewal is the continuous 11. Introducing the upgraded National process as the needs and the aspirations of syllabus keeping in mind the trend and the society keep on changing. Even in this challenges of 21st century steps to new millennium, some of the earlier and yet overcome the problems faced by then significant social concerns of our country and for future development. have remained unchanged. But at the same The three foundations of curriculum, time, there have arisen certain new concerns Appropriateness, Equality and Excellence which need to be given prime importance. have been taken into consideration. Moreover Continuous contemplation, awareness the element of flexibility is inherent in it. However, its success will be determined by and research are the prerequisites for making the way in which educational Objectives are our education lively and relevant. Only then realized at various levels. i.e. from policy shall we be able to maintain the quality of making to curricula framework, syllabus, education and to produce skilled and efficient textbooks and teachers. And finally in the citizens. classroom, in this long chain the syllabus is The curriculum gives paramount an important link between the curricula importance of the following points. framework the teaching materials and the teachers. 1. National identity for the fundamental social ethical cultural and spiritual At the Secondary level first language heritage. teaching aims at improving the communication skills, correctness in the 2. need for strengthening unity and usage of grammar and appropriate style of protecting cultural heritage. the learner, to use the language in real life 3. Integrating syllabi with locally relevant situations-orally and in written form and knowledge with a view to making them developing reading bomprehension at a cohesive and coherent. reasonable speed. At the end of the Secondary education, learner should be able 4. The new syllabi offers suggestions to to use the first language orally and in written, meet the challenges of globalization and form effectively and the second language in the emergence of ICT (Information and a generally acceptable manner. Communication Technology). All human beings use language to 5. Linking education with basic life skills. express their feelings, so it is a means of 6. Value education. communication beside this, language is also a medium through which most of our 7. Coherence of knowledge, emotions knowledge is abquired. Language expresses and breativity. our ideas, views, and other imaginations. 8. Yoga and aesthetic development. With the language we celebrate our trend and 9. Making syllabi less content loaded. tradition.

49 Development of language is ultimately 6. develop skills in writing composition like stimulated by our cultural heritage and the essays, letters, etc. needs of social development, but we would 7. make proper use of dictionary and other not overlook the reverse dependence either. reference material on their own. Human society can not do without language as the most important, most perfect and 8. develop interest in reading literary universal means of communication, passages and appreciating the beauty expression of thoughts and accumulation and of language and ideas in them. means of expression. It is equally important 9. cultivate broad human and cultural to realize that languages are not discrete outlook through literature read by them. objects our theme almost frozen in time and 10. develop the asthetic sense to space, both physical and mental. appreciate imagination and creative The syllabi in Gujarati have been set to pieces of literature. introduce the aims and to achieve the goal 11. develop awareness of unity in diversity. set by M.S.B.S. and H.S.E. It enhances the basic language abilities like learning, 12. develop the ability to understand the speaking, reading, writing and thinking. For subject in a tension free environment. this purpose syllabus is prepared as per the STD. - IX age and standards. The basic aim is to 1. PROSE : About 60 pages. introduce, Linguistic Units and to develop linguistic skills of the students. 2. POETRY : About 60 Lines. Last but not the least it is hoped that 3. RAPID READER : About 20 pages. this will cater to the needs of the present 4. COMPOSITION education systems for which it is formulated. a) Conversation Objectives b) Letter writing i) Formal To enable student’s to ii) Informal 1. acquire fair knowledge of basic structure of the language and elements c) Story writing by given points. of grammar as per syllabus. d) Advertisement. 2. enrich the vocaculary. e) Unseen prose and poetry. 3. accquire skill in reading silently story f) Essay Writing i) Biographical books, news papers, magazines and ii) Descriptive other prescribed texts with proper speed and understanding. iii) Imaginative 4. develop ability to narrate experiences, g) Translation from English to Gujarati participate in debates and discussion e) Precis and express their views in correct 5. GRAMMAR : language and in logical sequence. a) Type of sentences 5. develop ability to express ideas from the text in their own language without b) Noun/Pronoun sacrificing the content. c) Adjective

50 d) Verb f) Essay Writing i) Biographical e) Punctuation ii) Descriptive f) Sandhi iii) Imaginative g) Samas [Dwandwa, Dwigu, g) Translation from English to Gujarati Madhyampadlopi] e) Precis STD. - X 5. GRAMMAR 1. PROSE : About 60 pages a) Type of sentences 2. POETRY : About 60 Lines b) Noun/Pronoun 3. RAPID READER : About 20 pages c) Adjective 4. COMPOSITION d) Verb a) Conversation e) Punctuation b) Letter writing i) Formal f) Sandhi ii) Informal g) Samas [Dwandwa, Dwigu, b) Story writing by given points Madhyampadlopi] d) Advertisement e) Unseen prose and poetry

51 2.8 Gujarati (Composite Language)

Introduction 7. develop ability to narrate experiences, Gujarati is taught in Maharashtra as the participate in debates and disbussions first/second/composite level. As there are and express their views in correct many Gujarati people in Maharashtra, Gujarati language. is used frequently in day to day life, Gujarati 8. appreciate the beauty of language. students, living in Maharashtra must be made aware of rich and varied heritage of Gujarati. Std. IX They must be familiar with Gujarati life style, 1. PROSE : About 30 pages Gujarati culture, customs and traditions and festivals. Then only students will respect and Expected from short stories, one-act- love their mother tongue. The syllabus is play, novels, travelogues, extracts from framed considering this aspect. autobiographies Language being the medium of 2. POETRY: About 50 lines communication, content selected is expected to develop in the human and cultural values. Forms of medieval literature pada, folk songs, gazal, Song on nature Objectives 3. GRAMMAR To enable the student’s to Noun - Singulars-Plural, gender, Sandhi, 1. know and understand Gujarati language Adjective, idoms, types of sentences and grammar. 2. develop competency of listening, 4. COMPOSITION : speaking, reading and writing a) Essay - Descriptive, Imaginative, conversation. Autobiographical 3. enrich vocabulary. b) Short stories 4. acquire skill in reading silently story 5. COMMINICATION SKILL books, newspapers, magazines and other prescribed texts with proper a) Letter-writing-social speed and understanding. b) Translation 5. motivate students to use dictionary, 6. Oral/Conversational Skill library, and other reference books. a) Listening 6. develop skills in writing compositions like essays, letters, summaries of given b) Narration passages in optional language and its c) Loud reading idioms. d) Conversation

52 Std. X 4. COMPOSITION a) Essay - Descriptive, Imaginative, Autobiographical 1. PROSE : About 30 pages b) Short stories Expected from short stories, one-act- 5. COMMINICATION SKILL play, novels, travelogues, extracts from autobiographies a) Letter-writing-social 2. POETRY : About 50 lines b) Translation Forms of medieval literature pada, folk 6. Oral/Conversation Skill : songs, gazal, song on nature a) Listening 3. GRAMMAR b) Narration Noun- Singulars-Plural, gender, Sandhi, c) Loud reading Adjective, idioms, type of sentences d) Conversation

53 2.9 Kannada (Second Language)

Introduction Std. IX Kannada, Tamil, Telugu and Malayalam 1. Prose : About 50 pages are taught as second language in Std. IX (Exclusive of Introduction, notes, and and X in the schools of Maharashtra, for the exercise) students who migrate from other parts of the country. The syllabus for these languages 2. Poetry : About 100 lines have been formulated according to the (Medieval and modern) prescribed Objectives set up by the Maharashtra 3. Rapid Reading : About 20 pages Board for Secondary Education. The 4. Composition new curriculum is set not only to enhance the a) Story writing based on given outlines ability of the students to develop the basic skills like reading, writing, listening, speaking b) Essays of about 120 words mainly on but also to study and understand the rich experience, abtivities, incidents or literature of these languages so as to develop places of interest. (i) Narrative (ii) belongingness to the language they speak Descriptive at home everyday. In short the Objectives, in c) Letter writing: Formal and Informal overall, would definitely help the students to d) Comprehension of a simple prose grow into ideal human beings in the present about 120 words. era. Note : The total number of exercises to be The syllabus for these languages are done by students during the years-12 prepared keeping in mind the syllabus for Std I to VIII and also the curriculum followed 5. Grammar by the concerned states. Revision of the portion covered in the Objectives previous classes. To enable students to 1) Sandhi - Lop sandhi, Agama Sandhi, 1. enrich their vocabulary. Adesh Sandhi. 2. enhance their abilities in listening, 2) Sentences and their parts namely subject, speaking, reading and writing. objebt, verb. 3. develop the abilities to use the 3) Change the voice kartari, karmani language more accurately, effectively prayoga. and meaningfully. 4) Verb - Tenses: Past, Present and Future 4. cultivate a broad human and cultural out 5) Idiom and proverbs arising out of Text. look through literature.

54 6. Conversational Skills d) Comprehension of a simple prose about 120 words. Std. X Note : The total number of exercises to be 1. Prose : About 50 pages Exclusive of done by students during the years-12 Introduction, notes and exercise 5. Grammar 2. Poetry : About 100 lines (Medieval and modern) Revision of the grammar items covered in the previous classes. 3. Rapid Reading : About 20 pages 1) Kinds of Sentences : Simple, Compound 4. Composition and Complex a) Story writing based on given outlines. 2) Noun, Verb, Adjectives and Adverb b) Essays of about 120 words mainly on 3) Active and passive voice experience, activities, incidents or places of interest. (i) Descriptive (ii) 4) Krudanta, Taddhita and Samasa arising Autobiography. out of text c) Letter writing : Formal and Informal 5) Idiom and proverbs arising out of the text 6. Conversational skills

55 2.10 Kannada (Composite Language)

Introduction national harmony, scientific vision work culture, equality, enterprise education, In the modern world, it has become very the basic values of life. common for human beings to migrate from one place to another for various reasons such Std. IX as transfer of service, in search of jobs, etc. 1. Prose : 30 pages Our Country is a composition of multilingual states. To fulfill the aspirations of the (Exclusive of Introduction, notes and immigrants, the Maharashtra State Board of exercise etc.) started Composite courses in different Indian 2. Poetry : About 60 lines languages at the Secondary level. It would also give an opportunity for students from (Modern Poetry only) other states to learn these languages if they 3. Composition are interested. The learning of these languages would give the students a feeling a) Essay writing: about 100 words with the of happiness and well-being in their life. help of the given points. The syllabus for these languages are b) Story writing with the help of the given prepared keeping in mind the syllabus for points. Std. I to VIII and also the curriculum followed by the concerned states. 4. Grammar Objectives Revision of the grammar items covered in the previous classes. To enable students to 1. enrich their vocabulary. a. Nouns and Pronouns 2. enhance their abilities in listening, b. Verbs - Tenses : Present, Past and speaking, reading, writing and Future only. communication. c. Gender and number 3. develop life skills. d. Parts of Sentences : (Kartha, Karma, 4. develop the abilities to use the Kriya) language more accurately, effectively 5. Communication skills and meaningfully. 5. understand the importance of Std. X conservation of resources, cultural 1. Prose : 30 pages heritage, health and hygiene. (Exclusive of Introduction, notes, and 6. get awareness about environmental exercise etc.) studies. 2. Poetry : About 60 lines 7. develop among the students, the feeling and respect for love of nation, unity and (Modern and Medieval)

56 3. Grammar b) Story writing with the help of the given a. Adverb, Adjective points. b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication skills (Written) c. Simple and Compound Sentences. a) Letter- writing to friends and relatives (Identifing) with the help of given points d. Idioms and Phrases (Using in a b) Preparation of invitation cards meaningful senence) 6. Communication skills 4. Composition : a) Essay writing : about 100 words with the help of the given points

57 2.11 Tamil (Second Language)

Introduction Std. IX Kannada, Tamil, Telugu and Malayalam 1. Prose : About 50 pages are taught as second language in Std. IX and X in the schools of Maharashtra, for the Exclusive of Introduction, notes and students who migrate from other parts of the exercise country. The syllabus for these languages has 2. Poetry : About 100 lines been formulated according to the prescribed (Medieval and modern) Objectives set up by the Maharashtra Board for Secondary Education. The new curriculum 3. Rapid Reading : About 20 pages is set not only to enhance the ability of the 4. Composition students to develop the basic skills like a) Story writing based on given reading, writing, listening, speaking but also outlines to study and understand the rich literature of these languages so as to develop b) Essays of about 120 words mainly belongingness to the language they speak on experience, activities, incidents at home everyday. In short the Objectives, in or places of interest. overall, would definitely help the students to (i) Descriptive (ii) Narrative grow into ideal human beings in the present c) Letter writing: Formal and Informal era. d) Comprehension of a simple prose The syllabus for these languages are about 120 words prepared keeping in mind the syllabus for Std I to VIII and also the curriculum followed Note : The total number of exercises to be by the concerned states. done by students during the years-12 Objectives 5. Grammar To enable students to Revision of the portion covered in the previous classes. 1. enrich their vocaculary 1) Alphabets - Vuyir, mai, Vuyirmai, 2. enhance their abilities in listening, aayutham and their classifications reading, writing and speaking. 2) Sentence and its parts. Noun and 3. develop the abilities to use the verb only language more accurately, effectively 3) Words - Nouns, Pronouns, Kinds of and meaningfully. nouns, thinai, Pal, enn, idom. 4. Cultivate a broad human and cultural 4) Verb - Tense : Past, Present, Future out look through literature. 5) Idioms and Proverbs arising out of texts. 6. Conversational skills

58 Std. X d) Comprehension of a simple prose about 120 words 1. Prose : About 50 pages Note : The total number of exercises to be Exclusive of Introduction, notes, and done by students during the years- exercise 12 2. Poetry : About 100 lines 5. Grammar (Medieval and modern) 1) Adjective and Adverbs 3. Rapid Reading : About 20 pages 2) Words : Nouns, Pronouns, Kinds of 4. Composition nouns a) Story writing based on given 3) Agupeyar and its kinds outlines. 4) Idiom and proverbs arising out of b) Essays of about 120 words mainly text on experience, activities, incidents 5) Tenses and Gender or places of interest. (i) Descriptive 6) Vettumigal (ii) Autobiography 6. Conversational skills c) Letter writing: Formal and Informal

59 2.12 Tamil (Composite Language)

Introduction 7. develop among the students, the feeling and respect for love of nation, unity and In the modern world, it has become very national harmony, scientific vision work common for human beings to migrate from culture, equality, enterprise education, one place to another for various reasons such the basic values of life. as transfer of service, in search of jobs etc. Our country is a composition of multilingual Std. IX states. To fulfill the aspirations of the 1. Prose : 30 pages immigrants, the Maharashtra State Board (Exclusive of Introduction, notes, and started Composite courses in different Indian exercise etc.) languages at the Secondary level. It would also give an opportunity for students from 2. Poetry : About 60 lines other states to learn these languages if they (Modern Poetry only) are interested. The learning of these 3. Composition : languages would give the students a feeling of happiness and well-being in their life. a) Essay writing: about 100 words with the help of the given points. The syllabus for Tamil (composite b) Story writing with the help of the course) is prepared keeping in mind the given points. syllabus for Std. I to VIII and also the curriculum followed by the concerned states. 4. Grammar Objectives Revision of the portion covered in the previous classes. To enable students to a. Nouns and Pronouns 1. enrich their vocaculary. b. Verbs - Tenses: Present Past and 2. enhance their abilities in listening, Future only. reading, writing, speaking and b. Gender and number communication. d. Parts of Sentences : 3. develop life skills. (Kartha, Karma, Kriya) 4. develop the abilities to use the language more accurately, effectively 5. Communication skills and meaningfully. Std. X 5. understand the importance of 1. Prose : 30 pages conservation of resources, cultural (Exclusive of Introduction, notes, and heritage, health and hygiene. exercise etc.) 6. get awareness about environmental 2. Poetry : About 60 lines studies. (Modern and Medieval)

60 3. Grammar : b) Story writing: with the help of the a. Adverb, Adjective given points b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication Skills (Written) c. Simple and Compound Sentences a) Letter- writing to friends and (Identifing) relatives with the help of the given points d. Idioms and Pharases (Using in a meaningful senence) b) Preparation of invitation cards 4. Composition : 6. Communication skills a) Essay writing: about 100 words with the help of the given points

61 2.13 Telugu (Second Language)

Introduction Std. IX Kannada, Tamil, Telugu and Malayalam 1. Prose : About 50 pages are taught as second language in Std. IX (Exclusive of Introduction, notes, and and X in the schools of Maharashtra, for the exercise ) students who migrate from other parts of the 2. Poetry : About 100 lines country. The syllabus for these languages has (Medieval and modern) been formulated according to the prescribed Objectives set up by the Maharashtra Board 3. Rapid Reading : About 20 pages for Secondary Education. The new curriculum 4. Composition is set not only to enhance the ability of the a) Story writing based on given students to develop the basic skills like outlines reading, writing, listening, speaking but also b) Essays of about 120 words mainly to study and understand the rich literature of on experience, activities, incidents these languages so as to develop or places of interest. (i) Narrative belongingness to the language they speak (ii) Descriptive at home everyday. In short the Objectives, in c) Letter writing : Formal and Informal overall, would definitely help the students to d) Comprehension of a simple prose grow into ideal human beings in the present about 120 words era. Note : The total number of exercises to be The syllabus for Telugu language is done by students during the years-12 prepared keeping in mind the syllabus for 5. Grammar Std. I to VIII and also the curriculum followed Revision of the portion covered in the by the concerned states. previous classes. Objectives 1. Vakyamu : Vaakya Angamulu- Kartha, Karma, Kriya To enable students to 2. Bhasha bhagamulu : Namavabhakamu, 1. enrich their vocaculary Sarvanamamu, Visheshnamu 2. enhance their abilities in listening, 3. Vibhaktulu - Pratyayamulu reading, writing and speaking. 4. Sandhi - Telugu - Akara, Ikara, Vukara 3. develop the abilities to use the Sandhulu language more accurately, effectively, Sanskrit - Savarnadeerga, Guna and meaningfully. Sandhaulu. 4. cultivate a broad human and cultural out 5. Samasamulu - Dwiguvu, Dwandwa, Tatpurusha look through literature. 6. Conversational Skills

62 Std. X 1. Vakya rakamulu 1. Prose : About 50 pages 1. Nisbhayataka 2. Vyatirekarthaka Exclusive of Introduction, notes, and 3. Prasnartaka 4. Asbeharyartaka. exercise 2. Bhashabhagamulu 2. Poetry : About 100 lines 1. Visheshanamu, (Medieval and modern) 2. Kriya Visheshanamu 3. Rapid Reading : About 20 pages 3. Avyayamu 4. Composition 3. Kalamu a) Story writing based on given 1. bhutakalamu, outlines. 2. Varthamana Kalamu b) Essays of about 120 words mainly 3. Bhavshyat Kalamu. on experience, activities, incidents or places of interest. (i) Descriptive 4. Tadharmrthaka Kalamu (ii) Autobiography 4. Sandhi c) Letter writing : Formal and Informal Telugu-yadagama, Druta, Trika d) Comprehension of a simple prose Sandhulu about 120 words Sanskrit - Vrudhi, yanadeesa Sandhulu Note : The total number of exercises to be 5. Samasamu done by students during the years-12 Visheshana purvapada, 5. Grammar Sambhavana purvapada, Bahurvrihi, Rupaka. Revision of the portion covered in the 6. Conversational skills previous classes.

63 2.14 Telugu (Composite Language)

Introduction 7. develop among the students, the feeling and respect for love of nation, unity and In the modern world, it has become very national harmony, scientific vision work common for human beings to migrate from culture, equality, enterprise education, one place to another for various reasons such the basic values of life. as transfer of service, in search of jobs etc. Our Country is a composition of multilingual Std. IX states. To fulfill the aspirations of the 1. Prose : 30 pages immigrants, the Maharashtra State Board (Exclusive of Introduction, notes, and started Composite courses in different Indian exercise etc.) languages at the Secondary level. It would also give an opportunity for students from 2. Poetry : About 60 lines other states to learn these languages if they (Modern Poetry only) are interested. The learning of these 3. Composition : languages would give the students a feeling of happiness and well-being in their life. a) Essay writing : about 100 words with the help of the given points The syllabus for these languages are prepared keeping in mind the syllabus for b) Story writing with the help of the given points Std. I to VIII and also the curriculum followed by the concerned states. 4. Grammar Objectives Revision of the portion covered in the previous classes. To enable students to a. Nouns and Pronouns 1. enrich their vocabulary b. Verbs - Tenses : Present, Past and 2. enhance their abilities in listening, Future only. reading, writing, speaking and c. Gender and number communication d. Parts of Sentences : (Kartha, 3. develop life skills Karma, Kriya) 4. develop the abilities to use the 5. Communication Skills language more accurately, effectively and meaningfully Std. X 5. understand the importance of 1. Prose : 30 pages conservation of resources, cultural (Exclusive of Introduction, notes, and heritage, health and hygiene exercise etc.) 6. get awareness about environmental 2. Poetry : About 60 lines studies (Modern and Medieval)

64 3. Grammar b) Story writing : with the help of the given points a. Adverb, Adjective b. Vibhakti- Pratyaya (Vettkumaikal) 5. Communication Skills (Written) c. Simple and Compound Sentences a) Letter- writing to friends and relatives (Identifing) with the help of given points d. Idioms and Phrases (Using in a b) Preparation of invitation cards meaningful sentence) 6. Communication skills 4. Composition : a) Essay writing : about 100 words with the help of the given points

65 2.15 Malayalam (Second Language)

Introduction Std. IX Kannada, Tamil, Telugu and Malayalam 1. Prose : About 50 pages are taught as second language in Std. IX (Exclusive of Introduction, notes and and X in the schools of Maharashtra, for the exercise) students who migrate from other parts of the 2. Poetry : About 100 lines country. The syllabus for these languages has been formulated according to the prescribed (Medieval and modern) Objectives set up by the Maharashtra State 3. Rapid Reading : About 20 pages Board of Secondary Education. The new 4. Composition curriculum is set not only to enhance the a) Story writing based on given outlines ability of the students to develop the basic b) Essays of about 120 words mainly on skills like reading, writing, listening, speaking experience, activities, incidents or but also to study and understand the rich places of interest. (i) Narrative (ii) literature of these languages so as to develop Descriptive belongingness to the language they speak c) Letter writing : Formal and Informal at home everyday. In short the Objectives, in overall, would definitely help the students to d) Comprehension of a simple prose about 120 words grow into ideal human beings in the present era. Note : The total number of exercises to be done by students during the years-12 The syllabus for these languages are 5. Grammar prepared keeping in mind the syllabus for Std. I to VIII and also the curriculum followed Revision of the portion covered in the by the concerned states. previous classes 1) Sandhi - Lopa sandhi and Objectives Dwitwasandhi To enable students to 2) Sentences and its parts: subjebt, objebt, 1. enrich their vocabulary verb 2. enhance their abilities in listening, 3) Samasas - Tatpurusha, Upama reading, writing and speaking 4) Tenses- Past, Present and Future 3. develop the abilities to use the 5) Parts of Speech - Noun, Pronon, language more accurately, effectively Visheshanam, Verb, Ayyayam and meaningfully 6) Idiom and proverbs arising from Text 4. cultivate a broad human and cultural out book look through literature 6. Conversational Skills

66 Std. X 5. Grammar 1. Prose : About 50 pages Revision of the portion covered in the previous classes Exclusive of Introduction, notes, and exercise 1. Kinds of sentences 2. Poetry : About 100 lines Simple, Compound and Complex (Only recognition) (Medieval and modern) 2. Adjectives and Adverbs 3. Rapid Reading : About 20 pages 3. Active and Passive Voice 4. Composition 4. Idiom and proverbs arising out of text a) Story writing based on given outlines 5. Tenses b) Essays of about 120 words mainly 6. Conversational skills on experience, activities, incidents or places of interest. (i) Descriptive (ii) Autobiography c) Letter writing : Formal and Informal d) Comprehension of a simple prose about 120 words Note : The total number of exercises to be done by students during the years-12

67 2.16 Malayalam (Composite Language)

Introduction and respect for love of nation, unity and In the modern world, it has become very national harmony, scientific vision work common for human beings to migrate from culture, equality, enterprise education, one place to another for various reasons such the basic values of life. as transfer of service, in search of jobs etc. Std. IX Our country is a composition of multilingual states. To fulfill the aspirations of the 1. Prose : 30 pages immigrants, the Maharashtra State Board (Exclusive of Introduction, notes and started Composite courses in different Indian exercise etc.) languages at the Secondary level. It would also give an opportunity for students from 2. Poetry : About 60 lines other states to learn these languages if they (Modern Poetry only) are interested. The learning of these languages would give the students a feeling 3. Composition of happiness and well-being in their life. a) Essay writing : about 100 words with The syllabus for these languages are the help of the given points prepared keeping in mind the syllabus for b) Story writing with the help of the given Std. I to VIII and also the curriculum followed points by the concerned states. 4. Grammar Objectives Revision of the portion covered in the To enable students to previous classes 1. enrich their vocabulary a. Nouns and Pronouns 2. enhance their abilities in listening, speaking, reading, writing and b. Verbs - Tenses : Present, Past and communication Future only 3. develop life skills c. Gender and number 4. develop the abilities to use the d. Parts of Sentences : (Kartha, language more accurately, effectively Karma, Kriya) and meaningfully 5. Communication skills 5. understand the importance of Std. X conservation of resources, cultural heritage, health and hygiene 1. Prose : 30 pages 6. get awareness about environmental (Exclusive of Introduction, notes and studies exercise etc.) 7. develop among the students, the feeling 2. Poetry : About 60 lines

68 (Modern and Medieval) with the help of the given points 3. Grammar b) Story writing : with the help of the given points a. Adverb, Adjective 5. Communication Skills (Written) b. Vibhakti - Pratyaya (Vettkumaikal) a) Letter- writing to friends and c. Simple and Compound Sentences. relatives with the help of the given (Identifing) points d. Idioms and Pharases (Using in a b) Preparation of invitation cards meaningful sentence) 6. Communication skills 4. Composition a) Essay writing : about 100 words

69 2.17 Sindhi (Second Language)

Introduction 3. Rapid Reading : About 20 pages Sindhi is one of the oldest language 4. Composition and having rich literature. In 1947, after (Student’s are expected to write at least independence of India, the largest number of 10 exercises during the academic year) Hindu Sindhis migrated from Sindh to the different parts of India, particularly a) Simple descriptive essays (about Maharashtra. In the wake of Partition; as 100 words) before 1936, the whole of Sindh state was a b) Story forming from given outlines part of Bombay Presidency hence many (about 10 Sindhi medium schools were opened in 5. Communication skill (Written) different towns of Maharashtra and the students are allowed to appear through Sindhi a. Letter writing formal & Informal medium up to Standard X. (about 50 words) Objectives b. Report writing (about 50 words) To enable students to 6. Grammar 1. utter the language correctly e.g. a. Study of words in sentences : pronunciation, conversation and various Identifying parts of speech verbs basic concepts of grammar and adverbs 2. read newspapers, periodicals and b. Gender, number and person journals regularly. c. Sentence and its parts 3. create interest among students to listen d. Simple word formation various Radio programmes and to watch different T. V. channels e. Idioms, phrases and proverbs with meaning arising out of the text 4. recite Sindhi poetry, story telling, essay writing and participate in group 7. Oral Skill discussion Std. X 5. develop the feeling of love and respect 1. Prose : About 50 pages for nation, unity harmony and basic (Exclusive of notes & exercises, etc.) values of life, etc. 2. Poetry : About 100 lines Std. IX (50 lines prescribed for recitation) 1. Prose : About 50 pages 3. Rapid reading : About 20 pages (Exclusive of notes & exercises etc.) from the text book 2. Poetry : About 100 lines 4. Composition : (50 lines prescribed for recitation) (Students are expected to write at least

70 10 exercises during the academic year) a. Types of sentences : assertive, interrogative,imperative a. Simple descriptive essays (about exclamatory, affirmative and 100 words) negative etc. b. Story forming from given outline b. Word formation: abstract nouns, (about 100 words) synonyms and antonyms 5. Communication skill (written) c. Simple transformation of sentences a. Letter writing formal towards d. Idioms, phrases and proverbs as relatives, friends and business arising out of texts. letters (about 50 words) 7. Oral/Conversation Skill b. Report writing (about 50 words) 6. Grammar

71 2.18 Sindhi (Composite Language)

Sindhi, Bengali and Punjabi are the 2. to encourage the students to read languages that are rich in their literature. They regularly the daily newspapers, are the decedent of Indo-Aryan family of periodibals and journals, etc. languages. In their own state the language is 3. create interest among students to listen taught and learnt. While Sindhi is being taught various Radio programmes and to in Maharashtra, Gujarati, Rajasthan and watch different T. V. channels. Delhi, as Sindhis are scattered in India after partition. However, it always happens that 4. celebrate particular days, relevant to people from other states come to Specific language i.e. Sindhi, Punjabi, Maharashtra for their own reason, like Bengali every year, with elocution. industrial development, transfer in services, poetry recitation, story telling, essay in search of job etc. In such situations they writing and group discussion etc. have to learn the state language in order to 5. develop among the students, the feeling mix with the people. At the same time they of love and respect for love of nation, are eager to keep alive their own mother unity and national harmony, scientific tongue in order to mix with people. vision, work culture, equality, enterprise Maharashtra State Board of Secondary and education, the basic values of life, etc. Higher Secondary Education is very Std. IX/X enthusiastic to offer this facility to learn mother-tongue, for students of Bengali, 1. Prose : a textbook of about 30 Punjabi and Sindhi. pages Lakhs of Sindhis, Bengalies and 2. Poetry : about 50 lines Punjabies in Maharashtra are scattered, 3. Composition throughout the state, and Maharashtra State Board is eager help the children learn these b. Essay of about 200 words languages if they wish. Any migrated service c. Letter writing to relatives, friends on man, wishing to keep his child in touch with social matters in about 10 lines mother-tongue should be able to do so. As a d. Comprehension first language, the study is comparatively deep as in the base of Bengali and Sindhi 4. Grammar and thus, minor language speakers are also Std. IX able to express themselves in their mother- a. Tenses- simple & Compound tongues. b. Indeclinable Objectives c. Change of Gender To enable lthe student’s to d. Word derivation 1. able to use the language correctly, e. g. pronunciation, conversation and various e. Analysis of sentences basic concepts of grammar.

72 f. Transformation of sentences Rapid Reader : About 20 pages g. Idioms, proverbs, phrases as (Lesson No. 2,21,34) (Total 3 arising out of texts lessons) h. Figures of speech Composition i. Punctuation (A student is expected to write at least Std. X 10 exercises during the academic year) Prescribed Text Book Balbharti Std. VIII a. Simple descriptive eassy (about (Sindhi) 2009 Published by Maharashtra 100 words) State Bureau of Text Book and b. Story writing from given outlines. Production Curriculam Research, about 100 words) ‘Balbharti’, Senapati Bapat Marg, Pune – Communication Skill 411 004 1. Letter writing towards relatives, friends Portion or business (about 50 words) Prose : About 50 pages. 2. Report writing (about 50 words) (Exclusive of notes and Exercises Grammar etc.) 1. Types of Sentences : (Assertive, (Lesson No. 3, 5, 7, 12, 14, 19, 24, interrogative, exclamatory, 25, 33, 36) affirmative and Negative etc.) (Total 10 lessons) 2. Simple transformation of sentences. Prose : About 100 lines. 3. Idioms, Phrases and Proverbs as (Poem No. 1,6,11,13,20,26,29,31) arising out of texts (Total 8 poems) Conversational Skill

73 2.19 Punjabi (Second Language)

Publisher : Punjab School Education 3. My Mother Board, Sahibzada Ajit Sing Nagar, Mohali 4. A Cricket Match Punjab. 5. A hot-day in summar Text Book : Punjabi Pathya Pustak No.7 6. Holi Std. IX 7. My School Portion to be studied 8. Guru Nanak Dev Ji PROSE 9. An autobiography of an old book Lesson No. : 3. Jago 10. My favourite leader 6. Baldan - wala Piara Singh Story-Writing on given Outlines 8. Punjabi-Di-Lok-Giaika-Surinder Kaur 1. Thirsty-Crow 12. Baba Banda Sing Bahadur 2. Greedy-Dog 15. Baisakhi 3. The lion and the mouse 19. Sabhdan - Hoshiar 4. Bad company 20. Kartar Singh Sarbha 5. Union is strength 22. Shernia Letters 23. Lala Lajpat Rai 1. An application for two days sick leave 25. Sat Dobtor 2. An application for emission of fine 27. Gandhi ji.Sabhamati Ashram 3. A letter to your friend explaning him POETRY how you celebrate your birthday. Lesson No. : 1 Sona Rangian Dhupan 4. A letter to your father to send you 5 Ma-Da-Pyar some money and allow you to go 9 Same-Di-Bahar on a picnic. 13 Vehla Dialogue 17 Sawan 1. Between two brother Compositions 2. Between a coach and a player (Each of 150 to 200 words) 3. Between a bookseller and 1. My Best Friend 4. Between the mother and the daughter 2. 15th August

74 Grammar 13. Dosti Revision of the portion studied in Std. 17. Gulab-Di-Fasal VIII 24. Punjab 1. Gender, Number, Opposites Compositions 2. Idioms, phrases (Each 200 to 250 words) 3. Punctuation 1. My favourate Ledger 4. Noun 2. Guru Gobind Singh Ji 5. Verb 3. T.V. its merits and demerits 6. Tense 4. A visit to a historical place 7. Adjective 5. A scene at the railway station 8. Add a Question-tag 6. 26th January Std. X 7. A visit to Taj Mahal Text Book : Punjab Path Pustak No. 8 8. Dussehra Publisher : Pubjab School Education Board, Sahibjada Ajit Singh Nagar, 9. My India Mohali (Punjab). 10. An autobiography of a river Portion to be done Story-writing on given outlines PROSE : 1. Tit for tat Lesson No. : 2. Safaltwan Asafaltawan 2. Two wise goats 3. Master Mela Singh 3. Two friends and a bear 4. Molana Azad 4. Shepherd boy 7. Jeon Tere Babhre 5. The fox and the grapes 8. Lohri Letters 10. Nawan-Chehra 1. An application for school-leaving 14. Unbhhi-Than-da-Subha certificate 15. Hari Kishan 2. An application for fee concession 16. Pritam Singh-da-Subha 3. A letter to your father requesting him 19. Gaggu to send you some money 21. Mohinder Singh Randhawa 4. A letter to your friend to spend his summer vacation with you 23. Puara-Te-Jit 5. A letter to book seller ordering him Poertry some books 1. Punjabi Dialogue 5. Udam-Kari-Jaroor 1. Between two sisters 9. Guru Amar das 2. Between a student and a teacher

75 3. Between a T.C. and a passanger 3. Number, gender, opposite words 4. Between a Doctor and a patient 4. Idioms. proverbs, phrases 5. Between a father and a son 5. Punctuation Grammar 6. Formation of sentences Revision of the portion studied in 7. Su-fix, Pre-fix Std. IX : 8. Question-tag 1. Tense 9. Verb and adverb 2. Framing questions 10. Adjective

76 2.20 Punjabi (Composite Language)

Publisher : Pubjab School Education 1. Essay of about 300 words Board,Sahibjada Ajit Singh Nagar, Mohali 2. Letter writing to relatives, friends on (Punjab). social matters in about 10 lines Text Book : Punjab Path Pustak No. 7 (Second Language) 3. Translation from English to Punjabi about 5 lines Std. IX 4. Comprehension Portain to be studied. 5. Story writing Prose 2. Akkal Di Gal Std. X 3. Maharshi Balmikji Publisher : Pubjab School Education Board, Sahibjada Ajit Singh Nagar, 6. Babey De Puttar Mohali (Punjab). 10. Mahabharat Text Book : Punjab Path Pustak No. 8 14. Sach ton vadda Hathiyar (Second Language) 17. Yatra Hemkund Sahib Portain to be studied 21. Tahnedari Prose 26. Sarojini Naidu 3. Gup Baaj Poetry 6. Rani Sahib Kaur 1. Hari Piyari Bharat Ma 8. Lok Naabh Bhangra 8. Holi Da Geet 15. Sardar Patel 11. Kaniya Kumari 22. Akashi Bijli 14. Dussehra Grammar 15. Prahlad Bhagat 1. Tense - Simple & Compound 27. Manwa Thandiya Shanva 2. Change of gender and number Poetry 3. Word derivation 4. Hor Da Hor Nee 4. Analysis of sentence 10. Varkha Di Rut 5. Transformation of sentences 16. Maa 6. Idioms, proverbs, phrases as arising out of the text 22. Guru Nanak 7. Punctuation Grammar Composition 1. Compound Verbs 2. Samasi Shabad

77 3. Opposite Words, Similar words Composition 4. Pre-fix/Suffix 1. Essay of about 300 words 5. Idioms, proverbs, etc. from the text 2. Letter writing to relatives, friends of on social matters in about 10 lines 6. Change of gender and number 3. Comprehension 7. Transformation of sentences 4. Story writing

78 2.21 Bengali (Second Language)

Introduction a. Prose - A text book about 60 pages. Bengali is rich in its literature. It is the b. Poetry-about 100 lines decendent of Indo Aryan family of languages Std. IX in its own state the language is taught and learnt. However, it always happens that Text Book – Bangla sahayak path (New people from other states come to Edition 2005 January) Maharashtra for their own reason, like Publisher – The West Bengal Board of industrial development, transfer in services, Secondary Education in search of job etc. In such situations they 1. Prose – 60 pages have to learn the state language in order to mix with the people. At the same time they 1. Post master are eager to keep alive their own mother 2. Abhagir swarga tongue/language and also want their children to learn the same. 3. Khajanbhi babu Objective 4. dudher dam To enable students to 5. Ashouyogi 1. utter the language correctly e.g. 2. Poetry pronunciation, conversaton and various 1. Mritunjay basic concepts of grammar. 2. Smirity bhinna 2. read regularly the daily newspapers, 3. Kajala didi periodicals and journals, etc. 4. Fariyadh 3. create interest among students to listen various radio programmes and to watch 5. Agami different T. V. Programmes etc. 3. Rapid reading – About 20 pages 4. celebrate particular days, relevant to 1. Deenu rakhit specific language i.e. Sindhi, Punjabi 2. Sougat Bengali ever year, elocution, poetry recitation, storytelling, essay writing and 4. Composition to participate group discussion etc. 1. Letter writing 5. develop the feeling and respect for love a. Personal letter to relatives and of nation, unity and national harmony, friends scientific vision, work culture, equality, enterprise education, the basic values b. Business/Offcial of life, etc. 2. Story writing from given points and outlines.

79 3. Eassay- Narratives and Kolkata, West Bengal, India descriptives (about two fifty words) Std. X 4. Comprehension of unseen passage Text Book – Bangla Sahayak Path (New 5. Precis Edition January – 2005) 5. Grammar Published by – The west Bengal Board 1. Antonyms and synonyms (Opposite of Secondary Education Word) 1. Prose - 60 page 2. Sandhi 1. Kabuliwala 3. Pad-Paribartan-Noun to Adjective, 2. Mamlar phal Adjective to Noun 3. Ajantrik 4. Gender 4. Debatar Janma 5. Make sentences from idioms and phrases 5. Banku Babur Bandhu 6. Verb(tense-Present, past, Future) 2. Poetry 7. Giving one word 1. Duranta Asha 6. Oral/Conversational Skill 2. Champa Recommended Books on Bengali 3. Lohar bataha Grammar- 4. Chithi 1. Adhunik bangla Vyakaran by Jagadish Chandra ghosh 5. Swagat 2. Bhasha prakash bangla Vyakaran 3. Rapid Reading (about twenty by Dr. Suniti K.Chattarjee pages) 3. Bangla Vyakaran by Sukumar Sen 1. Muktir Kata 4. Madhyamik Bangla Vyakaran by Dr. 2. Dhup Kathi Rabin Gupta 4. Grammar 5. Best collection on Bengala 1. Antonyms and Synonyms (Opposite Vyakaran and composition by Mr. word) M.S.Mallick Sir (BOS) (Rajiv Gandhi Jr. College, Bengali Camp, 2. Sandhi Chandrapur) 3. Pad-Paribartan-Noun to Adjective, Note – Above all grammar and texts book Adjective to noun are available at – 4. Gender and Number 1. M/s. Debashree Book Depot, Bengali 5. Make sentences from idioms and Camp, C/o Mr. M. S. Mallibk Sir (Rajiv phrases Gandhi Jr. College, Bengali, Camp, Chandrapur – 442 401 Ph. 07172 – 6. Verb – (Tense-Present, Past, 261925, Cell Phone – 9422837698/ Future) 9021581944 7. Giving one word 2. Any Book Depot, College Street,

80 5. Composition (about 260 words) 4. Madhyamik Bangla Vyakaran by Dr. Rabin Gupta 1. Letter Writing 5. Best collection on Bangla Vyakaran 1. Personal letter to relatives and and Composition composition – by friends Mr. M. S. Mallibk Sir, (BOS) (Rajiv 2. Business/Official Gandhi Jr. College, Bengali Camp, 2. Story Chandrapur) Writing from given points and outlines. Note – Above all grammar and text book are available at- 1. Essay-Narratives and descriptives (about two fifty words) 1. M/s. Debashree Book Depot, Bengali Camp C/o. Mr. M. S. Mallibk Sir (Rajiv 2. Coprehension of unseen passage Gandhi Jr. College, Bengali Camp, 3. Precis Chandrapur – 442 401 Ph. 07172 – 6. Oral/Conversation Skill 261925 Recommended Books on Bengali Cell Phone – 9422837698/ 9021581944 grammar - 2. Any Book Depot, College Street, 1. Adhunik bangla Vyakaran by Kolkata, West Bengal, India Jagadish Chandra ghosh 2. Bhasha prakash bangla Vyakaran by Dr. Suniti K. Chattarjee 3. Bangla Vyakaran - by Sukumar Sen

81 2.22 Bengali (Composite Language)

Introduction samity, Kolkata Bengali is rich in its literature. It is the 1. Prose – 35 pages decendent of Indo Aryan family of languages 1. Char – Ghoshpure gora in its own state the language is taught and learnt. However, it always happens that 2. Deshio shilper sarbonash people from other states come to 3. Nirjan arannye apu Maharashtra for their own reason, like industrial development, transfer in services, 4. Birangana in search of job etc. In such situations they 2. Poetry have to learn the state language in order to 1. Bharu dutter besati mix with the people. At the same time they are eager to keep alive their own mother 2. Ramnagarer nayab Mashai tongue/language and also want their children 3. Poan to learn the same. The State Board has offered this facility to learn mother-tongue, 4. Harano Tupi for student of Bengali, Punjabi and Sindhi. 3. Grammar Objective 1. Gender-Change the gender To enable students to 2. Opposite word 1. utter the language correctly e.g. 3. Punctuation pronunciation, conversation and various 4. Give one word basic concepts of grammar. 5. Idioms, Phrases (use in sentences) 2. read regularly the daily newspapers, (from text book) periodicals and journals, etc. 6. Pad-Paribartan (Noun to Adjective 3. listen various radio programmes and Adjective to Noun) to watch different T. V. Programmes. 4. Composition 4. celebrate particular days, relevant to specific language i.e. sindhi, Punjabi 1. Letter writing – Personal letter to Bengali every year, elocution, poetry relatives and friends recitation, story telling, essay writing 2. Story writing from given points and and to participate group discussion, etc. outlilnes Std. IX 3. Narrative and Descriptive essay Text Book – Sahitya Chavan (II Part) New writing edition 2005 5. Oral skill Publisher – Nikhil Bangha shikshak

82 Contact for the book - 6. Pad paribartan (Noun to Adjective, 1. M/s. Debashree Book Depot, Bengali Adjective to Noun) Camp, C/o. Mr. M. S. Mallibk Sir (Bos) 4. Composition (Rajiv Gandhi Jr. College, Bengali 1. Letter writing - Personal letter to Camp, Chandrapur – 442 401 Ph. relatives and friends 07172 – 261925, Cell Phone – 9422837698 / 9021581944 2. Story writing from the given points and outlines. 2. Any Book Depot, College Street, Kolkata, West Bengal, India 3. Eassay- Narratives and desbriptives Std. X 5. Oral Skills Text Book – Sahitya Chayan Part-II (New edition -2005) Recommended Books on Bengali Publisher by Nikhil Bangla Shikshakh Grammar- Samiti 1. Adhunik bangla Vyakaran by Jagadish Chandra Ghosh 1. Prose – 35 pages 2. Bhasha prakash bangla Vyakaran by 1. Beiman Dr. Suniti K. Chattarjee 2. Bannya 3. Bangla Vyakaran by Sukumar Sen 3. Aparajya Rammohan 4. Madhyamik Bangla Vyakaran by Dr. 4. Khaiber giri sankat Rabin Gupta 2. Poetry 5. Best bollebtion on Bengali Grammar by 1. Barjatra Mr. M. S. Mallibk Sir (BOS), (Rajiv Gandhi Jr. College, Bengali Camp, 2. Jharna Chandrapur) 3. Kulilmajur Note – Above all grammar and text 4. Ranar book are available at – 3. Grammar 1. M/s. Debashree Book Depot, Bengali 1. Gender (Change the gender) Camp, C/o. Mr. M. S. Mallibk Sir (Rajiv Gandhi Jr. College, Bengali Camp, 2. Opposite Word Chandrapur – 442 401 Ph. 07172 – 3. Punctuation 261925, Cell Phone – 9422837698 / 9021581944 4. Give one word 2. Any Book Depot, College Street, 5. Idioms and phrases (Use in Kolkata, West Bengal, India sentences from text book)

83 Classical Languages 2.23, 2.24, 2.25, 2.26, 2.27, 2.28 Sanskrit/Pali/Ardhamagadhi

Introduction precision and potential to coin new words. It Sanskrit, Pali, Ardhamagadhi is, therefore, absolutely necessary to acquaint languages symbolize Indian culture and the 21st century generation with Sanskrit. contribute immensely to the national At the same time the teachings of Lord integration and international feeling of Buddha and Lord Mahavir are essential for friendship and fraternity. universal peace and brotherhood. Henbe the These classical languages have the rich study of Pali and Ardhamagadhi is also cultural heritage of various branches of relevant. learning such as Religion, Philosophy, History, Thus, the study of these classibal Geography, lifesciences like Ayurveda, languages will help the students to activate Alchemy, Architecture, Yoga, etc. and fine arts their thought process and improve their like Folklore, Music, Dance, Painting, communication skills such as proper Dramatics. pronunciation in Modern Indian Languages From the point of view of value- too. education also the study of classical This syllabus of classical Languages is languages is extremely useful especially in in consonance with the presecondary level this era of erosion of values. up to Post-Graduate University-level. It can Moreover, Sanskrit has been now be said to be at par with the syllabi of universally acknowledged and acclaimed to neighbouring Boards’ Secondary level. be the only language, most appropriate for Similarly the syllabi of the NCERT and policy computer because of its unique grammar, of SCF are also considered.

84 2.23 Sanskrit (Second Language)

Introduction the pronunciation. Sanskrit is one of the oldest languages The renowned Sanskrit grammarian of the world from the period of Rigved. We Panini wrote the grammar which has been can trace the development of Sanskric abknowledged and acclaimed to be the most language through g§{hVm, ~«m÷U-J«ÝW, Cn{ZfX²- scientific grammar by linguists and scientists J«ÝW, ZmQ>ç, etc. These are the salient features alike all over the world. In the article, of Sanskrit language ‘Knowledge Representation in Artificial Intelligence (AI)’ Mr. Briggs, a scientist at This should be known to the students NASA has praised Panini “a computer at the level ²of Secondary and higher scientist without any hardware”. So, the Secondary Education. This is taken into sutras of Panini may initiate the learners to account while restructuring the Sanskrit use the bomputer which is the key of Syllabi. Information and Technology era. Language is the means of effective Similarly, the origin of concepts of co- Communication all over the world. Sanskrit operation, demobraby globalization, language has great capabity to coin new environmental awareness, etc. is seen in words as per the requirement, with the help ancient vedic hymns. e. g. of about 2000 roots, 22 preffixes and ghZmddVw gh Zm¡ ^wZºw$ gh dr¶ª H$admdh¡ & innumarable suffixes. So the study of Sanskrit is essential to enrich other regional VoOpñdZmdYrV_ñVw _m {d{Ûfmdh¡& languages too. or g_mZrd AmHy${V: - Let our opinions be one Sanskrit is not only the language of and the same literature but also of sciences. g_mZm{Z öX¶m{Z d: - Let our hearts be The knowledge of various sciences like one. Ayurveda, Physibs, Chemistry, Mathematics, Aeronautics, Architecture Archaeology, g_mZ_ñVw dmo _Z: - Let our minds be one Indology, Manuscriptology, Astrology, In ancient times, when Sanskrit dramas Astronomy, Phonetics, etc, as well as Social were the only common source of Sciences like Logic, Political Science, entertainment for the entire society, Kalidas Economics and Dramatics is precisely aptly said "ZmQ>ç§ {^ÝZéMoO©Zñ` ~hþYmQ>çoH§$ g_mamYmZ_²', expressed in Sanskrit. The golden heritage in his play _mb{dH$m{¾{‘Ì in the form of these books exhibits a developed state of citizenry in respebtive The dialectic stories (fables) from the historical periods. books ‘Mahabharat’, ‘Panbhatantra’, ‘Hitopdesh’ are really very fascinating. The This is an articulary language. Each study of these stories help to develop the sound has a separate symbol. So, Sanskrit reasoning and logical thinking as well as language becomes easier to write as per interest in Sanskrit. With the help of the

85 knowledge of these stories, students can opt expressions in their mother tongue with for good career in the field of animation. the help of the knowledge of Sanskrit. N>ÝX _mÌm d¥Îm are the characteristic 4. understand simple passages in features of Sanskrit poetry. The knowledge Sanskrit of meters like AZwïw>^², Am`m© etc. help the 5. answer the questions in Sanskrit orally. students to recite the verses properly. Its 6. read and recite Sanskrit shlokas and rhythm also conveys the sentiments and the stotras fluently expressions. 7. participate in different cultural The noble charabters from ancient programmes in Sanskrit scripture like sage Agastya, sage Vasishtha, eminent scholars like Varahamihir, 8. translate the Sanskrit passage into their Aryabhatta, the king Bhagiratha etc. would mother tongue certainly provide an idol to the students. 9. know the terminology of Indian The syllabi at the Secondary level as languages such as Marathi, Hindi also well as the graduate and postgraduate levels of Maths, Science and Social Science. have been taken into consideration for the 10. enrich their Sanskrit vocaculary. sake of proper integration. A serious thought has been given to the New Educational 11. develop skills in reading aloud Sanskrit approach of Maharashtra State Board. passages fluently with proper Modern teaching aids would play an articulation, intonation, pronunciation important role in the achievement of these and understanding. objectives. 12. acquire skills in writing short The knowledge of Sanskrit promotes compositions, passages and stories the interdisciplinary studies e.g. Bhagvad 13. develop more interest in Sanskrit Gita, the world famous book is the science literature. of ‘Personality Development’, as well as 14. acquaint them with the cultural, spiritual “Stress management”. So, the study of this and moral heritage of India. book is essential in the study of Psychology, Management ect, Kautilya Arthshastra and Specific Objectives Political Science, Leelavati and Mathematics. To enable the students to Moreover, the Study of Sanskrit 1. take interest in listening Sanskrit songs, Literature helps to broaden the outlook of the hymns and Subhashitas. learners. 2. understand programmes on Radio, T.V. General Objectives 3. speak grammatically correct sentences. To enable the students to 4. read various types of literature with 1. understand the basic structure of correct pause. Sanskrit grammar. 5. use nouns, verbs, adjectives correctly. 2. speak simple sentences using proper intonation 6. write answer in correct Sanskrit. 7. translate unseen passages in Sanskrit 3. add to their vocabulary and modes of into the medium offered.

