Government of Jammu & Kashmir

Academic Calendar-Cum-Syllabus
Preparatory Stage
Class – 5th
Session – 2023-24

State Council of Educational Research & Training

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 Contents
S. No. Title/Subject Page Numbers

Class – 5th
1. English 1 – 13

2. Environmental Science 14 – 26

3. Mathematics 27 – 39

4. Urdu 40 – 63

5. Kashmiri 64 – 85

6. Dogri 86 – 92

7. Hindi 93 – 97

8. Punjabi 98 – 100

Appendix

(i) Suggestive Calendar of Activities Appx. 1

(ii) Suggestive 10 Bag-less Days Appx. 4

(iii) Student Assessment & Evaluation Scheme Appx. 5

(iv) Formative Assessment - Guidelines Appx. 9

English

Page 1 of 100
 Academic Calendar cum Syllabus class 5th English

Suggested Pedagogical Processes Learning Outcomes

The learner may be provided opportunities in ENG501: answers coherently in written or oral form to questions in English based on day-to-
pairs/groups/ individually and encouraged to– day life experiences, Unfamiliar story, poem heard or read.
• discuss and present orally, and then write answers ENG502: recites and shares English songs, poems, games, riddles, stories, tongue twisters etc,
to text-based questions, short descriptive recites and shares with Peers and family members.
paragraphs
• participate in activities which involve English
ENG503: acts according to instructions given in English, in games/sports, such as ‘Hit the
language use, such as role play, enactment, dialogue ball!’ ‘Throw the ring.’ ‘Run to the finish line!’ etc.
and dramatization of stories read and heard ENG504: reads independently in English storybooks, news items/ headlines, advertisements
• look at print-rich environment such as etc. talks about it, and composes short paragraphs
newspapers, signs and directions in public places, ENG505: conducts short interviews of people around him e.g. interviewing grandparents,
pamphlets, and suggested websites for language teachers, school librarian, Gardener etc.
learning ENG506: uses meaningful grammatically correct sentences to describe and narrate incidents;
• prepare speech for morning assembly, group and for framing questions
discussions, debates on selected topics, etc. ENG507: uses synonyms such as ‘big/large’, ‘shut/ close’, and antonyms like inside/outside,
• infer the meaning of unfamiliar words from the
context while reading a variety of texts
light/dark from clues in context
• refer to the dictionary, for spelling, meaning and to ENG508: reads text with comprehension, locates details and sequence of events
find out synonyms and antonyms ENG509: connects ideas that he/she has inferred, through reading and interaction, with his/
• understand the use of synonyms, such as her personal experiences
‘big/large’, ‘shut/ close’, and antonyms like ENG510: takes dictation for different purposes, such as lists, paragraphs, dialogues etc.
inside/outside, light/dark from clues in context ENG511: uses the dictionary for reference
• relate ideas, proverbs and expressions in the ENG512: identifies kinds of nouns, adverbs; differentiates between simple past and simple
stories that they have heard, to those in their mother present verbs
tongue/ surroundings/ cultural context ENG513: writes paragraphs in English from verbal, visual clues, with appropriate punctuation
• read independently and silently in English/ Braille,
adventure stories, travelogues, folk/ fairy tales etc.
marks and linkers
• find out different forms of writing (informal letters, ENG514: writes a ‘mini biography’ and ‘mini autobiography’
lists, stories leave application, notice etc.) ENG515: writes informal letters, messages and e-mails
• learn grammar in a context and integrated manner ENG516: reads print in the surroundings (advertisements, directions, names of places etc),
(such as use of nouns, adverbs; differentiates understands and answers queries
between simple past and simple present verbs.) ENG517: attempts to write creatively (stories, poems, posters, etc)
• use linkers to indicate connections between words ENG518: writes and speaks on peace, equality etc suggesting personal views
and sentences such as ‘Then’, ‘After that’, etc. ENG519: appreciates either verbally / in writing the variety in food, dress, customs and
• take dictation of sort texts such as lists,
festivals as read/heard in his/her day-to- day life, in storybooks/ heard in narratives/ seen in
paragraphs and dialogues.
• enrich vocabulary through crossword puzzles, word
videos, films etc.
chain etc.
• look at cartoons/ pictures/comic strips with or
without words and speak/write a few sentences
about them.
• write a ‘mini biography’ and ‘mini autobiography’

Page 2 of 100
 Academic Calendar cum Syllabus class 5th English

Topic/Content
Time-line

LO/ Part of LO Competencies Suggestive Activities

The Fowler and the Quails

ENG506: Describes and  Reading 1. Ask students to read independently and silently in English
narrates incidents. comprehension adventure stories, travelogue, folk/fairy tales related to
 Grammar in theme of the lesson.
Week 1 & 2

ENG507: Uses synonyms and context 2. Relate ideas and expressions in the stories that students
(Prose)

antonyms.  Vocabulary have heard, to those in their mother tongue/surroundings/

ENG508: Reads text with  Communication cultural context. (NCERT)
comprehension, locates details  Life skill 3. Look for homophones and word opposites within the text
and sequence of events. and beyond the text book.
ENG511: uses the dictionary for 4. Work on the concept of unity in practice across all the
reference. school activities.

ENG502: Recites and shares 1. Participate in activities which involve English language use
The Idiot Box (Poem)

 Recitation
English songs, poems. like recitation, discussion, debate, dialogue etc.
 Pronunciation and
Week 3

ENG509: Connects ideas that fluency 2. Infer the meaning of unfamiliar words from the context while
he/she has inferred, through  Creative writing reading a variety of texts.
reading and interaction with his/
her personal experiences. 3. Look at cartoons /pictures/comic strips with or without
words and write a few sentences about them.
ENG517: Attempts to write
creatively, poems.

Page 3 of 100
 Academic Calendar cum Syllabus class 5th English

ENG508: Reads text with  Reading 1. Discuss and present orally, and then write answers to text-
comprehension, locates details comprehension. based questions.
and sequence of events. 2. Participate in activities which involve English language use.
[Link] the Wise (prose)

 Grammar in 3. Learn grammar in context and integrated manner. (Such as

ENG506: uses meaningful context use of nouns, adverbs; differentiates between simple past
Week 4 & 5

grammatically correct sentences and simple present verbs using examples from real life
to describe and narrate  Vocabulary situations
incidents; and for framing enrichment 4. Use a visual /oral clue to elicit writing.
questions. 5. Group activity to set the right sequence of events in the
 Writing skill story.
ENG512: Differentiates between 6. Use of dictionary for denotative meaning of unfamiliar
simple past and simple present words.
verbs.

ENG513: writes paragraphs in

English from verbal, visual clues.

ENG502: Recites and shares  Recitation 1. Participate in activities which involve English language use
The Shadow (poem)

English songs, poems. choral recitation/ individual recitation.

 Pronunciation and
ENG517: Attempts to write fluency 2. Discuss and write how shadows are formed. It is an
Week 6

creatively. interdisciplinary activity connecting a concept from EVS of the

 Creativity writing same class.
ENG501: Answers coherently in
written or oral form to questions  Communication 3. Look at cartoons /pictures/comic strips with or without
in English based on a poem words and speak/write a few sentences about them.
heard or read.
4. Practice rhyming words within the text and beyond the text.

Page 4 of 100
 Academic Calendar cum Syllabus class 5th English

[Link] among the Little People

ENG501: Answers coherently in  Reading 1. Participate in activities which involve English language use
written or oral form to questions comprehension. (Listening to a story, a news item, a dialogue etc.)
in English/Braille/sign language 2. Divide students into groups of four and ask each group to
based on day-today life  Grammar in Imagine you are in place of Gulliver and express your feelings
experiences, unfamiliar story, context by writing down a short paragraph.
Week 7 & 8

poem heard or read. 3. Ask students to Look at print-rich environment such as

(prose)

ENG508: Reads text with  Vocabulary newspapers, signs and directions in public places, pamphlets,
comprehension, locates details enrichment and suggested websites for language learning.
and sequence of events. 4. An activity to use reflexive pronouns in meaningful sentences
ENG506: uses meaningful  Writing skill by aligning a pronoun used as a subject with its reflexive P.N.
grammatically correct sentences.  Communication or visit virtual OLABS.
ENG511: uses the dictionary for 5. Use virtual or hard copy of a dictionary to find the meaning of
reference.  Imagination unfamiliar words or phrases.
ENG513: writes paragraphs in
English.
From the Pied piper of Hamelin.

ENG502: Recites and shares  Recitation  A teacher guided activity: recitation followed by silent
English songs, poems. reading.
 Fluency
ENG517: Attempts to write  Discuss then write answers to text-based questions.
Week 9 & 10

creatively.  comprehension
(poem)

 Students identify the poetic device of simile in the poem and

ENG509: connects ideas that share examples of the same in their home language.
he/she has inferred, through  Communication
reading and interaction, with  Each student Introduces himself/herself by writing 5-10
his/ her personal experiences  Ability to compare sentences with some given clues
ENG514: writes a mini-
autobiography’  Creative writing

Page 5 of 100
 Academic Calendar cum Syllabus class 5th English

4. The Man who Swallowed a snake.

ENG501: Answers coherently in  Reading 1. Character simulation of the story e. g a rope can be
written or oral form. comprehension. simulated for a snake.
 Grammar in 2. Decode visual clues to write a short paragraph.
ENG506: uses meaningful context 3. Introduce types of verbs based on the mechanism of
grammatically correct sentences conjugation and then conjugate the verbs.
Week 11 & 12

to describe and narrate incidents.  Vocabulary 4. Use dictionary in virtual mode to decode unfamiliar
(prose)

enrichment words.
ENG508: Reads text with 5. Activity of Speech pattern (Direct/Indirect) browses
comprehension, locates details  Communication OLABS by Ministry of Electronics and Information GOI for
and sequence of events. virtual activity.
 Creative writing
ENG507: Uses antonymous.

ENG502: Recites and shares  Reading 1. Recite the poem with character appropriate tune as the
You are Old Father William

English songs, poems, games, comprehension. pitch of voice for lines said by Father William should be
riddles, etc, recites and shares heavier than his son`s voice.
with peers and family members.  Vocabulary 2. Vocabulary activity to look for different words with end clip
Week 13&14

enrichment of a word.
ENG509: connects ideas that 3. Ask students to identify the refrain in the given poem and
(poem)

he/she has inferred, through beyond.

reading and interaction, with his/  Communication
her personal experiences.

Page 6 of 100
 Academic Calendar cum Syllabus class 5th English

5. The Man Who Empowered the

1. ENG508: reads text with  comprehension 1. The teacher will divide the students into groups, give them
comprehension, locates details  communication each a copy of Braille Alphabet and ask them to write their
and sequence of events  Analysis names by using the alphabet.
2. ENG514: writes a ‘mini  Grammar in context 2. The teacher will divide students in peers/groups,
Week 15&16

Blind (prose)

biography’  Creative writing encourage them to read, note down important

3. ENG503: acts according to developments in the life of Louis Braille and develop his
instructions given in English mini biography.
4. ENG505: conducts short 3. Simulation activity: The students will be divided into pairs
interviews of people around him and one student will be blindfolded and s/he will perform
different tasks on the simple instructions given by the
other in English.
4. The teacher will ask the students to interview any blind
person in the vicinity share his/her experiences in the
class/ Arrange a visit to a Special centre for CWSN.

1. ENG502: recites and shares  Recitation 1. The teacher will encourage the students for
English songs and poems with  Fluency individual/choral recitation with pace, rhythm, intonation
peers and family members  Comprehension and proper pronunciation.
The Eagle (poem)

 English Sounds 2. The students will record (audio/video clip) of their own
2. ENG501: answers coherently  Rhyming Words recitation at home and will share the recording with the
Week 17

in written or oral form to (Vocabulary) teacher who in turn will share in the same in class.
questions in English based on  Creative writing 3. The teacher will divide the students in groups and
day-to- day life experiences, encourage them to form at least 10 minimal sets (A set of
unfamiliar poems, heard or read. words that vary only in one sound.
4. The teacher allows the students to draw and paint their
3. ENG517: attempts to write favourite bird, encourage them to write down a short poem
creatively (stories, poems, on it and recite the same in the class.
posters, etc)

Page 7 of 100
 Academic Calendar cum Syllabus class 5th English

1. ENG501: answers coherently  Comprehension 1. Discussion on the theme "Repentance and Forgiveness"
[Link] Prodigal Son (prose)
in written or oral form to  Communication 2. Sharing of personal experiences of repentance and
questions in English based on  Critical Thinking forgiveness.
day-to- day life experiences, 3. The teacher will ask students to use dictionary in
Week 18 - 19

 vocabulary
Unfamiliar story heard or read.  Grammar in peers/group for finding the meaning of new words.
2. ENG504: reads independently context. Adding the same on the word wall.
in English storybooks 4. Gap-fill and odd one Out activity for Noun-Verb
3. ENG511: uses the dictionary Collocation
for reference 5. Reading Children story books in Library / visit the
website like [Link]
6. The teacher will encourage the students to watch a short
movie on the topic using the link:
[Link]

1. ENG502: recites and shares  Recitation 1. Individual and Choral recitation

English songs, poems, recites  Fluency 2. Encourage students to sing any song on natural beauty in
The Fountain (poem)

and shares with peers and family  Comprehension their mother tongue
members.  Communication 3. Show a picture of fountain to the students and allow the
Week 20 - 21

2. ENG501: answers coherently  English Sounds students to have a discussion on it in groups.

in written or oral form to  Rhyming Words 4. Work in groups to finds words/expressions used by the
questions in English based on  Creative writing poet to describe the fountain.
day-to- day life experiences, 5. listing of rhyming words in Pairs/Groups and adding
Unfamiliar poem heard or read. words
3. ENG517: attempts to write 6. Writing any short poem glorifying the nature.
creatively (stories, poems,
posters, etc)

Page 8 of 100
 Academic Calendar cum Syllabus class 5th English

1. ENG501: answers coherently  Comprehension 1. Silent reading

7. The Cat's Paradise (prose)
in written or oral form to  Communication 2. Group discussion on the theme " Be contented on what
questions in English based on  Analysis you have"
day-to- day life experiences,  Evaluation 3. "The streets are beautiful only when seen from behind the
Week 22 - 23

Unfamiliar story heard or read.  Grammar in context window panes of one's home". Discuss in group in context
2. ENG504: reads independently  Creative writing of the story,
in English storybooks, and 4. Group/Peer Work: The teacher will provide 5-10
composes short paragraphs sentences to each group and encourage them to identify
3. ENG510: takes dictation for the no. of clauses, main clause and subordinate clauses
different purposes, such as in them.
paragraphs 5. Dictation activity on writing short paragraphs
6. Group activity: The teacher will provide clues and
encourage students to work in groups and develop a short
paragraph.

1. ENG502: recites and shares  Recitation 1. Individual and choral recitation

Paper Boats (a poem)

English songs, poems.  Fluency 2. Any word game activity for making compound words.
2. ENG501: answers coherently  Comprehension 3. Provide multi-coloured papers to the students and
in written or oral form to encourage them to make as many as paper toys they can,
Week 24

 Communication
questions in English based on  Vocabulary decorate the same and write some message on them.
day-to- day life experiences, 4. Project: Collect the information from your parents and
Unfamiliar poem heard or read. grandparents about what did they play within their
3. ENG509: connects ideas that childhood? Compare the childhood of the three
he/she has inferred, through generations (you, your parents and your grandparents)
reading and interaction, with and present your views in the class.
his/ her personal experiences

Page 9 of 100
 Academic Calendar cum Syllabus class 5th English

ENG509: connects ideas that  Comprehension 1. Allow the students to work in groups and list names of lakes
[Link] Pso (prose)
he/she has inferred, through  Communication they have visited or have heard of. Also encourage them
reading and interaction, with have discussion on "importance of Water Bodies" and how
Week 25 - 26

 Analysis
his/ her personal experiences  Writing Skill lakes are important source of recreation and tourism.
1. ENG510: takes dictation for 2. Dictation activity on dialogues. Once it is done, the teacher
different purposes, such as lists, will divide the students in pairs / groups and encourage
paragraphs, dialogues etc. them to enact the dialogue.
ENG515: writes informal letters 3. After discussing all the elements of informal letter by
presenting a modal letter, the teacher will encourage the
students to work in groups, follow the format and write a
letter (Any).
This Land of Ours (poem)

ENG502: Recites and shares  Recitation 1. Recite the poem with a sense of appreciation towards nature
English songs, poems, etc,  Comprehension and sense of love for land.
recites and shares with peers  Communication 2. A competition between students working in groups, one
Week 29&30

and family members. group asks a question and the other group answers and vice
ENG501: Answers coherently in  Vocabulary versa.
written or oral form to questions enrichment 3. Refer to the dictionary, for describing words within the poem
in English based on a poem and beyond.
heard or read. 4. Refer to the dictionary (hard /soft form), for spelling,
ENG507: Uses antonyms and meaning and to find out synonyms and antonyms.
synonyms.

Page 10 of 100
 Academic Calendar cum Syllabus class 5th English

Selected Learning Outcomes for Summative Assessment Class—V

The learner–

ENG501: answers coherently in written or to questions in English based on day-to- day life experiences, unfamiliar
story, poem heard or read.

ENG504: reads independently in English storybooks, news items/ headlines, advertisements etc. and composes short
paragraphs.

ENG506: uses meaningful grammatically correct sentences to describe and narrate incidents; and for framing
questions.

ENG507: uses synonyms such as ‘big/large’, ‘shut/ close’, and antonyms like inside/outside, light/dark from clues in
context.

ENG508: reads text with comprehension, locates details and sequence of events.

ENG509: connects ideas that he/she has inferred, through reading and interaction, with his/ her personal experiences.

ENG512: identifies kinds of nouns, adverbs; differentiates between simple past and simple present verbs.

ENG513: writes paragraphs in English from verbal, visual clues, with appropriate punctuation marks and linkers.

ENG515: writes informal letters, messages and e-mails.

ENG517: attempts to write creatively (stories, poems, posters, etc).

ENG518: writes on peace, equality etc suggesting personal views.

ENG519: appreciates in writing the variety in food, dress, customs and festivals as read in his/her day-to- day life, in
storybooks/ heard in narratives/ seen in videos, films etc.

Page 11 of 100
 Academic Calendar cum Syllabus class 5th English

Design of Assessment for Class-V

Section (A) Reading Comprehension 15 Marks

1. One seen passage about 100 to 150 words from the prose section to be attempted followed by MCQs, comprehension questions,
fill-ups, vocabulary etc. 1× 5=5 Marks
2. One unseen passage of about 100 to 150 words to be attempted followed by MCQs, comprehension questions, providing
suitable title to the passage, one-word substitution etc. 1× 5= 5 Marks

3. One question based on visual clues/ statistical data/bar graphs etc to be attempted followed by MCQs, based on
comprehension, inference, analysis, evaluation, etc. 1× 5= 5 Marks

Section (B) Grammar 8 Marks

 Identification of articles
 Use of nouns, pronouns, verbs, adjectives
 Identification of Prepositions
 Use of tenses (simple present and simple past)
 Identification of Conjunctions
 Use of noun numbers and genders
4) One contextualized passage to be asked to identify by underlining or encircling articles, prepositions, conjunctions, etc.
2½ marks
5) One contextualized passage with blanks to be filled by using nouns, pronouns, verbs, adjectives, etc.
2½marks
6) One passage to be edited testing the use of grammar, spellings and punctuation marks etc. 3 Marks

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 Academic Calendar cum Syllabus class 5th English

Section (C) Writing Skills12 Marks

7) One question to be attempted on paragraph writing out of three on any given situation with the given visual clues. (50 -100
words). 5 Marks
8) One question to be attempted on letter writing/e-mail writing out of the two on the given situations. (informal) 4 Marks
9) One question to be attempted on story/ biographical sketch writing with the given hints. (50-60 words) 3 marks

Section (D) Literature 15 marks

1) Two out of four short competency-based questions to be attempted from the prose lessons of the prescribed textbook.
2 × 2=4 Marks
2) Three out of five short competency-based questions based on theme, central idea, rhyme scheme to be attempted from the
poems. 3 × 2=6 Marks
3) One out of two long answer competency-based questions to be attempted based on comprehension, analysis, evaluation etc.
1× 5= 5 Marks

Page 13 of 100
Environmental Science

Page 14 of 100
 Academic calendar cum Syllabus (Class 5th EVS)
Class 5th (EVS)

Suggested Pedagogical Processes Learning Outcomes

The learner be provided opportunities in pairs/groups/ E501. The learner explains the super senses and
individually and encouraged to — unusual features (sight, smell, hear, sleep, sound,
1. observe and explore the animals for the unique and unusual etc.) of animals and their responses to light,
sense of sight, smell, hear, sleep, and their response to light,
sound, food etc.
heat, sound etc.
2. Explore the sources of water in their neighbourhood, and how E502. The learner explains the use of technology
fruit, vegetables, grains, water, reach their home and kind of and the process of accessing basic needs (food,
processes/techniques employed to convert grain to flour and water etc.) in our daily life. (e.g., farm produce to
flour to Roti, purification of water etc. kitchen; grains to Roti, preservation techniques,
3. Share experiences and discuss about the information collected or storage and tracking of water source)
places visited with peers, teachers and elders E503. The learner describes the interdependence
4. Prepare guide routes to reach from one place to another
among animals, plants and humans. (e.g.,
5. Collect information from pictures / elders/ books/ newspapers/
magazines/web resources / museums etc. about animals which communities earning livelihood from animals,
have very sharp sense of hearing, smell and vision, different dispersal of seeds etc.)
landforms such as plain area, hilly area, deserts, etc. and the E504. The learner explains the role and functions
varieties of flora-fauna, lives of people in such places of different institutions in daily life. (Bank,
6. Discuss with teachers and elders and use pictures, paintings, Panchayat, cooperatives, police station, etc.)
visit museums and collect information related to the lives for E505. The learner establishes linkages among
food, shelter, availability of water, means of livelihood, practices,
terrain, climate, resources (food, water, shelter,
customs, techniques, of different regions and different time
periods livelihood) and cultural life. (e.g., life in
7. Visit petrol pumps, nature centers, science parks, water distant/difficult areas like hot/cold deserts)
treatment plant, bank, health centre, wildlife sanctuaries, E506. The learner groups objects, materials,
cooperative, monument, museum and if possible, far offplaces activities for features and properties such as–
with different landforms, lifestyles and livelihoods, etc. to observe shape, taste, colour, texture, sound, traits etc.
and interact with people living there and share experiences in
E507. The learner traces the changes in practices,
different ways
8. Observe and share experiences for different phenomena such as customs, techniques of past and present through
how water evaporates, condenses, and dissolves different coins, paintings, monuments, museum etc. and
substances under different conditions, and how food gets spoilt, interacting with elders. (e.g., cultivation,
how seeds germinate and the direction in which roots, shoot conservation, festivals, clothes, transport,
grow and conduct simple experiments and activities to find out materials or tools, occupations, buildings and
the same houses, practices activities like cooking, eating,
9. Conduct activities and simple experiments to check the
working)
properties/ features of different objects/ seeds/ water/waste
materials, etc.

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 Academic calendar cum Syllabus (Class 5th EVS)
E508. The learner guesses (properties, conditions
10. Observe, explore surroundings and critically think how seeds reach of phenomena), estimates spatial quantities
from one place to another, how the plants and trees grow at places
(distance, area, volume, weight etc.) and time in
where no one plants them e.g., forests, who waters them and who
owns them simple standard units and verifies using simple
11. Visit the night shelters, people living in camps, old age homes, in tools/set ups. (e.g., floating/sinking/
surroundings and interact with old and/or differently abled and who mixing/evaporation /germination /spoilage
change their means of earning to find out where do people belong to /breathing /taste)
and why they left their places, where their ancestors had been living
E509. The learner records observations and
for ages, migration of people and debate on various such issues in
the surroundings experiences; information in an organised manner
12. Enquire from parents, teachers, peers and elders at (e.g., in tables/ sketches/ bar graphs/ pie charts)
home/community to critically think and discuss to reflect on and predicts patterns in activities/phenomena
experiences of children related to situations at home, school, (e.g., floating, sinking, mixing, evaporation,
neighbourhood
germination, spoilage) to establish relation
13. Discuss freely with peers, teachers and elders about the biases,
prejudices, and stereotypes by providing counter examples to one between cause and effect.
another E510. The learner identifies signs, directions,
14. Visit departments/ bodies in the surroundings e.g., Bank, Jal location of different objects/landmarks of a locality
Board, and Hospital and Disaster management body and interact / place visited in maps and predicts directions in
with related people and interpret different documents related to
them context of positions at different places for a
15. Watch videos on different types of land forms and the variety of life location
forms found in such places, different institutions which cater to the E511. The learner creates posters, designs,
need of societies, behaviour of animals, water scarcity, etc. followed models , set ups, local dishes, sketches, maps (of
by meaningful discussions and debates on occupations that derive neighbourhood/ different places visited) using a
from the peculiar geographical characteristics of different regions
16. Perform simple activities, record the observations in the form of variety of local/waste material and writes poems/
table/ sketch/ bar graph/ pie chart/ oral/ written form, etc. slogans/travelogue etc.
interpret and present their findings E512. The learner voices opinions on issues
17. Discuss issues of living beings (plants and animals) as rightful observed/ experienced and relates practices /
inhabitants of earth, animal rights and ethical treatment to animals happenings to larger issues of society. (e.g.,
18. Share experiences of people who work selflessly for common good
and what motivates them discrimination for access/ownership of resources,
19. Participate actively and undertake initiatives of care, share empathy, migration/ displacement / exclusion, child rights)
leadership by working together in groups e.g., in different E513. The learner suggests ways for hygiene,
indoor/outdoor/local/contemporary activities, games, dance, fine health, managing waste, disaster/emergency
art, carry out projects/role play for taking care of a plant(s), feed
situations and protecting/saving resources (land,
birds/animals, things/ elderly/differently abled around them
20. Conduct mock drills for emergency and disaster preparedness. fuels, forests, etc.) and shows sensitivity for the
disadvantaged/deprived

Page 16 of 100
 Academic calendar cum Syllabus (Class 5th EVS)

Duration

Chapter
Learning Outcome/part Competencies Activities/ Assignments/
Projects etc.

E501: Explains the super senses  Concept of Senses  Collect various flowers
and unusual features (sight, smell,  How animals recognizes and ask learners to
hear, sleep, sound etc.) of animals their Partner group them according to
and their responses to light, sound,  Ears of different their smell.
food etc.
[Link] Senses

animals

week-1 & 2

Colors seen by animals

E506: Groups objects, materials,  Hibernation of animals
activities for features and properties  Wildlife protection
such as– taste, colour, texture,
sound, traits etc.

E513: Suggests ways for

protecting/saving resources
(forests, etc.) and shows sensitivity
for the disadvantaged/deprived.
E501: Explains the senses and  Foods and their Taste  Taste food items like
unusual features (smell, etc.) of  Digestion of Food lemon, curd, and
2. From Tasting to Digesting

animals and their responses to food  Food and its importance chocolate and group
etc.  Role of Stomach these items on the bases
 Good food good health of taste.
E502: Explains the use of
week-3 & 4

technology and the process of

accessing basic needs (food, water
etc.) in our daily life.

E513: Suggests ways for good

health by utilizing quality food
and proper hygiene.

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 Academic calendar cum Syllabus (Class 5th EVS)
E503: Describes the  Types of seeds  Take some seeds and
interdependence among animals  Seed sprouting group them on the bases
and plants. (e.g. dispersal of seeds  Dispersal of seed of colour shape and
etc.).  Uses of seeds texture.

E506: Groups seeds on the basis

3. Seeds and Seeds
of features such as– shape, colour,
texture.
Week- 5 & 6

E508: Guesses (properties,

conditions of phenomena estimates
and verifies using simple
tools/setups) e.g. germination.

E509: Records observations and

experiences; information in an
organized manner (e.g., in tables
and predicts patterns in phenomena
(e.g., germination, spoilage) to
establish relation between cause
and effect.
E506: Groups objects, materials,  Properties of Water  Take substances like salt
activities for features and properties  Sink and Float sand etc and group these
(sink and float).
4. Experiments with water

 What dissolves what do items on the basis of

not solubility in water.
E508: Guesses (properties,
conditions of phenomena), (e.g.,
Week- 7 & 8

floating/ sinking/ mixing )

E509: Records observations and

experiences; information in an
organized manner and predicts
patterns in activities/phenomena
(e.g., floating, sinking, mixing,
evaporation) to establish relation
between cause and effect.

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 Academic calendar cum Syllabus (Class 5th EVS)
E504: Explains the role and  Heath Services  Play a role of Doctor and
functions of different institutions in  Health centers Nurse in your Class
daily life. (Hospitals, etc.)  Vaccination and its  Collect Information of
Importance Blood groups of your

5. Our health services

E510: Identifies signs, directions,  Voluntary Organizations family and record in your
and location of different and their Role dairy
Week- 9 & 10

objects/landmarks of area.  Blood Bank and its

Importance
E511: Creates posters and slogans  Mobile van
for general awareness regarding
health and hygiene.

E513: Suggests ways for hygiene and

health and shows sensitivity for the
disadvantaged/deprived.

E504: Explains the role and  Blood Testing  Hold an awareness camp
functions of different institutions in  Communicable and non- in the school on
6. A treat for Mosquitoes

daily life. (Blood Bank, Hospital, communicable diseases prevention of malaria.

Clinic laboratory, etc.)  Anemia, malaria- Causes
and treatment
Week- 11

E511: Creates posters, sketches  Mosquito Check

and slogans related to
communicable diseases and
prevention.

E513: Suggests ways for hygiene

and health.

E504: Explains the need and  First AID , its need and  Invite a health worker in
importance of first aid. importance your school and organize
 Handling of emergencies a first aid mock drill.
7. First Aid
Week – 12

E511: Creates posters designs and and accidents

set ups e.g. posters highlighting  Safety measures to
safety measures etc. avoid accidents

E513: Suggests ways for proper

handling of accidents.

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 Academic calendar cum Syllabus (Class 5th EVS)
E502: Explains the use of technology  Rocks formation and  Visit a nearby hill or
and the process of accessing (e.g. types hillock and make

8. Rocks and minerals

Storage and tracking of oil source)  Uses of rocks collection of different
E506: Groups objects, materials, for  Minerals and their uses rocks. Try to identify
features and properties such as– them.
Week - 13
 Formation of coal and
rocks etc. petroleum
E507: Traces the changes in  Ores and gemstones
practices, techniques of past and
present through paintings,
monuments, museum etc. and
interacting with elders. (e.g., rocks
and energy resources)
E504: Explains the role and  Mountaineering and  Make a visit to a nearest
responsibility of different persons in challenges. hill or hillock and
daily life.  Leadership and team arrange a two hours
9. Up you Go

E509: Records observations and work. walk.

