Class VII (Science)

Suggested Pedagogical Processes Learning Outcomes

The learner is to be provided with The learner —

opportunities in pairs/groups/ • identifies materials and organisms, such
individually in an inclusive setup and as, animal fibres; types of teeth; mirrors and
encouraged to — lenses, on the basis of observable features,
• explore surroundings, natural processes, i.e., appearance, texture, functions, etc.
phenomena using senses viz. seeing, • differentiates materials and organisms
touching, tasting, smelling, hearing such as, digestion in different organisms;
• pose questions and find answers through unisexual and bisexual flowers; conductors
reflection, discussion, designing and and insulators of heat; acidic, basic and
performing appropriate activities, role neutral substances; images formed by
plays, debates, use of ICT, etc. mirrors and lenses, etc., on the basis of
• record the observations during the activity, their properties, structure and function
experiments, surveys, field trips, etc. • classifies materials and organisms based
• analyse recorded data, interpret results on properties/characteristics, e.g., plant
and draw inference/ make generalisations and animal fibres; physical and chemical
and share findings with peers and adults changes
• exhibit creativity presenting novel ideas, • conducts simple investigations to seek
new designs/patterns, improvisation, etc. answers to queries, e.g., Can extract of
• internalise, acquire and appreciate values coloured flowers be used as acid-base
such as cooperation, collaboration, honest indicator? Do leaves other than green also
reporting, judicious use of resources, etc. carry out photosynthesis? Is white light
composed of many colours?
• relates processes and phenomena with
causes, e.g., wind speed with air pressure;
crops grown with types of soil; depletion of
water table with human activities, etc.
• explains processes and phenomena, e.g.,
processing of animal fibres; modes of
transfer of heat; organs and systems in
human and plants; heating and magnetic
effects of electric current, etc.
• writes word equation for chemical reactions,
e.g., acid-base reactions; corrosion;
photosynthesis; respiration, etc.
• measures and calculates e.g., temperature;
pulse rate; speed of moving objects; time
period of a simple pendulum, etc.
• draws labelled diagrams/ flow charts
e.g., organ systems in human and plants;
electric circuits; experimental set ups; life
cycle of silk moth, etc.
• plots and interprets graphs e.g., distance-
time graph

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 • constructs models using materials
from surroundings and explains their
working, e.g., stethoscope; anemometer;
electromagnets; Newton’s colour disc ,etc.
• discusses and appreciates stories of
scientific discoveries
• applies learning of scientific concepts in
day-to-day life, e.g., dealing with acidity;
testing and treating soil; taking measures to
prevent corrosion; cultivation by vegetative
propagation; connecting two or more
electric cells in proper order in devices;
taking measures during and after disasters;
suggesting methods for treatment of polluted
water for reuse, etc.
• makes efforts to protect environment, e.g.,
following good practices for sanitation
at public places; minimising generation
of pollutants; planting trees to avoid
soil erosion; sensitising others with the
consequences of excessive consumption of
natural resources, etc.
• exhibits creativity in designing, planning,
making use of available resources, etc.
• exhibits values of honesty, objectivity,
cooperation, freedom from fear and
prejudices

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 Class VIII (Science)
Suggested Pedagogical Processes Learning Outcomes