86 8. collect Subhashitas, lyrics on partibular 2) {dgJ© gpÝY subjects. E) Voice- Active, Passive, Impersonal (^mdo 9. write correct compounds, sandhis and à`moJ) verb forms. F) Participles. Std. IX 1. Past Participles (ŠV,$ ŠVdVw) 1. Prose 2. Potential passive participles About 200 lines H$_©{U {dÜ`W©H$ Ym. gm. {deofU (`, Vì`, AZr`a²) One lesson should be in the form of a letter (formal or informal) 3. Gerunds ËdmÝV, ë`~ÝV (ŠËdm, ë`n²) 2. Poetry 4. Infinitive of purpose VwÝV (VwZ²) About 120 lines. 60 lines for Recitation G) CnnX{d^{ŠV 120 H) Compounds g_mg - Aì``r^md, Û§Û, {d^{ŠV One lesson should comprise of VËnwéf following meters I) Numbers (1 to 20, 30, 40, 50, 60, 70,80, AZwïw>^², ^wO§Jà`mV, Am`m© 90, 100) 3. Rapid Reading about 60 lines. J) Composition (Prose and Poetry) 1. Answer in Sanskrit to the questions 4. Grammar based on text or - Arrange the sentences chronologically A) Nouns 2. Translation of unseen passages into ^mZw, YoZw, dYw, {nV¥, _mV¥, MÝÐ`g², n`g², _éV², the medium offered (Prose, Poetry, OJV² Drama) B) Pronouns 3. Translation of Sentences into Sanskrit gd©, AÝ`, ^dV², BX² (All genders) or - Writing a Paragraph of 5 lines C) Roots (A) in Sanskrit on a given topic The roots belonging to 1, 4, 6, 10 or Gap Story (around 10 gaps) nañ_¡nX, AmË_ZonX classes of Std. X `m (`m{V) 2 P. P. Ag² (ApñV) 2 P.P. 1. Prose H¥$. (H$amo{V, Hw$éVo) 8 U.P. About 200 lines Uses of roots with prefixes. One lesson should be in the form of Present Tense, past Tense, Imperative letter (formal or informal) mood- Potential mood. 2. Poetry D) gpÝY About 120 lines. 60 lines for Recitation 1) ñdagpÝY : JwU, d¥{Õ, Revision `U², One lesson should comprising of A`m{X following meters

87 BÝÐdO«m, CnoÝÐdO«m, Jr{V 6. Va - V‘ dmMH$ éno (Comparative and 3. Rapid Reading 60 lines. (Prose and superlative degree) Poetry) 7. Absolute Locative, g{V gá_r 4. Grammar 8. Causal à`moOH$ ({UM²) ^JdV², e{eZ², ^m{dZ², AmË_Z², 1. Nouns - 9. Numerals 1 to 20 (Cardinals and Zm_Z², amOZ², H$_©Z², dmM², {Xe² Ordinals) g§»`m VWm H«$_dmMH$ 2. Pronouns - Revision of pronouns dV©_mZ H$mbdmMH$ AXg² 10. Present Participles studied in VIII, IX Std. and YmVwgm{YV {deofU (eV¥, emZM²) 3. Roots (A) - ~«y (2 U. P.), Xm (3 U. P.), 11. ì`§OZg§Yr Amn² (5 P. P.), e¥ ( 5 P. P.), ^wO² (7 U. P.), VËnwéf g_mg, ~hþd«rhr VZ² (8 U. P.), km, J«h ( 9 U. P.), 12. Compounds – (remaining types) Present Tense, Imperfect past tense dV©_mZ H$mi (bQ>² bH$ma) àW_ ^yVH$mi (bS²>. 13. Uses of CnnX{d^{ŠV bH$ma) 5. Composition Imperative Potential 1. Answer in Sanskrit to the questions AmkmW© (bmoQ²> bH$ma) {dÜ`W© ({d{Y {bS²>.) based on text or Arrange the sentences chronologically Second future, perfect past tense 2. Translation of unseen passages into {ÛVr` ^{dî` H$mi (b¥Q>² bH$ma) namoj ^yVH$mi the medium offered (Prose, Poetry, ([bQ>² bH$ma) Drama) of the above mentioned roots 3. Translation of sentences into Sanskrit or - Writing a paragraph 4. (Denominative) Zm‘YmVy of about 5 lines in Sanskrit on a 5. pÀd ê$n, given topic or A gap story (8 gaps)

88 2.24 Sanskrit (Composite Language)

Std. IX Indeclinables 1. Gerunds (ŠËdm, ë`n²) 1. Prose 2. Infinitive of purpose Vw_ÝV (Vw_wZ²) About 150 lines G) Special uses of CnnX{d^{ŠV One lesson should be in the form of H) Compounds - g_mg - Aì``r^md, Û§Û, letter (formal or informal) VËnwéf 2. Poetry I) Composition - About 70 lines (30 lines for Recitation) 1. Answer in Sanskrit to the 3. Grammar questions based on text. 2. Arrange the sentences A) Nouns - ^mZw, YoZw, _Yw, {nV¥, _mV¥, _éV², OJV² MÝÐg², n`g² chronologibally 3. Gap Story (around 10 gaps) B) Pronouns- BX_² (In 3 genders) Std. X C) Roots 1. Prose (A) The roots belonging to 1, 4, 6, 10 classes of nañ_¡nX, About 150 lines AmË_ZonX 2. Poetry Present Tense, Imperfect About 70 lines (30 lines for Recitation) Past tense, Imperative mood, Potential mood 3. Grammar (B) Forms of `m (`m{V) 2 P. P. Ag² 1. Nouns ^JdV², e{eZ², ^m{dZ², AmË_Z², Zm_Z², amOZ², (ApñV) 2 P. P. H¥$. (H$amo{V, Hw$éVo) 8 U. P. H$_©Z², dmM², {Xe² D) Sandhis - ñdagpÝY : `U², A`m{X, {dgJ© 2. Pronouns - Revision of pronouns gpÝY studied in VIII, IX Std. E) Voice - Active, Passive, Impersonal 3. Roots (A) - (only for recognition). ~«y (2 U. P.), Xm (3 U. P.), Amn² (5 P. P.), e¥ (5 P. P.), ^wO² F) Participles - (7 U. P.), VZ² (8 U. P.), km, J«h 1. Past Participles ^yVH$mbdmMH$ ( 9 U. P.) YmVwgm{YV {deofU (ŠV$ and ŠVdVw) 4. Present Tense dV©_mZ H$mi (bQ>² bH$ma) 2. Potential Passive Participles Imperfect Past tense àW_ ^yVH$mi (`, Vì`, AZr`a²) (bS²>. bH$ma) Imperative mood AmkmW© (bmoQ²> bH$ma)

89 Potential mood {dÜ`W© ({d{Y {bS²>.) 8. Revision of Participles, studied in dV©_mZ Perfect past tense namoj ^yVH$mi - Std IX. Present Participles ({bQ²> bH$ma) H$mbdmMH$ YmVwgm{YV {deofU (eV¥, emZM²) Second future tense {ÛVr` ^{dî` H$mi 9. ì`§OZg§Yr - (b¥Q>² bH$ma) 10. Compounds – g_mg VËnwéf (All types) à`moOH$ ({UM²) 5. Causal 11. Uses of CnnX{d^ŠVr 6. Numerals 1 to 20 (Cardinals and 4. Composition Ordinals) g§»`m VWm H«$_dmMH$ 1. Answer in Sanskrit to the questions 7. Absolute Locative g{V gá_r based on text or Gap Story (around 10 gaps) or arrange the sentences chronically.

90 2.25 Pali (Second Language)

Introduction 2. read and listen to the passage with keen Pali is an ancient classical language. interest. During the period of the Lord Buddha, It was 3. take interest in the study of pali the Lingua Indica. Later Pali spread to literature. At Std. IX & X, the exphasis different parts of the world especially the far is on a classical language. East. The principles enshrined in Pali are noble and lofty. Self-upliftment (AÎm-Xrn-^d) 4. take interest in listening to blassibal is the universal message disseminated by prose and poetry in Pali. the revered Buddha. The Pali language and 5. know the meaning of the passages literature contains a lot of historical source whenever read. material which has encouraged the scholars all over the world to study further. The large 6. speak small sentences and then give a number of stupas, viharas etc. built by the speech. Emperor Ashoka, the beautiful caves at 7. know about the writers and poets in Pali Ajanta and Ellora as well as a number of and the books written by them. rock-inscriptions bear a testimony to the historical evidence this language contains. 8. know the style and beauty of Pali The tenets of Buddhism like world peace, language. universal brotherhood as ensconced in pali 9. read the dramatic passages with proper have attracted world scholars, statesmen like pronunciation and dramatisation. Albert Einstien, Vishwaratna Boddhisatva Dr. Babasaheb Ambedkar, Mr. & Mrs. Rhys 10. write and express their own thoughts Devid, Anagarik Dhammapal, Rahul through Pali. Sanskrutyayan, Dharmanand Kaushambi, 11. recite and translate the passages from Admin, Laski, Dr Surendra Adnyat, Dr. L. R. the Pali literature. Bali, Jawaharlal Nehru. Even today vipassana is extremely popular among the people. It 12. study the social, cultural, philosophical gives mental peace, which is very rare these aspects of Indian like through Pali days. The teachings of Dhammapada are literature. extremely useful to mankind. Thus the study 13. acquaint them with the spiritual and of Pali ultimately helps the multi-dimentional moral heritage of India. development of individuals, societies and nations. Objectives To enable the students to 1. know the accents and intonations of the words and to note the changes in the meanings there of.

91 Std. IX Std. X 1) Prose : JÁO - About 200 lines. 1) Prose : JÁO - About 200 lines. 2) Poetry : nÁO - About 120 lines (60 2) Poetry : nÁO - About 120 lines lines for Recitation) (60 lines for Recitation) 3) Rapid Reading - About 50 lines. 3) Rapid Reading : About 60 lines dU©, dU© n[adV©Z - 4) Grammar : Tense and 4) Grammar : Tense, Sandhi, Case, Sandhi, Nouns Pronouns. Compounds 5) General knowledge – Pabbajja, 5) General knowledge : Vihar, Chaitya, Tisaran, Chiwar, Arhant, Chariya. Stupas, Short notes on Pali books 6) Oral Skills – Listening, Loud Reading, Dhammapada. Suttanipat, Therigatha, Speaking and Conversation. Jataka, Caves- Ajantha & Ellora, 6) Oral Skills : Listening, loud reading, speaking and conversation.

92 2.21 Pali (Composite Language)

Objectives Std. IX To enable the students to 1) Prose : JÁO - About 100 lines. 1. listen carefully to passages in Pali 2) Poetry : nÁO - About 50 lines 2. know the intonations 3) Grammar : dU©, dU© n[adV©Z, H$mi, g§Yr 3. read out the subhashits loudly after the teacher’s reading 4) General knowledge – Pabbajja, Chariya, Tisaran 4. read the passages properly on their own. 5) Oral Skills – Listening, loud reading, speaking and conversation. 5. translate the passage into the mother tongue and the medium offered. Std. X 6. take interest in other extracts from Pali 1) Prose : JÁO - About 100 lines. literature 2) Poetry : nÁO - About 50 lines 7. write and express their own thoughts through Pali 3) Grammar : Tense, Sandhi, Case 8. study the Social, Cultural, philosophical 4) General Knowledge : Vihar, Chaittya, aspects, Spiritual and moral heritage Stupas, Ajantha, Ellora and Nasik of India through Pali literature (Trirashmi) Caves 5) Oral Skills : Listening, Loud Reading, Speaking and Conversation

93 2.27 Ardhamagadhi (Second Language)

Introduction 7. acquire skills in reading aloud seen and unseen passages fluently with proper Like Sanskrit, Ardhamagadhi is also articulation, intonation, pronunciation and ancient classical language. The and understanding. principles like non-violence, truth, non- thieving, etc. enshrined in Ardhamagadhi 8. develop ability to narrate experiences, have attracted the world scholars. Especially participate in debates and discussions the principles of truth and nonviolence were and express their views in correct effectively used by Mahatma Gandhi for language and in logical sequence. achieving Indian independence. The thoughts 9. develop ability to express ideas from of Lord Mahavir still guide us. They are the texts in their own language without extremely useful for mankind. Hence the study sacrificing the content. of Ardhamagadhi is essential. 10. develop skills in writing composition Objectives like essay, letters, summaries of given passages in appropriate language and To enable students to its idiom. 1. acquire fair knowledge of basic 11. make proper use of dictionary and other structure of the language and elements reference material. of grammar as per the syllabus. 12. develop interest in reading literary 2. enrich the vocabulary. passages and appreciating the beauty of language and ideas in them and 3. listen carefully and with understanding spoken passage read out to them, 13. cultivate broad human and cultural lectures talks etc. at a normal outlook through literature read by them. conversational speed. Specific objectives 4. comprehend different forms of literary To enable the students to passages (seen & unseen) in their 1. listen to Subhashit, sloks, Geets, various aspects, structures, significance carefuly development of main idea and writer’s point of view. 2. Know modern Indian Languages better 5. develop ability to take notes of lectures, 3. speak short sentences with proper prepare report and summaries of pronunciation conversations, lectures and talks with 4. read interesting stories in proper speed. Ardhamagadhi 6. acquire skills in reading aloud seen and 5. learn how to use idioms in his own unseen passages fluently with proper sentences articulation, intonation pronunciation and 6. enrich the vocabulary in Ardhamagadhi understanding. and

94 7. write a few sentences in Ardhamagadhi recitation. on any given subjebt. d. To collect old pictures and coins. Std. IX 5. Oral Skill 1. Prose 250 lines for detail study Std. X 100 lines for Rapid Reading 1. Prose 1. Length of each lesson -30 lines maximum 220 lines for detail study 2. Number of lessons 8 to 10 100 lines for Rapid Reading 2. Poetry 2. Poetry 100 lines for detail study 100 lines for detail study 1. Length of each lesson -50 to 80 lines 3. Grammar 2. Number of lessons 7 to 8 a. Tenses- Present, Past, Future 3. Grammar b. Active and Passive Voice a. Declensions of nouns and pronouns c. Numerals : From 1 to 100 Nouns : Masculine, Feminine, d. Casual forms and their usage Common Gender e. comparative and superlative b. Conjugation degrees. c. Present participles, potential/ 4. Project work Passive participles a. To visit the prominent libraries. 4. Project work b. To arrange tours to the Jain, a. To collect idioms and proverbs. Buddha and Hindu temples. b. To recite idioms and proverbs. c. To read the rock inscriptions and to visit the cave. c. To enlist the special sentences- formations and easy sentences 5. Oral/Conversational Skill so as to help conversation and Listening, Loud, Reading, Speaking and Conversation

95 2.28 Ardhamagadhi (Composite Language)

Introduction 7. acquire skill in reading silently story Like Sanskrit, Ardhamagadhi is also an books, news papers, magazines and ancient language. The principles like non- other prescribed text with proper speed violence, truth, non thieving, etc. enshrined in and understanding, Ardhamagadhi have attracted the world 8. develop ability to narrate experiences, scholars. Especially the principles of truth and participate in debates and discussions non-violence were effectively used by and express their views in correct Mahtma Gandhi achieving Indian language and in logical sequence, independence. The tenets of Lord Mahavir 9. develop ability to express ideas from still guide us. They are extremely useful for the texts in their own language without mankind. He the study of Ardhamagadhi. sabrifibing the bontent, Objectives 10. develop skills in writing composition like essays, letters, summaries of given To enable students to- passages in appropriate language and 1. acquire fair knowledge of basic its idiom, structure of the language and elements 11. make proper use of dictionary and other of grammar as per syllabus, reference material, 2. enrich the vocabulary, 12. develop interest in reading literary 3. listen carefully and with understanding passages and appreciating the beauty spoken passages read out of them, of language and ideas in them and, lectures, talks etc. at normal 13. cultivate broad human and cultural conversational speed, outlook through literature read by them. 4. comprehend different forms of literary Instruction passages (seen and unseen) in their 1. From the Ardhamagadhi syllabus of various aspects, structures, standard IX first seven prose lessons significance, development of main idea are for the complete course and writer’s point of view, 2. First five poems are taken for the 5. develop ability to take notes on lectures, complete course prepare reports and summaries of 3. Grammar as per the syllabus conversations, lectures and talks with proper speed, N. B. Text book for IX & X would be one each with Specific passages/lessons 6. acquire skills in reading aloud seen and earmarked for Entire and composite course. unseen passages fluently with proper articulation, intonation pronunciation and understanding,

96 Std. IX & X 3. Common Gender 1. Prose b. Conjugation 200 lines c. Changes of conjunct consonants in Sanskrit Length of each lesson : 30 lines maximum d. Sandhi Number of lessons : 7 4. Project Work 2. Poetry a. To collect idios one proverbs 50 lines for detail study b. To recite idios proverbs Length of each lesson : 15 to 20 lines c. to enlist the special sentence formations and some easy Number of lessons : 5 sentences so as to help 3. Grammar conversation and recite them a. Declaration of nouns and pronoun d. To collect old pictures and coins 1. Masculine Gender 5. Oral/Conversational Skill 2. Feminine Gender Listening, Loud Reading, Speaking and Conversation.

97 2.29 Persian (Second Language)

Persian Objectives Persian has a long history of its origin To enable the Students to and development. In India Persian has served 1) have acquaintance with the structure of as a court language for more than six hundred Persian language and elements of its years. During these years Persian language grammar. has produced a number of poets and writers irrespective of caste and religion from all over 2) enrich the modern vocabulary in Persian India and assimilated different thoughts. 3) speak and express their own ideas in Due to its long history of origin and modern Persian development, Persian language is regarded 4) learn by heart quotations and verses in as a classical language. But, like other Persian languages of the world Persian language has also gone through transformation and 5) understand simple passages from therefore, the literature produced in Persian Persian and appreciate linguistib from the beginning of the twentieth century beauty. onwards is classified as modern Persian. Specific Objectives The vital role whith the Persian To enable the students to language has played in India for, almost, more than six centuries has made the language, 1) be aware of the close relationship of especially in Indian perspective quite their mother tongue and regional important. Moreover, the multifaceted language on one hand and the national literature produced in India in Persian language in particular. language reflects the love and affection with 2) arouse in them active interest in Persian the poets and writers had for India. The poetry in order to get an idea of the rich of Amir Khusrav, Faizi, Abu Talib Kaleem and writings of Abul Fazal are few examples to heritage of the medieval India and its be quoted. tradition, wisdom and culture. During centuries Persian language has 3) make them aware of the close relations left vast impact on Indian languages, foods, between India and Persian speaking dresses, place names, fruits and Indian countries. culture. Thus, in medieval India Persian 4) acquaint them with the culture and language immensely helped in the growth of literary trends of classical Persian. composite culture and common heritage and in modern times Persian language is serving 5) acquire knowledge about right to as a bridge between India and Persian information and right to education. Speaking countries of the world. It is therefore 6) create interest to make use of computer, that the study of Persian language and rich internet and e-mail. literature produced in it is unavoidable at Secondary and Higher Secondary levels. 7) create awareness about the gender equality.

98 8) develop awareness of national 8) Tense (Past, Present and Future) integration and patriotism through Oral Skills Persian language. Std. X Std. IX Prose : 30 pages Text Book (Classical and modern) 50 pages of stories, dialogues, essays on Poetry : 40 couplets festivals and seasons, poetical passages and Composition letters etc (Exbluding introductory notes, 1) Story writing on a given outline or exercise and glossary etc) on a given subject in simple Prose : 30 pages Persian. Poetry : 60 to 70 couplets (Recitation of 3) Translation of simple passages 20 verses and Reading of the from Persian into the language of text) instrubtion. Composition : 4) Essay of 7 to 10 simple sentences 1) Revision of the Alphabet and in Persian on familiar subject. sentence making done in std VIII. 5) Explanation of textual passages 2) Written work in the form of simple (Prose and Poetical) sentences on familiar objects. 6) Precis writing based on the text 3) Translation of words, phrases and 7) Simple letter writing to friends, simple sentences from language of relatives or parents instructions like English, Urdu, Marathi, Gujarati or Hindi into Grammar Persian. 1) Revision of grammar done in Std. 4) Translation and explanation of IX prose Passages and poetical 2) Adverb portion from the text into the language of instruction. 3) Infinitive and Imperative from the text book 5) Introduction of simple dialogue in Persian. 4) Voices Grammar : 5) Gender 1) Revision of grammar done in Std 6) Kinds of Past, Present and future VIII 7) Numeral 2) Parts of speech 8) Conjunction 3) Kinds of Noun 9) Figures of speech, Tashbeeh, 4) Adjectives Isteyara, Talmeeh and mubalegha 5) Pronoun Oral Skills 6) Verb 7) Conjunction

99 2.30 Persian (Composite Language)

Std. IX Composition Prose : 25 pages 1) Story writing on a given outline or Poetry : 35 couplets on a given subject in simple Persian Composition : 2) Translation of simple passages from Persian into the language of 1) Revision of Alphabet done in std instruction VIII. 3) Essay of 7 to 10 simple sentences 2) Written work in the form of simple in Persian on familiar subject sentences on familiar subjects. 4) Explanation of textual passages 3) Translation of simple Persian words (Prose and Poetical) and phrases into the medium of instruction. 5) Precis writing based on the text 4) Translation and explanation of 6) Simple letter writing to friends, prose passages and poetical relatives or parents portion from the text into the Grammar : language of instruction. 1) Revision of grammar done in Std. 5) Introduction of simple dialogue in IX Persian. 2) Adverb Grammar 3) Infinitive and Imperative from the text 1) Revision of grammar done in Std book VIII 4) Voices 2) Part of speech 5) Gender 3) Kinds of Noun 6) Numeral 4) Adjectives 5) Pronoun 7) Conjunction 6) Verb Oral Skills 7) Conjunction 8) Tense (Past, Present, Future) Oral Skills Std. X Prose : 30 pages Poetry : 40 couplets

100 2.31 Arabic (Second Language)

Introduction Std. IX & X Arabic is regarded as a classibal Objectives language. It is only because of a long history To enable the students to of its origin and rich literature whith the language possesses. But, like other 1. have a fair acquaintance with the languages of the world, Arabic, through the structure of the of Arabic language and ages, has also gone into transformation and elements of its grammar. has produced modern literature. 2. enrich the vocabulary and the expression of the mother tongue with Due to close contacts between India the help of Arabic knowledge. and Arabic speaking countries in various fields especially in the field of trade, gradually 3. speak and express their own ideas in modern Arabic. Arabic language left a great impabt on Indian languages and culture. 4. learn by heart quotations, verses in Arabic for gainful pleasure and During medieval India Arabic was given enlightenment. very high regards in India and the language 5. understand simple passages from produced vast literature. Arabic & appreciate their linguistib The influence of the Arabic language is beauty. not only confined to the Indian languages and Specific Objectives culture but its impact can be seen in other To enable the students to areas also. And this very impact of the language helped in emergence of a common 1. Develop close relationship of Arabic Indian heritage and culture. with their mother tongue and regional language on the one hand, also with On one hand the classical literature of the national language in particular. the language helps a student of Arabic 2. arouse in them active interest in Arabic language in learning morale and ethics which in order to get an idea of the great are essential for survival of mankind in the heritage of the anbient and medieval era of globalization, on the other hand the India and its tradition, wisdom and modern Arabic language is regarded as a culture. link language between India and Arabic 3. make them aware of the contacts of speaking world. India, which it had with Middle East To learn morale and ethics and to Arab countries. preserve common heritage and culture whith 4. acquaint them with the culture and the Arabic language has left, keeping in mind literary trends of ancient Arabia and the importance of Arabic as a link language modern Arab world. between India and Arabic speaking countries 5. provide opportunities to Indian students in modern times, the interest in learning the to visit foreign culture houses, language is day by day increasing. consulates and embassies.

101 6. have thorough knowledge of right to saheehah) (Maroof-wa-majhool) education, right to information. i) Adjective 7. acquire ability to make use of computer, Oral Skills internet, on line education etc. Std. X 8. develop awareness of adverse effects of alcohol. Text-Book (Classical and Modern) 9. develop awareness of gender equality. 60 pages. 10. develop awareness of national Literary, biographibal, descriptive integration and patriotism through conversational and historical excerpts Arabic language. (excluding introductory notes exercises and Std. IX glossary etc.). Text-Book (Classibal and Modern) 50 pages Prose : 40 pages of stories, dialogue anecdotes and Poetry : 50 couplets biographibal sketches (excluding introdubtory Composition notes exercises, glossary etc.). a) Translation of simple Arabic Prose : 40 pages sentences into the language of Poetry : 40 verses instruction Composition b) An essay of 10 lines on familiar objects a) Revision of Alphabet, basic structure of sentences done in Std. c) Translation and explanation of VIII passages Prose and Poetry from the Texts b) Composition of sentences on familiar objects. d) Answering the questions of general nature in Arabic and conversational c) Translation from Arabic into the Practice language of instruction. e) Paragraph writing in Arabic on d) Paragraph writing on given theme/ common topics topics in about ten sentences. Grammar e) Introduction and practice of Simple dialogue in Arabic. a) Numerals in figures and in words from 1 to 100 Grammar b) Nouns, active participles and passive a) Numerals (21 to 50 in figures and particbiples of Thalathi Mazeed in words) verbs b) Definite article ‘The’ c) Broken plurals c) The Sun letters and the moon d) Conjugation of verb, Active voice letters. and Passive voice (Mu’tallah verbs) d) Nouns, active participle and passive e) Imperatives and Prohibitives participle of Tri lettered verbs. f) Types of sentences (affirmative, e) Pronoun, Personal, Possesive. negative, interrogative) f) Gender Oral Skills g) The singular, the dual and the sound plural (masculine and feminine) h) The verb and the Tenses (Afaal-e-

102 2.32 Arabic (Composite Language)

Std. IX Std. X Text Book (Classical and modern) 30 pages Text Book (Classical and modern) 30 pages of prose and poetry (excluding notes, of prose and poetry (excluding notes, exercises and glossary etc.). exercises and glossary etc.). Prose Prose 25 pages of modern/blassibal prose, dialogues anecdotes and biographibal 25 pages of modern-/classical prose, sketbhes. dialogues anecdotes and biographical Poetry : 15 couplets (Classical) sketches etc. Recitation of 5 to 10 verses/lines/one Poetry : 15 couplets (Classical) story from the text-book. (Recitation of 5 to 10 verses/lines of a Composition story from the text-book) a) Revision of Alphabet basic structure Composition of sentences done in Std. VIII a) Translation of Prose and Poetry b) Reading and writing of simple from Arabic into language of Arabic text with the teacher’s help instruction c) Introduction of simple dialogues in Arabic. b) Translation of simple sentences (seen vocabulary) from language of d) Translation of Arabic-Text into the the instructions into Arabic language of instruction. c) Introduction of simple dialogues in Grammar Arabic a) Revision of Grammar done in Std. VIII Grammar b) Arabic numerals in figures and in a) Pronouns words from 1 to 20 b) Adjectives and Possessive c) Nouns active Participles and compound Passive Partibiples of trilateral verbs c) Verbs with conjugation d) Pronouns - Personal, demonstrative d) Numerals figures from 1 to 100 and and Possessive in words from 1 to 50 e) Number and Gender in Arabic e) Imperative and Prohibitive f) Adjective Oral Skills g) Possessive compound h) Verbs in Arabic-conjugation of perfect and imperfect verbs Oral Skills

103 2.33 Avesta (Second Language)

Introduction 7. make a proper use of dictionaries and Avesta is one of the ancient Iranian other reference books, and languages in whith the oldest Zoroastrian 8. cultivate a broad, human and cultural scriptures are composed while Pahlavi is one outlook expressed through the literature of the Middle - Iranian languages in which read by them. later Zoroastrian religious writings are Std. IX composed. 1. Text - book Avesta and Pahlavi have great religious significance for the Parsis who immensely 20 pages of Reading - Writing - contributed to enrich Indian culture and Translation civilization. The Zoroastrian scriptures are Havana - Gah - transliteration - written in Avesta and Pahlavi and their study Translation - Explanation - Grammar will provide opportunities to understand this ancbient religion in its true perspective. (Reference : Avesta Grammar by K.S. However, very little change can be perceived Kanga and Avesta Text for University in their present syllabus as their reach and Students I. published by The Trustees scope is very much limited. of the Parsi Panchayat, Bombay, 1954) Objectives 2. Composition To enable students to Translation of simple sentences from 1. acquire knowledge of the basic Avesta into English and English into structure of the language and the Avesta. elements of grammar arising out of the 3. Grammar Text. Alphabet with transbription, Sindhi Guna 2. enrich the vocabulary and diction of the and Vridhhi, Roots and Formation of language. Nouns Degree of Adjectives, General 3. comprehend stories and literary Case Terminations. Declensions of passages from the Text as well as Nouns and Adjectives, 10 Classes of outside the text. Verbs, Conjugations and Non- Conjugational Tenses and Moods. 4. develop ability to take notes on lectures and talks relevant to the subject. 4. Oral/Conversational Skill. 5. acquire skill in reading seen and unseen Std. X passages with proper articulation, 1. Text - book pronunciations. Rapithwin gah and Atash - Niyayishn 6. acquire skill in writing passages in the including poetic stanzas from Yasna 33. language with correct spelling and 12-14 and 34.4 - Transliteration - Punctuation. Translation - Explanation - Grammar.

104 (Reference : Avesta Grammar by K. S. 3. Grammar Kanga and Avesta Text for University Revision of grammar portion studied Students I. published by The Trustees into Standard IX. of the Parsi Panchayat, Bombay, 1954) Numeral - Pronouns - Participles 2. Composition Derivative Verbs - Prepositions - Translation of simple sentences from Prefixes and Suffixes - Adverbs. Avesta into English and English into 4. Oral/Conversational Skill Avesta.

105 2.34 Pahlavi (Second Language)

Introduction Std. IX Avesta is one of the ancient Iranian 1. Text - book languages in which the oldest Zoroastrian 20 pages of Reading - Writing - scriptures are composed while Pahlavi is one Translation of the Middle - Iranian languages in which later Zoroastrian religious writings are The Pahlave Karnamagei Artaxir composed. papakan by D.P. Sanjana, Bombay, 1896. - Chapter I. Avesta and Pahlavi have great religious signifibance for the Parsis who immensely 2. Composition contributed to enrich Indian culture and Translation of simple sentences from civilization. The Zoroastrian scriptures are Pahlavi into English and English into written in Avesta and Pahlavi and their study Pahlavi. will provide opportunities to understand this 3. Grammar ancient religion in its true perspective. Alphabet with transcription, joining of However, very little change can be perceived letters - Nouns - Pronouns - Adjectives in their present syllabus as their reach and - Prepositions - Prefixes and Suffixes - scope is very much limited. Verbs (Perteritc and Present.) Objectives 4. Oral/Conversational Skill To enable students to - Std. X 1. acquire knowledge of the basic 1. Text - book structure of the language and the elements of grammar arising out of the The Pahlavi Karnamagei Artaxir Text. papakan by D. P. Sanjana, Bombay, 1896. - Chapters 2.4. 2. enrich the vocabulary and diction of the language. (Reference : A Middle-Persian Grammar by C. Salimann translated 3. comprehend stories and literary from German by L. BOGDANOV, passages from the Text as well as outside the text. Bombay, 1930) 4. develop ability to take notes on lectures 2. Composition and talks relevant to the subject. Translation of simple sentences from 5. acquire skill in reading seen and unseen Pahlavi into English and Pahlavi into passages with proper articulation, Avesta. pronunciations. 3. Grammar 6. acquire skill in writing passages in the Revision of grammar portion studied language with correct spelling and into Standard IX. Cardinal and Ordinal Punctuation. Numerals - Ideograms with Iranian 7. make a proper use of dictionaries and equivalents. other reference books, and cultivate a 4. Oral/Conversational Skill board, human and cultural outlook expressed through the literature read by them.

106 Modern Foreign Languages 2.35 French (Second Language)

Introduction Objectives The world of the 21st bentury has shrunk The major Objectives of teaching to become a global village and the individual, foreign language is to make students aware a global citizen, Interdependence amongst of a foreign culture and its people in order to nations is an inevitable fact and exposure to promote international understanding and foreign cultures the need of the hour in order harmony by acquiring the necessary to promote international understanding and communication skills in the foreign language. co-operation. General Objectives Given the scenario, the knowledge of a To enable the students to foreign language becomes a handy tool for communication. The study of a foreign 1. acquire basic knowledge of the language by itself or coupled with other vocaculary and grammatical structures specialization viz. pure sciences, in the foreign language. engineering, commerce, 2. understand the foreign language as it social sciences etc. is a major asset is spoken. for any individual. Besides offering myriad 3. speak the foreign language with job opportunities in traditional areas like confidence in simple day to day industry, trade and commerce, foreign and situations. tourism, binema, sports and cultural 4. comprehend simple written texts. exchanges. 5. write in simple and reasonable correct At a more personal level, the study of a sentences in the foreign language. foreign language provides the individual an unique opportunity to look at the world beyond 6. acquire the necessary communication his, to learn about other cultures even as he skills which may require for day to day presents his own to others. In the process, social interaction. he imbibes the good points from other 7. develop his/her personality and self- cultures and introspects on his own, thus confidence by inculcating a sense of enhancing the learning process. Above all, universal values like punctuality,, the study of a foreign language and the cleanliness and respect for law and civilization of its people give the young mind order. an opportunity to dream. Specific Objectives “I do not want my house to be walled in on all sides and my windows to be stuffed. I Listening skills want cultures of all lands to be blown about To enable the students to my house as freely as possible. But refuse 1. distinguish sounds of the foreign to be blown off my feet by any.” - M. K. language. Gandhi. 2. listen for a global understanding so as

107 to able to give main points. 4. read silently, with reasonable speed 3. take dictation in a foreign language. depending on the text. 5. read text silently for overall 4. understand conversations in simple, understanding (skimming) and for familiar, day to day situations. finding & Specific information. 5. listen to and understand a telephonic 6. deduce the meaning of words, phrases bonversation. with the help of context. 6. understand the nuanbes bonveyed 7. read notices, advertisements, news through stress and intonation. headlines & road signs etc. Speaking Skills 8. learn to club or group sentences into To enable the students to - appropriate sense groups/grammatical 1. Pronounce words correctly, in the groups. foreign language. 9. learn to use a dictionary and reference material. 2. make meaningful use of words, phrases and sentences in context. 10. ultimately to read for pleasure and knowledge. 3. produce simple statements, questions, commands and requests. Writing Skill 4. express his/her ideas coherently and To enable the student to logically in simple sentences. 1. master the art of writing including the 5. orally answer questions set on simple use of Punctuation marks, capital letters texts. and spellings 6. narrate personal experiences incidents, 2. write grammatically acceptable and and stories in brief. situationally appropriate forms of the foreign language. 7. describe a situation or to describe a picture. 3. write answers to question based on the text or reading material as well as 8. converse appropriately in formal and personal response questions. informal contexts. 4. frame statements, questions, 9. sing songs in the foreign language. commands and requests for their Reading Skills appropriate use in different contexts. To enable the students to 5. develop a paragraph on a given subject taking into account coherence, logical 1. read aloud, with correct pronunciations, sequences and connective devices. stress and intonation. 6. write informal letters, e-mails with the 2. read aloud, at an appropriate pace and help of given points. with pauses, showing awareness of Punctuation. 7. write essays, compositions with the help of guidelines. 3. read aloud seen short texts and poems with appropriate rhythm. 8. describe a situation and events with the help of given guidelines.

108 9. fill up registration/application forms in Immediate Future French. Recent Past Weightage to be given to the different skills Partitive Articles in Std. IX & X (d) Adjectives-Qualifying, Numerical, 1. Reading and Comprehension Skills Demonstrative and Possessive 30% (e) Pronouns-Subject 2. Writing Skill 30% (f) Nouns 3. Translation Skill 20% Std. X 4. Oral Skill 20% Course Book : PANORAMA (Includes listening comprehension writing as in dictation, reading & speaking skills) 1. Prose Std. IX Lessons 9 - 16 (Up to page 153) Course book : PANORAMA 2. Grammar 1. Prose Revisions of grammar done in Std.IX Lessons 1-8 pages 76 a) Verbs Future Tense 2. Grammar b) Adjectives : Qualifying, Interrogative, Comparative and (a) Articles : Indefinite, Definite, Superlative Degree Demonstrative, Partitive Possessive (b) Prepositions c) Pronouns - Direct, Indirect Object, (b) Verbs: Regular and Irregular Emphatic, Relative, Demonstrative, Indefinite, En, Y. Reflexive and Non-Reflexive d) Adverbs Tenses : Present, Perfect (Passe Compose), Imperfect

109 2.36 French (Composite Language)

Introduction vocabulary and grammatical structures The world in the 21st Century has in the foreign language. become a global village. Young Indian 2. understand the foreign language as it professionals are fanning out across the is spoken. globe for taking up assignments in different 3. comprehend simple written texts. fields, be it finance, engineering or research in pure sciences. Whereas, earlier on the 4. write in simple and reasonable correct exodus was mainly to the UK and the USA, sentences in the foreign language. today, south America, Europe, Japan, China 5. acquire the necessary communication and the Far-East are also popular skill which they may require for day to destinations. Today, even those who do not day social interaction. venture overseas need to know a foreign 6. develop his/her personality and self- language in view of the lucrative jobs confidence by inculcating a sense of opportunities offered by Call centers and universal values like punctuality,, BPO’s. In this context, the role of foreign cleanliness and respect for law and languages for the purpose of communication order. cannot be overemphasized. The learning of foreign languages therefore assumes great Specific Objectives importance. What better way than to ‘catch Listening Skills them young’ as is being done in the case of English language teaching. Exposure of To enable the student to foreign languages at an early age helps the 1. distinguish sounds of the foreign student develop an understanding of a language. foreign culture, the good points of which can 2. take dictation of words in a foreign be adapted and inculcated in one’s own life language. and approach to problems. It helps the youngster to reappraise his/her own 3. follow simple texts read aloud so as to perspectives in the global context. Learning answer simple questions set on them. of a foreign language at an early age 4. understand conversation in simple, facilitates the acquisition of language skills familiar, situations. e.g. students pick up the right accent at an early age with minimal interferenbe from the 5. listen and understand simple pre- mother tongue. recorded cassettes. Objectives Speaking Skills To enable the students to To enable the student to 1. acquire a basic knowledge of the 1. pronounce words correctly in the foreign language.

110 2. make meaningful use of words, phrases important in language learning. Learners and sentences in context. need to understand meanings of words with 3. produce simple statements, questions, the help of context and to express themselves commands and requests. in that language. The textbooks and other material will offer necessary guidance in this 4. express his/her ideas coherently and regard. Learners should be taught situation logically in simple sentences. based vocabulary so that they can learn and 5. answer oral questions set on simple apply it in real life situations. texts. Weightage to be given to the different 6. sing songs in the foreign language. aspects of the syllabus in Std. IX & X (Composite) Reading Skills 1. Writing Skill 30% To enable the students to 2. Translation Skill 10% 1. read aloud with correct pronunciation, stress and intonation. 3. Grammar and Vocabulary 40% 2. read aloud at appropriate pace and with 4. Oral Skills 20% appropriate pauses showing Std. IX awareness of punctuation. Course Book 3. read aloud short texts, poems with appropriate rhythm. ``Le Francais, c'ets un Atout!'' 4. read silently with reasonable speed, 1. Prose depending on the text. Approximately 82 Pages 5. learn to use dictionary & reference 2. Composition material. (a) Translation from French into English Writing Skills (b) Short, guided essay of 10 lines To enable the students to 3. Grammar 1. master the mechanics of writing (a) Nouns- Plural and Feminine including the use of punctuation marks, capital letters and spellings. (b) Pronouns- Identify direct object 2. write grammatically acceptable and Replace direct Object situationally appropriate forms of Emphatic Pronouns English. (c) Adjective - Interrogative 3. write answer to questions on textual/non (d) Verb - Regular, Irregular, Reflexive textual reading material. (e) Prepositions 4. frame statements, questions, commands and requests for their (f) Tenses - Immediate Future, Recent appropriate use in different contexts. Past, Perfect (Pass Compose) Vocabulary (g) Degree of Comparison - Comparative and Superlative Development of vocabulary is

111 Note : Any other grammar that may occur in (b) Pronouns - Identity indirect object the prescribed text book. Replace indirect objects Std. X (c) Verbs - regular and Irregular Course Book : yet to be written (d) Tenses - Revision of IX Std. 1. Prose Present, Immediate Future, Recent, Approximately 82 pages Past. Perfect (Pass Compose with "avoi of irregular verbs only) 2. Compositions Perfect : (Passe compose with 'etre (a) Translation of French into English except reffexive verbs) (b) Short guided essay of 10 lines or (e) Expression of negative informal letter writing of 10 lines. Note : Any other grammar the may occur in 3. Grammar the prescribed text book. Revision of grammar in Std. IX (a) Nouns - Plural and Feminine.

112

2.37 German (Second Language)

Introduction Objectives The world of the 21st century has shrunk The major Objective of teaching a to become a ‘global village’ and the foreign language is to make students aware individual, a ‘global citizen.’ Interdependence of a foreign culture and its people in order to amongst nations is an inevitable fact and promote international understanding and exposure to foreign cultures the need of the harmony by acquiring the necessary hour, in order to promote international communication skills in the foreign language. understanding and co-operation. To enable the students to Given this scenario, the knowledge of 1. acquire a basic knowledge of the a foreign language bebomes a handy tool vocabulary and grammatical structures for communication. The study of a foreign in the foreign language. language by itself or coupled with other specializations viz. pure sciences, 2. understand the foreign language as it engineering, commerce, social sciences etc, is spoken. is a major asset for any individual. Besides 3. speak the foreign language with offering myriad job opportunities in traditional confidence in simple day to day areas like industry, trade and commerce, situations. foreign services, journalism, etc. it opens new 4. comprehend simple written texts. vistas in the areas of travel and tourism, cinema, sports and cultural exchanges. 5. write in simple reasonably correct sentences in the foreign language. At a more personal level, the study of a foreign language provides the individual an 6. acquire the necessary communication unique opportunity to look at the world beyond skills which they may require for day to his/her, to learn about other cultures even as day social interaction. he/she presents his/her own to others. In the 7. develop his/her personality and self- process, he/she imbibes the good points confidence by inculcating a sense of from other cultures and introspects on his/ universal values like punctuality,, her own, thus enhancing the learning process. cleanliness and respect for law and order. Above all, the study of a foreign language and the civilization of its people give the 8. read, analyse and translate simple young mind an opportunity to dream. research texts. “I do not want my house to be walled in Specific Objectives on all sides and my windows to be stuffed. I Listening Skills want bultures of all lands to be blown about To enable the students to my house as freely as possible. But refuse to be blown off my feet by any.” - M. K. 1. distinguish sounds of the foreign Gandhi. language.

113 2. maintain his/her attention for a 2. read aloud, at an appropriate pace and reasonable length of time. with pauses, showing awareness of 3. listen for global understanding so as to Punctuation. be able to identify main points. 3. read aloud, short texts, poems with 4. take dictation in a foreign language. appropriate rhythm. 5. follow simple texts, read aloud so as to 4. read silently with reasonable speed answer simple questions set on them. depending on the text. 6. understand conversation in simple, 5. read texts silently for overall familiar day to day situations. understanding (skimming) and for finding Specific information. 7. listen to and understand simple texts on the Cassette/CD. 6. deduce the meaning of words, phrases 8. listen to and understand a telephonic with the help of the context. conversation. 7. read notices, advertisements, news 9. understand the nuances conveyed headlines and road signs etc. through stress and intonation. 8. learn to club or group sentences into Speaking Skills appropriate sense groups/grammatical groups. To enable the students to 9. learn to use a dictionary and reference 1. pronounce words correctly in the foreign material. language. 10. and finally to be able to read for 2. make meaningful use of words, phrases pleasure, knowledge or research. and sentences in context. Writing Skills 3. produce simple statements, questions, commands and requests. To enable the students to 4. express his/her ideas coherently and 1. master the art of writing including the logically in simple sentences. use of Punctuation marks, capital letters 5. answer questions on simple texts orally. and spellings. 6. narrate personal experiences, incidents 2. write grammatically acceptable and and stories in brief. situationally appropriate forms of the foreign language. 7. describe a situation or to describe a picture. 3. write answers to questions based on the texts or reading material as well as 8. converse appropriately in formal and to personal response questions. informal contexts. 4. frame statements, questions, 9. sing songs in the foreign language. commands and requests for their Reading Skills appropriate use in different contexts. To enable the students to 5. develop a paragraph on a given subject 1. read aloud, with correct pronunciation, taking into abbount boherence, logical stress and intonation. sequence and connective devices.

114 6. write informal letters with the help of Note : in addition to this, grammar based given points. on the prescribed texts. 7. develop a story with the help of given 3. Oral/Conversational Skill outlines/ points. Std.X 8. write essays, compositions with the help of guidelines. Course Book : Lernziel Lesson 8 to 15 9. describe a situation and events with the of given guidelines. 1. Prose 10. write a short conversation with the help 60 pages (approximately) of given guidelines. 2. Items of Grammar and Syntax 11. answer questions based on charts, a. Articles : Definite and indefinite timetables, maps etc. b. Prepositions : Governing 12. fill up registration/ application form in a accusative, dative and governing foreign language. both Std. IX c. Verbs Course Book- Lernziel i. Auxiliary Modal Verbs Lessons from 1 to 7 ii. Weak, strong, mixed verbs iii. Simple and compound verbs 1. Prose iv. Impersonal verbs about 60 pages d. Adjectives : Qualitative, Numerical, 2. Items of Grammar and Syntax Demonstrative and Possessive (a) Artibles : Indefinite, Definite e. Pronoun : Nominative, Accusative (b) Prepositions and Dative (c) Verbs f. Simple and compound sentence (i) Regular and Irregular g. Tenses : Present, Perfect, Past tense (ii) Reflexive and Non-Reflexive h. Cases : Accusative, Dative and (iii) auxiliary verbs Genitive (d) Adjectives- Qualitative, Numerical, Note : In addition to this grammar based on Demonstrative and Possessive the prescribed texts. (e) Pronouns - nominative, accusative 3. Oral/Conversational Skills and dative (f) Tenses : Present, Perfect.

115 2.38 German (Composite Language)

Std. IX Std. X Course Book All grammar item covered in Std. IX 1. Verbs 1. Verbs : Conjugation of verbs a. Regular verbs i. Regular verbs b. Auxiliary verbs ii. Auxiliary verbs c. Weak, strong, mixed verbs iii. Weak, strong, mixed verbs 2. Nouns iv. Compound verbs both separable a. Cases : Nominative, Accusative, and inseparable verbs Dative v. Reflexive Verbs b. Declension of personal pronouns : 2. Present Perfect Tense in three bases (Nominative, 3. Prepositions : Governing, Accusative, Accbusative, and Dative). Dative c. Imperative mood 4. Cases : Nominative, Accusative, Dative 3. Prepositions and Genitive a. Governing accusative only 5. Degrees b. Governing dative only Note : Any other Grammar that may occur in the prescribed textbook. c. Governing sometimes accusative & sometimes dative 4. Past Tense (Sein and haben)

116 2.39 Russian (Second Language)

Introduction harmony by abquiring the necessary The world in the 21st Century has communication skills in foreign language. bebome a global village. Young Indian To enable the students to professionals are fanning out across the 1. acquire basic knowledge of the globe for taking up assignments in different vocabulary & grammatical structures in fields, be it finance, engineering or research the foreign language. in pure cbiences. Whereas, earlier the exodus was mainly to the UK and the USA, 2. understand the foreign language as it today, South Ameriba, Europe, Japan, China is spoken. and the Far-East are also popular 3. speak the foreign language with destinations. Today, even those who do not confidence in simple day to day venture overseas need to know a foreign situations. language in view of the lucrative jobs 4. comprehend simple written texts opportunities offered by Call centers and BPOs. In the context, the role of foreign 5. write simple reasonably correct languages for the purpose of communication sentences in the foreign language cannot be overemphasized. The learning of 6. acquire the necessary communication foreign languages therefore assumes great skills which they may require for day to importance. What better way than to “Catch day social interaction. them young” as is being done in the base of English language teaching. Exposure to 7. develop his/her personality & self foreign languages at an early age helps the confidence by inculcating a sense of student develop an understanding of a universal values like punctuality,, foreign culture, the good points of which can cleanliness & respect for law & order. be adapted and inculcated in one’s own life Specific Objectives and approach to problems. It helps the Listening Skills youngster to reappraise his/her own perspectives in the global context. Learning To enable the students to of a foreign language at an early age 1. distinguish sounds of the foreign facilitates the acquisition of language skills language. e.g. students pick up the right accent at an early age with minimal interference from the 2. maintain his/her attention for a mother tongue. reasonable length of time. Objectives 3. take dictation in a foreign language. The major Objective of teaching a 4. follow simple texts, read aloud so as to foreign language is to make students aware answer simple questions set on them. of a foreign culture & its people in order to 5. understand conversation in simple, promote international understanding & familiar day to day situations.

117 6. listen to and understand simple texts 7. Learn to club or group sentences into on the Cassette/CD. appropriate sense groups/grammatical groups. 7. understand the nuances conveyed through stress and intonation. 8. Learn to use a dictionary and reference material. Speaking Skills Writing Skills To enable the students to To enable the students to 1. Pronounce words correctly in the foreign language. 1. master the art of writing including the use of Punctuation marks, capital letters 2. Make meaningful use of words, phrases and spellings. and sentences in context. 2. write grammatically acceptable and 3. Produce simple statements, questions, situationally appropriate forms of the commands and requests. foreign language. 4. Express his/her ideas coherently and 3. write answers to questions based on logically in simple sentences. the texts or reading material as well as 5. Answer questions on simple texts orally. to personal response questions. 6. Narrate personal experiences, incidents 4. frame statements, questions, and stories in brief. commands and requests for their appropriate use in different contexts. 7. Desbribe a situation or to describe a 5. develop a paragraph on a given subject picture. taking into account coherence, logical 8. Converse appropriately in formal and sequence and connective devices. informal contexts. 6. write informal letters with the help of a Reading Skills given points. To enable the students to 7. develop a story with the help of given outlines/points. 1. Read aloud, with correct pronunciation, stress and intonation. 8. write essays, compositions with the help of guidelines. 2. Read aloud, at an appropriate pace and with pauses, showing awareness 9. describe a situation and events with the of Punctuation. of given guidelines. 3. Read aloud, short texts, poems with 10. answer questions based on charts, appropriate rhythm. timetables, maps, etc. 4. Read silently with reasonable speed Std. IX depending on the text. Text : Pages 50 5. Read texts silently for overall 1. Revision of covered topics. understanding (skimming) and for 2. Imperative mood and demonstrative finding Specific information. pronouns. 6. Read notices, advertisements, news 3. Declension of noun in the headlines, road signs etc. Prepositional (Singular and Plural)

118 and Accusative base (singular, 3. Verbs on motion - idti and yekhat. plural with and without preposition) 4. Formation of adjectives from nouns. 4. Past tense of verbs. 5. Reflexive verbs. 5. Reflexive verbs. 6. Use of conjunctions Kotoriy, Yesli 6. Adjectives in Nominative base and in the subordinate clause and use their composition with adverb. of word. Recommended text book ‘Russian’ Recommended text book ‘Russian’ by V. by V. N. Wagner and Y. G. Ovsienko. N. Wagner and Y. G. Ovsienko. 7. Oral/Conversational skill. Oral/Conversational skill. Std. X Text : Pages 50 1. Revision of covered topics. 2. Aspect of verbs.

119 2.40 Russian (Composite Language)

Introduction To enable the students to – The world in the 21” Century has 1. acquire basic knowledge of the become a global village. Young Indian vocabulary & grammatical structures in Professionals are fanning out across the the foreign language. globe for taking up assignments in different 2. understand the foreign language as it fields, be it, finance, engineering or research is spoken. in pure sciences. Whereas, earlier the 3. speak the foreign language with exodus was mainly x to the U.K. and USA, confidence in simple day to day today South America, Europe, Japan, China situations. and Far-East are also popular destinations. In this context, the role of foreign languages 4. comprehend simple written texts for the purpose of communication cannot be 5. write simple reasonably correct overemphasized. The learning of foreign sentences in the foreign language languages therefore assumes great 6. acquire the necessary communication importance. What better way than to ‘Catch skills which they may require for day to them young’ as is being done in the case of day social interaction. English language teaching. Exposure to 7. develop his/ her personality & self foreign languages at an early age helps confidence by inculcating a sense of students develop an understanding of foreign universal values like punctuality, culture, the good points of which can be cleanliness & respect for law & order. adopted and inculcated in one’s own life and Specific Objectives one’s approach to problems. It helps the youngster to reappraise his/her own Listening Skills perspectives in the global context. Learning To enable the students to- of a foreign language at an early age 1. distinguish sounds of the foreign facilitates the acquisition of language skills language. e.g. students pickup the right accent at an early age with minimal interference from the 2. maintain his/her attention for a mother tongue. reasonable length of time.166 Objectives 3. take dictation in a foreign language. The major objective of teaching foreign 4. follow simple texts, read aloud so as to answer simple questions set on them. language is to make students aware of a foreign culture and it people in order to 5. understand conversation in simple, promote international understanding and familiar day to day situations. harmony by acquiring the necessary 6. listen to and understand simple texts communication skills in the foreign language. on the cassette/CD.

120 7. understand the nuances conveyed 8. Learn to use a dictionary and reference through stress and intonation. material. Speaking Skills Writing Skills To enable the students to- To enable the students to- 1. Pronounce words correctly in the foreign 1. master the art of writing including the language. use of punctuation marks, capital letters and spellings. 2. Make meaningful use of words, phrases and sentences in context. 2. write grammatically acceptable and situationally appropriate forms of the 3. Produce simple statements, questions, foreign language. commands and requests. 3. write answers to questions based on 4. Express his/her ideas coherently and the texts or reading material as well as logically in simple sentences. to personal response questions. 5. Answer questions on simple texts orally. 4. frame statements, questions, 6. Narrate personal experiences, incidents commands and requests for their and stories in brief. appropriate use in different contexts. 7. Describe a situation or to describe a 5. develop a paragraph on a given subject picture. taking into account coherence, logical sequence and connective devices. 8. Converse appropriately in formal and 6. write informal letters with the help of a informal contexts. given points. Reading Skills 7. develop a story with the help of given To enable the students to- outlines/ points. 1. Read aloud, with correct pronunciation, 8. write essays, compositions with the help stress and intonation. of guidelines. 2. Read aloud, at an appropriate pace 9. describe a situation and events with the and with pauses, showing awareness of given guidelines. of punctuation. 10. write a short note conversation with the 3. Read aloud, short texts, poems with help of given guidelines. appropriate rhythm. 11. answer questions based on charts, 4. Read silently with reasonable speed timetables, maps etc. depending on the text. Std. IX 5. Read texts silently for overall 1. Introduction to Russian sounds and understanding (skimming) and for letters. finding specific information. 2. Word stress in Russian language. 6. Read notices, advertisements, news 3. Reduction of vowels. headlines, road signs etc. 4. Voicing and Devoicing of consonants. 7. Learn to club or group sentences into appropriate sense groups/ grammatical 5. Nouns in Russian Language. groups. 6. Gender of Nouns

121 7. Plural Nouns 3. Recitation of poems 8. Conjugation of verbs in the Present 4. Recitation of poems Tense. 5. Collection of new spaper articles related 9. Pronouns: Personal, Possessive, to the country- continent Demonstrative. 6. Information from various sources (about 10. Exerecise and Tests on topic covered. the language) countries in which the Recommended text books- Russian by language is spoken. V.N.Wagner. U.G.O.vsinko 7. Visits- factories (collboration) Lessons No. 1 to 10 Institutes - Max Mueller Bhavan Oral/Conversational Skill Alliance Francaise Std. X M.E.L. department University of Pune 1. Revision of Topics covered in Std. IX. (Ranade Institute) 2. Adjectives (Nominative case) 8. Use of a dictionary 3. Past Tense of verbs. 9. Recipes 4. Prepositional case to denote Location. 10. Story telling (Nouns-singular & plural) 11. Group-discussion 5. Personal pronouns in the prepositional 12. Elocution case. 13. Dialogue-Role play 6. Word order in Russian 14. Narrating jokes 7. Reflexive verbs and their usage 15. Bring native- speakers it (whenever 8. Exerecise and Tests on topic covered. possible) and let the students hear the Recommended text books- Russian by language, intonation, ask questions, V.N.Wagner. Y.G.Dvsinko convenes, etc Lessons No. 11 to 15 16. Give sites addresses to browse on Internet to find out more information Oral/Conversational Skill Grammar. Suggested classroom activities 1. Projects 2. Models

122 Third Language

3.1 English

Background English at the Secondary level. This curriculum framework for the (Some students may terminate their subject of English (Third Language) at Std. studies after Std. X. Others may IX and X has been prepared bearing in mind pursue higher studies in different the National Curriculum Framework and the faculties). State Curriculum Framework, the curriculums Objectives of English of the CBSE, the ISCE and different State Boards and the views/opinions The major objective of teaching English expressed by teachers on the existing at the Secondary level is to consolidate and curriculum framework. extend the language abilities already In view of the developments in the field acquired. In the course of two years, students of Information and Communication are expected to develop a broad-based Technology the Board recommends conceptual understanding (cognition) of the increasing use of technology for effective idiom of English and to learn to make implementation of the Curriculum of English. effective use of English in real life contexts The new curriculum underscores the need of (application). making education learner centered and of General Objectives adopting the constructivist model of education. The learner, therefore, is expected To enable the student to to ‘discover’ and ‘construct’ his/her learning. 1. Learn to use English appropriately. Some of the other considerations have been as follows : 2. Understand spoken English, used in and outside the school. Increasing importance of English at the International and National level. 3. Speak with confidence using appropriate vocaculary, grammatical Increasing demand for English, not only as a source language (Library forms and acceptable pronunciation. Language) but also as an important 4. comprehend written texts in English language of communication. (both textual and non-textual) Introduction of English from Class I, with 5. write in simple and acceptable/ effect from June 2000, in all the Non- reasonably correct English. English medium schools in the State of Maharashtra. 6. acquire the necessary communication skills required for their day to day social The functional (communicative), literary interaction. (aesthetib) and cultural (integrative) needs of the learner. 7. cultivate a broad, human and cultural The terminal and the non-terminal outlook. Objectives of teaching/learning 8. Facilitate self-learning.

