Learning Outcomes at the Higher Secondary Stage

1. LANGUAGES
 English 1 – 13
 Hindi 14 – 24
 Sanskrit 25 – 43

 Urdu 44 – 51

2. MATHEMATICS
 Mathematics 52 – 64
3. SCIENCE
 Biology 65 – 79
 Chemistry 80 – 93
 Physics 94 – 109

4. SOCIAL SCIENCES
 Economics 110 – 119
 Geography 120 – 129
 History 133 – 146

 Political Science 147 – 155

 Psychology 156 – 177

 Sociology 178 – 186

5. COMMERCE
 Accountancy 187 – 194
 Business Studies 195 – 200
6. FINE ARTS
 Visual Arts – Painting 201 – 220
 Music 221 – 255
7. Health & Physical Education 256 – 268
8. Human Ecology And Family Science 269 – 289
9. Development Team 290 – 294
 Learning Outcomes
at
Higher Secondary Stage

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

 FOREWORD

Every human being is different from other living beings in ways they continuously construct

their knowledge. A little child constructs knowledge blocks, bits-by-bits, reasoning ‘what’,

‘why’ and ‘how’ with real/concrete objects using sensory/intellectual abilities. This process

results into enriching experiences. The school undertakes the responsibility of building further

learning on the child’s existing experiences. A teacher who is a facilitator of students’ learning

needs to be aware about various pedagogies and also the progress in the child’s learning from

early stages to higher stages. The system of education, too, needs to ensure enabling conditions

to allow each learner to learn and progress with own place.

Schools need to recognize learners’ capacity to construct knowledge as a natural learner and the

knowledge as an outcome of engagement with the world around when learner explores,

responds, invents and makes meaning of it. Focus must be on the process of learning in place of

product of learning emphasizing competency-based educational process. The National Education

Policy (NEP) 2020 has emphasized the need of Learning Outcomes for competency based

teaching, learning and assessment at all stages of school education. It also recommend Holistic

Progress Card, which need to take care of assessment of all the aspects leading to holistic

development of our children.

In order to translate process based learning and assessment into practice, the NCERT brought out

Learning Outcomes at Elementary Stage in 2017 and at Secondary Stage in 2019. As a follow-up

of NEP, 2020 discussions, it was felt essential that the entire school education to centre around

competency based teaching-learning. Henceforth, NCERT undertook the task of developing

learning outcomes for the higher secondary stage. The present document ‘Learning Outcomes at
Higher Secondary Stage’ aims to cover the whole spectrum of school education alongwith the

other two documents on learning Outcomes. Learning Outcomes in 20 curricular areas at higher

secondary stage have been delineated in terms of curricular expectations and suggested

pedagogical processes in simple and lucid manner in the lines of earlier Learning Outcome

documents.

This Learning Outcomes document has been prepared in a team by the faculty members of

NCERT through internal deliberations, internal review by Review Committees constructed for

this purpose and sharing with external resource persons finally resulting into the present form.

The contribution of each team member within NCERT and also of the external experts is

profoundly acknowledged.

I hope that this document will be helpful not only to teachers, teacher-educators schools, policy

planners and also the evaluators and examiners in making the assessment competency based.

Comments and suggestions are invited to bring further improvement to the quality of this

document.

(Hrushikesh Senapaty)
 LEARNING OUTCOMES FOR THE

ENGLISH LANGUAGE

HIGHER SECONDARY STAGE

Introduction

Language is not only a means of communication, it is also a medium through which most of
our knowledge is acquired. It is a system that, to a great extent, structures the reality around
us. Language acquisition involves processes of scientific enquiry such as observation of data,
classification and categorization, hypothesis formation and its verification. It should be
possible to use the languages available in the classroom not only for the enhancement of
above cognitive abilities but also for increasing language proficiency and sensitivity. Such
exercises prove particularly useful in the conscious use of language rules in formal situations.

Learners are expected to possess such competencies which enable them to face the world in
the true sense-both academic and work place world. Language proficiency and competencies
are vital in nurturing and shaping the learner to negotiate, function, develop attitudes, social
skills, critical and liberal thinking and values in the academic, work place and society as a
whole.

Language learning is essentially a process of acquiring language skills across the curriculum
enabling the learners to achieve academic success and holistic personality development. The
relevant learner centric academic inputs take learners beyond the boundaries of textbook for
exploration of ideas, thoughts, and beliefs in a larger arena of people and life.