The learner is to be provided with The learner —

opportunities in pairs/groups/ individually • differentiates materials and organisms,
in an inclusive setup and encouraged to — such as, natural and human made fibres;
• explore surroundings, natural processes, contact and non-contact forces; liquids as
phenomena using senses viz. seeing, electrical conductors and insulators; plant
touching, tasting, smelling, hearing. and animal cells; viviparous and oviparous
• pose questions and find answers through animals, on the basis of their properties,
reflection, discussion, designing and structure and functions.
performing appropriate activities, role plays, • classifies materials and organisms based on
debates, use of ICT, etc. properties/ characteristics, e.g., metals and
• record the observations during the activity, non metals; kharif and rabi crops; useful
experiments, surveys, field trips, etc. and harmful microorganisms; sexual and
• analyse recorded data, interpret results and asexual reproduction; celestial objects;
draw inference/ make generalisations and exhaustible and inexhaustible natural
share findings with peers and adults resources, etc.
• exhibit creativity presenting novel ideas, • conducts simple investigations to seek
new designs/patterns, improvisation, etc. answers to queries, e.g., What are the
conditions required for combustion? Why
• internalise, acquire and appreciate values
do we add salt and sugar in pickles and
such as cooperation, collaboration, honest
murabbas? Do liquids exert equal pressure
reporting, judicious use of resources, etc
at the same depth?
• relates processes and phenomenon with
causes, e.g., smog formation with the
presence of pollutants in air; deterioration
of monuments with acid rain, etc.
• explains processes and phenomenon,
e.g., reproduction in human and animals;
production and propagation of sound;
chemical effects of electric current; formation
of multiple images; structure of flame, etc.
• writes word equation for chemical reactions,
e.g., reactions of metals and non-metals
with air, water and acids, etc.
• measures angles of incidence and reflection,
etc.
• prepares slides of microorganisms; onion
peel, human cheek cells, etc., and describes
their microscopic features
• draws labelled diagram/ flow charts, e.g.,
structure of cell, eye, human reproductive
organs; experimental set ups, etc.
• constructs models using materials from
surroundings and explains their working,
e.g., ektara, electroscope, fire extinguisher,
etc.

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 • applies learning of scientific concepts in day-
to-day life, e.g., purifying water; segregating
biodegradable and non-biodegradable
wastes; increasing crop production;using
appropriate metals and non-metals for
various purposes; increasing/ reducing
friction; challenging myths and taboos
regarding adolescence, etc.
• discusses and appreciates stories of
scientific discoveries
• makes efforts to protect environment,
e.g., using resources judiciously; making
controlled use of fertilisers and pesticides;
suggesting ways to cope with environmental
hazards, etc.
• exhibits creativity in designing, planning,
making use of available resources, etc.
• exhibits values of honesty, objectivity,
cooperation, freedom from fear and
prejudices

For Children With Special Needs (EVS and Science)

In learning EVS and Science, some students may require
support with mobility or manipulation skills to participate in
experiments or other hands on activities being performed both
indoors and outdoors. Students can benefit from adapted or
alternative activities, adapted equipment, the use of ICT, adult
or peer support, additional time, and support in lessons that
may not be accessible to them because of their impairment.
Additional care may be taken for some specific needs as
mentioned below.

For Visually Impaired children

• Abstract and difficult concepts
• Experiments, especially that involve physical safety
• Requirement of more time
• Understanding visual inputs like chalkboard, demonstra-
tions, presentations graphics and diagrams, etc.

For Hearing Impaired children

• Understanding abstract words and the connections between
abstract concepts, knowledge, ideas; (science concepts like
photosynthesis, habitat, microorganisms, etc. are difficult for
these children to understand without visual representations.)
• Conducting experiments
• Solving problems that involve more than one dimension;
For example, comparing objects on the basis of multiple

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 dimensions like number, size, shape, colour may be difficult
as compared to single dimension like size only

For Children with Cognitive Impairments, Intellectual

Disability
• Understanding the technical language of Science
• Drawing meaningful linkages/relationships between
concepts (for example, between pressure and force)
• Planning, organising, sequencing and generalising
• Understanding abstract concepts
• Conducting or handling science experiments.

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 Learning OutcOmes in sOciaL sciences
upper primary stage
Introduction
Social Sciences at the upper primary stage primarily aims
at understanding analytically various phenomena in the
immediate social environment. The learners are introduced to
the diversity of people and their practices in different societies,
regions and cultures within societies. Social Sciences have an
important role in generating sensitivity towards human values
of compassion, empathy, trust, peace, cooperation, social
justice, environmental protection and other concerns.
It develops with one’s own social environment self, family,
social environment and its interaction with various geographical,
historical, social, economic, and political factors. Familiarizing
the learner with the dynamics in the evolution process is
necessary so that she/he develops sufficient awareness and
necessary skills to understand these interlinked disciplines
independently.

Curricular Expectations
It is expected that the learner, by the end of the upper primary
stage (Class VIII), is able to meet the following curricular
expectations:
y recognises ways in which political, social and economic issues
which affect their daily lives across time and space.
y understands about the earth as the habitat of humans and
other forms of life.
y becomes familiar with one’s own region and realises
interdependence of various regions (local to global).
y understands spatial distribution of resources and their
conservation.
y understand historical developments in different periods of
Indian history.
y comprehends how historians study the past using different
types of sources.
y understands historical diversity to relate developments of one
place/region with those of another.
y imbibes the values of the Indian Constitution and their
significance in everyday life.
y gains a sense of the working of Indian democracy, its
institutions and processes at the local, state and union levels.
y becomes familiar with socio-economic role of institutions such
as family, market and government.
y recognises the contributions of different sections of society to
political, social, cultural, and environmental processes.