123 Specific Objectives 15. infer a speaker’s attitude/intention and Listening Skill the message given in his speech. To enable the student to Speaking Skill 1. enjoy and appreciate various types of To enable the student to poems read aloud. 1. enjoy reciting poems with appropriate 2. understand meanings of words, rhythm. phrases and sentences in context. 2. make meaningful use of words, phrases 3. guess meanings of new words and and sentences in context. phrases. 3. use a variety of words and phrases in 4. understand statements, questions, different contexts. commands, requests and such other 4. learn to speak fluently and intelligibly sentences. on a given topic for a reasonable period 5. understand and respond appropriately of time. to directive language, e.g. instrubtions, 5. answer orally the questions set on advice, requests and warning. narrative and descriptive passages. 6. maintain his/her attention for a 6. produce simple statements, questions, reasonable length of time. commands and requests. 7. listen for a global understanding so as 7. converse appropriately in formal and to be able to give main points. informal contexts. 8. follow simple narrative, descriptive and 8. express his/her ideas coherently and such other prose texts read aloud, so logically. as to answer questions set on them. 9. narrate events, stories and experienbes 9. enjoy and appreciate stories, short in brief. plays and short narrations read out in the class. 10. describe states and processes that he/ she observes. 10. take dictation keeping pace with the speed of the speaker. 11. participate in discussions, decates and conversations. 11. understand and interpret spontaneous spoken discourse in familiar social 12. use a variety of expressions for situations. complimenting, requesting, apologizing, 12. listen with understanding news, etc. commentaries, short speeches and Reading Skill such other programmes on Radio/T.V./ To enable the student to Tapes/CDs, etc. 1. read aloud effectively with correct 13. listen with understanding to telephonic pronunciation, stress and intonation. conversation. 2. read aloud with appropriate pace and 14. understand nuances conveyed through pauses showing awareness of stress and intonation. punctuation.

124 3. read aloud poems with appropriate 4. write answers to questions on textual/ rhythm. non-textual reading material 4. read silently with reasonable speed, 5. frame statements, questions, depending on the type of text. commands and requests for their appropriate use in different contexts. 5. read silently textual and non-textual material for overall/global understanding 6. develop a paragraph on a given theme (skimming), for finding Specific considering coherence, logical information (scanning), for detailed sequence and connective devices. understanding (intensive). 7. write formal and informal letters with the 6. guess/predict appropriately while help of given points. reading. 8. develop a story with the help of given 7. deduce the meaning of words, phrases outline/points. with the help of context. 9. write short imaginary write ups e.g. 8. read informative material such as personal essays, compositions with the notices, advertisements, road signs and help of guidelines. news headlines. 10. write short reports based on interviews, 9. learn to chunk or group sentences into events and talks. appropriate sense groups/grammatical 11. describe states and processes with the groups. help of given guidelines. 10. learn to use a dictionary and such other 12. write a short conversation with the help reference material. of given guidelines. 11. read to understand themes, ideas, 13. transfer the information from nonverbal emotions, expressed in the text and to to verbal forms such as from tables, respond appropriately. charts and maps to write-ups. 12. understand logical sequence of 14. Fill in a variety of forms in given formats sentences in the text. such as admission form and bio-data form. 13. read for pleasure extensively the texts within the range of his/her imagination. Vocabulary Writing Skill 1. Consolidation and extension of vocabulary learnt in the previous To enable the student to classes (up to Std. VIII / IX). 1. master the mechanics of writing 2. Abquisition of vocabulary arising out of including the use of Punctuation marks, the prescribed texts. capital letters and spellings. Considering the importance of 2. write correctly, neatly and legibly with a vocabulary in language learning, a reasonable speed. systematic effort will be made to help 3. write grammatically acceptable and students in the acquisition of situationally appropriate forms of vocabulary. The coursebooks and English. handbooks will offer the necessary

125 guidelines in this direction. A variety of 3. The focus has to be on the functional tasks/activities will be included in the aspects of grammar and not on the coursebooks (e.g. Dictionary entries, formal ones. guessing meanings, finding appropriate 4. Grammar affects meaning. Therefore, words, matbhing exercises, synonyms the teaching of grammatical meaning and antonyms, word formation, etc.) should be emphasized. Grammar 5. The study of grammar should lead to a Grammar has an important role to play discovery of rules. We should draw in the teaching and learning of English. students attention to a variety of However, the question is how should we examples from the given text and expect present grammar in a classroom situation to them to deduct or infer the rules. facilitate the learning of English i.e. how can 6. Practice plays an important role in the we help our students to learn to use their study of language. But mechanical knowledge of grammar to use English practice is of no use. Meaningful effectively in a variety of situations. In view of practice, that is, practice combined with this, the Board makes the following understanding should be encouraged. recommendations. 7. We have to move from fluency to 1. Grammar should not be taught for its accuracy. own sake. Grammar is not an end in 8. Activities/tasks for vocabulary and itself, it is a means to the use of grammar should help students in language. developing their language skills. 2. Grammar should be taught with 9. The grammar of the learner’s first reference to a context. Language is not language may be used for showing the used in a vacuum, it is used in similarities and differences between the situations. Isolated sentences should be two languages. avoided. Std IX

a) A Coursebook in English (English Reader)

For Detailed Study i) Prose : About 50 pages of literary and non-literary texts/passages (excluding notes, illustrations, tasks, etc.) ii) Poetry : About 100 lines. Non-detailed study A selection of literary texts: About 20 pages. (The coursebook will include reading texts for both : detailed study and non-detailed study.) b) Grammar

126 Sr. No. Items Specification 1 Revision of grammatical ————————— items studied up to Std VIII. 2 . The Sentence Types i) Statements- Affirmatives, Negatives ii) Questions- ‘Yes’/’No’ questions 3. The Tenses i) Simple Present- Uses- universal truth, habitual activity, Permanent states, future reference. ii) Present Continuous- Uses- action in progress, temporary states, future. iii) Simple Past – Uses- habitual activity, single occurrence actions. iv) Past Continuous- Uses- actions in progress at a point of time in past. 4. Articles Uses of ‘a’, ‘an’, ‘the’ 5. Prepositions Different uses 6. Reported Speech Statements, questions, commands, requests, exclamations 7 Passive Voice Statements, Questions, and Indirect objects. 8 Modal Auxiliaries Can, may, might, etc. 9. Non-finites Infinitives and Participles 10 Degrees of Comparison Identification and conversion 11. Word formation Interchange of word-forms (Nouns/Adjectives/Verbs/Adverbs) 12. Punctuation Different uses

127 b) Grammar Std. X Sr.No. Items Specification 1 Revision of grammatical ————————— items studied up to Std IX. 2. The Sentence Types i) Questions- ‘Wh’ word questions ii) Imperatives iii) Exclamations 3. The Tenses i) Present Perfect- Uses- action in the past having current relevance. ii) Present Perfect Continuous- Uses- actions continued from past to present. iii) Past Perfect and Past Perfect Continuous iv) Future with will/shall and ‘going to’ 4. Articles Uses of ‘a’, ‘an’, ‘the’ 5. Prepositions Different uses 6. Reported Speech Statements, questions, commands, requests, exclamations 7 Passive Voice Statements, Questions, and Indirect objects. 8 Modal Auxiliaries Can, may, might, etc. 9. Non-finites Infinitives and Participles 10 Degrees of Comparison Identification and conversion 11. Word formation Interchange of word-forms (Nouns/Adjectives/Verbs/Adverbs) 12. Punctuation Different uses

Weightage to be given at Std. IX and X The following weightage is to be given to the various aspects of the syllabus. 1 Reading Skill (Textual and non-textual) 40% 2 Grammar 15% 3 Writing skill 25% 4 Oral test 20%

128 3.2 Hindi (Third Language)

Syllabuses for standards IX and X will be the same as prescribed under Hindi Second Language.

129 INFORMATION COMMUNICATION 4 TECHNOLOGY (ICT)

INTRODUCTION Marathi and English. The emerging Information and • ICT has to be taught for 60 periods Communication Technology (ICT) has yearly (40 periods theory and 20 become a strategic alternative for schools periods for practicals) 2 periods per all over the world to enhance learning and week. deliver both quantity and quality programs for • The subject will be taught by any subject mass education. With globalization of teacher who has undergone a short Economy and information, as well as training in ICT subject. technological innovations, knowledge based List of Practicals (Std. IX) economy and society, escalating demand for Effective use of ICT in continuous learning education the implementation of ICT helps in effective learning for all anytime anywhere. 1. Familarisation with basic operational parts of PC based desktop computer. ICT has great potentials such as 2. Identification of Computer Systems and expanding educational opportunities, understanding LAB setup. increasing efficiency, enhancing quality of teaching and learning as well as facilitating 3. Creation of a Simple document using skill formation, sustaining lifelong learning and Word processor 2 pages with paragraphs, use of various text advance community linkage. formatting techniques. OBJECTIVES 4. Creation of a spreadsheet using a 1. Introduction to ICT and its necessity. spreadsheet program. 2. Study of ICT tools. 5. Creation of Charts from spreadsheet data 3. Effective use of ICT in continuous 6. Creation of simple presentation learning 7. Introduction to Web Browser and 4. Prepare students to make effective use browsing web sites. of information and communication technology. 8. Introduction to web search. 9. Introduction to locating places using 5. Make student familiar with ICT Free mapping services available over packages in science, mathematics and the internet. other areas. 10. Studying the use of Translation software Structure available online such as Google • ICT will be introduced as a subject at Translate to convert Simple English to Hindi/Marathi. Std. IX and X as a compulsory independent subject of 50 marks. 11. Downloading and saving Web page content and images as files. • The medium of instruction will be 12. Introduction to Web Based e-mail

130 Standard IX

Topic No. Topic Periods

1 Concepts of ICT, Necessity of ICT 8

2 ICT Tools 4

a. Computer

b. Cellular phones

c. Radio and TV

d. Internet

3 ICT Soft Tools word processing 4

4 ICT Soft Tools Spreadsheet 4

5 ICT Soft Tools Presentation 4

6 Introduction to Internet 6 a. World Wide Web

b. e-mail

c. Instant Messaging and Chat

7 ICT in Languages, Social Sciences and Arts 8

8 Morals and Ethics 2

access opening new e-mail account and and Simulation web-based access to the same. 4 ICT in day-to-day life Standard X 5 Information in Indian Languages 1 Potential of ICT a. Unicode 2 Internet Applications b. Generating information in Indian a. Blogs, Forums Languages b. VOIP c. Translation/Transliteration c. E-Commerce 6 Use of Geogebra in understanding d. E-Governance Mathematics e. E-maps – Maps and navigation 3 ICT in Science, Mathematics, Modeling

131 List of Practical (Std. X) 6. Introduction to Chat. 1. Introduction to e-mail access using e- 7. Introduction to video conferencing using mail client software such as Outlook or Skype Windows Mail. 8. Creation of short audiovisual content 2. Introduction to Instant Messaging using (not exceeding 2 minutes; using MSN Messenger/Yahoo! Messenger. webcam or digital camera with video recording facility. Copying and viewing 3. Creation of a simple document using the same on a PC. Word processor in an Indian Language (Marathi or Hindi) making use of an 9. Uploading a short video to a free online Unicode font. streaming video service such as YouTube. 4. Creation of presentation using sounds and animation. 10. Practical 1 on Geogebra. 5. Creation of spreadsheet making use of 11. Practical 2 on Geogebra. values linked using formulae. 12. Practical 3 on Geogebra.

132 Mathematics 5 Std IX and X

Introduction The teaching of Mathematics should be imparted through various activities which Mathematics is the language of all may involve the use of concrete materials, sciences. Mathematics as a subject at the models, patterns, charts, pictures, posters, secondary level has great importance in a games, puzzles, experiments and through progressive country like India as it develops field visits and projects. various life skills. The challenges caused by tremendous growth in the population, Objectives globalization, pollution, competitions between To enable the students countries, natural disasters emphasise the need to develop the curriculum in 1. to consolidate the mathematical Mathematics at the secondary level. knowledge and skills acquired at the Knowledge of the subject and skills acquired upper primary stage. while learning-Mathematics helps in 2. to acquire knowledge and developing the ability to execute, manage, understanding of mathematical terms, plan with precision. This could be effectively symbols, concepts principles and inculcated at the secondary level and hence processes and proofs. Mathematics has got the pivotal place in the scheme of studies of secondary education. 3. to develop the ability to apply mathematical knowledge to solve Mathematics helps to develop problems in real life situations. decision making which is applicable to real life situations. In addition, it helps enormously 4. to develop analytical, logical thinking in the development of the other disciplines and problem solving abilities of which involves analysis, reasoning and students. adoption of innovative ideas. A study of the 5. to develop skills in drawing geometrical different applications of Mathematics at figures, diagrams, graphs, charts etc. secondary level in various fields like science, 6. to identify the inter relationship between geography, economics, social sciences etc. different parts of problems and draw gives the student a comprehensive and logical conclusions. global perspective. 7. to develop an interest in students to The curriculum in the subject of study mathematics as a discipline. Mathematics has undergone changes from time to time in accordance with the growth of 8. to develop awareness of the need for the subject to address the emerging needs national integration, protection of of the society. The proposed syllabus for the environment, by nuclear family removal state of Maharashtra has been designed by of social barriers, elimination of sex bias. adopting all units and subunits from the 9. to develop reverence and respect respective syllabus of NCF 2005. The towards great mathematicians proposed curriculum includes the . study of particularly towards Indian Number system, Algebra, Geometry, Mathematicians. Trigonometry, Mensuration, Statistics, Graphs and Co-ordinate geometry.

133 Std. IX Algebra

1. Sets : · Value of polynomials · Introduction · Zeros/roots of polynomial · Methods of writing sets · Relation between zeros and coefficient · Types of sets of polynomials? · Subset - Proper, Improper subset · Remainder theorem · Super set · Factor theorem · Universal set 4. Graphs : · Venn diagrams · Cartesian coordinate system · Operations on sets · Understanding of graphs of lines parallel · Relations between various operations to axes · Number of elements in the set and · Graph of line ax + by + c = o related results. 5. Linear equations in two variables 2. Real Numbers : · System of linear equations · Revision of natural numbers, integers, · Solution of system of linear equations rational numbers and irrational numbers in two variables(Algebraic methods) · Existence of irrational numbers and 6. Ratio, proportion and variation their representations on the number line · Introduction to ratio · Every real number is represented by a · Properties of ratio unique point on the number line and · Properties of equal ratios conversely, every point on the number · Theorem on equal ratios line represents a unique real number · Percentage as a ratio · Properties of real numbers · Introduction to proportion · Definition of nth root of a real number · Introduction to variation · Surds - Definition · Revision of concepts based on Direct · Forms of surds variation, Inverse variation · Operations and Laws of surds · Mixed variation · Rationalization of Surds · Real life problems based on ratio, · Absolute value of real numbers proportion and variation · Euclid's division Lemma 7. Statistics : · Fundamental theorem of Arithmetic · Collection of data 3. Algebraic Expressions : · Classification and tabulation of data · Introduction to algebraic expression ? · Diagramatic representation of data · Operations on algebraic expressions · Graphical representation of data · Methods of factorization of algebraic · Mean, median, mode of ungrouped data expression ? · Introduction to polynomials · Operations on polynomials

134 Geometry

1. Lines and Angles : 3. Congruence of triangles : · Introductions to line · Criteria of congruent triangles · Basic terms and definitions related to · Theorem of an isosceles triangle and line its converse · Introduction to Euclid's Geometry · Perpendicular bisector theorem · Plane seperation axiom · Angle bisector theorem · Introduction to angles in terms of · Properties of triangles based on rotation inequalities · Directed angles, Sexagesimal system · Property of perpendicular drawn from · Types of angles a point outside the line. · zero angle, straight angle,coterminal 4. Circle : angle · Introduction to circle and related terms · Relation between angles · Circle passing through the given points · Introduction to mathematical proofs · One and only one circle passes through · Parallel lines the three non collinear points. · Results on parallel lines and transversal · Congruence of circles · Tests of parallel lines · Properties of chords of the circle · Results on perpendicular lines 5. Quadrilateral : · Distance of a point from a line · Properties of quadrilateral 2. Triangles : · Properties of parallelogram · Types of triangles · Properties of rectangle · Terms related to triangle · Properties of a trapezium · Properties of triangle · Properties of a rhombus · Exterior angles and corresponding · Properties of a square interior opposite angles · Kite · Results involving exterior angle and · Tests for particular quadrilateral corresponding interior opposite angles · Theorem on midpoints of two sides of · Similar triangles a triangle and its converse

135 6. Coordinate Geometry : 9. Mensuration : · Distance formula · Area of triangle · Section formula · Area of regular hexagon, polygon · Area of a triangle · Area of quadrilaterals 7. Geometric constructions : · If two parallelograms lie between two · Basic construction - perpendicular parallel lines and have the same base bisector of given segment. then they have thesame area. · Construction of a triangle · If a triangle and a parallelogram have the same base and lie between the - Sum/difference of two sides and base same parallel lines, then the area of the angles is given triangle is half the area of the - Perimeter and base angles are given parallelogram. 8. Trigonometry : · Perimeter of triangle and quadrilateral · Introduction to trigonometric ratios · Area of circle · Trigonometric Ratios of angles 0o, 30 o, 45 o, 60 o, 90 o · Trigonometric identities for complementary angles

136 Std. X Algebra

1. Arithmetic Progression : · Cramer's rule · Introduction to Sequence · Consistency of pair of linear equations · Arithmetic Progression (A.P.) and 4. Probability : Geometric Progression (G.P.) · Introduction to probability and related · General term of an A.P. and G.P. terms · Sum of the first 'n' terms of an A.P. and · Classical definition of probability G.P. · Types of events · Arithmetic Mean and Geometric Mean. · Equally likely outcomes 2. Quadratic Equations · Probability of an event · Introduction to quadratic equations · Properties of Probability · Solutions of quadratic equations · Addition theorem (without proof) · Nature of roots based on discriminant 5. Statistics : · Relation between roots of the equation · Brief revision of Tabulation of data, and coefficient of the terms in the inclusive and exclusive type of tables equation Equations reducible to quadratic form · Mean, median and mode of grouped data 3. Linear equations in two variables · Histograms, frequency polygon, · System of linear equations in two frequency curve, pie diagram variables · Ogives (Cumulative frequency graphs) · Algebraic methods of solving linear equations in two variables · Applications of ogives in determination of median · Graphical representation of different possibilities of solutions/Inconsistency · Relation between measures of central tendency · Graphical method of solving a system of linear equations · Introduction to normal distribution · Determinantof order two · Properties of normal distribution

137 Geometry

1. Similarity : · Construction of tangent to the circle · Properties of ratios of areas of two from the point on the circle and out side triangles the circle. · Basic proportionality theorem · Construction of tangent without using · Introduction to similarity centre · Similar triangles · Construction of triangle If the base, · Areas of two similar triangles angle apposite to it and either median · Similarity in right angled triangles altitude is given · Pythagoras theorem and its converse · Construction of a triangle similar to a · 30o-60o-90o theorem and 45 o-45 o- given triangle 90 o theorem 5. Trigonometry : · Application of Pythagoras theorem in · Angles in standard position. acute and obtuse angle. · Trigonometric ratios in terms of · Appolonius theorem coordinates of point 2. Circle : · Trigonometric Identities (with proof) · Tangents and its properties · Use of basic identities and their · Theorem - Tangent at any point to the applications circle is perpendicular to the radius and · Problems on height and distance its converse 6. Menstruation : · Number of tangents from a point to a · Length of an arc circle · Area of the sector · Theorem- The length of two tangent · Area of a Circular Segment segments drawn from a point outside · Euler's formula the circle are equal · Surface area and volume of cuboids · Touching circles Spheres, hemispheres, right circular · Introduction to an arc cylinders cones, frustum of a cone. · Angle subtended by the arc to the centre · Problems based on areas and and to the point on the circle perimeter/circumference of circle, · Cyclic quadrilateral sector and segment of a circle. · Tangent - Secant theorem · Problems on finding surface areas and 3. Co-ordinate Geometry : volumes of combinations of any two of · Slope of a line the following : cuboids, spheres, · Intercepts made by a line hemispheres and right circular · Standard forms of equation of a line cylinders/ cones · General equation of a line. · Problems involving converting one type 4. Geometric Constructions : of metallic solid into another. · Division of line segment in a given ratio · Basic geometric constructions

138 General Mathamatics

Introduction : avoided while restrucuring the syllabus of Mathamatics is the language of all General Mathamatics. The topics selected sciences It is important to note that the are useful to develop knowledge, subject itself has a separate identity in the understanding skill and application which will life of human beings. The study of enable the students to cope confidently with Mathematics has to be graded at different the developments in the modern world. levels viz. primary, secondary and higher OBJECTIVES secondary. At the primary level the focus in · Consolidate the knowledge and skills on understanding the various concepts and acquired in Mathematics at primary fundamentals and on developing basic skills stage. of calculation. At the secondary level the emphasis is on developing the capacity of · Acquire the knowledge and skills the student to apply mathamatics in solving required for various competitive problems. examinations. As curriculum renewal is a continuos · Acquire the skills required for various proces, the curriculum of Mathamatics has professions where minimum also undergone several changes from time qualification is Standard X. to time in accordance with the changing · Acquire the skills in Mathematics needs of the society. Inresponse to the required for self employment. demand of the society after diliberation of Government and Maharashtra State Board · Expertise in basic Mathematical skills. of Secondary and Higher Secondary · Build the confidence and develop Education, the Board has taken decision to creative interest in Mathematics. implement Mathamatics at two levels from the year 2008 viz. Mathamatics (Algebra and · Use the available modern technology Geometry) and General Mathamatics. to understand the concepts in Mathematics The Board has restruetried the syllabus of Mathamatics for std. IX and X on the · Understand and use the terms, symbols, directives of NCF 2005 and SCF 2010 with principles in Mathematics. a new perspective. The syllabus has been · Apply mathematical knowledge to solve designed to foser a sense of personal problem in real life situations. achievement and to encourage the continuing creative interact so as to overcome · Develop the skill of drawing through Mathophobia among students. geometric constructions. The logical proofs of the problems are · Think logically, analytically and use

139 different techniques for problem solving. - Solutions of the equations Std. IX - Word Problems Part-I Part-II Unit (I) - Arithmetic Unit (IV) - Geometry 1. Indices - 1. Lines, Angles and Plane - - Introduction - Axioms - Laws of indices - Parallel lines, perpendicular lines, - Square and square root Coplanar lines, Transversal - Properties of parallel lines - Cube and cube root - Angle, Types of angles 2. Ratio and Proportion - - Pair of angles - Introduction : Ratio 2. Triangles - - Properties of ratios - Types of triangles - Theorems on equal ratios - Medians, altitudes, angle bisectors, - Proportion Perpendicular bisectors of sides of Unit(II) - Commercial mathematics triangles - Congurence of triangles 3. Profit and Loss - - Properties of triangles - Introduction to profit and loss. 3. Quadrilaterals - Percentage Profit - Types of quadrilaterals - Percentage Loss - Properties of particular quadrilateral 4. Interest, Banking and Currency - Unit (V) - Construction - Simple interest 4. Geometric Constructions - Compound interest - Basic constructions - Construction of triangle - Growth and decay - Construction of quadrilateral - Banking and Currency exchange - Constructions to the design related Unit (III) - Algebra Unit (VI) - Mensuration 5. Algebraic expression 5. Measurement and Area - Identities - Measurement of the length, weight - algebraic expression and capacity - Operations on algebraic - Perimeter and Areas - Area of circle and circumference expressions Unit (VII)th - Statistics - Polynomials, Factors of quadratic 6. Statistics polynomial - Collection of data 6. Linear equations in one variable - Types of data - Introduction - Classification of data - Representation of data

140 - Measures of central Tendency for 5 Linear equations in two variables ungrouped data - Introduction Std. X - Solution of equations in two Part-I variables Unit I - Arithmetic - Methods of solving linear equations in two variables 1 Variation - - Introduction 6 Quadratic equations - - Types of variation - Introduction - Time, work and speed - Solution of quadratic equations 2 Sequences - - Methods of solving quadratic equations - Introduction Part-II - Patterns of numbers Unit IV - Geometry - Progressions - Arithmetic Progressions 1. Similarity Unit II - Commercial Mathematics - Introduction 3 Modern marketing techniques - - Test of similarity - Discount - Properties of similar triangles - Rebate - Basic proportionality theorem - Commission - Similarity in right angled triangle. - Brokerage Pythagoras theorem statement - Instalments - Pythagorian Triplets 4 Taxes and Investments - - Application of Pythagoras theorem a. Introduction - Appolloneous theorem b. Sales tax 2. Circle - c. VAT - Introduction d. Income Tax - Terms related to circle e. Investments - Properties of chords i. Bank investment - Properties of tangents ii. Post investment - Arc of circle iii. Life insurance 3. Trigonometry iv. Shares and Mutual funds - Basic concepts in Trigonometry Unit III - Algebra - Problems related to height and

141 distance - Cone Unit V - Constructions - Sphere and hemisphere 4. Geometric Constructions - Unit - Statistics - Construction of incircle of triangle 6. Statistics - Construction of circumcircle of - Representation of data triangle - Histogram - Tangents to the circle - Frequency polygon - Construction related to design - Pie Diagram Unit VI- Mensuration - Measures of central tendency for 5. Surface area and volume - grouped data - Parallelopiped - Probability - Rectangular parallelopiped - Cube - Cylinder

142 6 SCIENCE AND TECHNOLOGY

Introduction 3. To correlate scientific principles to the The National curriculum Framework student's experience. 2005(NCF 2005) is one of the most 4. To involve students in exploring topics comprehensive documents published in the through discussion and activity. last decade. It suggests radical changes in 5. To imbibe the spirit of enquiry in curricula for the country and offers an excellent students through valuable learning framework for preparing need based experiences through experiment. curricula. While revising the syllabi for Science and Technology, the position paper 6. To help the students become on science ( NCF 2005) has selected autonomous learners. "Learning without burden" as the main theme. STD. IX It also recommends a pedagogy which is 1. Food hands-on and inquiry based. The present syllabus of Science and Technology for Std. 1.1. Plant and animal breeding and IX and X is based on the principles and selection for quality improvement. themes suggested in NCF 2005. The Themes 1.2. Use of fertilizers, manures. are cross-disciplinary in nature: Food, 1.3. Protection from pests and diseases; Materials, The world of the Living, How things organic farming. work, Moving things; people and ideas; Natural Phenomena and Natural Resources. 2. Materials Some themes have been merged to 2.1 Matter: All things occupy space, consolidate content.As suggested in NCF possess mass. Definition of matter, 2005, unnecessary focus on enumeration has characteristics of solids, liquids and been avoided. More importance has been gases e.g. shape, volume, density. given to the processes in science rather than Change of state: freezing, melting, focusing on only factual information. evaporation, condensation, sublimation. Cooling by evaporation. Absorption of Since the themes are inter-linked to heat. each other, the entire syllabus has been integrated into one paper . This will facilitate 2.2 Elements, mixtures and Compounds: better understanding of the subject across elements, compounds and mixtures as disciplinary boundaries and at the same time types of chemical substances. expose students to many topics in Biology, Types of mixtures; Heterogeneous, Physics and Chemistry. homogeneous, colloids, suspensions. Objectives 2.3 Combination of substances: Law of constant proportion, atomic and 1. To enable the students to "Learn without molecular masses. Particle nature, Burden". basic units: Atoms and Molecules. 2. To expose the students to a "hands-on 2.4 Mole Concept: Relationship of mole to way’’ of learning science. mass of the particles and numbers.

143 Valency. Chemical formulae of common * Pulse Polio program. compounds. 3.4. Exchange of substances by living 2.5 Atomic Structure: Electrons, protons organisms with the external world: and neutrons. Atomic number and Diffusion/exchange of substances atomic mass number. Isotopes and between cells and their environment and Isobars. between the cell themselves in the living 3. The World of the Living system; role in nutrition, water and food 3.1 Biological Diversity transport, excretion, gaseous exchange. Diversity of plants and animals: Basic 4. Moving Things. People and ideas. issues in scientific naming. Basis of Motion. classification, Hierarchy of categories/ 4.1 Motion: displacement, velocity, Uniform groups. and non-uniform motion along a straight Plant classification: Major Plant groups line,acceleration, distance-time and (salient features): Bacteria, velocity-time graphs for motion and Thalophyta, Bryophyta, Pteridophyta, uniformly accelerated motion. Equations gymnosperms and Angiosperms. of motion by graphical method . Animal Classification : Major groups of Elementary idea of uniform circular animals (salient features): Non- motion. Chordates up to phyla and non 4.2. Force and Newton's Laws : Force and chordates up to classes. Motion; Newton's Laws of Motion. 3.2 Smallest living unit of Life, Cell : Cell Inertia of a.body, inertia and mass, as a basic unit of life prokaryotic and momentum, force and acceleration. eukaryotic cells, multicellular Elementary idea of conservation of organisms;cell membrane and cell wall, momentum, action and reaction forces. cell organelles, chloroplast, mitochondria, vacuoles, ER, Golgli 4.3. Gravitation: gravitation, universal law of apparatus. Nucleus, chromosomes, gravitation, force of gravitation of the- basic structure, number.Tissues, earth (earth's gravity), acceleration due organs, organ system, organism to gravity, mass and weight, free fall . Structure and functions of animal and 4.4. Work, Energy and Power: work done plant tissues. (four types in by a force, energy, power. Kinetic and animals;meristematic and permanent Potential energy, Law of conservation tissues in plants). of energy. 3.3. Health 4.5 Floating Bodies: Thrust and Pressure, Archimedes' Principle, Buoyancy. Idea * Failure of health leading to disease. of relative density. * Disease and its causes. 4.6. Sound; Nature of sound and its * Diseases caused by microbes and propagation through different media, their prevention: Typhoid, diarrhoea, speed of sound, range of hearing in malaria,hepatitis, rabies, AIDS, TB, humans; ultrasound; reflection of sound; Polio. echo and SONAR Structure of the

144 Human Ear. (Auditory aspect). and alum 5. Natural Resources - Understanding b) A suspension of soil, chalk powder and Ecosystem - fine sand in water 5.1 Types of ecosystem - forest, grassland, c) A colloidal of starch in water and egg desert, aquatic, costal, marine albumin in water and distinguish between these on the basis of 5.2 Interaction between biotic and abiotic factors in an eco-system i) transparency 5.3 Energy flow and its importance. Cycles ii) filtration criterion of nutrients in terrestrial and aquatic iii) stability (fresh water and marine) ecosystems, 2. To prepare nature's mechanism in maintaining a) a mixture balance. b) A compound 6. Waste Generation and Management Using iron filings and sulphur powder 6.1 Sources of waste - domestic, industrial, and distinguish between these on the agricultural and commercial basis of: 6.2 Classification of waste : biodegradable i) Appearance i.e., homogeneity and non biodegradable, toxic, non- toxic heterogeneity biomedical. ii) Behaviour towards a magnet 6.3 Impact of waste accumulation - iii) Behaviour towards carbon disulphide Spoilage of landscape, pollution, health as a solvent. hazards, effect on terrestrial and aquatic (fresh water and marine) life. iv) Effect of heat. 6.4 Need for management of waste. 3. To carry out the following chemical reactions and record observations. Also 6.5 Methods of safe disposal of waste identify the type of reaction involved in segregation, dumping, composting, each case drainage, treatment of effluents before i) Iron with copper sulphate solution in discharge, incineration, use of water. scrubbers and electrostatic precipitators. ii) Burning of Magnesium in air. 6.6 Need for reducing, reusing and recycling iii) Zinc with dilute sulphuric acid waste. iv) Heating of Lead Nitrate 6.7 Legal provisions for handling and v) Sodium sulphate with Barium chloride management of waste. in the form of their solutions in water. STD. IX 4. To verify laws of reflection of sound. PRACTICALS 5. To determine the density of solid. (denser than water) by using a spring LIST OF EXPERIMENTS balance and a measuring cylinder. 1. To prepare 6. To establish the relation between the a) A true solution of common salt, sugar loss in weight of a solid when fully

145 immersed in b) one adaptive feature with reference to its habitat. i) tap water ii) strongly salty water, with the weight of STD. X water displaced by it by taking at least 1. Materials two different solids. 1.1 Acids and Bases: Acids, Bases and 7. To measure the temperature of hot Salts: General properties, examples water as it cools and plot a temperature- and uses. time graph. 1.2 Chemical Reactions: Types of chemical 8. To determine the velocity of a pulse reactions: combination, decomposition, propagated through stretched string/ displacement double decomposition, slinky. precipitation, and neutralization. 9. To prepare stained temporary mounts 1.3 Oxidation and Reduction: Oxidation and of onion peel and to record Reduction in terms of gain and observations and draw labeled loss of oxygen and hydrogen. diagram. 1.4 Metals and Non-Metals: Brief 10. To identify parenchyma and discussion on basic metallurgical sclerenchyma tissues in plants, striped processes. Properties of common muscle fibers and nerve metals. Elementary idea about bonding. cells in animals, from prepared slides 1.5 Carbon Compounds: Elementary idea and to draw their labeled diagrams. about bonding. Saturated 11. To separate the components of a hydrocarbons, alcohols, carboxylic acids mixture of sand, common salt and (properties only) ammonium chloride (or camphor) by 1.6 Common chemicals used in daily life: Sublimation. Soap, common salt, Washing soda, 12. To determine the melting point of ice Baking soda, bleaching powder, and the boiling point of water. Plaster of Paris. 13. To test (a) the presence of starch in the 1.7 Classification of Elements: Brief given food sample (b) the presence historical account, Mendeleev's periodic of the adulterant metanil yellow in dal. table, gradation in properties. 14. To study the characteristic of spirogyra/ 2. The World of the Living Agaricus, Moss/Fern, Pinus (either 2.1. Life Processes: Definition of "Living with male or female cone) and an things". Basic concept of nutrition, Angiospermic plant. Draw and give two respiration, transport and excretion in identifying features of groups they plants and animals. belong to. 2.2. Control in the Living: Tropic movements 15. To observe and draw the given in plants .Introduction to plant hormones; specimens-earthworm, cockroach, bony control and coordination in animals; fish and bird. For each specimen voluntary, involuntary and reflex action, record. nervous system, chemical coordination, a) one specific feature of-its phylum animal hormones.

146 2.3. Reproduction in the Living: remedies. Application of spherical Reproduction in plants and animals. mirrors and lenses. Need for and methods of family 5. Pollution planning. Safe Sex vs-. HIV/AIDS. Child bearing and women's health. 5.1 Types of pollution - air, water, (fresh and marine), soil, radiation, and noise. 2.4. Heredity and Evolution: Heredity, origin of life- brief introduction, Basic concepts 5.2 Sources of pollution and major of evolution. pollutants, oil spills 3. Moving things. People and Ideas 5.3 Effect of pollution on -environment, human health and other organisms 3.1. Electric Circuits: Potential and potential difference. Ohm's Law, Resistances 5.4 Abatement of pollution in series and parallel. Power dissipated 6. Striving for a Better Environment due to current. Inter relation between P, 6.1 Use of efficient and eco-friendly V, I and R. technology 3.2. Magnets: Magnetic field, field lines. 6.2 Sustainable use of resources. Field due to a current carrying wire, coil, solenoid. Force on current carrying 6.3 Enforcement of acts, laws and policies conductor. Fleming's Left Hand Rule. STD. X Electric motor, electromagnetic induction. Induced potential differences, PRACTICALS induced current. Electric generator, LIST OF EXPERIMENTS principle and working. 1. To find the pH of the following samples Direct and Alternating current. by using pH paper universal indicator. Frequency of AC. Advantages of AC i) Dilute Hydrochloric acid over DC. Domestic Electric Circuits. ii) Dilute NaOH solution 4. Natural Phenomena iii) Dilute Ethanoic acid solution 4.1. Light : Convergence and Divergence of Light. iv) Lemon juice . 4.2 Spherical Mirrors: Images formed by a v) Water concave mirror. Related concepts: vi) Dilute Sodium Bicarbonate centre of curvature, principal axis, Solution. optical centre, focus, focal length. 2. To study, the properties of acids and 4.3 Refraction: appreciation of the concept bases HCl & NaOH by their reaction of refraction. Laws of refraction. Velocity with of light. Refractive index; twinkling of i) Litmus solution (Blue/Red) stars; dispersion of light. Scattering of light. ii) Zinc metal 4.4. Lenses: Images formed by a convex iii) Solid Sodium Carbonate lens; functioning of the lens in the 3. To determine the focal length of human problems of vision and their a) Concave mirror

147 b) Convex lens by obtaining the image i) Combination Reaction . of a distant object. ii) Decomposition Reaction 4. To trace the path of a ray of light iii) Displacement Reaction passing through a rectangular glass slab for different angles of incidence. iv) Double Displacement Reaction Measure the angle of incidence, angle 1. Action of water on quick lime. . of refraction, angle of emergence and interpret the result. 2. Action of heat on Ferrous Sulphate crystals 5. To study the dependence of current (I) on the potential difference 3. Iron Nails kept in copper sulphate solution (V) across a resistor and determine its resistance. Also plot a graph 4. Reaction between Sodium sulphate and between V and I. Barium chloride solutions. 6. To determine the equivalent resistance 14. a) To observe the action of Zn, Fe, Cu and Al metals on the following salt of two resistors when connected in solutions. series. i) ZnS0 (aq.) 7. To determine the equivalent resistance 4

of two resistors when connected in ii) FeS04 (aq.) parallel. iii) CuS04 (aq.) 8. To prepare a temporary mount of a leaf iv) Al2(S0) (aq.) peel to show stomata. 3 b) Arrange Zn, Fe, Cu and Al metals 9. To show experimentally that light is in the decreasing order of reactivity necessary for photosynthesis. based on the above result. 10. To show experimentally that carbon 15. To study the following properties of dioxide is given out during respiration. acetic acid (ethanoic acid): 11. To study (a) binary fission in Amoeba i) odour and (b) budding in yeast with the help of prepared slides. ii) solubility in water 12. To determine the percentage of water iii) effect on litmus absorbed by raisins. iv) reaction with sodium bicarbonate 13. To perform and observe the following reactions and classify them into;

148 SOCIAL SCIENCES 7.1 PART -I HISTORY AND POLITICAL SCIENCE

HISTORY 4. To develop contemporary, cultural, Introduction social & modern point of view and to build a scientific attitude free from This syllabi includes Ancient, Medieval narrow mindedness, regressive and Modern history. We tried to draw all the prejudices and communalism. events and movements chronologically, also recognized India's Political, Social and 5. To create awareness about the cultural values in the new education policy. protection of environment. Inclusion of Religious and social Reformation 6. To develop a historical attitude in order can develop moral attitude among the to understand universal brotherhood, students. Giving deep knowledge of our human rights, international country, to the students of secondary as well understanding and to understand the as higher secondary, is our main motto. challenges of globalization. Standard X History begins with Revolutions simultaneously turning into 7. To create awareness about the Imperialism. Study of two world wars show important historical events, how the constructive mind turned as a contemporary important happenings & destructive one by giving the knowledge of critical issues. two dictators. 8. To inculcate and preserve the values of After that the students will study about unbiased nationalism, national scientific and technological era that the integration, secularism & democracy. students do need now a days. This kind of 9. To develop humanitarian & community vast knowledge really make them think about oriented attitude among the students. what the world achieved in past, what it is going to achieve now and what will be the Std IX future standing before them. Unit 1 : Ancient and Medieval Civilizations Objectives a) Greek b) Indian c) Arabian 1. To safeguard the comprehensive and Unit 2 : Renaissance and Feudalism unbiased perspective in the teaching of history. a) Feudalism in Medieval Age, 2. To interpret & analyses past in order to Decline, Crusades understand the present and to face ably b) Reformation the challenges of the future. c) Renaissance 3. To develop students' curiosity and analytical reasoning in the subject of Unit 3 : Age of Revolutions history. a) Industrial Revolution

149 b) American war of Independence about society as well as activities in the society. Basically all political activities are c) French Revolution studied in Political Science. Std. X Political Science is one of the Unit 1 : Imperialism important Social Science. It deals with a) Geographical discoveries and fundamental rights and duties of citizen, colonization Electrical process, Constitution etc. Political Science basically deals with Democracy, b) Asia: India, China, Japan political parties, Social diversity and its c) Africa relationship with democracy. Through the Unit 2 : 20th Century Age of conflict syllabus of political science an attempt is made to explain the challenges to democracy. a) First world war Political Science trains students to b) Russian Revolution study actual day to day problem to identify c) The League of Nations and analyse them. d) Dictatorships in Europe, Second Objectives World War and world 1. To introduce to students importance of e) United Nations Organization Political Science in human life from Unit 3 : Emancipation of Asia and Africa primitive age to modern times. a) Asia 2. To introduce to students political concepts and political ideologies. b) Africa 3. To introduce India's political system to Unit 4 : World after World War II students. a) Cold war 4. To introduce to students attitudes and b) Scientific and Technological values strengthening healthy civic and Progress political life. c) Globalization 5. To develop sense of responsibility POLITICAL SCIENCE regarding voting process for developing participatory democracy. Introduction 6. To strengthen awareness about This subject was earlier known as Fundamental Rights and Duties listed civics. The students were learning basically in constitution. about rights and duties in this subject. Students are also expected to learn political 7. To introduce to the students social concepts like democracy, political parties, etc. diversity in Democracy. Therefore, the students will learn Political Std. IX Science at this stage. 1. Introduction to Political Science Political Science is a Social Science. Meaning, Nature and Scope. We all live in a society. So we must learn 2. Making of the Constitution of India

150 Need of the Constitution, Constituent 2. Political Parties and types Meaning, Assembly Preamble to the constitution Need, Types of Political Parties - of India National and Regional 3. Fundamental Rights and Duties, Need 3 Social Diversity and Democracy. of Fundamental Rights, Fundamental What is social diversity? Rights mentioned in Indian Constitution i) Caste/race and Democracy What are Duties? ii) Language and Democracy 4. Electoral Process iii) Religion and Democracy What is election? Voter, Constituency, iv) Gender and Democracy Candidate, 4. Challenges to Democracy Remedial Adult franchise, Direct and Indirect measures to the challenges election 5. Internal work 5. Internal Work Std. X 1. Democracy Meaning, Types and characteristics

151 SOCIAL SCIENCES 7.2 Part - II GEOGRAPHY AND ECONOMICS

GEOGRAPHY Objectives Introduction To enable the students to Students at early state are very corious, 1. Develop an understanding of man and so while observing they learn geography environment, their interrelationship at unknowingly. Hence Geography is introduced the global level in their syllabus at early stage. Gradually from 2. Develop awareness to protect the their doorstep they are taken to the world environment through curriculum. At 9th and 10th level students are well equipped with information 3. Protect and improve the natural about natural processes operating in different resources including forests, water, soils parts of the world. At this stage they are being and wild life exposed to aerial differentiation and 4. Understand and appreciate the diversity problems arising out of them. The regional of land and people of the country with differentiations are basically because of its unity underlying differences in natural resources as well as 5. Enhance & deepen the knowledge and the ability and efficiency of the people to utilize understanding of Indian environment in them and hence at this level they are its totality. Their interactive processes introduced to understand the resource base and effects on the quality of life in future and analyse the reasons of regional imbalance. 6. Develop an understanding and concern about the growing population and its Maharashtra being a home state of the impact on the environment students, these concepts are introduced with Maharashtra and then in the next step to 7. Develop an appreciation of the India. interdependence of nations and regions of the world in general and India in The SCF (State Curriculum Frame particular. work) has been introduced in 2010 by Government of Maharashtra is very much in 8. Develop scientific knowledge by line with NCERT ( National Council for promoting the spirit of enquiry and Educational and Research Training ) Which following a rational and objective gives emphasis on students participation in approach creation of knowledge as well as active 9. Develop skills and abilities to read, learning for the syllabus for geography to understand and analyse geographical promote these Objectives outlined in the data presented in various forms such SCF2010 as photographs, maps, graphs, diagrams and charts

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page 156-167.pmd 152 24-05-2013, 10:47 GEOGRAPHY OF MAHARASHTRA GEOGRAPHY OF INDIA Std. IX Std. X Unit 1: Concept of Region Unit 1: Physical Divisions of India 1.1 Concept of Region 1.1 Identification of Physical divisions 1.2 Identification of a region Unit 2: North Indian Mountains Unit 2: Natural resources 2.1 Himalayas 2.1 Land 2.2 Associated mountains 2.2 Water Unit 3: North Indian Plain Region 2.3 Soil 3.1 Deserts 2.4 Forests 3.2 Western Plains 2.5 Minerals 3.3 Central Plains Unit 3: Occupations 3.4 Eastern Plains 3.1 Classification of occupations 3.5 Delta region Unit 4: Agriculture Unit 4: Peninsular Plateau Region 4.1 Types of agriculture 4.1 Malwa Plateau 4.2 Major crops 4.2 Chhotta Nagpur Plateau Unit 5: Industries 4.3 Maharashtra Plateau 5.1 Agro-based industries 4.4 Karnataka Plateau 5.2 Other industries 4.5 Telangana Plateau Unit 6 : Transportation, Communication and Tourism Unit 5: Western Ghats and Eastern Ghats 6.1 Types of transportation 5.1 Sahyadries 6.2 Means of Communication 5.2 Eastern Ghats 6.3 Tourism Unit 6: Coastal Region Unit 7: Population 6.1 Eastern coastal plain 7.1 Growth of population 6.2 Western coastal plain 7.2 Structure of population Unit 7: Indian Islands Unit 8: Regional development 7.1 Western Islands 8.1 Human development Index 7.2 Eastern Islands 8.2 Regional development in Maharashtra Unit 8: Practical Unit 9: Practical 8.1 Cartography 9.1 Cartography Unit 9: Practical 9.2 Isopleths maps 9.1 One dimensional diagrams 9.3 Field study 9.2 Two dimensional diagrams

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page 156-167.pmd 153 24-05-2013, 10:47 ECONOMICS 8. To develop research approach of the Introduction students with the help of local level projects. According to the National Educational Policy 1986, Economics has been included 9. To develop awareness among the in Social Science faculty to be taught at IX students about the co-relationship and X standard. Keeping in view the between economy and environment. Objectives of NCF 2005 to provide 10. Creation, construction and application information of Economics and Nature of?” of knowledge among the students Economy through constructivism to the through self realization & action. students of Secondary Section, the subject Objectives Economics has been included in SCF 2010 for the students of IX & X standard. While The study of Economics as a part of preparing the curriculum and the Objectives Social Science starts from Std. IX to of Economics, Consideration has been made introduce Economics to these students and of Recent Events and Future changes in the make them easy to understand, the following economy and also to develop the potentials objectives are determined. of the students. 1. To introduce subject of economics to General Objectives the students. 1. Economics is one of the important 2. To develop Self Study with the help of subjects in Social Science. The subject Basic Economic concepts. should be taught with scientific methods so that it becomes easy and simple for 3. With the help of the concept of Family the students to understand. Budget, explain the students concepts of Family Income & Expenditure. 2. To provide primary information to the students about Economics & Nature of 4. To explain the concept of Want. Economy with changing time. Std IX 3. To develop skills & abilities of the 1. INTROCUCTION OF ECONOMICS students to use the scarce resources (Natural and human resources) in 1.1 Introduction efficient and optimum manner. 1.2 Concept of Economics, Meaning & 4. To develop creativity among the Definition students to solve the economic 1.3 Importance of Economics problem. 2. BASIC ECONOMIC CONCEPTS 5. To create awareness among the students about local Economic 2.1 Human wants & classification of wants problems and challenges. 2.2 Commodity - Economic goods & Free 6. To introduce to the students Economic goods. concepts, economic planning and new 2.3 Resources & Scarcity of resources. economic policies. 2.4 Utility, value & Price. 7. To develop potential of self study among the students.

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page 156-167.pmd 154 24-05-2013, 10:47 2.5 Demand & Supply. 2) Basic problems of an economy solution 3. SOURCES OF INCOME 2.1) Introduction 3.1 Personal Income - Agriculture, Industry, 2.2) Problems Trade, Agro allied Industry- Allutedar, Balutedar, Small Scale & Cottage For whom to produce? Industry. How much to produce? 3.2 Modern Sources of Income- By whom to produce? Income from Service Sector- Transport, How best are the resources being Communication, used? Doctor, Lawyer, Chartered Accountant, 2.3) Solutions Cyber Café. Capitalism 4. FAMILY BUDGET Socialism 4.1 Income & Expenditure, Explanation with the help of Examples. Mixed Economy Inflation 4.2 Project on Income & Expenditure of family (local level) 3.1 Introduction Std X 3.2. Causes of inflation Objectives 3.3. Effects of inflation 1) To give information about Indian 3.4. Measures Economy to the students. 4) Public distribution system & 2) To make the students realize the consumer protection problems of Indian Economy. 4.1. Introduction 3) To inform the students about different 4.2. Public Distribution system - meaning & sectors of economy. explanation 4) To make the students aware of 4.3. Objectives of P.D.S. consumer's rights. 4.4. Progress of P.D.S. Std X 4.5. Drawbacks of P.D.S. Topics 4.6. Remedial Measures 1.1) Introduction of an Economy 4.7. Consumer Protection - Rights & duties 1.2) What is an economy? of cunsumer, food adulteration. 1.3) Types of Economy 1.4) Main features of Economy

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page 156-167.pmd 155 24-05-2013, 10:47 8 PERSONALITY DEVELOPMENT

Introduction will be the generation of 2020. At this juncture, study of 'personality development' as a Education continues to be a key factor separate subject will provide each child with in building a nation. In the year 1892, before an independent thought and identity. independence, Hon'ble Shri Gopal Krishna Constructivist teaching approach is the ba- Gokhale was the first to introduce the com- sis of this subject. Teaching of this subject pulsory primary education bill in central law coupled with enriching self experience will board. Finally, free and compulsory primary help the students to build all-round personal- education has become a reality today. There- ity in future. This would further lead to a strong, fore, along with intellectual development powerful young India. physical, emotional, social and spiritual developments are also being given prime im- The objective of personality develop- portance in the educational process today. ment subject is to make students strong and From time to time conducive committed bold in order to face upcoming challenges. educationists have always emphasized dy- The framework and the evaluation scheme namic development of students. for this subject have been designed accordingly. Education is not a material that can be distributed among the students. Effective and CONCEPT OF PERSONALITY enriching education is the foundation of DEVELOPMENT student's development. When the Objectives Introduction of education are realized, then true personality development will take place. Regular Intellectual development was supposed interactions among children, parents, teach- to be the only aim of education for many ers and society enhance personality growth. years. However, the connotation of educa- Positive approach and healthy environment tion has became much larger. Now with the of educational institution lead to adding value advent of constructivist approach emphasis to students' personality. is given to all-round development of students. The main objective of today's education is The major objective of education is to development of various abilities and good acquire an all-round personality development character along with intellectual growth of of students. Preparing students to face chal- students. lenges in day to day life has become an While considering the study of all-round important goal of today's education. It is only development, one must think of the develop- through a programme of personality devel- ment of body, mind and intellect. A mature opment that one can break the shackles of personality evolves only after all these three traditional closed-door approach to educa- aspects get developed. tion. Various internal and external factors in- In 2020, India is going to be a nation of fluence personality development. These in- youth. The children of primary schools today

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page 156-167.pmd 156 24-05-2013, 10:47 fluences have varied impact on students’ 1.2.4 Review of oneself regarding Social personalities. Some students excel in physi- development cal and some in intellectual development. 1.2.5 Review of oneself regarding Spiritual Students need to understand their individual development level of progress in relation to the physical, mental, emotional, intellectual and spiritual 1.2.6 Planning for future development growth. Only then it will be easier for the Who Am I ? teachers to provide a sense of direction to the students. Intrduction Objectives Identifying and knowing oneself is very important for every teenage. During adoles- 1) to help students understand the con- cence every boy and girl undergoes physical cept of allround development of person- and mental changes. At this juncture, every ality. student starts to find out the answer of the 2) to make students aware of various question- 'who am I?' At home students methods and approaches to an all- constantly grow as an individual and at school round development of personality. as a social being . The contribution of par- 3) to help students develop physically, ents and teachers is crucial in helping the mentally, emotionally intellectually and students to establish their self identity. Guid- spiritually. ance of teachers and parents will facilitate the smooth transition of a student from teen- Standard IX age to youth. Helping students to develop 1.1 Meaning of personality healthy and sound personality is one of the development major Objectives of 'Personality Develop- 1.1.1 Physical development ment' subject. 1.1.2 Emotional development Objectives 1.1.3 Intellectual development 1) to help students know the meaning of 1.1.4 Social development self-identity. 1.1.5 Spiritual development 2) to help students understand the physical and mental development of self. Standard X 3) to motivate students to think over their 1.1 Review of syllabus covered in Std. IX likes and dislikes and plan the future. 1.2 Evaluation of Personality development 4) to motivate students to identify their of oneself ideals and to lead a cultured and de- 1.2.1 Review of oneself regarding physical scent life. development Standard IX 1.2.2 Review of oneself regarding 2.1 Knowing oneself emotional development 1.2.3 Review of oneself regarding 2.1.1 Knowing one's own body intellectual development 2.1.2 Knowing one's own mind 2.1.3 Reviewing physical and mental

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page 156-167.pmd 157 24-05-2013, 10:47 qualities in oneself not be left only to training through chance 2.2. Future of self events. So, we must create appropriate atmosphere to teach our children basic val- 2.2.1 Nature of oneself, likes and dislikes ues. of oneself OBJECTIVES 2.2.2 Family and social background of oneself To enable students to i) acquire knowledge regarding values as 2.2.3 Plan for the future development of one- per their age and standard of learning. self ii) realise importance of values in day-to- Standard X day life. 2.1 Review of syllabus covered in Std. IX iii) develop judgmental capacity to differ- 2.2 Search for one's own ideals entiate between good and bad. 2.2.1 Ideas about one's own ideals iv) inculcate values such as truth, nonvio- 2.2.2 Ways and means to reach one's ideals lence, gender, equality, humanity, dignity of labour, secularism, national inte- A. Reading good literature gration, patriotism, peacefulness etc. B. Participation in workshops, seminars, Standard IX group discussions, social gathering, etc. 3.1. Concept and importance of value education. 2.3 Preparing for one's future 3.1.1 Concept of value education 2.3.1. Ideas about one's future 3.1.2 Importance of value education 2.3.2. Family and social background of 3.2. Process of value inculcation oneself 3.2.1 Family Teachings 2.3.3 Making use of natural dispositions and 3.2.2 School Teachings capacities 3.2.3 Reading of good literature VALUE EDUCATION 3.2.4 Value inculcation through self experi- Introduction ence Values are guideposts in our life. We 3-3 Inculcation of values (Truth, Non must teach our children universal values like violence,Humanity,Dignity of Labour, truth, honesty, compassion, peace, etc. Val- Gender, Equality, Patriotism, Peace, ues give a sense of security and self esteem National Integration, Secularism, Global to those who adopt them. Values help chil- Citizenship, Inclusiveness with respect dren to protect themselves from falling into to gender, race, caste, religion) traps and not to succumb to easy temptations and not to step on anybody else's Standard X shoes. Some experiences will definitely Review of syllabus covered in Std. IX educate children about what is right and what 3.1 Factors responsible for inculcation of is wrong. However, value education should values

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page 156-167.pmd 158 24-05-2013, 10:47 3.2.1 Personal factors human relationships 3.2.2 Family factors 4) to strengthen the family bonding 3.2.3 Social factors Standard IX 3.2.4 Cultural factors 4.1 Changes during puberty 3.2.5 Educational factors 4.1.1 Physical changes 3.3 Inculcation of values through activities 4.1.2 Emotional changes and project 4.1.3 Psychological changes 3.3.1 Activities 4.2 Advantages and disadvantages of Peer 3.3.2 Projects Pressure Note : 4.2.1 Advantages of Peer Pressure 1) All the values to be introduced in Std. 4.2.2 Disadvantages of Peer Pressure IX. 4.3 Family Bonding. 2) Values to be inculcated through activi- 4.3.1 Relationship with elderly in the family ties and project in Std X. 4.3.2 Relationship with siblings GROWING UP Standard X Introduction 4.1 Review of syllabus covered in Std. IX The child in the stage of puberty is in a 4.2 Controlling temptations great hurry to grow up, feel independent and to experience various pleasures of life. Poor 4.2.1 Types of temptation (Things & persons) foundations, lack of guidance, absence of 4.2.2 Measures for controlling temptations suitable models, inadequate opportunities for 4.3 Building healthy relationships social development, in appropriate exposure through electronic media and insufficient 4.3.1 Meaning of healthy relationships motivation are some of the conditions which 4.3.2 Development of healthy relationships make transition to adolescence and good 4.4 Communication skills and proper use citizenship difficult. The social and emotional of technology pressures on adolescents to have friendship or relationship with opposite sex can be quite 4.4.1 Communication skills strong. We have to make sure that our stu- 4.4.2 Proper use of technology dents turn out to be a responsible citizen. STRESS MANAGEMENT Objectives Introduction 1) to enable the students to have some Today we are living in an age of sci- insight into physical emotional and psy- ence. Human life has become dynamic as chological changes during puberty per the scientific progress. While reaching 2) to help them keep away from negative at the zenith of success and progress man is peer pressure finding days, months, years and even his whole life very short day by day. In the mo- 3) to help them know importance of good

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page 156-167.pmd 159 24-05-2013, 10:47 tion of this temptation everyone is losing 5.1.1 Positive effect of stress. health. The traditional tools of motion are 5.1.2 Negative effect of stress. inadequate to him. He feels need of more speedy appliances than the speed of his 5.1.3 Hyper stress thoughts. 5.1.4 Hypo stress. The world has come too close be- 5.2 Causes of stress cause of the progress of information and 5.2.1 Situational causes technology. Everyone's passion has increased to control over the whole world and 5.2.2 Personal causes information. This has created fierce compe- 5.3 Effects of stress tition in human life. This competition has burdened an unknown stress on human mind. 5.3.1 Positive effects Man has lost his natural life and living be- 5.3.2 Negative effects cause of this stress. Surrounding stress and 5.4 Overcoming stress. adverse physical and psychological effects have affected his daily life. 5.4.1 Handling family issues Mobile screen has become more im- 5.4.2 Addressing changes in personality portant instead of the rising sun after getting traits. early in the morning. Man has suffered from 5.4.3 Addressing the degree (severity) of various diseases which are created by stress stress. from dawn to dusk. These diseases make human life more stressful. This increases 5.4.4 Managing stress. incompetence. It affects personal, social and Standard X national progress. To avoid this damage, we 5.1 Review of syllabus of Std. IX have to strengthen the students to face the stresses bravely. 5.2 Analyzing the stress of self. Objectives 5.2.1 Analyze reasons of stress. 1) to help the students to understand the 5.2.2 Analyze effects of stress. nature of stress and to make them 5.3 Overcome self stress. aware of its effects. 5.3.1 Methods to overcome stress. 2) to explain the students the factors which create educational, social and family 5.3.2 Managing stress stress. LIFE SKILLS 3) to help the students to explore the so- Introduction lutions on effects of stress. In order to lead a successful life every 4) to try to make educational life of stu- individual has to acquire certain skills. These dents tension-free. life skills are acquired at different stages and 5) to help the students to think positively is a long term and continuous process. Some about stress. skills are visible, some invisible, some tan- gible and some intangible. Standard IX Life skills such as planning, communi- 5.1 Nature of stress

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page 156-167.pmd 160 24-05-2013, 10:47 cation, problem solving and leadership need 6.4.1 Goal setting (social and professional) to be internalized for an effective growth. Life 6.4.2 Target skills broadens the horizon of students personality. It addresses the basic skills required 6.4.3 Strategy for an effective personality-balancing the in- Standard X ternal and external development and its re- 6.1 Preparing for college flection, making one's personality to be ac- cepted with ease. 6.1.1 Initiative Objectives 6.1.2 Career counseling (workshop) 1) to help students understand life skills 6.1.3 Handling peer pressure 2) to help students to develop effective 6.1.4 How to tackle ragging planning and communication skills. 6.2 Creative thinking 3) to help students to develop good 6.2.1 Innovative thinking presenting skills 6.2.2 Analytical thinking 4) to help students to be focused. 6.2.3 Critical thinking 5) to help students to develop creativity, 6.3 Problem solving skills - Practical case problem solving skills and leadership study skills. 6.3.1 Brainstorming session Standard IX 6.3.1.A. Group discussion 6.1 Planning skills B. Logical Analysis 6.1.1 Planning C. Logical elimination of 6.1.2 Systematic thinking nonrelated issues. 6.4 Leadership skills 6.1.3 Systematic execution 6.4.1 Motivation 6.2 Communication skills 6.4.2 Team Building 6.2.1 Knowledge of the subject 6.4.3 Power sharing 6.2.2 Clarity DISASTER MANAGEMENT 6.2.3 Expressions and body language Introduction 6.2.4 Analytical thinking In day to day life, human beings face 6.3 Presentation skills natural calamities like deluge, flood, land 6.3.1 Art of speaking slide, fire, earthquake and tsunami. 6.3.2 Etiquette Like the various natural calamities, human errors lead to road farlities domestic 6.3.3 Art of dressing accidents and riots. They are the fall out of 6.4 Life skills for quality living irresponsible thinking and behaviour of humans which one has to face.