Week – 14

experiences; information e.g.  Role and responsibility.  Organise a small

travelogue.  Love and respect for mountaineering camp.
E511: Creates posters, maps (of nation
different places visited) writes
poems/ slogans/travelogue etc.

E505: Establishes linkages among  Knowing your country  Collect and paste
terrain, climate, resources (food,  Variations in climate. pictures of different types
water, shelter, and livelihood) and  Cultural diversity. of houses on a drawing
cultural life. (e.g., life in  Tribes living on sheet and also list the
distant/difficult areas like hot/cold mountains. materials they are made
10. A shelter so high

deserts).  Houses in Kashmir. of.

E510: Identifies directions, location
Week - 15

of different objects/landmarks of a
locality / place visited in maps and
predicts directions in context of
positions at different places for a
location.
E511: Creates posters, designs,
models, set ups, local dishes,
sketches, maps (of neighborhood/
different places visited) writes
travelogue etc.

Page 20 of 100
 Academic calendar cum Syllabus (Class 5th EVS)
E502: Explains the process and  Formation and  Demonstrate the
phenomenon e.g. formation of structure of the earth activities on solar and
mountains, volcanos and eclipses.  Formation of mountains. lunar eclipse using
E505: Establishes linkages among  Earthquake and volcano. materials like globe,
terrain, climate and cultural life.  Seismograph. torch and tennis ball.
E509: Records observations and
11. The Earth  Movements of the earth
experiences; information in an
Week - 16

 Effects of seasons on life

organized manner (e.g., in tables/  Eclipses.
sketches/ bar graphs/ pie charts)
and predicts patterns in
activities/phenomena to establish
relation between cause and effect.
E513: Suggests ways for managing
disaster/emergency situations e.g.
earthquakes and protecting/saving
(people and property).
E504: Explains the role and  Earthquake cause and  Prepare a list of do’s and
12. When the Earth

functions of different institutions in effects don’ts during an

daily life. (Bank, Panchayat,  Safety measures. earthquake and hang it
cooperatives, police station, etc.)  Disaster management. on front wall of your
Week -17

Shook

E513: suggests ways for managing  Role and responsibility school or home.
disaster/emergency situations e.g. of government.
earthquakes and protecting/saving
(people and property).
E503: Describes the potential
consequences of earthquakes.
E503: Describes the interdependence  Team Work  Arrange a co gender
13. Across the Wall

among humans. (e.g. working in  Gender Bias sports event in your

groups).  Games we Play school.
E504: Explains the role and
Week - 18

 Leadership Qualities
functions of different institutions in
daily life (e.g. schools, family etc.)
E512: Voices opinions on issues
observed/ experienced and relates
practices /happenings to larger
issues of society.(Gender Bias).

Page 21 of 100
 Academic calendar cum Syllabus (Class 5th EVS)
E502: Explains the use of technology  Farming  Collect some seeds and
and the process of accessing basic  Crop protection try to grow them in your
needs (food, water etc.) in our daily  Festivals related to yard with proper care.
life. (e.g., grains to roti preservation farming
techniques, storage.)  Use of Fertilizers
E506: Groups objects, materials,  Germination of Seed
14. A seed Tells a Farmers Story
activities for features and properties
such as– shape, colour, texture, etc.
E507: Traces the changes in
practices, customs, and techniques
of past and present etc. and
Week - 19

interacting with elders. (e.g.

Cultivation, conservation, festivals,
materials or tools,, practices
activities like cooking, eating,
working)
E509: Records observations and
experiences; information in an
organised manner (e.g., in tables/
sketches/ bar graphs/ pie charts)
and predicts patterns in activities/
phenomena (e.g. germination,
spoilage) to establish relation
between cause and effect.
E503: Describes the interdependence  Save Forests  Collect reports about
among animals, plants and humans.  Need and Importance of forests from newspapers.
(e.g., communities earning livelihood Forests
from Animals).
 Deforestation and its
15. Whose Forests

E504: Explains the role and

responsibility of a person towards consequences
Week – 20

Natural resource.  Jhoom Farming

E512: A Voices opinion on issues  Forest Act
observed/ experienced and relates
practices /happenings to larger issues
of society (e.g. Deforestation).
E513: Suggests ways and shows
sensitivity for protecting/saving
resources (forests, etc.).

Page 22 of 100
 Academic calendar cum Syllabus (Class 5th EVS)
E505: Establishes linkages among  Heredity  Check in your family who

16. Like Father, Like

family members on the basis of  Transfer of traits matches with whom and
traits.  Relationship among fill up the table.
E509: Records observations and

Daughter
Week - 21 family members.
establish relation among family  Twins Name of Matches Which
members (cause and effect.) the with body
E510: Identifies traits among the family part/
family members. member feature

E504: Explains the role and  Role and  Make the list of works
Responsibility of different institutions Responsibilities. people do in your
17. On the move again

in daily life. (Panchayat etc.)  Occupations of People. surroundings with the

 Poverty as a problem. help of your elders.
E512: Voices opinions on issues
Week – 22

 Effects of Migration on
observed/ experienced and relates school going children.
practices /happenings to larger
issues of society.(e.g.,
discrimination for
access/ownership of resources,
migration/ displacement
/exclusion, child rights)
E503: Describes different works  Different kinds of work  List the works you like to
done by people.  Divisions of society. do and some you do not
 like to do.
18. Who will do this Work

Dignity of labour.
E507: Traces the changes in
practices and occupations of past
and present by interacting with the
Week - 23

elders.
E512: Voices opinion on issues
observed/ experienced and relates
practices /happenings to larger
issues of society.

E513: Suggests ways to shows

sensitivity for the
disadvantaged/deprived.

Page 23 of 100
 Academic calendar cum Syllabus (Class 5th EVS)
E510: Identifies directions,  Globe  Locate your school in

19. Sunita in Space

location of different  Phases of moon Google maps.
objects/landmarks of a locality  Locating places on map
Week- 24 /place visited in maps and  Map reading
predicts directions in context of  Shape of earth
positions at different places for a  Space scientists
location.
E511: Creates designs, models,
sketches, maps (of different places
visited).
E503: Describes the effects of air  Properties of Air  Play a short movie or
pollution on living and nonliving  Constituents of Air documentary on air
20. Air: its Uses
and Pollution
Week – 25-26

things.  Uses of Air pollution in the class

E510: Identifies different sources  Sources and effects of room.
and causes of air pollution. air pollution

E513: Suggests ways to minimise air

pollution e.g. pollution by
automobiles etc.
E503: Describes the folk dances,  Cultural diversity  Collect pictures of
dresses, dishes etc. of different  Climate and Culture different dresses of
states.  Religions in Country various states and paste
E505: Establishes linkages among them in your scrapbook.
21. Clothing and culture

terrain, climate, resources (food,

water, shelter, Livelihood) and
cultural life. (e.g., life in
Week – 27-28

distant/difficult areas like hot/cold

deserts).
E507: Traces the changes in
practices, customs, and techniques
of past and present through coins,
paintings, monuments, museum etc.
and interacting with elders. (e.g.
festivals, clothes, , occupations,
buildings and houses, practices
activities like cooking, eating,
working)

Page 24 of 100
 Academic calendar cum Syllabus (Class 5th EVS)

Table SA: Summative Assessment Content

Marks in Summative
S. No. Learning outcome codes Chapter Title
Assessment

1 E504, E510, E511, E513 Our health services 5

2 E504, E511, E513 First Aid 6

3 E502, E506, E507 Rocks and minerals 5

4 E502, E505, E509, E513 The Earth 5

5 E503, E504, E512 Across the Wall 3

6 E503, E504, E512, E513 Whose Forests 5

7 E505, E509, E510 Like Father, Like Daughter 4

8 E504, E512 On the move again 3

9 E503, E507, E512, E513 Who will do this Work 5

10 E503, E510, E513 Air: its Uses and Pollution 5

11 E503, E505, E507 Clothing and culture 4

Total 50

Page 25 of 100
 Academic calendar cum Syllabus (Class 5th EVS)

Assessment scheme

[Link] Level of cognition Marks Percentage

1 CL1: Remembering and Understanding: Exhibiting 18 36%
memory of previously learned material by recalling
facts, terms, basic concepts, and answers;
Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas

2 CL2: Applying: Solving problems to new situations by 10 20%

applying acquired knowledge, facts, techniques and
rules in a different way

3 22 44%
CL3: Formulating, Analysing, Evaluating and
Creating: Examining and breaking information into
parts by identifying motives or causes; Making
inferences and finding evidence to support
generalizations; Presenting and defending opinions by
making judgments about information, validity of ideas,
or quality of work based on a set of criteria;
Compiling information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.

Total 50 100%

Page 26 of 100
Mathematics

Page 27 of 100
 Learning Outcomes (NCERT) with suggestive pedagogical processes Class 5th

Suggested Pedagogical Processes Learning Outcomes

The learner may be provided opportunities in pairs/groups/ individually and The learner —
encouraged to — M501: works with large numbers
• discuss on contexts/situations in which a need arises to go beyond the – reads and writes numbers bigger than
number 1000 so that extension of number system occurs naturally. For 1000 being used in her/his surroundings
example, number of grams in 10 kg, number of metres in 20 km, etc. – performs four basic arithmetic
• represents numbers beyond 1000 (up to 100000) using place value system, operations on numbers beyond 1000 by
like extend learning of numbers beyond 9 thousand, how to write number one understanding of place value of numbers
more than 9999 – divides a given number by another
• operate (addition and subtractions) large numbers using standard algorithm. number using standard algorithms
This may be identified as extension of algorithm for one more place – estimates sum, difference, product and
• use a variety of ways to divide numbers like equal distribution and inverse quotient of numbers and verifies the
process of multiplication same using different strategies like using
• estimate the results of number operation through approximations and then standard algorithms or breaking a
verifies it number and then using operation. For
• develop the idea of multiples of a number through its multiplication facts, skip example, to divide 9450 by 25, divide
counting on a number line and number grid 9000 by 25, 400 by 25, and finally 50 by
• develop the concept of factors through division of numbers and multiples 25 and gets the answer by adding all
• discuss and use contexts/ situations from daily life in activities to develop these quotients.
understanding about fractional part of the group like, how many bananas are M502: acquires understanding about
there in half a dozen bananas? fractions
• compares fractions through various ways like paper folding, shading of – finds the number corresponding to part
diagram etc. of a collection
• develop the idea of equivalence of fractions through various activities. For – identifies and forms equivalent
example, by paper folding and shading: fractions of a given fraction
– expresses a given fraction 1/2 , 1/4,
1/5 in decimal notation and vice-versa.
For example, in using units of length and
• understand the idea of decimal fractions (1/10th and 1/100th) money– half of Rs. 10 is Rs.5

Page 28 of 100
• develop earlier understanding of angles and to describe it. – converts fractions into decimals and
• observe angles in their surroundings and compare their measures. For vice versa
example, whether the angle is smaller, bigger or equal to the corner of a book M503: explores idea of angles and shapes
which is a right angle; further, classify the angles – classifies angles into right angle, acute
• introduce protractor as a tool for measuring angles and use it to measure and angle, obtuse angle and represents the
draw angles same by drawing and tracing
• explore symmetry by using paper folding/ paper cutting – identifies 2D shapes from the
• explore shapes so that they can find out that some shapes look the same only immediate environment that have
after one complete rotation/ part of a rotation rotation and reflection symmetry like
• plan their shopping— to make estimates of money (in different denominations) alphabet and shapes
and the balance money one would get – makes cube, cylinder and cone using
• conducts role play of shopkeepers/ buyers in which students create bills nets designed for this purpose
• measure length of different objects using a tape/ metre scale. M504: relates different commonly used
• appreciates the need of converting bigger units to smaller units larger and smaller units of length, weight
• discuss experiences on units of capacity printed on water bottle, soft drink pack, etc. and volume and converts larger units to
• fill a given space by using different solid shapes, cubes, cuboids, prisms, smaller units and vice versa
spheres, etc. and encourage students to decide which solid shape is more M505: estimates the volume of a solid
appropriate body in known units like volume of a
• measure volume by counting the number of unit cubes that can fill a given space bucket is about 20 times that of a mug
• explore patterns in numbers while doing various operations and to generalise M506: applies the four fundamental
them as patterns in square numbers arithmetic operations in solving problems
involving money, length, mass, capacity
and time intervals
• Triangular number as shown below also forms a pattern M507: identifies the pattern in triangular
number and square number
M508: collects data related to various
• collect information and display it in a pictorial form. For example, heights of daily life situations, represents it in
students from their class and represent it pictorially tabular form and as bar graphs and
interprets it.
• collect and discuss various diagrams/ bar charts from the newspapers/
magazines may be in the class

Page 29 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics

Duration
Learning Outcome Key Competencies Suggestive Activities/Pedagogical Process

Topic
M501: Recognition of Activity 1:
Reads and writes numbers Number Number Recognition Activity by flash cards
bigger than 1000 being • Revision of four
used in her/his basic fundamental Comparing numbers by using cards
surroundings operations learnt Provide flash cards to students and ask them to make
- Performs four basic earlier in class 4th numbers as per their choice, and let them discuss to each
arithmetic operations on by the following: other the following:
numbers beyond 1000 by a) Whose number is bigger
understanding of place a) Comparing of b) Whose number has same digits
value of numbers Numbers c) Whose number has some repeated digits
M512: b) Daily Based Activity 2:
Relates different commonly Problems Let the students discuss in groups the following:
The Fish Tale

used larger and smaller c) Problems of a) Who knows the addition, subtraction, multiplication
units of length, weight and Addition and distribution
Wee1-2

volume and converts larger Subtraction, b) If they have to find the cost of 2kg fish if 1kg costs
units to smaller units and d) Multiplication ₹200, how they calculate
vice versa e) Some Big c) If have to find the difference between the cost of 2kg
Numbers fish and 5kg fish, how can they calculate
1.

f) Shopping/ d) …….
Farming
Activities. Activity 3:
Appreciate students to play the roles of different persons
as follows:
a) A shopkeeper (Owner)
b) A seller
c) A buyer
And buy and sell the things and use appropriate operation
in the transactions
This activity would help a teacher to observe if the
students are facing any difficulty in basic operations learnt
in earlier classes.

Page 30 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M502- • Shapes and Activity: - Angle scavenger hunt
Classifies angles into right Angles. 1. Distribute the angle scavenger hunt worksheet to each
angle, acute angle, obtuse (Angle Tester, student. Explain that they will need to search the
angle and represents the Angle Garden) classroom or school for objects or shapes that have the
same by drawing and • Changing different types of angles listed on the worksheet.
tracing. Shapes 2. Review the different types of angles on the worksheet,
• Shapes in such as right angles, acute angles, obtuse angles, and
- identifies 2D shapes from Towers straight angles.
the immediate environment • Time 3. Have the students work in pairs or small groups to
that have rotation and • Degree Clock search for the angles around the classroom or school.
reflection symmetry like Encourage them to use their pencils or markers to draw
alphabet and shapes the objects or shapes they find on the worksheet.
4. As the students find different angles, ask them to
identify the type of angle and write it on the worksheet.
If you have protractors available, they can also use
[Link] and Angles

them to measure the angles and record the

measurements.
Week 3-4

5. After the students have found all the angles on the

scavenger hunt worksheet, bring the class together and
review the different types of angles they found. Ask the
students to explain their reasoning for why a particular
angle is a right angle, acute angle, or obtuse angle.
6. As an extension activity, you can have the students
create their own angle scavenger hunt worksheets for
their classmates to complete.
Review the concept of angles and congratulate the
students for their efforts.
Note: You can adjust the difficulty level of the angles based
on the students' ability level. For younger students, you can
focus on identifying right angles and acute angles, while for
older students, you can include obtuse angles and straight
angles.
Activity:
Appreciate students to make modals of different angles
and label their measurement on them Also put a mark of
their category as Acute, Right, Obtuse etc

Page 31 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M509: • Measure Activity 1:
Finds the surface area of stamps Appreciate students to use Grid Paper and Geo-board to
different shapes in terms of • How Big is my calculate the area of different shapes by counting the

3. How Many Squares

given units Hand number of squares bounded by the shapes.
(Not added in NCERT LO Book)
• My Foot prints
• How many Activity: 2
Week 5-6

squares in me Appreciate students to perform to work in groups/peers

• Triangles for:
• Complete The a) Using some small unit- like square etc
Shape b) Using Geo-board to make different shapes and
counts the number of small squares enclosed by the
boundary of the shape
c) Counting the tiles used in bathrooms to make the
sense of the area of the walls of the bathroom.
d) ……….
M502- • Part and Activity 1:
Finds the number Whole Appreciate students to work in groups/peers to:
corresponding to part of a • Different a) Represent fractional number by colouring the parts
collection. Colours to in a picture
4. Parts and Wholes

- identifies and forms show b) Cutting a piece of paper in small pieces equally to
equivalent fractions of a • Colour the represent a fractional number
given fraction hats c) Make groups of a collection of same objects to
Week 7-8

-Expresses a given fraction, • Equal parts of identify the part as fractions of that very collection
in decimal notation and vice Triangle d) Makes different models where equivalent fractions
versa. For example, in using • Parts of are observed concretely
units of length and money- Rectangle Activity 2:
half of Rs. 10 is Rs. • Pattern in Encourage students to work in groups/individually to
- converts fractions into Parts
1 1 1
a) Identify , , . 𝑒𝑡𝑐 in the sum of ₹ 100, ₹200 etc
2 3 4
decimals and vice versa. • Puzzle- is it 1 1 1
b) Identify , , . 𝑒𝑡𝑐 in the quantity 2kgs, 10kg, 50kg
equal 2 3 4
1 1 1
• Rupees and c) Identify 2 , 3 , 4 . 𝑒𝑡𝑐 as the part of the area of
paisa classroom

Page 32 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M503- • Pattern Activity 1:
identifies 2D shapes from • Half a Turn Encourage students to find and make the patterns in:

5. Does it Look the Same

the immediate environment • One fourth a) Shapes
that have rotation and • One sixth b) Numbers
reflection symmetry like Activity 2:
alphabet and shapes Appreciate students to:
Week 9-10

a) Identify the shapes from given shapes which looks

1 1 1
same after: turn, 𝑇𝑢𝑟𝑛, 𝑡𝑢𝑟𝑛 𝑒𝑡𝑐
2 3 4
b) Construct the numbers/ words which can be read
same after half turn
c) Observe their surroundings and identify if there is
some pattern. Discuss in groups or with the peer
and also try to construct the same on some drawing
sheet.
d) …………..
M501 • Factors and Activity 1: (Multiples)
-divides a given number by Multiples Appreciate students to work in groups/ individually to:
6. Be my Multiple, I will be your Factor

another number using • (Common a) Make a number line on the ground (1-50)
standard algorithms. Factors, Ask students to jump by 1 step, 2 steps, 3 steps, 4
-estimates sum, difference, Multiples) steps…… The numbers over which the students’
product and quotient of • Dice Game jumps are the multiples of 1, 2, 3, 4, ….
numbers and • Factor Tree Continue the activity till the students gets clear
verifies the same using understanding the multiples
different strategies like b) Identify the multiples of a given number from a set
Week 11-12

using standard algorithms of given numbers (Numbers are written on cards)

or breaking a number and Activity 2: (Factors)
then using operation. (For Appreciate students to work in groups/peer to:
example, to divide 9450 by a) Divide a collection of objects equally among some
25, divide 9000 by 25, 400 students and observe the number of students you
by 25, and finally 50 by 25 can divide the collection. The numbers of students
and gets the answer by that you can divide the collection of objects equally
adding all these quotients) is the factor the number of objects in the collection.
b) Also find the maximum number of students in the
group in which you can divide two collections
exactly. This idea will give the understanding the
HCF

Page 33 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M507: • Patterns in Activity 1:
Identifies the pattern in Shapes Appreciate students to look into the given patterns and try
triangular numbers and • Patterns in to extend these:

7. Can you see the Pattern

square numbers Numbers
• Patterns in
group of
shapes
Week 13-14

2, 4, 6, 8, ….
1, 4, 7, 10, ….
Activity 2:
Encourage students to work in groups/peers to:
a) Identify, extend and construct patterns in shapes
b) Identify, extend and construct patterns in group of
shapes
c) Identify, extend and construct patterns in numbers
Also appraise students with the patterns given in text
book.
M510: • The central Activity 1:
Acquires understanding of Hexagon Let students measure some kitchen garden or the land
simple maps and constructs • Waiting for the under the school building or any piece of land and also
simple site maps parade identify the partition made therein. Later the students are
• Trip to Red fort appreciated to drawn the measurements on some paper
(Not in NCERT LO Book)
8. Mapping your way

• Make it bigger, using some reasonable scale

Make it smaller
• Dancers from Activity 2:
Week 15-16

different states Let students be allowed to make the drawing of the way
• The Sea, Lines he/she used to come from home to school or any other
between the states situation
• Distances
Between Towns Activity 2:
Encourage students to work in groups/peers to make a
simple drawing of their locality and mention the important
places in it. Like school, Hospital etc

Page 34 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M503: • Patterns in Activity 1:
Makes cube, cylinder and Shapes Encourage students to take some boxes (Shoe box, Chalk
cone using nets designed • Patterns in Box, etc) and open these boxes to observe

9. Boxes and Sketches

for this purpose Numbers the shapes (s) of material used in them.
• Patterns in E.g., for a cube, students will observe it
Acquires understanding of group of shapes as the given adjacent. This activity may
Week 17-18

3-D shapes in terms of: help the students to understand the Net
a) Faces required for different 3-D shapes (objects)
b) Edges Activity 2:
c) Corners Appreciate students to make the Nets of:
a) Open Cylinder
b) Cube
c) Cuboid
And observe then as 3-D shapes to find the faces, edges,
corners etc
M511: • Knows what Activity 1:
Acquires understanding of actually one-tenth Appreciate students to work in groups/peers to:
10. Tenths and

decimals place value system of a quantity. a) Find one-tenth, one-hundredth of ₹100, 500, 1000
Week 19-2-0

Hundredths

• Knows what etc

actually one- b) Find one-tenth, one-hundredth of 1m, 1km etc
hundredth of a c) Find one-tenth, one-hundredth of 1kg, 10kgs etc
quantity is. Activity 2:
• Reads numbers in Appreciate students to discuss in groups/peers to
decimals a) Know the real-life situations where one-tenth, one-
hundredth is used
M512: • Fills a given region Activity 1:
11. Area and its Boundary

Fills a given region by using using the Take a drawing sheet and make cm/inch square grid on it.
different 2-D shapes and following: Provide cut-outs of different shapes students to place over
finds the shape appropriate a) Small Squares the grid to find the number of squares the shape includes
to fill the region. b) Small triangles In this way, the students would get the idea of area in
Week 21-22

Also develops the area • Uses square grid term of square units
formula used for rectangle, to find the Activity 2:
square etc number of Appreciate students to work in groups /peers to:
squares that a a) Make an appropriate grid over some area of land in
shape covers the group and measure it in number of squares.
The grid can be made by using thread or any other
way

Page 35 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
M508: • Making Tally Activity1:

12. Smart Charts

collects data related to • Bar Graphs Appreciate students to ask their friends for the following
various daily life situations, • Pictographs information and write down the same in their notebooks:
Week 23-24
represents it in tabular form a) Number of brothers
and as bar graphs and b) Number of sisters
interprets it c) Numbers of pens/pencils
d) …………
Activity 2:
Encourage students to represent the collected information
in the form of Bar-chart and use tally mark
M501: • Shares the given Activity 1:
Divides a given number by number into 2, 3, Appreciate students to get the product of two numbers by
13. Ways to Multiply and Divide

another number using 4, 5, etc by using concrete material

standard algorithms.
• Divides a number
M501:
estimates sum, difference, using repeated
product and quotient of subtraction Activity 2:
Week 25-26

numbers and • Divides a given Appreciate students to distribute (Say 2345) into 5 by the
verifies the same using number by using following way:
different strategies like using subtraction First distribute 400 to each which makes a total of 2000
standard algorithms or • Divides a given Second distribute 50 to each which makes a total of 250
breaking a number and then number by Third distribute 10 to each which make a total of 50
using operation. (For example, standard Finally distribute 9 to each which make a total of 45
to divide 9450 by 25, divide Thus, each one gets 2000 + 250 + 50 + 45 = 2345
algorithm
9000 by 25, 400 by 25, and
finally 50 by 25 and gets the
answer by adding all these
quotients).
M504: Volume Activity:
[Link] Big? How Heavy?

relates different commonly Measurement by the Take a Bucket and fill it with water using mug to measure
used larger and smaller units following ways: its capacity in numbers of mugs
of length, weight and volume
• Using
Week 27-28

and converts larger units to

nonstandard units Activity 2:
smaller units and vice versa.
M505: • Using smaller Take a box and a small cube. Let students be appreciated
estimates the volume of a solid units to measure to fill the box using given cubes to obtain the concept of
body in known units like the capacity of volume in terms of unit. This will help a student to derive
volume of a bucket is about 20 bigger container the formula for the volume of cuboid and cube.
times that of a mug. • Using standard
units like 𝑚𝑙, 𝑙 etc

Page 36 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
Summative Assessment Learning Outcomes
[Link] Learning outcome Chapter Number and Name Marks Allotted
aligned

01 M503 2. Shapes and Angles 7

02 M502 4. Parts and Wholes 6

03 M507 7. Can You see the pattern 6

04 M503 9. Boxes and Sketches 6

05 M511 10. Tenths and Hundredths 6

06 M512 11. Area and its boundary 7

07 M508 12. Smart Charts 6

08 M501 13. Ways to multiply and 6

divide

Total 50

Page 37 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics
Cognitive Level Weightage
Total %
Cogitative levels Marks Weightage
(approx.)

CL-1: Demonstrate Knowledge and Understanding.

-Exhibit memory of previously learned material by recalling facts,
terms, basic concepts and answers.
18 36%
-Demonstrate understanding of facts and ideas by organising,
comparing, translating, interpreting, giving descriptions and stating
main ideas.

CL-2: Application of knowledge/concept.

- Solve problems to new situations by applying acquired knowledge, 10 20%
facts, techniques and rules in a different way.

CL-3: Formulate, Analyse, Evaluate and Create.

- Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalisations.
Present and defend opinions by making judgements about
22 44%
information’s, validity of ideas, or quality of work based on a set of
criteria.
- Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions.