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 Class VI (Social Sciences)
Suggested Pedagogical Processes Learning Outcomes

The learner be provided opportunities in The learner —

pairs/groups/ individually and encouraged • distinguishes between stars, planets and
to — satellites e.g., Sun, Earth and Moon
• use diagrams, models and audio-visual • recognises that the earth is a unique celestial
materials to understand motions of the body due to existence of life, zones of the
earth. earth with special reference to biosphere
• observe stars, planets, satellite (Moon), • demonstrates day and night; and seasons
eclipse under the guidance of parents/ • locates directions on the flat surface; and
teacher/elders, etc. to understand continents and oceans on the world map
astronomical phenomena.
• identifies latitudes and longitudes, e.g.,
• use globe for understanding latitudes and poles, equator, tropics, States/UTs of India
longitudes. and other neighbouring countries on globe
• use diagrams for understanding lithosphere, and the world map
hydrosphere, atmosphere and biosphere. • locates physical features of India such as–
• explore maps for locating continents, oceans, mountains, plateaus, plains, rivers, desert
seas, States/UTs of India, India and its ,etc. on the map of India
neighbouring countries, physical feature of • draws a neighbourhood map showing scale,
India such as mountains, plateaus, plains, direction, and features with the help of
deserts, rivers, etc. conventional symbols
• discuss myths linked to eclipses. • examines critically the superstitions related
• use pictures, drawings of different types of to eclipses
sources to read, explain, discuss these to • identifies different types of sources
understand how historians have interpreted (archaeological, literary etc.) and describes
these to reconstruct history of ancient India. their use in reconstruction of history of this
• undertake map activity: for locating period.
important places, sites of hunter-gatherers; • locates important historical sites, places on
food producers, Harappan civilisation, an outline map of India
janapadas, mahajanapadas, empires,
• recognises distinctive features of early
places related to events in the life of the
human cultures and explains their growth
Buddha and Mahavira; centres of art and
architecture-areas outside India with which • lists out significant contributions of
India had contacts. important kingdoms, dynasties with
examples viz., Ashokan inscriptions, Gupta
• explore epics, Ramayana, Mahabharata,
coins, Ratha temples by Pallavas etc.
Silappadikaram, Manimekalai or some
important works by Kalidas etc. • explains broad developments during the
ancient period, e.g., hunting–gathering
• discuss basic ideas and central values of
stage, the beginning of agriculture, the
Buddhism, Jainism and other systems
first cities on the Indus etc. and relates the
of thought– relevance of their teachings
developments occuring in one place with
today– development of art and architecture
another
in ancient India– India’s contribution in the
area of culture and science. • describes issues, events, personalities
mentioned in literary works of the time
• role play on various historical themes like
change of Ashoka after Kalinga War–one of • describes the implications of India’s contacts
the events, incidents from literary works of with regions outside India in the fields of
the time etc. religion, art, architecture, etc.

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 • undertake projects on the evolution of state- • outlines India’s significant contributions
working of ganas or sanghas– contributions in culture and science viz. astronomy,
of kingdoms, dynasties in the field of culture– medicine, mathematics, and knowledge of
India’s contact with areas outside India metals, etc.
highlighting the impact of these contacts • synthesises information related to various
and classroom discussion on projects historical developments
• visit museums to see the material remains • analyses basic ideas and values of various
of early human settlements– Harappan and religions and systems of thought during
discuss the continuity and change between ancient period
these cultures • describes various forms of human diversity
• participate in discussions on the concepts of around her/him.
diversity, discrimination, government, and • develops a healthy attitude towards various
livelihood. kinds of diversity around her/him
• observe examples of fair/unfair treatments • recognises various forms of discrimination
to people meted out in the family, school, and understands the nature and sources of
society, etc. discrimination.
• study from the text and directally observe • differentiates between equality and
of functioning of a Gram Panchayat or a inequality in various forms to treat them in
municipality/corporation (according to the a healthy way
place a student lives)
• describes the role of government, especially
• understand the role of governance in society, at the local level.
and the difference between affairs of a family
• identifies various levels of the government—
and those of a village/city.
local, state and union
• describe case studies of nearby localities/
• describes the functioning of rural and urban
villages in respect of occupations.
local government bodies in sectors like
health and education
• describes factors responsible for availability
of different occupations undertaken in rural
and urban areas.