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page 156-167.pmd 161 24-05-2013, 10:47 It is beyond our control to completely 7.4.1 Reasons that cause fire. stop natural calamities. However, it is pos- 7.4.2 Actions post fire. sible to reduce the damages to people and property by creating awareness and warning 7.5 Epidemic - diseases due to contami- through the use of media, gevernment and nated water. social institutions. 7.5.1 Information about diseases through The process of initiating to control the contaminated water. damage is 'Disaster Management'. 7.5.2 Reasons for water getting contami- This lesson is being introduced to cre- nated and prevention. ate an understanding and awareness among 7.5.3 Personal hygiene and importance of the students. clean and healthy living. Objectives 7.6 Road Accident. 1) to explain what is 'Disaster Manage- 7.6.1 How do road accidents take place. ment'. 7.6.2 Precautions to be taken by the students 2) to understand the implication of natural and families. calamities as well as disaster caused 7.6.3 Precautions to be taken by driver. by man. 7.6.4 Instructions given by the head of school. 3) to understand the techniques and skills Standard X of disaster management and implement the same to reduce the severity 7.1 Revision of the concepts in standard of the damages. IX. 4) to introduce social awareness and how 7.2 Assistance for disaster management to rehabilitate affected people. and first aid facility. Standard IX 7.2.1 What is disaster, categories of disaster and First-aid. 7.1 What is 'Disaster Management'? 7.2.2 The function of individual and group 7.2 Earthquake members. 7.2.1 Damages due to earthquake 7.2.3 The importance of first-aid during di- 7.2.2 Actions during earthquake saster. 7.2.3 Actions post earthquake 7.3 The techniques of life saving, help and shelter during disaster. 7.3 Floods 7.3.1 Methods and help for earthquake vic- 7.3.1 Reasons tims 7.3.2 Precaution and prevention 7.3.2 Methods and help during floods 7.3.3 Actions during floods. 7.3.3 Methods and help during fire. 7.3.4 Actions post floods. 7.3.4 Methods and help for road accident victims. 7.4 Fire. 7.3.5 Arrangement of shelter during disaster.

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page 156-167.pmd 162 24-05-2013, 10:47 7.4 Group Activity and planning for disas- with the seed of terrorism, this unit is being ter management. introduced. 7.4.1 Plans for village/ward. Objectives 7.4.2 Formation of volunteers’ groups. 1) to provide students information on ter- 7.4.3 Rehabilitation and reconstruction. rorism 7.4.4 Feedback and evaluation. 2) to inform students the causes and effects of terrorism ANTI TERRORISM 3) to make students aware of various Introduction measures to fight terrorism Every individual has a right to live hap- 4) to make students aware of measures pily. Man is social by nature. Individuality to uproot against terrorism coupled with peaceful happy co-existence is the epitome of living. Standard IX Ironically, the world is inhabited by 8.1 Terrorism : Nature, history and causes people of all kinds that include barbaric, cruel, 8.1.1 Nature and effects of terrorism antisocial and the insensitive. 8.1.2 History of terrorism When such people let their actions pre- 8.1.3 Causes of terrorism vail upon the society, terrorism is born. In general, terrorism's fundamental reasons are Standard X Religion, Regional language, caste and dif- 8.1 Review of syllabus covered in Std IX ferent thoughts. Today terrorism is not only limited to any one country but has spread the 8.2 Spread of terrorism and fighting against world at large. it This chapter will create an awareness 8.2.1 Uprooting of terrorism in students about the causes and ill effects 8.2.2 Various ways of uprooting terrorism of terrorism. ( group discussion, speeches, street In order that the society is not inflicted plays, public awareness etc.)

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page 156-167.pmd 163 24-05-2013, 10:47 WORK EDUCATION 9 Group A (J-I) ELECTRICAL APPLIANCES

Std. IX 4. To know about conductors insulators Introduction used in regular practice. In modern times electrical appliances 5. To acquire knowledge of different constitute an integral part of life. Man has electrical appliances, their functions, been discovering of new electrical appliances construction & uses. to make his life comfortable. According to 6. To create a sense among students needs, various versions of new appliances about the opportunities of careers in are also available. Therefore, it is essential electrical field. for the students to be familiar with electrical appliances. The students should get familiar 7. To create awareness among students with different electrical terminologies such as about electrical energy saving. electrical circuits, conductors, insulators. The Theory students should also know about different electrical hand-tools, the skill of their use and Topic No. 1 precautions to be taken while handling these Current Electricity and safety tools. The students get familiar about the precautions information of the electrical appliances, different methods of their handling and voltage, current, resistance, power, precautions to be taken while handling these energy appliances. They get familiar about (Definition, units, measuring instruments dismantling, testing and reassembling of used for above quantities), Safety electrical appliances. Therefore, it is precautions while handling electrical obligatory to include this syllabus into the work appliances and electrical work. (First education subject. aid treatments). To teach the syllabus effectively, it is expected to make use of audio-visual aids Calculation of energy bill. Electrical to maximum. Similarly, to create interest symbols. among students about the opportunities in Topic No. 2 the field of electricity. Types of Electric Supply and circuits. Objectives · AC supply – 1 phase , 3 phase 1. To get the information of electrical (Introduction and uses) terminologies electrical circuits · DC supply – (Introduction and uses) 2. To be familiar with safety precautions to be taken while handling electrical · Difference between AC and DC supply. appliances. · Connection of resistances in series and 3. To acquire skills of handling different parallel. electrical hand-tools. · Open circuit and short circuit

164 · Generation and effects of Electricity · Types of uses of cables, current, (Kinds, methods of Generations and capacity. transmission in figure) Topic No. 5 Effects of Electricity Electric Iron and Reflector Type Room 1. Physical Effects Heater. · 2. X-ray effects Types: electric iron, working principles · 3. Thermal effects Construction and testing of common iron, faults and repairing of common 4. Light effects. iron. 5. Chemical effects. · Room heater construction and working 6. Magnetic effects. principle (Reflector type) Topic No. 3 · Room heater checking, repairing. Electricians common tools (Figures, Topic No. 6 Information, uses only) Electrical stove, Toaster Types, · Combination pliers, long nose pliers. construction, testing, repairing. · Wire stripper Topic No. 7 · Screw drivers Immersion Heater and Gyser · Hammers, Hack-saw. Working principles. Types of Gyser, construction, checking and repairing. · Neon testers Topic No. 8 · Electrician Knife Electric water purifier and Microwave · Rawal punch, poker, centre punch, Tri oven square · Working principle · Measuring Tape and steel rule · Construction · Hand drill machine. · Uses · Soldering Iron · Precautions while handling · Test Lamp, Series Test lamp Practical · Plumb bob, Level bottle 1) Measurement of voltage, current using (students need not be asked to draw voltmeter and ammeter and calculation figures) of power of 200 watt lamp. Topic No. 4 2) Connection of resistances in series and Wires & Cables measuring voltage, current. Conductors,Insulators(Explanation of 3) Connection of resistances in parallel uses of conductors and Insulators by and measuring voltage and current. diagram. 4) Making test lamp and checking supply · Types of uses of wires, current, capacity. with test lamp & neon tester.

165 5) Making a series test lamp and testing Information about this is included in the a given electric appliance [OC/SC and syllabus. earth test] For effective teaching, use of 6) Checking polarity of DC supply. multimedia is expected. It is expected to create interest among students about the 7) Making wire joint and soldering. career opportunities in the sector of 8) Dismantling, testing and finding fault & electricity. repairing of given appliance. OBJECTIVE i) Electric Iron. 1. To get knowledge about wiring as well ii) Electric Stove. as materials & accessories used for wiring. iii) Immersion Heater. 2. To get knowledge about illuminating iv) Reflector type Room Heater. equipments. 9) Testing of given appliances 3. To get knowledge about different i) Electric Gyser electric motors used in electric ii) O.T.G (Oven Toaster – Griller) appliances. (J-1) ELECTRICAL APPLIANCES 4. To make students familiar with different electrical appliances their working, (std X) construction & repairing. Introduction 5. To create interest about different career In modern times electrical appliances opportunities in electrical field among constitute an integral part of life. Human being children. has been finding different kinds of new 6. To get knowledge about non- electrical appliances to make his life conventional energy sources (solar comfortable. According to different needs energy) & how the electric energy is various versions of new appliances are also generated from solar energy & to know available. Therefore, it is essential for the about electric energy storage devices. students to be familiar with electrical Theory appliances, electrical house wiring and the materials used for it. Students should get Topic No.1 Wiring familiar about different illuminating lamps and · Wiring accessories different electric motors. Knowledge · Types of Wiring regarding dismantling, testing, reassembling of electrical appliances is essential. Student 1) Conduit Wiring should know about use of non-conventional 2) Casing Caping Wiring energy sources for generating electricity and 3) Concealed wiring should know about the electrical energy storage devices. · Testing of polarity of wiring by test lamp According to today’s need, it is · Earthing – need of Earthing essential to make use of energy saving Types of Earthing - Pipe Earthing appliances and also to use CFL, LED lamps, – Plate Earthing which contribute a lot in saving energy.

166 Topic No.2 Topic No.6 Illumination Refrigerator, Vacuum cleaner and washing machine. Incandescent lamp Refrigerator – Introduction, Fluorescent tube set – with winded Construction, Working. choke, with electronic choke. Vacuum Cleaner – Introduction, types. Mercury Vapour lamp, Sodium Vapour Construction, Working Lamp. Washing Machine - Introduction, Types Hallogen Lamp Construction, Working CFL – Compact Fluorescent Lamp Topic No.7 LED Lamp Rechargable Batteries Wattage and Lumens of all above Battery – Introduction Types lamps Applications Topic No.3 Lead Acid Battery – Motors Used in Electrical Appliances Construction and working Capacitor motor - Capacitor start motor Charging Permanent capacitor motor Maintenance Shaded pole motor Dry Batteries – Universal motor (Structure and function Construction and working of all the above motors) Charging Topic No. 4 Maintenance Electric Mixer and Food processor. Portable Rechargeable Torch Construction and working. Construction and working Testing and repairing (at spare part Uses replacement level) Solar Panel :- Topic No. 5 Construction and working Electric fans and Room coolers Uses Type of Electric Fans Practicals Ceiling Fan – Construction, Working, testing, repairing. 1) Controlling separately two lamps from two places in casing caping Table Fan – Construction, Working, wiring testing, repairing. 2) Staircase wiring using conduit fitting Room coolers – Construction, Working, and saddles. testing and repairing. 3) Wiring and testing of fluorescent tube (at spare parts replacement level) set.

167 4) Dismantling, testing and reassembling 3) Develop & inculcate habits of hygiene of electric mixer. and sanitation during production of 5) Dismantling, testing and reassembling bakery and confectionery products. of electric ceiling fan. 4) Develop scientific and technical skills 6) Making of series parallel testing board for quality production. and testing table fan. 5) Be economically self sufficient by sell 7) Switch board wiring practice. of bakery and confectionery products. 8) Testing and repairing of portable rechargeable torch. 6) Develop entrepreneurship attitude. ( J-2) BAKERY PRODUCTS Theory Std : IX 1. Introduction of big & small equipment Introduction used in bakery & confectionery. In modern times, joint family system 2. Importance of hygiene & sanitation has been replaced by nuclear families. All bakery. earning members, women members also, 3. Functions & Characteristics of raw have to stay away from home for a longer material used in bakery & confectionery. period. This has changed the dietary pattern of families. Consumption of “Ready to eat” 4. Process & methods of preparation of items is increasing rapidly. This has flourished bakery & confectionery products. bakery and confectionery business. Practical Quality production of bakery items, requires basic scientific knowledge about raw 1. Types of biscuits material supported by specific skills. In (a) Nankatai preparation of bakery products along with skills it is also very important to follow the (b) Jeera Biscuits rules of hygiene and sanitation. Considering (c) Groundnut biscuits these points this course is specially designed to impart basic knowledge and 2. Types of cak modern techniques of bakery and (a) Plain cake confectionery. This will help to develop entrepreneurship attitude in students and (b) Cup cake with glaze icing make him/her economically self sufficient. 3. Types of bread Objectives (a) Ladi pav To enable the students to : 4. Papdi & Chikki Confectionery 1) Get scientific and technical information regarding basic raw material required (a) Til Papad for bakery and confectionery products (b) Groundnut chikki and their functions and characteristics. 2) Know about equipments used in bakery 5. Visit a commercial bakery unit & and confectionery. write a report

168 (J 2) BAKERY PRODUCTS Theory ( std : X) 1. Characteristics of ideal biscuits, cakes Introduction & bread Now a days nuclear family pattern life 2. Fault in biscuits, cakes & bread – style is rapidly increasing, therefore need of reasons & remedies “ready to eat” products is also increasing. 3. Packaging of bakery & confectionery Consumer of all age group relish bakery & products. confectionery products. More importance have been gained to them due to fast growing 4. Calculation of selling price of bakery & demand. confectionery products The major products of bakery & Practicals confectionery are Biscuits, Cakes, and 1. Types of Biscuits Bread. Application of modern technology principles of food science, accuracy in (a) Ragi (Nachni) biscuits preparation are basic requirements of good (b) Sweet & Salty biscuits quality, long lasting products. 2. Types of cakes & icing Hands on training with the help of actual work experience by learning – teaching (a) Pound cake & Butter icing method can be imparted in this subject. (b) Chocolate cake Introduction of such professional skill oriented subject at school level will help students to 3. Types of bread choose their career for future. (a) Fruit bread Objectives 4. Sugar Confectionery To enable the students to : (a) Khoa Burfi 1. Understand characteristics of ideal 5. Production & Sale of 15 servings of cake, biscuit & bread. any two products from IX & X 2. Acquaint with probable faults in biscuits, syllabus cake & bread products. List of Equipment required for Bakery 3. Understand reasons behind biscuits, & Confectionery practicals - cake & bread products & know the remedies. 1. Laboratory 4. Develop skills in packaging bakery & 2. Oven – O.J.T.Electric oven confectionery products. 3. Domestic cooking burner (L.P.G.) 5. Learn to calculate selling price of bakery 4. Table – with marble or granite or & confectionery products. stainless steel top. 6. Develop skills in preparation of 5. Weighing scale biscuits, cake & bread & burfi. 6. Aluminium tins 7. Learn to decorate cake with icing. a. Cake tin – 6 to 73 round 8. Learn quantity production and sell of bakery products. - 6 to 73 square

169 b. Baking tray – should fit in the oven ( J-3) FOOD PRESERVATION c. Cooling racks. Std : IX d. Biscuit cutters – round/fancy shape Introduction 7. Stainless steel equipment Fruits & Vegetables are important in the diet. They provide mainly minerals & a. Thali (Parat) vitamins & bring variation in taste, colour, d. bowl with lid flavour & texture. One disadvantage of fruits & vegetables is that they are perishable. b. flour sieve During a season, those are available in large e. Serving spoons quantities & are cheap and nutritious. Due to technological progress, there is enormous c. Vessel with lid production of fruits & vegetables. It can be f. Tongs therefore processed when available in large quantities & preserved for the whole year. (1 to 2 lit capacity) This can help a person to earn his livelihood 8. Kadai – hindalium or develop a small scale enterprise. 9. rolling pin Objectives 10. Set of small equipments 1) To learn to classify food according to shelf life. a. Measuring cups 2) To understand importance of food h. Nozzles preservation. b. Measuring spoons 3) To know principles & methods of food i. Piping bag preservation. c. Wooden spoon 4) To develop skill in handling equipment used for food preservation. j. turn table 5) To develop the skill in freezing, d. Scraper/dough cutter preparing squash & synthetic syrup. k. Bread knife 6) To learn to pack preserved products. e. Pallete knife (for icing) 7) To learn to put appropriate label on preserved product. l. Vegetable knife Theory f. Spatulla (plastic) 1) Classification of food according to its m. fork shelf life. g. Spring egg beater 2) Food preservation – importance, n. Scissor principles & methods. o. Lighter/match box 3) Equipment used for Food Preservation. 11. Clean napkins – Turkish & plain. Muslin 4) Freezing vegetables. cloth 5) Squash.

170 6) Synthetic syrup 2) To know the functions of different food 7) Preparation of label & costing of the preservatives. preserved product. 3) To develop skill in preparation of jam. Practical : 4) To develop skill in preparation of jelly. 1) Freezing – peas / spinach / carrot / corn 5) To understand principle behind / French beans. dehydration of fruits. 2) Preparation of squash – lemon / 6) To learn to dehydrate fruits. orange / pineapple. 7) To know the principles of preserving 3) Preparation of synthetic syrup – Rose / pickles. Khus / orange. 8) To learn to prepare pickles. 4) Preparation of tomato sauce 9) To develop skill in preparation of mixed 5) Dehydrated products – Sago papdi, spices. Sandage, Grated Potato Theory: Arrowroot Kurdai, Papad. Food preservative – 6) Preparation of muramba – Amla, Raw mango, karwand. a) Natural – Sugar, Salt. (J-3) FOOD PRESERVATION b) Artificial – Sodium benzoate, Potassium (Std.X) meta bisulphite, Acetic acid / vinegar, Introduction Citric acid. In olden days, sugar, salt and oil was 1) Jam used to preserve different foods. After few years, with advances in food chemistry, 2) Jelly different chemical food preservatives were 3) Dehydration of fruits developed which were used in preserved food products. 4) Pickles Now a days, new methods of 5) Dry chutneys packaging preserved products are 6) Packaging developed which have increased the shelf Practical life of these products. There is a big market for the preserved products. This has created 1) Preparation of Jam – Mixed fruit / Apple various opportunities for the students in the / papaya. field of food preservation. Scientific study of 2) Preparation of jelly – Guava / wood this subject will help the student to develop Apple. small scale enterprise in the future. This will also help to achieve the Objectives of NCF 3) Preparation of raisins 2005 and SCF 2010. 4) Preparation of tamarind sauce Objectives 5) Preparation of pickles – Raw mango / 1) To learn to classify the food mixed vegetable / Fresh preservatives. turmeric and Green Chilly.

171 6) Preparation of masala – Goda masala, In some areas, there is scarcity of pure Garam masala, milk masala, Tea and drinkable water. After considering the masala, Buttermilk masala. importance of pure and clean water, it is necessary to use it properly. Also, it is 7) Packaging of preserved products. necessary to stop its pollution. With the help of this subject we should make the ( J-4) MAINTENANCE AND student aware of all these things. ELEMENTARY REPAIRS OF It is necessary to prepare a skilled WATER PUMP pump-mechanic to find out faults and repair them. If the students get the proper guidance Std : IX of vocational education, they may become Introduction skilled-workers and through self-employment this can stand on their own, Considering the According to the new National importance of self-earning and knowledge education policy, it is an objective of quality this subject is included in the syllabus of education to train all students to participate Std.IX. in their own society and in the global economy Objectives To enable the students to- Considering the needs of the students of 21st century, the subject, ‘Maintenance and · Give information about various water Primary, Repairs of Water Pumps’ has been pumps. introduced in ‘Work Education’. · Give information about various parts of Total 34 activities are included in ‘Work water pumps and their structure. Education’ of Std.IX. They are divided into · Give information about taking care and two parts – Theory and Practical. Some repairing of water pumps. activities are practical – oriented. · Give information about tools used for Due to heavy rain-fall, plenty of water assembling and repairing of water was available on the earth, in early days. But pump day-by-day, due to less rainfall, the storage · Understand the functioning and principle of water is becoming less. The level of water of water pump. under the earth is also decreasing. · Create interest about the skills of It is essential to bring the underground pumps repairing. water up on the earth to fulfil the need of · Create awareness about water water of ever-growing population. The man management. has prepared various types of pumps to bring Theory:- deep underground water on the earth. 1 Introduction of hand pumps, their The objective of the syllabus is to give principle and structure the knowledge to students about how these 2 Functioning of hand pump. various types of pumps should work properly and how to keep their maintenance time-to- 3 Installation of hand pump. time and their repairing. 4 Maintenance and care of hand pump.

172 5 Faults in hand pumps –causes and can be included in ‘Work Education.’ But remedies. permission of the Board is necessary. In 6 Tools for hand pump repairing. overall development of students, knowledge, emotions, physical fitness is expected. 7 Introduction of the centrifugal pump. As per changing period new subjects 8 Parts of centrifugal pumps and its and problems are arising. It will be beneficial functioning. from the point of view of society and students 9 Selection and installation of centrifugal to include the new activities in ‘Work pumps. Education’. If any new activity by any school is included, it will be considered as the new 10 Maintenance and care of centrifugal activity in ‘Work Education’. But the school pump. should submit its proposal with all plans to Practical the S.S.C. Board within time. 1 Practical of the functioning of the hand After the approval of S.S.C. Board the pumps. introduction, syllabus, Objectives, evaluation of new activity can be practised in the school. 2 Dismantle, assembling and testing the These activities are included in Group C. hand pumps. New activities can be found out for this group 3 To observe the functioning of centrifugal and the proposal should be submitted to the pump. S.S.C. Board. More information will be available in S.S.C. Board. 4 Dismantle, assembling and testing the centrifugal pumps. Objectives 5Dismantle and assembling of To enable the students to- footvalve 1 Give basic information about various Water Pumps. (J-4) MAINTENANCE AND PRIMARY REPAIRS OF WATER PUMP. 2 Give knowledge about labour work and STD.- X skill-full work. Introduction 3 Create awareness about dignity of According to new National education labour. policy, it is an objective of quality education 4 Provide opportunity for ‘Earn and prepare the students to participate in own Learn’. society and in the global economy. 5 Create ability and skill to select proper Considering the needs of the students tools and instruments. 21st century, the subject ‘Maintenance and 6 Develop qualities of team work, co- Primary Repairs of Water Pumps’ has been operation, tolerance and tenacity. introduced in ‘Work Education.’ 7 Help to increase productivity. The S.S.C. Board has the broad vision for the subject ‘Work Education’ (J 4) 8 Motivate for small scale industry. Considering the local conditions of schools, 9 Understand importance of planning and need of the society, attitude of the students functioning of organization in the and availability of material; the new activities process of production.

173 10 Take joyful experience of self creation. milk. 11 Develop self discipline and confidence. 3) Know the rules of hygiene and 12 Develop ability of self-evaluation. sanitation, to be followed during processing of milk. 13 Achieve self-sufficiency while doing production and providing services. 4) Get information regarding milk products. Theory 5) Develop skill in preparation of curds, butter milk, butter, ghee, chakka, kheer, 1 Prime know movers. flavoured milk, basundi and kulfi. 2 Installation of pump on foundation. 6) Learn serving and packaging of milk 3 Functioning of pump. products. 4 Maintenance of pump. Theory Practical 1. Importance of milk in diet. 1 To connect the pump to the Prime- 2. Composition of milk. movers. 3. Hygiene and sanitation. 2 Priming of the pump. 4. Processing of milk. 3 Switch on and off the pump. 5. Milk Products. 4 To remove the faults in the pump. 6. Serving and Packaging of milk 5 Proper maintenance of the pump. products. ( J-5) MILK AND MILK PRODUCTS Practicals Std : IX 1. Preparation of curds, butter milk, butter Introduction & ghee. Milk is one of the important ingredients 2. Preparation of Chakka and Shrikhand. in our daily diet. It is nutritionally very important but it is a perishable product. Processing is 3. Preparation of flavoured milk. necessary for its use and preservation. 4. Preparation of Kheer. Processing and preparation of milk products 5. Preparation of Basundi and Kulfi. need a special skill and knowledge about milk. This course is designed specially so 6. To visit dairy or/confectionery centre that the student can learn preparation of ice- preparing milk products and writing a cream, burfi, kulfi, shrikhand, paneer and report. other milk products. This will also provide to STD. X the student self employment. Introduction Objectives Maharashtra State ranks fifth in the milk To enable the student to production per annum. It is one of the leading 1) Understand composition of milk and its state producing milk products in importance in the diet. confectionery (Mithai) shops. 2) Know about various processes done on

174 To increase yield of milk, extensive 4. Preparation of pedha and burfi. cross-breeding and grading up programmes 5. Preparation of milk shake. are undertaken for dairy animals. 6. Preparation of ice cream. The above status and growth pattern signifies that there are bright career options 7. Identify 15 sellers of any two milk for dairy technology trained personnel in the products and sell. dairy industry as well as for self employment. ( J-6) INTEGRATED NUTRIENT Introduction to the subject at early stage at MANAGEMENT FOR SUSTAINABLE school level is beneficial to provide a firm AGRICULTURE foundation for the future. Std : IX Objectives Introduction To enable the student to The soil fertility is decreasing day by 1) Know different processes done on milk. day and area under problematic soils is 2) Know different milk products. increasing due to the use of fertilizers. Moreover the prices of chemical fertilizers 3) Develop skill in preparation of paneer, are increasing drastically, which force to do rosogulla, khoa, gulabjamun, pedha, the judicious use of chemical fertilizers. This burfi, milk shake and icecream. is only possible in integration of organic, bio 4) Know the reasons for spoilage of milk. and chemical fertilizers, so as to maintain crop productivity along with improvement / 5) Learn ideal methods of storage of milk. maintain in soil fertility. It will also help to 6) Identify milk adulteration. minimize the environmental, soil and water 7) Calculate sale price of milk products. pollution. As more than 60% population living in rural area and is dependent on Agriculture, 8) Develop the skill of selling the milk this knowledge is not only useful to increase products. productivity with available resources but also Theory it will be baseline for higher education in Agriculture 1. Processing of milk Objectives 2. Various milk products. 1) To know the role, deficiency symptoms 3. Reasons for milk spoilage and toxicity of different nutrients. 4. Storage of milk. 2) To know content of nutrient in various 5. fertilizers. 6. Calculation of selling price of milk 3) To know the advance technology of products. fertilizers use and economy in fertilizers. Practical 4) To understand the effective use of organic manures, bio fertilizers and 1. Preparation of paneer and rasogulla. chemical fertilizers. 2. Preparation of khoa. 5) Fertilizer management in problematic 3. Preparation of gulabjamun. soils.

175 Theory 5) Trash management in sugarcane . 1. Introduction :- Need for integration of 6) Use of green manures in sugarcane nutrients for sustainable Agriculture ratoon and insitu. - Definition, meaning and scope of 7) Use of bio fertilizers -seed treatment , sustainable Agriculture . field application, application of drip / sprinkler spray. - Integrated nutrient management. 8) Visit to industrial waste management 2. Essential Nutrient of crops project / Visit to nearest research centre - Essential nutrients , beneficial nutrients / agriculture collage/ University. and their functions. STD : X - factors attesting nutrient availability . Introduction 3. Organic manures Integrated nutrient management is at the - Importance , classification , nutrient centre of sustainable agriculture. Organic content . manures, bio fertilizers and chemical fertilizers are the three main components of - Preparation and enrichments of organic nutrient management. The study of organic manures, manures and bio fertilizers is already - New technique of Insitu trash included in Std IX. However the third management in sugarcane ratoon. component i. e . chemical fertilizers is not - Green manuring-scope advantages, covered in Std IX, so it is explained in detail disadvantages, methods , nutrient in Std. X It will be helpful for judicious use of contents. chemical fertilizers . This will help to obtain sustainable yield by effective use of available - Industrial waste management - resources and chemical fertilizers. This Use of bio methanation effluent of spent knowledge is useful to obtain higher yield wash Spent wash – Press mud cake with minimum inputs. This knowledge is a compost, base for higher education in agriculture. sewage. Sludge etc & their scope and Objectives limitations. 1) To explain the technique of usage of 4. Bio fertilizers chemical fertilizers. - Importance , classification , scope and 2) To impart knowledge of nutrient limitations. Methods of usage. requirements of crop. Practical 3) To give knowledge recommended doses of fertilizers for various crops. 1) Collection of soil sample for analysis . 4) To understand the technology to obtain 2) Preparation of compost / F Y M . higher yield with low cost and available 3) Preparation of vermicompost / resources. vermiwash . 5) To understand the reclamation and 4) Use of compost / F Y M / vermicompost fertilizers management of problematic / vermiwash in field. Soils.

176 Theory 7) Use of chemical fertilizers 1) Chemical fertilizers Blending of chemical fertilizers . Importance , classification of macro and Use of fertilizers through drip . micro nutrient fertilizers and their Spraying of chemical fertilizers . nutrient contents. Soil testing and Fertilizers uses. Methods of fertilizer application. Physical and chemical properties of Practical chemical fertilizers. 1) Collection and identification of chemical Storage and transport of fertilizers fertilizers. Compound , complex and mixed 2) Calculation of fertilizers doses for fertilizers . different filed crops. Preparation of mixed fertilizers , 3) Time-table and methods of fertilizer compatibility of different fertilizers. uses. Water soluble fertilizers. 4) Blending of urea with neemcake. Slow release fertilizers , coated fertilizers , cheats . 5) Enrichment of organic manures . 6) Use of micronutrients with organic manures . 2) Deficiency toxicity & symptoms of nutrients 7) Fertigation. Role , toxicity and deficiency symptoms 8) Folier application of fertilizers . of macro and micro nutrients . 9) Visit to Agriculture centre / college/ 3) Recommendations of manures university / organic and chemical fertilizers (J-7) Tie and Dye Important crops-cereals, pulses, and (Std. IX) cash crops. Introduction 4) Nutrient management of problematic soil Tie and dye is an ancient art. This art is originated from two Indian States Rajasthan Calcareous , acidic , saline , sodic , and Gujarat. Hence these states are and saline sodic supposed to be the birth places of tie and soils - characteristics reclamation and dye. This handicraft has its own special place nutrient management nutrient in this country and now it has been getting management in very shallow, famous in the world. It is called 'Shibori' in undulating, unlevelled soils . Japan. Wax is used for this craft in Nigeria. 5) Organic farming In India it is called 'Bandhani'. It is easy to learn this art. The cloth is first tied with knots Merits and limitations or thread and then dyed in colours. This 6) Integrated nutrient management : creates beautiful images and the process is Integrated use of bio fertilizers , organic called bandhani. This art is still developing manures and chemical fertilizers . with great favour in Rajasthan and Gujarat.

177 Initially 'Bandhani' was used to prepare the 2. Types of fabrics needed for bandhani. cloth for 'Pagri' or headgear, but now it is 3. Material needed for tie and dye. used to make sarees, blouse, bedsheet, Punjabi suits, etc. These days such articles 4. Methods of putting knots and types of are exported to foreign countries and suitable tieing the cloth income is generated. 5. Information about dyes. Today's age is an age of modern 6. Methods of dyeing technology. There are new trends, now a day's. Today's generation is also fascinated 7. Precaution to be taken while dyeing and by bandhani. There is a scope for innovation untieing the cloth in this craft. Anybody can learn tie and dye. Practical It requires limited space and equipments. Unit 1 Once the student excels in this art, he or she can work with interest and sincerity. This art 1.1 Various types after tieing with thread provides satisfaction of creating something 1.2 Bandhani work using needle and thread. new and can help in a earning. 1.3 Bandhani work by putting knot Previously, teachers were not available for teaching this art but now a days teacher Unit 2 along with modern technology makes it 2.1 Dyeing four handkerchiefs in one colour possible for the student to learn it conveniently 2.2 Dyeing a scarf in single colour. in a better way. He/she can bring innovative ideas in 'Bandhani' if he is trained right from 2.3 Dyeing a top in two colours. Std. V 2.4 Dyeing a dupatta (Length 2 mts.) Objectives Or a border (2 mts.) in two colours. To enable the students to - (J-7) Batik Work 1. get introduced to the art of tie and dye (Std. X) 2. preserve this ancient art and develop Introduction creativity Man is gifted with various art and crafts 3. know colour combination from ancient times and these are passed on 4. learn to use this art on different types from generation to generation. Each art has of fabrics. its own importance and place. 5. get joy of self creation Batik is one of such ancient arts. It is originated in Indonesia in the 2nd century A.D. 6. use this art for him/herself and later developed more in the 16th century 7. Persuade him/ her use this art for in Java Island. Gradually, it got propagated earning. in America, Europe, China, Japan, India and Theory other countries. In India, this art was developed at 'Shanti Niketan' in West Units Bengal. The word 'Batik' is originated from 1. Information about tie and dye and its Indonesian the word 'Batik' or 'tik' which use. means trickling. To resist the dyeing of certain

178 parts of a cloth, it is covered with wax to 6. know how to use this art practically by create attractive and beautiful work of art. learning it thoroughly. This is called 'Batik' which became more popular because of Indian contribution to its 7. develop production ability by self spread. creation. Batik is popular even in today's modern Theory (A) world. Previously people used to learn it as 1. Information about batik work. a hobby but today it can be a great source of income. Wall hangings of Ajanta, Ellora 2. Importance and types of fabric used for and Khajuraho figurines prepared by batik batik. method are main point of attraction for 3. Knowledge of material used for batik Foreigners. Many cities have schools/ like wax, chemicals, etc. institutes which teach batik art. A village called 'Cholamandal' near Chennai in South India 4. Chart of proportions for using Brenthol runs a huge batik work business. With the and Naphthol dyes. encouragement from a Swedish institute 5. Method of applying wax on cloth called 'Swalo', the women of this village do this work with a lot of interest. 6. Method of preparing dyes and procedure of dyeing. Previously, natural designs like animals, birds, fruits, vegetables, mountains etc. were 7. Method of removing wax. prepared by batik work. Now a days even 8. Importance and use the of Batik art. more beautiful modern designs are created. Variety of materials like sarees, bedsheets, Practical (B) dressmaterial, files, greeting cards, leather Unit - 1 goods are prepared by using batik work. These articles are exported to other countries 1.1 Printing design on cloth. to a great extent with mastery through 1.2 Applying wax on design. practice and creativity, this art can provide livelihood to students if it is taught from Std. 1.3 Dyeing the waxed cloth. X. He/she can start business and start 1.4 Dyeing in single colour. earning. In today's modern technological world, students can enable themselves using 1.5 Dyeing in two colours. slide shows, video compact discs along with Unit - 2 a good batik teacher. Preparation of following models. Objectives 2.1 Making two handkerchiefs in batik in To enable the students to single colour (size 16" x 16") 1. get introduced to the art of batik. 2.2 Making a frame/piece in two colours 2. get joy of learning batik themselves. (size 15" x 20") 3. conserve this ancient art. 2.3 Making a border (Length 2 mts. Width 4. develop their creativity 4") 5. introduce things needed for batik work 2.4 Two greeting cards in two colours. (10 and colour combinations. cms x 16 cms)

179 (J - 8) SCREEN - PRINTING 6) developing the qualities like teamwork, Std : IX co- operation, perseverance to tolerance and neatness in the students. Introduction 7) make aware about the socially - useful The thought of future of the students and products with the help of screen- society is always first in the priority list of the printing. process of education while deciding its Objectives. It is also necessary to think about Theory the present of the students as it affects their 1) Importance of printing & screen printing learning. The content of the curriculum and 2) Difference between transfer and the methods of learning should fulfil the need deposit printing of the students. 3) Method of screen printing It is important to use Information Technology while learning. Information 4) Material needed for screen printing Technology can be used easily and skilfully 5) Making of simple paper stencils of in the learning process of Screen Printing. different shapes & designs. This business can be started in limited space and time . 6) Precautions to be taken while printing, method of paper registration and drying Various types of printing can be done of the printing stock through 'Screen Printing' Screen Printing can be done on various surfaces with the help on 7) The method and importance of cleaning Screen. So there is a lot of scope is this art of screen printing tools. in the field of advertisements. Practical The students can print various types of 1) To make a stencil using thick paper & educational material if they develop interest printing with it in this subject at their early age. This subject 2) To prepare a wooden frame for printing. is included in Work - Education because - Screen Printing can be started with minimum 3) Prepare suitable design for screen capital. It doesn't need huge machinery. And printing it is very useful for the students in their future 4) To print directly using screen life. 5) To dry the printed papers Objectives 6) To clean the tools used for screen To enable the students to printing 1) know the importance of printing. Equipments and Material needed 2) get introduced to screen printing. a) Material and tools needed for screen 3) learn details of essential material printing needed for screen printing 1) Wooden frame 4) learn to make simple stencils for screen 2) Bolting cloth printing. 3) Printing Board 5) preparation of screen for printing.

180 4) P.V.A Solution 5) Brush 5) Sensitizer 6) Black ink 6) Measuring jar 7) Tracing paper 7) Coater 8) Different designs 8) "G" or "C" clamp c) Material needed for stencil printing 9) Squeezee 1) Cut stencil 10) Screen printing ink 2) Soft cloth /rag 11) Ink knife 3) sponge 12) Thinner 4) Thick colour 13) Scissors or cutter 5) Paper to be printed 14) Drawing ink 6) Soap & water to wash hands 15) Painting brush 7) flat brush 16) Tracing paper (J - 8) SCREEN PRINTING 17) Scale /ruler ( Std : X ) 18) Fevicol Introduction 19) P.V.C or brown paper tape Screen printing is one of the easiest (1.5"to 2") methods of printing. Learning this technique 20) Cello tape can help to start a household business or cottage industry in limited space and time. 21) Registration strips It is important to use information 22) Drying rack technology while learning. It can be very useful 23) Turpentine in learning screen printing technique with great ease and skill. Now a days, there are 24) Detergent powder or soap different methods of printing used in this 25) Rag (waste hosiery) printing world. Only plain printing is replaced 26) Rough paper/news papers by Screen printing, which is attractive and innovative printing to attract people. Screen 27) Printing paper/card printing is an effective medium to enhance 28) Decoating or bleaching powder beauty in printing by using different methods and techniques. 29) Plastic mug Invitation cards, wedding cards, b) Material needed for making stencil greeting cards, office stationery, banners, 1) Thick paper badges etc can be prepared by screen 2) Nontearable paper printing, printing on paper, wood, plastic, glass, tin and even fabric is possible by this 3) Blade, scissors, cutter technique. There is lot of scope in advertising 4) Pencil, scale world to develop this art of printing since printing on circular, semi circular surfaces is

181 also possible using screen. Practical Screen printing is included in work 1) Preparing screen with direct photograph education since the student's interest in this technique. subject at an young age can make them 2) Preparing art work (design) aware of socially useful production. 3) Printing with various colors Objectives (Multicoloured printing) To enable the students to 4) Screen printing on plastic 1) get introduced to screen printing 5) Making stickers 2) know the materials and tools needed 6) Preparing screen for reuse for screen printing 7) Making screen using cromolin film 3) learn the technique of quality screen printing 8) Preparing an album of printed articles and estimate of expenditure. 4) screen Printing with various colors Material & tools needed 5) learn printing on plastic 1) Wooden frame 6) screen printing on different educational materials needed in school. 2) Bolting cloth 7) screen printing on different shapes and 3) Printing Board textures 4) P.V.A Coating solution 8) learn to manage marketing of screen 5) Sensitizer printed articles by knowing expenditure 6) Measuring jar and the technique of deciding the cost 7) Coater scale Theory 8) Cromolin film 1) Importance & information of screen printing 9) 'G' / 'C' clamp 2) Tools / material needed for screen 10) squeeze printing 11) Printing ink ( different colours) 3) Multi colored printing 12) Ink knife 4) Printing on plastic 13) Ink thinner 5) Printing different types of stickers 14) Scissors, cutter, blade 6) Printing on circular surfaces 15) Pencil 7) Estimate of the production cost of 16) Scale screen printed article, and marketing skills 17) Water proof black ink 8) Modern screen printing techniques 18) Rotering pen 9) Making screen with the help of cromolin 19) Painting brush film. 20) Tracing paper

182 21) Card sheet paper fabric embroidery which is used for home 22) Fevicol decorations. 23) Duco paint It gives satisfaction and pleasure of self- creation and gives an exposure to the hidden 24) Sticker gum talent and aesthetic sense. This can be a 25) Silicon/ Release paper source of income for students. 26) P.V.C/Brown paper gum tape Indian hand embroidery includes 27) Cello tape stitches used all over the world. This art is spreading more with time. Different parts of 28) Registration slip India have unique embroidery forms that have 29) Drying Rack great demand across the world. 30) Stepple gun Objectives 31) Hammer 1) To achieve satisfaction of self creation 32) Plyer 2) To develop power of imagination 33) Turpentine / Kerosene 3) To learn the use of different stitches 34) Soap or detergent powder 4) To develop the skill of natural colour 35) Rag (Waste cloth) combination 36) Rough /old newspaper 5) To enhance concentration and patience 37) Printing paper & other tools 6) To develop aesthetic sense of hand embroidery 38) De-coating powder Theory 39) Bleaching powder 1) History of hand embroidery 40) Plastic mug 1.1. What is hand embroidery ? 41) Tap water 1.2. Origin of hand embroidery 42) Thick glass 1.3. Expansion of hand embroidery 43) Black paper 2) Rules and knowledge of hand e 44) Ply wood/wooden platform broidery 45) Special gum for fixing cloth on frame. 3) Materials for hand embroidery (J - 9) HAND EMBROIDERY 3.1. Coloured threads Std : IX 3.2. Needles Hand embroidery is a very popular art. 3.3. Cloth (Fabric) Coloured threads and decorative materials 3.4. Ring are used to make attractive articles. By using multiple colour combinations and different 4) Methods of tracing and printing stitches cloth can be embroided. designs before Embroidery This art has been developed through 5) Detail Knowledge of different stitches

183 Practical OBJECTIVE 1) Make samples of following stitches and To enable the students to- paste it in your practical book 1) get pleasure of self-creation 1.1. Running Stitch 2) develop the skill of imagination 1.2. Back stitch 3) learn different stitches and their use 1.3. Stem stitch 4) develop skill of natural colour 1.4. Chain stitch combination 1.5. Buttonhole stitch 5) develop the ability of patience and 1.6. Laisy - Daisy stitch concentration 1.7. Heir ringbone stitch 6) develop the aesthetic sense in embroidery 2) Prepare following Items Theory 2.1. Two cushion covers 1) Specific material embroidery work. 2.2. Six hanker chiefs or 2) Types of cloth. 2.1. Two pillow covers 3) Information about threads and needles. 2.2. Table cloth (Use stitches given in your syllabus) 4) Specialities of Indian embroidery. Practical (J-9) HAND- EMBROIDERY ( Std X) 1) Prepare a notebook showing the specimen of the following stitches (Any Introduction six) Hand-embroidery is a very popular art. 1.1. Satin stitch Various objects can be prepared by using different coloured threads and decorative 1.2. French knot stitch objects. An embroidery on a cloth is done 1.3. Blanket stitch by applying various stitches with proper 1.4. Cross stitch colour- combinations. 1.5. Mirror work This art is developed through home decoration and an embroidery on a cloth. The 1.6. Karnataka kashida latent talents and aesthetic sense in students 1.7. Bead work are developed because of this art. The students can get pleasure of self - creation. 1) Prepare sofa cover and a purse They can earn by using this art. 2) Embroidery work on Panjabi Kurta An Indian Hand-embroidery includes all (Yoke or Buttas) types of stitches existing in the world. Its or propagation is on a large scale. Hence, an Buttas on a border of Dupatta or embroidery work from different provinces in India has a great demand all over the world Dupatta

184 (K-1) STICHING WITH SEWING Theory MACHINE AND ITS REPAIRING & 1. Basic knowledge about sewing MAINTENANCE machine and its spare parts. (Std : IX) 2. Knowledge relating to repairing of a Introduction sewing machine. Amongst the basic needs, clothing is 3. Knowledge about the material required one of the primary needs of every man. For for sewing, e.g. tape, thread, cloth, needle. this, it is essential to have (at least) a basic knowledge of sewing. Every time it is no 4. Method of measurements and paper possible for us to depend on a tailor for small cutting technique of the following works of sewing or stitching. garments This art cannot be mastered easily and 4.1 Bonnet (with lining and without lining) it requires able guidance from experts. It 4.2 Diapers (for babies) needs consistent practice. Stitching your own 4.3 Jacket (for 6 months to 1 year old baby) garments as per your need and fashion, not only gives satisfaction of self-creation, but 4.4 Zable (for 6 months to 1 year old baby) also helps to save time and money. One can 4.5 A-line petticoat (for one year old) also save time and money if one learns the 4.6 Frock basics of the maintenance and repair of a sewing machine. The knowledge of both Practical skills can then enable us to make this a Prepare any four of the following garments : source of income. 1. Bonnet - a) with lining Objectives b) without lining To enable the students to 2. Square diapers (for 2 months to 6 Give information about the sewing months baby) machine and its maintenance. 3. Jacket (for 6 months to 1 year old baby) 1. To develop the capability to repair a 4. Zable (for 6 months to 1 year old baby) sewing machine at home. 5. A-line petticoat (for 1 year old) 2. Teach the skilful use of the sewing 6. Frock machine. 3. Give complete information about sewing (K-1) STICHING WITH SEWING MACHINE AND ITS REPAIRING & and cutting. MAINTENANCE (Std : X) 4. Take the correct measurements, draw appropriate draft and stitch the garment Introduction accordingly. Along with food and shelter, clothing is 5. After acquiring this skill and make its the basic needs of man. Stitching proper fitting use for earning his/her bread and butter. and decent clothes, and making them attractive and fashionable, is an art. Wearing

185 such attractive and fashionable attire makes collar, square collar, stand collar. a person confident and adds to his/her 4. Information about the material, personality. measurements, method and pattern Developing the skill to stitch fashionable cutting for the preparation of the and trendy clothes for self gives a unique following items- satisfaction. This also reduces the 4.1 Frock dependency on the tailor. It also saves time and money. If need arises, this skill can also 4.2 One side pleated or box pleated skirt. be used as a source of income. 4.3 Blouse for a pinafore dress The knowledge about the sewing 4.4 Half sleeves shirt machine and its maintenance and repairing makes a person self reliant. One does not 4.5 Simple 6 pleated saree petticoat have to depend and wait for a mechanic. 4.6 Salwar Kameez For all the above mentioned factors, Practical developing the skill of stitching has become a necessity. Prepare any four of the following garments - Objectives 1. Frock To enable the students to - 2. One sided pleated or box-pleated skirt 1. Give information about the sewing machine and its maintenance. 3. Blouse for a pinafore dress 2. To develop the capability to repair a 4. Half sleeves shirt sewing machine at home. 5. Simple 6 pleated saree petticoat 3. Teach the skilful use of the sewing 6. Salwar Kameez machine. 4. Give complete information about sewing (K2) Dolls & Soft Toys Making and cutting . Std : IX

5. Take the correct measurements, draw, Introduction appropriate draft and stitch the garment accordingly. Everyone in this world whether young or old is fascinated by dolls and toys. A child 6. After acquiring this skill to encourage it or an adult gets attracted towards a doll use for earning. equally. Everybody wants a doll to play with Theory and that's why it is an important part of a 1. The material required for stitching, and child's toy bank. its uses Dolls had been an important toy right 2. Information about the types of stitching, from historic times. Even the excavations at frills, plates e.g. box pleats, simple pleat Mohenj-e-Dado and Harappa revealed that etc. children of that era played with dolls. This 3. Information about the types of sleeves silent companion plays various interesting and collars e.g. sleeve, puffed sleeve, roles in a child's imaginary world. In today's regular cut, plain sleeve, collar, round mechanized world, the market is full of

186 electric, battery operated and remote 6. introduce various techniques & controlled toys but every child may not be guidelines for making different types of able to afford all of them. Making toys from dolls & toy making. waste material give enormous pleasure of 7. develop liking towards walking dolls self-creation to a child. He or she will be with different attire. more unhappy if a self made toy breaks than a readymade one. Theory Doll making/toy making is an art. Home 1. Providing knowledge of different kinds based easily available material like pieces of textiles used for the purpose. of cloth, beads, thread, and wool etc. is 2. Giving knowledge of different kinds of enough for this. Use of innovative ideas and toys skillful hands can develop this art. The 3. Information regarding the manufacture experience of toy making is very interesting of various animals & birds. and satisfying. 4. Provide information related to making This tremendously imaginative art not of dolls with various apparel. only motivates the students to be creatively skillful but also gives them joy of self-creation. Practical Such toys provide entertainment to children, 1. Dolphin improve their intellectual curiosity, give them joy of innovation and simultaneously adds to 2. Mickey mouse pouch their knowledge. It also develops their sense 3. Tortoise of proportion, measuring and drawing skills. 4. Rabbit They observe various shapes and colors of animals and birds, thereby improve their 5. Elephant observation power. Children get so involved 6. Doll in playing with toys that they imagine the toy to be a member of their family. 7. Joker using colourful pieces of cloth. Doll and toy making art can provide 8. Doll/animal/bird for hanging. means of livelihood. With the help of skillful (K2) Dolls & Soft Toys Making hands and creative mind this art can be (Std X) developed to a great extent. OBJECTIVE Introduction To enable the student to Everyone in this world whether young or old is fascinated by dolls and toys. A child 1. get the joy of self creation. or an adult gets attracted towards a doll 2. develop their power of imagination equally. Everybody wants a doll to play with 3. develop their ability of observation and that's why it is an important pant of a child's toy bank. 4. develop the insight to make best use of waste material Dolls had been an important toy right from historic times. Even the excavations at 5. acquire knowledge of material needed Mohenj-e-Daro and Harappa revealed that for doll & soft toy making. children of that era played with dolls. This

187 silent companion plays various interesting 3. develop the ability of detailed and parts in a child's imaginary world. It today's minute observation. mechanized world, the market is full of electric, battery operated and remote 4. study different states, culture, controlled toys but every child may not be geographic conditions and apparel. able to afford all of them. Making toys from Theory waste material give enormous pleasure of 1. Making models of animals and birds. self-creation to a child. He or she will be 2. Making manikin/mannequin (model of more unhappy if a self made toy breaks than human being) a readymade one. 3. Making dolls Doll making/toy making is an art. Home based easily available waste material like 4. Making toys pieces of cloth, beads, thread, wool etc. is 5. Decorating enough for this. Use of innovative ideas and Practical skillful hands can develop this art. The experience of toy making is very interesting 1. Parrot and satisfying. 2. Dog This tremendously imaginative art not 3. Camel only motivates the students to be creatively 4. Teddy bear skillful but also gives them joy of self-creation. 5. Manikin from paper Mache' Such toys provide entertainment to children, improve their intellectual curiosity, give them 6. Shell art joy of innovation and simultaneously adds to 7. Female vegetable vendor their knowledge. It also develops their sense 8. Doll's Attire of proportion, measuring and drawing skills. They observe various shapes and colors of 9. Dancing doll form plastic ball animals and birds, thereby improve their 10. Dancer using shells observation power. Children get so involved in playing with toys that they imagine the toy (K-3) PREPARTION OF ARTICLES USEFUL FOR SCHOOL to be a member of their household. Std : IX Dolls and toy making art can provide means of livelyhood. With the help of skillful Introduction hands and creative mind this art can be In Student oriented education it is developed to a great extent. expected that by maximum utilization of abilities student should develop internal skills. OBJECTIVE In this development and application process To enable the students to teacher plays a very vital role. The principal 1. make best use of waste material. objective of this knowledge and experience based education system is to provide proper 2. motivate themselves for self facilities and environment to students. employment.