Total 50 100

Page 38 of 100
 Class 5th Academic Calander cum Syllabus, Mathematics

Summative Assessment Blueprint

Question Format Marks Cognitive Levels Total Questions Marks
Per Question
1 Mark CL-1 4 4
Multiple Choice Questions CL-2 1 1
(MCQs) CL-3 2 2
Total 7 7
1 Mark CL-1 1 1
Questions
Response
Selected

Case Based/Data Based CL-2 1 1

Multiple Choice Questions CL-3 1 1
(CB-MCQs)
Total 3 3
1 Mark CL-1 1 1
Assertive – Reasoning CL-2 1 1
Multiple Choice Questions CL-3 1 1
(AR-MCQs)
Total 3 3
2 Marks CL-1 2 4
Very Short Answer CL-2 2 4
Questions (VSAQs) CL-3 2 4
Total 6 12
Constructed

3 Marks CL-1 1 3
Questions
Response

Short Answer Questions CL-2 1 3

(SAQs) CL-3 3 9
Total 5 15
5 Marks CL-1 1 5
Long Answer Questions CL-2 Nil Nil
(LAQs) CL-3 1 5
with internal choice
Total 2 10
Total Summative Assessment Marks 50

Page 39 of 100
Urdu (‫ُ)اردو‬

Page 40 of 100
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫س‬
‫اسالہنایکڈمڈنیلکر‪ /‬یلبســـ‪2024-2023‬‬

‫امجع‪:‬اپوچنی‬ ‫زابن ‪ :‬اردو‬

‫اعترف‬

‫ہچباےنپرھگ‪،‬اخدناناوراموحلےسزابنےکرجتابتووصتراتےلرکاوکسلںیمدالخوہاتےہ۔نکیل اباقدعہوطررپوہرحوفیکانشتخوظفلںےکینعماورانےکاامعتسلےساوکسل‬
‫ںیم اعتمرف وہات ےہ ۔ وچہکن اس رمع ںیم رحوف انشیس لکشم اکم ےہ اس ےیل ہک رمس طخ ےک اشنانت اور ان اشنانت ےس ڑجی آوازوںوک اجانن اورانھجمس آاسن ںیہن وہات۔ اس ےیل رضوری ےہ ہک‬
‫زابنےنھکیسیکرشواعتینعمےسوہاوراسےکےیلاہکیناکاہسراایلاجےئ۔ ینعیزابناھکسےنےکدصقموکاہکینےسوپراایکاجےئ۔ وچہکناہکینںیمفطلادنوزیاوردیپسچلاک رصنعاشلموہاتےہاس‬
‫ےیلاہکیناکوہلیسزابناھکسےنںیمزایدہاکررگاورؤمرثاثتبوہاتکس ےہ۔وچبںوکےلہپوکیئاہکینانسیئاجےئاوررھپاساہکینںیماامعتسلوہےنواےلوظفلںےسوچبںوکآہتسہآہتسہاعتمرفرکاای‬
‫اجےئ۔اوراسرطحاںیھنرحوفانشیسایرمسطخیکدترسییکرطفالایاجےئ۔وکششیکاجےئہکانوکایسیاہکاینںانسیئاجںیئہکوہآاسینےساںیھنھجمسںیکساوراینپھجمسےسینعموبلطم‬
‫اکنلرک فطل احلص رک ںیکس۔ اناہکوینں ںیم اوراہکوینں ےس ابرہ یھبوچبں ےک ےیل اےسی اموحل اک اامتہم وہان رضوری ےہ اہجں وہ ریغب یسک روکوٹک اورریغب یسک اہسرےےک آزاداہن وطر رپ اینپ‬
‫ھجمساکاامعتسلرکںیکساوراےنپ وطررپاناہکوینںےسوکیئینعموبلطماکنلںیکساوروفحمظیھبوہںیکس۔ویکہکنایسفنیتوطررپےچبداینےسقلعتماینپ ھجمساور ملعیکریمعتوخدرکےتںیہ۔انیکہی‬
‫ریمعتیسکےکاھکسےنایزورزربدیتسےسںیہنوہیت۔اسریمعتںیموخدوچبںےکرجتابتواشمدہاتاشلموہےتںیہ۔‬
‫زابناھکسےنےکاسلمعںیماساایتحطیکیھبرضورتےہہکوکیئایسیوصرتاحلہندیپاوہہکانےکرطفیااہظریکالصتیحرپدقنغل اجےئ۔وچبںیکایسفنتوکیھبےنھجمسیک‬
‫رضورتےہہکومعًاموہالکسرومےکاموحلںیماینپابتےکااہظرںیمکجھجوسحمسرکےت ںیہ۔اسےیلہکرشوعںیموہسجزابنںیمآاسینےساینپابتایاےنپرجتابتوااسحاستاکااہظررک‬

‫‪Page 41 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫ےتکسںیہ اسوک اوکسل ںیم میلست ںیہنایک اجات۔ اوکسلیک زابن ریمس ینعیزابن و وقادعیک اپدنبویں ںیمڑکجی وہیئ وہیت ےہ۔ وچبں رپ اوکسلیک ریمس زابن اک ربع اانتاحویوہات ےہ ہک وہ اینپرطفی‬
‫زابنںیمابتےتہکوہےئاچکچہےتںیہ۔اسےیلزابنیکدترسیےکوتقریثکااسللینانترظاکایخلراھکاجےئ۔الکسںیموجےچبآےتںیہوہفلتخماسلینسپرظنمےسقلعترےتھکںیہ۔ارگااتسدریثک‬
‫ااسللینانترظوکاسےنمراتھکےہاورالکسںیمھبک وچبںوکےنھکیسےک اسکیںوماعقرفامہرکاتےہوتوہزابنیکدترسیوکرتہبانباتکسےہ۔ ااسیرکےنےسوچبںوکانےک رطفیااہظرےکرفوغاکومعق‬
‫لماتکس ےہ اوروہ ذہتیبی واسلین ونتع ےک ںیئت ااسحس یھب وہ ےتکس ںیہ۔ اس ےیل ریثک ااسللین انترظ یک اتیمہ وک اھجمس اجےئ اوراس ےک شیپ رظن ااسیرطہقی دترسی اایتخر ایک اجےئوج زابنیک درس و‬
‫دترسیںیمرتہب‪،‬آاسناورومرثاثتبوہےکس۔‬

‫آومزیشاملصح‬
‫وقادع ےک اابتعر ےس ولمجں وک حیحص رطےقی ےس ادا رکےت ںیہ۔‬ ‫‪URD506‬‬ ‫ابلطء ڑپےھ' دےھکی اور ےنس وہےئ وااعقت اور وہگجں ےک ابرے ںیم‬ ‫‪URD501‬‬
‫رثناورمظن وکدرتس بل وےجہل اور رواین ےکاسھت ھجمس رکڑپےتھ‬ ‫‪URD507‬‬ ‫اینپ راےئ اک ااہظر رکےت ںیہ۔‬
‫ںیہ۔‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت اک ااہظر رکےت‬ ‫‪URD502‬‬
‫ںیمظن‪ ،‬رتاےن‪ ،‬تیگ وریغہ وک ومزوتنی‪ ،‬دل یپسچ اور فطل‬ ‫‪URD508‬‬ ‫ںیہ۔‬
‫ادنوزی ےک ےیل ڑپےتھ ںیہ۔ ڑپےتھ وتق رثن‪،‬مظن‪،‬طخ‪ ،‬اہکین‬ ‫ومظنں اور وتیگں وک رتمن ےک اسھت ڑپےتھ ںیہ۔‬ ‫‪URD503‬‬
‫وبلطم وک ےتھجمس ںیہ۔‬ ‫ومضمن وریغہ ےک رفق اورینعم‬ ‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل رکےت ںیہ۔‬ ‫‪URD504‬‬
‫دریس بتک ےک العوہ ایعمر ےک اطمقب دورسیرحتریوں وکیھب‬ ‫‪URD509‬‬ ‫ایخالت وک رموبط اور اامتعد ےک اسھت شیپ رکےتکس ںیہ۔‬ ‫‪URD505‬‬
‫ڑپےتھ اور ےتھجمس ںیہ۔‬
‫اےنپ ایخالت اور رجتےب اک ااہظر رحتریی لکش ںیم رک ےت ںیہ۔‬ ‫‪URD510‬‬

‫‪Page 42 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫اموحل ےک ںیئت دیبار اور اسحس ںیہ۔‬ ‫‪URD513‬‬ ‫اینپ یقیلخت الصتیح اک ااہظر اہکین ‪،‬مظن ‪ ،‬ہفیطل وریغہ یک لکش‬ ‫‪URD511‬‬
‫درتسبلوہجہلاوررواینےکےئلابلط اینبدی رومزاواقفوکاچنہپےتن‬ ‫‪URD514‬‬ ‫ںیم رکےت ںیہ۔۔‬
‫ںیہ۔‬ ‫ریمس اور ریغ ریمس وطخط ےتھکل اوردےی ےئگ وموضع رپ دنچ ےلمج‬ ‫‪URD512‬‬
‫الےقحاوراسےقبوکاچہپےتناورےتھکلںیہ۔‬ ‫‪URD515‬‬ ‫ےتھکل ںیہ۔‬

‫اصنیبوتاعقت‬
‫❖ ابلطںیمفلتخمآوازوںوکنسرکانںیمرفقرکےنیکالصتیحدیپارکان۔‬
‫❖ رگوپ ںیموگتفگ‪/‬ابتتیچاھکسان۔‬
‫❖ اہکینوکوصتریوںیکدمدےسادنازہ اگلرکڑپےنھیکالصتیحدیپارکان۔‬
‫❖ ابلطےکذریخہاافلظںیمااضہفرکان۔‬
‫❖ آساپسوبیلاجےنوایلزابونںےکاافلظےسروانشسرکان‬
‫❖ رھگاوروکسلںیموبیلاجےنوایلزابنےکدرایمنرفقاتباناوررہتفرہتفاںیھنایعمری زابنےسروانشسرکاان۔‬

‫‪Page 43 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫ےنھکیسےکرطےقیاوراموحل‬
‫• ابلط وک دریس اور ریغ دریس اتکوبں ےس وھچیٹ وھچیٹ ومظنں‪ ،‬اہکوینں‪،‬وفیطلں اورویلیہپں وک ےننس انسےن ےک وماعق رفامہ ےیکاجںیئ اتہک ابلط یک کجھج دور وہےکس۔ مہ امجع اسویھتں ےک‬
‫ذرےعییھبہیرسرگیمااجنماپیتکسےہ۔‬
‫• دریساتکوبںےکاسھتاسھتایعمرےکاطمقبفلتخمرطحاکومادےسیجاابخروںےکرتاےش‪،‬راسولں‪،‬وصقں‪،‬اہکوینںاوراکسکمیکاتکںیبوریغہرفامہیکاجںیئ۔وصخمصالصتیحواےل‬
‫ابلطےکےیلربلیاکااظتنمایکاجےئ۔‬
‫• یعمساوررصبیاایشدھکیرک‪،‬رڈیوی‪ ،‬یٹوی‪،‬پیٹراکیرڈوریغہوکنسرک انےسقلعتمابترکےنےک ےیلاہک اجےئ۔انےکذرےعیاردووظفلںاورآوازوںیکحیحص ادایگیئیکقشموہےکسیگ‬
‫اوراناکبلوہجہلیھبدرتسوہےکساگ۔‬
‫• رقبیرتنیاموحلاورآساپسںیمروامنوہےنواےلوااعقتواشمدہاتےسابربخرےنہاورانرپوگتفگرکےنیکرتبیغدیاجےئ‪،‬اںیھنانےکاموحلےکشیپرظنوگتفگرکےناکومہعقدایاجےئ۔‬
‫• اوکسل ںیم وہےن وایل فلتخم رسرگویمں ےک ذرےعی رحتریی اہمرت وک رفوغ دےنی ےک ےیل زایدہ ےس زایدہ وماےعق رفامہ ےیکاجںیئ۔ اےنپ آس اپس ےک اموحل ےس ابربخ رےنہ اور روامن‬
‫وہےنواےلوااعقتوکآاسنوظفلںںیمےنھکلیکرتبیغدیاجےئ۔‬
‫• ومظنںاوروتیگںوکرتمناورانمبسبلوےجہلاورحیحصظفلت ےکاسھتڑپےنھےکےیلفلتخمرپورگاومںںیمرشکیوہےناکومعقدایاجےئاورانیکاکررکدیگیکوحہلصازفایئیکاجےئ‬
‫• ڑپےتھوتقابعرتےکارعاب‪،‬االماوروخشیطخرپوغررکےنےکےیلابرابروتہجدالیئاجےئاتہکحیحصاوراصفرھتسیاردوےنھکلاکراجحنرفوغاپےکس۔‬
‫• دقریتانمرظیکنیسحترکےن‪،‬انیکوخبوصریتاورراگنریگنیکرطفوتمہجرکےناورہقلعتماافلظےکاامعتسلےکوماعقرفامہےیکاجںیئ۔‬
‫• اموحلےسقلعتمنتم‪،‬ملف‪،‬وصتری‪،‬ااہتشر‪،‬امڈلوریغہیھبرفامہےیکاجںیئ۔اتہکےننساورڑپےنھیکاہمرںیتآاسیناوردیپسچلےکاسھترفوغاپںیکسےسیجواہ!ایکوخبوصرتوھپلےہ۔‬
‫• ابیمہوگتفگاوراموحایلتےکوموضعرپیھکلوہیئاتکوبںاوراضمنیمےکذرےعیاموحایلتےکںیئتدیباریدیپارکےناوراںیھناموحلدوتسانبےنےکدتاریباایتخریکاجںیئ۔‬

‫‪Page 44 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ اردو زابن ےک ےئن اافلظ ےس ابلطء وک روانشس رکاےن‬ ‫٭ھجمسرکڑپنھ‬ ‫مظنوکرتمنےکاسھتڑپےتھںیہ۔‬ ‫‪URD503‬‬ ‫قبسربمن‪1‬‬ ‫ہتفہ‪1‬‬
‫ےک ےئل فلتخم مسق یک رسرگایمں رکایئ اجںیئ اور یئن‬
‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭ظفلت'رواین‬ ‫‪URD504‬‬ ‫(ےچبیک ُداع)‬
‫رسرگویمںےسامتمابلط وکےنھکیسےکوماعقرفامہرکاےئ‬
‫رکےتںیہ۔‬
‫٭ذریخہاافلظ‬ ‫ہحفصربمن‪07‬‬
‫اجںیئ۔‬
‫مظن وک درتس بل و ہجہل اوررواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫٭ومزوتین'اقہیفیکاچہپن‬
‫٭ ابلط ےک ظفلت اور رواین اک اخص ایخل راھک اجےئ۔ ااتسد‬ ‫رکڑپےتھںیہ۔‬
‫ےئن اافلظ یک اچہپن ظفلت اور رواین ےک ےئل اافلظ یک دنلب‬ ‫٭مظناوررثناکرفق‬
‫ںیمظن' رتاےن وریغہ وک ومزوتین‪ ،‬دیپسچل اور‬ ‫‪URD508‬‬
‫وخاینرکےاوروبرڈرپےئھکل۔‬
‫فطلادنوزیےکےئلڑپےتھںیہ۔‬
‫٭ ااسذتہ مہ وزن اافلظ یک قشم رکاںیئ۔مہ وزن اافلظ‬
‫یکقشمفلبساکرڈاوروبرڈےکدزےعیرکایئاجےئ۔ اتہک‬
‫ےچباقہیفاوروزنھجمسںیکس۔‬

‫٭ ااسذتہ رثن اور مظن ےک رفق وک ان یک اتکوبں ںیم مظن‬

‫اپرےاوررثناپرےوکداھکیرکاھجمسںیئ۔‬

‫‪Page 45 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ قبس " ااصنف" ےک العوہ ھچک اور وااعقت (ریسیت)‬ ‫٭ھجمسرکڑپنھ‬ ‫ابلطڑپےھاورےنسوہےئوااعقتاوروہگجں‬ ‫‪URD501‬‬ ‫قبسربمن‪2‬‬ ‫ہتفہ‪2‬اور‬
‫اکذرک رکی ےگ۔ اتہک وچبں ےک االخایقت رپواں‬ ‫٭وبےنلیکالصتیح‬ ‫ےکابرےںیماینپراےئاکااہظررکےتںیہ۔‬ ‫(ااصنف)‬ ‫ہتفہ‪3‬‬
‫ڑچںیھ۔‬
‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫٭ولمجںیکاستخ‬ ‫ہحفصربمن‪12‬‬
‫٭ دنلب وخاین ےک دعب ااسذتہ ابلط ےسرہ اکی اطبل ملع‬
‫اکااہظررکےتںیہ۔‬
‫ےساسقبساکرمزکیایخلوپںیھچ۔‬ ‫٭ذریخہاافلظ‬
‫ےنس وہےئ وظفلں وک وگتفگںیم اامعتسل رکےت‬ ‫‪URD504‬‬
‫٭ ےئن اافلظ یک قشم ےک ےئل ااتسد اکی ڈےب ںیم امتم‬ ‫٭درتسبلوہجہل‪،‬رواین‬
‫ںیہ۔‬
‫ےئن اافلظ وک رںیھک ےگ اور رھپ رہ ہچب ےس اکی اکی رپیچ‬ ‫ےکاسھتڑپنھ‬
‫ڑپےنھوکںیہک۔‬ ‫وقادع ےک اابتعر ےس وادحعمج ‪ ،‬اافلظ دض اور‬ ‫‪URD506‬‬
‫٭ وادح‪ ،‬عمج‪ ،‬ذمرک‪ ،‬ومثن‪ ،‬ادضاد وک ازرب رکاےن ےک‬ ‫امسےکابرےںیماجےتنںیہ۔‬
‫ےئلااسذتہفلبساکرڈاکاامعتسلرکی۔‬ ‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫٭ ااسذتہ ابلطء ےک بل وہجہل وک درتس رکےن اور اس‬ ‫رکڑپےتھںیہ۔‬
‫ںیم رواین دیپا رکےن ےک ےئلقبس وک ‪Audio‬‬
‫‪ Recorder‬ںیم دسا دنبرکی رھپ ابلطء وک ابر ابر قبس‬
‫انسںیئ۔)‪(CWSN‬‬

‫‪Page 46 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ ابلط وک قبس ںیم آےن واےل امتم آالت یک‬ ‫ڑپےھوہےئقبسےکابرےںیماےنپایخالت ٭وبےنلیکالصتیح‬ ‫‪URD502‬‬ ‫قبسربمن‪3‬‬ ‫ہتفہ‪5‬اور‬
‫اصتویر داھکںیئ ےگ اور نکمم وہ وت وپمکرٹ بیل ںیم ےل اج‬ ‫اکااہظررکےتںیہ۔‬ ‫ہتفہ‪6‬‬
‫(ارٹنٹین)‬
‫رکامتمآالتاکاامعتسلاھکسںیئ۔‬ ‫ےنسوہےئےئنوظفلںوکوگتفگںیماامعتسل‬ ‫‪URD504‬‬
‫٭ذریخہاافلظ‬ ‫ہحفصربمن‪18‬‬
‫٭ ےئن اافلظ یک اچہپن ےک ےئل امتم ےئن اافلظ ےک ےلمج‬ ‫رکےتںیہ۔‬
‫ابلطےسونباںیئاجںیئ۔‬ ‫ایخالت وک رموبط اوراامتعد ےک اسھت شیپ رکےت‬ ‫‪URD505‬‬
‫٭ ااسذتہ قبس وک ڑپےنھ اور اھجمسےن ےک دعب ابلط ےس‬ ‫٭ےنھکلیکالصتیحےسیجای‬ ‫ںیہ۔‬
‫قبسےکابرےںیماینپاینپراےئدےنیوکںیہک۔‬ ‫لیموریغہ‬ ‫اےنپایخالتاوررجتےباکااہظررحترییلکش‬ ‫‪URD510‬‬
‫٭ ااسذتہ ابلط ےس ای ۔ لیم ےنھکل یک قشم اکیپ اور وپمکرٹ‬
‫ںیمرکےتںیہ۔‬
‫دوونں رپ رکاںیئ۔ رہ اطبل ملع مک ےس مک دو دو ای لیم‬
‫اینپ یقیلخت الصتیح اک ااہظر مظن یک لکش ںیم‬ ‫‪URD511‬‬
‫ںیھکل ےگ۔ ااسذتہ ابلط ےک درایمن اکی ابمہثح رکاںیئ‬ ‫٭یقیلختالصتیح‬
‫رکےتںیہ۔‬
‫ہک انںیم وکن وکن ان آالت ےک اامعتسل ےس اب ربخ ںیہ‬
‫ریغریمسوطخطےتھکلاوردےیئےئگوموضع‬ ‫‪URD512‬‬
‫اورسکسکےنانآالتوکبکبکاامعتسلایکںیہ۔‬
‫رپدنچےلمجےتھکلںیہ۔‬

‫‪Page 47 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ااسذتہ ابلط وک ڑپاھےن اور اھجمسےن ےک دعب اس قبس‬ ‫ڑپےھوہےئقبسےکابرےںیماےنپایخالت ٭ھجمسرکڑپنھ‬ ‫‪URD502‬‬ ‫قبسربمن‪4‬‬ ‫ہتفہ‪7‬‬
‫ےکابرےںیماینپاینپراےئدےنیوکںیہک۔‬ ‫اکااہظررکےتںیہ۔‬
‫٭وبےنلیکالصتیح‬ ‫وگتفگےک‬

‫٭ااسذتہابلطوکوگتفگےکآدابرپابمہثحرکاںیئےگ۔‬ ‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭اموحلےکںیئتاسحس‬ ‫‪URD504‬‬ ‫آداب‬

‫٭ ااسذتہ ابلط وک اینپ اکیپ رپ وگتفگ ےک آداب ےک قلعتم‬ ‫وہان‬ ‫رکےتںیہ۔‬ ‫ہحفصربمن‪23‬‬
‫دسےلمجرحتریرکاںیئ۔‬ ‫وقادع ےک اابتعر ےس اافلظ ٰینعم‪ ،‬اافلظ یک دض اور‬ ‫‪URD506‬‬
‫٭رحترییالصتیح‬
‫ولمجںوکانباناجےتنںیہ۔‬
‫٭وگتفگ ےک آدابےک وموضع رپابلط ےک درایمن اکی‬ ‫٭ذریخہاافلظ‬
‫دریس اتکب ےک العوہ ایعمر ےک اطمقب دورسی‬ ‫‪URD509‬‬
‫رقترییاقمہلبرکاںیئ۔‬ ‫٭ےنھکلیکالصتیح‬
‫رحتریوںوکیھبڑپےتھںیہاورےتھجمسںیہ۔‬
‫٭ااتسد ےچب اور داکدنار ےک درایمن اکی اکمہمل ایتر‬ ‫اموحلےکںیئتاسحساوردیبارںیہ۔‬ ‫‪URD513‬‬
‫رکی۔ اور دعب ںیم ابری ابری وچبں ےک درایمن ہی اکمہمل‬
‫اےنپ ایخالت اور رجتےب اک ااہظر رحتریی لکش‬ ‫‪URD510‬‬
‫رکاںیئ۔‬
‫ںیمرکےتںیہ۔‬
‫٭ ااسذتہ وچبں ےس ابزار ںیم رخدی و رفوتخ ےک دوران‬
‫داکدنار اور رخدیار ےک چیب وہیئ وگتفگ رپ اکی ڈراہچم‬
‫رکواںیئ۔‬

‫‪Page 48 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ااسذتہ یمشکےکامتمتحصازفاءاقمامتےکانمابلطوک‬ ‫ابلط ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭وبےنلیکالصتیح‬ ‫‪URD501‬‬ ‫قبسربمن‪5‬‬ ‫ہتفہ‪8‬‬
‫اید رکاںیئ اور وفن رپ ‪YouTube‬ےک ذرےعی امتم‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ رتمنےسڑپےنھیک‬ ‫وصترییمشک‬
‫وہگجںیکریسرکاںیئ۔‬ ‫ںیہ۔‬
‫الصتیح‬ ‫ہحفصربمن‪29‬‬
‫٭ ےئن اافلظ ‪ ،‬مہ اقہیف (مہ وزن)قشم رکاںیئ۔ اس مظن‬
‫٭ذریخہاافلظ‬ ‫وظفلںوکرتمنےکاسھتڑپےتھںیہ۔‬ ‫‪URD503‬‬
‫ںیم تہب یہ وخوصبرت ومزوتین ےہ۔ ایس یک انمتبس‬
‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل‬ ‫‪URD504‬‬
‫ےسابلط وکوکیئرعشانبےنیکقشمرکاںیئ۔ اسرطحان‬ ‫٭درتسبلوہجہل‪،‬رواین‬
‫رکےتںیہ۔‬
‫یکیقیلختالصتیحرھکناجےئیگ۔‬ ‫٭ےنھکلیکالصتیح‬
‫٭ امتم لغم ابوغں اور تحص ازفاء اقمامت وک اجےنن اور دےنھکی‬ ‫مظن وک درتس بل و ہجہل اوررواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫٭یقیلختالصتیح‬
‫ےک دعب ابلط ںیم اموحل ےک ںیئت دیبار اور اسحس رےنہ ےک ےئل‬ ‫رکڑپےتھںیہ۔‬
‫اکیابمہثحرکاںیئ۔سجاکوموضع‬ ‫٭اموحلےسابربخوہان‬
‫اےنپ ایخالت اور رجتےب اک ااہظر رحتریی لکش‬ ‫‪URD510‬‬
‫"امہرااموحلاوراےنپاباغتوکاصفےسیکرںیھک"‬
‫٭ومزوتین‬ ‫ںیمرکےتںیہ۔‬
‫٭ امتماباغتےکابرےںیماجاکنریاحلصرکےنےکدعبامتم‬
‫ابلط ےس ان ےک نیت دنسپدیہ اباغت ےک قلعتم دس دسےلمج ےنھکل‬ ‫اینپ یقیلخت الصتیح اک ااہظر مظن یک لکش ںیم‬ ‫‪URD511‬‬
‫وکںیہک۔‬ ‫رکےتںیہ۔‬
‫٭ااسذتہ بج ابلط وک یسک تحص ازفاء اقمم یک ریس رکاںیئ ےگ وت‬
‫اسدناموحلےکںیئتوچبںوکدیباراوراسحسرکی۔‬
‫اموحلےکںیئتدیباراوراسحسںیہ۔‬ ‫‪URD513‬‬

‫‪Page 49 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ ابلط وک دویتس یک اتیمہ اور دینمش ےک اصقنانت‬ ‫ڑپےھوہےئقبسےکابرےںیماےنپایخالت ٭ھجمسرکڑپنھ‬ ‫‪URD502‬‬ ‫قبسربمن‪6‬‬ ‫ہتفہ‪9‬‬
‫ےکابرےںیماینپاینپراےئدےنیاکومعقرفامہرکی۔‬ ‫اکااہظررکےتںیہ۔‬
‫٭وبےنلیکالصتیح‬ ‫(دویتس)‬ ‫اور‬
‫٭ دنلب وخاین ےک دعب ااسذتہ رہ اکی اطبل ملع ےس اس‬ ‫ےنسوہےئےئنوظفلںوکوگتفگںیماامعتسل‬ ‫‪URD504‬‬
‫٭رپےنھکیکالصتیح‬ ‫ہحفصربمن‬ ‫ہتفہ‪10‬‬
‫قبساکرمزکیایخلوپںیھچےگ۔‬ ‫رکےتںیہ۔‬
‫٭وادح عمج‪ ،‬ذمرک ومثن‪ ،‬دض ادضادوکازربرکاےنےک‬ ‫وقادعےکاابتعرےسولمجںوکحیحصرطےقیےسادا ٭ڑپےنھاوررواینیک‬ ‫‪URD506‬‬
‫ےئلااسذتہفلبساکرڈاکاامعتسلرکیےگ۔‬ ‫الصتیح‬ ‫رکےتںیہ۔‬
‫٭ ااسذتہ ابلطء ےک بل و ہجہل وک درتس رکاےن اور اس‬ ‫٭ذریخہاافلظ‬ ‫رثنوکدرتسبلوہجہلاوررواینےکاسھت‬ ‫‪URD507‬‬
‫ںیم رواین دیپا رکےن ےک ےئل اس قبس وک ‪Audio‬‬ ‫ڑپےتھںیہ۔‬
‫٭یقیلختالصتیح‬
‫‪ Recorder‬ںیم دسا دنب رکی اور ابلط وک ابر ابر قبس‬ ‫دریساتکبےکالعوہایعمرےکاطمقبدورسی‬ ‫‪URD509‬‬
‫انسںیئ۔)‪(CWSN‬‬ ‫رحتریوںوکیھبڑپےتھںیہ۔‬
‫٭ ااسذتہ ابلطء وک ااشرے درکی دویتس رپ اکی وھچاٹ‬ ‫اےنپایخالتاوررجتےباکااہظررحترییلکش‬ ‫‪URD510‬‬
‫ومضمنوھکلاںیئ۔‬ ‫ںیمرکےتںیہ۔‬
‫٭ ڈراےچم ےک ذرےعی وچبں وک دویتس اک بلطم اھجمسای‬
‫اجےئ۔)‪(CWSN‬‬

‫‪Page 50 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ابابالغماشہؒ یکرطح فلتخم یمشکےکامہایصخشتےک‬ ‫ابلطء ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫‪URD501‬‬ ‫قبسربمن‪7‬‬ ‫ہتفہ‪11‬‬
‫ابرےںیماجاکنریدی۔‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ وبےنلیکالصتیح‬ ‫(ابابالغماشہؒ)‬ ‫اور‬
‫ںیہ۔‬
‫٭راےئاکااہظر‬ ‫ہحفصربمن‪40‬‬ ‫ہتفہ‪12‬‬
‫٭ اےنپ العےق یک یسک یھب تیصخش ےس الماقت رحتری‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫رکاںیئاوراسالماقتیکلیصفتںیھکل۔‬ ‫٭ذریخہاافلظ‬
‫اکااہظررکےتںیہ۔‬
‫٭اینبدیرومزاواقف‬
‫ایخالت وک رموبط اوراامتعد ےک اسھت شیپ رکےت‬ ‫‪URD505‬‬
‫٭ابابالغماشہؒےکابرےںیم‪ُ 10‬مُجرحتریرکاںیئ۔‬
‫ںیہ۔‬

‫٭ اینبدی رومز ااقف یک لمکم اجاکنری دی اس ےک دعب‬ ‫وقادعےکاابتعرےسولمجںوکحیحصرطےقیےسادا‬ ‫‪URD506‬‬

‫رومز و اواقف ےک اطمقب ڑپےنھ یک یئک دن قشم رکاںیئ‬ ‫رکےتںیہ۔‬
‫اتہکبلوہجہلدرتسوہاوراُنںیمروایندیپاوہ۔‬ ‫درتسبلوہجہلاوررواینےکےئلابلط‬ ‫‪URD514‬‬
‫رومزاواقفوکاچہپےتنںیہ۔‬

‫‪Page 51 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ابلطوک دُسھ اہم دوی ریتھت ااھتسونں ےک اسھت اسھت‬ ‫ابلطء ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫‪URD501‬‬ ‫قبسربمن‪8‬‬ ‫ہتفہ‪13‬‬
‫درگیریتھتااھتسونںےکابرےںیمیھباجاکنریدی۔‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ وبےنلیکالصتیح‬ ‫دُسھاہمدوی‬ ‫اور‬
‫ںیہ۔‬
‫٭ابلطےئناافلظیکاچہپنےکےئلامتمےئناافلظےکےلمج‬ ‫٭ظفلتاوررواینےکاسھت‬ ‫ہحفصربمن‪40‬‬ ‫ہتفہ‪14‬‬
‫ونباںیئ۔‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫ڑپنھ‬
‫اکااہظررکےتںیہ۔‬
‫٭ ابلط وکاےنپاپسڑپوسںیمرےنہواےلاخصتیصخش‬ ‫٭ذریخہاافلظ‬
‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل‬ ‫‪URD505‬‬
‫ےکاحالت زدنیگ ےک ابرے ںیم اجاکنری احلص رکےن‬ ‫٭رحترییالصتیح‬
‫رکےتںیہ۔‬
‫وکںیہک۔ اور دعبںیماس وکامرگننایلبمسںیمشیپرکےن‬
‫وکںیہک۔‬ ‫وقادع ےک اابتعر ےس اافلظ‪ ،‬ولمجں اور وادح عمج‬ ‫‪URD506‬‬
‫ےکابرےںیماجےتنںیہ۔‬
‫٭ ابلط ںیم امہ ایصخشت یک وصتری یشک ےک ابرے ںیم‬
‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD514‬‬
‫اکی اقمہلب رکاںیئ اتہک ان ےک ادنر وصمری اک وشق دیپا‬
‫رکڑپےتھںیہ۔‬
‫وہاجںیئ۔‬
‫٭ اےنپ العےقیکیسک امہتیصخش وکالکس روم الںیئ اور‬
‫اُن ےس اُن یک زدنیگ ےک ابرے ںیم ابت‬
‫رکی۔)‪(CWSN‬‬

‫‪Page 52 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ااسذتہابلطےکاسھتاسمظنوکانگنگںیئ۔‬ ‫٭رتمنےکاسھتڑپےنھیک‬ ‫مظنرکرتمنےکاسھتڑپےتھںیہ۔‬ ‫‪URD503‬‬ ‫قبسربمن‪9‬‬ ‫ہتفہ‪15‬‬

‫ےنُس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل وکششرکان‬ ‫(رلیاگڑی) ‪URD504‬‬
‫٭ اردو ںیم لمعتسم ارگنزیی اافلظ یک ابلطء وک اجاکنری‬
‫٭ ظفلت‪،‬رواین‬ ‫رکےتںیہ۔‬
‫دی۔‬ ‫ہحفصربمن‪52‬‬
‫ایخالت وک رموبط اوراامتعد ےک اسھت شیپ رکےت ٭ذریخہاافلظ‬ ‫‪URD505‬‬
‫٭ ابلط ےس اکی رلیاگڑی انبےناک اکی ڈراہچم رکاںیئ۔‬ ‫ںیہ۔‬
‫٭ومزوتین‪،‬اقہیفیکاچہپن‬
‫اوردنچابلطرتمنےکاسھتاسمظنوکاگںیئ۔‬
‫مظن وک درتس بل و ہجہل اوررواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫٭مظناوررثناکرفق‬
‫رکڑپےتھںیہ۔‬
‫٭ ابلط وک اس رطح یک آاسن اور فلتخم ااعشر وایل مظن‬ ‫٭رحتریرکان‬
‫رحتریرکےنیکرتبیغدی۔‬ ‫ںیمظن‪ ،‬رتاےن وریغہ وک ومزوتین دیپسچل اور‬ ‫‪URD508‬‬
‫٭یقیلختالصتیح‬
‫فطل ادنوزی ےک ےئل ڑپےتھ ںیہ۔ ڑپےتھ وتق‬
‫٭ ااسذتہ ابلط وک مہ اقہیف اافلظ التش رکےن وک ںیہک اور‬ ‫رثن‪،‬مظنےکرفقاورٰینعموبلطموکےتھجمسںیہ۔‬
‫انیکوخبقشمرکاںیئ۔‬ ‫اینپ یقیلخت الصتیح اک ااہظر اہکین‪ ،‬مظن یک‬ ‫‪URD511‬‬
‫وصرتںیمرکےتںیہ۔‬
‫٭مہاقہیفاافلظیکاتیمہوکاھجمسںیئ۔‬