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 Class VII (Social Sciences)
Suggested Pedagogical Processes Learning Outcomes

The learner be provided opportunities in The learner —

pairs/groups/ individually and encouraged • identifies major layers of the earth’s interior,
to — rock types, layers of the atmosphere in a
• engage with key concepts like ecosystem, diagram.
atmosphere, disasters, weather, climate, • locates distribution and extent of different
climatic regions, etc., using meaningful climatic regions on the world map or globe.
explanations and appropriate resources • explains preventive actions to be undertaken
• discuss and share their observations and in the event of disasters, e.g., earthquake,
experiences regarding various aspects floods, droughts.
of the environment, e.g., components of • describes formation of landforms due to
natural and human made environments, various factors.
flora and fauna in different ecosystems/
• explains composition and structure of the
climatic regions, kinds of pollution, sources
atmosphere.
of fresh water in their surroundings, etc.
• describes different components of the
• explore globe and maps for identifying
environment and the interrelationship
historical places/kingdoms, climatic
between them.
regions, and other resources
• analyses factors contributing to pollution
• use diagrams/ models/visuals/audio-
in their surroundings and lists measures to
visual materials for understanding interior
prevent it.
of the earth, formation of different types
of landforms, movements of water in the • reasons and factors leading to diversity in
ocean, etc. flora and fauna, e.g., climate, landforms,
etc.
• prepare models to display different types of
landforms • reflects on the factors leading to disasters
and calamities.
• collect samples and identify different types
of rocks from the vicinity • shows sensitivity to the need for conservation
of natural resources– air, water, energy,
• participate in mock drill for earthquakes or
flora and fauna
other disasters
• draws interrelationship between climatic
• discuss factors, both natural and human-
regions and life of people living in different
made that cause disasters like tsunamis,
climatic regions of the world, including
floods, earthquakes, etc.
India
• discuss similarities and differences in the
• analyses factors that impact development
life of people in different climatic regions of
of specific regions
the world, including India
• provides examples of sources used to study
• identify different sources of history
various periods in history
available in books/local environment
e.g., extracts from manuscripts/ maps/ • relates key historical developments during
illustrations/ painting/historical medieval period occurring in one place with
monuments/films, biographical dramas, another.
tele-serials, folk dramas and interpret • explains the relationship between livelihood
these to understand the time. patterns and the geographical condition of
• familiarise with the emergence of new the area inhabited, e.g., tribes, nomadic
dynasties and prepare a timeline to trace pastoralists and banjaras.
important developments during this time • analyses socio-political and economic
changes during medieval period

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 • enact/dramatise key events of a given • analyses administrative measures and
historical period/personality like, Razia strategies for military control adopted by
Sultan, Akbar etc. different kingdoms, e.g., the Khaljis, and
• reflect on the changes in society during Tughluqs, Mughals, etc.
medieval period and compare it with • draws comparisons between policies of
present day time different rulers
• prepare projects: on dynasties/kingdoms/ • describes distinctive developments in style
administrative reforms and architectural and technology used for construction
specialties of a period, e.g., Khaljis, Mughals of temples, tombs and mosques with
etc. examples.
• engage with factors contributing to the • analyses factors which led to the emergence
emergence of new religious ideas and of new religious ideas and movements
movements through the use of poems of (bhakti and sufi)
saints/bhajans, kirtans or qawwalis/ visits • draws inferences from poetry of bhakti and
to nearby dargah/ gurudwara/ temple sufi saints about existing social order
associated with bhakti or sufi saints and • explains the significance of equality in
discuss the basic tenets of different religions democracy
• participate in a discussion on the concepts • distinguishes between political equality,
of democracy, equality, State Government, economic equality, and social equality
gender, media and advertising
• interprets social, political and economic
• prepare posters with drawings and pictures issues in one’s own region with reference to
on the significance of the Constitution, the right to equality
Preamble, right to equality
• differentiates between local government
• and struggles for equality and State government.
• observe assembly constituency map of • describes the process of election to the
State/UTs legislative assembly
• organise a mock election and youth • locates one’s own constituency on assembly
assembly constituency map of State/UTs and names
• debate about the role of media local MLA
• perform a role play with songs and poems • analyses the causes and consequences of
about issues such as equality in democracy, disadvantages faced by women of different
discrimination faced by girls etc. sections of the society.
• express views, through descriptive and • identifies women achievers in different
critical writing, about standards of living of fields from various regions of India
girls and women in rural and urban areas. • illustrates contribution of women to
• make oral and written presentations about different fields with appropriate examples
women who worked for a better society • explains the functioning of media with
• prepare newspaper collages about the work appropriate examples from newspapers.
being done by the State government on • creates an advertisement
select issues (e.g., health, food, agriculture,
• differentiates between different kinds of
roads) and some public works undertaken
markets
by the MLA of one’s own constituency
• traces how goods travel through various
• do projects (solo, pair or group) about types
market places.
of advertisements and create advertisements
about the need to save water and energy