188 There should be change and flexibility 8) To increase the confidence among in the teaching- learning methods in due students by all these Objectives. course. Making articles that are used in school helps to develop skill. Hence learning Theory and experience should be joyful and SECTION-A interesting. This is a work oriented activity, hence it creating articles useful for school can be used as a supplementary Aid to all 1) To prepare Duster subjects. To make teaching- learning process effective it is required to use various thought Material :- wooden block or wooden promoting educational equipments and aids. block of used duster, piece of wooden With the help of that students can understand cloth or sponge. educational concepts more easily. It will 2) (A) To prepare envelopes of different promote confidence and art creativity among types students. (B) To prepare envelopes by recycling of While preparing the material useful for used envelopes school , the students will understand, the A) Material: light yellow, light cream, colour procedure of work, method of using lasor paper or techniques and materials, being creative leadership, problem solving etc. Hence self- white paper, glue, scissors, etc. experience is the key to 'students' B) Used envelopes, Recycling them by progresses. sticking white paper on them, scale, Objectives gum, scissors, Fevicol. 1) To help students to learn useful 3) To prepare chalk:- plaster of perris scientific principles in day to day life. (pop) or slacked china clay, Indigo ,grease oil etc. 2) To develop the skill of taking measurements of objects like paper, 4) To prepare Pen & Pencil holder cloth, cardboard, etc. and Material:- Tin or Cardboard boxes of understanding techniques of making different sizes , coloured papers velvet new and attractive articles from it. cloth, Fevicol, lace, coloured beads, 3) Provide opportunity to develop scissors creativity and acquire skill. 5) To Prepare 'Pins' cushion:- 4) To develop scientific approach. Material:- Plastic cup, Ice cream Cup, 5) Use of articles made by students in their Saw-dust, Velvet paper, Khadi cloth day to day life and promotes thinking pieces. and creativity. 6) To prepare Map stand, Map bags:- 6) To learn the concept of saving by using Material:- White Khadi or raw cotton materials available. cloth, scissors, string, needle, use of 7) Meaningful understanding and sewing machine. application of new definitions and 7) To prepare stamps and stamp stand:- subject oriented Terms and concepts. Material:- Wooden block, Metal rod,

189 screw, thick cardboard, scissors, ply 3) To make Dancing Doll wood, Nails, Metal/ Tin round plate, colourful cloth, cotton, fibre pad ink. Material:- Plastic doll, metal wire, cup, saucer, string, marbles or metal balls SECTION- B of waste ball bearing.

1) CHART OF STATIC STRIPS OF 4) To Make Kaleidoscope PICTURES:- Material:- Transperant glass strips, MATERIAL:- Cardboard, Butter-paper, round glasses, One milky round glass, tracing paper, scissors, Pencil, Fevicol. Cardboard, Scissors, Blade, scale, 2) Making Educational articles from waste Brown Paper, Design Marble paper material. Black craft paper, Fevicol, Tixo tape, (a) Stethoscope (b) Caged parrot (c) Bangle pices. Simple Hydro Microscope. 5) Multiple image apparatus Material:- Rubber or plastic tube, plastic tunnel, balloon, stickfast, cardboard, Material:- Cardboard, Paper, Mirrors, string colour, Pen, Pencil, glass bottle. Texo tape, Protractor, Pencil, Candle, 3) Making Elevated, (Raised) Maps for Match box. different subjects. 6) To make Wind cock Material:- Cardboard, White Drawing Material:- Brown Paper, Craft Paper, Paper Thermocol, scissors, cutter, Fevicol, Pins, Scissors, Blade, Refill Pencil Point. 4) Multiple Image Apparatus:- 7) Hit me or Balanced doll Material:- Boxboard, Paper, Coloured cardboard, String. Material:- Bulb, Balls of used ball 5) To prepare (Create) Birds and Animals. bearing, Screw Driver, Hammer, Knife, Plastic doll, Cloth, Paper. Material:- Drawing Paper, Cardboard, Pen, Pencil, Colour, Scissors, Fevicol. PRACTICALS 6) To prepare beads frame SECTION-(A) Material:- Two thin wooden frame, Ten thick metal wire of same size, Colourful PREPAR ATION ARTICLES USEFUL FOR beads, Nails, hammer. SCHOOL. SECTION-(C) 1) Dusters 1) TO MAKE PINHOLE CAMERA 2) Envelopes. Material:- Empty chalk box. Carbon 3) Chalk paper, gum, white tracing paper, Pins. 4) Pen / Pencil Holder 2) To make Newtons Colour disc Material:- Cardboard, Colour paper, 5) Pin cushions. Fevicol, Blade, Scissors. 6) Cloth bags to keep maps.

190 SECTION-(B) Preparation of school articles, teaching aids, and modern scientific apparatus is one PREPARE EDUCATIONAL AIDS of the subjects of work education. 1) Static strips of Pictures There should be change and flexibility in the teaching, learning methods in due 2) Educational articles from waste course. We should be aware that learning to materials create school articles develop their skill and 3) Raised maps for various subjects. experience. It should be pleasant and enjoyable. It improves their scientific 4) (Tarang chitra) attitude and technical skill. 5) Create Birds, animals Articles made by students can be used 6) Frame form beeds. in schools at different levels. SECTION-C Their experience of making these articles can make them start their own PREPARE SCIENTIFIC APPARATUS business in future. It will solve the problem of 1) Pinhole Camera unemployment upto certain level. 2) Newton's coloured disc That is why this subject is useful. 3) Dancing doll Objectives 4) Multiple image apparatus 1) To learn the skill of making articles used in daily life by students. 5) kaleidoscope 2) To get information about their utility and 6) wind cock. daily usage 7) Hit me or balanced doll 3) To develop students scientific approach 4) To learn the skill of making teaching (K-3) PREPARTION OF ARTICLES aids with minimum expenses. USEFUL FOR SCHOOL (STD - X) 5) To learn the concept of saving by using materials available. Introduction Section A In student oriented education, it is expected that by optimum utilization, students (Creating Articles for school) should develop their abilities. Theory Teachers play a very vital role in the 1) To prepare files of different sizes. process of development and application. The Material : Card paper, binding principal objective of the knowledge and cloth, brown paper, marble paper, experience based education system is to provide proper facilities and environment to laser paper, tape, lining paper. the students. 2) Port folios In this new syllabus students are given Material : Card board, binding opportunity to create articles by using their cloth, brown paper marble paper, inbuilt capacity, art and skill. laser paper, tape, lining paper.

191 3) Rolling Black Board 9) Paper weight Material : Rexine cloth, Black Material : Medium sized flat based and colour, Two wooden rods or pipes, smooth stone, colour, bindis, beads, string/ coir , measuring tape, tape/ (waste material), brush, fevicol, lace. scissors, brush. Section B 4) Flannel board (Preparation of educational aids) Material : Flannel cloth , card 1. Preparation of Permanent charts board, thick card board, clips, tape, scissors, fevicol. Material : Drawing paper, coloured card board paper, Rexin Cloth, Pencil, sketch 5) Black board paint pens, coloured chalks thick card board, Material : Lamp carbon, water, scissors, measuring tape, erasor. lac, borex Pumice stone powder, camri) 2. Preparation of three dimensional measuring jar, plastic tub or glass bowl, model laddle, pounding store, brush, weighing scale. Material : Three strips of mirrors, card 6) Preparation of Gum board or plastic pipes, milky and plain glass, pieces of coloured glass bangles, Material : Gelatine, Sorbitol (glycerine), coloured beads, Bindis, coloured salicylic acid or citronella, mathylated. papers, scissors, glue. spirit, water, measuring jar, weighing scale. glass beaker, spirit lamp or gas. 3. Branius (Breno) 7) Note books Material : Piece of hard board, coated copper wire, ribit, battery, bulb, bulb Material : Blank pages, from old note holder, scale, pencil, drill machine. books, needle and thread, card board, Big nail, (to make holes), glue, binding 4. Electric Bell cloth, coloured marble paper, scale Material : Elecric magnet, spring cutter, pencil, fevicol. scale, one bell, one screw, wire, cell, 8A) Stamp pad Ink wooden board. Materials : Glyserine or syrbitol, 5. Display board methulaed spirit, methyle violet, warm Material : Wooden frame hard water, cold water, bottle fine ink. board, wooden cloth, tape, scissors, 8B) Pen ink : hammer and nails.

Material : Hydrochloric acid, Acid Section C Glycerine, Acitone or spirit, blue ink, crystals, Acacia gum, Carbolic acid, Preparation of various scientific pherous sulphate, distilled water, plastic equipments based on scientific tub, measuring jar, weighing scale, principles. scale glass, beaker or mug, cloth or paper to strain ink, glass bottles, fuinnel, Note :- Teachers should ask students dropper, glass straw. to prepare any three of the following equipments.

192 1) To make a small electric (battery 2) Portfolio operated) motor car. 3) Rolling Black Board Material : Wire, Four plastic 4) Flannel Board wheels, winding wire, wooden stick, long thick wire, simple gears, small 5) Black Board Colour electric motor cell, fevicol. 6) Preparation of Gum 2A) Solar Cooker 7) Preparation of Notebook Material : Stand, Black colour, small bamboo basket, Tiffin with 8) Preparation of stamp pad ink and pen aluminum handles, small round pieces ink. of mirror wet soil. 9) Paper weight 2B) Solar Cooker Section B Material :To round Aluminum tiffins, Preparation of Educational Aids black paper, silver paper, funnel, string, thermometer, scissors, fevicol. 1) Preparation of Permanent Chart 3) Wind mill 2) Preparation of three dimensional model Material : Canvas cloth or thick card 3) Breno board paper, round shoe polish tin, One 4) Display board dozen strips of one foot long bamboo or iron, measuring tape, pencil, Gum, Section C scissors Preparation of Scientific Equipments 4) Water Wheel (mill) 1) Preparation of small electric motor (battery operated) Material : Straw or pipe or empty ball pen refill, pen nib, water, rubber or 2) Solar Cooker wooden lid, tray, blade, pencil 3) Wind mill 5) Visionary Toys 4) Water wheel Material : Ball pen refill, round plastic 5) Visionary toys lid, Pencil, Gum, scale, Protractor, 6) Periscope eraser scissors. etc. 6) Periscope ( K-4 ) PREPARATION OF SOAPS AND DETERGENTS Material : Two empty card board boxes, Std : IX small mirrors, scissors, cello tape. Practical Introduction It is very essential to re-design the Section A syllabus of work experience (work education) in the point of view of the needs of the society Creating articles useful for schools as well as the over-all development of the 1) Preparation of files of different sizes students in 21st century. It is also necessary

193 to use the achieved knowledge for working Objectives out the concept of work-centred education To enable the students to for the students in productive work by giving scope to their creativity. In the social point of 1) Get the information about procedure view it is essential to fulfil the expectations of needed for soap manufacturing . the society through education. 2) Know the procedure of Cleaning A student or any person always tries powder manufacturing . to find out the meaning of the experience of 3) Know methods of stain removal. his own. He creates the knowledge in his mind related to his own past-experience. The 4) Know the quality of Soaps. student never stuffs the knowledge and 5) Take precautions while handling Soap information given by the teachers as it is. On Chemicals. the other hand the conception and understanding differs from person to person. 6) Learn the technique of manufacturing The teacher should be attentive about the Soap. understanding of the student. If the process Theory has not worked properly the teacher should 1) Soaps : Definition , importance , try to help the students to understand the ingredients used for preparation of concept properly. The concept is prescribed soaps and their Proportions , different in the principle of constructivism. This concept is used in the new syllabus. types and methods of preparing Soaps. Salient features of good soaps. In the previous syllabus, the syllabus of Soaps and Detergents (STD - X) and 2) Cleaning powder : Ingredients , their preparation of cosmetics (STD X) were kept proportions and methods of together. In re-designed syllabus the subject preparation. preparation of cosmetics is included in the 3) Stain remover : Principles , types of subject Art of Cosmetics. Because both clothes , methods of removing stains. subjects are co-related to each other. The subject soaps and Detergents is divided in 4) Quality of products two parts, one in STD IX and another in STD Practical X. 1) To prepare washing soap. Now it has become need of the 2) To prepare bath soap . changing period, to make change in teaching technique. Now it is possible to use internet 3) To prepare shaving soap. and computer for teaching. To arrange 4) To prepare liquid soap. various activities like exhibition of the products made by the students, use CD for 5) To prepare cleaning powder . teaching, use of OHP, training programmes 6) To remove different stains from clothes. for teachers should be organised.

194 ( K- 4 ) PREPARATION OF SOAPS types of phenyl , different methods of AND DETERGENTS preparation of phenyl. Std : X (3) Liquid Indigo : Ingredients and their properties , proportion of ingredients Introduction and their used . Health and hygiene are the most (4) Liquid starch : Ingredients and their important issues in life. It affects the individual properties , proportion of ingredients and society directly or indirectly. Using soaps and their used . and detergents contribute towards maintaining personal and social health. (5) Quality of products Hence it is essential for students to inculcate Practicals qualities like being hygienic, neat and self (1) To prepare detergent powder. reliance. Cleanliness is on essential part of our life hence the importance of soaps and (2) To prepare liquid detergent. detergent is vital. Knowledge of this subject (3) To prepare white phenyl . can help the students to start earning in future. (4) To prepare black phenyl . Objectives (5) To prepare liquid indigo. To enable the students to (6) To prepare liquid starch. 1) Get information about making detergents . (K-5) PREPARATION OF DECORATIVE PIECES BY 2) Know how to make phenyl . UTILISATION OF WASTE MATERIAL 3) Know the manufacturing process of Std : IX liquid blue preparation. Introduction 4) Know how to make liquid starch . School education has introduced a 5) Get information about quality of new means of developing the creative and detergents . artistic talents in students. Within this 6) Take precautions while handling education pattern students would be detergent chemicals . encouraged to create attractive and artistic items. So called waste material, both natural 7) Learn the technique of detergent items and artificial can be effectively used to making. create the same. This would not just inculcate Theory aesthetic sense but would promote overall Detergents : Definition , Explanation of development of the student, giving him scope to earn livelihood by using his skill. He would word detergent, Ingredients used for also get satisfaction of self creation and preparation of detergents and their improvise his creativity. proportions , Different types and methods of preparing detergents , Most of the waste material can be salient features of good detergents . effectively used to prepare artistic and beautiful items. Exposure to this avenue will (2) Phenyl : Definition , Importance of help the student develop an artistic nature ingredients , proportions of ingredients, creativity, habit of collecting things and also

195 increase his confidence level. Seemingly 2) preparing a flower vase. waste pieces of wood , coloured paper, cloth, 3) (Wall hanging). bangles, beads, glass, trinkets, sequins, mirrors, shells etc can be found easily in the 4) preparing show pieces by using egg- house, prove useful in this art . These odd shell. bits and pieces can be used to prepare 5) preparing pictures by using wheat-chalf, attractive and beautiful items in minimum Rice-chalf and broom sticks. cost. 6) preparation of art-work using chalk. Objectives To help the student to 7) preparation of artistic hut. A) prepare artistic objects out of waste 8) preparation of Door- mat. material. 9) preparation of letter box. B) develop an artistic and aesthetic sense. 10) preparation of toys and masks. C) use various mediums . 11) greeting cards. D) develop observation and creativity . 12) pin holders. E) promote an attitude for group activity 13) pen stands. and overall development . 14) hanging pictures. F) experiment to improve aesthetic sense while preparing best out of waste . 15) preparation of artistic work by using icecream sticks. G) get satisfaction of creation and self expression . 16) useful items from plastic bags. H) inculcate group activity and patience . Practical I) find waste material . 1) Creative board by using thermocole. J) develop the ability to use a variety of 2) A Flower pot. materials and tools . 3) A wall hanging. K) encourage self reliance and independence . 4) A show- piece from egg shells. L) improve sense of observation and 5) A show- piece using wheat chalk and creative thinking. broom sticks. M) develop experimental attitude in 6) Artistic- pieces using chalk. students . 7) An attractive hut. N) make them financially self sufficient by 8) Door mat. teaching the skills of creating beautiful items from waste material . 9) A letter box. O) grant the children the freedom of 10) Toys and masks. manifestation and creativity. 11) Greeting cards. Theory Part 12) Pin Holders. 1) preparing creative board by using 13) Pen stand. thermocol.

196 14) Hanging pictures. Objectives 15) An item using ice-cream sticks. 1) Find waste material. 16) Useful items from plastic bags. 2) Prepare artistic object out of waste material. (K-5) PREPARATION OF DECORATIVE 3) Identify different shapes and figures. PIECES BY UTILISATION OF WASTE MATERIAL (Std :X) 4) Use various mediums. 5) Develop the ability to use a variety of Introduction materials and tools. Most people have an eye for beauty. To 6) Motivating the hidden talents, curiosity inculcate creativity in children, they must be and developing the habit of collection. encouraged to learn how to create attractive and artistic items out of waste material. 7) Develop experimental attitude in Making beautiful objects of art from waste students. material also helps to develop a habit of 8) Develop an artistic and aesthetic sense. collecting things. Theory Most of the waste material can be used Prepare Decorative Items to prepare artistic items. The development 1) Lantern of this skill also help in developing the art of 2) Toran collection of different things. This also enhances the aesthetic sense and 3) Masks confidence of children. Things are abundantly 4) Wall Decoration and randomly available in our surroundings 5) Artistic items. can be used to make beautiful items, e.g. waste pieces of wood, coloured paper, 6) Artistic objects from used corks, keys beads, pieces of bangles, shells and etc. conches, mirrors, etc. Using these waste 7) Chandeliers or Animal birds material, artistic items can be made at 8) 3D sculpture from letter forms, word minimum cost. forms coloured blocks, fruit forms. 'To imbibe and develop creativity in 9) Show pieces from ceramic utencils and school children' is the aim of including this ceramic pipes. subject in school curriculum. Children will be encouraged to make artistic objects out of 10) Model of house, or model of school waste material. 11) Paper bags using thick paper. This talent will give a boost to the all- 12) Letter box round development of children and at times, 13) A) Preparation of brush holders or it can also prove to be a source of income. pencil holders using waste bamboo. It will give the children, the satisfaction of self- creation. B) Preparing pen stand using reel of thread.

197 14) A) Preparation of useful items using (K-6) FUNDAMENTALS OF coconut shell. ELECTRONICS B) Preparation of useful and decorative Std : IX objects from pumpkin. Introduction 15) Hanging pictures Students are very much familiar with 16) Preparation of purse various household consumer electronic 17) Preparation of a watch case. equipments. The students use all the electronic equipments available. But if they 18) Preparation of spectacle case. are well aware of the constructional details Practical and working of these appliances, it will be Prepare Decorative Items very useful for them to understand it properly. So basic electronics is introduced as work 1) Lantern. education for standard IX and X students. 2) Toran. Almost all the fields such as 3) Masks. communication, engineering, medical and 4) Wall decoration. Computers etc use electronic circuits and equipments . To encourage students to learn 5) Artistic items. electronics , small circuits and its working 6) Artistic objects from used corks, keys will help them. Their interest will help them to etc. handle various electronic devices such as CD 7) Chandeliers or Animal birds. player, mobiles, TV, DVD, I- POD etc 8) 3D sculpture from letter forms, word Technology is used in large scale in forms coloured blocks, fruit forms. various fields of Communication, Engineering, Medical and Computers. 9) Show pieces from ceramic utensils and ceramic pipes. While teaching use of various charts, diagrams, various circuits, Power point 10) Model of house, or Model of school. presentation will help a lot to understand 11) Paper using thick paper. the subject effectively . 12) Letter box 1. To study the use of various tools and equipment used in electronic field. 13 A) Brush holders or pencil holders. 2. To understand the electrical and B) Pen stand using reel of thread. electronic circuits. 14 A) Useful items using coconut shells 3. To assemble the circuit as per diagram. B) Useful and decorative object from pumpkin 4. To study the working principle and use of digital electronics. 15) Hanging pictures 5. Introduction to 'solar' energy and to 16) Purse. study it's importance and applicants. 17) Watch case 6. Introduction to study the use of various 18) Spectacle case. modern electronic equipments such as

198 mobile, computer, Internet,I-Pod, CD/ Unit 4] Electronic Components DVD players . a) Resistor (R) 7. To apply the work education for b) Capacitor (C) productive purpose. c) Inductor (L) and Transformer. 8. To get information about employment d) Switch. and self employment opportunities in electronic field. e) Relay. Theory f) Diode. Unit 1] Electric Circuits g) Transistor. h) I C. a) Introduction to current, Voltage and Resistance. i) S M D. b) Introduction to Cell, Battery and their Unit 5] Solar Energy types. a) Introduction. c) Study of dry cells and their connections. b) Information - Solar panel, Battery. d) Ohm's law . c) Need and Application. e) Introduction to electric circuit. Practical f) Study of electric circuit. 1) Study the use of various tools used in Electronic laboratory . Unit 2] Electronic Equipment and Tools 2) Introduction to Electronic Components 2.1] Equipment and its symbols. a) Ammeter. 3) Study of various meters used is b) Voltmeter. Electronic laboratory. c) Multimeter. 4) Study the use of multimeter. d) Digital multimeter. 5) Measurement of Electric current using ammeter. 2.2] Tools . 6) Measurement of Electric voltage using Unit 3] Semiconductor voltmeter. a) Atomic structure. 7) Study connection of dry cells in series and opposition. b) Conductor, Semiconductor and Insulator. 8) Verification of Ohm's law. c) Semiconductor and their types. 9) Testing of semiconductor diode. d) P. N. Junction. 10) Study the use of semiconductor diode as half wave rectifier / e) Study of Diode. full wave rectifier. f) Application of Diode. 11) To find the value of resistor using colour g) Types of Diode code.

199 12) Study the working of switches . curiosity and interest in this subject and it will 13) Testing of inductor and transformer. also inspire them to study work education. 14) Study of solar panel and battery. The subject of Electronics can be very easily explained using various audio- visual 15) Study the use of solar energy for aids such as computer (Power point, emergency lamp. animation, internet) Its use will help the 16) Industrial visit and report writing. students to simplify its concepts and get the work education to lead India on the path of (K-6) FUNDAMENTALS OF progress. ELECTRONICS (Std. X) Practical 1) Testing of transistor Introduction 2) Study the use of transistor as amplifier. Development of any nation is decided on the basis of military force and agricultural 3) Study of P A system using one mic, production. Now in 21st century development amplifier and loudspeaker. of nation is decided on the basis of its 4) Testing of LED Display technological achievements or development and this is proved by nations like Japan and 5) Study of LCD Display. Korea. Though they are small in size they 6) Verification of truth table of various logic have made their separate identity through gates. their technological development China has been capturing whole Global market. China 7) Study of Half Adder / Full Adder . had made its technological development due 8) Study of various control in mobile. to their development in electronic science. 9) Study of battery and battery charger Electronic is used in almost all the fields such used in mobile. as communication, industry, medical and engineering etc. Due to Electronic use the 10) Study and use Bluetooth technology in efficiency and automation has increased and mobile. the most important thing is that, the prices of 11) Sending and receiving of text message electronic instruments has reduced using mobile. tremendously. 12) Download various information using Indians have proved the world by mobile. developing their own " Param " Super computer that they are not far behind in 13) Sending and receiving of e-mail using technological developments. But the mobile. bombardment of China and other foreign 14) Study different controls in CD/ DVD products have captured our market so to player and connect it to TV receiver. overcome this "dragon effect" we should introduce electronics subject from primary 15) Study of I-POD. level. This will enable students to create 16) Industrial visits and report writing.

200 Theory 5) Introduction to few Electronics 1) Transistor Instruments. 1) Use of transistor as amplifier. 1) CD / DVD Player. 2) Types of Amplifier. 2) I - POD. 3) Single stage and multistage Amplifier. K8 Cultivation of Vegetable STD : IX 4) Introduction - Microphone. 5) Introduction - Loudspeaker. Introduction 6) Study of public Address System. The aim of education system is to make learning easy by remaining close to nature 7) Oscillator and earning their livelihood with new 2) Display Devices. innovations. The main objective of this study is to make students earn while learning to 1) LCD. work directly or indirectly, to gain knowledge by observing and innovate and enjoy new 2) Seven Segment Display. creations. This helps them to maintain mental 3) Dot Matrix Display. balance and mould them to be good citizens. 4) Introduction - LCD Display. Work education is more important than other subjects in school life because students 5) Working of LCD. are maintaining their own garden with lot of 6) Applications of LCD Display. efforts and hard labour. It motivates them and gives immense pleasure to see their own 3) Digital Electronics . creation. It also gives scope to enhance their 1) Introduction. imagination and creation. 2) Logic Gate - Type, Description, Symbol, Now a days with global warming climate in changing, sudden rain, occurrence of fog., Boolean Equation, Truth Table. sudden change in temperature conditions 3) Half Adder. (high or low) and extremely high tides due to cyclone activity are hazardous to vegetable 4) Full Adder gardening. Fertility in the soil is decreasing 5) Digital memory. hence production is also declining. To combat these problems students are introduce to new 4) Mobile Technology. concepts like shade net, green house, bio- 1) Communication system and its types. technology and their advantages. While using these new techniques to grow vegetables 2) Introduction to Mobile Technology. students should be made aware of clean 3) Description of GSM and CDMA. environment. It is necessary to teach them to maintain the environmental balance and not 4) Information about different facilities to harm it in any way. available on mobile. New concepts, methods, researches, 5) Mobile battery and battery charger. improved strip cultivation on method and 6) Bluetooth GPRS etc. usage of organic fertilizers and insecticides will fulfill the demand of vegetable production in future and it will achieve the objective of

201 vegetable production along with its high 3) Types of classification of vegetables. standard and good quality. There is no doubt 4) To prepare saplings of vegetables in it will help the common man live healthy and the Nursery - Pot, Tray, Thumb pot. happy life. 5) To prepare soil and beds for vegetable Students should be encourage to gardening - usage of coco peat in pots practice back yard gardening. They should and trays. understand natural disaster management, environmental balance, integrated insecticide 6) Points of commercial vegetable and disease control, usage of organic gardening - Green house cultivation and fertilizers. management. All this will help students to grow 7) New methods of irrigation - Scarcity of vegetables on a large scale with good quality. water (dry vegetable gardening) Hence it should be included in school 8) Vegetable according to crops. curriculum. Points Objectives Climate, soil, preparation of soil, 1) Importance of vegetable in human diet. cultivation, weeding, loosening of soil 2) Techniques of cultivation of vegetable. etc. Crop protection, species, harvesting, production, storage, 3) Cultivation of vegetable according to marketing etc. climate. a) Fruit vegetables - 1) Brinjal 2) Chillies 4) To avoid soil pollution of organic 3) Tomatoes 4) lady finger 5) capsicum fertilizers and pesticide. 6) Dencha 5) To develop a skill of selling vegetables b) Beans 1) Gawar 2) Peas 3) Cow peas in the market. 4) Tender sweet 5) Val papadi 6) Lima 6) Use of cold storage to preserve surplus bean 7) Drum stick production of vegetables. c) Cabbage type of vegetable - 1) 7) Processing of vegetables so that they Cabbage 2) cauliflower 3) Naval coal can be used for long time, e.g. drying, 4) Brocoli. canning, powdering etc. d) Roots and tube - 1) Onion 2) Garlic 3) 8) Vegetable gardening should be Radish 4) Carrot 5) Potato 6) Beet root acknowledge as a science. 7) Ginger 8) Turmeric 9) To study the expertise of vegetable e) Climbers and creepers - 1) Bitter gourd gardeners. 2) Pumpkin 3) Cucumber 10) To experiment new ideas to grow 4) watermelon 5) marsh melon 6) Red vegetables that are useful and eco- pumpkin 7) Tondli 8) Ash gourd friendly. 9) Zuccuni 10) cherry - tomatoes Theory 11) kurtoli. 1) Importance of vegetables in diet - use f) Leafy vegetables - 1) Spinach of salads. 2) fenugreek 3) coriander 4) chakwat 2) Types of vegetable gardens - Necessity 5) amaranthus 6) shepu 7) Tandulja of backyard gardening. 8) Ambadi

202 g) Exotic vegetables - 1) Broccoli salting, powdering, juices, pulp, 2) Calery 3) pok-chow 4) Red cabbage distilling, wafer, papad, nuggets, cubes, h) Preservation of vegetables - study of etc. various methods drying, canning, (K-8 ) sauce, ketch-up, wafers, papad, GARDENING FOR ECORATION nuggets, saulting. STD X Practicals Introduction 1) Identify sapling, seeding and their parts, Gardens are the natural mechanisms Identification of Study of tools and of the existence of living things, which work equipments like their lungs. In the period of dynamic life 2) processed products, (salad, chutney, and increasing industrialization, the number wafers, nuggets, pulp, puree, juice, of plants and species are decreasing due to powder etc.) population explosion and spreading cities. 3) Prepare raised bed, plain bed, thumb The existence of living things is on the pot, crate, and hanging pots to grow verge of problem of drastic pollution and saplings. number of diseases. The natural balance is 4) Transplant of saplings. collapsed due to the excessive proportion of 5) Preparation of framework e.g. flat bed, carbon-dioxide. raised bed, elongated raised bed, round Tree plantation and augmentation is the bed, tray, pot, thumb pot, plastic bucket, need of century to maintain the balance of polythene bag and green house etc. the nature. The efforts should be done in the 6) Methods of application of fertilizer, and point of view of increasing the beauty of cities liquid fertilizers. and villages, enjoying the valuable joy of human life, helping the creation of situation. 7) Preparation of organic manure (worm culture) and types Decorative trees, spreading greenery make us free from mental stress. So it is 8) Methods of watering the plants. necessary to construct gardens, parks in 9) Identification and control of disease and cities, town and villages. Even the gardens insects. around houses, parks in public places 10) Preparation and usage of natural decorative streets are the various ways to insecticides. face the calamity of ozone and to maintain natural balance. 11) Disaster management 12) Identification of ripe vegetables - Objectives Harvesting in disasters. 1) To understand the nature or a garden. 13) Harvesting the vegetables - cooling, 2) To get information about the different selecting, grading and bunching . types of trees. 14) Marketing of vegetables - local, main 3) To classify the trees. market and international market. 4) To encourage the students to 15) Preservation of vegetables - drying, understand the various types of growth.

203 5) To get the information of various types 7) To get the information about the useful trees for pollution - free atmosphere, of decoration. 8) To enjoy rich experience of creativity. 6) To get the information of the 9) To preserve and to protect the saplings arrangements of various flower plants. in the garden.

INDEX

1. Gardens. 2. Classification of decorative trees. 3. Cultivation of flower plants on commercial basis. 4. Cultivation of trees based on classification 5. Types of growth. 6. Prepare an outline of flower plants (According to colour combination. 7. Tree – cultivation on available vacant place. 8. Tree – cultivation in cities and villages. 9. Tree – cultivation suitable according to the place. 10. Importance of long lived trees.

PRACTICAL WORK

1. Introduction of specific trees. 2. Well-planned refilling of earth-vessel. 3. Types of growth. 4. An outline of tree cultivation according to the place. 5. To give shape to trees for decoration 6. Diseases and preventive treatment of flower plants. 7. Study of Gardens / parks 8. Garden designing around the bunglows 9. Occasional exhibition 10. Visit reports of various exhibitions 11. Decorative plants/ trees in Green house.

204 ( K- 9 ) PREPARATION OF 4) To arrange the fonts / for creating vari- NAME PLATES AND BADGES ous names . Std : IX 5) To develop various innovative methods Introduction for creating name-plates and badges . It is very easy to prepare signboards, 6) To give information of modern banners name plates and badges in this technology and techniques for creating modern and information technology age. name plates and badges. These media are used for advertisement, Theory counselling and marketing in government officers as well as in private, business 1) Importance of name plates. concerns. In fact this is related to 2) To give information of various fonts / advertisement field. In government offices letter their sizes, shapes and differ- name plates are created according to des- ences. ignation and work. The material, colours used for these name plates must be attractive and 3) To give information of various mediums suitable to the subject. Students must be given while creating name-plates . the knowledge of the choice of colours, their 4) To provide information of colors , Color combinations, their shades and uses. They combination and their shades. should have enrichment of these things. 5) Provide information of creating letters For name plates, information of vari- from thermocole, mount boards , ply- ous fonts and mediums must be given. It is wood , acrylic sheets and foam sheets. necessary to utilize the information. Badges are used in various functions and program- 6) Letters practice with the help of sten- mers, For the identification of honourable cils. dignitaries is the chief guests, the presidents 7) Information about creating letters from etc. students must be given the information foam sheets, paste them on acrylic about choice of materials and its utilization . They must be able to create badges in vari- sheets and prepare name-plates . ous designs, colors and shapes. 8) Preused cotton boards by using glossy Keeping in view, the above Objectives, paper, tinted paper and quail paper the students must be motivated, Their cre- 9) To tell Importance of badges. ativity should be induced and inspired . It requires proper guidance. 10) Knowledge about the creative use of colourful stain cloth, ribbons, lace, vari- Objectives ety of mirrors and glass, beads and but- 1) To give information of badges and tons etc. in the preparation of badges. name-plates to the students . 11) Knowledge of fluorescent paper , crape 2) To give information of various fonts and paper, Duplex paper for preparing typesets for preparing name-plates. badges. 3) To develop the students ability to use 12) Knowledge of flex- printing by creating various materials for creating different designs with help of new technology fonts / letters . and computers .

205 Practical Students should be made aware of the 1) Practice of various types of fonts and colours needed to fix on different media , letters. method of fixing these. They should be able to use mouth spray , spray gun , compressor 2) Preparing name-plates with ply wood for this purpose . letters. Preparing flex board design on Com- 3) Preparing name-plates on-ply wood, puter using modern technology is necessary. cloths, foam sheets with colours. Their Knowledge should be enriched to use 4) Prepare name plate on card sheet L. E. D. Light for making glow sigh board . papers. They can use this Knowledge to earn a living in future . There is scope of developing their 5) Create letters with thermo cole. creativity in this field . 6) Prepare name-plates with flex printing. Students should be provided with the 7) Practice of letters with stencils. knowledge of material needed to make dif- 8) Create badges with various ribbons. ferent types of badges in different media and use the same for school functions. 9) Prepare badges with various cottons. OBJECTIVE ( K- 9 ) PREPARATION OF To enable the students to NAME-PLATES AND BADGES (STD : X) 1) get knowledge of different types and shapes of letters to make nameplate. Introduction 2) get information about preparing differ- Nameplate are used commonly in com- ent types of letters using metallic and mercial and government officer , private in- acrylic sheets. stitutes , banks , buses , railways and airline 3) learn colour combination and colour fix- industry . These can be used effectively in ing technique. advertising world . Nameplates and badges can be of different sizes and shapes .Name- 4) prepare nameplate using different me- plates are also used in officer and residen- dia by itching. tial area . 5) know material needed for making Today, attractive nameplates can be badges for particular occasion. made by using modern technology. Acrylic 6) know use of modern technology to sheet, foam, copper sheet, glass, vinyl film, make badges and nameplates. radium granite, marble etc. are used to make these . Theory Metallic letters are used to fix on 1) Importance of badges and nameplates, temples and houses. Nameplates- Memoirs material needed and media for these . and badges can be prepared by itching on 2) Knowledge of colours, various colours metal . Now a days glass and stone itching and colour combinations . is also need to make nameplates. Students 3) Knowledge of colour fixing technique should be able do be this practically, armed and material needed, spray machine, with the knowledge of material, Chemicals spray gun. needed and the method of making these.

206 4) Information regarding letter making with 7) Preparing nameplate of classroom us- metal, acrylic sheet, thermocole, plas- ing different media ( Foam sheet and tic foam. Vinyl film .) 5) Knowledge of making memoirs , me- 8) Preparing glow sigh board using L. E. mento using thermocole, plastic foam. D. Light . 6) Chemicals needed for granite , marble, 9) Preparing nameplate and visiting card glass itching . by digital printing and lamination . 7) Knowledge of foam sheet , Vinyl film 10) Preparing different types of badges. and such media to make nameplate for (cloth badges ). the classroom . 11) Badges with petals. 8) Explain what is L . E. D. light and it use 12) Badges using leather foam. for making glow sign board . 9) Knowledge of using digital printing and (L-1) BIO-GAS AND ITS USE lamination technique to make name- Std IX plate and visiting card . Introduction 10) Information regarding different types of About 30 % of the dung produced by badges and their suitable use. Indian cattle is used as a fuel. Maximum 11) Knowledge of material needed for animal excreta goes to waste. Bio-gas plant badges making and using it suitable is proved to be very useful to avoid wastage. for functions . Keeping in mind that India is an agricultural 12) Knowledge of making different types country, bio-gas project is very useful. and shapes of badges using cloth , This project is very beneficial with mini- satin, canvas , organdy , beads , lace, mum expenditure and time. ribbon etc . Young students should be given infor- Practical mation and knowledge of this project, so that they can create self-employment. This in- 1) Preparing nameplate . cludes the services like bio-gas plant instal- 2) Knowledge of colours , colour combi- lation, assemblage, examining and repairing nation and making of colours combi- of project. One can earn his living with this nation . self employment. 3) Explain different techniques of colour OBJECTIVE fixing and using these practically. 1. Acquire the necessary information 4) Preparing letter of metal and about production of gobar gas. thermocole. 2. Acquire scientific information of constitu- 5) Preparing memoirs , memento of plas- ent element of bio-gas and various or- tic and foam . ganic matters used for its production. 6) Preparing nameplate by itching 3. Develop skills of operating the gobar method. gas plant.

207 4. Develop awareness about the possible Practicals defects of the gobar gas plant and to 1. Visit bio-gas plants of neighbourhood, take precaution about its proper uses. Observe its functioning. 5. Understand the importance of the slurry coming out of the plant as organic 2. Compare kitchens and surroundings of manure. households with and without gobar-gas plants. 6. To get acquainted with the indirect benefits of the gobar gas plant. 3. Observe the impact of the slurry manure on potted plants and crops. 7. Understand the role of gobar gas plant as an agent to maintain clean environ- 4. Prepare and exhibit charts of different ment and self reliance. kinds of gobar gas plants and their 8. Understand the role of gobar gas plant advantages. as an agent to maintain clean environ- 5. Install a bio-gas plant in school pre- ment in the school premises and self mises. reliance. 9. Understand the role of gobar gas plant (L 1) BIO-GAS AND ITS USE as an agent to maintain clean environ- STD. : X ment of the village and self reliance. Introduction Theory Importance of workbook, productivity 1. The process of gobar gas production. and entrepreneurship is given in the school 2. The constituent elements of gobar gas. education. Work education is very important for school education and it motivates students 3. Properties and uses of gobar gas. to work. 4. Various types of gobar gas plant. In this syllabus more weightage is given 5. How the gobar gas plant is operated to practical keeping in mind the local envi- and the precaution to be taken in oper- ronment, social requirement, availability of ating the plant. resources and students attitude. School is 6. Possible defects and troubles arising given the opportunity to select this subject. in the Gobar-gas plant. This syllabus is very beneficial as India 7. Importance of the slurry coming out of is an agricultural country. Young students the plant as organic manure. should be given information and knowledge 8. Connection of latrine to the gobar gas of this project, so that they can create self- plant. employment. Bio-gas is beneficial because it fulfil social reforms and requirements. This 9. Environmental Benefits of gobar gas project is very useful as it require minimum plant. time and cost. 10. Demerits of gobar gas plant. OBJECTIVE 11. Gobar gas as substitute to electricity, 1. Know the mechanism of the bio-gas LPG and as a fuel for diesel engine. plant and its principle of working. 12. School, School premises and bio-gas 2. Understand the design aspects of bio- creation. gas plant.

208 3. Acquire technical knowledge about the 2. Visit to a workshop making bio-gas bio-gas plant and fabrication of the gas plants in the neighbourhood of a school. holder. 3. Visit to the construction site of a float- 4. Select a suitable design and size of ing dome and fixed dome bio-gas plant. the bio-gas plant. 4. To study the effect of proportions of cow 5. Understand the microbiological process dung and water on the production of involved in the production of the bio- bio-gas. gas and its effect on the cooking gas. 5. To study the effect of bio-gas and air in 6. Create an awareness of the advan- their different ratio on the efficiency of tages of the bio-gas plant other than a bio-gas burner. that of the production of the cooking gas. 6. To observe the movement of the dome and to calculate quantity of the bio-gas 7. Develop the skill of handling Gobar gas that can be produced in summer and plant and its slurry. winter in a floating dome bio-gas plant. 8. Use of Bio-gas plant for the all people. 7. To calculate the amount of cow dung THEORY required for the production of the desired volume of bio-gas. 1. Design of bio-gas plant. 8. Calculation of the requirement of metal Floating dome, fixed dome. sheet for fabricating the gas holder for Types of floating dome. a gobar gas plant of the desired type Types of fixed dome. and size. 2. Selecting the proper types and size of 9. Construct a common bio-gas plant to the bio-gas plant. make use of public latrine and dump. Consider the points of construction site. (L-2) PLUMBER Size of the bio-gas plant. Std : IX 3. Designing and fabricating a gas holder, Introduction stove and its maintenance. Water is one of the basic needs of Design and construct a gas tank. human beings. Man cannot live without Gas stove and its maintenance. water. Usage of water has increased tremendously due to industrialisation and 4. Working of gas mantle lamps with Bio- urbanisation. Water gets polluted due to gas. natural and man-made causes. The level of 5. Effects of atmospheric temperature on underground water is depleting day by day. the production of Bio-gas. Therefore proper and judicious management 6. Use of Bio-gas for the community. of water is today's need. It is possible to provide the water to its users by a network of PRACTICALS various pipelines. This needs the joining and 1. Preparing working model of a bio-gas other related works of pipes to be done prop- plant and to run it on cattle dung in the erly. Hence plumbing has become an impor- laboratory. tant job. If a student develops these skills,

209 he/she can start a plumbing business and (L-2) start earning. PLUMBER (std X) It is necessary for the students to be Introduction aware of how to avoid wastage of water. Water is one of the basic needs of Students can visit market place to gather human beings. Man cannot live without water information about materials and tools needed consumption of water has increased mani- for plumbing and to be aware of new equip- fold due to urbanisation and industrialisation ments available in market to enable him to water gets polluted due to natural and man- be self employed. He/ She can earn a living made causes. The level of ground water is by plumbing; hence this subject is included depleting day by day. Therefore proper and in work education at school level. judicious management of water is to day's need. It is possible to provide water to its OBJECTIVE users by a network of various pipelines. To enable the students to - This needs the joining and other plumb- 1) know the material and tools used for ing related work to be done properly. Hence plumbing. plumbing has become an important job. If a student develops these skills, he/she can 2) developing skills of using these tools. start a plumbing business and start earning. 3) master the basic skills. It is necessary for the students to be 4) use this knowledge in day life. aware of ways of avoiding wastage of water. Students can visit market place to gather 5) understand and inculcate the value of information regarding material and tools need hard work and dignity of labour. for plumbing and to be aware of new trends 6) survey the market for plumbing equip- in this field to help him to be self employed. ments and tools needed for plumbing. He /She can earn a living be plumbing, hence this subject is included in work education at 7) introduce to new techniques. school level. Practical OBJECTIVE 1) Construction and working of bench vice. To enable students to- 2) Cutting G.I. pipe using pipe vice and 1) understands the importance of water. hacksaw. 2) get information about the natural source 3) Cutting G.I. pipe using pipe cutter. of water. 4) Threading pipe using pipe die. 3) use the material and tools required plumbing with skill and technique. 5) Observe construction and working of household plumbing. 4) use of this information in day to day life. 6) Joining pipes using G.I./P.V.C. pipe join- 5) strengthen the base of vocational learning equipments. ing / education. 7) Survey of pipes, joining tools and sani- 6) make the students to take interest in tary ware. profession.

210 7) get information about how to prepare channelized, so that they get personal satis- budget. faction and ability to find means of earning. Practical Creative Applied Art provides practical 1) Joining various pipes and fixing cock knowledge to the students for preparing ar- to them. ticles, items that can be used on various occasions, for decoration and also for pre- 2) Threading G.I. pipe. senting gifts. This would develop their curi- 3) Joining ball cock and push cock. osity, creativity and would give them the sat- 4) Study the procedure of attaching sec- isfaction of self creation. ondary joints to main pipeline. Most of the material required for this 5) Fixing bathroom drainage trap in bath- art can be obtained from waste material or room. from household scrap. Thus it is also easily 6) Information of hand pump. available. The objective is to teach the students to creatively prepare original, but inno- 7) Visit to water purification plant vative items that can be used as decorative 8) Preparing budget for plumbing. pieces for various occasions such as festivals, wedding, birthdays, etc. (L-3) CREATIVE APPLIED ART OBJECTIVE Std : IX To enable students to - Introduction 1) develop the observation power and also According to National Education guide- their creativity lines the essential objective of education is 2) develop the ability of new creation and all round development of the student. How- also artistic skills among the students. ever, this is not possible only through book knowledge. It is also necessary to develop 3) develop latent talents and various abili- the emotional and creative aspects of the ties. students. 4) develop ability of making new and use- Along with theoretical skills, students ful articles from waste material need to be exposed to the intricacies of 5) give the students the job of creation and business management and practical life. The at the same time the ability to create a knowledge of preparing various artistic items 'good' product which will become a out of waste material and easily available means of earning. material would prove beneficial. 6) inculcate self confidence in students. Development of artistic abilities and manual skills will help the students to get jobs 7) develop psychomotor skills through in this constantly changing technical age. various media/ means. Students should get practical knowledge 8) motivate students for collection of waste of production and business activity, Ideal material but useful for new creation. development can be achieved by ensuring 9) motivate students for 'skillful creation' quality in production with emphasis on mod- and develop business ability among ernization. Their talent needs to be them.

211 10) develop the sense of co-operation, 6) Skillful creation through the concept of social binding and brotherhood. stu- cognition. dents should get a habit of working 7) To develop feeling of self creation hard. through cognitism. Theory 8) To develop skilful ability of handling 1] Preparation of artistic items with pa- various medium and means. per. 9) To develop the qualities of team work, co-operativeness, patience through Art. 2] Preparing Greeting cards. 3] Preparing Lamps / Lanterns. SECTION - I

4] Preparation of artificial flowers. Theory 5] Wall Hanging. 1) Preparation of artistic items by folding Practical papers 1) Preparation of artistic items by folding 1.1) Types of paper folds. paper 1.2) Preparing various items from the same. 2) Preparing Greeting cards 2) Preparing greeting cards. 3) Preparing Lamps / Lanterns 2.1) Types of greeting cards. 4) Making artificial flowers 2.2) Methods of preparing a variety of cards and material required. 5) Wall hangings 3) Knowledge of preparing lamps / 6) Rangoli lanterns 7) Preparing 'Rakhis' 3.1) Information regarding methods of pre- 8) Flower Arrangement paring Lanterns and material required. 3.2) Information regarding card sheet, tech- GENERAL OBJECTIVES OF ART nique of paper cutting and decoration EDUCATION principles. 1) Prosperity comes with Art among hu- 4) Artificial flower. man beings hence 'to give importance 4.1) Preparing flowers and Garlands with for Art education in school curriculum. the crepe paper / kite paper. 2) To develop observation ability / creativ- 4.2) Understanding different decoration ity of students styles as per occasion and location. 3) To develop a esthetic sense and abil- 5) Wall Hangings. ity to admire art. 5.1) Preparing wall hanging, glass painting 4) To develop various skills and artistic with the use of colorful thick card sheet qualities. or tinted cardboards, glass, bindis, cloth pieces, beads, colourfull threads, 5) To develop ability and vision of utilizing strings. waste material

212 SECTION - II Understanding importance of Indian tra- Practical dition of Raksha bandhan Knowledge of material used to prepare 1) Preparing artistic paper articles / items Rakhis by folding paper, like rabbit, fox, whale, To acquire ability to prepare variety of dog, dog head, house, square, Triangle, Rakhis Rectangle etc. Use of natural and artificial material on 2) Preparing attractive greeting cards - the preparation of rakhis Preparing different types of greeting 9) Flower Arrangement : cards. To be able to adopt and arrange natu- 3) Preparing lanterns :- Preparing lamps ral and artificial flowers and to use or lanterns of various shapes and sizes Bamboo decorative. Items for the arrangement of flowers for like folding, stras shape, pentagon offices, showrooms, corners and in flow- shape, triangle shape etc. erpots 4) Artificial flowers * Preparing artificial flowers and gar- L3 CREATIVE APPLIED ART lands with paper. STD - X * Making garlands with cloth flowers. Introduction * Making necklaces and Garlands with beads. According to National Education guidelines the essential objective of education is 5) Making flower arrangements in Bam- all round development of the student. How- boo vase for different decorations. ever, this is not possible only through book *Corner decoration - Decoration of sit- knowledge. It is also necessary to develop ting room or office with flower arrange- the emotional and creative aspects of the ment. students. *Making gift rappers; flower pots with Along with theoretical skills, students flower arrangements with Bamboo need to be exposed to the intricacies of strips business management and practical life. The 6) Wall hanging (Wall decoration) knowledge of preparing various artistic items Preparing wall hangings, taking vari- out of waste material and easily available ous designs and shapes like Birds, Ani- material would prove beneficial. mals, triangles, squares, circles etc. Pre- Development of artistic abilities and paring Glass paintings. manual skills will help the students to get jobs on this constantly changing technical age. 7) Rangoli Knowledge of use of various colors and Students should get practical knowledge color tents of production and business activity, ideal Traditional rangoli forms development can be achieved by ensuring quality in production with emphasis on mod- Styles of Rangoli ernization. Their talent need to be Posters and nature scenes in Rangoli channelised, so that they get personal satis- 8) Preparing Rakhis faction and ability to find means of earning.

213 Creative Applied Art provides practical General Objectives if art education knowledge to the student for preparing ar- 1) To develop art with modern technology ticles, items that can be used on various occasions, for decoration and also for pre- 2) To develop the skill of communication senting gifts. This would develop their curi- and information through art. osity, creativity and would give them the sat- 3) To introduce hard work and skilled art isfaction of self creation. and the pleasure to enjoy self creation. Most of the material required for this 4) To develop the attitude to accept the art can be obtained from waste material or culture and social heritage of other from household scrap. Thus it is also easily countries. available. The objective is to teach the stu- 5) To develop the attitude to welcome dents to creatively prepare original, but in- occasions or our own cultural heritage. novative items that can be used as decorative pieces for various occasions such as 6) To develop business, skill, advertising festivals, wedding, birthdays, etc. and human resource with changing times Objectives 7) Concept of cognition is used in filed of 1) To develop latent talents among stu- arts. dents 8) To provide expertise and facilities to 2) To develop their observation and also students who specializes in a particu- their creative abilities lar art. 3) To develop the skill to make decora- 9) To develop the capacity of self assess- tions for various occasions like festi- ment planning and to understand the vals celebrations and birthdays etc. activities of team work through art. 4) To develop the ability to make new and useful articles from waste materials. 10) To develop curious thinking, sharing knowledge, creativity, advertising skills 5) To develop the capacity to handle dif- esthetic sense that motivate teamwork, ferent means or tools. entrepreneurship, social responsibilities 6) To give students the joy of creation and etc. at the same time the ability to create a 11) To give an opportunity through arts to 'good' product which will become a learn and earn and to be self depen- 'means of earning'. dent. 7) To develop confidence and team work. Theory 8) To develop psychomotor skills through 1) Embossing work. various media or means. 2) Patch work. 9) Motivate them to learn business by creating and skillfully. 3) Applique work. 10) To develop the sense of co-operation 4) Collage. social-binding and brotherhood. 5) Fabric painting Students should get a habit of working hard. 6) Decorations for specific occasions

214 7) Stencil work. OBJECTIVE 8) Preparing Badges. To enable the students to 9) Paper smash. 1) Understand the importance and use of crochet work. 10) Garnishing Baked and carving unbaked objects. 2) Introduce the technical terms of crochet. Practicals 3) Learn to select appropriate color combination, threads and wool to make 1) Embossing work. attractive samples. 2) Patch work. 4) Inculcate the habit of consistency, neat- 3) Applique work. ness & tidiness. 4) Collage. 5) Achieve excellence in this art. 5) Fabric painting. Syllabus IX 6) Decorations for specific occasions. Theory 7) Stencil work 1) Knowledge of various types of crochet 8) Preparing Badges . needles, threats and wool. 9) Paper Smash. 2) Knowledge of taking care of crocheted 10) Garnishing Baked and carving unbaked garments. objects. 3) Information about different types of (L-4) Croche Work stitches and methods of taking mea- Std : IX surements. 4) Methods of crochet Introduction 1] Square handkerchief Crochet is very popular art in Europe & Japan. It is being practiced for the last 200 2] Round handkerchief years and is popular even in India. Women 3] Small purse both from urban and rural region, practice 4] Lace crochet with a lot of interest. Crocheted woollen clothes are particularly used in Practical places of cold climate. Excellence in this art 1) Square handkerchief (30 cms x 30 can provide means of living. cms) Ancient theme the crochet needle was 2) Round handkerchief (Diamater : 20 called hooked needle. Crochet is done by cms) the hooked tip of the needle. 3) Small purse (14 cms x 14 cms) Various attractive articles can be made by doing crochet work, e.g. toran, sweaters, or shawls, table mats, and garments, for chil- Doll (Height : 12 cms) dren. One needs to have consistency and 4) Lace (width : 3 cms, length : 50 cms) patience while performing this art. 5)

215 L-4 KNITTING needles etc. (std IX) 2) Knowledge of taking care of knitted Introduction garments. The art of knitting is very popular in 3) Methods of knitting these articles. Europe & Japan. It is being practiced from 1) Bonnet 200 years and is popular even in India. 2) Booties Women both from urban & rural region, practice knitting with lot of interest. Knitted woollen 3) Scarf garments are particularly used in the places 4) Doll of extremely cold climate. Excellence in this art can help one to earn a living. Practical Knitting is done using two needles. Knitting any 3 of these articals These needles are made up of light weight 1) Bonnet for one year old baby. metal or plastic. Two needles numbered 6 to 2) Booties for one year old baby. 14 are used according to the ply of the woo, used for knitting. 3) Scarf for two year old baby. Variety of attractive items like sweat- 4) Doll (Height 12 cms) ers, shawls, table mats, and garments for young children can be prepared by knitting. L-4 Croche Work Different samples of these items can be Std : X made using different methods & patterns of Introduction knitting. One needs to have consistency and while performing this art. Crochet work done with single hooked needle is popular in Europe. Japan, India, OBJECTIVE America and other countries. New ways of To enable the students to knitting and crochet making are a result of 1) Understand the importance of knitting innovative ideas in this field. These methods and its use. are used to make sweaters, shawls, and various woolen garments. Toran, handker- 2) Introduce the technical terms used for chief, bags and various delicate decorative knitting. articles can be made by using crochet thread. 3) Develop a sense of colour combina- Anyone can make crochet or knitted tion and learn to select appropriate articles using the symbols and draft of differ- thread and wool to make attractive ent stitches. There is no language barrier for sample. this. Croche work helpd in developing con- 4) Inculcate the habit of consistency, neat- centration, aesthetic sense and neatness. ness & tidiness. OBJECTIVE 5) Achieve excellence in this art. To enable the students to Theory 1) Understand the importance and use of 1) Knowledge of different things needed crochet work. for knitting, such as wool, thread, 2) Introduce the technical terms of crochet.