‫‪Page 53 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ابلطوکرگوانندوییجےکابرےںیمڑپےنھےکاسھت‬ ‫ابلط ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫قبسربمن‪URD501 10‬‬ ‫ہتفہ‪16‬‬
‫اسھت درگی ذمابہ ےس واہتسب وہشمر زبروگں ےک ابرے‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ وبےنلیکالصتیح‬ ‫(رگوانن)‬ ‫اور‬
‫ںیماجاکنریدی۔‬ ‫ںیہ۔‬
‫٭ظفلتاوررواینےکاسھت‬ ‫ہحفصربمن‬ ‫ہتفہ‪17‬‬
‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫ڑپنھ‬
‫٭ ابلط وک رگوانن دوی یج یک زدنیگ ےک ابرے ںیم دس‬ ‫اکااہظررکےتںیہ۔‬
‫دسےلمجرحتریرکےنیکقشمرکایئاجےئ۔‬ ‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل‬ ‫‪URD504‬‬
‫رکےتںیہ۔‬
‫٭ااسذتہ ابلط وک زمدی دقمس اقمامتیک ‪ Video‬داھک رک‬ ‫ایخالتوکرموبطاوراامتعدےکاسھتشیپرکےت‬ ‫‪URD505‬‬
‫اُنوہگجںےکابرےںیماجاکنریدی۔)‪(CWSN‬‬ ‫ںیہ۔‬
‫وقادع ےک اابتعر ےس اضتمد‪ ،‬ذمرک ومثن اور‬ ‫‪URD506‬‬
‫٭ااسذتہ ابلط وک اضتمد‪ ،‬ذمرکومثن وک ازرب رکاےن ےک‬ ‫ولمجںوکحیحصرطےقیےسادارکےتںیہ۔‬
‫ےئلفلبساکرڈاکاامعتسلرکاںیئےگ۔‬ ‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫رکڑپےتھںیہ۔‬
‫دریس بتک ےک العوہ ایعمر ےک اطمقب دورسی‬ ‫‪URD509‬‬
‫رحتریوںوکیھبڑپےتھاورےتھجمسںیہ۔‬

‫‪Page 54 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ "وہا"یکاینبدیولعمامتےسابلطءابربخوہاجںیئ۔اور‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت ٭ھجمسرکڑپنھ‬ ‫قبسربمن‪URD502 11‬‬ ‫ہتفہ‪18‬‬
‫ابلطوکآنجیسکیکاتیمہےسوافقرکایئاجےئ۔‬ ‫اکااہظررکےتںیہ۔‬
‫٭ وبےنلیکالصتیح‬ ‫(وہا)‬
‫٭ ابلط وکرجشاکرییکمہماکہّصح انبایاجےئاوراُنوک اےنپ‬
‫ےنُس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭راےئاکااہظر‬ ‫ہحفصربمن‪URD504 63‬‬
‫اموحلےسدیباررکاایاجےئ۔‬
‫رکےتںیہ۔‬
‫٭ وہا یک آولدیگ ےک قلعتم ابلط وک دیبار رکیاتہک ابلطء‬ ‫٭ذریخہاافلظ‬
‫ایخالت وک رموبط اوراامتعد ےک اسھت شیپ رکےت‬ ‫‪URD505‬‬
‫اےنپ اردرگد ےک اموحل وک اصف رھتسا رھک رک وہا وک آولدہ‬ ‫٭اموحلےکںیئتاسحس‬
‫ںیہ۔‬
‫وہےنےساچبںیئ۔‬ ‫وہان‬
‫٭ وہا ےک وموضع رپ ابلط ےک درایمن اکی رقتریی‬ ‫وقادع ےک اابتعر ےس ولمجں وک حیحص رطےقی ےس‬ ‫‪URD506‬‬
‫٭رحترییالصتیح‬
‫اقمہلب رکاںیئ۔ اتہک ابلط اموحل ےک ںیئت دیبار اور اسحس‬ ‫ادارکےتںیہ۔‬
‫وہںاوراینپراےئاکااہظررکںیکس۔‬ ‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫٭ یسک یھب رسرگیم ےک ذرےعی ےس ےئن اافلظ یک قشم‬ ‫رکڑپےتھںیہ۔‬
‫رکاںیئ۔‬
‫رثن اورمظن ےک رفق اور ٰینعم اوربلطم وک ےتھجمس‬ ‫‪URD508‬‬
‫٭ ااسذتہ وک اینپ اکیپ رپ وہا ےس قلعتم ‪ 10‬ےلمج رحتری‬
‫ںیہ۔‬
‫رکاںیئ۔‬
‫اموحلےکںیئتدیباراوراسحسںیہ۔‬ ‫‪URD513‬‬

‫‪Page 55 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ قبس "رضحت افمط ریض اہللعنھا"ےک العوہ‬ ‫ابلطء ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫‪URD501‬‬ ‫قبسربمن‪12‬‬ ‫ہتفہ‪19‬‬
‫اور وااعقت اک ذرک رکی ےگ اتہک وچبں یک االخایقت‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ وبےنلیکالصتیح‬ ‫رضحتافمظ‬ ‫اور‬
‫رپوانڑچںیھ۔‬ ‫ںیہ۔‬
‫٭ولمجںیکاستخ‬ ‫ہحفصربمن‪70‬‬ ‫ہتفہ‪20‬‬
‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫٭ ےئن اافلظ یک قشم ےک ےئل ااتسد اکی ڈےب ںیم امتم‬ ‫٭ذریخہاافلظ‬ ‫اکااہظررکےتںیہ۔‬
‫ےئناافلظرںیھک اوررہاکیےچبوکاکیاکیرپیچڑپےنھ‬
‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭درتسبلوہجہلاوررواین‬ ‫‪URD504‬‬
‫وکںیہک۔‬ ‫رکےتںیہ۔‬
‫ےکاسھتڑپنھ‬
‫ایخالتوکرموبطاوراامتعدےکاسھتشیپرکےت‬ ‫‪URD505‬‬
‫٭ ااسذتہ وادح عمج اور ذمرک ومثن وچبں وک اھجمسےن ےک‬ ‫٭یقیلختالصتیح‬
‫ںیہ۔‬
‫ےئلوکیئرسرگیمرکاںیئ۔‬
‫وقادعےکاابتعرےس ولمجںوکحیحصرطےقیےسادا‬ ‫‪URD506‬‬

‫٭ااسذتہ ابلط وک" یٹیب یک تمظع" ےک ونعان رپ دس دس‬ ‫رکےتںیہ۔‬

‫ےلمجانبےنوکںیہک۔‬ ‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬

‫رکڑپےتھںیہ۔‬
‫وچبں ےس ڑپاھےن اور اھجمسےن ےک دعب قبس اک رمزکی‬ ‫دریس بتک ےک العوہ ایعمر ےک اطمقب دورسی‬ ‫‪URD509‬‬
‫ایخلوپںیھچےگ۔‬ ‫رحتریوںوکیھبڑپےتھاورےتھجمسںیہ۔‬

‫‪Page 56 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ااسذتہ ابلط وک ریمس و ریغ ریمس وطخط یک اجاکنری ےک‬ ‫ابلط ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ وبےنلیکالصتیح‬ ‫قبسربمن‪URD501 13‬‬ ‫ہتفہ‪21‬‬
‫اسھتاسھتانوکرحتریرکےنیکقشمیھبرکاںیئ۔‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت ٭اینپراےئاکااہظر‬ ‫(دلاخےس‬
‫ںیہ۔‬ ‫اکیطخ)‬
‫٭ےنھکلیکالصتیح‬
‫٭ ااسذتہابلط وک ریمس اورریغ ریمسوطخط وکےنھکلاک رطہقی‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫ہحفصربمن‪75‬‬
‫اتبےیئ رھپ اس ےک اسےنم ااسیرظنم شیپ رکیسج ےس وہ‬ ‫٭یقیلختالصتیح‬
‫اکااہظررکےتںیہ۔‬
‫٭الےقحاوراسےقبیکاچہپن وخدوطخطےنھکلرپآامدہوہں۔‬
‫ایخالت وک رموبط اوراامتعد ےک اسھت شیپ رکےت‬ ‫‪URD504‬‬
‫٭ ااسذتہ ابلط وک الےقح اور اسےقب یک اچہپن رکاںیئ اور‬ ‫ںیہ۔‬
‫تہبےئنالےقحاوراسےقبایدرکاںیئ۔‬ ‫رثن وکدرتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫رکڑپےتھںیہ۔‬

‫ریمسوریغریمسوطخطےتھکلاوردےیئےئگ‬ ‫‪URD512‬‬
‫وموضع رپدنچےلمجےتھکلںیہ۔‬

‫الےقحاوراسےقبوکاچہپےتناورےتھکلںیہ۔‬ ‫‪URD515‬‬

‫‪Page 57 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ ابلط وک ڈارٹک امبیڈ رک یک رطح دنہواتسن ےک‬ ‫ابلطء ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫قبسربمن‪URD501 14‬‬ ‫ہتفہ‪22‬‬
‫ضعبامہایصخشتےکابرےںیماجاکنریدی‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت‬
‫٭ وبےنلیکالصتیح‬ ‫ڈارٹکامبیڈرک‬ ‫اور‬
‫ںیہ۔‬
‫٭ذریخہاافلظ‬ ‫ہحفصربمن‪83‬‬ ‫ہتفہ‪23‬‬
‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫٭ ااسذتہ وچبں وکاےنپ یسک یھب زبرگ تیصخش ےس‬
‫٭ظفلت‪،‬رواین‬ ‫اکااہظررکےتںیہ۔‬
‫الماقت رکےن وک ںیہک اوراس واےعق وک ملق دنب رکی اور‬
‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭رحترییالصتیح‬ ‫‪URD504‬‬
‫الکسرومںیموچبںےکاسےنمزابینانسںیئ۔‬
‫رکےتںیہ۔‬
‫وقادعےکاابتعرےس ولمجںوکحیحصرطےقیےسادا‬ ‫‪URD506‬‬
‫٭ااسذتہ وچبںوک ہتختدیفسرپانلمکمولمجںوکلمکمرکےن‬ ‫رکےتںیہ۔‬
‫وک ںیہک ےگ۔ اور اافلظ وک ولمجں ںیم اامعتسل رکےن یک‬ ‫رثن وک درتس بل و ہجہل اور رواین ےک اسھت ھجمس‬ ‫‪URD507‬‬
‫قشمرکاںیئ۔‬ ‫رکڑپےتھںیہ۔‬
‫دریس بتک ےک العوہ ایعمر ےک اطمقب دورسی‬ ‫‪URD509‬‬
‫رحتریوںوکیھبڑپےتھاورےتھجمسںیہ۔‬

‫‪Page 58 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ےئن اافلظ ےک ٰینعم اھجمسےن ےک ےئل ااسذتہ یئک‬ ‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت ٭ وبےنلیکالصتیح‬ ‫قبسربمن‪URD502 15‬‬ ‫ہتفہ‪24‬‬
‫رسرگویمںاکاہسراںیل۔‬ ‫اکااہظررکےتںیہ۔‬
‫٭ذریخہاافلظ‬ ‫ریمیویکری‬ ‫اور‬

‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل ٭وادحعمج‬ ‫ہحفصربمن‪URD504 88‬‬ ‫ہتفہ‪25‬‬
‫٭ وادحعمج‪ ،‬ذمرکومثنےکےئلایسیرسرگایمںرکاںیئ‬
‫رکےتںیہ۔‬
‫نجےسابلط وکوادحعمج‪،‬ذمرکومثنربطااسللنوہں۔‬ ‫٭ظفلت‪،‬رواین‬
‫وقادعےکاابتعرےسولمجںوکحیحصرطےقیےسادا‬ ‫‪URD506‬‬
‫٭اموحلےکںیئتاسحس‬
‫٭ ریمی ویکری ےک ااجیدات رپ دس ولمجں اک اکی ونٹ‬ ‫رکےتںیہ۔‬
‫وھکلاںیئ۔‬ ‫٭ےنھکلیکالصتیح‬
‫ایخالت وک رموبط اور اامتعد ےک اسھت شیپ رکےت‬ ‫‪URD505‬‬
‫ںیہ۔‬

‫رثن رک درتس بل و ہجہل اور رواین ےکاسھت ھجمس‬ ‫‪URD508‬‬

‫رکڑپےتھںیہ۔‬

‫اموحلےکںیئتاسحساوردیبارںیہ۔‬ ‫‪URD513‬‬

‫اےنپ ایخالت اور رجتےب اک ااہظر رحتریی لکش‬ ‫‪URD510‬‬

‫ںیمرکےتںیہ۔‬

‫‪Page 59 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ وچبں ےس دن اور رات ےکفلتخم وصحں ےک‬ ‫٭ھجمسرکڑپنھ‬ ‫ومظنںوکرتمنےکاسھتڑپےتھںیہ۔‬ ‫قبسربمن‪URD503 16‬‬ ‫ہتفہ‪26‬‬
‫ابرے ںیم وپےھچ اور بج ےچب اشم اک ذرک رکای ےگ وت‬
‫٭ اقہیفاورردفییکاچہپن‬ ‫(اشم)‬
‫ااتسدقبساکاالعنرکی۔‬ ‫مظن وک درتس بل و ہجہل اور رواین ےک اسھت‬ ‫‪URD507‬‬
‫٭ذریخہاافلظ‬ ‫ہحفصربمن‪94‬‬
‫ڑپےتھںیہ۔‬
‫٭ ااسذتہ رتمن ےک اسھت ےلہپ وخد ای یسک وخش نحل اطبل‬ ‫٭رتمنےسڑپےنھیک‬
‫ملع ےس مظن ڑپاھںیئ ےگ اور دعب ںیم وچبں ےک اسھت ہی‬ ‫مظن ڑپھ رک فطل ادنوز وہےت ںیہ۔ رثن اور مظن الصتیح‬ ‫‪URD508‬‬
‫لمعدرھاںیئ۔‬ ‫وکےتھجمسںیہ۔‬
‫٭یقیلختالصتیح‬

‫٭مظنڑپےتھوتقوجےئنایلکشماافلظاسےنمآںیئےگ‬ ‫مظنقیلخترکےتںیہایوکششرکےتںیہ۔‬ ‫‪URD511‬‬

‫اُںیھنتختدیفسرپںیھکل۔‬

‫٭ااسذتہوچبںےساُنےکرھگںیم اُسدناشموکوہےن‬
‫واےل وااعقت وھکلاںیئ اور دورسے دن ابلط اانپ روپرٹ‬
‫الکسرومںیمشیپرکیےگ۔‬

‫‪Page 60 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬

‫٭ ااسذتہ وچبں وک قبس ڑپاھےن ےس ےلہپ اےنپ آس اپس‬ ‫ابلطء ڑپےھ‪ ،‬دےھکی اور ےنس وہےئ وااعقت اور ٭ھجمسرکڑپنھ‬ ‫قبسربمن‪URD501 17‬‬ ‫ہتفہ‪27‬‬
‫یک وہشمر امعروتں ےک ابرے ںیم اجاکنری دی ےگ۔ اُس‬ ‫وہگجں ےک ابرے ںیم اینپ راےئ اک ااہظر رکےت ٭ وبےنلیکالصتیح‬ ‫(ابوہعلق)‬ ‫اور‬
‫ےکدعبقبسرشوعرکیےگ۔‬ ‫ںیہ۔‬
‫٭ولمجںیکاستخ‬ ‫ہحفصربمن‪99‬‬ ‫ہتفہ‪28‬‬
‫ڑپےھ وہےئ قبس ےک ابرے ںیم اےنپ ایخالت‬ ‫‪URD502‬‬
‫٭ ابلطء ‪ Google‬ےس امہ وتاریخی امعروتں یک ںیلکش‬ ‫٭ذریخہاافلظ‬
‫اکااہظررکےتںیہ۔‬
‫اکنل رک اُن رپ الکس ںیم رصبتہ رکیےگ اور دعبازاں ان‬
‫٭درتسبلوہجہل‪،‬رواین‬
‫وصتریوںوکدویاررپاپسچںرکیےگ۔‬ ‫ےنس وہےئ ےئن وظفلں وک وگتفگ ںیم اامعتسل‬ ‫‪URD504‬‬
‫ےکاسھتڑپنھ‬
‫رکےتںیہ۔‬
‫٭ ااسذتہ اکی ڈےب ںیم وادح اافلظ ےک فلبس اکرڈ اور‬ ‫وقادعےکاابتعرےسولمجںوکحیحصرطےقیےسادا‬ ‫‪URD506‬‬
‫دورسے ڈےب ںیم عمج اافلظ ےک فلبس اکرڈ رںیھک۔ دعب‬ ‫رکےتںیہ۔‬
‫ںیم وچبں وک دو رگوپ ںیم میسقت رکےک ان وک وجڑےن وک‬
‫رثن رک درتس بل و ہجہل اور رواین ےکاسھت ھجمس‬ ‫‪URD507‬‬
‫ںیہکےگ۔‬
‫رکڑپےتھںیہ۔‬

‫‪Page 61 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫وکحتمومجںویمشک‬
‫اٹیٹسوکلسنآفاوجیلنشیکررسیچاڈنیرٹگنی (‪)SCERT‬‬

‫ومضمن‪:‬اردو‬ ‫ربمنات‪50:‬‬ ‫امجع‪ :‬اپوچنی‬ ‫یصیخشترطہقیاکر )‪(Design of Assessment‬‬

‫ربمنات‪15:‬‬ ‫ہّصح افل (ڑپےنھاکمہف)‬

‫دریسرثنیاابتقسسجےکآرخرپمہفےکاطمقبریثکاالاختنیبوساالت‪ /‬کییظفلوجاب‪/‬ذریخہاافلظ‪ /‬ابزایفےکوساالت‪/‬اخیلںیہگج‪/‬اکمل"ا"و"ب"اکالمپ‪/‬زجتہی‬ ‫‪1‬۔‬

‫‪5x1=5‬‬
‫‪5x1=5‬‬ ‫اکیریغدریساابتقسسجےکآرخںیمریثکاالاختنیبوساالت‪/‬اکیومزونانم‪/‬اکیظفلاکابتمدل‪/‬ذریخہاافلظ‪/‬ابزایفےکوساالت‪/‬زجتہیرکان‬ ‫‪2‬۔‬
‫‪5x1=5‬‬ ‫اکیوصترییوسالسجےکآرخںیمریثکاالاختنیبوساالت‪/‬کییظفلوجاب‪/‬صیخشت‪/‬زجتہی‪/‬ابزایفےکوساالتوہےگن۔‬ ‫‪3‬۔‬

‫ربمنات‪8:‬‬ ‫ہّصح ب (رگارمئ)‬

‫‪3x1=3‬‬ ‫امیض‪،‬احل‪ ،‬لبقتسم‪ /‬امس‪،‬لعف‪ ،‬رحف‪ /‬رومزاواقفیکاچہپن‬ ‫‪1‬۔‬

‫‪3x1=3‬‬ ‫وادحعمج‪/‬ذمرکومثن‪/‬دضادضاد‬ ‫‪2‬۔‬
‫‪2x1=2‬‬ ‫اخیلںیہگجسجںیمالےقحاوراسےقب‪ /‬اافلظینعم‬ ‫‪3‬۔‬

‫‪Page 62 of 100‬‬
 ‫‪Academic calendar cum Syllabus Class 5th Urdu‬‬

‫ربمنات‪12:‬‬ ‫ہّصح ج (ےنھکلیکالصتیح)‬

‫‪5x1=5‬‬ ‫ااشروںایدییئگوصرتاحلرپ(‪100‬اافلظرپلمتشم)ومضمنرحتریےیجیک۔‬ ‫‪1‬۔‬

‫‪4x1=4‬‬ ‫ریمسایریغریمسطخرحتریرکان۔‬ ‫‪2‬۔‬
‫‪3x1=3‬‬ ‫اےنپاوراےنپآساپساپیئاجےنوایلزیچوںایوہےنواےلوااعقتےکابرےںیمدنچےلمجرحتریرکان۔‬ ‫‪3‬۔‬

‫ربمنات‪15:‬‬ ‫ہّصح د (ادب)‬

‫‪2x2=4‬‬ ‫(نیتںیمےسدو)‬ ‫دریساتکبےکقبسںیمےسادعتسادیوساالت‬ ‫‪1‬۔‬

‫‪3x2=6‬‬ ‫دریساتکبیکمظنےسوساالت‪/‬رمزکیایخل‪/‬یفنصاالطصحوریغہ (اچرںیمےسنیت)‬ ‫‪2‬۔‬
‫‪5x1=5‬‬ ‫دریساتکبےکیسکرثنیوموضعاکرمزکیایخلایالخص‬ ‫‪3‬۔‬

‫ونٹ‪:‬‬

‫اابسقوکایھچرطحےنھجمسےکےئلدریساتکبوکوغرےسڑپنھاورانھجمسازدحرضوریےہ۔‬ ‫•‬
‫نحتمماتکیبوساالتےکاجبےئادعتسادیوساالتیہوپںیھچےگ۔‬ ‫•‬
‫وقادعدریساتکبےکاابسقےساموخذوہےگن۔‬ ‫•‬

‫‪Page 63 of 100‬‬
Kashmiri ( )

Page 64 of 100
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٛ‬‬ ‫ُ‬
‫جماعت‪ :‬پٲن ِژم‬ ‫مضموٗن‪ :‬کٲشر‬

‫زان‪-:‬‬
‫‪ ۪ ٛ‬مع َ ت ‪ٛ‬‬ ‫ف‬ ‫ل‬ ‫‪ٛ‬‬ ‫چ‬ ‫م‬ ‫خ‬ ‫‪ٛ‬‬ ‫ٗ‬ ‫س‬ ‫۪‬ ‫ہ‬
‫ُ‬ ‫ُ‬ ‫‪ٛ‬‬ ‫۪‬ ‫پ‬
‫ُ‬
‫ماحولہ ٮٹ ٕھ زپٲنۍ ٕہ ندۍ تجرن ٕہ ن ٕہ تصور ٮٹھ کولس منز دٲ ٕ ل س ندان۔ گر ا ھرن ہنز پٲرۍ زٲنۍ‪ ،‬ظن ہ ندٮن نِین ن ٕہ ِہ ندِس ورپاوس‬ ‫ٕ‬ ‫شرۍ چ ِھ پن ِنہ ِگر‪،‬خاپدان ٕہ ن ٕہ‬
‫ُ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٔ‪ٛ‬‬ ‫‪ٛ‬‬
‫ٕ‬ ‫س‬ ‫ٗ‬ ‫ِ‬ ‫ی‬ ‫ط‬ ‫خ‬ ‫ک‬
‫چ ِھ پاقٲعدگی سان سکولس من ٕزےانزۍ ٔمنزۍ گژھان۔اتھ وٲن ِسہ منز چ ِھ ا ھر نرزٕپ ٕاونۍ ش ل‪،‬ت ٕوکٕنۍ چ ٕھ رسم ا ٕ کۍ نِشان ٕہ ن ٕہ من نِشاٮن سٍنۍ حو ِرتھ آوازٕ زاننِہ ن ٕہ مج ِنہ‬
‫ل‬ ‫ِ‬ ‫م‬ ‫چ‬
‫‪ٚ‬‬ ‫َ‬ ‫‪ٚ‬‬ ‫ُ‬
‫ُ‬ ‫ٔ‬ ‫ص‬ ‫ٔ‬ ‫ُ‬ ‫‪ٚ‬‬ ‫ن‬ ‫ل‬ ‫ٔ‬ ‫ٔ‬ ‫ُ‬ ‫ٗ‬ ‫ُ‬ ‫ک‬
‫ے زپان ہیچھ نک م قصد نِن ٕہ د ٖلن ِلہ ذریعہ خٲ ِ ل کرن ٕہ۔د ٖلن ِلہ چھ حظ‬ ‫مہ پاپٹھ نِنہ د ٖ لن مدد ہنن ٕہ یعن‬ ‫ہچ‬
‫مش ِ ل۔ لہذا چھ ضروری ز ِ زپان ی ھ ناوپک دسالن ٕہ س ند ِ معنی سٍنۍ ن ٕہ ا ِ‬
‫‪ٛ‬‬ ‫ُ‬ ‫‪ٚ‬‬ ‫َ‬ ‫‪ٛ‬‬ ‫ُ‬
‫‪ٚ‬‬ ‫ُ ‪ٛ‬‬
‫پلنہ تِوان ن ٕہ اتھ منز چھُ ِدلچسنی ہ ند عنصر سٲمِل آسان توے ہ ن ِکہ زپان ھ ناون ٕہ پاپٹھ د ل ورپ ٕاونۍ زپ ٕاد کارگر ن ٕہ انر دار پٲنِت س ندِتھ۔شرٮن نِن ِہ گۅڈ ٕ کاتہہ د ل‬
‫ن‬ ‫ٖ‬ ‫ل‬ ‫ٔ‬ ‫۪‬ ‫ن‬
‫ٖ‬ ‫ل‬ ‫ٔ‬ ‫چ‬ ‫ی‬ ‫ہ‬
‫ُ‬ ‫ُ‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬
‫ٗ‬ ‫عارف ِدنہ نہ پٹھ پٲتھۍ ٮِن ِتم اچھر نرزپاونس پا رسم الخط ہیچ‬ ‫م لف ُ ‪ُ ٛ‬‬
‫گژھ کرن ٕہ پِنۍ ز ِ شر ۪ٮن‬ ‫ِ‬ ‫ش‬ ‫ش‬ ‫کو‬ ‫۔‬ ‫ہ‬
‫ٕ‬ ‫اون‬ ‫ن‬ ‫ن‬ ‫وا‬ ‫ن‬ ‫ک‬ ‫س‬ ‫اون‬ ‫ن‬ ‫ھ‬ ‫ٕ‬ ‫ٕ ٕ ِٕ‬ ‫ی‬ ‫د‬ ‫ن‬ ‫ہ‬ ‫ن‬ ‫ظ‬ ‫ن‬ ‫ی‬ ‫۪‬ ‫ن‬ ‫آ‬ ‫ہ‬ ‫ٕ‬ ‫اون‬ ‫ورپ‬ ‫ز‬ ‫من‬ ‫توزپاون ٕہ نن ٕہ نِن ِہ اتھ ٔد ٖلن ِلہ‬
‫ت‬ ‫ُ ‪ُ ِ ٚ‬‬ ‫ُ‪ٛ‬‬ ‫ُ‬
‫ن‬ ‫ل‬ ‫ٔ‬ ‫‪ٛ‬‬ ‫ن‬ ‫ل‬ ‫ٔ‬ ‫ن‬
‫۪‬ ‫ہ‬ ‫ُ‬
‫پ‬
‫ُ‬
‫س‬ ‫ٔ‬
‫ھر ن ٕہ ڈک ٕ‬
‫ھہ‬ ‫گژھ شرٮن پاپٹھ ِٮٹھ ماحول فراہم کرن ٕہ ٮن پنن ِہ تم ک ِنہ ِ‬ ‫پ‬ ‫۪‬ ‫ٮِن ِتم د ٖلنلہ توزپاون ٕہ یِ من ِتم آسٲنی سان جمِٹھ ن ٕہ لطف لِٹھ کن۔ من د لن منز ن ٕہ د ٖ لو پ ۪ٮنر ِ‬
‫ٖ‬ ‫ِ‬ ‫ی‬
‫فہ ع‬ ‫ُ‬ ‫مح ٗ پ ‪ٛ‬‬ ‫ٔ ہ‪ٚ‬‬
‫ن‬ ‫‪ٛ‬‬ ‫لن‬
‫ل‬ ‫ع‬
‫عمنر پانے‬ ‫ٖ‬
‫ی‬ ‫چ‬ ‫م‬ ‫ٕ‬ ‫ہ‬
‫ٕ‬ ‫ن‬ ‫چ‬ ‫م‬‫ٕ‬ ‫ہ‬
‫ِ‬ ‫ن‬ ‫ن‬ ‫پ‬ ‫ق‬ ‫ل‬ ‫مت‬ ‫س‬ ‫اہ‬ ‫ن‬ ‫ن‬ ‫د‬ ‫رۍ‬ ‫ش‬ ‫ھ‬‫ِ‬ ‫چ‬ ‫طور‬ ‫ی‬ ‫ٲن‬ ‫شن‬ ‫ن‬ ‫از‬
‫ِ ِف‬ ‫ن‬ ‫ک‬ ‫ظ‬ ‫و‬ ‫ف‬ ‫روزن‬ ‫ۍ‬‫ن‬‫ٍ‬ ‫س‬ ‫ۍ‬ ‫ن‬
‫ٍ‬ ‫س‬ ‫ھ‬‫ات‬ ‫ہ‬
‫ٕ‬ ‫ن‬ ‫کن‬ ‫ھ‬ ‫ت‬ ‫ِ‬ ‫ڈ‬ ‫ک‬ ‫لب‬ ‫ط‬ ‫م‬ ‫ے‬
‫ن‬ ‫ورٲے شۅد تۅد ورپٲ ِوتھ یِ من ٔد ٖ لن کات ع‬
‫م‬ ‫ہ‬ ‫ہ‬
‫‪ٚ‬‬
‫م‬ ‫ُ‬ ‫پ‬ ‫‪ٛ‬‬ ‫‪ُ ٛ‬‬
‫چ‬ ‫ہ‬ ‫‪ٛ ٛ‬‬ ‫کران۔ ِت ٕہ ‪ٛ‬نز ن ِہ ی‬
‫عمنر چھن ٕہ کٲن ِسہ ٕہ ند ِ ھ ناون ٕہ پا زورزنردسنی کرن ٕہ سٍنۍ س ندان۔اتھ منز چ ِھ شرٮن ہ ندۍ ٮٕنۍ تجرن ٕہ ن ٕہ مشٲہ ِ ٕد سٲ ل آسان۔‬
‫ِ‬ ‫۪‬ ‫ی‬ ‫ٖ‬
‫س‬ ‫ُ‬ ‫ُ‬ ‫‪ٛ‬‬ ‫ُ ُ‬ ‫ُ‪ٛ‬‬ ‫‪ٚ‬‬
‫ُ ‪ٛ‬‬ ‫‪ٛ‬‬
‫عملہ اپدر چھُ احت ناط ِنہ ضروٗری پ ِاکہ پٮٹھ صوٗر ِتحال س ند ِ ن ٕہ پ ٕٲد پٹھ شر ۪ٮن ہ ندِس ف طری اِظہارس کاتہہ تھو‪ٚ‬ر پٹ ِھ نِنہ۔شر ۪ٮن ہ ند نفس نات ٕجمیچ‬ ‫زپان یچھ ناو ٕتچ ِہ ِ‬
‫ہ‬
‫‪ُ ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫نہ چ ھ ‪ٚ‬‬
‫ے ضروٗرت ز ِ عموٗمن چ ِھ ِتم کالس روٗمکِس ماحولس منز پٮٕنۍ کٹھ و ٕپنس منز حوف مچسوٗس کران۔ ٔدسالنس اپدر پٹھ زپٲنۍ منز شرۍ پٮٕنۍ تجرنہ ن ٕہ احشاس پٲ ِوتھ ہ ۪نکان‬ ‫ِ‬
‫‪ٛ ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫منز نشلیم کرنہ توان۔ سکوٗ ٕلچ زپان چھ‪ٚ‬‬ ‫‪ٛ‬‬
‫ے رسمی یعنی زپٲنۍ ن ٕہ قٲپدن ٕہنزن پان ندٮن منز ن ند۔‬ ‫ٕ ِ‬ ‫سہ چھن ٕہ سکوٗلس‬ ‫چھ ُ‬
‫ِ‬