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 • organise awareness drives in one’s own
locality about sanitation, public health and
road safety
• visit any office under the state government
/ UT Administration (e.g., electricity bill
office) in one’s own locality to observe its
functioning and prepare a brief report
• undertake case studies and projects about
local markets and shopping complexes
through field visits.

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 Class VIII (Social Sciences)
Suggested Pedagogical Processes Learning Outcomes

The learner be provided opportunities in The learner —

pairs/groups/ individually and encouraged • classifies different types of industries based
to — on raw materials, size and ownership
• collect information about distribution of • describes major crops, types of farming and
various natural resources like land, soil, agricultural practices in her/his own area/
water, natural vegetation, wildlife, minerals, state
power resources, types of industries in • interprets the world map for uneven
their environs and relate it with India and distribution of population
the world.
• describes causes of forest fire, landslide,
• explore various farming practices carried industrial disasters and their risk
out in the neighbourhood/ district/ state reduction measures
and interact with farmers.
• locates distribution of important minerals,
• use pictures/news clippings/ videos to e.g., coal and mineral oil on the world map
be familiar with the availability of natural
• analyses uneven distribution of natural
resources and their protection, various
and human made resources on the earth
agricultural practices in other states/
countries . • justifies judicious use of natural resources
such as water, soil, forest, etc. to maintain
• develop projects on conservation of natural
developments in all areas
and human made resources
• analyses the factors due to which some
• discuss with peers about forest fire,
countries are known for production of
landslide, industrial disasters, natural
major crops, e.g.,, wheat, rice, cotton, jute,
and human reasons for their occurrence
etc., and locates these countries on the
and control measures.
world map
• use atlas /maps for locating major
• draws interrelationship between types
agricultural areas of the world, industrial
of farming and development in different
countries/regions, understanding spatial
regions of the world
distribution of population.
• draws bar diagram to show population
• read stories of lived experiences of
of different countries/India/states
individuals and communities of the period.
distinguishes the ‘modern period’ from
• discuss events and processes in groups and the ‘medieval’ and the ‘ancient’ periods
as a whole in the classroom situation. through the use of sources, nomenclatures
• raise questions on different issues and used for various regions of the Indian sub-
events like, ‘Why the English East India continent and the broad developments
Company felt it necessary to involve itself • explains how the English East India
in feuds amongst Indian rulers?’. Company became the most dominant power
• visit places of historical importance
particularly those associated with centres of
colonial administration and Indian national
movement.