216 3) Learn to select appropriate color com- sweaters & shawls etc.Anyone can knit by bination, threads and wool to make referring to the symbols & draft of the stitches. attractive samples. These is no language barrier for this.Knitting can also be done on knitting machines but 4) Inculcate the habit of consistency, neat- there are pattern limitations to it. Knitting can ness & tidiness. be done loosely and the wool can be re- 5) Achieve excellence in this art. used.One can develop concentration, aes- Theory : thetic sense & neetness by knitting. 1) Knowledge of different types of thread OBJECTIVE & wool To enable the students to 2) Knowledge of different types of needles 1) Understand the importance and use of required for crochet work knitting. 2) Introduce technical terms of knitting 3) Making chain of cable according to measurements 3) Learn to select appropriate color combination, threads and wool to make 4) Knowledge of different types of crochet attractive samples. stitches 4) Inculcate the habit of consistency, neat- 5) Methods of making crochet articles: ness and tidiness. 1) Glass cover 5) Achieve excellence in this art. Theory 2) Mobile cover 1) Information about different types of wool 3) Woolen torran 2) Knowledge of different types of needles Practical : 3) Care of knitted garments Making following articles according to 4) Knitting stitches according to measure- the methods. ments 1) Glass cover (6 pieces) 5) Learning different kinds of knitting stitches. 2) Mobile cover 6) Knowledge of knitting different samples 3) Woolen toran. and articles.

L-4 Knitting 7) Knitting any four specimen samples of the following and record it (10 cms x ( Std.X ) 10 cms each) Introduction 1) Shell stitch Knitting with two needles is practiced 2) Pearl stitch in Europe, Japan, India and America.The 3) Pine stitch pattern book of knitting is getting enriched 4) Lattice stitch by different samples using innovative ideas. 5) Simple cable stitch These patterns can be used to make woolen 6) Double cable stitch

217 Practical this subject students will be able to identify Preparing following articles by using the various types of fabrics and their properties. above mentioned stitches. Students will be aware of different kinds of Shawl for a two year old baby soaps, detergents, chemicals, reagents available in the market. Students will also develop or the skill of selecting most appropriate re- Knitting a sweater with full sleeves for agents and processes for washing particular a two year old baby. type of fabrics. Study of this subject will also (L-5) Household Laundry develop the skills required for laundering and Std : IX ironing. Acquision of new concepts, knowledge about advanced techniques and equip- Introduction ments will help to develop vocational apti- Textile industry is scaling new heights tude in the students. and entering new horizons. Technological OBJECTIVE advances have made possible a vast variety 1. To impart knowledge regarding various of natural and man made fibres, yarns, fab- textile fibres and their properties. rics, blended fabrics. These fibres and fabrics are not only used to satisfy apparel need 2. To make student understand the impor- but also for a number of many other such as tance of the care of various textiles. household linens and home furnishing, indus- 3. To make students aware regarding trial, medical, commercial and other pur- various laundry reagents. poses. It is not only necessary to buy these 4. To encourage student to collect infor- textiles wisely but also to care them suitably. mation regarding modern cleaning Label information on textiles serves this pur- agents used in laundry. pose effectively. Right choice and right use 5. To give information regarding traditional of cleaning reagents is equally important. As and modern laundry methods, tech- the scope of textiles is ever expanding so do niques and equipments. the field of laundry. 6. To develop various skills required for Laundry covers a number of pro- laundry. cesses, washing, dry cleaning, starching, 7. To encourage student to use modern ironing, stain removal etc. Various reagents, laundry techniques. chemicals, equipments, processes are used Theory while laundering. Laundry science helps to carry out all these processes effectively with Unit 1 - Introduction of textile fibres. minimum wear and care. 1.1 Classification of fibres. In most of the Indian families clothes 1.2 Properties of fibres are laundered at home and majority of them Unit 2 - Care of textiles do it manually. In urban families use of wash- 2.1 Importance ing machine and variety of new laundry reagents is increasing. With the knowledge of 2.2 Methods

218 Unit 3 - Cleansing agents 9. Ironing blouse. 3.1 Water 10. Ironing salwar and kurta. a) Hardness of water 11. Demonstration of preparation of liquid detergent and detergent powder b) Methods of softening water 12. Collection of information of various c) Disadvantages of hard water in laundry cleansing agents available in the mar- 3.2 Soaps and detergents ket. a) Difference between soaps and deter- (L5) Household Laundry gents Std. X b) Functions of detergents in laundry. Unit 4 - Whitening elements Introduction 4.1 Blue Textile industry is scaling new heights and entering new horizons. Technological 4.2 Fluoroscent whitening agents advanced have made possible a vast variety Unit 5 - Methods of washing of natural of man-made fibres', yarns, fabrics 5.1 Friction washing and blended fabrics. These fibres and fabrics are not only used to satisfy apparel 5.2 Kneading and squeezing needs but also for a number of many others 5.3 Washing by machine. such as household lines and home furnish- Unit 6 - Washing of various garment ing, industrial medical, commercial and other purposes. 6.1 Pre washing processes It is not only necessary to buy these 6.2 Washing textiles wisely but also to care them suitably. 6.3 Post washing processes Label information on textiles serves these Unit 7 - Ironing purposes effectively. 7.1 Types of irons Laundry covers not only washing of clothes but also other cleaning processes 7.2 Equipments used for ironing such as starching, stain removal, dry-clean- 7.3 General instructions for ironing. ing, ironing etc. Cleaning with water and Practical Unit soap is not always possible or advisable for 1. Washing of white cottons. all kinds of fabrics, some rich and expensive silks, rayon's and woollens lose their lustre, 2. Washing of coloured cottons. sheen colour and rich texture when washed. 3. Washing of silk garments. Such fabrics are cleaned by a method called 4. Washing of woollens. dry cleaning. Dry cleaning is carried out by the use of grease solvents and grease 5. Washing of synthetic garments. absorbents. 6. Ironing shirt. Study of label information gives the stu- 7. Ironing half pant and full pant. dent relevant information while purchasing 8. Ironing skirt.

219 various types of textiles wisely and also to 2.3 Methods of stain removal care for them in a right way. 2.4 Removal of unknown stain Study of this subject will impart neces- Unit 3 - Dry Cleaning sary skills and knowledge required for the proper selection, use and maintenance of 3.1 History of dry cleaning various textiles. 3.2 Concept of dry cleaning OBJECTIVE 3.3 Methods of dry cleaning 1. To give students the knowledge about 3.4 Chemicals, reagents and equipments methods of starching used for dry cleaning 2. To develop skills required for starching 3.5 Difference between washing and dry 3. To develop observation skills for iden- cleaning. tification of stains Unit 4 - Labels 4. To get acquainted with techniques of 4.1 Interpretation of labels. stain removal 4.2 Types 5. To impart knowledge of dry cleaning. Unit 5 - Storage of textiles 6. To create awareness regarding washing of different types of garments. Practical 7. To give knowledge regarding the sym- 1. Use of boiling water starch for cotton. bols used on care labels of readymade 2. Use of cold water starch for cotton. garments. 3. Identification and classification of stains. 8. To encourage student to collect infor- 4. Preparation of Javelle water. mation regarding modern laundry reagents and equipments. 5. Removal of tea, coffee and fruit stains on cotton fabrics. 9. To develop vocational aptitude for the field of laundry. 6. Removal of turmeric and ink stains on cotton fabrics. Theory 7. Removal of egg and blood stain on Unit 1 - Starching cotton fabrics. 1.1 Objectives of starching 8. Removal of oil and grease stains on 1.2 Types of starches. cotton fabrics. 1.3 Methods of starching. 9. Dry cleaning with grease absorbents. Unit 2 - Stain Removal 10. Collection of information of various types of starches and stain removing 2.1 Classification of stain agents available in market. 2.2 Chemicals and reagents used for stain 11. Collection of various types of labels. removal 12. Interpretation of care labels.

220 (L6) COOKERY 4. Serving and Packaging of food prod- Std : IX ucts.

Introduction 5. Costing and labelling of food products Until now Indians preferred to cook and Practicals- eat food at home. Now-a-days, a lot of change 1. Dry Chutney- has been noticed in their food habits. Ten- (a) Groundnut dency to buy ready-to eat food or eating outside has increased. Therefore catering (b) Dry coconut industry is gaining importance in Indian sce- (c) Niger(karale) Seeds nario. (d) Linseed (Javas) Scientific knowledge, skills & techniques of food production are required for 2. Breakfast & Snacks. catering business. (a) Sandwiches This syllabus covers basic recipes (b) Kacchi Dabeli which will be beneficial for service and self (c) Bhel employment as well as laying down the foundation for further studies in this field. (d) Thepla / Leafy vegetable puri Objectives 3. Salads- To enable the students to (a) Kuchumber 1. Know & inculcate rules of hygiene & (b) Raita sanitation in cookery. 4. Sweets- 2. Learn to improve acceptability of food. (a) Basundi / Kheer 3. Develop skill in preparing food prod- (b) Shrikhand ucts using different methods of cook- (c) Chikki / Wadi ing. 5. Quantity Cookery- Preparation & Sale 4. Learn to methods of serving food prod- of 15 servings of any two products from ucts attractively. the syllabus. 5. Learn to pack different food products (L6) Cookery selecting appropriate material. (Std -X) 6. Learn to calculate selling price of food products Introduction 7. Develop entrepreneurship skills. Diet plays an important role in the life of a person right from infancy to the old age. Theory - People have to think what to eat to maintain 1. Hygiene and Sanitation. good health. Now a days , there is a rapid 2. Acceptability of food. change in the life style of a person. The family structure is changed from 'united' to nuclear. 3. Methods of Cooking.

221 The food habits are also changed. People (a) Pohe(Dadpe) have started consuming more and more (b) Leafy vegetable wadi © Idli (d) Batata cooked food rather than cooking it at home. Wada This subject will enable the student to develop and prepare nutritious products. This 3. Sweets will help to achieve the objectives of NCF (a) Sheera 2005 and SCF 2010. The subject will help to build a foundation for vocational course in (b) Nutritious Laddu. cookery std. 11th and 12th Std. It will provide 4. Nutritious Products- the student with self employment. (a) Misal OBJECTIVE (b) Thalipith 1) To learn the nutrients present in food. (c) Khichadi 2) To understand functions & sources of nutrients. (d) Pav Bhaji 3) To know the five basic food groups. 5. Project- Preparation of " recipe book- 4) To plan balanced diet using five basic let" food groups. (M4 & M5) ENGLISH TYPEWRITING / 5) To develop skill of enrichment of food MARATHI TYPEWRITING products. Std : IX 6) To know the factors affecting palatabil- Introduction ity of food. The main aim of the reconstructed 7) To develop skill in preparation of palat- syllabus is to prepare the whole based of- able & nutritious food products. fices. Typewriting will be an additional qualification. As typing structure reflecting the Theory principle of 'constructivism' (Knowledge 1) Nutrients based learning). In accordance with this aim the importance has been given to the 2) Five Basic food Groups. students self-learning and practical work. 3) Enrichment of food products. Though in this age of Information Tech- nology, typewriting is left behind. The knowl- 4) Palatability of food. edge and skill of typing is still very important Practicals - for the normal/general and special students. To get a job for general / special students in 1. Soups & Beverages Government Sector (Semi, Central, State a) Tomato/ Mixed Vegetable/Corn. Government), in private office / companies, IT / computer is the base of computer, type- b) jaljeer/Mattha/ Shaebat writing should be one of the primary subjects 2. Breakfast & snacks in the schools and at least 2 periods should be given in a week.

222 Objectives 4. Never hold the carriage and do not 1. To create awareness towards typewriter keep the typewriter on the shoulder. It and its types. may damage the typewriter. 2. To give information and functioning of 5. In transporting the typewriter, the car- their parts. riage should be tied up so that it should not move when it is put in sacks, use 3. To make aware about maintenance and waste papers for packing. Use the how to take care of the typewriter label "TYPEWRITER HANDLE WITH 4. To give information of the key board. CARE." 5. To demonstrate the proper sitting posi- 6. If the typewriter is not working properly tion and handling of the typewriter. or any part is worn out call proper BENEFITS OF TYPEWRITING mechanic and get it repaired/replaced. 1. Typewriting helps the students to be- 7. Oiling and cleaning should be done at come active. More the speed, more least once in a month, call a proper the active a typist is. mechanic for regular servicing. 2. The habit of concentrating on the given 8. After a period of to 11 year the work is mostly generated through typ- typewriter should be overhauled. It helps ing skill. Concentration helps a per- to increase the life of the typewriter. son to do his work with accuracy and neatness. PRACTICAL 3. A typist can achieve the skill of THE POINTS TO BE REMEMBERED behaving gracefully, use his creativity WHILE TYPING. and make the work presentable, neat 1. In address-typing, do not type, and tidy. (Comma) after To. (eg. To,) UNIT MAINTENANCE & 2. An underline should not be typed be- CARE OF TYPEWRITERS fore the matter and under the last signs Every typist expects that his typewriter 3. The sign '&' should not be used the word must work smoothly. For that, he has to take 'and' must be used instead of it. care of it, considering the following points. 4. For tab setting a key top showing + / 1. Before starting the work remove the tab set is to be pressed only once. cover and clean the typewriter with a piece of cloth. Do not press it more many a time. This may damage the key. 2. Remove the cover in such a way that it should not get stuck with other parts. 5. In Yours faithfully, "Y" is small. Do no use 's (apostrophe s) 3. While lifting, the backside1 of the typewriter should be held close2 to chest. 6. When the matter is typed in single line The grip should be at the base only. spacing keep double line spacing

223 between two paragraphs, when the as an essential qualification. Therefore, it is matter is typed in double line spacing suggested that every school should include this subject, so typewriting will be an addi- keep double line spacing in two para- tional qualification. As typing is the base of graphs. computer, typewriting should be one of the 7. Keep two spaces after full stop, ques- primary subjects in the schools and at least tion mark as well as exclamation mark 2 period should be given in a week. Most of the syllabus in MS Word is developed through at the ending of a sentence. Do not typewriting. keep any space before them. keep single space after comma, semi-colon Objectives etc. No space should be kept before 1. Awareness towards typewriter and its any of these signs. types. 2. To give information and functioning of 8. There should be give-space indentation their parts. at the beginning of the paragraph. 3. To make aware about maintenance and 9. Do not type short forms as Sub., Ref. how to take care of the Typewriter. etc. type full words. 4. To give information of key board. 10. While typing date type (,), Comma af- 5. To demonstrate the proper sitting posi- ter month eg. 20th Jaunary, 2011 tion and handling of the Typewriter.

(M 4 & M5) ENGLISH TYPEWRITING / 6. To enhance the knowledge of typing. MARATHI TYPEWRITING 7. To give special attention to students Std : X speed of typing accuracy Neatness etc. Introduction BENEFITS OF TYPEWRITING: The main aim of the reconstructed syl- 1. Typewriting helps the students to be- labus is to prepare the whole structure re- come active. More the speed more flecting the principle of 'constructivism' the active a typist is. (Knowledge based learning). In accordance 2. The habit of concentrating on the given with this aim of importance has been given work is mostly generated through typ- to the students self-learning and practical work. ing skill. Concentration helps a person to do his work with accuracy and neat- Though in this age of Information Tech- ness. nology typewriting is left behind. The knowledge and skill of typing is still very important 3. A typist can achieve the skill of for the normal / general and special students behaving gracefully, use his creativity too. To get a job for general / special stu- and make the work presentable, neat dents in Government Sector (Semi, Central, and tidy. State Government), in private office / com- UNIT MAINTENANCE & CARE OF panies, IT / Computer based offices back- TYPEWRITERS office, front-office,reception, H.R.D., banking the knowledge of typewriting is considered 1. Every typist expects that his typewriter

224 must work smoothly. For that he has to 'and' must be used instead of it. take care of it, considering the follow- 4. For tab setting a key top showing + / ing points: tab set is to be pressed only once. Before starting the work remove the Do not press it more many a time. cover and clean the typewriter with the This may damage the key. piece of cloth. 5. In Yours faithfully, "Y" is small. Do no 2. Remove the cover in such1 a way that it use's (apostrophe s) should not get stuck with 2other parts. 6. When the matter is typed in single line 3. While lifting, the backside of the type- spacing keep double line spacing be- writer should be held close to chest. tween two paragraphs, when the mat- The grip should be at the base only. ter is typed in double line spacing keep 4. Never hold the carriage and do not double line spacing in two paragraphs. keep the typewriter on the shoulder. It 7. Keep two spaces after full stop, ques- may damage the typewriter. tion, mark as well as exclamation mark 5. In transporting the typewriter, the car- at the ending of a sentence. Do not riage should be tied up so that it should keep any space before them. Keep but move when it is moved in sacks single Space after comma, semi-colon use waste papers for packing. Use the etc. No space should be kept before label any of these signs. "TYPEWRITER HANDLE WITH CARE." 8. There should be give-space indentation 6. If the typewriter is not working properly at the beginning of the paragraph. or any part is worn out call proper 9. Do not type short forms as Sub., Ref. mechanic and get it repaired/replaced. etc. type full words. 7. Oiling and cleaning should be done at 10. While typing date type (,), Comma af- least once in a month call a proper ter month - eg. 20th Jaunary, 2011 mechanic for regular servicing. (M-2) ELEMENTS OF AGRICULTURE 8. After a period of to 11 year the AND CROP PRODUCTION typewriter should be overhauled. It Std : IX helps to increase the life of the typewriter. Introduction THE POINTS TO BE REMEMBERED The population explosion in India is WHILE TYPING. reaching towards 120 Crores. It has become difficult to meet the demand of food grains, 1. In address typing, do not type, (Comma) fodder, fuel wood. cloth, medicine etc . From after To. (eg. To,) agriculture to increasing population. It is due 2. An underline should not be typed be- to traditional farming systems, fragmentation fore the matter and under the last signs. of land, industrialization, lack of working capital, indiscriminate irrigation application etc. If 3. The sign '&' should not be used the word

225 this situation continues scientist predicted soils, Physical properties that, there will be acute shortage of food of soil . grains to feed the millions of the empty stom- Topic No . 4 : Weather elements Tem- ach, up to 2020. perature , Rainfall , Humid- To overcome the future deficit, it is ity , Evaporation , Wind necessary to make efforts on war footing by and their effect on crop educating and creating interest in new gen- growth . eration regarding agriculture. Topic No . 5 : Cultivation of soil - Defini- The population is increasing but, tion, Objects, types and cultivable land is constant, therefore, per implements used . capita land holding is decreasing due to fragmentation of land, industrialization, urbaniza- Topic No . 6 : Water - Sources , water re- tion etc. On the other hand the cost on in- quirement of crops , meth- puts like, fertilizers, irrigation, seeds, insec- ods of surface irrigation . ticides, fungicides is increasing. For efficient Topic No . 7 : Drainage - Types , advan- utilization of these production input it is necessary to train the students. By this, not only tages . the food problem is solved but also employ- Topic No . 8 : Crops :- Classification and ment crisis will be dissolved to some extent sowing methods. and standard of living will be improved. Con- Topic No . 9 : Types of farming.Rainfed. sidering all these points this subject is included under work experience. Dryland and Irrigated , Dry- land management . Objectives Topic No.10: Fertilizers - 1) To study the factors affecting Agricul- Classification,Nutrient con- tural production . tent . 2) To study the effect of soil, climate, irri- Topic No . 11 : Weed - Its types and classi- gation management production . fication . 3) To study the classification of crops . Practical 4) To study the chemical fertilizers . Topic No . 1 : Collection and identification of different soil types . 5) To study the different farming systems . Topic No . 2 : Collection and identifica- 6) To study the weeds. tion of seeds of different Theory crops. Topic No . 1 : Introduction . Topic No . 3 : Collection and identification of weeds . Topic No . 2 : Factors of crop production-land , Labour, Capital, Topic No . 4 : Preparatory tillage :- Management . 1. Tractor plougning . Topic No . 3 : Soil , Different types of 2. Harrowing .

226 3. Levelling . materials , modern irrigation methods , weed and nutrient Management , Season wise 4. Use of organic manures . package of practices of different field crops, 5. Seedbed preparation . adoption of suitable plant protection mea- Topic No . 5 : Irrigation layout . sures etc . In addition to this due to rising demand of medicine, there is wide scope Topic No . 6 : Methods of sowing . for plantation of medicinal plants. By taking Topic No . 7 : Inter cultivation . advantage of ample available livestock resi- due for agriculture production can be ex- 1. Hoeing . ploited by its efficient utilization . The quan- 2. Weeding . tity and quality of fodder can be provided to feed these live stocks by adopting improved 3. Earthing up . fodder production technology. For updating 4. Mulching . the knowledge of students regarding agricul- Topic No . 8 : Surface irrigation methods. ture this subject is included under work experience . 1. Ridges and furrows . OBJECTIVE 2. Flat bed . 1) To Study the agro - climatic zones of 3. Raised bed . Maharashtra. 4. Ring and basin . 2) To Study the effects of climate change Topic No . 9 : Harvesting and storage on crop productivity. Methods - Harvesting, stor- 3) To Study different cropping systems. age. 4) To Study the modern irrigation systems. (M-2) Element of Agriculture and 5) To Study the weed and fertilizers Crop Production management. (std X) 6) To Study the season wise cropping Introduction pattern.

India is predominant in agriculture and 7) To Study the cultivation of medicinal day by day only its population is affects the plants. agriculture production. In addition to this, Theory climate charge shortage of farm laboures and Topic No. 1: Agro climatic zones of their high wages weed and fertilizers management , soil erosion and drainage prob- Maharashtra . lems are also contributing towards decreas- Topic No. 2 : Climate change and effect ing agriculture productivity. It these situations on crop . prolong then country has to face severe food Topic No. 3 : Cropping systems . and nutritional security. Topic No. 4 : Modern irrigation systems. To overcome such problems, it is necessary to undertake the cropping pattern on Topic No. 5 : Weed management . the basis of climate, adoption of different Topic No. 6 : Fertilizers management . cropping systems , provision of quality seed

227 Topic No. 7 : Crop management Prac components and their tices Soil , Preparatory till- uses . age . Topic No . 5 : Crop Protection equip- Topic No . 8 : Season , seed treatment , ments . seed and sowing , inter Topic No . 6 : Improved implements in cultivation , fertilizers and Agriculture . water managment , plant protection , harvesting and Topic No . 7 : Harvesting and storage . storage. Cultivation of fol- 1. Visit to warehouse / lowing major crops on the store house . above aspects . 2. Visit to Agriculture Re- 1) Cereals : Paddy , Sorghum , Pearl search Station . millet , Maize , Wheat . Topic No . 8 : Visit to Agro service Cen- 2) Pulses : Red gram , Soy bean , green ter in the region. gram , black gram, Cow pea , Gram pea . (R-3) GREEN HOUSE 3) Oil seeds : Groundnut , Sesamum , Std : IX Sunflower , Safflower , Mustard . Introduction 4) Cash Crops : Sugarcane , Cotton , Today the world population is about 700 turmeric , Ginger. crores and Indian population reached upto 5) Fodder Crops : Maize , Sorghum , 121 crores. Food requirement of this popu- Lucerne , Yashwant , Jaywant grass , lation is increasing day by day. Due to Marvel , Stylo . industrialisation the cultivable area is decreasing very fastly. The land hold of farmers 6) Medicinal Plants : Ashwagandha , As- has been drastically reduced to about 2 acres paragus , Vel khand , Brahmi , Adulsa from 10 acres since 1970. The heavy indus- , Safed musali , Aloevera. Element of trialization and use of fuels had changed the Agriculture and Crop Production environment resulting the adverse effect on Practical crop production. Topic No . 1 : Methods of weed control There will be a great need of fruits and mechanical and chemical vegetables to the human being. To fulfil this calculation of herbicide requirement, the greenhouse technology will closes . definitely increase the production and pro- Topic No . 2 : Fertilizer management ductivity. time and methods of ap- The greenhouse is a inflated structure plication , Calfertigation . covered with transparent or semi translucent Topic No . 3 : Seed treatment Objec- plastic material in which controlled or par- tives, benefits - actual tially controlled environment can be created. Practical The sun rays enter through the plastic Topic No . 4 : Modern irrigation methods cover, are partially absorbed by the greenhouse material and partially entered in the

228 structure. Radiation and reflected variation Practical cannot pass through the plastic cover. Hence 1. Study of planning and layout of green- get trapped into the greenhouse structure. house Due to this phenomenon the temperature 2. Comparative Study of crop growth in inside the greenhouse is more as compare greenhouse and open field (vegetables to ambient temperature. This increase in and flowers) temperature in greenhouses is known as 'greenhouse effect'. 3. Visit to greenhouse The environmental factors like tempera- Visit to greenhouse to study the different factors and make note. ture relative humidity, solar radiation CO2 etc which are required for the growth of crop can (R-3) Green House be easily controlled in the greenhouse. Pho- Std : X tosynthesis rate in the greenhouse is more. Hence, the export quality and quantity pro- Introduction duction can be taken in greenhouses. Keep- The landhold of farmers is reducing day ing in view the above facts the 'Greenhouse' by day. Due to heavy industrialization the subject has been introduced in the syllabus. availability of water for agriculture has been reduced. To overcome this problem the Objectives greenhouse technique is a solution by which To enable the students to you can control the environmental factors can 1. To know the concept of greenhouse and produce a export oriented flowers and vegetables. greenhouse effect. Greenhouse cultivation (protected agri- 2. To understand history and development culture) can be made feasible and economi- of greenhouse. cal business. It is always easy to due crop 3. To know the traditional methods of management and protects the crop in green- greenhouse technique. houses. Protected agriculture will also helpful to allied agricultural industries like pack- 4. To know the types of greenhouse aging transport. etc. 5. To know the basic factors regarding As compare to traditional agriculture the construction of greenhouse. production and productivity in greenhouse is 6. To acquire the information regarding the more. Hence this greenhouse technology will factors affecting the growth of crop. be beneficial to students farmers and entre- preneurs involved in agriculture. Theory Objectives 1. Definition of greenhouse, history and To enable the students to development, types of greenhouse 1. Know the various components to be 2. Need of greenhouse used in the construction of a green 3. Factors affecting growth of crops un- house. der greenhouse 2. Workout the expenditure incurred for 4. Planning and layout of greenhouse erection of greenhouse.

229 3. Know the different growth media in a ing of flowers - Rose, Carnation, Ger- greenhouse. bera, capsicum. 4. Study the environment control in green- 6. Observation of irrigation method and house. fertigation in greenhouse. 5. Know the computerized control system 7. Visit to flower market. in a greenhouse. (M-7) PAPER WORK, CARD BOARD 6. Know the production of crops in a AND BOOK BINDING greenhouse. Std.IX 7. Get knowledge of the post harvest Introduction management of a greenhouse produce. This subject is focused in the concept 8. Study the economical factors used in of education through practical which will give the green house technology an experience in day-to-day life. The intellectual and emotional development of the stu- Theory dents is equally essential with all round de- 1. Types of greenhouses. velopment of the students. The students should get experience through practical. The 2. Control of the environmental factors in subject - Paper work and Book Binding is a greenhouse. very useful to the students to inculcate skill, 3. Computerized control system in green- activity, creativity in them. It will also be helpful house. to them to earn their own earning and stand on their own in future life. 4. used in Green house for crops & their The students should not only collect the cultivation. means and materials but they should increase 5. Crops grown under the greenhouses. their capacity or creation. Now a days advance techniques, advance mechanical de- 6. Improved Irrigation and fertilization in velopment is rapidly taking place in this world. greenhouses. To face this development, the students should 7. Post harvest management of crops in increase their knowledge and should learn a greenhouse. new techniques. The syllabus is formed by keeping these points in view - they are new 8. The economic evaluation of crops. techniques and knowledge and constructivity. Practical With the help of the curriculum, the 1. Preparation of laboratory model of importance of earning can be inculcated in greenhouse. students by opening a store of articles. All handicrafts are essential for the students. As 2. Study of growing media. the students should understand the values 3. Visit to greenhouse to acquaint with and moral of life and they should develop environment control. their knowledge in the point of view of trade and commerce. If the curriculum is helpful to 4. Observation of crops grown under inculcate values in students, it will become greenhouse. easy for him to co-relate to the world of work 5. Harvesting grading, pre-cooling, pack- in present as well as future.

230 OBJECTIVE 3) To bind the old book. 1) To give the information about various 4) The methods of preparing gum and types of paper to the students. glue. 2) To give the knowledge of the A) Paper work - Practical availability of raw material, other means (Any four) and materials to the students. 1) To make the shapes like cubes, square, 3) To encourage for using different types pyramid from paper of card-sheets, card-boards to make useful artistic thing in daily life. 2) To make badges from paper 3) To make lanterns from kite-paper 4) To develop, the skill of students in making satisfactory, useful things and 4) To make paper-marks of animals show pieces. 5) To make wall hanging of flower with 5) To develop, the skill of planning of work, folded paper. arrangement, composition and produc- 6) To make jump-up greeting-card. tivity, in the students. B) Cardboard work - Practical 6) To inculcate the values in the students such as self-reliance, co-operation, (Any two) group-work, tolerance, patience, 1) To make square cube respect etc. 2) To make square tray 7) To understand how the economical 3) To make letter pad development / progress takes place through production. 4) To make cartage boxes for packing 8) To develop the qualities of self assess- C) Book Binding - Practical ment and productivity. (Any two) A) Paper - (craftwork) - Theory 1) To prepare starch and glue. 1) Equipments of pasting 2) Bookbinding of an old Book 2) Information of card-sheet 3) To make phats albums 3) Importance of Greeting card 4) To make office - file.

B) Cardboard work-Theory (M-7) PAPERWORK - CARDBOARD 1) Information and types of cardboard WORK AND BOOKBINDING (Std X ) 2) Information about the things /articles made from card-paper and card-board. Introduction C) Book Binding Theory All round development of a student, 1) The information and history of along with his intellectual and emotional bookbinding development, it is necessary to give them practical experience. To develop their 2) Necessary tools and equipments for skills, creativity and production abilities bookbinding

231 and make them financially self-reliant, the 2) Information of paper and modeling. study of paper-work and book-binding has 3) Information about paper and its proved useful. different types. The students should be exposed not just to the material required for developing the B] Cardboard work - Theory skill but also production ability. In this 1) Method of preparing cardboard / Mount technically fast advancing world the students board. should be exposed to all production proce- 2) Information relating to decorative items dures and skills so that they can apply this knowledge in future business prospect. that can be created using cardboard. The students should not just understand C] Book Binding - Theory the value of creation by hands but also start 1) Knowledge of material and tools a store in which they can keep the things required for book-binding. made by them and thus the students should 2) Knowledge of paper required for book- appreciate the need to be self reliant. binding. OBJECTIVE 3) Various types of stitching To enable the students to 4) Information relating to cloth and resin. 1) To Know different types of paper. A) Paper work - Practical (Prepare any 2) To Acquire knowledge regarding four articles from the following.) required raw material and other material and tools for the process. 1) A Lintel from the paper fold. 3) To Create a variety of artistic and 2) A sunflower from crape-paper. useful items out of paper, card-sheet 3) A wing moving bird from the card sheet. and card board. 4) A diamond shape from thick paper 4) To Develop skills relating to preparing satisfactory useful items. 5) A sculpture from an empty box. 5) To Develop the ability to technically plan 6) A calendar from a paper. the production process. B) Cardboard - Practical (Prepare any 6) To Inculcate traits like self reliance, four articles from the following) co-operation, team work, consistency, 1) Toys out of card-board. patience and respect towards labour hardwork. 2) Mobile or hanging pictures. 7) To Develop the values of self reliance 3) A letter rack and it's decoration. and the sense of business and earning 4) A hexagonal box. capability. 5) An octagonal flower /pot / pen stand. Theory C) Book Binding - Practical A] Paper work - Theory 1) A letter - pad for daily use. 1) Diagram based on correct proportion and dimensions. 2) A file to hold news clippings.

232 (M-8) BEAUTIFICATION the proper methods of using cosmetics. Std : IX Massage of the legs and manicure are newly included in this syllabus. Introduction Profession syllabus of 'Cosmetic Mak- The new syllabus designed for sec- ing' is inspiring for the student for their future ondary and higher secondary level gives life. an opportunity to the students, to get knowledge in the field they like. It is very neces- OBJECTIVE sary to motivate the students to achieve 1. To give information about personal skill, to practice the skill and even they aesthetics to the students. should come to about the theorise related 2. To give information about basic prin- to cut and beautification. This will help them ciples of aesthetics. to get profound knowledge of various arts and to understand the importance of the 3. To introduce various techniques of subject "Art of Beautification." beautification. As the appreciation of beauty and vari- 4. To give information about the knowl- ous arts has become an essential part of edge of techniques and there use. human life; it is necessary to adjust with new 5. To develop the skills of increasing per- and changing circumstances. The creativity sonal beauty. in art and literature and the creativity in other 6. To learn the technique of cosmetics field of knowledge are interrelated with each making. other. Education should give the opportunity to the student to show ability, creativity and 7. To learn accurate and proper use of ability of the appreciation of beauty. The tools cosmetics. of increasing creativity should be given 8. To encourage the students to create through education. Today the opinions and professional attitude. interest about beauty is produced under the pressure of the demand in market. This is Theory the right time to give real knowledge of I Hygiene creative art and learning about aesthetics 1.1 A) Personal hygiene or beautification. B) Exercise Now-a-days the sense and awareness about aesthetics has been increased in all C) Balance diet. level, and at all ages due to the rapid spread 1.2 Public Hygiene of mass-media. So it has become very necessary to give knowledge about aesthetic to A) Pollution the school students. B) Garbage problem. Personal and public cleanliness are in- C) Contagious Disease, Preven- cluded in the art of beautification. This is a tive medicines. science which inculcates the habits of 1.3 Importance of Beauty cleanliness and also enhances it further. II Structure of skin Personal Beautification includes personal cleanliness, skin-care, and 2.1 Types of skin

233 2.2 Section of the skin and structure 7.2 Creams 2.3 Parts of the skin 7.3 Face pack 2.4 Functions of the skin 7.4 Tooth powder 2.5 Sweat glands, oil glands 7.5 Types of Aroma 2.6 Common diseases of the skin B) Practical Work 2.7 Variation in pigmentation. 1) Manicure and pedicure III Manicure and pedicure 2) Massage - 1) Face 3.1 Nails 2) Hand 3.2 Nail structure 3) Foot 3.3 Nail diagram 3) Mask and packs. 3.4 Nail growth 4) Uses of Make up 3.5 Nail wraps care 1) Bridal make up 3.6 Nail care 2) Party make up 3.7 Nail Art 3) Stage make up 3.8 Care of hands and foot 5) Face powder 3.9 Introduction of equipments. 6) Creams IV Massage 7) Face pack 4.1 Basic manipulation 8) Tooth powder 4.2 Methods of massage 9) Types of Aroma 4.3 Points to remember while massaging 4.4 Facial massage Take any two practical from 5 to 9 4.5 Hand massage (M 8) BEAUTIFICATION 4.6 Foot massage Std. X V Cleaning of the skin Introduction 5.1 Cleansing The syllabus designed for secondary 5.2 Steaming and a higher secondary student gives an opportunity to get specific knowledge about 5.3 Mask theory the field which they like. It is very necessary 5.4 Pack theory to mould the students to achieve skill, to VI Make up practice the skill as well as to understand the theories of art and beautification or aes- 6.1 Basic principles thetic. Because of this their knowledge about 6.2 Tools, uses of equipments. various arts will become profound and it will VII Cosmetics help them to understand the importance of art to be cosmetics. 7.1 Face powder

234 The appreciation of beauty and art has 2. To give information about basic now become an essentials part of human principles of aesthetic. life. Art and creativity in literature and cre- 3. To introduce various techniques of ativity in other field of knowledge are, inter- beautification. related to each other. Education should help them to appreciate the creativity to increase 4. To give information about the knowl- the ability of creation and the opportunities edge of techniques and use of them. in this on text. Now-a-days the opinions and 5. To develop the skills of increasing interest about cosmetics is handled personal beauty. under the pressure of cosmetic market. Ion 6. To learn the technique of cosmetic this crucial period the knowledge about cos- making. metics is very necessary. 7. To learn accurate and proper use of The sense and awareness about cos- cosmetics. metics has been increased due to the rapid spread of mass-media. The awareness about 8. To encourage the students to create beauty has been increased in all groups of professional attitude. ages. So it is necessary to give knowledge Theory about art of beautification to the students. I Hair The most important element of beauty 1.1 Structure and divisions of hair. in the art of beautification is 'Hair', the growth of hair, care, hair-dressing, hair treatment on 1.2 Hair growth various hair problems are included in this 1.3 Oil massage for dry hair. syllabus. 1.4 General care of hair. The study on skin is an important topic 1.5 Head massage. in the art of beautification. The knowledge about inner and outer elements of skin is 1.6 Disorders of the hair and remedies. studied in Std. IX. So now in Std X we are II Hair Cutting going to learn more about waxing, bleaching and their methods. 2.1 Tools of hair cutting- Information and care The topics like cosmetic surgery and 2.2 Techniques and basic methods. exercise are newly included in the syllabus of Std X in point of view of changing life style, 2.3 Hair cutting for woman. and advance treatments. 2.4 Hair cutting for men. This subject is included in the syllabus III Hair Styling to teach the students to prepare cosmetics and in to make alert about the use of natural 3.1 Procedures of hair styling. cosmetics. 3.2 Information of head lines. OBJECTIVE 3.3 Factors to be considered while hair 1. To give information about personal styling. aesthetics to the students. 3.4 Applications and uses of tools.

235 3.5 Types of curls. B) Practical 3.6 Various types of hair styling. 1) Hair cutting. 3.7 Blow drying use of hair dryer. 2) Head massage 3.8 Hair style for long hair. (open curls, 3) Hair styling - French role, Back comb- closed curls, flat curls, stand-up curls) ing, Back brushing. 3.9 Hair style for short hair. (Back hair 4) Roals for making curls combing) a) Close curls IV Hair Dye b) Flat curls 4.1 Artificial and natural dye. c) Direct curls 4.2 Application of Mehendi dye. d) Indirect curls 4.3 Equipments and application for 5) Eye bro shapping - Threading Mehendi dye. 6) Procedure of making cosmetics. V Hair removing on skin 6.1 Shikekai powder and utane 5.1 Epylation 6.2 Aromic oils 5.2 Depilation 6.3 Shampoo VI Bleaching of skin 6.4 Conditioner 6.1 Procedure of bleaching. 6.5 Aloe-vera gel and liquid 6.2 Procotions while bleaching. Take any two practical from chapter 6. 6.3 Equipments and tools for bleaching. 1 to 4 practical are compulsory. VII Cosmetic surgery (N1) CLAY MOULD WORK 7.1 Introduction of cosmetic surgery 1) Topics for written Examination 7.2 Types of cosmetic surgery. 1) Information about bricks production VIII Exercise 2) Information of uses of Sticks / gummy Importance of exercise article preparation process (Starch, Glue, Gum) Types of exercise. 3) Preparation of various moulds from IX Procedure of making cosmetics. Plaster of Paris. 9.1 Ingredients and tolls. 4) Types of moulds 9.2 Shikekai and utane Press mould 9.3 Aromic oils. - Pull cut mould 9.4 Shampoo - Single waste mould 9.5 Conditioner - Double waste mould 9.6 Aloe-Vera Gel and liquid 5) Uses of mould, care

236 2) Format of Question for written examination

Marks 25 Topics Marks Marks with option 1) Fill in the blanks 05 05 2) Match the following 05 05 3) Short notes (Any two) 06 09 4) Tell Uses / Say uses 04 04 5) Write Answer in 4 to 5 lines 05 10 (Any one) Total 25 33

3) Annual Work vii) Ganpati Records of annual work and written ex- viii) Half offtake plate/half embossing plate amination is to be maintained in a journal ix) Preparing moulding for three dimension or a practical note-book. create various shapes with decoration Topics (any two) for example - triangle, circle 1) Preparation of bricks with wet clay - rectangle etc. filling the moulds and preparing brocks. While coming to practical examination, 2) Methods of preparing sticky/ gummy it is necessary to bring practical note- articles - Use of sticky articles. book/ journal. 3) Use of moulds and care - information 3) Practical examination of preparing moulds. Time = 02 hours 4) Following things are to be prepared by Marks = 50 a students and its record is to be main- The articles created during the year, tained in a record book. one article is to be asked to create /to i) Fruits - Apple, custard apple. prepare. ii) Vegetable - Bringal,, lady's finger Topics Division of Marks iii) Animals - Elephant , cow 1) Proportion of the article /measurement iv) Birds - Sparrow, parrot of the article = 20 v) Flower pot - 2) Skill in the work / elegance in the work vi) Human face - =10

237 3) Decoration of the articles dent active in learning process. For this the =10 syllabus which can meet the challenges of 4) Performing the work in the given time / the changing world been constructed. The proper time = 10 syllabus will give scope to the creativity of the student which will build strong citizen of Total = 50 tomorrow. (N-2) Cane work and Bamboo work In today's changing world, it is difficult Std : IX to tell that everyone will get a job. So to create business minded approach among the Introduction students, it is necessary that student should Focusing the needs of 21st century, it develop intellectually as well as his creative is necessary that every student should ac- expression is also very much necessary. quire some specific skills. Taking into con- Use of Cane-work is increasing in home sideration the technological developments - decoration, in hotels, in public places. which are taking place across the globe, and Though the wood is used on less scale to- also focusing on the developments and stan- day, the Cane is used for making -partitions dard of living, it has become necessary to in big-halls, swings, chairs, furniture, things develop the syllabus of the subject 'Work Edu- for home-decorations, artistic baskets on cation', compulsory. According to 'National large scale, Cane and Bamboo are avail- Curriculum Frame Work 2005' and 'State able in many sizes and many types. Cane is Curriculum Frame Work 2010', learning pro- cheap, the prices are reasonable, affordable, cess must make the student think and imple- and hangs made out of Cane are light ment the work. It is necessary to include the weighted, durable and long lasting. Instead following interactions in learning process; they of using plastic items, people nowadays pre- are 'student-student learning, student-teacher fer to use Cane to save the environment. That learning, student - learning material. is why the demand for Cane products is in- Knowledge Constructivism' is the base creasing. Taking into consideration all the of National Curriculum Frame Work 2005'. above things the subject 'Cane work and Knowledge constructivism is a theory of Bamboo work' is included in the syllabus. learning. Knowledge becomes more clear GENRAL OBJECTIVES with experience; that is why knowledge is 1] To create awareness about the dignity affected by the temporary conditions, devel- of work among the students. opments, social and cultural conditions; so the knowledge is irrational. As learning is a 2] To introduce the students to labour work dynamic process, it has become necessary and skilful work. to stress on personal and social knowledge 3] To encourage the students to develop constructivism. The stress should be given among themselves the skills, which will on 'How the student has learnt', instead of develop the qualities of an entrepre- 'what topics he has learnt'. For this we have neurship to take into consideration the age group of students, their capabilities, their previous 4] To avail the student the opportunity of knowledge and then plan the 'learning-expe- 'Earn and Learn' method. riences' accordingly. This will make the stu- 5] To develop among the students the

238 capacities and skills for choosing 4] To acquire the happiness of one's own proper material and tools. (useful for creation. learning) 5] To develop the interest of making 6] to develop the student to become pro- household items and artistic items. ductive. 6] To develop aesthetic sense and envi- 7] To avail the students the opportunities ronmental sense. to acquire different skills necessary for 7] To develop the importance of dignity of different products. labour. 8] To inspire the students to start small 8] To develop the interest of acquiring scale-industry. practical knowledge by organising ex- 9] To explain the students the methods of hibitions and to develop the attitude of planning and team-work in production. product selling. 10] To inform the students about the differ- 9] To avail the opportunity to acquire the ent methods of production. skills based on previous knowledge. 11] To make the students enjoy their cre- Theory ations. 1] Plantation of Cane and Bamboo 12] To develop among the students confi- 2] Types of Cane and Bamboo dence and self-descipline. 3] Use of Cane and Bamboo in day to 13] To develop among the students the day life. habit of self-evaluation while learning or doing the work. 4] Information about the tools used in Cane and Bamboo work, their mainte- 14] To help the student to become inde- nance and their use. pendent while producing the product or providing the service. 5] Methods of preservation of Bamboo plants. 15] To develop among the students the habit of inculcating scientific attitude and 6] Method of cutting Bamboo. to develop the habit of using modern 7] Method of Bamboo stripping. technology in the skills which he is 8] Cleaning of Bamboo acquiring. 9] Colouring the Bamboo sticks with natu- Objectives IX and X ral colours. 1] To develop the skill of making things 10] To give information of weaving fan. from Cane and Bamboo. 11] To give information about making deco- 2] To develop the attitude of using mod- rative and artistic items. Example - ern technology while making the furni- greeting card, pen stand, wall decora- ture and decorative items from Cane tion, key chain decoration, photo-frame and Bamboo. decoration). 3] To explain and develop, among the stu- 12] Information of making mats and bas- dents the principle of 'proportion'. kets. 13] care of readymade items.

239 14] Environmental importance of Cane and 4) To visit small-scale industries in your Bamboo. nearby area which produce the Bam- Practical boo items and decoratives. 1] Bamboo cutting 5) To interview the Bamboo craftsman. 2] Making Bamboo strips 6) To arrange to demonstration of Bam- boo craftsman in your area. A] To cut thin stripes. 7) To visit the exhibitions of the bamboo B] To make round sticks. and Cane item, observe the items and C] To make square stripes. to collect information about the items. 3] To process the Bamboo sticks for du- 8) To understand the importance of the rability items made out of bamboo and Cane in day-to-day life, to collect information A] Process using natural things. about it, to make list of the collection. B] Process using chemical things. 9) To create float-painting by using bam- 4] To colour the Bamboo sticks with natu- boo sticks. ral colour 10) to collect information about the ad- 5] To make small mat out of Bamboo vanced tools used in bamboo and 6] To make different items from Bamboo. Cane work. (small baskets, fan, tray, bowel, flower (N-2) Cane and Bamboo work basket) Easy activities which can be Std: X taken according to the convenience. 1) To make greeting card (using bamboo Introduction stripes) collage method. We have already started learning the 2) To make sky lantern using Bamboo subject in std IX. It is mandatory to recon- stripes. struct the syllabus of std X according to the 3) To make pen-stand by using Bamboo. 'National curriculum frame work 2005' and according to the state curriculum frame-work 4) To make decorative pieces by using 2010. We have created the syllabus for std Bamboo X taking into consideration the demands of 5) To makename plate using Bamboo the society. How to fulfil the demands, and (Complete any two activities according the syllabus is designed which will give scope to students choice) to student's creativity. Complementary activities It has become difficult to get 9 to 5 job to every person because of the computers 1) To collect information about various and advanced technology. So it is necessary types of Bamboo. that our students should develop the attitude 2) To collect the samples of Bamboo tree of self-employment and for this attitude stu- which are there in your surrounding dents manifestation in the creative manner area. is very important. 3) To collect the items made from various It is necessary that the students should types of Bamboo. have the knowledge about the various types

240 of Bamboos, their modern and artistic utili- 7) Information about making different items zations, tools used in making Bamboo and made out of bamboo (example hair clip, Cane items, and methods used to preserve phone-stand, wood sculpture, modern and store the items. sculpture made out of Bamboo-roots). We could see that wood is less used in 8) Information about the knowledge of re- today's changing world but the use of furni- pairing the damaged Bamboo items, ture made out of Cane and Bamboo are used tools used in it, procedure for it. on large scale. Cane and Bamboo is used 9) To fix the price of the item for sell, tak- for in reasonable and affordable price today. ing into consideration the time for manu- Cane and Bamboo are cultivated on large- facturing and the raw material used for scale today it has produced on large scale make the items. today. People are preferring to cultivate Cane and Bamboo. Items made out of Bamboo 10) Bamboo diseases, insect and remedies and light weighted attractive and durable. for it. Their demand is increasing in market be- 11) Bamboo bonsai. cause of the above mentioned qualities. Practical Focusing on all these circumstances, 'Bam- boo and Cane work' is included in the sylla- 1) To make household items out of bam- bus of work education. boo. Theory (e.g. spoon, Mug, sieve, tray) 1) To collect information about the various 2) To make baskets of different shapes. types of Bamboo. 3) To decorate bamboo by heating it. 2) To know the special usages (artistic 4) To make chemical process on Bamboo and others) of Bamboo. for durability. 3) Information of making household items 5) To make decorative s2how pieces out from Bamboo. of Bamboo 4) Information of the chemical process (example - artificial flowers, lamp-shade, done on Bamboo. miniature of a ship) 5) Information about the tools used in 6) To repair damaged items of Cane and colouring bamboo, and advanced tools Bamboo used in colouring Bamboo. 7) To organise and exhibition of items 6) Information about the making of deco- made of bamboo and Cane and to sell rative house-hold items and furniture out the items. of Bamboo.

241 GROUP B

(M-6) DRAWING & PAINTING Indian painters, sculptors etc. It is expected Std : IX that the teachers should make use of the various techniques, mediums in practicals. Introduction Also to encourage students for practical's To achieve the objective of all round along with written work it is necessary to give development of a student, emphasis cannot them knowledge of stable- drawing, memory- be given to academic study alone. It is nec- drawing, nature-drawing, art of graphic, and essary to develop their ability of apprecia- clay-work etc- tion as well as to cultivate aesthetic sense in OBJECTIVES them. Hence art and drawing has been included as a subject in the syllabus along with To enable the students to painting. 1) Create alertness about the importance India has rich cultural heritage where of dignity of labour. traditions are revered. It is our duty to nurture 2) Introduce the work of labour and of work this tradition and also encourage aesthetic skill. vision and passion for its study. 3) Introduce the method of creativity To achieve emotional, intellectual and 4) Increase self-discipline and self confi- physical development and to maintain a bal- dence. ance among them, the study of art becomes essential. The subject Art is supplementary 5) Achieve the pleasure of creativity. in the learning process of students, with In- 6) Acquire skills regarding efficient use of formation Technology and science. Develop- various art media and to develop the ment of art would not only help to preserve ability to handle art material and tools. our rich traditional heritage but would also 7) Inculcate a passion of art and to de- cultivate nationalism through national integra- velop the sense of art through tion and help to build, a strong democracy. constructivism. While studying the scope of Art 8) Give opportunity to express own actions Essence, Expression, Creativity and new- thoughts, concepts through knowledge productivity should be stressed. This book- of constructivism. let will be useful for the teachers to teach the students about the history of art and even 9) Enrich the student's cultural insight and information with pictures about pre-historic artistic skills through various projects of art, Indus- culture, Maurya period, Architec- arts on school-level. ture of Indian Hindu temples, glorious caves 10) Make purposeful use of audio-visual, in Maharashtra, basic principles of art, field-visits models in the study of art

242 History of Art technical know - how while promoting the passion for art. Theory Development of art would not only help Basic Fundamentals of Art to preserve our rich traditional heritage but 1. Principles of Drawing would also cultivate nationalism through national integration and help to build, a strong 2. Colour Theory democracy. It will also promote the essential 3. Principles of Design objectives of work-experience education Practicals which are to promote a means of likelihood as well as provide satisfaction in the area of 1) Design. art education. While appreciating the essence 2) Still life . of art, the child's personal and creative expression needs to be nurtured. It is essential 3) Memory Drawing / composition to channelize the student's latest talent on (Cartoon style) the basis of sound fundamental principles. 4) Nature Drawing Art, History, colour theory, geometry, calligra- 5) Geometry plain phy and cartoon illustration should form the contents of Art of Education. Along with paint- 6) Calligraphy ing the other visual arts should also be pro- 7) Art & Decoration moted. 8) Clay work (sculpture) Objectives

(M-6) Drawing and Painting To enable the students to (STD - X ) 1] Understand the great importance of art as human life becomes prosperous due Introduction to the art. To achieve the objective of all round de- 2] Enrich the ability to appreciate an art velopment of a student, emphasis cannot be and develop aesthetic sense. given to academic study alone. It is neces- 3] Develop the skill of using the tech- sary to develop their ability of appreciation niques of information and technology as well as to cultivate of aesthetic sense in through the medium of Art. them. Hence art and drawing has been included as a subject in the syllabus along with 4] Enrich various types of values and arts painting. and qualities. India has rich cultural heritage where 5] Introduce the labour work and skilled, traditions are revered. It is our duty to nurture technical work and develop the sense this tradition and also encourage aesthetic of set creativity. vision and passion for its study. To achieve 6] An art is the primary language of hu- emotional and intellectual development and man being. Hence it is necessary to maintain a balance between the two, the study develop this subject step by step at of art becomes necessary. It is essential to every standard related to the student's develop the student's artistic skills as well as

243 level. The help constructivism should be 2. Still life. taken. The aptitude and interest of 3. Memory Drawing/ Composition students should be considered. 4. Nature Drawing 7] Inculcate the love about Indian culture and social heritage and welcome the 5. Free hand drawing cultural heritage of other countries. 6. Cartoon 8] Realise the problem like provinciality, 7. Geometry (solid geometry) blind-belief, increasing population, 8. Occasional Decoration terrorism, corruption, environment etc. Equally essential activity 9] Provide trained manpower in the field of art for industrial field, advertising, A] Occasional easy activities instead of only focusing on modern art. B] Socially useful activities 10] Provide a facility to a student if he has Gathering Rukhwat, Decoration a special attitude or skill in any special On dining table, corner of a house, field of art. stage, ceremonies birth days etc. 11] Take opportunity and encouragement A] Equally Essential Activity :To prepare for earn and learn scheme and enrich shades of colour, their productivity and creativity. Gray scale 12] Enrich qualities like group-work, B] Occasional easy activities : To prepare co-operation, patience, consistency, any texture by using leaves, flowers, continuity etc. thread, rangoli etc. 13] Develop the ability of self examination, C] Socially useful activities : To prepare self-assessment, also develop the flower garlands, ornaments, of Halwa, planning and habit of group-projects. bouqet, flower arrangement articles for 14] Realization of the things like critical decoration. appreciation, information-transfer, creativity, productivity, aesthetic sense, (M3) Indian Music inspiration of work, rules while working (Vocal and Instrumental) together, industrious skill and social Std : IX responsibility. Introduction Theory The basic purpose of education is to 1. Gupta Period achieve the all-round development of a student. Education in music is very helpful for 2. Indian Temples this. The physical, emotional and intellectual 3. Moghal Architecture development of a student is indeed possible 4. Modern Indian Sculptures/ Painters through the music. So the subject "Indian Music"is included in the syllabus at school 5. Glorious caves in Maharashtra level. Practical According to the state Curriculam 1. Design Framework 2010, the efforts have been taken to unburden the load of unnecessary

244 information from the syllabi to make the firm fraternity etc. foundation and focus on the practical's, the 10) Introduce the present method of new syllabus is designed by including all the swarlekhan topics studied in std.VIII such as Alankara,Tala,Saragama etc. 11) Indentify different musical forms. The new topic " Prayer" is included in 12) Develop the personality of a student the syllabus of std-IX, to help the students in recognizing his ability in art. concentration. The National Anthem is also 13) Describe the importance of music in included in the new syllabus so that the stu- information technology. dents can sing it in proper way. Kirtans, 14) Develop interest in different talas with Owyas, Powadas are included as they will their specialities with the table and dem- be helpful for public awareness and social onstrate geetas with gayaki. awakening. 15) Describe the importance of music in The biographies of the great personali- day to day life. ties in music - Pt. V.D. Paluskar and Pt. V.N. Bhatkhande will definitely inspire the students Indian Music (Theory) to study the life-sketches as well as Indian Unit 1 Music. Folk Music - Information about vari- The Syllabus is framed by thinking ous forms in Maharashtra about both the normal students and special students. 1.1 Folk- Music Objectives 1.2 Folk-Music in Maharashtra To make the students enable to. 1.2.1 - Bhajan 1) Feel interest in music. 1.2.2 - Lawani 2) Give scope to hidden qualities and to 1.2.3 -Powada create self - confidence. 1.2.4 -Ovi 3) Enrich the knowledge of 'swaras' with 1.2.5 - Bharud the help of 'swaralankar' and 'sargam'. Unit 2 4) To give basic knowledge of 'ragas'. Definition of Technical Terms in 5) To introduce various talas. Music 6) To describe and explain the contribu- 2.1 - Raga Anga - Sangeet,Swara, Aroha, tions of musicians to Indian music Awaroha,Vadi, Samvadi Varjaswar 7) Increase the ability of recognizing the 2.2 - Tala Anga - sam, kal, khand, Matra, types of instruments by the classifica- Awartan tion of instruments in Indian Music. Unit 3 8) Introduce the musical words through the Information about musical terms definitions of technical words. 3.1 - Swara and different types. 9) Enrich the values like national integrity,

245 3.2 - Saptak and different types. Theory if Talas 3.3 - Laya and different types. 3.1 - Kerwa 3.4 - Jati and upajati 3.2 - Dadra Unit 4 3.3 - Roopak Theory of Talas 3.4 - Trital 4.1 - Kerwa Unit 4. 4.2 - Dadra Presentation. 4.3 - Roopak 4.1 - one sargam (in each raga) 4.4 - Trital 4.1.1- Yaman Unit 5 4.1.2- Bhoopali Bhatkhande Swarlipi Method(Swar, 4.1.3- Kafi Saptak & Tala) 4.1.4- Bhimpalas Unit 6 4.2 - Laxangeet (Any one in prescribed Ragas) Different Musical Forms Unit 5. 6.1 Group Song Presentation. 6.2 Light Music 5.1 - Bandish in Chhota Khyals. (one any Unit 7 following Ragaseach) Classification of Instruments 5.1.1- Yaman Unit 8 5.1.2 - Bhoopali Biografical Sketches 5.1.3- Kafi 8.1 - Pt. V.D. Paluskar 5.1.4- Bhimpalas 8.2 - Pt. V.N. Bhatkhande 5.2 - Chhota Khyal with 2 alap & 2 tanas(Any Indian Music (Practical) Two in prescribed Ragas) Unit 1 Unit 6. Alankar- 2 or 3 Swaras 4 alanakaras Presentation 6.1 - Prayer (One) or Environment song Unit 2 (one) Theory of Ragas 6.2 - Loksangeet in Maharashtra 2.1 - Yaman (Any one form) 2.2 - Bhoopali Unit 7. 2.3 - Kafi National Anthem 2.4 - Bhimpalas. 7.1 - Jan-Gan-Man. Unit 3 7.2 - Vande-Mataram.