‫‪Page 65 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪َ ٛ‬‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ُ‬

‫‪ٛ‬‬ ‫ُ ‪ٚ ٛ‬‬
‫شر ۪ٮن چ ِھ سکوٗلچ ٕہ رسمی زپٲنۍ ہ ند پیوتھ حوف آسان ز ِ ِتم چ ِھ پنن ِہ ِف طری زپٲنۍ منز کٹھ کرنس منز حوف ن ٕہ م ندچھ مچسوٗس کران لہذا گژھ زپان ہ ھ ناونس منز نژ‬
‫چ‬‫ی‬
‫‪ٚ‬‬
‫چ‬‫ی‬ ‫ہ‬ ‫ُ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ُ‬ ‫َ‬ ‫ُ‬
‫ت‬ ‫‪ٚ‬‬ ‫ن‬
‫زپانی پیوظرُک خ نال تھاون ٕہ ٮن۔ اگر وۅس ناد نژ زپٲنۍ پیوظر نروتہہ کن ِہ تھا ِو ن ٕہ کالشس منز سارنے شر ۪ٮن ٕکۍ ِہوۍ موق ٕعہ فراہم ِکر ن ن ٕلہ ہ ۪ن ِکہ سہ زپان تہنر پٲ ھۍ‬
‫ُ‬ ‫ھ‬
‫‪ُ ٕٛ ٛ‬‬ ‫ُ‬ ‫‪ٚ‬‬
‫پ‬ ‫س‬ ‫پ‬ ‫ت‬ ‫‪ٛ‬‬ ‫ُ‬ ‫چ‬ ‫‪ٛ‬‬ ‫ہ‬
‫گژھ نژ زپٲنی پیوظ ٕرچ اہمیت مجن ٕہ پِنۍ ن ٕہ پٹھ نش‬ ‫لگہ شر ۪ٮن ٕہ ندِس ِف طری اِظہا ‪ٚ‬رس تو ھر ن ٕہ ِتہ ند طۅن ھن ِر تہذپنی ن ٕہ لِشٲنی رتگا ر گی کن ن ِہ۔ لہذا ِ‬ ‫یچھنٲ ِوتھ۔ ٕ‬
‫امہ سٍنۍ ِ‬
‫ِ‬ ‫ُ ُ‬
‫‪ٛ‬‬ ‫ُ‪ٛ‬‬ ‫‪ٚ‬‬
‫سہ‬ ‫ھ‬‫چ‬‫ی‬ ‫ہ‬ ‫ُ‬
‫ن طر ہی ھ ناوپک پِٮٹھ ظر ٖنق ٕہ ورپاون ٕہ ٮن نس زپان نس ن ٕہ نرنس منز تہنر ‪ ،‬ل ن ٕہ انر دار پٲنت س ندِ۔‬
‫چ‬

‫تصٲنی تو قع‪:‬‬
‫ِ‬
‫ُ‬
‫گژھ مخنلف آوازٕ توٗزِتھ یِ من درم نان ب ۪ٮن ژار ٕتچ صٲلحیت پ ٕٲد۔‬ ‫ِ‬ ‫ن‬ ‫۪‬
‫ٮ‬ ‫ر‬ ‫ش‬ ‫‪1‬۔‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫‪2‬۔ جمٲژن ﴿گروٮن﴾ منز کٹھ پاتھ ہی ھ ن ٕاونۍ۔‬
‫چ‬
‫‪ٔ ٛ‬‬ ‫‪ٛ‬‬ ‫‪3‬۔ دل ٖنل ‪/‬شک‬
‫مدد اپدازٕ کرتھ نر ٕتچ صٲلحیت پ ٕٲد ٕکرنۍ ۔‬
‫ٕ‬ ‫د‬ ‫ن‬ ‫ہ‬
‫ٕ‬ ‫لن‬

‫انفرٲدی ن ٕہ احیمٲعی طور نظم لن ِہ سان ن ٕہ ل ف ظ ٕہ ل ف ظ ٕہ نر ٕتچ مہارت پ ٕٲد ٕکرنۍ ۔‬ ‫‪4‬۔‬
‫‪ٛ‬‬ ‫ل‬
‫دل ٖنل پتن ۪ین فظن منز توزپاو ٕتچ مہارت پ ٕٲد ٕکرنۍ۔‬ ‫‪5‬۔‬
‫‪ٛ‬‬
‫ل ف ظ ٕہ راشس منز ُہ ۪رنر ُکرن۔‬ ‫‪6‬۔‬

‫راونۍ۔‬ ‫زٲن‬ ‫ظ‬ ‫ف‬ ‫ل‬ ‫دۍ‬ ‫ن‬

‫‪ٛ‬‬
‫ن‬ ‫ٲٮ‬ ‫زپ‬ ‫ن‬ ‫ی‬ ‫ن‬‫خ‬‫وا‬ ‫ہ‬ ‫ن‬ ‫ہ‬ ‫ولن‬ ‫ت‬ ‫ھۍ‬ ‫پانس ٔا ‪ٛ‬پد ۍ ٔپک‬ ‫‪7‬۔‬
‫ِ ٕ‬ ‫ٕہ‬ ‫ٕن ِ ۪‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫وار معنٲری زپان ہی ھ ن ٕاونۍ۔‬
‫چ‬ ‫وار‬
‫ٕ ٕ ٕ‬ ‫ہ‬ ‫ن‬ ‫ۍ‬ ‫ن‬ ‫او‬
‫ٕ‬ ‫پ‬ ‫رق‬ ‫ف‬ ‫ان‬ ‫ن‬ ‫م‬ ‫در‬ ‫ن‬ ‫اٮ‬ ‫زپ‬ ‫ن‬ ‫ی‬‫۪‬ ‫ن‬‫منز ورپاونہ ننہ واخ‬
‫ِ‬
‫ٕ ٕ‬ ‫ِگر ن ٕہ سکوٗلس‬ ‫‪8‬۔‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ُ‬
‫‪ٛ‬‬ ‫ُ‬ ‫ُ‬ ‫ح‬ ‫ل‬ ‫‪ُ ٛ‬‬ ‫‪ٚ‬‬ ‫‪ُٚ‬‬ ‫ُ‬
‫اگہ تورت عالق ٕہ پنن ِہ تولن ٕہ نِن ٕہ واخِن ۪ین زپاٮن منز چھ مۅ ل ن ٕہ معنٲری ادب ت لیٖق کرن ٕہ آمت۔کٲش ِر زپٲنۍ ہ ند ادنی توٲر ٖ تخ‬ ‫ِ‬ ‫پ‬ ‫اکھ‬ ‫ار‬
‫ٕ‬ ‫ن‬ ‫عت‬ ‫ا‬ ‫ی‬ ‫شٲن‬‫ِ‬ ‫جموں و کش ٖمنر چ ل‬
‫ھ‬
‫ُ َ‬ ‫ُ‬
‫‪ٛ‬‬ ‫‪ٚ‬‬
‫ے پٹھ عالقس منز تولن ٕہ نِن ٕہ واحِنۍ‬ ‫چ‬ ‫ُ‬ ‫‪ٛ‬‬
‫مہ زپٲنۍ ٕہ ند ِ ادنی کارواپک سفر روان دوان۔ن ِہ ھ‬ ‫ا‬ ‫ھ‬‫چ‬ ‫ام‬ ‫پ‬ ‫س‬ ‫ن‬
‫ُ‬
‫و‬ ‫ھ‬‫ٹ‬ ‫۪‬ ‫پ‬ ‫ہ‬ ‫ن‬ ‫وق‬ ‫د‬
‫‪ٛ‬‬
‫ن‬ ‫س‬
‫ؒ‬
‫عالم‬ ‫ا‬ ‫خ‬ ‫ی‬‫س‬ ‫ہ‬ ‫ن‬ ‫د‬‫دپ‬ ‫ل‬ ‫چُھ سٮن ہین ؤرٮن پ ۪ٹھ تھہ ِٹھ۔ل‬
‫ِ‬ ‫۪ ٕ ل ٕ ِ ٕ ٮٕ ِ‬ ‫ل‬ ‫ِ ٮ‬
‫‪ٚ‬‬
‫‪ٛ‬‬ ‫ہچ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ت چ ‪ٚ ٚ‬‬
‫ے پنن ِہ چ ِہ آپٲدی ٕہ ند پنشنر ِح ٕصچ مادری زپان۔پٹھ مسودس منز ِدن ٕہ آ ٕمنۍ ی ھن نر آے اردو ن ٕہ اپ ٖگرنزۍ زپاٮن ٕہ ند ِ ‪Learning‬‬ ‫سا ِر ٕوے کھۅن ٕہ ٔپڈ زپان ن ٕہ پِٹھ ٕہ پٲ ھۍ ھ‬
‫‪ُٚ‬‬
‫ُ‬ ‫ُ ہچ‬ ‫ُ‬ ‫‪ٛ‬‬
‫آمژ ۔سٲنۍ وۅس ناد ہ ۪نکن م نن ِٲدل شرگرمی ن ِہ ورپٲ ِوتھ پٹھ ی ھن ن ٕہ نرپاون‬ ‫ہ‬
‫ِ ٕ ٕ‬ ‫ن‬ ‫د‬ ‫مواد‬ ‫ٲلی‬ ‫ن‬ ‫م‬ ‫ر‬
‫ِ ِ‬ ‫طو‬ ‫ن‬ ‫منز دنہ آمژ عملی شرگرمی چھ‪ٚ‬‬
‫ے‬ ‫مہ کرن ٕہ۔اتھ ِ ٕ ٕ‬ ‫‪Outcome‬دس ن ٖ‬
‫اون ٕز پٮ۪ٹ ٕھ نرج ٕ‬
‫َ‬
‫تہنر کھۅن ٕہ تہنر نن ِہ۔‬

‫‪Page 67 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٛ‬‬
‫ہچ‬
‫)‪(Suggested Pedagogical Process‬‬ ‫آمژ پدرنسی عمل ٕہ‬
‫تجونز کرنہ ٕ‬ ‫)‪(Learning Outcome‬‬ ‫ی ھن نر‬
‫‪ٛ‬‬ ‫ٔ‬ ‫ٔ‬ ‫ٔ‬ ‫ُ ‪ٛ‬‬ ‫ُچ‬ ‫ُ‬
‫• حوصلہ افزٲنی ہ ند ماحول فراہم ک ِرتھ گژھن تچہ اپدۍ پکھۍ ماحولس منز رونما س ندن‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین ‪ ،‬و ن ۪ین ن ٕہ‬
‫ھم‬

‫ل‬
‫وال ۪ٮن واقعن‪ ،‬خٲدٮن ن ٕہ تولن ٕہ ن ِن ٕہ واخن ۪ین زپاٮن ٕہ ند ۪ٮن فظن سٍنۍ روس ناس کرپ ٕاونۍ۔‬ ‫توزۍمن ۪ین واقعن ن ٕہ خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‪.‬‬
‫ُ‬ ‫ُ‬
‫• خم نلف کٲم کار کرن وال ۪ٮن لوٗکن سٍنۍ کٹھ پاتھ کرپک ن ٕہ زپان سخم نک دتو چتن موق ٕعہ‬ ‫• ‪ٔ -KMR502‬نرۍمنس سبفس متعل ق چ ِھ پٮٕنۍ خ نال‬
‫ُ‬ ‫‪ٛ‬‬
‫﴿داپ ُدر‪ ،‬گوٗر‪ ،‬ڈراتور ‪ ،‬حوکۍ در ‪ ،‬صفٲنی وول‪ ،‬دکاپدار پٮن ِر ﴾‬ ‫پاوان‪.‬‬
‫ُ‬ ‫ٔ ن‬ ‫پ‬ ‫ُچھ ن‬ ‫‪ٛ‬‬ ‫ٔ ٔ‬
‫• درسی ‪ /‬عٲر درسی ِک ناتو ن ٕہ و ٕکۍ ‪ /‬توز ٕکۍ چنزو ذریعہ ظم ٕہ‪ ،‬پٲتھ ن ٕہ ٖ‬
‫دلنلہ پٮن ِر توزپک‬ ‫• ‪ -KMR503‬توٗزۍمنۍ توۍ ل فظ چ ِھ کٹھ پاتھ ِہ منز استعمال‬
‫ُ‬ ‫ُ‬ ‫ٔ‬ ‫ُ‬ ‫ُ‬
‫ن ٕہ توزپاوپک ماحول ن ناون۔ کٹھ پاتھ ِہ ذریعہ لب و ل ہحک فرق سخم نک ن ٕہ استعمال‬ ‫کران۔‬
‫ُ‬ ‫ُ‬ ‫‪ٛ‬‬
‫• ‪ -KMR504‬ظ ٕ‬
‫گژھ فراہم ٮن کرن ٕہ۔‬ ‫عہ‬ ‫مو‬ ‫ک‬ ‫کرپ‬ ‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ منز ن ٕہ اداکٲری سان‬ ‫ن‬
‫ق ٕ ِ‬
‫ٔ‬ ‫‪ٛ‬‬ ‫ن‬ ‫‪ٛ‬‬
‫• درسی ن ٕہ عٲر درسی ِک ناٮن منز ننرچ ن ٕہ ظمن ٕہنز ت ہحان ک ِرتھ ن ٕہ سجمِٹھ نر ٕ چتنرعیب‬ ‫صیح لب و لہج ن ٕہ روٲنی سان‬
‫پنش کران۔ ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬
‫ُ‬
‫ُ‬ ‫ُ‬
‫ٲظر لغت ا تعمال کرپک شوق پ ٕٲد کرن۔‬‫س‬ ‫خ‬ ‫ہ‬ ‫رن‬ ‫ن‬ ‫ھ‬ ‫ٹ‬‫ِ‬ ‫م‬ ‫دنۍ۔ تٔوۍ ل فظ س‬ ‫‪ٚ‬‬
‫سجمِٹھ نران ن ٕہ لیکھان۔‬
‫ٕ ٕ‬ ‫ج‬ ‫ِ‬
‫‪ٚ‬‬
‫حوصلہ افزٲنی ٕکرنۍ۔ اخ نار م نگزٮن‪ ،‬توسنر ‪ ،‬خارٹ‪ ،‬شک ٕلہ پٮن ِر‬
‫ٕ‬ ‫• الننرنری استعمال کر ٕ چت‬ ‫• ‪-KMR505‬درسی ِک ناتو ع ٕ‬
‫الو چ ِھ دو ِتم ت جرنر نران ن ٕہ‬

‫گژھن زپ ٕاد کھون ٕہ زپ ٕاد فراہم پِنۍ کرن ٕہ۔‬ ‫سمحان‪.‬‬

‫لیک‬ ‫لیک‬
‫• مٲلِس ماچ ِہ‪ ،‬دوسٮن‪ ،‬رشنہ دارن پٮن ِر حِٹ ھۍ ھ ِیچ ن ٕہ دفنری درخاس ٕھیچ مسق کرپ ٕاونۍ۔‬

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‫‪ٛ‬‬ ‫ح‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬

‫• چت ن ٕہنز توس ن ٕدت لیقی صٲلچنژ ظ ِٲہر کرن ٕہ پاپٹھ خم نلف نروگرام متعفد ٕکرنۍ پٹھ منز چت ن پ نن ِہ‬ ‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی حط چ ِھ لیکھان ن ٕہ ِدن ٕہ‬
‫ُ‬ ‫‪ٚ ُ ٛ‬‬ ‫ٗ‬
‫آسہ۔‬
‫ِ‬ ‫ازت‬ ‫اخ‬ ‫ک‬ ‫کرپ‬ ‫صٲلچنژ پنش‬ ‫ملہ لیکھان‪.‬‬ ‫م‬
‫آ نِس موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ٔ‪ٔ ٛ‬‬
‫• اپدۍ پک ھۍ چ ٖنزن ‪ ،‬واقعن ن ٕہ عمارژن متعل ق شوخ نک ن ٕہ ت ٖجرنر کرپک موق ٕعہ دٮن۔‬ ‫• ‪-KMR507‬ماحولس متعل ق چ ِھ حشاس ن ٕہ ن ندار‪.‬‬
‫ُ‬ ‫ٔ‬
‫• مخنلف شرگر ِمیو تو ذریعہ گرامر سمحاون۔‬ ‫وٲخد پ ٕاونۍ ن ٕہ جمع‬ ‫۔‬ ‫ژاران‬ ‫ھ‬
‫ِ‬ ‫چ‬ ‫شم‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕق‬
‫ِ‬
‫• موپاپل فون نہ اننرپت ُنک علط استعمال نہ تۅقصان نہ ج‬
‫صیح استعمال ن ٕہ قٲپ ٕد م نال ِدتھ‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ سمحان ن ٕہ‬
‫ٕ‬ ‫ٕ‬ ‫ٕ‬ ‫پ ٕاونۍ‪ ،‬نر پ ٕاونۍ ن ٕہ ٕ‬
‫سمحاون۔‬ ‫‪ٚ‬‬
‫لیکھان۔‬
‫ٔ‬ ‫ُ‬
‫دلنلہ ن ٕہ ن ‪ٛ‬ر ۪ن ٕژ توز پاوپک ماحول فراہم کرتھ اتھ پٮ۪ٹھ‬
‫مہ ‪ٖ ،‬‬
‫ن‬ ‫• اداکٲری سٍنۍ ِ‬
‫کٲشر ۍپٲتھ ‪ ،‬ظ ٕ‬ ‫دلن ٕلہ ‪ ،‬ن ‪ٛ‬ر ۪ن ٕژچھُ نران ن ٕہ‬
‫مہ ‪ٖ ،‬‬
‫ن‬ ‫• ‪ِ -KMR509‬‬
‫کٲشر ۍپٲتھ‪ ،‬ظ ٕ‬
‫‪َٚ‬‬
‫تحث کرپ ٕاونۍ۔‬ ‫ننین توزپاوان۔‬
‫ُ‬
‫• پڈ ۪ٮن دۅہن‪ ،‬اہم شخصن‪،‬چ ٖنزن‪ ،‬عذہن ن ٕہ توساکن متعلق مخ نلف لوٗکن سٍنۍ اننرتو ُکرن‬ ‫• ‪-KMR510‬مخنلف عذہن‪ ،‬توساکن‪ ،‬چ ٖنزن‪ ،‬اہم‬
‫ُ‬ ‫ن‬
‫ن ٕہ قص ٖنلی رتوٹ ن ناون۔‬ ‫‪ٚ‬‬
‫دۅہن متعلق چھُ لیکھان۔‬
‫ُ‬ ‫‪ٛ‬‬
‫ن‬ ‫ہ‬ ‫ٗ‬
‫گژھ نرپل ن ِہ موحود آسن پاکہ خصوص ضرورژٕ وٲلۍ تچ ِہ ن ِہ کن قٲپ ٕد‬
‫۪‬ ‫م‬ ‫‪ٛ‬‬
‫ِ‬ ‫ز‬ ‫من‬ ‫توٹ‪ ﴿ :‬موادس‬ ‫مہ منز چھُ فرق کران۔‬
‫• ‪-KMR5011‬ننر ن ٕہ ظ ِ‬
‫ن‬
‫ُ‬
‫لِٹھ۔‬ ‫پ‬
‫ُ‬
‫گژھ کٮن‪ٛ‬ہہ مواد آسن﴾۔‬ ‫م ٗ‬
‫خصوص ضرورت وال ۪ٮن چت ن خ ٕ‬
‫ٲظر ِ‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٚ‬‬
‫ُ‬ ‫ہچ‬
‫جتو ٖنز کرن ٕہ آمژ پدرنٖسی عمل ٕہ‬ ‫کل ندی جز‬ ‫ی ھن نر‬ ‫موصوع‪/‬‬ ‫وق‬ ‫ی منر‬

‫عیوان‬ ‫شمار‬
‫‪ٛ‬‬ ‫ٔ‬ ‫ل ‪ٚ‬یک ُ‬ ‫ٔ ٔ‬
‫• مخنلف شرگر ِمیو ِدتو ذریعہ ِدتو تچن آوازن ٕہنز زان۔‬ ‫• ن ُرن ن ٕہ ھن‬ ‫• ‪KMR503‬توٗزۍمنۍ توۍ ل فظ چ ِھ‬ ‫ہفن ٕہ آوازٕ ن ٕہ‬ ‫‪1‬‬
‫‪ٚ‬‬
‫لیک‬ ‫‪ٛ‬‬ ‫َ ‪ٛ‬‬ ‫‪ٛ‬‬
‫• ن ‪ٛ‬رپٹھ دۅہ چ ِھ ژورن ژورن آوازن ٕہنز نر تچ ٕھیچ مسق‬ ‫• آوازن ٕہنز زان‬ ‫کٹھ پاتھ ِہ منز استعمال کران۔‬ ‫نشان ٕہ‬ ‫‪1‬‬
‫‪ٛ‬‬
‫کرپ ٕاونۍ۔ ن ‪ٛ‬رتھ آواز ِ سٍنۍ چ ِھ کم کھۅن ٕہ کم ن نداہ ل ٕفظ‬ ‫ن ٕہ ورپاو‬
‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬
‫ت‬ ‫ک‬‫ی‬ ‫‪ٛ‬‬
‫گژھ ڈران نگ‬ ‫ل ھ ن ٕاونۍ ٕنہ پاد ھاوپا ٕونۍ۔ نرپٹھ تچہ ِ‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬
‫‪ٛ‬‬ ‫‪ ٚ‬لیک ُ‬
‫س ینس پٮ۪ٹھ سارے آواز ِ ھن ن ٕہ الشس منز‬
‫ک‬
‫صیح لب و لہج ن ٕہ‬‫ننر ن ٕہ ن ظم چ ِھ ج‬
‫‪ٛ ٚ‬‬
‫ے ن ‪ٛ‬روتہہ کن ِہ پنش ُکرن نہ ن ُرن۔‬ ‫سارن‬ ‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬
‫‪ٛ‬‬ ‫ع‬
‫• ظٲلن ِہ لمن ٕہنز الگ الگ جمٲژ ن نٲ ِوتھ چ ِھ اداکٲری‬ ‫• اداکٲری‬
‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬ ‫‪2‬‬
‫ُ‬
‫ِٔ ‪ٛ ٛ‬‬ ‫ع‬ ‫ُ‬ ‫‪ٛ‬‬ ‫• گرامری اص طالح‪،‬‬ ‫‪ٛ‬‬
‫ن ٕہ نرَی مس منز نظم نرپ ٕاونۍ پٹھ ظٲلن ِہ لم اکھ اکس نروتہہ‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬ ‫ہفن ٕہ‬
‫ٔ‬ ‫ٗ‬ ‫پاو تچ زان۔‬ ‫ُ‬
‫مہ نن ٕہ چھُ تچن پان ٕہ وٲنۍ کٹھ پاتھ‪/‬‬
‫ننر ٕتچ کو ِشش کرن۔ ا ِ‬ ‫ُ‬ ‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬ ‫دعا‬ ‫‪2‬‬
‫ش‬ ‫ٕ‬
‫‪ٛ‬‬ ‫ُ‬ ‫ُ‬ ‫• ن ل ل ن ٕہ روٲنی‬
‫ش‬
‫شوال حواب کرپک موق ٕعہ ِدٮن پٹھ منز تہنرٮٖن‬ ‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬
‫• پاد ُکرن‬

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‫ُ‬ ‫ُ‬ ‫ُ‬

‫اخالق ورپاوپک خاص خ نال چھُ تھاون۔‪/‬دعا‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬

‫زپٲنی پاد کرپ ٕاونۍ۔‬ ‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬

‫ژاران۔ ِ‬
‫‪ٚ‬‬
‫لیک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• تچہ گژھن روٲنی ‪ ،‬ج‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫کراپ ٕاونۍ‬ ‫‪ٚ‬‬
‫سمحان ن ٕہ لیکھان۔‬
‫‪ٛ‬‬
‫ژارنۍ ۔‬
‫ن ِرمن ِہ سبق ٕہ من ٕز داہ پ ٕاونۍ ٕ‬ ‫•‬
‫ُ‬ ‫ُ‬
‫ل‬ ‫ک‬
‫مش ل ظن ٕہنز زان ِدنۍ‪،‬سبق نرپٲ ِوتھ ‪ /‬سمحٲ ِوتھ ن ٕہ‬ ‫ف‬ ‫•‬ ‫• ٔرنۍ اخالق ورپ ٕاونۍ‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫‪ٛ‬‬ ‫ُ ‪ٛ‬‬ ‫ُچ‬
‫تچن ٕہنز جمٲژ ن نٲ ِوتھ‪:‬‬ ‫• خ نالن ہ ند اظہار‬ ‫‪ ،‬و ھمن ۪ین ن ٕہ توزۍمن ۪ین واق عن ن ٕہ‬
‫‪ٛ‬‬ ‫ک‬ ‫ٔ‪ٔ ٛ‬‬
‫پ‬ ‫ُ سُ‬
‫ل‬ ‫•‬ ‫• شوچن مچن‬
‫ت‬
‫الو اپدۍ ھۍ ‪ /‬ھد ِ پانہ پانژن‬ ‫سیخ العا مس ع ٕ‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‬
‫ُ‬ ‫ُ‬
‫کٲشر ۪ٮن نزرگن متعلق چھُ کٹھ پاتھ کرپک موق ٕعہ دٮن‬ ‫• ۪ونژ ھن‬
‫ے‬ ‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی‬
‫ُ‬ ‫‪ٚ‬‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫لیک‬
‫کالشس منز ن ٕہ مارن نگ اسم نلی پاپٹھ ﴿کل ۪ٮن ٕہ ند قٲپ ٕد‬ ‫•‬ ‫• ن ُرن ن ٕہ ھن‬ ‫‪ٚ‬‬
‫حط چ ِھ لیکھان ن ٕہ ِدن ٕہ آمنِس‬
‫ن ٕہ ٔرنۍ اخالق ورپاونس ن ٕہ ماحول صاف تھاونس‬ ‫ُ‬ ‫‪ٛ‬‬ ‫ٗ‬ ‫ہفن ٕہ سیخ العالم ؒ‬ ‫‪3‬‬
‫‪ٚ‬‬ ‫موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ملہ‬
‫پٮ۪ٹھ ﴾ لیکھنٲتوکھ تچ ِہ اکھ مضموٗن۔‬ ‫‪ٚ‬‬ ‫‪3،4‬‬
‫لیکھان‪.-KMR507‬ماحولس‬
‫صیح پل فظ سان نر ٕتچ مسق‬
‫• تچہ گژھن روٲنی نہ ج‬
‫ٕ‬
‫متعل ق چ ِھ حشاس ن ٕہ ن ندار‪.‬‬
‫کراپ ٕاونۍ۔‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ٔ‬ ‫ٔ‬ ‫ٔ‬ ‫ُ سُ‬

‫• موٲفق ماحول فراہم ک ِرتھ ِدتوٗ تچن اپدۍ پکھۍ ماحولس‬ ‫• شوچن مچن‬ ‫• ‪ٔ -KMR502‬نرۍمنس سبفس‬
‫‪ٛ‬‬ ‫ُ‬
‫منز رونما س ندن وال ۪ٮن واقعن‪ ،‬خٲدٮن ن ٕہ تولن ٕہ ٮِن‬ ‫• پاد تھاون‬ ‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬
‫‪ٛ‬‬ ‫ل‬
‫واخن ۪ین زپاٮن ٕہ ند ۪ٮن فظن ٕہنز زان۔‬ ‫• تحلیق ُکرن‬
‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬
‫ُ‬
‫ھہ پٲتھۍ تھاوون صاف‪ ،‬اتھ موصوعس پٮ۪ٹھ‬ ‫• ماحول ِکٹ ٕ‬ ‫• پان ناون‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬
‫‪ٛ‬‬ ‫ہفن ٕہ ماحول‬ ‫‪4‬‬
‫ُ ُ‬
‫کرپٲ ِوو تحث۔‬ ‫• نرکھاون‬ ‫‪5،6‬‬
‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬
‫‪ٛ‬‬ ‫ٔ‬ ‫‪ٛ‬‬ ‫ُ‬
‫• وٮن نہ پاقی زو زٲژن ٕہنز اہمنژ متعلق ک ِرو سکوٗلس منز‬ ‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬
‫اکھ نروگرام متعفد ۔‬
‫ُ‬ ‫• ‪-KMR507‬ماحولس متعل ق چ ِھ‬
‫‪ٛ‬‬
‫منز ُروپٲ ِوو ن ‪ٛ‬‬
‫ھہ اکھ اکھ کل۔‬
‫ِ‬ ‫ت‬ ‫ا‬ ‫س‬‫ت‬
‫چ‬ ‫ھ‬‫ت‬‫ر‬ ‫ٕ‬ ‫• سکوٗلس‬
‫حشاس ن ٕہ ن ندار‪.‬‬
‫ٔ‬
‫• "شۅچھ تھارت اتھ نان" نروگرامس تحت ک ِرو رپلی‬
‫ُ‬ ‫ُ‬
‫متعفد ن ٕہ توسنر ن ناوپک م فاپلہ کرپٲ ِوو۔‬
‫‪ٛ‬‬ ‫ٔ‬
‫• تچن ک ِرو سبفس متعلق زاپکٲری ِدن ٕہ نروتہہ ماچہ زت ۪ ِو‬ ‫• تحلیٖق کرن‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬
‫ُ‬ ‫‪ٛ ٛ‬‬ ‫ُ سُ‬
‫منز کاتہہ ن ِہ دل ٖنل اداکٲری سان پنش کرپک‬ ‫• شوچن مچن‬ ‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬ ‫ہفن ٕہ زٕ کٹ ٕ‬
‫ھہ‬ ‫‪5‬‬
‫ژاران۔ ِ‬
‫ُ‬
‫موق ٕعہ فراہم ۔‬ ‫• پاد تھاون‬ ‫‪7‬‬