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 • undertake ‘projects’ and ‘activities’ like (a) • explains the differences in the impact of
writing an essay on “Gandhiji’s Idea of Non- colonial agrarian policies in different regions
violence and its Impact on India’s National of the country like the ‘indigo rebellion’
Movement’, (b) drawing up a timeline on • describes the forms of different tribal
‘Significant Events of India’s National societies in the 19th century and their
Movement’, (c) enacting a role play on ‘The relationship with the environment.
Chauri Chaura Incident,’ and (d) locating on
• explains the policies of the colonial
an outline map of India the ‘Regions Most
administration towards the tribal
Effected by Commercial Crop Cultivation
communities
during the Colonial Period’.
• familiarise with sources like vernacular • explains the origin, nature and spread of
and British accounts, autobiographies, the revolt of 1857 and the lessons learned
biographies, novels, paintings, photographs, from it
contemporary writings, documents, • analyses the decline of pre-existing urban
newspaper reports, films, documentaries centres and handicraft industries and the
and also recent writings to understand and development of new urban centres and
reconstruct histories of various movements. industries in India during the colonial
• expose to pedagogically innovative and period
criterion-referenced questions for self- • explains the institutionalisation of the new
assessment like ‘What were the reasons for education system in India
the Battle of Plassey?’ • analyses the issues related to caste, women,
• participate in a discussion on the concepts widow remarriage, child marriage, social
of Constitution, Parliament, judiciary and reforms and the laws and policies of colonial
marginalisation administration towards these issues
• prepare posters with drawings and pictures • outlines major developments that occurred
and make oral and written presentations on during the modern period in the field of arts
the significance of the Constitution of India, • outlines the course of the Indian national
Preamble, Parliamentary government, movement from the 1870s till Independence
separation of powers, federalism
• analyses the significant developments in
• debate how the principles of liberty, the process of nation building
equality and fraternity are being practised
in classroom/ school/ home/ society • interprets social and political issues
in one’s own region with reference to
• do projects (solo, pair or group) about the
the Constitution of India illustrates the
Fundamental Rights and Fundamental
Fundamental Rights and the Fundamental
Duties
Duties with appropriate examples
• screen and discuss the Rajya Sabha TV
series, Samvidhan and movies such as
• applies the knowledge of the Fundamental
Gandhi, Sardar, Dr. Babasaheb Ambedkar. Rights to find out about their violation,
protection and promotion in a given
• observe parliamentary constituency map of
situation (e.g., Child Rights)
State/UTs
• differentiates between State government
• organise a mock election with model code of
and Union government
conduct and Youth parliament (Bal Sansad)
• prepare a list of registered voters in one’s
• describes the process of election to the Lok
Sabha
own neighbourhood.
• carry out an awareness campaign in one’s • locates one’s own constituency on
own locality about significance of voting parliamentary constituency map of State/
UT and names local MP
• find out some public works undertaken by
the MP of one’s own constituency

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 • examine contents of a First Information • describes the process of making a law. (e.g.,
Report (FIR) form. Domestic Violence Act, RTI Act, RTE Act)
• express views, through descriptive and • describes the functioning of the judicial
critical writing, about the role of judges in system in India by citing some landmark
the delivery of justice to the litigants cases
• conduct focus group discussions on • demonstrates how to file a First Information
violation, protection and promotion of Report (FIR)
human rights, especially of women, SCs, • analyses the causes and consequences of
STs, religious/ linguistic minorities, marginalisation faced by disadvantaged
persons with disabilities, children with sections of one’s own region
special needs, sanitation workers, and • identifies the role of Government in providing
other disadvantaged sections public facilities such as water, sanitation,
• screen and discuss the movie, I am Kalam road, electricity etc., and recognises their
(Hindi, 2011) availability
• perform a role play about child labour, child • describes the role of Government in
rights, and the criminal justice system in regulating economic activities.
India
• visit any office under the Union Government
(e.g., post office) in one’s own locality to
observe its functioning and prepare a brief
report
• share experiences with peers on public
facilities and reasons for the disparity in
availability of water, sanitation, electricity
• organise a debate why Government be
responsible for providing public facilities
• case studies or newspaper clippings can be
provided to learners as an example of the
negligence in enforcement of the laws and
compensation
• group discussion on role of Government
in regulating economic activities, e.g.,
analysing the reasons of ‘Bhopal gas
tragedy’.

For Children With Special Needs (Social Sciences)

• In order to achieve learning outcomes in EVS and Social Sciences, some students may
require support in the form of prepared tapes, talking books/daisy books to access
text; help in writing to communicate their ideas through alternative communication
methods such as ICT or speech; adaptation of content and
activities; education aids to manage visual information; and/
or support to understand various geographical concepts and
features and the environment.
• Group activities such as projects and assignments done
through cooperative learning will enable students with SEN
to participate actively in all classroom activities.
• For Children With Special Needs (CWSN), resources
such as tactile diagrams/maps, talking books, audio-
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 visual materials, Braille, etc. may be used. Pedagogical
processes and learning outcomes in the document are not
exhaustive. Teachers are expected to design and follow
appropriate pedagogical processes along with assessment
tasks to assess their students to continuously improve
learning outcomes.