246 (M-3) Indian Music (Vocal Instrumental) OBJECTIVE (Std - X ) To enable the students to. Introduction 1) Create an interest in students about The new syllabus is framed by keeping music. the following things in focus- to create an 2) Give a scope to the hidden qualities of interest about music in students, to make the students all round development through music, to help the normal students as well as students of 3) To enrich knowledge of swaras with the special need, handicapped etc. The study if help of alankar and sargam. music will help the students concentrate, to 4) Define basic principales of ragas with enjoy, to become courageous, confident and technical terms. to have positive attitude. The fartigue which 5) Introduce Talas. they face due to the burden of other subjects will decrease, they will become energetic. It 6) Describe and explain the contribution will help them to control their breathing sys- of musicians to Indian music. tem, there will be an improvement in their 7) Describe recognize and analyse Indian health. In short it will make their all-round musical instruments. development. 8) Define and describe the theory of tech- According to the State Curriculum- nical terms of Indian music. Framework 2010, this subject is included in the syllabus to unburden the bad of unneces- 9) To enrich the values like national integ- sary information, Considering their age fac- rity, fraternity etc. tor the topics like Gurkul-system and 10) Introduce the present notation signs. Gharanes in music are excluded from the 11) Identify different musical forms. syllabus of std.X instead the students should observe the surrounding situation of a mu- 12) Study the present situation of Indian sic. To enrich their basic knowledge the top- Music. ics like swaralankar, sargam, from VIII std 13) Explain the importance of informational syllabus are re-included in this syllabi. technology in music. The Song like Wel-come songs, patri- 14) Develop the personality of a students otic songs, pasaydan are included to facili- identifying his capacity in art. tate the celebrations like 15th August, 26th 15) Explain the importance of music in day January, festivals, birth-death anniversaries to day life. etc. ( Theory) According to the State Curriculum Framework 2010, the students should pay Unit 1 attention towards the new techniques for Information about present seenario music from informational technology. Through in music internet or other medium they will enjoy the music and even will get knowledge about it. Unit 2 Information about musical forms

247 2.1 - Sargam Alankar - 2,3,4, swaras 3 alankaras. 2.2 - Lakshangeet Unit 2 2.3 - Chhota Khyal. Theory of Ragas Unit 3 2.1 - Khamaj Information about instruments 2.2 - Vrindawani Sarang 3.1 - Tabala 2.3 - Shankara 3.2 - Harmonium 2.4 - Malkauns 3.3 - Sitar Unit 3 3.4 - Violin Theory of Talas Unit 4 3.1 - All talas in std IX, Theory of Talas 3.2 - Zaptal 4.1 - All talas of std IX 3.3 - Drut Ektal 4.2 - Zaptal Unit 4 4.3 - Drut Ektal. Presentation Unit 5 4.1 - Sargam(Any two in prescribed ragas) Biographical Sketches 4.2 - Lakshangeet(Any Two in prescribed 5.1 - Amir Khushro Ragas) 5.2 - Lata Mangeshkar Unit 5 5.3 - Balgandharva Presentation 5.4 - Pt. Ravishankar. 5.1 - Bandish in Chhota Khyal(One Bandish in each Raga) Unit 6 5.1.1 - Khamaj Paluskar Swaralipi Method. (Swar,Saptak & Tala) 5.1.2 - Vrindawani Sarang Unit 7 5.1.3 - Shankara Importance of modern Technology 5.1.4 - Malkauns in music education 5.2 - Chhota Khyal with 2 Alap & 2 7.1 - Radio Tanas.(Any Two Chhota Khyal in prescribed Raga) 7.2 - Tele-vision Unit 6 7.3 - Tape-Recorder Presentation - Pasaydan 7.4 - Computer. Unit 7 Practical Presentation - One Wel-come song Unit 1 or one devotional song

248 (L - 8) ELEMENTS OF COMMERCE 3. get elementary knowledge about work- Std. IX ing of business institutions.

Introduction 4. get knowledge of evolution of commerce. National Curriculum Framework 2005 and State Curriculum Framework 2010 5. get introduced to working of banks. emphasize the importance of practical, 6. get introduced to business offices and productive and entrepreneurship oriented modern equipments used in these of- syllabus at school level. Work education fices. is very important from this point of view Theory -Units elements of commerce is included under work education subject for IX and X. 1. Introduction of commerce. Commerce is playing a vital role in 2. Evolution of commerce. today's modern and competitive world. 3. Kinds of Trade. Hence, study of commercial matters is as 4. Money important as study of science as a subject. Commerce is also playing an important role 5. Bank in national economy. 6. Business correspondence. The subject includes study of produc- Practical tion, distribution and exchange of goods, 1. Visit to a retailer and take interview. banks, money and business correspondence. Commerce is a scientific subject dealing with 2. Visit to chain shops and departmental goods production and its study includes ser- store and draft a report . vices required to provide there goods to the 3. To get /collect the information about customer. Availability of materials is acceler- various types of money. ating the national and International trade. 4. Visit to Bank and observe the banking Elements of Commerce is included in the transaction. syllabus since it deals with the study of bank, money etc. 5. Collect the documents which are using banking transaction. This subject will prepare the students for various competitive examinations of 6. Draft a layout of business letter. banks, insurance, economics and statistics 7. Prepare Inward and Outward Register. in future. 8. Handling of official documents. OBJECTIVE (L - 8) ELEMENTS OF COMMERCE To enable the students to Std. X 1. get introduced to business transactions. Introduction 2. get motivated to start own business. National Curriculum Framework 2005

249 and State Curriculum Framework 2010 Theory emphasize the importance of practical, 1. Types of Business Organisation productive and entrepreneurship oriented syllabus at school level. Work Education is 2. Marketing very important from this point of view 3. Advertisement and Salesmanship Elements of Commerce is included under 4. Modern Communication work education subject for IX and X. 5. Insurance Independent study of commercial organisation is necessary since the Practical importance of commerce as a subject is 1. Visit to the business organisation and increasing day by day. draft a report This third dimension is uniquely 2. Visit to the mall/Big Bazar and draft a important for economic development of na- report. tion. Marketing, advertising, salesmanship, 3. Collect various printed advertisement. transport, communication and insurance etc. enable the industrial development of nation. 4. Arrange group discussion in respect of media of advertisement. The scientific and technical discoveries have brought the world closer. So, study 5. Prepare advertisement according to a of modern communication facilities like given subject e-mail, e-banking is included in this syllabus. 6. Arrange expert lecture regarding com- The syllabus will be helpful for the munication. students who wish to study commerce after 7. Collect an information about opening Std X. e-mail account on internet. OBJECTIVE 8. Collect information of various types of To enable the students to insurance.

1. Get introduced to business transactions (L -9 ) ELEMENTS OF presently used. BOOK KEEPING 2. Get motivated for self employment. Std : IX

3. Get elementary knowledge of working Introduction of various business institutions. National Curriculum Framework 2005 and 4. Know basic functions related to mar- State Curriculum Framework 2010 empha- ket. sizes the importance of practical training and 5. Get introduced to advertising media. entrepreneurship development in school education. Work Education is an important and 6. Get knowledge of different types of in- practical oriented subject at school level surance. aimed at putting the student's skills to use.

250 There are 36 subjects included in work edu- atic & correct manner. cation which include theory and practical 8) Keep a regular record of income and units. expenditure for everyday use in daily Elements of Book Keeping is included life. in work education as Special/ separate 9) Motivate the use of modern technology Subject. Study of this subject will motivate to procure the information of new book- the students to become economically keeping techniques. independent . They will acquire scientific knowledge of financial transaction, related 10) Keep up to date record of daily ac- paperwork and record keeping. Book counts. keeping is a science and this art teaches Theory the students to keep up to date account of 1) Types of Transactions . their business and to complete the legal formalities related to it. It is expected that the 2) Basic Accounting Terminologies . theoretical and practical knowledge of this 3) System of Book keeping . subject will help them to start earning. 4) Classification of Account . The syllabus for Elements of Book keep- 5) Journal and Subsidiary books. ing for std. IX included basic knowledge of monetary transactions, financial entries, re- Practical lated paperwork, account keeping and entry 1) Preparation of specimen forms of books. Documents required for accounting . Objectives 2) Preparation of Journal . To enable the students to 3) Preparation of Subsidiary books. 1) Motivate them to classify transactions. L-9 Elements of Book Keeping 2) Keep permanent written record of mon- (Std. X) etary transactions. OBJECTIVE 3) Practically enter business transactions in books of account. To enable the students to 4) Introduce different types of book keep- 1) help them selves to allocate different ing accounts in a ledger related to the business . 5) Know importance of book keeping and its use in day to day life. 2) Enter monetary transaction in different accounts of a ledger. 6) Have logical information of book-keeping. 3) get information about balancing of account . 7) Improve skills of maintaining income and expenditure account in a system- 4) prepare trial balance of all accounts in

251 ledger at the and of accounting year . your livelihood, the only alternative remains 5) determine profit or loss at the end of is to utilise available resources with the help accounting year . of present knowledge and skills. The means of livelihood are naturally based on the three 6) prepare balance sheet of a business, basic human needs, i.e. food, clothing and indicating it financial and monetary shelter. position . Man is a terrestrial animal. So, till now, 7) get information about computer and its he has preferably utilised the land resources use related to book keeping . for his development and mainly for food pro- 8) get information about e-commerce duction. But due to global problem of popu- Transaction. lation explosion, the demand of food is increasing very fast. On the contrary majority 9) Know about tally - programmer and of the population is facing the problem of motivate the students to learn tally soft- malnutrition. To control the use of land re- ware . sources and simultaneously solve the prob- Theory lem of malnutrition, it has become essential 1) Ledger. to utilise the water resources on the earth. 2) Trial Balance . Nearly 71% of the earth's surface is covered by water bodies. Majority of them 3) Final Account of Sole Trading Concern. are rich in number of living and non-living 4) Computer Awareness . things. Out of them many aquatic organisms Practical can be utilised in human diet. Various fish, shell fish as well as algae could be a part of 1) Preparing ledger and balancing ledger regular human diet. However, to utilise these etc . water resources, effective and appropriate 2) Preparing of Trial Balance . management is of prime importance. Fish- 3) Preparation of final Accounts of Sole eries is an enterprise related to procurement trading concern. of aquatic organism. Realising its importance, the work experience programme of (M 1) FISHERIES Std. IX is designed with the inclusion of types Std IX of fisheries, present status of Indian Fisher- ies, commercially important aquatic organ- Introduction ism, methods of capture, transport and sale Our country has been facing numer- of fish etc. ous problems due to ever-increasing popu- OBJECTIVE lation. Facilities of higher education and employment is just unable to meet the de- 1. To know the utility of aquatic organisms mand. Even if employment opportunities are in human diet. generated, there is lack of technological and 2. To consider the production of aquatic financial aid. In such circumstances to earn

252 organisms as a profitable enterprise. navigation. 3. To get acquainted with the economi- 6. Study of life saving appliances in navi- cally important aquatic organisms from gation. fresh water as well as marine water. 7. Visit to co-operative society. 4. To have a knowledge of the present status of fisheries in India and to make (M-1) FISHERIES efforts to improve it. (Std : X) 5. To study the methods of procurement Introduction of fish from natural water bodies. Like many other countries of the world, 6. To get acquainted with fish transport India has been also facing the problem of and fish marketing. food supply due to population explosion. 7. To know the importance of co-opera- Increasing urbanization and industrial tive movement in the development of development has resulted into the decrease fisheries. of agricultural land. Simultaneously the present land under agriculture is endangered Theory due to excessive crop production and is 1. Introduction to fisheries and types of facing the problem of becoming infertile. To fisheries. decrease the pressure on the agricultural 2. Present status of fisheries in India. sector, it has become a necessity to concentrate on supplementary and 3. Study of commercially important aquatic alternative agriculture based sectors like organisms in India. Fisheries. 4. Study of various fishing methods. There are various types of water 5. Transport and marketing of fresh fish. bodies on the earth most of them are rich in aquatic organisms useful in human diet Many 6. Oceanography, navigation and seaman- types of fin-fish, shell-fish, mollusks as well ship as algae are rich in proteins, minerals and 7. Co-operation. vitamins. Identifying such useful organisms, Practical many countries are now engaged in their production. But this business needs proper 1. Biological record of commercially management. So topics related to the aquatic organisms. effective management of fish production and 2. Fabrication and operation of fishing marketing are included in the work nets and gears. experience program of the Std. X. 3. Operation of fishing boats in different Programmers like production of fish water bodies. and shell-fish from natural and man-made 4. Visit to a retail fish market. reservoirs, procurement of seed for their culture, packing and transport of the seed, 5. Study of various buoys and signals in

253 preservation of produced fish, and prepara- home-aquarium. tion of special products from fish are included 11. To know the role of fisheries in rural in Std. X syllabus. Due to such activities, nu- economy and try to improve it. merous opportunities of employment and livelihood will be generated. If these program- Theory mers get support of higher education facili- Methods of production and ties and modern technological aid, skilled procurement of fresh water and manpower will be made available in fisher- brackish water fish-seed. ies sector. Then only the dream of blue revo- 1. Packing and transport of fish seed. lution will come in reality. 2. Culture of aquatic organisms in fresh, Objectives brackish and sea-water. 1. To notice the utility of fish in human 3. Management of fisheries. diet. 4. Fish as 'food'. 2. Identification of culturable fish seed, methods of procurement and controlled 5. Necessity of fish preservation and its production of the fish seed. methods. 3. Identification of culturable fish, know 6. Special products and by products from their main characteristics and their fish. culture methods. 7. Study of ornamental fishes and 4. To know the importance of quality maintenance of household aquarium. control during fish transport and Practical marketing. 1. Visit to a nearby fish seed production 5. To know necessity of fish preservation. farm. 6. To get acquire the different methods of 2. Identification, conditioning and transport fish preservation. of fish seed. 7. To acquire knowledge about 3. Visit to fresh water/brackish water fish manufacturing of different & special culture unit. products, by products, value-added 4. Visit to a fish landing centre. products from fish. 5. Study of fish curing methods. 8. To acquire technique of important ornamental fish and obtain skill of their 6. Visit to a fish processing unit. seed production. 7. Visit to a fish meal plant 9. To gain skill of fabrication of an 8. Fabrication, setting and maintenance of aquarium. an household aquarium. 10. To obtain skill about setting, 9. Visit to a public aquarium and fish beautification and maintenance of an museum.

254 (R-4) VOCATIONAL GUIDANCE choosing proper courses and vocations Std : IX according to their capacities and available sources. Introduction 7) To help the students understand about Industrialization and progress in the factors affecting career choice and Science and Technology have opened the importance of career planning. doors of new vocational opportunities. Globalization and Privatization have been 8) To motivate the students to collect adding new dimension to quality and information about the academic and competitions. In this context students need vocational courses conducted by to be made aware of vocational opportuni- various institutes. ties in indigenous as well as in global areas. 9) To acquaint the students with external, Right guidance and right time would help the competitive,& scholarship examinations student to choose the appropriate vocation and common entrance tests. according to the aptitudes, abilities etc. 10) To make the students aware about the Career planning is most crucial aspect need of counseling to be successful in in every individual's life. While choosing a life. career not only aptitudes and abilities are 11) To create the interest among the taken into consideration but Interest, students to collect information regard- Adjustment, Attitude, Financial position and ing careers and occupations from vari- Personality factors also play significant role. ous sources. OBJECTIVE 12) To inculcate professional ethics in the 1) To help the students understand the minds of the students by developing meaning, scope, need and areas of healthy attitude towards dignity of Guidance. labour. 2) To acquaint the students with the 13) To make the students aware about meaning, nature, importance and acquiring essential education and skills assumptions of Vocational Guidance. to develop their personality along with 3) To help the students understand the their vocational preparation. relation between school subjects and 14) To make the students aware to get right career opportunities. information about various ypes of oc- 4) To make the students aware about cupations and their nature of work. proper utilization of leisure time. 15) To acquaint the students with Distance 5) To help the students understand the Education Scheme, self employment importance of proper study habits/ study and employment opportunities. skills. 16) To make the students aware about the 6) To make the students aware about importance of adjustment to be successful in life.

255 Std. IX Sr.No. Unit Sub Unit 1. Vocational 1.1 Meaning & nature Guidance 1.2 Need and importance 1.3 Assumptions of Vocational Guidance 2. Study Skills 2.1 Listening 2.2 Note taking techniques 2.3 Reading Skill 2.4 Writing Skill. 2.5 Use of Library 2.6 Planning of study 2.7 Time management 2.8 Preparation for Examination 2.9 Stress Management 3. Leisure Time 3.1 Social activities. Management 3.2 Physical activities 3.3 Mental Activities 3.4 Vocational Activities 4. School 4.1 Career Arts. Subjects & 4.2 Career in Commerce Related 4.3 Career in Science. Careers 4.4 Career in Fine Arts 5. Some 5.1 I.T.I Vocational 5.2 Polytechnic Options 5.3 Lok Seva Kendra 5.4 District Industrial Centers. 5.5 Khadi & Gramodhyog Centers 5.6. Jan Shikshan Sansthan. 5.7 Laghu Udhyog Seva Sanstha. 5.8 M.S Board of Vocational Education 6. Competitive 6.1 Various Scholarship Examinations Examinations 6.2 Various Entrance Examinations 6.3 Various External Examinations. 7. Dignity 7.1 Importance of Labour culture of Labour Nature of work of come occupations. 7.2 Nature of work of come occupations. 7.3 Job Satisfaction 7.4 Professional Ethics 8. Importance 8.1 Human needs of Adjustment 8.2 Adjustment. 8.3 Mal Adjustment 8.4 Defence Mechanism 8.5 Need of counseling

256 Practical Work (R-4) VOCATIONAL GUIDANCE Std. IX Std : IX

1. Collection of Advertisement related to Introduction vocations/ careers. Industrialization and progress in 2. Preparation of Charts related to Science and Technology have opened the different careers/ vocations. doors of new vocational opportunities. 3. Writing an essay on career 'career'. Globalization and Privatization have been 4. Visit to vocational / industrial center adding new dimension to quality and and preparing visit report. competitions. In this context students need to 5. Job analysis of an occupation. be made aware of vocational opportunities in indigenous as well as in global areas. Right 6. Collection of articles / tips about 'Health' from newspapers. guidance and right time would help the student to choose the appropriate vocation according 7. Interviewing of any successful ex-student of the school. to the aptitudes, abilities etc. 8. Writing daily dairy. Career planning is most crucial aspect 9. Preparing list of one's merit and in every individual's life. While choosing a demerit points. career not only aptitudes and abilities are taken into consideration but interest, 10. Collection of information regarding different products of daily use i.e. Adjustment, Attitude, Financial position and Medicine, Milk, etc. Personality factors also play significant role.

257 Std. IX Sr. No. Unit Sub Unit 1. Need of Guidance 1.1 Meaning & Scope of Guidance 1.2 Need of Guidance 1.3 Areas of Guidance. 2. Sources of Vocational Guidance 2.1 Vocational Guidance Centers. 2.2 Institute of Vocational Guidance. 2.3 Resource persons. 2.4 Various Medias. 2.5 Reference material. 3. Factors affecting Career 3.1 Intelligence. Guidance. 3.2 Aptitudes. 3.3 Disposition 3.4 Interest. 3.5 Physical ability. 3.6 Circumstances. 3.7 Academic Achievement. 4. Some Career Options 4.1 Medical Field 4.2 Engineering Field 4.3 Agriculture Field 4.4 Pharmacy 4.5 Social Field 4.6 Information Technology 4.7 Commerce 4.8 Arts. 4.9 Fine Arts / Architecture. 4.10 Management Field 5. Competitive Examinations and 5.1 Competitive Examinations Career Opportunities 5.2 Career opportunities in Defense 5.3 Career opportunities for Women and handicapped 6. Career Planning 6.1 Importance of career planning 6.2 Preparation for vocation 6.3 Know Yourself 6.4 Personality Development 7. Common Entrance 7.1 Common Entrance Tests after Examinations. HSC. 7.2 Common Entrance Tests for P.G. courses. 7.3 Entranced tests for studying abroad. 8. Distance Education and Self 8.1 National institute of Open employment. Schooling. 8.2 Open Universities 8.3 Distance Education. 8.4 Self employment

258 Practical Work: secured good marks in the SSC/ HSC 1. Writing Daily Diary. examination by overcoming many hurdles. 2. Collection of Advertisements related to Vocations/ careers. 8. Collection of Articles regarding interviews of the meritorious students of 3. Preparation of charts related to differ- various competitive / entrance exami- ent careers and vocations. nations from the news papers and 4. Visit to a vocational & Industrial center magazines. and preparing visit report. 9. Collection of Articles published in the 5. Preparing List of occupations related news papers regarding choosing a to the parts of human body. E.g. Eyes career. - Opticians. 10. Collection of Articles/ tips published in 6. Collection of Advertisements regarding the news papers regarding preparation vacancies / recruitment from the news for SSC examinations. papers. 7. Collection of articles from the news papers about the students who have

259 Group - C

9.1 New Work Experince Activity Std- IX and X

Preface consideration the local conditions, social The importance of practical training needs, interest of the students as well as productivity and entrepreneurship is infrastructure facilities. However the school nowadays emphasized in the school should take prior approval by the Board to start education. In that view, the subject Work a new activity. In the overall development of Education is very useful, & practical oriented. the skills, psychological, physical & In this subject, it is expected to utilize the development in knowledge is also expected. skills of the students. There are 35 various With the fast changing global scenario, the activities covered in this group and these society is confronting new subjects and activities are divided into theoretical & problems. The new activities should aim at practical aspects. Some activities are based these subjects or problems in the interest of on and encourage the students for production the society. If any school takes on such new – oriented – training. These activities which activity, it will be included in the Group – Work enhance the various skills of the students are Education. However, separate proposal with included in “Group-A”. relevant information in due proforma should be submitted to Board well in advance. After Some activities are primarily based on the approval by the Board, the school should theoretical aspects of the field, but still accept the syllabus Objectives and evaluation influence the day to day human lifestyle. Such pattern laid down by the Board. Such new activities are included in “Group-B” & are activities will be included in Group C. It is useful in overall development of the students. expected that schools will discover some new The board has its own broad views activities and implement them successfully. about the subject – Work Education Schools can start any new activity taking into

260 10 Pre-Vocational Subjects

Introduction 5. To inculcate healthy values related to NCF 2005 highlighted importance of work culture. work as pedagogical medium of education. 2) This Pre-vocational subject has the In the context of work certain radical steps to following aims: link learning with work from the primary steps upwards are suggested on the ground that 1. Capability to think and act – work transforms knowledge into experiences General academic education is and generates important personal and social intended to give the capability to think. This values, such as self reliance, creativity and subject not only helps the thinking but also co-operation. It also inspires new forms of gives the capability to act on one’s thoughts, knowledge & creativity. At a senior level a by giving action-oriented experiences. strategy to recognize resources from the community for work is recommended. (NCF 2. A Work culture – 2005, Prelims, Page IX-X). Industry has a work culture of which In consistent with NCF 2005 directions, the important components are the monitoring pre-vocational curriculum is revised. In the of performance indicators to ensure Pre-vocational program, Students are trained competitiveness, cost control and planning; to solve their daily problems by using these the client is considered supreme and every skills. The community service is the major effort is made to satisfy the public need. The way in which schools provides services to economics and productivity are key the community and community pays for such considerations under such circumstances, services. This helps in giving real life hard and effective work and invention are experiences and prepares them for future. encouraged, and dignity of labour is OBJECTIVE recognized. Such a work culture should be The Objectives of pre-vocational encouraged in the education system. education at the secondary stage are – 3. Delivery Channel for New 1. To impart training of simple basic skills Technology – to students in class IX and X, useful in The school technical wing in a remote everyday life. rural area also acts as a channel for delivery 2. To develop vocational interests, of new technology. Because of the equipment aptitudes and allow self-exploration. and staff, and their use in services to the 3. To facilitate the students in making community, they are good receptors for choice of vocational courses at the introducing new technology developed higher secondary level. elsewhere, such as by National Laboratories 4. To prepare students for participation in etc. community service work in real life as work as a desired dimension of part of education. Education and academic education and Development have been integrated.

261 4. Plan Future Career – 3. Each period comprises of 30 to 35 minutes. It is taken for granted that this Experience is a basic component of subject will be allotted 12 periods from learning and this pre-vocational programme the main timetable of school. In general, is intended to widen their experience base during one educational year 35 weeks and also make it modern. It therefore has 4 are available. (365 days of a year - 80 modules of different skills. This helps the holidays - 52 Sundays - 12 unit test days student to access his own potential and likes - 24 Terminal and final exam days - 5 and dislikes and thus helps him/her to plan gathering etc. days = 192 days = 30 for his/her career. It also introduces him to weeks.) Considering 30 weeks per year x 12 periods per week = 360 the modern world of industrial operation and periods per year. the spirit of enterprise. The usual admission to higher education is not prohibited. 4. To plan the yearly work of teaching, a tentative guideline of distribution of 4) Benefits expected from this: periods is given below. However, the The student will get a wide exposure to prevalence of each of the following the world of work. He will be guided to apply sections over daily life is so deep that the periods allotted are not sufficient. acquired knowledge and skills to socially The teachers may require extra time to useful work. This will generate self- teach the sections more effectively. The confidence in the student. By making services School Administration is also expected available to the community, education will be to provide necessary infrastructure. brought closer to the community. 5. Most of these sections are expected to Instructor provides services to the be taught practically. Hence, it is community with the help of students. The advisable that the theory periods may Community, the staff and to limited extent the be utilized for the practical or projects student will also share economic benefits. or some theory topics can be effectively taught through practical. Hence, the The student will be encouraged to policy to distribute the workload develop his own potential and will be helped between Teachers and Instructors to make choice of his future career. should be flexible. 5) Instructions for Pre-Vocational 6. A vernacular language copy of these Subject: syllabi must be provided along with the English version, as most of the topics 1. The whole scheme of Pre-Vocational program is explained through three are related to daily life. points - Scheme of the examination, 7. If possible, the vernacular version of Syllabus, Task List. question papers and model answers 2. The syllabus is just a guideline for the should be considered as the original teachers. A Teacher’s Hand Book document instead of the English version. should be prepared. Additionally, the At least the state authorities should teachers are expected to refer the agree with this policy. This would be Teaching Material and Reference books helpful for the proper assessment of given and give latest, locally useful answer papers and practical exams, information related to the practical skill. because most of the teachers and

262 examiners are more familiar with the IX STD vernacular language. The first year is devoted to give an 8. Though some tasks or practicals from introduction to the techniques and their the Lab Handbook & Practical Hand potential use. Book are very useful, due to technical X STD difficulties these are not actually taught. By modifying them slightly or finding The second year is to carry out projects some local alternatives for them, these to demonstrate their use and create an practicals should be taught. e.g. Milk asset or wealth in some form, to benefit test by Gerber method. the community school. 9. While using the presently available study material, all the three theory books, practical Handbooks, Lab Handbooks, drawing manual etc. are necessary for every standard.

263 Introduction To 10.1 Basic Technology (V1)

Standard IX 2) Costing of Energy & Environment. Section - Electrical Wiring of room, Paper - I Estimation of Electric bill etc. Drawing, costing & I.T. 3) Costing of Agriculture and AH - Poultry, (03 Period per week, Total 90 Periods) Crops, Nursery, Vermicomposting etc. 4) Costing of Home & Health – Food 1. Drawing products. 1) Introduction of Engineering Drawing – 2. Information Technology Drawing Instruments , Types of Lines , 1) Paint – electrical Circuits, Free hand Lettering and Numbering ) drawing of jobs ¸ Hand Graph etc. (04 Periods) (05 periods) 2) * Concept of Plan, Elevation and side 2) Word Processing – e.g. M.S.Word – view(Orthographic Projection), Writing recipe, notes etc. Isometric Projection – 4 sheets (05 Periods) (32 Periods) 3) Spread Sheet – e.g. M.S.Excel – Water Table, Plant Growth, Costing etc. 3) Contours – 2 sheet (05 Periods) (04 Periods) 4) Presentations – e.g. M.S.Powerpoint – 4) Electrical circuits – Series and arallel Flow Charts, Electrical Circuits etc. Circuits , DOL Starter and Three Phase (05 Periods) Motor Connection - 2 Sheet 5) Internet – Introduction of Internet, E- (06 Periods) mailing etc. (04 Periods) 5) Flow chart – 2 Sheet (04 Periods) Paper II Theory 6) Graphs – 2 Sheet (01 Period per week, Total 30 Periods) (04 Periods) * Students to make free hand sketches SECTION I of hand tools and object of daily use, in ENGINEERING the drawing sheet under Orthographic and Isometric projection. 1) Safety Precautions in Engineering Section. 1. Costing 2) Measurement and Units 1) Costing of Engineering Section - 3) Materials - Iron & Steel fabrication works, Ferro cement articles, 4) Construction Carpentry works and RCC or brick construction etc. 5) Carpentry- wood work

264 SECTION II SECTION I ENERGY AND ENVIRONMENT ENGINEERING (Total 08 Periods) (60 Periods)

1) Safety Precautions in Electric Work - 1) FABRICATION – Accidents & Risks. Measurements ¸Cutting, Filing, Drilling, 2) Energy Threading of Rod , Tapping, Welding, 3) Electric Energy and Soldering etc. general workshop operations to prepare a utility article viz. 4) Maps and contours stool, chair, table, RCC frame etc. 5) Septic Tank and Biogas Plant (20 Periods) 6) Earthing 2) PLUMBING - SECTION III Cutting, Threading of G.I. Pipes, AGRICULTURE & ANIMAL Introduction of accessories and tools of HUSBANDARY plumbing, Simple piping by using (08 Periods) coupling , Elbow ,bend , cocks etc.

1) Safety Precautions in Agriculture and 3) CONSTRUCTION – Animal Husbandry. Using plum bob, spirit level make a 2) Land ¸ soil and water supply. brick bonds, mortar work for repairing etc. , Ferro cement sheet technique to 3) Fertilizers prepare items as storage tank etc., (16 4) Plants, Birds and Animals. Periods) 5) Animal Food 4) CARPENTRY – SECTION IV Handling carpentry tools, sharpening HOME AND HEALTH plane blade, saw, saw-teeth setting, wooden joints (L, T etc.), fitting various 1) Safety Precautions in Home Health hinges, laminating wooden surface, Laboratory. drilling on wood etc. (16 Periods) 2) Water Pollution Carburettor - device for mixing oil- 3) Health Practices, Diseases and vapour and air in petrol engines. Prevention of diseases. SECTION II 4) Blood Content ENERGY & ENVIRONMENT Paper II 1) ELECTRICAL – PRACTICAL (08 Period per week, Introduction of Electrical tools ,Symbols, Total 240 Periods) Types of wires and Cables , Types of joints , Simple circuits, wiring (staircase, (The following list contains the practical go down, house wiring, light control skills expected. The detailed LIST ** wiring), fuse fitting, connecting various should be referred for planning yearly appliances to AC supply (iron, fan, practical and practical examinations) heater, tube light, motor with starter

265 etc.), earthing, Estimation of Electricity SECTION IV bill. (20 Periods) HOME & HEALTH 2) ELECTRONICS 1) STITCHING – Make a LED AC and DC bulbs, LED Back stitch, running stitch, Cross stitch torch etc. Maintenance of Lead acid for hand sewing , machine stitch, chain batteries and connect battery to inverter. stitch of embroidery work (08 Periods) (12 Periods ) 2) KNITTING - 3) SURVEYING Garter Stitch, Seed Stitch. Plane table method, Map sketching, (08 Periods) mark contours by various methods etc., dam construction techniques. 3) HYGIENE – (12 Periods) Balanced Diet - weigh out them in 4) ENERGY EQUIPMENT HANDLING proper quantity so as to get given Soak pit, Petrol Engine – Cleaning of calories and protein contents, Drinking carburettor and make fitting, pressure Water testing , Blood checking (group & wick stoves, LPG & biogas stove etc. & Hb), soil testing (pH, N.P.K.). (16 Periods) (18 Periods) SECTION III 4) COOKERY – AGRICULTURE & ANIMAL Food preservation by sauces, jams, HUSBANDARY jellies, chikki, khoa, muramba, pickles 1) AGRICULTURE etc., Make a Nankatai by using Microwave Oven, use of solar cooker Preparing land, seed processing, & Dryer. sowing, Use of Mulching Paper, using pesticides, hoeing etc., maintenance of PRACTICAL LIST Knapsack sprayer, Irrigation methods. (The Practical List with * (24 Periods) mark may be given to group of 2) NURSERY TECHNIQUES students)

Different types of grafting, Use of Shed SECTION I Net, Production of plants in a nursery ENGINEERING (14 Periods) 3) ANIMAL HUSBANDARY - 1. Handle & study the tools, hinges and screws used in carpentry. Measuring body temperature, guessing age by teeth, weight by size, calculating 2. Sharpen the Mortise Chisel. food amount for a milch animal as per 3. Sharpen the blade of Plane. its TDN, milching capacity etc., visit to dairy for dairy technique, visit to AI 4. Set and sharpen the teeth of a Saw. center, grow broiler chicks. 5. Prepare an L joint from the given wood. (22 Periods) 6. Prepare a T joint from the given wood.

266 7. Fix suitable hinges to the given 2 pieces 23. Arrange given bricks in English Bond of wooden batten so that they can open up to 1 metre. flat and fold on each other. 24. Arrange given bricks in Rat Trap Bond 8. Cut the given M.S. angle to prepare a up to 1 metre. frame of given size. (No overlap) 25. Construct a 0.5-metre high brickwork 9. Weld the given pieces of an M.S. angle in Flemish Bond (Stretcher & Header) to prepare a frame. with mortar. 10. Fix the hinges to the given wooden 26. Construct a 0.5-metre high brickwork article. in English Bond with mortar. 11. Thread the given G.I. pipe according to 27. Construct a 0.5-metre high brickwork the given drawing/dimension. in Rat Trap Bond with mortar. 12. Prepare an article from given G.I. sheet 28. Construct an R.C.C. work as per the according to the given drawing/ given drawing/dimensions. dimension. 29. Prepare a concrete slab according to 13. Prepare an article from given G.I. sheet the given drawing/dimension. according to the given drawing/ 30. Plaster a given wall area of approx. 1 dimension, by soldering. sq. metre, using proper mortar. 14. Cut and weld the given M.S. rod 31. Make a simple piping by using according to the given dimensions of a Plumbing accessories such as elbow, frame for Ferro cement sheet. bend, coupling, cock etc. 15. Cut the given chicken mesh according to the given dimensions and weld it on SECTION II the given M.S. rod frame of a Ferro ENERGY & ENVIRONMENT cement sheet. 1. Sketch a proportionate map of the area 16. Prepare an article of Ferro cement surrounding the school/examination according to the given drawing/ center. Show the important places by dimension. proper symbols. 17. Drill 2 holes at right angles to each 2. Sketch a proportionate map of an other on a given wooden block. imaginary/memorized place for tourists. 18. Apply a sun mica sheet to the given Show the important places by proper symbols. wooden/plywood surface. 3. Control a lamp by one switch. 19. Weld 2 pipe pieces to form an L joint. 4. Control two lamps by two separate 20. Tap the given job according to the given switches. drawing/dimension. 5. Connect two or more lamps in series. 21. Thread the given metallic rod according to the given drawing/dimension. 6. Connect two or more lamps in parallel. 22. Arrange given bricks in Flemish Bond 7. Prepare and join a circuit for staircase (Stretcher & Header) up to 1 metre. wiring. *

267 8. Prepare and join a circuit for go down 22. Measure the efficiency of the given wiring. * electric pump set. Measure the input 9. Survey a slope area by using a frame electric energy in wattage of the pump or water tube and at least 2 contour and measure the output water using a lines with 5 points on each line. bucket and watch with seconds markings. (The delivery head will be 10. Dig a pit measuring 30 X 30 X 30 cm given) for earthing. 23. Measure the electric load of the given 11. Fill up the given earthing pit by proper electric circuit by using revolutions of layers. Place the earthing plate in it and the disk of the energy meter connected connect the given circuit to earth. Test in that circuit. the circuit for proper earthing. 24. Prepare slurry from the given cow-dung 12. Dismantle the given pressure stove, and feed the given Biogas tank. (If draw a neat sketch to show all parts of available) it, assemble it. 25. Measure the biogas consumed in the 13. Remove the burner and nipple of the given time by a kitchen stove connected given pressure stove, clean it if to the Biogas tank. Use the difference necessary, refit it and kindle the stove. in the height of the gasholder. (If 14. Dismantle the wicks of the given wick available) stove, trim the wicks in a level, 26. Make a soak pit of the given size. (If assemble the stove and kindle it. possible) 15. Change the over burnt wicks of the 27. Make a LED AC & DC Bulbs, torch given wick stove and kindles it. etc. 16. Prepare and join a circuit for hospital/ 28. Make maintenance of lead acid light control wiring. * batteries and connect battery to inverter. 17. Assemble a tube light circuit. 29. Clean a carburetor of petrol engine and 18. Calculate the current used by a 3KW make fitting. geyser or 3 HP motor and find prepare a fuse of proper capacity from a 36 SECTION III SWG wire. Test the ampere capacity AGRICULTURE & ANIMAL of the fuse by using autotransformer. Fix HUSBANDARY the fuse in proper place. 1. Estimate the expenses of various crops 19. Connect a three-phase motor to an considering the soil, weather, water electric supply through a DOL starter supply and select a suitable crop for and show the reversal of motor profitable cultivation. direction. 2. Prepare land measuring 2 sq. metres 20. Fill up petrol & oil in proper proportion for cultivation. in an empty tank of 2 strokes I.C. engine and start it. 3. Process the given seeds by anti-fungus chemicals. 21. Remove the spark plug of a petrol engine by using proper tools. Test it for 4. Process the given monopetalous proper sparking and refit it. (cereals) seeds by Azetobactor.

268 5. Process the given bipetalous (legumes) 23. Visit a dairy study its management viz. seeds by Rizobium. milching rate, testing of milk, storage, 6. Process the given seeds by internal transport etc. pesticides. 24. Take lactometer reading of milk of 7. Prepare a channel bed and sow the various qualities. given seed. 25. Visit an AI center, study its work and 8. Prepare a flat bed and sow the given write the advantages and seed. disadvantages of AI. 9. Observe the Sprinkle Method of 26. Manage and grow the given broiler Irrigation and study its advantages and chicks of 1 day age, till their saleable disadvantages. age. 10. Collect various pests, classify them, and decide the method of their control. 27. Weigh any 10 chicks and calculate their market price from their average weight. 11. Study various grafting methods. And prepare 5 different types of graft for 5 28. Manage the food and water for 10-20 different trees. broiler chicks of 2 day age. 12. Prepare an air layering graft (Gutty) on 29. Compare the two methods of poultry given 2 trees (Pomegranate/Fig). keeping by drawing graph of age v/z 13. Perform a Budding on given 2 trees weight. (Ber/Rose/Orange/Lemon). 30. Vaccinate the given 10 broiler chicks 14. Prepare a Wedge Graft on two given by Lasota. mango trees. 31. Feed water to 10 broiler chicks. 15. Dissemble the given Knapsack Pump 32. Irrigate the given 5 trees by Drip and assemble. Irrigation Method. Measure the water 16. Collect the ripen crop and manage its received by each tree within an hour. sale. 33. Cultivate any cereal/cash crop on a land 17. Prepare the balance sheet for the admeasuring 10 Guntha. cultivated crop. 34. Prepare silage of 2000-3000 kg. 18. Guess the age of an animal (cow/bull) from its teeth. 35. Control the pests on a particular crop. 19. Measure the temperature and 36. Prepare a nursery, school garden etc. respiration of the given animal. 37. Participate in the management of an AI 20. Estimate the weight of the given animal center at least for a month and prepare from its body size. a report. 21. Manage the feed of a milch animal, 38. Vaccinate the given Milch animals. considering the weight, milching capacity and TDN. 39. Take a crop by using mulching paper. 22. Measure the body temperature of given 40. Production of plants in a nursery such 5 chicks. as rose, Mango, Mogra , Coconut etc.

269 SECTION IV sample. HOME & HEALTH 18. Prepare a Sauce from the given 1. Prepare 5 cm long samples of running Tomatoes. stitch and buttonhole stitch of hand 19. Prepare a Chikki from the given sewing. material. 2. Prepare 5 cm long samples of machine 20. Prepare Khoa from the given quantity stitch and hem of hand sewing. of milk. 3. Prepare 2 samples measuring 5 cm 21. Use a solar dryer and dry the length by using chain stitch and cross- vegetables. stitch of embroidery work. 22. Make a Nankatai by using oven. 4. Prepare a sample measuring 10 cm length by using chain stitch and cross- STANDARD X stitch of embroidery work. Paper I Drawing, costing & I.T. 5. Mend the given torn cloth by Darning. (03 Period per week, Total 90 Periods) 6. Prepare a pattern measuring 5 X 8 cm by using Garter Stitch. 1. Drawing * 7. Prepare a pattern measuring 5 X 8 cm 1) * Orthographic Projections of fabricated by using Reed Stitch. jobs – 2 sheets (24 Periods) 8. Identify the given cereals and pulses. 2) * Isometric Drawing of fabricated job – Weigh out them in proper quantity so 1 sheet as to get given calories and protein 3) Drawing & Reading graphs – 3 sheet contents. 4) Conversion of contours into profiles – 9. Perform the simple water test of the 2 sheet given water sample. 5) Electric wiring diagrams (Tube Light , 10. Test the given soil sample for pH. Go down , Staircase ) – 3 sheet 11. Find the proportion of Phosphorous in 6) Flow chart – 1 sheet the given soil sample. * Students to make free hand sketches 12. Find the proportion of Potassium in the of hand tools and object of daily use, in given soil sample. the drawing sheet under Orthographic 13. Find the proportion of Organic Carbon and Isometric projection. in the given soil sample. 2. Costing 14. Find the proportion of Nitrate Nitrogen Costing of all project works in the given soil sample. Note Book 15. Find the proportion of Ammoniac 1) Costing of Engineering Section Project. Nitrogen in the given soil sample. Costing of Energy & Environment 16. Find the proportion of Hemoglobin in Section Project the given blood sample. 2) Costing of Agriculture and AH Project 17. Find the blood group of the given blood 3) Costing of Home & Health Project.

270 3. Information Technology SECTION IV 1) Word Processing – e.g. M.S. Word – HOME AND HEALTH Project Report Writing etc. (08 Periods) 2) Spread Sheet – e.g. M.S. Excel – As 1) Diet & Nutrition required by the project work. 2) Methods of preserving food 3) Presentations preparing – e.g. M.S. Power Point – Presentation of entire 3) Methods of preserving agriculture project, recipes products 4) Internet – Web Browsing & searching. 4) Packing, costing and market survey Paper II Paper II Theory PRACTICAL CUM PROJECT (01 Period per week, Total 30 Periods) (08 Period per week, SECTION I Total 240 Periods) ENGINEEING (Total 08 Periods) In standard the students are supposed to develop 4 projects from each of the four 1) Scalar & Vector sections. The project work itself is considered 2) Friction and Lubrication as practical. The following skills are expected from the students- 3) Work, power and force 4) Budget and estimation 1) Planning the project, report writing, drawing conclusions, referring to earlier 5) Fabrication work. SECTION II 2) Technical skills from all the 4 sections. ENERGY AND ENVIRONMENT (08 Periods) 3) Produce assets for school or community. 1) Flow of Electric Current. Costing & estimation, selling and 2) Starter and motor earning profit. 3) I.C. Engines (A sample list of various Projects is 4) Ground Water and Management of given below. The students are supposed to water. takeover any one such project either 5) Water pumps individually or in groups. The reports, graphs, flowcharts, costing should be done with the SECTION III help of various office packages of computer.) AGRICULTURE & ANIMAL HUSBANDARY SECTION I (06 Periods) ENGINEERING

1) Pest and insect control Prepare a hand device to peel the coconut. 2) Nursery Technology. 1) Prepare a bucket, tumbrel, Letter Box 3) Artificial Insemination and its benefits from sheet metal.

271 2) Undertake a plumbing work for supply 5) Make LED products such as AC bulbs, and distribution of drinking water. DC Bulbs, Torches etc. 3) Construction and Setting up a W.C. 6) Survey of percolation tank. Block. 7) Repair and maintain a domestic electric 4) Construct a Ferro cement tank for water appliance viz. iron, mixer, and storage. rechargeable battery, fan. 5) Prepare Ferro cement articles for daily 8) Motor panel box repairing and connection to the motor. usage. (e.g. water tanks of various shapes, pots for plants, Ferro cement 9) Prepare the charcoal from wood. sheets for walls, shades etc.) 10) Building bunds for small percolation 6) Construct brickwork for routine usage. tank. (Part of house, room, shade, drainage 11) Repair CFL Bulb. / sanitary system, toilets, gate poles 12) Make 5 Household Earthing in a village. etc.) 13) Maintenance of invertors and lead acid 7) Prepare articles viz. Poultry Cage, batteries. Notice Board , Paper Stand , T-Poi , SECTION III Paper Weight, Pipe vice, Bench vice, AGRICULTURE & ANIMAL wheelbarrow, cot, rack, shelf, Table, HUSBANDARY chair, pot stand, and School benches, Tree Guard, Memento ,Exam Pad etc. 1) Vaccination of poultry, goats etc. 8) Prepare equipment used in agriculture 2) Develop a nursery for social forestry or viz. burrow. fruit plants etc. and sell the plants. 9) Make an oil extractor for groundnuts. 3) Making silage of 2000-3000 kg 10) Paint a room or board and find the cost 4) Prepare the school garden or personal of this work. garden 11) Make a Solar Dryer, Solar Cooker, Rain 5) Grow & sell 25 broiler birds. gauge etc. 6) Pest Control for at least 5 different crops. SECTION II ENEGRY & ENVIRONMENT 7) Prepare a vermin compost and vermin wash. 1) Wiring of households or school 8) Maintaining a dairy at least for 1 month premises. including milk test, record maintaining, 2) Installing a water pump. profit calculations etc. 9) Sample study of effects of various 3) Maintenance of a Hand Pump, biogas fertilizers on any one crop. plant 10) Practice the Hydroponics (Farming 4) Installing a prime mover- electric motor without soil) Techniques for various or diesel engine. plants.

272 11) Practice at the village A.I. center at least 5) Making simple garments such as Bags, for 1 month. Purse, Scarp etc. 12) Prepare a organic fertilizers. 6) Developing low cost, high calorie SECTION IV menus. HOME & HEALTH 7) Prepare/ practice time & energy saving appliances viz. solar cooker, pressure 1) Measure HB proportion of students, cooker roaster etc. pregnant women etc. 8) More diagnostic tests blood grouping. 2) Measure HB, cell count of animal blood. 9) Soil sample testing for farmers. 3) Prepare pickles, jams, jelly, chikki, salted groundnuts, salted soybeans , 10) Make sweater, embroidered garments Soya milk , Tutti-Frutti , Nankatai etc. etc. and sale them. sale the items and earn profit. 11) Make a vapors of Potato, banana etc. 4) Quality analysis of drinking water of village sources.

273 Elements of Mechanical 10.2 Engineering (V2)

According to the latest frontline make the optimum use of computer curriculum declared more emphasizes given recourses. on imparting vocational skills at secondary education level. Introduction to Basic 6. To enable student to learn to use the Technology is in consistency with this frontline World Wide Web in order to gather curriculum. It imparts practical Training of knowledge and communicate with various vocational skills. The students are students and the academic community trained to solve the daily life problems by all over the world using those skills. The pre-Vocational 7. To develop pride in labor work and use Education should provide some work skills acquired in daily life. experience to the students for preparing them for world of work. This Pre Vocational student has the following aims: This curriculum is designed to acquaint the students to provide them basic 1. Capability to think and act skills. The skills learnt while carrying out jobs 2. A work culture will be useful to the student and it need arises, he can develop these skills further and 3. Delivery channel for New Technology- acquire self and /or wage employment. The school Technical wing in remote rural area also acts as a channel for Objectives: delivery of new technology because of The Objectives of Pre Vocational the availability equipment and staff and Education at the secondary stages are... their use in service to the community 1. To develop the fundamental workshop 4. Plan future Career. skills useful in everyday life Benefits expected from this: 2. To develop skill in handling and use of The student will get a wide exposure different tools, instruments and the work. He will be guided to apply acquired accessories. knowledge and skills to socially useful work. 3. To facilitate the student in making This will generate self confidence in the choice of vocational courses at the student by making services available to the higher secondary level. community; education will be brought closer to the community. 4. To acquire basic knowledge and understanding of Engineering Drawing. The community, the staff and to limited extent the students will also share economic 5. To enable students to learn to process benefit. The student will be encouraged to words and number, analyze data, develop his own potential and will be helped communicate ideas effectively and to make choice of his future career.

274 Instructions: 4. The teachers may require extra time to teach the section more effectively. The 1. The whole scheme of Pre-Vocational school administration is also expected is explained through three points. to provide necessary infrastructure. Scheme of the examination, Syllabus, task list. 5. Most of the sections are expected to be taught practically Hence it is 2. The syllabus is just a guide line for the advisable that the theory periods may teacher. The teachers are expected to be utilized for the Practical or Projects refer the teaching material and or some theory topics can be effectively reference book, locally useful taught practical. Hence the policy to information related to practical Skill. distribute the workload between lecturer 3. Each period comprises of 30 to 35 and Instructor should be flexible. minutes. It is taken for granted that this 6. The Head Master and Head of the subject will be allotted 12 periods per Technical Department are also week per standard. In general during expected to distribute the available one educational year 35 weeks are workload between Lecturer and available [365 days of a year - 80 instructor equally in available staff. holidays, 52 Sundays, 12 unit test days, 24 terminal and final exam days, 7. Elements of Mechanical Engineering 5 gathering and local holidays etc days (V2) =192 days = 30 weeks ] considering 30 weeks per year x 12 periods per weeks = 360 periods per year.

STD – IX (Paper-I) Engineering Drawing and Information Technology Section I- Engineering Drawing

Sr. Topics Sub Topics Periods1 15 No.

1. Introduction Principal, Objectives and application of Engineering Drawing. 2. Drawing Drawing instruments and their applications, 1 instruments Layout of drawing sheets Sizes of Drawing papers as per I.S.I. (i.e.A1, A2, A3, A4) Lettering and numerical to I.S.I . 3. Lettering and 1 numerical Types of Lines a) Types of Lines used in engineering drawing, 4. 2 and b) Dimensioning techniques Dimensioning

275 Sr. Topics Sub Topics Periods 15 No.

Simple a) Bisect a line, trisect a right angle, Divide a 3 5. Geometrical line into any number of parts Construction b) Construction of Regular polygons c) Simple curves e.g. Ellipse

Introduction to a) Explaining the term plane H.P., V.P., A.V.P. 3 6. orthographic and ground line. projection b) 1st Angle and 3rd Angle method of projectionc) Orthographic projection of simple solids (Cube, cone, cylinder, prism , pyramid etc., by 3rd Angle method (Standing position) Introduction to A. Introduction to isometric projections 4 7. Isometric B. Drawing of isometric scale, projections C. Difference between isometric drawing and isometric projections D. Isometric views of simple solids with dimension

PRACTICALS 45 Periods The following assignments are to be drawn on half imperial drawing sheets.

1. Lines, letters, and numbers 1 Sheet 9 2. Simple Geometrical Constructions involving 1 Sheet 9 Divide of line into equal number of parts, Construction of Regular polygons, Simple curves e.g. Ellipse (By one Methods) 3. Orthographic Projections of simple solids 1 Sheet 9 like Prisms and Pyramids 4. Orthographic Projections of simple 1 Sheet 9 solids like cylinder, cone 5. Conversion of simple pictorial view into 1 Sheet 9 orthographic view

276 1

Section II Introduction To Information Technology Theory

Sr.No Topics Sub-topics Details Periods

1 Computer Fundamentals Definition of Computer, Block 1 Diagram of Computer, Function of Different Units of Computer 2 Operating Introduction to DOS, Windows, Unix, Linux 1 Systems & Operating Systems Accessories and Accessories Study of various Accessories 1 Notepad, Word pad, Paint, Calculator 3 Office Introduction to Starting MS Word ( MS Word 1 Automation MS Word 2003) Creating a New Document, Tools Creating and Selection of text, Editing text, Insert Editing a / type over, Delete, undoing Document mistakes, cut, copy, paste

Formatting Font, Selection, Size And Style (B/ 1 Paragraph I/U) Paragraph Formatting, Paragraph Spacing, Line Spacing. Boarders and shading

Miscellaneous Spelling checking, creating a table, Adding data to the table, changing row & column size, Inserting a picture.