‫‪Page 72 of 100‬‬
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‫ُ‬
‫ھہ سمحٲ ِوتھ ِدتوٗ تچن پٮٕنۍ راے ِدپک موق ٕعہ۔‬ ‫• زٕ کٹ ٕ‬ ‫• اداکٲری‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٛ‬‬ ‫‪ٔ ٛ ٛ‬ک‬ ‫‪ٚ‬‬
‫• ن ِرمن ِہ سبق ٕہ منز ن ٕہ اپدۍ پ ِھس منز ژٲ ِرو داہ جمٲژ پ ٕاونۍ‬ ‫سمحان ن ٕہ لیکھان۔‬
‫ُ‬
‫‪ٛ‬‬
‫ن ٕہ کرتوکھ ج لن منز استعمال۔‬
‫م‬
‫مہ ‪،‬‬ ‫ن‬ ‫• ‪ِ -KMR509‬‬
‫کٲشر ۍپٲتھ‪ ،‬ظ ٕ‬
‫‪َٚ‬‬
‫دلن ٕلہ ‪ ،‬ن ‪ٛ‬ر ۪ن ٕژچھُ نران ن ٕہ ننین‬
‫ٖ‬
‫توزپاوان‬
‫‪ٛ‬‬ ‫‪ٛ‬‬
‫• نظم ٔن ِرو ن ٕہ نرپٲ ِوو نری مس منز ۔‬ ‫•‬
‫ن‬
‫• تو لٕیچ صٲلحیت‬ ‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ منز ن ٕہ‬
‫‪ -KMR504‬ظ ٕ‬

‫‪ٛ‬‬ ‫ل‬ ‫صیح‬

‫اداکٲری سان پنش کران۔ ننر ن ٕہ ن ظم چ ِھ ج‬
‫• ہم آواز فظن ٕہنز نشر تح کرپٲتو۔‬ ‫• اداکٲری‬
‫‪ُٚ‬‬ ‫لب و لہج ن ٕہ روٲنی سان سجمِٹھ نران ن ٕہ‬
‫‪ٛ‬‬ ‫ک‬ ‫ٔ ُ‬
‫• ننر ن ٕہ ظ ِ‬
‫مہ منز سمحٲتو فرق۔‬ ‫ن‬ ‫• ن ُرن ن ٕہ لی ھن‬ ‫‪ٚ‬‬ ‫ہفنہ اسۍ شرۍ‬ ‫‪6‬‬
‫‪ٚ‬‬ ‫لیکھان۔‬
‫ُ‬
‫لیک‬ ‫ک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• تچہ گژھن روٲنی ‪ ،‬ج‬ ‫• نر ھن‬ ‫وٲخد پ ٕاونۍ‬ ‫پ ٕق‬
‫‪-KMR508‬پاو ِکۍ شم چ ِھ ژاران۔ ِ‬ ‫•‬ ‫‪8،9‬‬
‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ‬ ‫ج‬
‫کراپ ٕاونۍ‬ ‫ن ٕہ مع پ ٕاونۍ‪ ،‬نر پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٚ‬‬
‫چ ِھ سمحان ن ٕہ لیکھان۔‬
‫‪ٛ‬‬ ‫منز ژٲرو داہ ل فظ ل ‪ٚ‬یکھنٲتوٗ‬
‫‪ٛ‬‬
‫• ن ِرمن ِہ سبقہ ٕ‬
‫صد۔‬
‫ِ‬ ‫دۍ‬ ‫ن‬ ‫ہ‬ ‫من‬ ‫ِ‬ ‫ی‬ ‫کھ‬ ‫ِ‬
‫دلن ٕلہ ‪،‬‬
‫مہ ‪ٖ ،‬‬
‫ن‬
‫کٲشر ۍپٲتھ‪ ،‬ظ ٕ‬ ‫‪ِ -KMR509‬‬ ‫•‬
‫‪َٚ‬‬
‫ن ‪ٛ‬ر ۪ن ٕژچھُ نران ن ٕہ ننین توزپاوان۔‬
‫‪ٛ‬‬
‫مہ منز چھُ فرق‬
‫‪-KMR5011‬ننر ن ٕہ نظ ِ‬ ‫•‬

‫کران۔‬

‫‪Page 73 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ٔ‪ٔ ٛ‬‬ ‫ُ‬

‫الو اپدۍ پکھۍ ‪ /‬مشہوٗر مذہنی‬
‫• ساہدرہ ش ٖرنف ع ٕ‬ ‫• تحث ُکرن‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫ُ‬ ‫ٔ‬ ‫‪ٛ‬‬ ‫ُچ‬
‫خاٮن ٕہنز زاپکٲری ِدتھ کرتو تچن کٹھ پاتھ کرپک موق ٕعہ‬ ‫• تحلیق ُکرن‬ ‫ق‬ ‫م‬ ‫ھم‬
‫‪ ،‬و ن ۪ین ن ٕہ توزۍ ن ۪ین وا عن ن ٕہ‬ ‫ساہدرہ‬
‫‪ُٚ‬‬
‫ک‬
‫فراہم۔‬ ‫• ن ُرن ن ٕہ لی ھن‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‬ ‫ہفنہ ش ٖرنف‬ ‫‪7‬‬
‫ُ‬ ‫ٔ‪ٔ ٛ‬‬ ‫ُ سُ‬
‫• اپدۍ پکھۍ پا کن ٕہ خاص زپارنس پٮ۪ٹھ کرپٲ ِوو جمنصر‬ ‫• شوچن مچن‬ ‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬ ‫‪،10‬‬
‫‪ -KMR504‬ظ ٕ‬
‫ُ‬
‫ت ٖجرنری رتوٹ ن نار۔‬ ‫• پاد تھاون‬ ‫‪ٛ‬‬ ‫‪11‬‬
‫‪ٚ‬‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬
‫لیک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• تچہ گژھن روٲنی ‪ ،‬ج‬
‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬
‫کراپا ٕون ٕہ پِنۍ۔‬ ‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬
‫ع‬ ‫ک‬ ‫ٔ‪ٔ ٛ‬‬
‫پ‬
‫ل‬ ‫مت‬ ‫ق‬
‫گژھ اپدۍ ھۍ چنزن ‪ ،‬وا عن ن ٕہ عمارژن ق‬ ‫• چتن ِ‬
‫ُ‬ ‫ُ‬ ‫ُ‬
‫شوخ نک ن ٕہ ت ٖجرنر کرپک موق ٕہ ِدن ٕہ ٮن۔‬
‫ُ‬ ‫‪ٛ‬‬ ‫ُ سُ‬
‫• کمٮیوٗنر لن ِنہ منز چھُ تچن سی نی تو ‪ ،‬ماپٮنر ‪ ،‬ماوس ‪،‬‬ ‫شوچن مچن‬ ‫• ‪ٔ -KMR502‬نرۍمنس سبفس‬
‫‪ٛ‬‬ ‫ُ‬
‫کٲمہ متعلق‬
‫ِ‬ ‫ز‬ ‫ن‬ ‫کی تورڈ ن ٕہ ِد ن ٕہ آمن ۪ین چ ٖنزن ٕہ‬ ‫پادتھاون‬ ‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬
‫ُ‬
‫ک‬
‫زاپکٲری ِدنۍ۔‬ ‫نر ھن‬ ‫ہفن ٕہ کمٮیوٗنر‬
‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬

‫تحلیق ُکرن‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬

‫‪ٛ‬‬ ‫‪،12‬‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٚ‬‬
‫لیک‬ ‫ُ‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ‬
‫• تچہ گژھن روٲنی ‪ ،‬ج‬ ‫پان ناون‬ ‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬ ‫‪13‬‬
‫‪ٚ‬‬
‫مسق کرپ ٕاونۍ۔‬ ‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬
‫• موپاپل فون نہ اننرپ ۪ت ُنک ج‬
‫صیح ن ٕہ علط استعمال‬ ‫ٕ‬
‫ُ‬
‫ن طرن پل تھٲ ِوتھ کرپٲتوکھ شرۍ پان ٕہ وٲنۍ تحث ن ٕہ‬

‫ٲظر کرپٲتوٗکھ اکھ رتوٹ ن نار۔‬ ‫خ‬ ‫لی‬ ‫مارن ‪ٛ‬نگ اسم ن‬
‫ٕ‬
‫ُ‬
‫• پڈ ۪ٮن دۅہن‪ ،‬عذہن ن ٕہ توساکن متعلق مخ نلف‬ ‫• اننروتو‬ ‫• ‪-KMR510‬م لف عذہن‪ ،‬توساکن‪،‬‬
‫ن‬ ‫خ‬

‫ن‬ ‫ٔ‬ ‫‪ٚ‬‬

‫چ ٖنزن‪ ،‬اہم دۅہن متعلق چھُ لیکھان۔‬
‫لوٗکن سٍنۍ اننرتو کرتھ کرپٲ ِوو اکھ قصنلی رتوٹ‬ ‫• تحلیق ُکرن‬
‫‪ٛ‬‬
‫• ‪ -KMR504‬ظ ٕ‬
‫َ ُ ‪ٛ‬‬ ‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ منز ن ٕہ‬ ‫ن‬
‫ن نار۔‬ ‫• محاورن ہ ند ورپاو‬ ‫ہفن ٕہ ع ٖند‬ ‫‪9‬‬
‫ُ ‪ٛ‬‬ ‫ٔ ‪ٚ‬‬ ‫‪ٛ‬‬ ‫ل ‪ٚ‬یک ُ‬ ‫اداکٲری سان پنش کران۔ ننر ن ٕہ ن ظم‬
‫حاور جملن منز استعمال ک ِرتھ لیکھنٲتوکھ تہ ند‬
‫• لۅکنۍ م ٕ‬ ‫• ن ُرن ن ٕہ ھن‬ ‫‪،14‬‬
‫صیح لب و لہج ن ٕہ روٲنی سان سجمِٹھ‬‫چ ِھ ج‬
‫م عن‬
‫ے۔‬ ‫‪ٚ‬‬
‫‪15‬‬
‫‪ٚ‬‬ ‫نران ن ٕہ لیکھان۔‬
‫لیک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ‬
‫• تچہ کرپٲتوکھ روٲنی نہ ج‬
‫ٕ‬
‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی حط چ ِھ‬
‫مسق ۔‬ ‫‪ٚ‬‬
‫لیکھان ن ٕہ ِدن ٕہ آمنِس موصوٗعس پٮ۪ٹھ چ ِھ‬
‫ُ‬ ‫‪ٚ‬‬
‫ملہ۔‬
‫ٕ‬ ‫ج‬ ‫داہ‬ ‫داہ‬ ‫وکھ‬ ‫ٲت‬ ‫ھن‬ ‫ک‬‫ی‬ ‫• لۅکچہ ع ٖنذ‪ /‬تچہ ع ٖنذ پٮ۪ٹھ ل‬ ‫‪ٚ ُ ٛ‬‬
‫ملہ لیکھان‪.‬‬ ‫کٮنہہ ج ٕ‬

‫‪Page 75 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ُ‬ ‫ُ سُ‬
‫• سبق نرپٲ ِوتھ ن ٕہ سمحٲ ِوتھ چھُ تچن کٹھ پاتھ کرپک‬ ‫شوچن مچن‬ ‫• ‪-KMR505‬درسی ِک ناتو ع ٕ‬
‫الو چ ِھ‬
‫ُ‬ ‫ُ‬
‫موق ٕعہ دٮن۔‬ ‫پاد تھاون‬ ‫‪ٚ‬‬ ‫ہفن ٕہ‬
‫دو ِتم ت جرنر نران ن ٕہ سمحان‪.‬‬
‫ُ‬ ‫ُ‬
‫• مخنلف عذہن‪ ،‬توساکن‪ ،‬چ ٖنزن ن ٕہ اہم دۅہن‬ ‫صیح پل فظ سان ن ُرن ن ٕہ‬
‫ج‬ ‫• ‪-KMR510‬مخنلف عذہن‪،‬‬ ‫ہنرتھ‬ ‫‪،16‬‬ ‫‪10‬‬
‫ل ‪ٚ‬یک ُ‬
‫متعلق اکھ مۅحصر رتوڑت ن نار کرپ ٕاونۍ‬ ‫ھن‬ ‫توساکن‪ ،‬چ ٖنزن‪ ،‬اہم دۅہن متعلق‬ ‫‪17‬‬
‫‪ٚ‬‬
‫لیک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• روٲنی ‪ ،‬ج‬ ‫تحلیق ُکرن‬ ‫‪ٚ‬‬
‫چھُ لیکھان۔‬

‫کراپ ٕاونۍ‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬

‫ُ‬
‫‪ٛ‬‬
‫• داہ عام پ ٕاونۍ ‪ ،‬خاص پ ٕاونۍ ژٲ ِرتھ ج لن منز‬
‫م‬
‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬
‫ژاران۔ ِ‬
‫ورپ ٕاونۍ۔‬
‫ُ‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٛ‬‬ ‫ُ‬ ‫چ‬
‫• ھنی ہ ند درخاس ل ۪یکھ ناو ٕتچ مسق کرپ ٕاونۍ۔‬ ‫‪ٚ‬‬
‫سمحان ن ٕہ لیکھان۔‬

‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی‬

‫‪ٚ‬‬
‫حط چ ِھ لیکھان ن ٕہ ِدن ٕہ آمنِس‬
‫‪ُ ٛ‬‬ ‫ٗ‬
‫موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ملہ‬
‫‪ٚ‬‬
‫لیکھان‪.‬‬

‫‪Page 76 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٛ‬‬
‫• "شون وطن" نظم نری مس منز ن ٕہ اداکٲری سان‬ ‫اداکٲری‬ ‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬
‫ُ‬ ‫‪ٛ‬‬
‫نرپٲ ِوتھ ن ٕہ سمحٲ ِوتھ چھُ تچن اتھ پٮ۪ٹھ کٹھ پاتھ کرپک‬ ‫۪ونژ ھن‬
‫ے‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬
‫ُ‬
‫ُ‬
‫موق ٕعہ دٮن۔‬ ‫حب الوطنی‬ ‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬
‫ہفن ٕہ شون‬ ‫‪11‬‬
‫ُ ‪ٛ‬‬ ‫ُ‬ ‫ل ‪ٚ‬یک ُ‬
‫• تچ ِہ کرپٲتوٗکھ کن ِہ حوتصورت خان ِہ ہ ند سٲل ن ٕہ پٲرتوکھ‬ ‫ن ُرن ن ٕہ ھن‬ ‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬ ‫وطن‬ ‫‪18‬‬
‫‪ٛ‬‬ ‫چ ‪ُ ُٛ ٚ‬‬ ‫ٔ‬
‫ے درس دپنہس منز مشہوٗر۔‬ ‫ق ِِکر ز ِ کش ٖنر ک ناز ِ ھ‬ ‫گرامری اص طالح‪ ،‬اس ٕار‬
‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬
‫ٔ‬ ‫‪ٛ‬‬ ‫ُ‬ ‫ُ‬
‫ژارنۍ ن ٕہ جملن منز استعمال ک ِرنۍ‬
‫• اس ٕار پ ٕاونۍ ٕ‬ ‫پاوت سمچن‬
‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬
‫ژاران۔ ِ‬
‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٚ‬‬
‫سمحان ن ٕہ لیکھان۔‬
‫‪ٛ‬‬ ‫‪ٛ ٚ‬‬ ‫• کل‬ ‫ل ‪ٚ‬یک ُ‬ ‫ُ‬
‫الو پنن ِہ کٮنژھن توٲر ٖ تخ داٮن ٕہنز‬
‫ٕ‬ ‫ع‬ ‫س‬ ‫ن‬ ‫ہ‬ ‫ن ُرن ن ٕہ ھن‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫ُچ‬
‫زاپکٲری ِدنۍ۔‬ ‫تحلیٖق ُکرن‬ ‫ق‬ ‫م‬
‫‪ ،‬و ن ۪ین ن ٕہ توزۍ ن ۪ین وا عن ن ٕہ‬ ‫ھم‬
‫‪ٚ‬‬
‫لیک‬ ‫ُ ُ‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• روٲنی نہ ج‬
‫ٕ‬
‫س‬
‫لعنک ا تعمال‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‬
‫ُ سُ‬
‫کراپ ٕاونۍ‬ ‫شوچن مچن ن ٕہ پاد‬ ‫‪ٔ -KMR502‬نرۍمنس سبفس‬ ‫ہفن ٕہ کلہن‬ ‫‪12‬‬
‫ُ‬
‫تھاون‬
‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬

‫‪Page 77 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫• مٲلِس ماچ ِہ ‪ ،‬رشنہ دارن ‪ ،‬دوسٮن نِش‬ ‫گرامری اص طالح‪ ،‬وٲخد‬ ‫‪19،‬‬
‫ُ‬ ‫ص ٔ ‪ٚ‬‬
‫ھہ کن ِہ‬
‫ِ‬ ‫ت‬‫ا‬ ‫ن‬‫چ‬‫ت‬ ‫و‬‫و‬‫معلومات خٲ ل ک ِرتھ ل ِ‬
‫ٲ‬ ‫ھن‬ ‫ک‬‫ی‬ ‫ن ٕہ جمع پ ٕاونۍ زاپٕنۍ‬ ‫‪20‬‬

‫خاص خان ِہ پٮ۪ٹھ اکھ مخصر مضموٗن۔‬

‫ُ‬
‫‪ٛ‬‬
‫• داہ وٲخد پ ٕاونۍن ٕہ جمع پ ٕاونۍ کرپٲ ِوو ج لن منز‬
‫م‬

‫استعمال۔‬
‫‪ٚ‬‬ ‫ُ‬
‫ٗ‬ ‫‪ٛ‬‬ ‫ُ‬ ‫ف‬ ‫ل‬ ‫ک‬
‫• مش ل ظن ہ ند معنی ژارن ٕہ پاپٹھ ہیچھنٲتوکھ ز ِ‬

‫ھہ پٲتھۍ چ ِھ استعمال کران۔‬

‫لغت ِکٹ ٕ‬
‫‪ٛ‬‬
‫• سبفس متعلق زاپکٲری ِدن ٕہ نروتہہ چھُ تچن ماچہ زت۪و‬ ‫اداکٲری‬ ‫مہ ‪،‬‬ ‫ن‬
‫کٲشر ۍپٲتھ‪ ،‬ظ ٕ‬‫• ‪ِ -KMR509‬‬
‫ُ‬ ‫‪ٛ ٛ‬‬ ‫‪َٚ‬‬
‫منز کاتہہ ن ِہ دل ٖنل اداکٲری سان پنش کرپک‬ ‫اظہار ُکرن‬ ‫دلن ٕلہ ‪ ،‬ن ‪ٛ‬ر ۪ن ٕژچھُ نران ن ٕہ ننین‬
‫ٖ‬
‫ُ سُ‬
‫موق ٕعہ فراہم ُکرن۔‬ ‫شوچن مچن‬ ‫توزپاوان۔‬ ‫ہفن ٕہ وقادار پار‬ ‫‪13‬‬
‫ُ‬ ‫ٔ ٔ‬
‫• وقادار پار سمحٲ ِوتھ چھُ تچن پٮٕنۍ راے ِدپک موق ٕعہ‬ ‫ے‬‫۪ونژ ھن‬ ‫• ‪-KMR503‬توٗزۍمنۍ توۍ ل فظ چ ِھ‬ ‫‪21،‬‬
‫ُ‬ ‫ُ‬ ‫‪ٛ‬‬
‫دٮن۔‬ ‫پاد تھاون‬ ‫کٹھ پاتھ ِہ منز استعمال کران۔‬ ‫‪22‬‬
‫ل ‪ٚ‬یک یِ ُ ‪ٛ‬‬ ‫‪ٛ‬‬
‫• نرمن ِہ سبق ٕہ ٕ‬
‫صد ۔‬ ‫ِ‬ ‫د‬ ‫ن‬ ‫ہ‬ ‫من‬ ‫و‬‫ِ‬ ‫ھ‬ ‫ہ‬ ‫ن‬ ‫ظ‬ ‫ف‬ ‫ل‬ ‫داہ‬ ‫و‬‫ر‬‫ِ‬ ‫ژٲ‬ ‫ز‬ ‫من‬
‫ٕ‬
‫‪ٛ‬‬
‫• تچ ِہ کڈپٲتوٗکھ خاپاوارن ٕہنز مخنلف آوازٕ۔‬

‫‪Page 78 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٚ‬‬
‫• میون پار ‪ ،‬میون سکوٗل عیوانس پٮ۪ٹھ لیکھنٲتوٗکھ داہ‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬
‫ُ‬
‫داہ جملہ۔‬ ‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬
‫ژاران۔ ِ‬
‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٚ‬‬
‫سمحان ن ٕہ لیکھان۔‬
‫ُ‬
‫ٔ‬ ‫ک‬
‫حوصلہ افزٲنی ک ِرنۍ۔ اخ نار‬
‫ٕ‬ ‫• الننرنری استعمال کر ِ چت‬ ‫نر ھن‬ ‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی‬
‫‪ٚ‬‬
‫م نگزٮن‪ ،‬توسنر ‪ ،‬خارٹ‪ ،‬شک ٕلہ پٮن ِر گژھن زپ ٕاد کھون ٕہ‬ ‫تحلیق ُکرن‬ ‫حط چ ِھ لیکھان ن ٕہ ِدن ٕہ آمنِس‬
‫ُ ‪ٛ‬‬ ‫‪ُ ٛ‬‬
‫الننرنری ہ ند استعمال‬ ‫ٗ‬
‫زپ ٕاد فراہم ن ِن ِہ کرن ٕہ۔‬ ‫موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ملہ‬
‫ُ سُ‬
‫چ ‪ٚ‬‬ ‫شوچن مچن‬ ‫‪ٚ‬‬ ‫ہفنہ کشبوار‬ ‫‪14‬‬
‫کراونۍ۔‬
‫ٕ‬ ‫ق‬ ‫س‬ ‫م‬‫ت‬‫چ‬ ‫ٕ‬ ‫او‬‫ن‬ ‫• پٲعام ‪ِ ،‬ھنۍ ل ھ‬
‫ک‬ ‫ی‬ ‫لیکھان‪.‬‬
‫‪ٚ‬‬ ‫ُ‬
‫پاد تھاون‬ ‫‪23‬‬
‫• مٲلس ماچ ٕہ ‪ ،‬پارن دوسٮن پا وۅس نادس لیکھٲتوکھ‬ ‫• ‪-KMR505‬درسی ِک ناتو ع ٕ‬
‫الو چ ِھ‬
‫‪ٚ‬‬
‫حِٹ ھۍ۔‬ ‫دو ِتم ت جرنر نران ن ٕہ سمحان‪.‬‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫منز چھُ‬
‫• کٮیوٗنر ل نن ِہ منز پِٹھ ہٲ ِوو چت ن کشبوارس متعل ق کاتہہ‬ ‫• ‪-KMR5011‬ننر ن ٕہ ظ ِ‬
‫مہ‬ ‫ن‬
‫‪ٚ‬‬
‫م‬
‫ڈاکی ٮنری۔‬ ‫فرق کران۔‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ٔ‬ ‫ح‬ ‫‪ٛ‬‬ ‫ل ‪ٚ‬یک ُ‬ ‫ُ‬

‫• چت ن ٕہنز توس ن ٕد ت لیقی صٲلچنژ ظ ِٲہر کرن ٕہ پاپٹھ ک ِرو‬ ‫ن ُرن ن ٕہ ھن‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫‪ٛ‬‬ ‫ُچ‬
‫خم نلف نروگرام متعفد پٹھ منز چت ن پ نن ِہ صٲلچن ٕژ پنش‬ ‫تحث ُکرن‬ ‫ق‬ ‫م‬ ‫ھم‬
‫‪ ،‬و ن ۪ین ن ٕہ توزۍ ن ۪ین وا عن ن ٕہ‬
‫ُ‬
‫کرپک موق ٕعہ فراہم کرن ٕہ ن ِن ِہ۔‬ ‫تحلیق ُکرن‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‬ ‫ہفن ٕہ کور ۪ٮن‬ ‫‪15‬‬
‫ُ‬
‫ُ‬ ‫ک‬ ‫‪ٛ‬‬
‫• چتن ِدتوٗ خم نلف ِکھالڑ ۪ٮن سٍنۍ کٹھ پاتھ کرپک موقعہ۔‬ ‫نر ھن‬ ‫‪ٔ -KMR502‬نرۍمنس سبفس‬ ‫‪ٕ 24،‬ہ ندۍ‬
‫‪ٚ‬‬ ‫ُ سُ‬
‫لیک‬ ‫شوچن مچن‬ ‫امہ‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق‬
‫• تچہ گژھن روٲنی ‪ ،‬ج‬ ‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬ ‫کارپ ٕ‬ ‫‪25‬‬
‫ُ‬
‫پاد تھاون‬ ‫ٔ ٔ‬
‫کراپ ٕاونۍ‬ ‫• ‪-KMR503‬توٗزۍمنۍ توۍ ل فظ چ ِھ‬
‫ُ ‪ٛ‬‬ ‫ُ‬ ‫‪ٛ‬‬
‫• سب ق سمحٲ ِوتھ چھُ تچن پٮٕنۍ راے ِدپک ن ٕہ خ نالن ہ ند‬ ‫کٹھ پاتھ ِہ منز استعمال کران۔‬
‫ُ‬ ‫ُ‬
‫اظہار کرپک موقع ٕہ دٮن۔‬
‫۪ ‪ٛ‬‬
‫امہ" ن ِہ موصوع ن طرن پل تھٲ ِوتھ‬ ‫ٕ‬ ‫کارپ‬ ‫ۍ‬‫د‬‫ن‬ ‫• "کورٮن ٕہ‬
‫‪ٛ‬‬ ‫ُ‬ ‫ُ‬ ‫ٔ‬
‫ک ِرو اکھ لۅکٹ مۅکٹ ڈراما ن نار۔‬
‫‪ٛ‬‬ ‫‪ٛ‬‬
‫الو پاقی موسمن ٕہنز زاپکٲری فراہم ٕکرنۍ ن ٕہ تجرنر‬ ‫• وپ ٕد ع ٕ‬ ‫تحلیق ُکرن‬ ‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬
‫ل ‪ٚ‬یک ُ‬ ‫‪ٛ‬‬
‫کرپ ٕاونۍ۔‬ ‫ن ُرن ن ٕہ ھن‬ ‫منز ن ٕہ اداکٲری سان پنش کران۔‬
‫‪ٛ‬‬
‫۪ونژ ھن‬
‫ے‬ ‫ہفن ٕہ وپ ٕد‬ ‫‪16‬‬

‫‪Page 80 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٛ‬‬ ‫ع‬ ‫ُ سُ‬

‫• ظٲلن ِہ لمن ٕہنز الگ الگ جمٲژ ِ ن نٲ ِوتھ اداکٲری‬ ‫شوچن مچن‬ ‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬
‫ٕ‬ ‫‪26‬‬
‫ُ‬
‫ِٔ ‪ٛ ٛ‬‬ ‫ع‬ ‫ُ‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬
‫ن ٕہ نرَی مس منز نظم نرپ ٕاونۍ پٹھ ظٲلن ِہ لم اکھ اکس نروتہہ‬ ‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬

‫ننر ٕتچ کوٗ ِشش کرن۔‬ ‫• ‪ٔ -KMR502‬نرۍمنس سبفس‬

‫ُ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫• وپ ٕد ‪ ،‬شوپٹھ‪ ،‬ہرُد‪ ،‬ر ۪ن نہ کول عیواٮن پ ۪ٮٹھ سٹھ سٹھ جملہ‬ ‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬
‫ل ۪یکھ ن ٕاونۍ۔‬ ‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی‬
‫‪ٚ‬‬
‫حط چ ِھ لیکھان ن ٕہ ِدن ٕہ آمنِس‬
‫‪ُ ٛ‬‬ ‫ٗ‬
‫موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ملہ‬
‫‪ٚ‬‬
‫لیکھان۔‬
‫ُ‬ ‫ُ‬ ‫ل ‪ٚ‬یک ُ‬ ‫ُ‬
‫• زالن گنس ورپاوپک ظر ٖنق ٕہ چھُ عملی طورشر ۪ٮن‬ ‫ن ُرن ن ٕہ ھن‬ ‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫ُ‬ ‫ُچ‬
‫ہاون۔‬ ‫تحلیٖق ُکرن‬ ‫ق‬ ‫م‬ ‫ھم‬
‫‪ ،‬و ن ۪ین ن ٕہ توزۍ ن ۪ین وا عن ن ٕہ‬
‫کُ‬
‫ع‬ ‫پ م‬
‫• زالن گنس ٕہ س ٍنۍ نش آ ن ۪ین خٲدٮن مت ل ق ِ‬
‫گژھ چت ن‬ ‫ن ر ھن‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر کران‬
‫ل ‪ٚ‬یک ُ‬ ‫ُ‬ ‫ُ‬
‫آگاہی ِدتھ پٮٕنۍ راے ظٲہر کرپک‪ /‬ھ نک موق ٕعہ‬ ‫ورپاون‬ ‫‪ٔ -KMR502‬نرۍمنس سبفس‬ ‫ہفن ٕہ زالن‬
‫ُ‬
‫گنس‬ ‫‪17‬‬
‫ِدن ٕہ ٮن‪.‬‬ ‫متعل ق چ ِھ پٮٕنۍ خ نال پاوان‪.‬‬ ‫‪27‬‬

‫‪Page 81 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ٔ‬ ‫‪ٛ‬‬ ‫ُ‬

‫• گرن منز زالن گنس ورپاو ٕپکس ظر ٖنفس پٮ۪ٹھ ک ِرو اکھ‬ ‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬ ‫ورپاوپک‬ ‫‪27،‬‬
‫‪ٛ‬‬ ‫‪ٛ‬‬
‫نروگرام متعفد پٹھ منز تچن زالن گنسس منز استعمال‬ ‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬ ‫ظر ٖنق ٕہ‬ ‫‪28‬‬
‫ژاران۔ ِ‬
‫‪ٛ‬‬ ‫‪ٛ‬‬
‫س ندن وال ۪ٮن چ ٖنزن ٕہ ندۍ پاو ن ٕہ ورپاو ٕپکۍ پانژھ احت ناط‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫ہاونہ ٮِن۔‬ ‫‪ٚ‬‬
‫سمحان ن ٕہ لیکھان۔‬
‫ج‬
‫• داہ داہ وٲخد پ ٕاونۍ ن ٕہ مع پ ٕاونۍ ‪ ،‬نر پ ٕاونۍ ن ٕہ ٕ‬
‫ماد پ ٕاونۍ‬
‫ٔ ُ‬
‫‪ٛ‬‬
‫س ناحت کرتھ ج لن منز استعمال ک ٕرنۍ۔‬
‫م‬