For Visually Impaired children

• Verbal content including geographical terms and concepts, for
example, latitude, longitudes, directions etc.
• Graphic and visual descriptions like map reading, graphs,
diagrams, paintings, inscriptions, symbols and monumental
architecture etc.
• Making observations of environment and space – land,
climate, vegetation and wildlife, distribution of resources
and services
• Reference material like spelling lists, study questions,
important references, and other information students may
need to refer can be provided in enlarged, tactile or embossed
formats or redrawn with proper contrasts.

For Hearing Impaired children

• Understanding of terminologies/technical terms, abstract
concepts, facts, comparisons, cause effect relationships and
chronology of events etc.
• Reading heavy text (textbooks/source materials) especially
in History and Civics
Making inferences from the text.

For Children with Cognitive Impairments, Intellectual

Disability
• Accessing written work, illustrations, charts, graphs and
maps (especially for students with cognitive processing
problems— visual spatial/visual processing / perceptual)
• Extracting relevant information from bulk information. Text
heavy subjects like History are a challenge for students with
reading difficulties
• Remembering the sequence of events and connecting them
• Understanding and interpreting abstract concepts
• Generalisation and relating information in the textbooks
with the environment or society.

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 deveLOpment team members
advisOrs
Hrushikesh Senapaty, Professor and Director, NCERT, New Delhi
B. K. Tripathi, Professor and Joint Director, NCERT, New Delhi

chairpersOn
Saroj Yadav, Professor and Dean (A), NCERT, New Delhi
A. K. Rajput, Professor and Head, DEE, NCERT, New Delhi

cOnvenOrs
Kavita Sharma, Associate Professor, DEE, NCERT, New Delhi
Varada M Nikalje, Associate Professor, DEE, NCERT, New Delhi

deveLOpment team, ncert

A.D. Tiwari, Professor, ESD
A.K. Srivastava, Professor and Dean (R)
A.K. Wazalwar, Professor and Head, DESM
Alka Mehrotra, Professor, DESM
Anjni Koul, Associate Professor, DESM
Anupam Ahuja, Professor and Head, DEGSN
Aparna Pandey, Associate Professor, DESS
Ashita Raveendran, Assistant Professor, PMD
C.V. Shimray, Assistant Professor, DESM
Chaman Ara Khan, Associate Professor, DEL
Dharamprakash, Professor ( Retd.)
Diwan Hannan Khan, DEL
Farooq Ansari, Professor, DEL
Gagan Gupta, Associate Professor, DESM
Gouri Srivastva, Professor, DGS
Indrani Bhaduri, Professor, ESD
Jaya Singh, Assistant Professor, DESS
K. Vijayan, Assistant Professor, DTE
M.V.S.V. Prasad, Assistant Professor, DESS
Meenakshi Khar, Assistant Professor, DEL
Mily Roy Anand, Associate Professor, DESS
Mohd. Moazzauddin, Professor, DEL
Naresh Kohli, Assistant Professor , DEL
Neerja Rashmi, Professor and Head, DESS
P.K. Mandal, Head, IRD
Padma Yadav, Associate Professor, DEE
Poonam Aggarwal, Professor and Head, DGS
Pratima Kumari, Associate Professor, ESD
Pushplata, Assistant Professor, DESM
R. Meganathan, Assistant Professor, DEL
Rachna Garg, Associate Professor, DESM
Rajrani, Professor, DTE
105

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 Ranjna Arora, Professor and Head, RMSA
Ruchi Verma , Associate Professor, DESM
Sandhya Sahoo, Professor, DEL
Sandhya Singh, Professor, DEL
Sanjay Kumar Suman, Professor
Santosh Kumar, Professor (Retd.), ESD
Satya Bhushan, Assistant Professor, ESD
Seema S. Ojha, Associate Professor, DESS
Shankar Sharan, Associate Professor, DESS
Sharad Sinha, Professor, RMSA
Shashi Prabha, Associate Professor, DESM
Sonika Kaushik, Sr. Consultant, DEE
Sridevi, Assistant Professor, RMSA
Sridhar Srivastava, Professor and Secretary
Sunita Farkya, Professor, DESM
T.P. Sarma, Associate Professor, DESM
Tanu Malik, Assistant Professor, DESS
Usha Sharma, Professor, DEE
Veer Pal Singh, Professor, ESD
Y. Sreekanth, Head, ESD
Yogesh Kumar, Professor (Retd.), DEE