Inserting page numbers, margins, Page formatting 1 headers & footers, Page Setup, and Printing preview, Printer, Selection, Copies, Printing Documents

Introduction to MS Starting MS Excel (MS Excel 1 Excel 2003) What Is Worksheet, Screen layout, choosing commands, Creating Worksheet, Saving Worksheet, Opening & Exiting worksheet, Entering data,

277 Sr.No Topics Sub-topics Details Periods Editing worksheet Editing cell content, Inserting - Cell, 1 Creating Formula Column, rows, Deleting - Cell, Rows, Column, Formatting- Cell, Rows, Column, Moving cells, Copying cells, Clearing-data, content, format, undoing mistakes, Creating a formula, Arithmetic Operations Only Insert charts Charts-Line, Bar, Pie, XY 1 Introduction to MS Starting MS Power point ( MS 1 Power Point Power Point 2003) Preparing Slides, typing into slides, file management, Changing slide views, Changing text style, Slide show Multimedia What is multimedia? Use Of 1 Multimedia- Application Of Multimedia In Power Point Presentation (Sound Recorder). 4 Communication Concept and Type Concept of Communication, 1 Formal, Informal, Oral, Writing. Modes Phone, Fax, Internet, Postcard, 1 Newspaper, Television, Mobile etc. 5 Internet Modes What is Internet? Uses of Internet. 1 Introduction to Internet Practicals 1 MS Office M S Word 1. Prepare a document- An article, 8 story in English using the word processing including selection of points marking index word and titles for contents page Approx. 200- 400 words or 2k bytes. 2. Type Any Paragraph From Your 8 English Reader Book And Apply Spell Check On It.

278 Sr.No Topics Sub-topics Details Periods

MS Excel 3. Prepare A Mark sheet Of Six 8 Subject Enter At least 10 Records And Use Sum, Auto Sum, Insert, Delete, Records, Find Grand Total Of Each Student Using Sum Formula. 4. Prepare Different Charts (Pie, 8 XY, Bar, Line) 5. Prepare One Presentation 8 Using Power Point (At least Three Slides) MS Power Point 5. Prepare One Presentation 8 Using Power Point (At least Three Slides) 2 Communication 6.Study of sending fax message 5 Achievements Each student will write

a) An article, story in English using the word processing including selection of points marking index word and titles for contents page Approx. 200- 400 words or 2k bytes.

b) Each Student will prepare a worksheet of mark list and perform various mathematical functions. Prepare graphs (charts) etc.

c) Each student will prepare at least 3 slides with animation effects and sound effects.

d) Each student will print his own page from word processing & spread sheet practical.

279 Elements of Mechanical Engineering (V2) STD - IX (Paper-II) Theory Sr. No. Shop Topics Sub Topics Periods 1. Fitting Introduction Introduction of the fitting shop and 2 importance of Safety precautions.

Description of Steel Rule, Vernier caliper, Micro 3 measuring metre, Outside and inside calipers, instruments spring and firm joint, Try square, Divider Marking and Scriber , Center punch, Dot punch, 3 measuring tools Surface Gauge, V Block, Angle plate, Surface plate, Height gauge Files Classification on the basis of shape- 2 Flat, Square, Triangular, Round, Half round, Knife, Classification on the basis of Cut- Single, Double, Rasp, Second Classification on the basis of purpose-Rough, Bastard, Smooth, Dead smooth 2. Welding Introduction Importance of the welding and 2 Safety precautions in gas and electric welding Tools and Description, use, maintenance of 4 Equipments tools and equipments used in welding Process of Process of arc and gas welding, 4 welding terms, types of welded joints, Flames -their structure, types, setting and applications. 3. Plumbing Introduction Introduction to the Plumbing shop 2

Plumbing tools Dies and die stock , pipe cutter, 2 and devices adjustable and monkey wrench, pipe vice, pliers, spanners, spirit level, line dori etc

280 Classification Description and uses pipe and their 4 classification, pipe threading and pipe joints of pipes. Accessories Description and use of bends, 2 elbows, sockets, tee, unions, couplings, nipples etc. 4. Carpentry Introduction Introduction of the carpentry 1 shop and Safety precautions and first aid Hand tools Classification of hand tools, 3 carpenter's work bench, marking and measuring tools , different types of planes, type of saws, different types of chisels, holding and driving tools, drilling equipments Timber Timber, Different types of timber used 3 in carpentry artificial wood i.e. plywood, particle board used in carpentry Wood Common wood working joints, 3 working joints their uses joining materials Nails, Glue, Synthetic, adhesive etc. 5. Basic Introduction Introduction of the Basic 2 Electricity Electricity shop. Importance of Safety precautions and first-aid, Treatments for electric shocks etc. Units, Units, fundamental laws, terms and 2 fundamental definition, Current, Resistance laws Voltage. Resistance in series and parallel, Specific effects of electric current. Ohms law and its applications Conductors Conductors and insulators. 3 and insulators, Kinds of insulators as regards wires to insulation and voltage. Types of wires, cables, their types Electrical hand Common hand tools used in shop, 3 tools and Accessories -Controlling- All types of Accessories switches , Holding- All types of Holders, Protecting- All types of Fuses, General- ceiling rose, plug socket, Distribution board.

281 6. Auto Introduction Introduction to Automobile vehicles 4 Engineering Parts of two-wheeler and their 6 function, frame, wheels, tyres, brake, engine gear box, clutch etc, chain and belt drive PRACTICALS 1. Fitting 1) Marking out, scribing lines, filing flat surface, 6 checking flatness 2) Filing four edges to faces and prepare 8 the piece within dimensions, checking the squareness and dimensions 3) Sawing and champhering 8 4) Simple square fitting in male and female joints 8 2. Welding 1) Familiarity with arc welding process striking an arc, 6 2) Preparation of joints, practice of straight line beads. 8 3) Open corner joint weld on M.S. Materials. 8 4) T fillet joint weld on M.S. Materials. 8 3. Plumbing 1) Familiarity with different plumbing tools to hold and cutting G.I./ P.V.C pipe 6 2) Threading different G.I./P.V.C pipes and join 8 them with the coupling, tees, elbows, bends etc. as per simple layout 3) Fitting of cocks, valves, unions and water metre 8 on a water line 4) Installation of a wash basin, with all its connections 8 and fitting 4. Carpentry 1) Planning the faces and sides of a wooden piece 7 making them. 2) Flat within dimensions and 90 to each other 8 to check the squareness and flatness, sawing by the different methods. 3) Preparing simple job, using simple half lap joints 8 or cross half lap joint 4) Preparing an utility article using above joints 7 5. Basic 1) Single and Standard conductors forming different 6 Electricity joints like Britania, Tee, Western Union etc

282 2) Study the connection of simple series and 6 parallel circuits involving various combinations 3) Wiring jobs on wiring board for practice in fixing 6 and connecting different accessories 4) Connecting fluorescent tubes/ ceiling fan through 6 regulator/ Electric iron. General Safety to be observed 5) Simple wiring circuits in P.V.C. pipe and 6 P.V.C. casing and capping 6. Auto 1) Replacing and setting a clutch cable, replacing 8 Engineering and adjusting gear cable for two wheeler. 2) Checking, replacing and testing the bulbs of head 8 and tails break lights, Side Indicator (Only for demonstration) 3) Removing and refitting the front wheel of two 8 wheeler cleaning and polishing the break shoes. 4) Remove spark plug, clean it, Prepare 6 and Inspection, Reassembled

Project Work - For Example 1) Book Rack 2) Black board stand 3) Photo Frame 4) Agricultural instruments (Hand Operated) 5) Towel Bar

NOTE- 1. Project work should include estimating and costing. Imbibe product consciousness and quality consciousness in the students. 2. The project work given in syllabus is only for guideline candidate may choose any one project and prepare it. He / She has liberty to prepare any useful project other than the mentioned project. He / She may produce a collection of information regarding latest indigenous technology. He / She may write a visit report about any nearest industry and their product. 3. One project should be compulsory for each students / group of maximum ten students.

283 Elements of Mechanical Engineering (V2) STD -X (Paper-I) Engineering Drawing and Information Technology Section I- Engineering Drawing Theory

Sr. No. Topics Sub Topics Periods

1. Surface Surface development of simple solids like 3 Development (cube, cone, cylinder, prism, pyramid etc.) 2. Orthographic Orthographic projections of simple machine parts 3 Projections in common use by third angle method 3. Blue Print Reading Reading of Simple blue prints, 2 Exercise on blue print reading & practice 4. Isometric Isometric Projection, Construction of Isometric 3 Projections Scale, its use, Isometric Axis, Isometric views by natural scale, Isometric projections of simple objects by Box method 5. Introduction to a) Rivets and their types (Heads) machine b) Screw threads and their types. drawing c) Screw threads Terminology d) Nuts - Types of nuts (square, hexagonal, ) e) Bolt - Types of bolts (square, hexagonal, ) f) Keys, cotters (Simple types) & washers 4

PRACTICALS The following assignments are to be drawn on half imperial drawing sheets. 45 Periods

1. Simple developments of cone, prism, cylinder 1 Sheet 9 and pyramid (any two) 2. Orthographic projections of machine parts 1 Sheet 9 3. Isometric views from given orthographic view 2 Sheet 18 4. Free hand sketches of threads rivets, nuts, 1 Sheet 9 Keys, cotters & washers

284 Section II Introduction To Information Technology Theory

S.No Topics Sub-topics Details Periods 1. Introduction Necessity, Necessity Advantages Conventional 1 to AutoCAD Opening Auto methods of drafting, Auto CAD, CAD Screen, Different Tool Bars, Command line, Setting Limits - Metric. Co-ordinate Absolute, Relative, Polar 1 System Commands Draw commands : Line, P-Line, 1 Circle, Polygon, Arc, Ellipse, Rectangle. Modify Commands : Erase, Copy, Move, Offset, Trim, Extent, Break, Fillet, Scale, Array, Mirror, Chamfer, Explode. Line types Changing line type, Toolbar, linear, 1 and Angular Dimensioning 2. Introduction Introduction What is a network? Use of Networks. 1 To Computer Types, LAN, MAN, WAN etc. Star, Ring, 1 Networking Topologies Bus, Mesh etc. Components Modem, Switch, Hub, Routers. 1 3 Internet Introduction What is Internet? How it Works? 1 Domain, Address, Internet Service Provider, Browser Application, E-mail, Web Browsing, 1 E- commerce Searching, Web Applications like online banking, online reservation, online shopping & online exam. Concept of E-commerce, Advantages and Applications 4 HTML Introduction Language used in World Wide Web, 1 concepts of Hyper Text Mark up & language, Advantage & Disadvantage

285 Structure Structure of HTML Documents, Tags, 1 of HTML Attributes. Application Creating Web Pages using 1 HTML tags 5 Introduction to Introduction Introduction to C++ language, 1 C++ Language Application & Features of C++. Tokens in Keywords, Identifiers, Variables, C++, Data Constants , Strings and Operators, types Basic data types Structure A structure of C++ Programme 1

Practicals 1. Auto Cad 1) Drawing of simple object and like Rectangle, 6 Circle etc. 2) Drawing of simple orthographic Views with Dimensions. 2 Networking 3) Internet Browsing (1-Practical) 7 and Internet 4) Sending and Accessing e-mail message 7 (1-Practical) 3. HTML 5) Simple Programmes in HTML Language 16 (2-Practicals) 4 C++ 6) Simple Programmes in C++ Language 16 (2-Practicals) Achievements a) Each Student will draw an orthographic projection of simple solid by using AutoCAD. b) A batch of students will browse the internet and send and receive at least one e- mail message.

Important Note

1) Printed study material and Practical Assignment should be prepared by the teacher and made available to the students to save the teaching time.

2) Teacher should prepare his own power point presentation on different topics and show it to students.

3) Teaching should be done on-line with the help of computer and LCD

286 Paper-II Elements of Mechanical Engineering (V2) Theory

Sr. No. Shop Topics Sub Topics Periods

1. Fitting Filing process Technique of filing, Flat filing, 2 Angular filing, Straight filing Cross filing draw filing Drilling Introduction to drilling, Parts of 2 Drill- Shank, Tang, Body clearance, . Margin (lead), Flute, Web, Lip clearance, Dead centre,Drill- Flat . Twist, Carbide tipped, Straight shank, Taper Shank Cutting angle of drill Threading Internal threading, tap and tap wrench, 1 Care can be taken while tapping Drilling Introduction to hand operated, 3 machines bench and pillar type electric drilling machines (With Block diagram) important part and their functions, types, Specifications, Operating principals care and maintenance. Heat treatment Heat treatment and its important 2 2. Welding Welding Welding equipments i.e. oxygen and 4 equipments acetylene cylinders, Regulators, blow pipes, Their selection to use care and maintenance. Welding Welding electrodes their types 2 electrodes selection according to jobs to be performed, effect of moisture on electrodes Welding Welding techniques right hand left 4 techniques hand welding, common welding defects and their causes, precaution to be taken to avoid welding defects. Common welding symbols used in drawing.

287 Sr. No. Shop Topics Sub Topics Periods

3. Plumbing Cocks Types of cocks – pillar, 4 and valves concealed , stop, automatic, ball, multiuse, spring loaded etc. their uses various types of valves like sluice, non-return, gate valve, air valve, foot valve, their uses, care and maintenance Pumps Pumps and their classification, 3 centrifugal pump and hand pump, their principle of working, parts and its function in short. Domestic and irrigation pump in common use. Installation of domestic pump, pipe 3 connection of pumps and fitting, priming used for centrifugal pump and hand pump trouble shooting. 4. Carpentry Wood Different types of wood working 6 working Machines e.g. wood turning lathe, Machine circular saw, band saw planning machine etc. Their description, parts, functions. Care and maintenance of the machines. Accessories Various accessories, hinges, tower 4 bolt, aldrops, door locks, handles etc. used in normal carpentry work, their types, specification materials and uses 5. Basic House wiring, Different types of house wiring 2 Electricity M.C.B, Wiring M.C.B. and its important. Wiring Symbols, symbols, Connections of electrical Measuring measuring instruments in circuits, instruments i.e. ammeter, voltmeter, Energy- meter, Meager Contact Earth Leakage contact Breaker 2 Breaker and I.E. Rules. Wiring layout Wiring layout for domestic purpose 3 (Additional Knowledge of electrical power saving lamp, electronic chokes etc.)

288 Sr. No. Shop Topics Sub Topics Periods

A.C. A.C. Fundamentals different terms 3 Fundamentals used in A.C. and their inter terms relation between current, voltage, power factor, General idea of Single phase and three phase Invertors Introduction , working 1 6. Auto Introduction Introduction to Internal combustion 4 Engineering to Engines Engines and External Combustion Engines, Two stroke and four stroke engine, Diesel and petrol engine. Their types, application and disadvantages. Systems Engines Fuel system, Ignition 3 system, cooling system Maintenance Periodical maintenance of 3 two-wheeler

PRACTICALS 1. Fitting 1) Marking out, with location of holes 10 of different sizes, on already filed piece drilling taping and counter sunking on a hole. 2) Making a job of any Hexagonal shape 10 within an accuracy of 0.5 mm 3) Simple male and female job. 10 2. Welding 1) Inside corner joint in flat position 10 2) Fillet lap joint in Horizontal position 10 3) Butt Joint of M.S. plate 10 3. Plumbing 1) Mounting a centrifugal pump with prime 10 mover on test bed with all fitting running testing 2) Piping and fitting of geyser, shower with hot 10 and cold water services as per layout 3) Dismantling of centrifugal pump, 10 cleaning the parts and reassembling 4. Carpentry 1) Simple Dovetail joint. 10

289 2) Mortise and tenon joint 10 3) Wood turning involving preparation utility 10 article like file handle, rolling pin table lamp, doumbells etc. 5. Basic 1) To draw wiring diagrams for connecting voltmeter, 8 Electricity Ammeter and Energy meter, connect and study reading 2) Different wiring exercises for connection 10 and fixing electrical accessories (Minimum two exercise) 3) Connection to geyser and storage 6 type water heater. 4) Connection to domestic Electrical water 6 pump by using D.O.L. starter in the circuit. 2) Cleaning of a spark-plug 10 3) Battery dismounting from a vehicle, 10 checking specific gravity of electrolyte

Project Work – For Example project. He / She may produce a 1) A kitchen Rack collection of information regarding latest indigenous technology. He / She may 2) Shoe Stand write a visit report about any nearest 3) Agricultural instruments (Hand industry and their product. Operated) 3. One project should be compulsory for 4) A window grill each students / group of maximum ten students. 5) Wooden Bracket Pre-Vocational subject NOTE- Elements of Electrical and Electronics 1. Project work should include estimating Technology (V3) and costing. Imbibe product consciousness and quality According to the latest frontline consciousness in the students. curriculum declared more emphasizes given on imparting vocational skills at secondary 2. The project work given in syllabus is education level. Introduction to Basic only for guideline candidate may choose Technology is in consistency with this frontline any one project and prepare it. He / curriculum. It imparts practical Training of She has liberty to prepare any useful various vocational skills. The students are project other than the mentioned trained to solve the daily life problems by

290 using those skills. The Pre-Vocational 3. Delivery channel for New Technology- Education should provide some work The school Technical wing in remote experience to the students for preparing them rural area also acts as a channel for for world of work. delivery of new technology because of This curriculum is designed to the availability equipment and staff and acquaint the students to provide them basic their use in service to the community skills. The skills learnt while carrying out jobs 4. Plan future Career. will be useful to the student and it need arises, Benefits expected from this: he can develop these skills further and acquire self and /or wage employment. The student will get a wide exposure the work. He will be guided to apply acquired Objectives knowledge and skills to socially useful work. The Objectives of Pre-Vocational This will generate self confidence in the Education at the secondary stages are student by making services available to the 1. To develop the fundamental workshop community; education will be brought closer skills useful in everyday life to the community. 2. To develop skill in handling and use of The community, the staff and to limited different tools, instruments and extent the students will also share economic accessories. benefit. The student will be encouraged to develop his own potential and will be helped 3. To facilitate the student in making to make choice of his future career. choice of vocational courses at the higher secondary level. Instructions 4. To acquire basic knowledge and 1. The whole scheme of Pre-Vocational understanding of Engineering Drawing. is explained through three points. Scheme of the examination, Syllabus, 5. To enable students to learn to process task list. words and number, analyze data, communicate ideas effectively and 2. The syllabus is just a guide line for the make the optimum use of computer teacher. The teachers are expected to recourses. refer the teaching material and reference book, locally useful 6. To enable student to learn to use the information related to practical Skill. World Wide Web in order to gather knowledge and communicate with 3. Each period comprises of 30 to 35 students and the academic community minutes. It is taken for granted that this all over the world subject will be allotted 12 periods per week per standard. In general during 7. To develop pride in labor work and use one educational year 35 weeks are skills acquired in daily life. available [365 days of a year - 80 This Pre-Vocational student has the holidays, 52 Sundays, 12 unit test days, following aims: 24 terminal and final exam days, 5 gathering and local holidays etc days 1. Capability to think and act =192 days = 30 weeks ] considering 2. A work culture 30 weeks per year x 12 periods per weeks = 360 periods per year.

291 4. The teachers may require extra time to taught practical. Hence the policy to teach the section more effectively. The distribute the workload between lecturer school administration is also expected and Instructor should be flexible. to provide necessary infrastructure. 6. The Head Master and Head of the 5. Most of the sections are expected to Technical Department are also be taught practically Hence it is expected to distribute the available advisable that the theory periods may workload between Lecturer and be utilized for the Practical or Projects Instructor equally in available staff. or some theory topics can be effectively

292 10.3 Elements of Electrical and Electronics Technology (V3)

STD -IX (Paper-I) Engineering Drawing and Information Technology Section I- Engineering Drawing Theory

Sr. No. Topics Sub Topics Periods 15

1. Introduction Principal, Objectives and application of 1 Engineering Drawing. 2. Drawing Drawing instruments and their applications, 1 instruments Layout of drawing sheets Sizes of Drawing papers . as per I.S.I. (i.e.A1, A2, A3, A4) 3. Lettering Lettering and numerical to I.S.I . 1 and numerical 4. Types a) Types of Lines used in engineering drawing, 2 of Lines b) Dimensioning techniques and Dimensioning 5. Simple a) Bisect a line, trisect a right angle, Divide a line Geometrical into any number of parts Construction b) Construction of Regular polygons c) Simple curves e.g. Ellipse 3 6. Introduction a) Explaining the term plane H.P., V.P., A.V.P. to orthographic and ground line. projection b) 1st Angle and 3rd Angle method of projection

293 Sr. No. Topics Sub Topics Periods 15

c) Orthographic projection of simple solids 3 (Cube, cone, cylinder, prism , pyramid etc., by 3rd Angle method (Standing position) 7. Introduction to a) Introduction to isometric projections 4 Isometric b) Drawing of isometric scale, projections c) Difference between isometric drawing and isometric projections d) Isometric views of simple solids with dimension

PRACTICALS The following assignments are to be drawn on half imperial drawing sheets. 45 Periods

1. Lines, letters, and numbers 1 Sheet 9

2. Simple Geometrical Constructions involving 1 Sheet 9 Divide of line into equal number of parts, Construction of Regular polygons , Simple curves e.g. Ellipse (By one Methods) 3. Orthographic Projections of simple solids like 1 Sheet 9 Prisms and Pyramids 4. Orthographic Projections of simple solids 1 Sheet 9 like cylinder, cone 5. Conversion of simple pictorial view into 1 Sheet 9 orthographic view

294 Section II - Introduction To Information Technology Theory

Sr.No Topics Sub-topics Details Periods

1 Computer Fundamentals Definition of Computer, 1 Block Diagram of Computer, Function of Different Units of Computer 2 Operating Introduction to DOS, Windows, Unix, Linux 1 Systems & Operating Study of various Accessories Accessories Systems and Notepad, Word pad, Paint, Calculator 1 Accessories

3 Office Introduction to Starting MS Word ( MS Word 2003) 1 Automation MS Word Creating a New Document, Tools Creating and Selection of text, Editing text, I Editing a nsert / type over, Delete, undoing Document mistakes, cut, copy, paste Formatting Font, Selection, Size And Style (B/I/U) 1 Paragraph Paragraph Formatting, Paragraph Spacing, Line Spacing. Boarders and shading Miscellaneous Spelling checking, creating a table, 1 Adding data to the table, changing row & column size, Inserting a picture. Page Inserting page numbers, margins, 1 formatting headers & footers, Page Setup, and Printing preview, Printer, Selection, Copies, Printing Documents Introduction to Starting MS Excel 1 MS Excel (MS Excel 2003) What Is Worksheet, Screen layout, choosing commands, Creating . Worksheet, Saving Worksheet, Opening & Exiting worksheet, Entering data,

295 Sr.No Topics Sub-topics Details Periods Editing Editing cell content, Inserting - Cell, 1 worksheet Column, rows, Deleting - Cell, Rows, Creating Column, Formatting- Cell, Rows, Formula Column, Moving cells, Copying cells, Clearing-data, content, format, undoing mistakes, Creating a formula, Arithmetic Operations Only Insert charts Charts-Line, Bar, Pie, XY 1 Introduction Starting MS Power point 1 to MS ( MS Power Point 2003) Preparing Power Point Slides, typing into slides, file management, Changing slide views, Changing text style, Slide show. Multimedia What is multimedia? Use Of Multimedia 1 Application Of Multimedia In Power Point Presentation (Sound Recorder), 4 Communication Concept Concept of Communication, 1 and Type Formal, Informal, Oral, Writing. Modes Phone, Fax, Internet, Postcard, 1 Newspaper, Television, Mobile etc. 5 Internet Introduction What is Internet? Uses of Internet. 1 to Internet

Practical

1 MS Office M S Word 1. Prepare a document- An article, 8 story in English using the word processing including selection of points marking index word and titles for contents page Approx. 200- 400 words or 2k bytes. 2. Type Any Paragraph From Your 8 English Reader Book And Apply Spell Check On It. MS Excel 3. Prepare A Mark sheet Of Six 8 Subject Enter At least 10 Records And Use Sum, Auto Sum, Insert, Delete, Records, Find Grand Total Of Each Student Using Sum Formula . 4. Prepare Different Charts 8 (Pie, XY, Bar, Line) MS Power 5. Prepare One Presentation Using 8 Point Power Point (At least Three Slides) 2 Communication 6.Study of sending fax message 5

296 297 298 299 300 Project Work – For Example only for guideline, candidate may 1. Book Rack choose any one project and prepare it. He / She has liberty to prepare any 2. Blackboard stand useful project other than the mentioned 3. Photo Frame project. He / She may produce a 4. Electronic Fence collection of information regarding latest indigenous technology. He / She may 5. Electronic Fuse write a visit report about any nearest NOTE industry and their product. 1. Project work should include estimating One project should be compulsory for and costing. Imbibe product each students / group of maximum ten consciousness and quality students. consciousness in the students. 2. The project work given in syllabus is

301 302 303 e-mail

304 ,

305 306 307 Project Work – For Example. 2. The project work given in syllabus is 1. A kitchen Rack only for guideline candidate may choose any one project and prepare it. He / 2. Shoe Stand She has liberty to prepare any useful 3. Agricultural instruments (Hand project other than the mentioned Operated) project. He / She may produce a collection of information regarding latest 4. Electronic Voltage stabilizer (Regulator) indigenous technology. He / She may 5. Electronic Fence / Relay / Door Safety write a visit report about any nearest NOTE industry and their product. 1. Project work should include estimating 3. One project should be compulsory for and costing. Imbibe product each students / group of maximum ten consciousness and quality students. consciousness in the students.

308 SCHOOL EXAMINATION 11.1 CERTIFICATE SUBJECT (COMPULSORY) (P1) HEALTH AND PHYSICAL EDUCATION

Std The syllabus has certain distinct IX and X characteristics Introduction 1. It has been designed for the masses The process of Physical Education and not merely for selected few. requires the integration of psychomotor, 2. It is realistic, achievable, effective, cognitive and affective learning. As a part of accountable and objectively this process, the physical education content measurable. area establishes the competencies and skills 3. In the secondary stage Health and necessary for all students to be physically, Physical Education curriculum is based mentally, socially and emotionally educated. on the curriculum of the primary stage. Each individual possesses a Life Energy Curve, which cannot be rewritten but can be 4. It takes care of the Rural and Urban improved upon. school settings, the availability of infrastructure, the time span of a period Unfortunately in today’s age we have and the teacher-student ratio. been successful in engineering activity out of modern life and we train children to be 5. It proposes continuous comprehensive sedentary. Research strongly suggest that evaluation which involves student this life style would ultimately lead to the onset participation. of hypokinetic diseases like premature death, 6. Self learning has also been blood pressure, diabetes, cardiac problems, incorporated in the syllabus in terms of etc. Stress is one other factor that is assignments, observation, project work adversely affecting the lives of one and all. etc. Hence intervention in the schooling age would be one of the keys to address this serious 7. A new concept of deriving a Physical problem. There is a growing momentum for Fitness Index for each school has been change, and the proposed syllabus of Health suggested. Motivation in terms of and Physical Education has adopted a totally Awards would also be considered for new approach. We now seek to implement the Best School. outcome reform. This challenge requires us Wide range of option has been to approach the subject with a whole new suggested, so as to take care of diversity in mind set. It focuses on encouraging the the State. The focus being Fitness, Fun, adoption of appropriate life ling exercise Excitement and Skill, along with the behaviour in order to develop and maintain development of a positive attitude towards sufficient health related physical fitness for lifelong exercise behaviour which would adequate functional capacity and health ultimately lead to Wellness and the Health of enhancement. the Nation.

309 OBJECTIVE following learning outcomes. 1. To promote physical fitness A student – 1.1 Health Related Physical Fitness. 1. Achieves and maintains a health- enhancing level of physical fitness. 1.2 Motor Related Physical Fitness. 2. Demonstrates competency in many 2. To promote Sports Skill acquisition movement forms and proficiency in few 3. To promote lifelong Physical activity and movement forms. Physical fitness 3. Applies movement concepts and 3.1 Skill in life time recreation. principles to the learning and 3.2 Skill in life time fitness. development of motor skills. 3.3 Adoption and maintenance of a creative 4. Exhibits a physically active lifestyle. life style. 5. Understands that physical activity 4. To promote cognitive learning provides opportunities for enjoyment, challenge, self expression and social 4.1 Games and sports rules interaction. 4.2 Scientific basis of movement and health 6. Demonstrates responsible personal 4.3 Physical fitness concepts and and social behavior in physical activity procedures settings. 4.4 Drug/Dope abuse 7. Demonstrates understanding and respect for differences among people 5. To inculcate desire to compete in physical activity settings 5.1 With oneself Health and Physical Education for 5.2 With others IX and X 5.3 For Excellence The syllabus of Health and Physical 6. To promote Social development Education comprises of two parts. 6.1 Self concept 1) Theory and 2) Practicals. 6.2 Interpersonal skills The weightage given to these two parts Learning Outcomes and their sub units including evaluation are The syllabus in Health and Physical as follows. Education at this stage aims at realizing the Health and Physical Education (A) Practical 80% (B) Theory 20% Part A - This part comprises of the following No. Items Standard - IX Standard - X 1 Physical fitness 20% 20% 2 Athletics 20% 20% 3 Sports and games 45% 45% 4 Yogic exercises 10% 10% 5 Body Management Skills 5% 5%

310 Std. IX and X

Syllabus

The syllabus for the IX and X standards consists of two parts A and B and its subparts.

They can be schematically represented as follows.

Physical Education

______|______| | A B | | Practical Theory ______| | | | | | | A-1 A-2 A-3 A-4 A-5 Knowledge Application H.R. Athletics Games Yoga Body level level and Phy. Sports Management Fitness Skills And Motor Fitness

Practicals for proficiency in these areas. These activities Std. IX and X should be gradually increased in terms of Frequency, Intensity, Time and Type of Part – A Exercise. (FITT) principle. This part consists of five sub parts Development of Health Related A-1 Health Related Physical Fitness and Physical Fitness and Motor Fitness Motor Fitness components is compulsory. Schools should adopt innovative and viable methods to A-2 Athletics improve these components. A-3 Games and Sports Components of Health Related Physical A-4 Yoga Fitness (HRPF) A-5 Body Management Skills A.1.1 Cardio Vascular Fitness A-Health Related Physical Fitness A.1.2 Muscular Strength and Motor Fitness : A.1..3 Muscular Endurance This is the most important part of the A.1.4 Flexibility curriculum, which is to be objectively evaluated. Activities have been suggested A.1.5 Body Composition

311 Activities suggested for developing ii) Pullups-Modified Pullups Health Related Physical Fitness iii) Knee sit wall Points to be considered A.1.4 Flexibility-compulsory A.1.1 Cardio Vascular Fitness i) Suryanamaskar i) Target Heart rate ii) Stretching Asanas with, without aid ii) Warning up and cooling down A.1.5 Body Composition - Compulsory iii) Exercises- Compulsory - 1) Stretches (i) Waist to Hip Ratio (W:H) (i) Body 2) Upper body development Man Index (B.M.I.) Lower body development Desirable - Measurement of Body Fat Mid section development with skinfold calipers. iv) Activities : Routines Counselling with respect to Nutrition a) Exercises to music and Exercise. b) Continuous movement activity A.1.6Components of Motor fitness (MF) Compulsory - i) Speed Aerobics, Rope Jumping ii) Agility Minimum One - iii) Power Jogging, Walking, Interval Training, iv) Co-ordination Circuit training, Astronaut Drills, Staircase running, Hill running, Running on the spot. A.1.6.1 Suggested Activities for developing Motor Fitness (M.F.) A.1.2 Muscular Strength-compulsory i) Speed-50m.run, sprints, games, i) Dandas Frisbee games ii) Pushups Boys/Modified Pushups-girls ii) Agility - (6x10)Shuttle run, games, iii) Pullups/Modified Pullups-girls Frisbee games iv) Squats and Wide squats iii) Power- Plyometrics, games, Frisbee v) Lunges games vi) Rope climbing iv) Co-ordination-Skipping, Wall volley, Ball Drills, Frisbee games vii) Flexed Arm Hang/Hanging viii) Sitting Ball Throw (Basket Ball) A.1.6.2 Obstacle Course – Compulsory A.1.3 Muscular Endurance-compulsory The obstacle course comprises of Stretching, Vaulting, Agility, runs, i) Sit ups – Bentknee Climbing, Hanging, Chinning, Crawling, Curl ups Balancing etc. to develop Motor fitness. Reverse curls Variations include Run for time Obliques Repetitions.

312 A.2 Athletics – 3) Basic Skills- offensive, defensive Drills It is a compulsory activity and has an for the skills essential and a desirable component. 4) Tactics, Strategies & Techniques-Drills The performance level has to improve 5) Participation in game from IXth to Xth. Intramurals should be 6) Officiating conducted on Mass level. Items Essential Desirable 7) Skill related test Runs 50 m., 100m. 200 m., 400 m. A-4 Yogic Exercises Relays 4 x 100 4 x 400 m. Yogasanas prescribed standard wise are as given below - Jumps Long Jump Triple Jump 1) Sarvangasana High Jump -- 1) Ardha Matsyendrasana Throws Shot Put Discus/Javelin 2) Tolang ggulasan

A.3 Sports and Games – 2) Paschimottanasana The Sports and Games have been 3) Hansasana divided into three groups (‘A’, ‘B’ and ‘C’) 3) Bhadrasana The school must make arrangements 4) Badh Padmasana for at least one from each group. 4) Ushtrasana Regular Intramurals must be conducted for the same. 5) Halasana AB C 6) Akarana Dhanurasana Kabaddi Volley ball Wrestling 7) Vipareet Karni Kho-Kho Hand ball Judo 8) Shavasana Foot Ball Basket Bal Karate Pranayam –Anulom- Vilom Pranayam - Ujjai Cricket Hockey Taekwondo Yogasana program should start with Soft ball Suryanamaskars and close with Shavasana Instead of above games, you have to & Omkar. select any one game which is Popular & Favorite in school area. A-5 Body Management-Skills The games should be taught according to 1) Posture – Correct form of the the guidelines given below – followingStanding Sitting Walking Lifting 1) Warming up-Single, Partner-free hand 2) Anthropometric measurements- Height, exercises Weight, Body girths-shoulder, chest, arms, wrist, waist, thigh, calf. 2) Conditioning

313 Stds.IX and X 3) Rules of the games (Games nor Theory selected in part A-2) Part-B 4) Basic first-aid techniques (two) This part comprises of theory which 5) Records is related to health and physical education. 6) Ethics and values related to sports This would help develop an attitude and 7) Personal course in fitness (laboratory awareness towards the various issues methods) level-1-calculation of personal related to physical education and sports and fitness index. to work towards understanding lifetime wellness. Std.X Nonconventional methods of teaching 1) Components of physical fitness and which encourage self learning should be wellness adopted, student participation is central to 2) Factors affecting physical fitness and the learning outcome of this part. wellness Project, assignments, Debates, etc. 3) Benefits of exercise are some suggested methods. The teacher should use innovative methods and 4) Obesity approaches and ensure maximum student 5) Nutrition participation. 6) Sports awards Std.IX 7) Personal course in fitness (lab methods) 1) Meaning and importance of physical level-2 fitness and wellness Calculation of fitness index and 2) Related sports terminologies (ten) comparison of fitness index between two people from different Strata.

314 SCHOOL EXAMINATION 12.1 CERTIFICATE SUBJECT (Any One) Scouting & Guiding

Std : IX Practical Theory 1) Know knowledge about the Historical, Physical, Economics, background of 1) Scouts – Guides prayer song your village, Block or Taluka. 2) Scouts / Guides Flag-Song - Jhanda 2) Community Development project, geet. illiteracy awareness of Health 3) Prayer . Camp fire song Education. 4) General knowledge or History of Scout 3) To teach good Health habit to the child. & Guide movement 4) Nature study project. 5) Scout & Guides Law & Promise. 5) Services of Panchayat / municipality. 6) Know the composition & Significance 6) Good behavior. of the national flag, world Scout & Guide 7) Serve in mela or health camp. flag, Bharat Scout & Guide flag diagram & imports. 8) Survey of your locality about water sewage and pollution problems. 7) Learn your patrol, its flag & yell, song & 9) Visit to Historical place. patrol corner know the importance. 10) To make project, estimate of cooking. 8) First-Aid box & its contents, treatment for cuts, scratches, scalds, choking 11) Nature Lover – snake, earthworm. fractures & collar Bone Arm, leg. 12) Visit to voluntary Institution or social 9) Compass – uses, finding north, setting welfare Institutions and submit a report. north, knowledge of paces & bearing. 13) Ecologists, soil Conservation, solar 10) Knowledge organization of Bharat energy awareness, water literacy, cancer awareness, water management, Scout & Guide movement. computer awareness. 11) Learn six rope knot’s & its uses. 14) Traffic – Vehicle problems, electrical 12) Whipping the ends of a rope. utilization its disadvantages, 13) Knowledge about Uniform & Patrol Disadvantage of mobile. System. Std X 14) Wood craft signs & Wide Game. Theory 15) Preparation of Patrol Hike/Participation 1) To tie and show the uses of Hitches in two troop/Company meeting & Lashings. Overnight Camp. 2) Estimation Distance and Time. 16) Knowledge of Social Service. 3) First-aid – wound dressing , stretcher

315 making, carrying patient debater, friend to animals, Gardner, 4) First Aid – shock fainting. Handyman. 5) Pioneering – use of Axe & knife, bill 6) Fire – Lax and Light wood fire in open hook, Hand saw, small pickax with not, more than 2 match sticks or clean and light stove, safety precautions 6) Map sketches Identification mark, with regard, to fire. Bucket – chain reading drawing & Tourist map. method. Tackling a dry grass Fire. 7) How to pitch tent and improvised 7) Cooking – In open two simple dishes shelter. and tea. 8) Handicrafts and making gadgets 8) Patrol games. demonstration. 9) Whipping he ends of the rope. 9) Fire Demonstration of wood fire to stop gas leakage, safety precautions with 10) Knew knots and uses. regard to fair. 11) Estimation – Estimate any given two 10) Knowledge of All faith prayer & good heights depths, not more than 30 behaviour. meters. Two weights not more than 2 Kg and two different types of things in 11) Knowledge of Proficiency Badges & numbers. night game. 12) First-Aid – Treatment for shock, fainting 12) Knowledge of community development. chocking. Deal with simple fracture of 13) Knowledge of Thinking day & arm, collar, borne and jaw fracture first Foundation day. aid for drowned person and electric shock. Demonstrate mouth to mouth 14) Theory – Signalling – more code. resuscitation. 15) Knowledge about Social Service camp. 13) How to pitch a tent improvised shelters. 16) Preparation of Overnight Hike & night 14) A Trestle and Rope ladder with the help game. of another scout. 17) Knowledge of Proficiency Badges 15) Log Book – Service – Our heritage & Group A & B. culture development in school. Social Practical services camp service in fair / mela. 1) All faith prayer. Solution to any problem in the locality. National integration. Motivation 2) Lashing on stickers. programme for family welfare. Gobi 3) Demonstrate the practical use of project – Leprosy control programme. compass and know the sixteen points. Ex. Aids-sq flu, Dengu, & Chiken gunia etc. 4) Good turn. 5) One and proficiency Badge : Cook,

316 Maharashtra Cadet Corps 12.2 (MCC)

For Std.IX only Syllabus Introduction 1. Drill The overall aim of Maharashtra Cadet 2. Self Defence & Unarmed Combat Corps Syllabus is to ingrain in students minds 3. Character Building & Natiional the utmost necesity of being worthy Citizens, Integration with healthy minds and bodies with the awareness of their minimum essential 4. Traffic rules & Internal Security obligations towards society. To enable them 5. First-Aid Hygiene & Sanitation to assist the authorities and citizens at the time of need. To creat Social awareness 6. Social Work and brother 7. Camps OBJECTIVE 1. Drill 1. To inculcate the sense of discipline, 1.1 Turning while marching and wheeling. bearings and appearance. 1.2 Saluting while marching (Left, Right) 2. To develop the confidence and ability 1.3 March past in columns and files to protect oneself. 1.4 Ceremonial parade 3. To develop spirit of Co-operation, Comradeshio, brotherhood and dignity 1.5 Word of command (Practices) of labour. 2. Self Defence and Unarmed Combat 4. To acquire knowledge of elementary 2.1 Vulnerable parts of the body aspect of good health. 2.2 Practice of unarmed combat 5. To acquire knowledge of first aid, Hygiene, and sanitation. 2.3 Defensive sports (a) tug of war (b) Push away, (c) prison break, 6. To create awareness of good and (d) finger bent moral character in the young students. 3. Character Building and National 7. To develop the sense of national Integration integration 3.1 Leadership qualities and 8. To inculcate the cause of accident, development good traffic and civil sense. 3.2 Brief study of prominent national 9. To familiarise students with the origins and military leaders of Maharashtra of social tensions. (a) King Shivaji, (b) Rani Laxmibai, 10. To aquint with primary information of (c) Subhash Chandra Bose, Rifle. (d) Gen.Arunkumar Vaidya

317 3.3 Religious, customs, traditions and 6.1 Improvement of road/drainage and culture of Maharashtra cleaning of surrounding areas. 3.4 Patriotic marching Song/songs – 6.2 Pulse polio and Aids awareness: (At least one) Eradication of supersition & addicttions. 4. Traffic rules and Internal Security 6.3 Tree plantatiion 4.1 Necessity for traffic rules, prevention of 7. Camps accidents and basic traffic right. Visit to a place of interest of educational 4.2 Basic idea of internal security and importance, Treakking, Bicycle expendition. health. the district authorities in an Examination will be conducted at the end of emergency like earthquakes, floods and year for 100 marks. civil security. A) Practicle – 50 marks 5. First-Aid Hygiene and Sanitatiion B) Theory – 50 marks 5.1 Fractures and Harmorrhage 5.2 First aid in animal bites from Snakes Note – A Total of four periods split into two and Dogs. sessions of 60 minutes each (30 minutes x 2 periods + 60) will be organised 5.3 First-aid in burns, shocks and one after each term. drownings. The scheme of Training laid down by 5.4 Medical aid in emergency cases. the Govt.of India for the Junior Dividion of 5.5 Practice on various types of bandages. N.C.C. will be followed. 5.6 Evacuations of casualties OR 5.7 Water borne diseases and preventive Sea Cadet Corps measures. Note – The students from Mumbai City 5.8 Hints on domestic and community Completing the Course in Sea Cadet Corps sanitation. satisfactory would be exempted from N.C.C. (Navy). 6. Social Work

318 National Cadet Corps 12.3 (NCC)

Std : IX and X Sea Cadet Corps The scheme of Training laid down by Note – The students from Mumbai City the Govt.of India for the Junior Dividion of Completing the Course in Sea Cadet Corps N.C.C. will be followed. satisfactory would be exempted from N.C.C. OR (Navy).

319 12.4 Defence Studies

Std : IX and X mentally to accept the challenges. Introduction Theory IX The security of a nation depends upon 1. The National Pledge and Soldier’s Oath its defence forces. Defence studies aim at of Allegiance : creating a body of knowledge which is related a) National Integrity- Meaning and to the internal and external organisational set Importance. The diversity of India’s up of the strategic components of the religious and social life. Defence forces. The course outline is designed keeping in mind the need to Territorial Integrity –Meaning and develop interest in the defence organisation Importance- of our motherland. b) National Pledge as defined by the OBJECTIVE National Integration Council. Co-relation between National Integrity and National 1. To acquaint students progressively with Defence- aim of national defence and the role of India’s Defence Forces. c) Soldiers Oath of Allegiance and it’s for reaching implications. 2. To familiarise them with the organisation, weapons, and equipment 2. The Role of the Armed Forces (Army, of the Army, the Navy and the Air Force Navy, Airforce) during Peace under each of them. time and War time- 3. To introduct them the role of a) Meaning of National defence and organisation of N.C.C.the territorial National Security Army and the Civil Defence. b) A brief introduction of Army, Navy and 4. To create an urge to emulate the brave Airforce (Indian Armed Force) and deeds of India soldiers, sailors and meaning of peacetime and wartime. airmen in the defence of the country. c) Peace time role of Army, Navy and 5. To inculcate the qualities of discipline, Airforce. leadership, devotion to duty and loyalty d) Wartime role of Army, Navy and to the Country. Through a study of Airforce. India’s Defence set-up and to create 3. Second line of Defence – interest in them to take up Defence Introduction, Importance and their role Studies as a subject. in National Security. 6. to prepare the students physically and a. Border Security force (B.S.F.)

320 b. Indo-Tibetian Border Police. 7. Gallantry Awards—Certain hearoic c. Assam Rifles. Actions. d. Central Reserve Police. a) Gallantry Awards – meaning and necessity. e. State Reserve Police. b) Certain Heroic Action with Gallantry f. National Cadate Corp- Awards- 1) Establishment/Formation 1) Paramvir Chakra— 2) Commader/Commandent, Rank/ a) Lt. Col. D.B. Tarapore,(1965), b) Designation Maj. Hoshiyar Singh and 2nd lt. Arun 3) Location/Head Quarter. Khetrapal (1971), 4) Importance and Role in National 2) Mahavir Chakra – Lt. Commander defence. MahendraNath Mulla.(1971) 4. Importance and Role of Civil Std X defence organization. 1) The organisation of Indian Army Head a) Civil defence – Meaning, Importance Quarters. and Origine of civil defence. Introduction b) Role of Civil defence organization in Head Quarters and Role : Principal peacetime and in the time of disaster. Staff officers and their functions. 5. Defence and Environment – 2) Organisation of Army Commands a) Environment- Meaning, Scope and Command Head Quarters, Officers, Security measures of Environment. Ranks and Area responsibility of Static & field b) Co-relation between Defence and formation. Environment. 1) Static formation under Peace 6. Importance of Discipline and Training Establishment. in Military leadership. 2) Field formation under war a) Discipline and training – Meaning, need establishment. and importance 3) Organisation of Basic Units of Army : b) Valour stories of same – emient Indian 1) Infantry Battalion – Organisation, Military leaders- Weapons and Role 1. Chhatrapati Shivaji Maharaj 2) Artillery Regiment – Organisation, Total 2) Maharana Pratap Singh. guns and Role of Artillery Regiment. 3) Thorale Bajirao Peshawa. 3) Armoured Regiment – Organisation Weapons (Total tanks) and Role of 4) Field Marshal Manek Shaw. Armoured Regiment.

321 4) The Organisation of Indian Naval H.Q.- Institution. Structure of Naval H.Qs., Naval 2) Other Ranks (soldiers)- Eligibility, Commands and Officer’s Ranks & training Institutions . function 7) Civil Defence Organisation and 5) The Organisation of Indian Air force Services. H.Qs., Organisation structure of Air 1) Central Level force H.Qs., and Air Commands 2) State Level 6) Recruitment of Officers and other ranks in the Armed forces. 3) District Level 1) Officers -Eligibility and Training 4) Metro cities Services.

322 12.5 Civil Defence and Road Safety

Std IX and X Theory – Introduction 1. Civil Defence – Definition, need, scope and importance. The overall aim of syllabus of civil defence and Road safety is to create 2. General outline of Civil Defence, - awareness in the young minds and make Services; Aims and Objectives, them worthy citizens with healthy minds and Organisation & functions including bodies. To make students aware of their Headquarters. (Fire Brigades and other minimum essential obligation towards essential service) society. The study of civil defence and Road 3. Road Traffic Signs safety would enable them to assist the civilian authority at the time emergency. The creation 4. Driver’s Traffic Signals of will power, character, sportsman spirit, 5. Different type of vehicles, their social services and brotherhood and through registration, number series in different civil defence Road Safety training make states. students worthy citizens of the country. 6. Problems created by man-made and OBJECTIVE natural hazards. 1. Acquire knowledge of the concept of Practical Civil Defence including rules for road (A) Road Safety Petrol safety. (i) Operational duties on the Road. 2. Understand the importance of civil defence in emergencies and in peace time. (ii) Code of conduct & discipline 3. Develop ability to apply & adopt basic (B) Traffic Control principle of safety and protection in civil (i) Manual signals, Dual control & T defence. Junction 4. Appreciate the rule of civil defence in (ii) Road traffic signs. E.g. – foot path, national integration security and Road curb, traffic lights, zebra & pelican defence. crossing, islands, bollard, refuge, 5. Create awareness about the use of civil divider, over bridge, OR foot bridge, defence in carious fields. Subway, moving & stationary vehicles Powered two wheeler & pedal cycles, 6. Develop educability for further training large & small vehicles, fast & slow in Civil defence and develop skills. moving vehicles. 7. Inculcate the spirit of worldwide (iii) the correct method of crossing ‘ the humanism. ‘Stop look listen’ method of curb, drill,

323 the method of crossing at controlled & 6. Breathlessness (suffocation) causes uncontrolled Pedestrian crossing & and treatment. junction & at traffic lights. 7. Measures taken by organisation to (iv) Road surface markings. prevent natural & man-made disaster. (v) Different type of vehicles, their Measures taken during man-made & registration Number & series in different natural disasters. states. Practical (Std.X) A) Operation at Road Safety Patrol Theory i) Organisation & detailing a unit 1. Civil Defence Organisation – Central, ii) Operation at traffic signals State, Local iii) Operations at school bus safety patrol 2. Outline of concept of ‘Hazards’ & their remedies iv) Boarding & alighting from buses safely & correctly 2.1 Economic, cultural & social v) Show films on road safety 2.2 Revolution, internal disturbances B) First Aid 2.3 Natural hazards, floods, typhoon, storms, fires & earthquakes i) Bandage types 2.4 Accidents including road accidents, ii) Triangular Bandages for Jaw, shoulder, industrial Hazard hip & below 3. Basic Principles of First-Aid Injuries iii) Artificial Respiration methods caused in any disaster, general iv) Transportation of casualty – stretcher description & first-aid to be given. method improvised stretcher. 4. Bandage Types – Triangular Bandges, v) Breathless (Suffocation) causes Jaw, Shoulder, hip & below treatment. 5. Shock – Definition, signs symptoms and treatment

324 12.6 SOCIAL SERVICE

Std : IX STANDARD IX Introduction 1. Dignity of Labour The subject ‘Social Service’ makes 1.1 Creating awareness among students to students aware of social change. It creates be sensitive about cleanliness of their school and village or town or city. social awareness and teaches the students to behave in the right manner and to take 1.2 Being students participating in appropriate action. This subject is related to maintaining cleanliness in their locality daily life in the sense of creating civic affairs and making them to participate in Sant interest, self confidence and the ability to Gadgebaba Gramswachata movement. identify social problems. This also promotes 1.3 Preparing students for plantation and affinity for community life among the students. maintenance of trees in the school and This subject provides proper opportunity to locality. students for rendering selfless social 2. Educational Field services. Social service subject is a valuable 2.1 Participation in literacy programme. tool for developing a healthy social environment. 2.2 Loud Reading of newspapers to blind and senior citizens. Objectives 2.3 Participation in group study To enable students to – 2.4 Organize programmes such as 1) identify social problems and find recitation, storytelling, singing etc. for solutions poor students. 2) develop socially balanced personalities 2.5 Spreading information about respected useful for society achievers in and around new locality. 2.6 Eradication of blind faith and action. 3) inculcate social awareness among the students. 3. Health Education : 4) motivate students for social activity. 1.1 Creating social awareness about personal hygiene. 5) Make students communicative and 1.2 Volunteering and cooperating for Health co-operate in doing social work. Camps. 6) Develop skills for facing various 1.3 Be trained in first aid and help society. challenges in social life. 1.4 Making use of toilets, cleanliness and 7) Inculcate self-respect and self esteem. maintenance. 8) To make students participate in social 1.5 Making use of “ Sosha khadda “ and activity voluntarily. its various methods and construction.

325 1.6 Participation in vaccination and its 1.3 Participation in activities related to awareness programme. plantation and maintenance of trees. STANDARD X 1.4 Promoting gardening work in school and public places. Introduction 1.5 Helping the poor and needy people by The subject ‘Social Service’ makes the way of donating them - food, clothes, students aware of our social conditions. It medicines etc. helps students to know the needs and requirements of society. This subject makes 2. Social Service through General the studets to help the needy people. It helps Educational Programme to develop civic interest and self confidence 2.1 Participation in literacy programme among students. With the help of this subject , students learn to identify social problems 2.2 Reading newspapers for blind, old and and to think over the solutions. Through this sick people. subject, students get and apportunity to 2.3 Helping the poor and less educated render selfless social services, with the help small children to learn and study. of which healthy social environment can be 2.4 Making use of techniques such as story developed. telling, poerty recitation, singing etc. to Objectives help the small and poor children learn To enable the students to - and study i) identitfy social problems and find out 2.5 Participation in the programme of their solutions. eradication of superstitions ii) become aware of social state, social 3. Social Service through Health needs and social requirements. Education 3.1 Creating social awareness on health iii) participate in various social activities. and hygiene. iv) be communicative and co-operative in 3.2 Co-operating and volunteering in ehalth doing social work. camps v) develop various social skills 3.3 Getting training in ‘First-Aid’ and its vi) inculcate in themselves sense of self application respect and dignity of labour 3.4 Participation in immunisation vii) express gratitude towards society. programme Std IX 3.5 Making use of soak - pits or toiles or Syllabus water closets and keeping them clean. 1. Social service through dignity of Std. X labour (Physical work) Syllabus 1.1 Keeping the school and surroundings 1. Social service through dignity of clean and pleasant. labour (Physical work) 1.2 Participation in various cleanliness 1.1 Keeping the school and surroundings programmes such as Sant Gadgebaba clean and pleasurable Gram Swatchata Abhiyan.

326 1.2 Participation in various cleanliness the school and locality. programmes such as Sant Gadgebaba 2. Entertainment for Awareness Gram Swatchata Abhiyan. Programme 1.3 Participation in activities related to 2.1 Importance of Sport Events at local and plantation and maintenance of trees. district level. 1.4 Promoting gardening work in school 2.2 Awareness camps in SARS, HIV AIDS, and public places. Adolescence, Family welfare to be 1.5 Helping the poor and needy people by encouraged. Example–street plays, way of donating them - food, clothes, storytelling, songs and family visits medicines etc. 2.3 Programmes on Social integration, 2. Social Service through the use of Communal harmony and world peace. entertaining programmes 2.4 Observation of sky, stars and birds. 2.1 Organising sport events and sport competitions. 2.5 Entertainment programmes towards addressing social issues. 2.2 Organising health awareness programs for prevention of various diseases and 3. Participatory Service making use of techniques such as story 3.1 Motivate to help family members telling, street play, singing, keertan, rally etc. 3.2 To help the ill, disabled and senior citizens. 1. Dignity of labour 3.3 Understand and offer help to friends, 1.1 To create environmental awareness colleagues and others. among students to be sensitive about their school and village /town /city . 3.4 Develop compassionate attitude towards deprived and neglected 1.2 To be active and participate to maintain section of society. cleanliness in their locality. To participate into Sant Gadgebaba Gramswachata movement. 1.3 Plantation and maintenance of trees in

327 12.7 Vocational Guidance

The Syllabus for this course is as par B 9.6 Vocational Guidance (R4)

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