‫ُ‬
‫• ‪-KMR501‬شرۍ چ ِھ ٔنرۍ من ۪ین‬
‫ُ‬ ‫ُچ‬
‫ف‬ ‫ل‬ ‫ک‬
‫• مش ل ظن ٕہنز زان ِدتھ ن ٕہ سبق نرپٲ ِوتھ ‪ /‬سمحٲ ِوتھ‬ ‫‪ ،‬و ھمن ۪ین ن ٕہ توزۍمن ۪ین واق عن ن ٕہ‬
‫‪ٛ‬‬ ‫ل ‪ٚ‬یک ُ‬
‫ن ٕہ تچن ٕہنز جمٲژ ن نٲ ِوتھ‪:‬‬ ‫ن ُرن ھن۔‬ ‫خاٮن متعل ق پٮٕنۍ راے ظٲہر‬
‫‪ٛ‬‬ ‫ُ‬ ‫‪ٛ ٚ‬‬ ‫‪ٛ‬‬ ‫ُ‬
‫ح‬ ‫ک‬
‫الو پنن ِہ ٮنژھن کمراٮن ٕہنز‬ ‫ع‬ ‫ن‬ ‫س‬
‫ِ‬
‫• مہاراچہ الب گس ٕ‬ ‫گ‬ ‫شوچن سمچن‬ ‫کران‪.‬‬ ‫مہاراچہ‬
‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬
‫زان ِدتھ چھ تچن کٹھ پاتھ کرپک موقع ٕہ دٮن ۔‬ ‫پاد تھاون‬ ‫ہفن ٕہ الب‬
‫گ‬ ‫‪18‬‬
‫• ‪-KMR508‬پاوپ ِکۍ ٕقشم چ ِھ‬
‫‪ٛ‬‬
‫• کالشس منز ن ٕہ مارن نگ اسم نلی پٮ۪ٹھ ﴿تہودری ‪،‬‬ ‫تحلیٖق ُکرن‬ ‫‪ِ 28‬س نگ‬
‫‪29،‬‬
‫وٲخد پ ٕاونۍ ن ٕہ جمع پ ٕاونۍ‪ ،‬نر‬
‫ژاران۔ ِ‬
‫وطنس سٍنۍ جمیت ﴾ عیوانس تحت ن ‪ٛ‬رتھ تچس دہن‬ ‫۪ونژ ھن‬
‫ے‬ ‫‪30‬‬
‫ُ‬ ‫ٗ ‪ٚ‬‬ ‫ُ‬
‫‪ٛ‬‬ ‫ُ‬
‫ج لن ہ ند اکھ مضمون لیکھن ٕہ پاپٹھ وٮن۔‬ ‫م‬

‫‪Page 82 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫‪ٚ‬‬
‫لیک‬
‫صیح پل فظ سان نر ٕتچ ن ٕہ ٕھیچ مسق کراپ ٕاونۍ۔‬ ‫• روٲنی ‪ ،‬ج‬ ‫ماد پ ٕاونۍ ن ٕہ منص اد ل ِفظ چ ِھ‬
‫پ ٕاونۍ ن ٕہ ٕ‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫• جم‬ ‫‪ٚ‬‬
‫ماد پ ٕاوب ۪ٮن ٕہنز پنہحان کرپ ٕاونۍ۔‬
‫ٕ ٕ‬ ‫ہ‬ ‫ن‬ ‫ر‬ ‫ن‬ ‫ز‬ ‫من‬ ‫لن‬ ‫سمحان ن ٕہ لیکھان۔‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫• نن ‪ٛ‬‬
‫راگراق ٕہ من ٕز شوالن ٕہ ندۍ حواب ژھاپڈ تچ مسق‬ ‫• ‪-KMR506‬رسمی ن ٕہ عٲر رسمی‬
‫کرپ ٕاونۍ۔‬ ‫‪ٚ‬‬
‫حط چ ِھ لیکھان ن ٕہ ِدن ٕہ آمنِس‬
‫‪ُ ٛ‬‬ ‫ٗ‬
‫موصوعس پ ۪ٮٹھ چ ِھ کٮنہہ ج ٕ‬
‫ملہ‬
‫‪ٚ‬‬
‫لیکھان‪.‬‬

‫• ‪ -KMR504‬ظ ٕ‬
‫مہ ن ٕہ پٲتھ چ ِھ لن ِہ‬ ‫ن‬
‫‪ٛ‬‬
‫منز ن ٕہ اداکٲری سان پنش کران۔‬

‫صیح لب و لہج ن ٕہ‬‫ننر نہ ن ظم چ ِھ ج‬

‫ٕ‬
‫‪ٚ‬‬
‫روٲنی سان سجمِٹھ نران ن ٕہ لیکھان۔‬

‫‪Page 83 of 100‬‬
 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ُ‬
‫کل ُ‬
‫ھہ ﴿‪ ﴾Summative Assessment‬پاپٹھ ظر ٖنق ِہ کار‬
‫* ہم نرک ِ‬
‫ُ‬ ‫‪ٛ‬‬
‫یمنر‪50 :‬‬ ‫مضموٗن‪ :‬کٲشر‬ ‫جماعت‪ :‬پٲن ِژم‬
‫ی منر‬ ‫عیوان‬ ‫ی منر شمار‬
‫سُ‬
‫سیکشن الف ﴿ن ُرن ن ٕہ مچن﴾‬
‫‪ٛ‬‬
‫منز ٔ‬ ‫‪ٛ‬‬
‫‪1× 5=5‬‬ ‫داز‬‫اپ‬ ‫راش‪/‬‬ ‫ہ‬ ‫ظ‬ ‫ل‬ ‫ظ‪/‬‬ ‫ف‬ ‫ل‬ ‫اکھ‬ ‫دلہ‬ ‫پ‬ ‫س‬ ‫ان‬ ‫ن‬ ‫‪/‬‬‫شوالہ‬ ‫وٲلۍ‬ ‫ہ‬ ‫وان‬ ‫ح‬ ‫ژ‬ ‫ن‬ ‫من‬ ‫ِ‬ ‫ی‬ ‫آسن‬ ‫شوالہ‬ ‫ہ‬ ‫کن‬ ‫ہ‬ ‫ن‬ ‫ھ‬‫ٹ‬ ‫اس‬ ‫ن‬ ‫ا‬ ‫ری‬ ‫ن‬‫ن‬ ‫ز‬ ‫‪1‬‬
‫ٕ‬ ‫ف ٕ‬ ‫ٕ‬ ‫ن‬ ‫ٕ‬ ‫ٕ‬ ‫ٕ‬ ‫پ ٕ ِ‬ ‫ن‬ ‫ت‬ ‫ق‬ ‫تصٲنی ک نان ِہ ٕ‬
‫من‬
‫م‬ ‫ُ‬ ‫ُ‬
‫رالونۍ‪ /‬تجزنہ کرن سٲ ِل ِ‬
‫آسہ۔‬ ‫کرن‪ /‬خٲلی خان ِہ‪ /‬کالم ٕ‬
‫‪ٛ‬‬
‫منز ٔ‬
‫‪1× 5=5‬‬ ‫دلہ اکھ ل فظ‪ /‬ل ف ظ ٕہ راش‪ /‬اپدازٕ ُکرن‬
‫ٕ‬ ‫پ‬ ‫س‬ ‫ان‬ ‫ن‬ ‫ن‬ ‫‪/‬‬‫شوالہ‬
‫ٕ‬ ‫وٲلۍ‬ ‫ہ‬
‫ٕ‬ ‫وان‬ ‫ح‬ ‫ژ‬ ‫ن‬ ‫شوالہ آسن یِ من‬
‫ٕ‬ ‫اکھ تصٲنی شعری اقت ناس پٹھ نن ٕہ کن ِہ‬ ‫‪2‬‬

‫آسہ۔‬ ‫م‬ ‫ُ‬

‫‪ /‬تجزنہ کرن سٲ ل ِ‬
‫‪ٛ‬‬
‫منز ٔنژ حوانہ وٲلۍ شوالہ ‪ /‬تجزنہ ُکرن‪ /‬اپداز ُکرن‪ /‬نشجنص ُکرن سٲم‬
‫‪1× 5=5‬‬ ‫آسہ۔‬
‫ِ‬ ‫ل‬ ‫ٕ‬ ‫ٕ‬ ‫ٕ‬ ‫شوالہ آسن یِ من‬
‫ٕ‬ ‫شکل پٹھ نن ِہ کن ِہ‬ ‫‪3‬‬
‫‪ٚ‬‬
‫س کشن ب ﴿ گرامر﴾‬ ‫ی‬

‫‪1× 4=4‬‬ ‫شوالہ۔‬ ‫ی‬‫ن‬ ‫ٮ‬‫پاوُت‪ ،‬وٲخد پاوُت نہ جمع پاوُت‪ ،‬نر پاوُت نہ ماد پاوُت گرامری اص طالچن پ ۪ٹھ م‬ ‫‪4‬‬
‫ٕ‬ ‫ٮ‬ ‫ٕ ٕ‬ ‫ٕ‬
‫‪ٚ‬‬
‫‪1× 3=3‬‬ ‫م‬ ‫ھ‬ ‫لیک‬ ‫‪ٛ‬‬ ‫لف‬ ‫‪5‬‬
‫شوالہ۔‬
‫ٕ‬ ‫ی‬‫ن‬ ‫ٮ‬ ‫ھ‬‫ٹ‬ ‫۪‬ ‫ٮ‬‫پ‬ ‫س‬ ‫ن‬ ‫د‬‫ص‬‫ِ‬ ‫دۍ‬ ‫ن‬ ‫ہ‬ ‫ن‬ ‫ظ‬

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 ‫‪Academic calendar cum Syllabus 5th Kashmiri‬‬

‫ل ‪ٛ‬یک ُ‬ ‫‪ٚ‬‬
‫سیکشن ج ﴿ ھ نک فن﴾‬
‫‪ٛ‬‬ ‫ٗ ل ‪ٚ‬یک ُ‬ ‫ُ‬ ‫‪ٛ‬‬ ‫ک‬
‫‪6‬‬ ‫مدد کن ِہ عیوانس پٮ۪ٹھ مضمون ھن پٹھ منز ہٹھ ل فظ آسن۔‬ ‫اِسارن پا ش لن ہ ٕ‬
‫ِ‬ ‫د‬ ‫ن‬ ‫‪6‬‬
‫‪ٚ‬‬
‫‪3‬‬ ‫لیک‬
‫ملہ ھٕنۍ۔‬ ‫ج‬ ‫ہ‬ ‫ہ‬‫پانس پا پانس ٔاپدۍ پکھۍ موحود مخنلف چنزن متعلق ک ‪ٛ‬‬ ‫‪7‬‬
‫ٕ‬ ‫ٮن‬
‫‪ٛ‬‬ ‫‪ٚ‬‬
‫س حِٹ لیک‬
‫‪4‬‬ ‫رسمی‪ /‬عٲر ر می ھۍ ھٕنۍ۔ ﴿دۅتو من ٕز اکھ﴾‬ ‫‪8‬‬
‫‪ٚ‬‬
‫س کشن د ﴿ادب﴾‬ ‫ی‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫لیک‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫‪2× 3=6‬‬ ‫تصٲنی ک نان ِہ ہ ند ۪ٮن ننری سبقن متعلق اہلنژ پٮ۪ٹھ مٮنی ژورو من ٕز نر ۪ٮن شوالن ہ ندۍ جمنصر حواب ھٕنۍ۔‬ ‫‪9‬‬

‫منز یوان‪ /‬ہسی آواز وٲلۍ ل فظ‪ /‬ل فظن جملہ ن ناونۍ سٲم‬ ‫‪ٛ‬‬ ‫منز سٲمل ُکنہ نظمہ متع‬ ‫‪ٛ‬‬
‫‪2× 2=4‬‬ ‫آسہ۔‬ ‫ل‬ ‫ِ‬ ‫ٕ‬ ‫ع‬ ‫من‬ ‫ِ‬ ‫ی‬ ‫شوالہ‬ ‫ق‬ ‫ل‬ ‫تصانس‬ ‫‪10‬‬
‫ِ‬ ‫ٕ‬ ‫ِ‬ ‫ٕ‬ ‫ِ ِ‬
‫‪ٛ‬‬
‫منز ہ ‪ٚ‬‬ ‫‪ٛ‬‬
‫منز سٲمل ُکنہ نہ سبفس متع‬
‫‪5‬‬ ‫الصہ ‪ /‬کردار ٲسِٹھ۔‬
‫ٕ‬ ‫خ‬ ‫ال‪/‬‬ ‫ن‬ ‫خ‬ ‫مرکزی‬ ‫وع‪/‬‬ ‫موص‬ ‫کہ‬
‫ِ‬ ‫ن‬ ‫ھ‬ ‫ات‬ ‫شوالہ‬
‫ٕ‬ ‫ق‬ ‫ل‬ ‫ِ ِ‬ ‫تصٲنی ک نان ِہ‬ ‫‪11‬‬

‫توٹ‪:‬‬
‫س‬ ‫‪ٛ‬‬
‫• سبق اصل پٲتھۍ سمجن ٕہ پاپٹھ چ ِھ درسی ک نان ِہ ہ ندۍ سٲری سبق ن ٕرنۍ ن ٕہ جِمنۍ ضروٗری۔‬
‫‪ٛ‬‬
‫شوالہ ن ‪ٛ‬رژھن ٕہ۔‬
‫ٕ‬ ‫ی‬ ‫ن‬ ‫ٮ‬‫منز ٮِن اہلنژ پ ۪ٹھ م‬
‫ٮ‬ ‫• امیحانس‬

‫شوالہ ٮِن درسی ک نان ِہ م طٲتق ن ‪ٛ‬رژھن ٕہ۔‬

‫ٕ‬
‫‪ٛ‬‬
‫• گر ٕ‬
‫امرکۍ‬

‫‪Page 85 of 100‬‬
Dogri ( )

Page 86 of 100
 Academic calendar cum Syllabus Class 5th Dogri
कलासः पंजमीं

समां ऄवधध धबशे/ईपधबशे धसक्खनै दे योग्यता गधतधवधधयें लेइ सुझाS

(हफ्तें च) पररणाम
1-2 हफ्ता सोह्बता दा नैधतक धशक्षा, शब्द भंडार च ● धवद्यार्थथयें गी स्हेइ ते गलत च भेद करना सखाया
फल कथा वाचन दी बाद्धा, वाक्य जाइ सकदा ऐ
कला संरचना दी ● नमीं पौंगर गी नशे शा बचाने लेइ वंश जनेह्
योग्यता, बड्डे वाक्यें करदार गी खोधह्लयै स्पष्ट करदे होइ चंगे रस्ते ईप्पर
गी समझने ते चलनै लेइ प्रोत्साहत ककत्ता जाइ सकदा ऐ
एक्क-दूए कन्ने ईं दे ● धवद्यार्थथयें गी ईं दी धजम्मेदाररयें बारे समझांदे होइ
ऄथथ जोड़ने दी ईनेंगी नभानै लेइ प्रोत्साधहत ककत्ता जाइ सकदा ऐ
योग्यता
त्रीया हफ्ता डानन कु ड्ड कु ड्ड नाच दे डु ग्गर दी संस्कृ धत ● डु ग्गर दे खास नाच ‘कु ड्ड’ दी बरीककयें दी जानकारी
बारे च दे संदभथ कन्ने कु ड्ड दददे होइ धवद्यार्थथयें गी डु ग्गर दे मेलें ते खासकररयै
जानकारी, मेलें ते मेलें दी रातीं होने अह्ले मेलें दी जानकारी कदत्ती जाइ सकदी
दे बारे च ज्ञान, जानकारी ऐ
पंधियें गी ● डानन कु ड्ड रातीं दे मेले कन्ने सरबंधत ऐ, आस गल्ला
लयबद्धता कन्ने गी ध्यान च रखदे होइ धवद्यार्थथयें गी कु सै कु ड्ड नाच
पढ़ने दा कौशल दा वीधडयो दस्सेअ जाइ सकदा ऐ ते सनाया जाइ
सकदा ऐ जे ऐसा गै नाच डानन कु ड्ड च सारी रात
नच्चेअ जंदा ऐ
4-5 हफ्ता डु ग्गर दा डु ग्गर दे बक्ख- डोगरा संस्कृ धत दे ● धवद्यार्थथयें गी प्रेरत ककत्ता जाइ सकदा ऐ जे ओ
खानपीन बक्ख व्यंजने दी खानपीन ते ऄपने-ऄपने घरें च बनने अह्ले व्यंजने ईप्पर धनक्के-
(मौसमानुसार) बक्खरे -बक्खरे धनक्के लेख धलखन
जानकारी व्यंजने बारै ज्ञान ● डु ग्गर प्रदेश दी जलवायु च पैदा होने अह्ली फस्लें
दी जानकारी देआयै धवद्यार्थथयें गी ईं दे पर धनबंध धलखने
लेइ प्रेरत ककत्ता जाइ सकदा ऐ

Page 87 of 100
 Academic calendar cum Syllabus Class 5th Dogri
● धवद्यार्थथयें गी डोगरें दी जागरुकता ते सूझबूझ बारे
जागतें गी ऄवगत कराया जाइ सकदा ऐ जे
मौसमानुसार के ह्-के ह् खाना-पीना चाधहदा, डोगरें गी
एह्दा चंगा ज्ञान रे हा ऐ

6-7 आक हा ककश ऄच्छा धनक्के-बड्डे वाक्य ● मोंगलू दे माध्यम कन्ने धवद्यार्थथयें च ऄनुशासन दी
मोंगलू करने दी प्रेरणा, बनानै दी समझ, भावना गी जागृत ककत्ता जाइ सकदा ऐ
वाक्य संरचना शब्द ज्ञान ● धवद्यार्थथयें च होनहारी ते दलेरी दा जज़्बा पैदा
ते ककश नमें ककत्ता जाइ सकदा ऐ
शब्दें दी ● धवद्यार्थथयें गी ईं दे रोजमराथ दे धनजमें दे बारे च
जानकारी धलखने लेइ प्रेरत ककत्ता जाइ सकदा ऐ
● धवद्यार्थथयें गी राष्ट्रपधत पुरस्कार जनेह् होर राष्ट्री
स्तर दे पुरस्कारें दी जानकारी कदत्ती जाइ सकदी ऐ
ऄठमां हफ्ता बद्दल पंधियें गी प्रवाह च पढ़ने दा ● डु ग्गर दे बक्ख-बक्ख लाकें दे मौसमें बारे जानकारी
लयबद्धता कन्ने कौशल कदत्ती जाइ सकदी ऐ
पढ़ने दा ● बद्दलें दी वैज्ञानक महत्ता बारे ते जलचक्र बारे
तरीका, नमें शब्दें समझाया जाइ सकदा ऐ
दी जानकारी ● धवद्यार्थथयें गी मूह्
ं -जबानी कधवता चेते कररये कलासै
च सनानै लेइ प्रेरत ककत्ता जाइ सकदा ऐ।
9-10 हफ्ता सूरज मौसमें दी सूरज दे बारे च ● सौरमंडल दा माडल दधस्सयै बी बच्चें गी एह्दी जानकारी
जानकारी, मौसमें जानकारी, धरती कदत्ती जाइ सकदी ऐ
● एक्क मोमबत्ती जगाआयै सामने गलोब गी घुमांदे होइ कदने-
ऄनुसार फस्लें लेइ सूरज दे
रातीं दे बनने दा ज्ञान कदत्ता जाइ सकदा ऐ
दा ज्ञान महत्त्व दी ● धरती पर रौह्ने अह्ले हर जीव लेइ सूरज दा के ह् महत्तव
जानकारी ऐ, ए खोधह्लयै दस्सेअ जाइ सकदा ऐ
● कदन-रात दे कन्ने – कन्ने सूरज दे चक्कर कन्ने जुड़े दे मौसमें

Page 88 of 100
 Academic calendar cum Syllabus Class 5th Dogri
दे बदलाव गी खोधह्लयै समझाया जाइ सकदा ऐ
ञारमां हफ्ता क्हानी / डोगरी दे के इ मदाररयें जीवन ● धवद्यार्थथयें गी मदाररयें दे बक्खरे -बक्खरे रोचक करतबें बारे
धनक्का मदारी नमें शब्दें दी शैली दे बारे च सनाआयै आस पाठ च ईं दी रुधच बधाइ जाइ सकदी ऐ
● मदाररयें दे मते सारे करतब खतरनाक होंदे न, जजदे प्रदशथन
जानकारी, मदारी ज्ञान, पढ़ाइ-लखाइ
लेइ मती सारी सखलाइ ते ऄभ्यास दी लोड़ होंदी ऐ, धवद्यार्थथयें
दे जीवन ते दे महत्त्व दा ज्ञान गी आनें करतबें गी धबना सखलाइ दे करने दे खतरें बारे
कला दी समझाया जाइ सकदा ऐ
जानकारी, ● धछल्ला ते धछल्लु, मेमना ते मेमनू जैसे शब्द प्रयोग ते आंदे
मतलब समझाए जाइ सकदे न
बारहवां कधवता/ लयबद्धता च चूहें ते धबल्ली दी ● धवद्यार्थथयें गी आस कधवता राहें दउं गल्लां समझाआयां
हफ्ता धबल्ली ते पंधियां पढ़ने भूमकाएं बारे ज्ञान, जाइ सककदयां न, एक्कः धमली-जुली गै मसलें दे हल्ल
चूहे दी जाच, कधवता शब्द ज्ञान, चूहें धनकलदे न, ते दूइः धजसलै राखे ते चोर धमकी जान ता
च संवाद दे कदयां ककस्में दा मालक गी लुट्टी लैंदे न
आस्तेमाल दी ज्ञान ● धबल्ली, कु त्ता, चूहा आत्याकद जानवरें दे सुभा बारे
जाच बाद्धू जानकारी कदत्ती जाइ सकदी ऐ
● धवद्यार्थथयें गी ए कधवता मूंह्जबानी कलासै च पढ़ने
लेइ ईत्साधहत ककत्ता जाइ सकदा ऐ

तेरहवां हफ्ता क्हानी/ गोलू क्हानी कला दी पालतू तोते दे ● पालतू जानवरें दी चंगी अदतें दे ईदाहरण दददे होइ
जानकारी, खानै- सुभा दा ज्ञान, चंगी धवद्यार्थथयें गी ईं दे शा बी प्रेरणा लेइ सकने दी गल्ल
पीनै समेत ते बुरी अदतें दा समझाइ सकने अं, धजयां कु त्ते कोह्ला सोह्गापन, तोते
बाकी दी चंगी ज्ञान कोह्ला वाकचातुयथ, अकद
अदतें दी ● धवद्यार्थथयें गी शरीर गी स्वस्थ रखने लेइ बक्ख-
जानकारी बक्ख तरीके समझाए जाइ सकदे न
● धवद्यार्थथयें शा ऄपने घरै दे कु सै पालतू जानवरे
ईप्पर ककश वाक्य धलखने लेइ प्रेरत ककत्ता जाइ सकदा
ऐ

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चौदहवां कधवता/ डु ग्गर दे एक्क लोह्ड़ी दा ज्ञान, ● धवद्यार्थथयें गी लोह्ड़ी तेहार बारे च जानकारी दददे
हफ्ता लोह्ड़ी खास तेहार कधवता दे प्रवाह होइ ए सनाया जाइ सकदा ऐ जे ए तेहार डु ग्गर दे
लोह्ड़ी दे बारे दा ज्ञान, ऄलावा होर कु त्थें-कु त्थें मनाया जंदा ऐ
च जानकारी, ● धवद्यार्थथयें गी ईं दे ऄपने-ऄपने घर बनाइ दी लोह्ड़ी
ककश नमें शब्दें पर लघु लेख धलखने लेइ प्रेरत ककत्ता जाइ सकदा ऐ
दा ज्ञान, ● धवद्यार्थथयें गी ए कधवता मूंह्जबानी कलासै च सनानै
लयबद्धता च लेइ प्रेरत ककत्ता जाइ सकदा ऐ
पंधियां पढ़ने
दी जाच
15-16 धनबंध/ डु ग्गर दे नायक डु ग्गर दे नायकें ●धझड़ी मेले बारे खास जानकारी दददे होइ सनाया
हफ्ता बाबा धजत्तो धजत्तो बारे च बारे ज्ञान, डोगरी एह्दे दूए नां ‘करसान मेला’ दे धपच्छें दा कारण
ककश भाषा दे ककश समझाया जाइ सकदा ऐ
जानकाररयां, शब्दें दा ज्ञान, ●जमीदारी प्रथा बारे जानकारी कदत्ती जाइ सकदी ऐ
धनबंध धलखने जमीदारी प्रथा दा ●डु ग्गर दे होर प्रधसद्ध नायकें बारै चचाथ ककत्ती जाइ
दी कला दी ज्ञान सकदी ऐ।
थोड़ी समझ
सतारवां क्हानी/ दूएं गी जागरूक झुधग्गयें च रौह्ने ● धवद्यार्थथयें गी नीटू दा संदभथ देआयै ऐसी होर समाज
हफ्ता धहम्मत करने दी अह्ले लोकें दे सेवाएं दे बारे च पुच्छेअ जाइ सकदा ऐ जेधह्ड़यां ईं दे
भावना दा परोअरें दी बसै च होन
धवकास, ऄपने समस्याएं दे कन्ने ● पढ़ाइ एक्क ऐसा साधन ऐ जेह्दे कन्ने ऄपनी गरीबी
कन्ने-कन्ने दूएं दे – कन्ने ईं दे जीनै शा ईप्पर ईट्ठेअ जाइ सकदा ऐ, ए गल्ल चंगी चाल्ली
धवकास दी दे तरीकें दा ज्ञान, समझानै लेइ ककश होर सच्चे ईदाहरण, जेह्ड़े धवद्यार्थथयें
भावना, क्हानी शब्द ज्ञान दी जानकारी च बी होन, कदत्ते जाइ सकदे न
कला दी ● समाज सेवा दी भावना दा महत्त्व समझांदे होइ
जानकारी, ककश धवद्यार्थथयें गी समाज लेइ ककश करने लेइ प्रेरत ककत्ता
नमें शब्दें दी जाइ सकदा ऐ

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जानकारी

ठारमां हफ्ता कधवता/ढाइ समें दे कधवता दा कला ● गर्थमयें दे सर्ददयें दी छु रट्टयें बारे धवद्यार्थथयें गी
म्हीने सदुपयोग पर पक्ख ते भाव समझाया जाइ सकदा ऐ, जेकर धवद्याथी सदथ लाके अह्ले
छु रट्टयां जचतन, छु रट्टयें दे पक्ख, प्हाड़ी लाकें न ता ईनेंगी गमथ लाके पौने अह्ली गमी दी छु रट्टयें दी
सदुपयोग लेइ च सदी कदयें जानकारी कदत्ती जाइ सकदी ऐ, ते जेकर धवद्याथी गमथ
जचतन छु रट्टयें दा ज्ञान, लाके अह्ले न ता ढाइ म्हीने छु रट्टयां ईनेंगी समझ नेईं
तुक अह्ले शब्दें अइ सककदयां, आसलेइ ईनेंगी सनाया जाइ सकदा ऐ जे
दी जानकारी सदथ लाके च सर्ददयें कदयां छु रट्टयां दउं म्हीने नेईं होआयै
ढाइ म्हीने दे लगभग होंकदयां न
● धवद्यार्थथयें गी समें दे सदुपयोग दे फायदें बारे
समझाया जाइ सकदा ऐ

19-20 कं प्यूटर दी कं प्यूटर दे बारे कं प्यूटर दा मुंडला ● जेकर स्कू लै च कं प्यूटर होऐ ता आस पाठ दी हर
हफ्ता अत्मकथा च जानकारी ज्ञान जानकारी गी कं प्यूटर दस्सदे होइ बच्चें गी समझाया
जाइ सकदा ऐ
● ऄपने मोबाआल दा स्हारा लेआयै कं प्यूटर ते मोबाआल
च फकथ दस्सदे होइ बी कं प्यूटर दी ककश जानकारी
कदत्ती जाइ सकदी ऐ
● कं प्यूटर दे लाभ-हाधनयां बी दधस्सयां जाइ सककदयां
न ते कं प्यूटर ते जरूरत शा बद्ध आस्तेमाल शा
धवद्यार्थथयें गी बचनै लेइ अखेअ जाइ सकदा ऐ

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आक्कीमां हफ्ता कधवता/ डोगरी मुहाबरें भाषा ज्ञान, ● धवद्यार्थथयें गी ईं दे घरै च आस चाल्ली दी गल्लें बारे
धजन्ना कद्द ते खुअने बारे मुहाबरें ते खुअने पुच्छेअ जाइ सकदा ऐ धजत्थें धनक्का भ्रा जां धनक्की भैन
ईन्नी लद्द जानकारी, ऄपनी दा ज्ञान ऄपने शा बड्डे भ्रा जां बड्डी भैनू गी धमलने अह्ली
ईमरी ते चीजें लेइ गै धजद्द करदा होऐ
योग्यता ऄनुसार ● धवद्यार्थथयें गी मुहाबरें ते खुअने दे बारे दस्सदे होइ
गै मेद लाने दी सनाया जाइ सकदा ऐ जे आं दी बरतून कन्ने भाषा होर
भावना दमदार होइ जंदी ऐ

22-28 एकांकी / स्वच्छता दे संवाद प्रकक्रया दा ● धवद्यार्थथयें गी एकांकी अह्ले पात्रें दी भूमका नभनै
हफ्ता स्वच्छ ग्ां महत्त्व दी ज्ञान, दृश्य काव्य लेइ अखेअ जाइ सकदा ऐ ते कलासै च गै ए एकांकी
स्वच्छ जानकारी, दा ज्ञान खेढ़ी जाइ सकदी ऐ, आयां सारे धवद्याथी एकांकी गी
भारत एकांकी दे तत्वें सैह्ज गै चेते रक्खी सकङन ते सारे पात्रें गी बी समझी
दी जानकारी, सकङन
एकांकी ते ● स्वच्छ भारत ऄधभयान दी जानकारी दददे होइ आस
क्हानी च फकथ एकांकी कन्ने ओह्दा संबंध जोड़ेअ जाइ सकदा ऐ
दी जानकारी ● धवद्यार्थथयें गी पुच्छेअ जाइ सकदा ऐ जे ईं दे ऄपने-
ऄपने घरै दे अले-दुअले ककस-ककस चाल्ली दे कू ड़े
वगैरा लभदे न ते धवद्याथी ईनदी सफाइ लइ के ह् सुझा
दददे न