reviewers
Akshay Kumar Dixit, Teacher, Fatehpur Beri, New Delhi
Anjali Tulsiane, F/24, Lajpat Nagar-3, New Delhi-110024
Anju Seghal Gupta, School of Humanities, IGNOU, New Delhi
Ashok Kumar Gupta, TGT, SST,Uttam Nagar, New Delhi
Ateefullah, Professor (Retd.), University of Delhi, New Delhi
Avantika Dam, T.G.T., 7/95, Sec. II, Rajendra Nagar, Sahibabad
Bir Singh Rawat, T.G.T. Sarojini Nagar, New Delhi
Deepti Behal, CIE Experimental Basic School, New Delhi
Farah Farooqi, Professor, Jamia Millia Islamia, New Delhi
Ghazanfar Ali, Professor, APD, Jamia Millia Islamia, New Delhi
Gurjeet Kaur, Jamia Millia Islamia, New Delhi
Haneet Gandhi, Assistant Professor, CIE, University of Delhi.
Hukum Singh, Professor (Retd.), DESM, NCERT, New Delhi
Jasim Ahmad, Associate Professor, Jamia Millia Islamia, New
Delhi
Kapil Ghalot, Teacher, Nigam Pratibha Vidhyalaya, New
Delhi
Ketan Verma, Pratham, New Delhi
Kushum Lata Agrawal , 7/215, Ramesh Nagar, New Delhi
M. Rajendran, Assistant Professor, CIE, University of Delhi
Manjula Mathur, Professor (Retd.), NCERT, New Delhi
P.K. Mishra, TGT, DPS, Vasant Kunj, New Delhi
Pankaj Arora, Associate Professor, CIE, University of Delhi
Poonam, 3148 Sec-23 Gurgaon-122012
Pradeep Kumar, PGT English, K.V. JNU, New Delhi
106 Learning Outcomes at the Elementary Stage

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 Praveen Khanght, Central Square Foundation, New Delhi
Preeti Chadha, CIE Basic School, University of Delhi
Ranjani Shankar M., Research Scholar, University of Delhi
Ravijot Sandhu, PGT Chemistry, Navyug School, New Delhi
Roohi Fatima, Assistant Professor, Jamia Millia Islamia,
New Delhi
Shamama Bill, PGT Retd., New Delhi-110025
Sharda Kumari, Sr. Lecturer, DIET, R.K. Puram, New Delhi
Tanya Suri, Teacher, MCD School, Mukundpur, New Delhi
Usha Dwivedi, former Headmistress, K.V., NCERT, New Delhi

nOn-gOvernment OrganisatiOns (ngOs)

Aanchal Chomal, Azim Premji Foundation, Bengaluru
Anil Ramaprasad, Michael & Susan Dell Foundation, New Delhi
Dhir Jhingran, Language Learning Foundation, New Delhi
Prachi Windlass, Michael & Susan Dell Foundation, New Delhi
Praveen Khanghta, Central Square Foundation, New Delhi
Tariq Musthafa, Central Square Foundation, New Delhi
Vyjayanthi Sankar, Centre for Science of Student Learning, Delhi

experts
D.R. Goel, Professor (Retd.), MS University Vadodra
G.L. Arora, Professor,(Retd.), NCERT, New Delhi
M.S. Lalithamma, Professor (Retd.), Pondicherry University
S.N. Tripathy, Professor (Retd.), Utkal University, Bhubaneswar

suppOrt staff
Chanchal Rani, Computer Typist, DEE, NCERT
Girish Goyal, DTP Operator, DEE, NCERT
Nitin Tanwar, DTP Operator, DEE, NCERT
Mohd. Amir, DTP Operator, DEE, NCERT
Om Prakash Dhyani, UDC, DEE, NCERT
Rani, PA, Dean Office, NCERT
Shakamber Dutt, Assistant, DEE, NCERT
Surender Kumar, DTP Operator, PD, NCERT
Suresh Azad, A.P.C., DEE, NCERT

Development Team Members 107

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Learning Outcomes Part 1 [Link] 108 13-04-2017 16:34:34
Cover 2 and [Link] 2-3
Cover 1 and [Link] 2-3