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Hindi (हिन्दी)

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कक्षा-5 वीं
समय अवधध:- इकाई-1, सप्ताह 1 से सप्ताह 5
धवषय/ उपधवषय:- पाठ 1 और पाठ 2, ललग और वचन बदलें, धवलोम शब्द 20,संज्ञा - पररभाषा और भेद,
मेरा धमत्र (धनबंध 100 शब्द)
सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध

 सुनी अथवा पढ़ी रचनाओं,  भाषा की बारीदकयों पर  अध्यापक पाठों का आदशशवाचन /अनुकरण वाचन करवाएं ।
लोक कथा सामाधजक आदद ध्यान देना सीखते हैं।  व्याकरण के धलए श्यामपट का प्रयोग दकया जाए
धवषयों पर आधाररत कहानी,  शब्द भंडार में वृधि होती  ज्ञान देने के धलए प्लेकाडश इस्तेमाल दकए जा सकते हैं ।
कधवता की धवशेष वस्तु
है। लोककथा से अवगत  बच्चों से कधवता गायन करवाएं|
घटनाओं आदद के बारे में
होते हैं।
बातचीत करते हैं।
 धवधवध प्रकार की सामग्री में
 भारत के साथ जुड़े देशों
आए संवेदनशील लबदुओं पर की जानकारी धवकधसत
अधभव्यधि करते हैं। होती है।
समय अवधध:- इकाई-2, सप्ताह 6 से सप्ताह 10
धवषय/ उपधवषय:- पाठ 1 और पाठ 2, सवशनाम की पररभाषा और उसके भेद,
पयाशयवाची शब्द 20, शुल्क माफी के धलए प्राथशना पत्र
सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध
 जरूरत के अनुसार अपनी  व्याकरण का ज्ञान धमलेगा।  अध्यापक धवषय वस्तु के संदभश में भाषा का ज्ञान दें ।
भाषा गढ़ना (नए शब्दों और  अपने आस पास की सवशनाम और पयाशयवाची
उनका इस्तेमाल कर पाएंगे) वस्तुओं को धवषय के साथ  शब्द को पढ़ाने के धलए बच्चों के छोटे-छोटे समूह बना सकते हैं।
 अपने आसपास घटने वाली जोड़ेगें।  पाठ में आए शब्दों के अलग-अलग अथश बताए जाएं।
धवधभन्न घटनाओं की बारीदकयों
 अपने देश में होने वाले
पर ध्यान देते हुए उन पर
मौधखक प्रधतदिया व्यि करें गे।
त्यौहारों एवं फसलों से
अवगत होतें हैं ।

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कक्षा-5 वीं
समय अवधध:- इकाई-3, सप्ताह 11 से सप्ताह 15
धवषय/ उपधवषय:- पाठ 6 और पाठ 9, उपसगश ,कारक की पररभाषा, मेरा धवद्यालय (धनबंध), फीस माफी के धलए प्राथशना पत्र

सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध

 वातावरण का ज्ञान होगा  शब्द भंडार में वृधि होगी  अध्यापक आदशश वाचन करते हुए अनुकरण
 पशु पधक्षयों की जानकारी होगी भाषा में  सुनी देखी पढ़ी बातों को अपने शब्दों में वाचन करवाए।
व्याकरण को समझने का धवकास होगा व्यि करने योग्य होंगे।  बच्चों को उनके आसपास की वस्तुओं से
 बच्चों की धलखने पढ़ने की क्षमता में वृधि  बच्चों में कल्पनाशधि का धवकास होगा संबंध स्थाधपत करने का ज्ञान दे।
होगी। जीवन में आगे बढ़ने की ललक पैदा होगी।  बच्चों के आस पास घटने वाली धवधभन्न
 व्याकरण की शुिता आएगी। घटनाओं का ज्ञान मौधखक रूप से दें।
 श्याम श्वेत पट् का प्रयोग करते हुए करठन
श्रम तथा उनके अथश तथा व्याकरण का
ज्ञान दे।

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समय अवधध:- इकाई-4, सप्ताह 16 से सप्ताह 20
धवषय/ उपधवषय:- पाठ 10 और पाठ 12, मुहावरे ,उपसगश, दिया की पररभाषा और भेद , मेरा धप्रय अध्यापक (धनबंध)

सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध

 धवधवध प्रकार की सामग्री में आए  बच्चे ररश्तों के प्रधत संवेदनशील होंगे।  नाटक करवाने के धलए बच्चों को छोटे-
संवेदनशील धबन्दुओं से अवगत होंगे।  अपने आसपास की घटनाओं को तकश सधहत छोटे समूहों में बांट कर नाटक के संवाद
 बच्चे आपसी ररश्तों के प्रधत जागरूक होंगे. समझ सकें गे। बुलवाए जाए।
 पाठ में आए नए शब्दों को सीख कर शब्द
 अपने समय में पढी रचनाओं की धवषय भंडार में वृधि करें गे।  कधवता और कहानी का आदशश वाचन करते
वस्तु घटनाओं ,धचत्रों और पात्रों शीषशक हुए अनुकरण वाचन करवाया जाए।
आदद के बारे में बातचीत करते हैं, प्रश्न  प्रत्येक पाठ में नए आने वाले शब्दों को
पूछते हैं और अपनी स्वतंत्र रटप्पणी देते श्याम पट पर अथश सधहत धलखाया
हैं। जाए।

Page 96 of 100
 वार्षषक कै लेण्डर 2023-24
कक्षा-5 वीं
समय अवधध:- इकाई-5, सप्ताह21 से सप्ताह 24
विषय/ उपविषय:- पाठ 13 और पाठ16, मुहावरे एवं लोकोक्तियों का प्रयोग, ननबं ध दशहरा और दीपावली

सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध

 आसपास की घटनाओं पर अपनी प्रधतदिया  जीवन की धवधभन्न समस्याओं से अवगत  अध्यापक बच्चों को धवधभन्न ऋतुओं का
व्यि करते हैं. होंगे। महत्त्व समझाएंगे।
 सीखने के प्रधत रुधच का धवकास होगा।  बच्चों को दैधनक जीवन की चुनौधतयों से
 धवधभन्न प्रकार की रचनाओं में आए नए  पाठ्यिम के अधतररि अवगत कराते हुए उनसे धनपटने की
शब्दों को सही संदभश में समझ पाते हैं। अन्य रचनाओं को पढ़ने जानकारी दें।
पढ़ने के प्रधत रुधच उत्पन्न होती है। की क्षमता का धवकास होगा।  देश के पवशतों तथा नददयों से अवगत
 शब्द भंडार में वृधि होगी। करवाएं।
 बच्चे धहमालय पवशत के महत्त्व तथा उसकी
प्राकृ धतक सम्पदा से रूबरू होंगे।

समय अवधध:- इकाई-6, सप्ताह 25 से सप्ताह 28

धवषय/ उपधवषय:- पाठ 17,18 और पाठ 19, धनबंध ईद, होली, धवशेषण की पररभाषा और भेद ,धमत्र को परीक्षा में प्रथम आने पर बधाई पत्र।

सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध

 भाषा की बारीदकयों पर ध्यान देते हुए व्याकरण की जानकारी में वृधि होगी। अध्यापक नए शब्दों के धचत्र, शब्दकोश देखने के
भाषा का ज्ञान प्राप्त करते हैं। नए शब्दों से वाक्य पूर्षत एवं लेखन कौशल का अवसर उपलब्ध करवाएं.।
धवकास होगा। अध्यापक सुनी देखी पढ़ी बातों को अपने तरीके से
 अपररधचत शब्दों के अथश शब्दकोश से अपने देश की सांस्कृ धतक धवधवधताओँ को समझेंगे प्रयोग करने की रुधच बढ़ाएं।
खोजते हैं। ।धवधभन्न धमों के त्योहारों के प्रधत रुधच धवकधसत अध्यापक अपने देश में मनाए जाने वाले धवधभन्न
 होगी. त्योहारों का ज्ञान करवाएं और अलग -अलग
 अपने पाठ्यपुस्तक से इतर सामग्री, बच्चों के चारों कौशलों( पढ़ना , धलखना, सुनना त्योहारों के महत्त्व का ज्ञान करवाए।
अखबार, बाल पधत्रका को समझते हुए व बोलना )का धवकास होगा। करठन शब्द एवं व्याकरण श्याम श्वेत पट पर धलखें।
पढ़ते और उसके बारे में बात करते हैं। बच्चों को पुस्तक के इतर अखबार ,कहानी
,कधवताएं पढ़ने के धलए प्रेररत करें ।

Page 97 of 100
Punjabi (ਪੰਜਾਬੀ)

Page 98 of 100
 Academic Calendar cum Syllabus Class 5th Punjabi

pwTkRm vyrvw SRyxI – pMjvI (Class- 5th )

k``Rm smW ivSw isK~x dy nqIjy Xogqw suJweI geI

sMiKAw Time Content Learning outcome. Competancy isiKAw SwSqrI
[Link]. pRikirAw
Suggestive activities
1. 1-6 hPqy hy ipAwrI Bwrq mW kivqw nMU lYA b~D qrIky il~KxI qy bolxI dI gIq gwaux v~l
(kivqw ) nwl SuD rUp iv~c Su~dqw [ iDAwn krwauxw [
aucwrxw [ Awpxy mhwn smwijk siQqI dy jmwq dw vrg bxw ky
jIB dw rs (khwxI ) dyS dI sMsikRqI dI Anuswr g~lbwq v~l nYiqkqw dy pRSn-auqr
jwxkwrI dyxI [soc-smJ pRyirq hyxw [ pu~Cxw [
ky bolx v~l pRyirq
krnw [
grmIAW dI Cu`tIAW

2. 12-14 hPqy Fwktr jgdIS cMdr shI FMg nwl vwk dw smJ ky pRySnW dy dsqwvyjI qrIky nwl
bos (jIvnI) aucwrx krnw [ pVunw qy auqr ilKqI qy ivigAwn dy jgq dI
smJxw [ jubwnI dyx dy Xog auplbDIAW qoN jwxU
jMglw dy lwB (lyK) bxnw [ krvw skxw [
mhwn ivAkqIAW lk~V dy pRXyg nwl
bwry jwxU hoxw qy sMbMiDq gqIivDIAW
vwqwvrn dI krw ky vwqwvrn dI
sur~iKAw qy sBwl dI sur~iKAw bwry
isiKAw imlxw [ smJwauxw [
3. 15-18 hPqy cuMm-cuMm r~Ko (gIq) gIq nMU jbwnI Xwd Smwijk qy Dwrimk Styj So rwhIN g~lbwq
krwauxw [ igAwn vD~xw [ kr ky Awpxy ivcwr
hIirAW dw hwr lYA-b~D qrIky nwl pRgt krvwauxw [

Page 99 of 100
 Academic Calendar cum Syllabus Class 5th Punjabi

(khwxI ) aucwrx v~l kyNidRq v~K – v~K

krxw [ giqivDIAW krvw ky
guru qyg bhwdr jI in~kI khwxI rwhIN srIrk imhnq v~l
(jIvnI ) smwijk is~iKAw dyxI [ kyNidRq krxw [
Dwrimk is~iKAw rwhIN
Awdm jwey (kivqw) v~K v~K DrmW dI
jwxkwrI dyxI [ienswnI
qwkq qy imhnq nwl hI
sPlqw v~l pRyirq krnw

4. 19-22 hPqy bwlk iskMdr mhwn dyS ivdyS dI sMsikRqI qy ivdySI DrqI dy nwtk rwhIN BUimkw
sKiSAqW bwry jwxU mhwn sKiSAq dy inBwauxw qy smJxw [
r~uKW dw gIq hoxw [ guxw dI jwxkwrI [ gIqW rwhIN nvyN SbdW
vwqwvrn bcwaux leI kudrqI KUbsUrqI qy duAwrw Awpxy Awly
ru~KW dI mh~qqw smJxw mnu~Kqw dI sMBwl duAwly dy vwqwvrn dI
leI jwxkwrI imlxw sur~iKAw dI smJ hoxw
5. 23-28 hPqy rwh dw nlkw (lyK) khwxI dy rwhIN b~icAW pRSnw dy ilKqI qy jmwq iv~c v~K v~K
ivc smwijk guxW [ jbwnI auq~r dyx srgrmIAW krvw ky
r~b nMU nw mwr Xog hoxw [ hr p~K khwxI qy kivqw dI
(kivqw) qoN v~K v~K smJ krvwauxw [
sMsikRqIAW dI
mhwqmw bu~D (jIvnI) nwl BrpUr sKiSAq isiKAw imlxw [
bxn dI pRyrnw [ pVnw qy smJxw [
ivswKI dw mylw (lyK) kivqw dw lYA b~D
aucwrx mhwn sKiSAq
dI AiDAwqimk Xwqrw
qy aupdySW nwl jwxU hyxw
smwijk qy Dwrimk
sMsikRqI dI jwxkwrI
hyxw [

Page 100 of 100

Appendix
 Suggestive Calendar of Activities
[Link] Date Event Suggested Activity

1. March 8th, 2023 International Women’s Day

Organising skits, Group discussions highlighting
the role of women.

Celebration of Plantation week wherein students

are involved in various activities highlighting the
Arbor Day (Nauroz)-Plantation
2. March 21st, 2023 importance of plantation.
Day
Plants like Chinars, Deodars to be planted in the
premises of the school.

Organising Awareness drives, Debates, Painting

3. March 22nd, 2023 World Water Day Competitions on the theme of conservation of
Water Resources
Organising debates and discussion about
4. April 2nd, 2023 World Autism Awareness Day
Autism.
Health & Hygiene Camps to be organised in
collaboration with NRHM & nearest Primary
5. April 7th, 2023 World Health Day Health Centres, Community Awareness
programmes, Street Theatre will be some of the
suggestive activities.
Class-wise Competition among students in
6. May 6th, 2023 World Mathematics Day developing mathematical models that make
it interesting to learn.

Inculcate the habit of Social Service among

th
7. May 8 , 2023 Red Cross Day students, Awareness regarding First-Aid in the
Morning Assembly.

Appx. 1 of 15
 Suggestive Calendar of Activities
[Link] Date Event Suggested Activity

8. May 31st, 2023 World Anti-Tobacco Day

Students to be engaged in Anti- Tobacco
Awareness Campaign.
Seminars, debates in collaboration With
Department of Environment. Painting
9. June 5th, 2023 World Environment Day
competitions, poster writing competitions, Rallies
etc will be some of the suggestive activities.
Seminars, debates in collaboration with Drug de-
addiction centers.
10. June 26th, 2023 Anti-Drug Abuse Day Drawing & Painting completion highlighting the
evil caused by drug abuse.
Debates & Seminars, Group Discussions.
11. st Peace & Non-Violence Day Peace is directly proportional to
August 21 , 2023
development.
Importance of sports in physical / mental
fitness. How sports help to inculcate team-
12. August 29th, 2023 National Sports Day
sprit. Awareness about various types of
sports & Games.
Celebration of Teachers day at various levels.
th
13. September 5 , 2023 Teacher’s Day Essay Writing / debate highlighting the role of
Teachers

Commemorating Floods and the courageous

14. September 7th, 2023 Kashmir against Flood Day response of people. Group Discussions on causes
&preventive measures of floods

Awareness about importance of conservation of

15. October 2nd-8th, 2023 Wildlife Week Wildlife with special reference to our local
Fauna.

Appx. 2 of 15
 Suggestive Calendar of Activities
[Link] Date Event Suggested Activity

16. Celebrations to reiterate the importance of

November 14th, 2023 Children’s Day
being a child.

17. November 20th - 25th, 2023 School Based Assessment Activities Focus on Self-Assessment, Peer-Assessment
Week and Group Assessment

Celebrating this special day for the Specially

18. December 3rd, 2023 International Disability Day abled classmates to inculcate feeling of empathy
and togetherness.
Schools may organise activities mentioned above and some other Local/National/International events/festivals as
they deem fit for holistic development of the students. Organising such events help students to learn about the
world around them as they grow up in order to become well-informed citizens. It enhances students’ knowledge
about the significance of these days/events and helps to inculcate high morals, values and character in our
students, thereby nurturing their communication and interpersonal skills.

Appx. 3 of 15
 Suggestive Ten Bagless Days
Bagless
Day Description

1 Activities like Painting/ Art & Craft/ Photography/ Cooking/ Stitching/ Kite Making/ School
Elections, etc.
th
2 For Visit
Exposure preparatory
to Sericulture Unit/stage (Class
Vermicompost 5 ), Area/
Unit/ Industrial theHistorical
HeadPlaces/
of the
Museums, etc.
3
Institution in consultation with subject teachers shall decide
Gardening: Teachers and students in collaboration to grow some vegetables for mid-day meals.

4 the
Games andappropriate day,
Sports activities like, date
Hurdle and activities
race/ running for the
backward/ Hopscotch, etc.10 bagless
5 days
Exposure astoenvisaged
Visit in NEP-2020.
University/College/Sainik School/ Medical College/ NIT/ Court/ DC Office, etc

6 TLM development activities

Speak up Day:
7 a. Activities to articulate ideas in simple, clear and appropriate words. Teachers can take help of
some famous media personality
b. Speak up the changes, you want in your school/ locality, etc.
8 a. Meeting most experienced and successful personalities of the locality
b. Be a journalist and highlight the issues of your area
a. Taking proper care of other people, animals and nature
9 b. Local and seasonal vegetable stall
c. Survey: like area of the school, type and number trees in your school, buildings, classrooms,
labs, students’ gender-wise and class-wise, teachers, subjects, book category and number, etc
10 Meet a Professor/Doctor/Journalist/Engineer/Social Activist/Judge, etc.

Appx. 4 of 15
 Student Assessment & Evaluation Scheme (SA&ES)
Preparatory Stage (Class – 5th)
Stage/Class Duration Scheme of Assessment

School Based Assessment (SBA) shall be conducted

by respective HoS at school level. However, Year
End Assessment (Summative Assessment) shall be
conducted by Head of Upper Primary School
Class 5th 1 Year (Centrally located) including all feeding Primary
Schools in the vicinity under the supervision of the
Complex Head/DIET and uniform assessment
tools/question paper shall be provided by SCERT
through DIETs.

Appx. 5 of 15
 Criteria for Evaluation Formative / Summative Assessment:
Object Marks Procedure
Level of preparation & Progress of the
child has to be evaluated by subject
teacher by conducting (I-VI) Tests/
I Formative Assessment 30
Sessional throughout the year as per
School Based Assessment.
(@ 5 marks per Sessional)
20 Detailed description of activities with
II Co-curricular Component
criteria points is appended*
50 External Year End Assessment
III Summative Assessment
tool/Question Paper shall be of 50 Marks.
Qualifying criteria will be as per the
prescribed examination norms/
guidelines.
Total (I+II+III) 100
However, student is required to qualify
with 33% marks in each assessment
(FA/CC/SA).

The design of progress card shall be notified separately.

Appx. 6 of 15
*Description of Criteria Points for Co-Curricular activities:
Object /Activity Criteria Points
Preparatory Stage: (Class 4th)
1 Physical Activities, Sports Yoga, etc 4
Participation in School Activities:
i. Recitation
ii. Discussion
2 4
iii. Debates
iv. Role Playing
v. Morning Assembly ,etc.

Attendance and Discipline

i.>75 upto 85% (1 Marks)
3 ii.>85% upto 100% (1 Marks) 4
iii. Discipline (2 Marks)
(Note: Attendance a minimum of 75% is mandatory)

Cultural and Creative Activities

[Link]
4 4
[Link]
[Link] and Others.
5 Health and Hygiene 2
6 Environmental Awareness /IT Awareness 2

Appx. 7 of 15
Marks shall be reflected on a 5-point Grade scale as under:

Percentage of Grade
Grade
Marks Point

A+ >85% upto 100% 10

A >70% upto 85% 8.5

B >55% Upto 70% 7

C >40% Upto 55% 5.5

D >33% Upto 40% 4

Appx. 8 of 15
Formative Assessment Marks :30

Guidelines:

 Formative Assessment shall be conducted throughout the academic session as per School Based Assessment.

 Any format can be used or developed for carrying out an assessment activity but it must include Learning Outcome,
Assessment technique and tool besides assessment activity.

 All the assessment activities need not to be recorded.

 A portfolio of the significant assessment activities which reflect the child’s progress throughout the academic session
shall be maintained by the teacher in collaboration with Parent/Caregiver and the Child.

 Report of these significant assessment activities is to be maintained in the given format given at Table-2. Suggestive
Assessment Activity Format”.

 Six recordings of these activities shall be reflected in the given Child’s Progress Table.

 Portfolio of a child shall contain General Information, Significant Assessment Activities, Assessment Activity Reports
and Child’s Progress Table.

 At the end of the academic session, achievement for all the learning outcomes, which Child’s Progress Table clearly
reflects, is to be quantified to marks out of 30.

 Final achievement of a child for some learning outcome is to be considered for evaluation. For example, if child A in
Recording 1 got ‘Sky’ level and child B got ‘River’ level but in Recording 3, both the children got ‘Sky’ level for the
same learning outcome(s), they must be given same marks.

Appx. 9 of 15
 1. GENERAL INFORMATION
(To be filled by the teacher in consultation with caregiver/parent)

Name and Address of the School:…………………………………………………………………………………………………………………………………………

UDISE Code:
Name: Roll No.

Registration No.: Class: III Section: Date of Birth:

Photograph
Address:

Phone:

Mother’s Name: Mother’s Education: Mother’s Occupation:

Father’s Name: Father’s Education:
Father’s Occupation: Number of siblings: Siblings age:
Mother Tongue: Medium of Language: Rural/Urban:
MEDICAL HISTORY
Information Remarks Specific Comments
Has the child been a patient in ahospital?
 Yes, please explain Example: My child was in hospital because of car accident. When:
 No, please skip 2 years old
Is child taking any medicines?
 Yes, please explain Name of the medicine: Dosage:
 No, please skip
Outside or Indoor allergies
Does child have an allergic reaction?
Food Allergies (for example: peanuts, milk, wheat …) Reaction due to allergy:
 Yes, please explain Medicine or shots (immunization). (Please list below.)
 No, please skip Example- runny nose
No, my child has no allergies that I know of.
Ear infections, Nose problems, Eye problems, Hearingproblems, Mouth or
Medical problems if any that thechild has ever throat problems, Diarrhea, Constipation, Muscle and bone problems, Please specify
had? Sleeping
problems, Breathing problems

Appx. 10 of 15
ATTENDANCE
MONTHS APR MAY JUNE JUL AUG SEP OCT NOV DEC FEB MAR TOTAL
Working Days
Attended
Attendance Percentage

2. SUGGESTIVE ASSESSMENT ACTIVITY REPORT

ACTIVITIES TO ASSESS THE

SUBJECT LEVELS OF PROFICIENCY
Learning Outcome(s)
EnvironmentalScience Learning Outcome(s):
 The learner identifies simple features (e.g., movement, at
places found/ kept, eating habits, sounds) of animals and
(Class 3) birds) in theimmediate surroundings *Feedback from Parent/Caregiver:

Suggested Activity:
A Visit to Zoo/ National Park/ Wildlife Sanctuary

1. List the name of animals seen in the Zoo/ National Park/ Wildlife
Sanctuary.
2. Draw any one animal?
3. Categorize these animals based on; ears can be seen, ears cannot be
seen, has hair on skin or has feathers on skin
4. Which of the animals lay eggs?
5. Have you seen any of those animals aroundyour house or
school?
6. Have you kept any pets at home?

Appx. 11 of 15
 Note:

1. Observe the learner’s sensitivity and attitude towards animals,

birds and the place. Help him/her to articulate creativeideas
regarding caring of animals, etc.

2. Let the learner enjoy the nature and do not force her/him to *Feedback from Teacher
note down everything. You can carry the assessment activity
at the end of the visit.

Rubric
 Awareness

Sky: Is fully aware about the animals and theirsimple features.

Mountain: Shows interest in gaining awareness about the animals
and their simple features.
River: Has little awareness about the animals and their simple
features.

 Sensitivity
Sky: Is fully or mostly sensitive towards animals. Mountain: Shows
interest in being sensitive towardsanimals.
River: Is little insensitive towards animals. .

 Creativity
Sky: Is creative and original with good observationand draws A: Awareness
animals same as reality.
Mountain: Shows creativity in drawing animals and has apotential to
S: Sensitivity
improve. C: Creativity
River: Displays lack of creativity and interest.

* The rubric has been taken from Holistic Progress Card (HPC) - NCERT.

Appx. 12 of 15
 3. Child’s Progress Table Example
Recording of
Assessment Proficiency Level Assessment Descriptive summary of
Activity Reports Learning Outcomes Achieved By learner’s development
(Gathering of (Write NA, if not (Teacher, during the month
evidences of assessed) Self or
Child’s Progress) Peer)
1. Groups birds, animals according to Awareness: Sky The child is aware of the
differences/ similarities using Sensitivity: Mountain immediate surroundings
Teacher
different Creativity: NA and engages
senses himself/herself deeplywith
2. Shows sensitivity for plants, animals, the the environment. S/he
elderly, differently abled and diverse Awareness: Mountain shows positive attitude
family set ups in Sensitivity: Sky Peer towards animals, plants
surroundings Creativity: River and humans. S/he values
Recording 1
water as a precious
Awareness: resource and keeps it
3. Describes availability of water, its use Mountain clean.
at home and surroundings Sensitivity: S/he does not share ideas
Teacher
Mountain or ask questions.S/he
Creativity: needs encouragement and
Mountain words of motivation.
Recording 2

Recording 3

Recording 4

Recording 5

Recording 6

Marks:

Note: 10% to 17% of the assessment activities shall be assessed through peer assessment.

Appx. 13 of 15
 Formative Assessment

Assessment for Learning

It occurs during, rather than after, the teaching-learning process as it has its primary focus on the ongoing
improvement of learning for all students.
(a) Assessment is school-based and integral to teaching-learning: For long, assessment has been
considered to be term-end or process-end activity believing that pressurizing and exposing children to
frequent examination and comparing them with the high achievers incites them to perform better. As a
school-based activity integrated with the teaching- learning, it helps in doing away with examination-
related fear, anxiety or trauma.
(b) Multiple evidence-based: As no single strategy of assessment is capable of providing complete information
about a child’s progress and learning, it needs to be multiple evidence-based to make it free from biases or
distortion. This requires tapping different sources to collect information as evidence.
(c) Assessing learning progress holistically: It includes assessment of all aspects of students’ personality,
i.e., knowledge, performance, skills, interests, dispositions and motivation using a range of activities that
the child participates in both inside and outside the classroom for making assessment comprehensive.
(d) Sensitive to individual learning needs: This requires identifying individual and specific needs of all children
(including those with special needs and from the marginalized groups). Teachers may design and use a range of
resources and activities suited to the learning needs (learning pace, style, level and other special needs or
required accommodations) of children and use the gathered information to address their needs. The teachers’
responses to the students’ needs are to be provided sensitively.
(e) Serves to observe changes in learning progress over time: Assessment for learning goes along with
the teaching-learning process in a continuous manner. The manner and modalities, however, may vary.
Teachers map the students’ progress on the processes of learning based on evidence collected using
information from individual or group tasks through self or peer assessments. Observations of changes
taking place in the children’s learning progress are made on a continuous basis that are recorded as per
the needs to develop the profiles of children.
(f) Helps teacher review and modify the teaching-learning: It helps the teacher to probe what a child
can or cannot do and explore the reasons behind the learning gaps. After understanding the students, their
level of learning and the reason behind gaps, the teacher may adopt or adapt her/his teaching-learning to
intertwine this correctional review with the instruction to regulate it to help children progress and improve
their learning.
(g) Helps to address learning gaps: After observing the gaps and determining the possible causes, the
teacher needs to build logical connections between the existing and the new knowledge. This requires
teachers to give children feedback that is specific, timely and clearly stated to scaffold their learning so as
to improve it further.

Appx. 14 of 15
 Assessment as Learning

(a) Collaborative and participatory approach: The approach involves students as partners in planning,
transaction and assessment of the teaching-learning process and thus, includes giving and receiving feedback by
both students and teachers. It fosters healthy teacher-pupil and pupil- pupil relationships through teacher-
supported, peer and group learning. It encourages active engagement of students in the process of teaching-
learning and assessment to enhance learning by providing an opportunity for dialogue and feedback between
teacher and student. Involving children by giving more and more opportunities in planning, conducting and
evaluating different tasks, helps build skills of self and peer assessment among them which, in turn, reduces
teachers’ burden to a large extent. Children facilitate them by taking responsibility of assessing their own work,
their peers’ work and promote collaborative learning by helping each other learn. Help from parents or guardians
can be sought in this process as they can also contribute meaningfully towards the progress of their wards.
(b) Helps children seek resources of knowledge: Assessment as learning builds capacity of students to
absorb new ideas and place them in larger contexts, evaluate their own and their peers’ work
against well-defined criteria or learning goals. This helps students build skills for learning in their
lives. It also occurs during teaching-learning process. After identifying their strengths and gaps in
learning, children themselves may plan and make efforts to look for the suitable resources to seek
further knowledge in order to address the gaps or further move on to enhance their learning.
Opportunities for self and peer- assessment and reflection, provided regularly during the process of
assessment for learning, allows children to reflect, build connections between past and new learning,
critique their own work and seek resources for new knowledge and, thus, take self- corrective
measures to learn and progress.

(c) Building skills of learning to learn among children: Out of the three purposes of assessment,
‘Assessment as Learning’, helps imbibe skills of learning to learn and lifelong learning among children
and, therefore, is the most crucial component of assessment under SBA. Helping students understand
their own learning to develop appropriate strategies for learning to learn and seek resources to
enhance themselves, fosters child’s self- confidence and helps develop abilities for lifelong learning,
which is one of the prime goals of education.

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Academic Calendar-Cum-Syllabus – 2023-24

This syllabus has been designed in order to provide students a

broad and balanced understanding of subjects, to enable them to
communicate effectively, analyze information, take informed
decisions, construct their worldview in alignment with constitutional
values and move ahead in the direction of becoming productive
citizens. The focus of current syllabus is on the development of 21st
century skills in settings where each student feels independent, safe
and comfortable with the learning. To achieve this aim, it is
extremely important that children acquire adequate knowledge and
skills in other core areas like Health and Physical Education, Life
Skills, Value Education, Art Education, Work Education and other
Co-Scholastic areas. The syllabus will help teachers as well as
students to plan accordingly for achieving the desired learning
competencies.

State Council of Educational Research & Training