Secondary stage is crucial for there is transition from general school education of ten years to
stream based courses leading to another transition to higher education or work place. The
progression in this process leads to understanding abstract thoughts and unfamiliar contexts
at the secondary stage. It leads to construction of knowledge across the curriculum.

The most crucial aspect is the implementation of pedagogies meant for quality learning and
balanced assessment. Hence at the secondary stage there is need to have more flexibility and
resourcefulness than teaching to test. Educators are expected to blend the discipline content
with engaging learning environment.

Promising practices may be followed to narrow the achievement gaps among the learners. It
is expected to develop a range of skills subsumed under Basic Interpersonal Communication
Skills (BICS) and Cognitively Advanced Language Proficiency (CALP) by the end of class

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xii.

Attributes of learners at the end of class XII would present them as an adult with knowledge,
competencies, skills, and attitudes for a good citizenry who could pursue his / her academic
interest and acquire higher order skills with specializations of varied nature. Language
learning at the senior secondary stage should ensure registered based language requirement
of higher education. The competencies should focus on register based language proficiency
viz. science registers, social science registers, language for technology and so on. This could
be achieved through the inputs of materials (texts and others), teachers’ language, the
classroom interactions and assessment. Learning outcomes delineated here include the above
aspects to pave way for learning of the language for varied purposes.

Learning Outcomes at the end of the secondary stage- an Overview

 Learning outcomes are concise, and clearly articulated recommendations for the
academic and overall achievements of the learners.

 These are the part of the process of learning which are based on the learner centric
approaches.

 There is no linear progression suggested for the learners.

 Learners can have flexibility in assessment/ examination. This will lead to giving space to
learners to follow their pace of learning without being labelled as slow, weak etc.

 Educators can modify activities, tasks etc. as per the learning outcomes.

 The processes highlight art integrated learning and inclusive approach for learning.

 Equal opportunities are given to all students to develop the communication skills.
Conscious effort has been made to shift from memorization to the development of
language competencies along with the competencies to function as an informed youth to
work towards the societal upliftment and grow as a productive individual. Value
inculcation is integrated in pedagogical processes and in Los.

 Different pedagogical processes are suggested for development of these competencies.

These ensure integrated and seamless learning.

 These competencies can be observed and assessed. The real life application of
understanding can be assessed as evidenced by the students’ performance of authentic
tasks and participation in group project.

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The framework of Learning Outcomes is focused on the holistic development of young
learners who are at the threshold of entering the world of higher education, employment,
professional courses etc. Some of them may move to different parts of the world for the
purpose of education or other reasons.

Curricular Expectations

After class XII students will leave the protected atmosphere of school and go into the world
of independence as well as responsibility. So the two years of senior secondary stage is a
preparatory stage to face life and take decision. The pedagogical processes suggested and
learning outcomes stated work towards this. Learning Outcomes and pedagogical processes
make an effort to groom the students to be independent learners. The teachers can adopt,
adapt or modify the suggestive pedagogical processes according to the needs, contexts and
resources available.

Learners at the end of the senior secondary stage, classes XII are expected to;

 acquire the ability to listen and understand, and should be able to employ non-verbal
clues to make connections and draw inferences.

 develop the habit of reading for information and pleasure; draw inferences and relate
texts to previous knowledge; read critically and develop the confidence to ask and answer
questions.

 employ her communicative skills, with a range of styles, and engage in a discussion in an
analytical and creative manner.

 identify a topic, organize and structure thoughts and write with a sense of purpose and an
awareness of audience.

 to understand and use a variety of registers associated with domains such as music,
sports, films, gardening, construction work, etc.

 use a dictionary and other materials available in the library and elsewhere, access and
collect information through making and taking down notes, etc.

 use language creatively and imaginatively in text transaction and performance of

activities.

 develop sensitivity towards their culture and heritage, aspects of contemporary life and
languages in and around the classroom.

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 refine their literary sensibility and enrich their aesthetic life through different literary
genres.

 become sensitive to the inherent variability that characterizes language and notice that
languages keep changing all the time.

 appreciate similarities and differences across languages in a multilingual classroom and

society. Domains

 notice that different languages and language varieties are associated with different

Secondary Stage-Class XI

The learners may be provided opportunities The Learner--

individually or in groups and encouraged
to
 read textual materials with interest and  listens to speeches, lectures, radio
comprehension; by skimming and scanning of talks etc., reflects; to communicate
texts and using other sub skills of reading. through speech and writing.
 explore multimedia resources, QR codes  reads longer texts with implicit
(provided in textbooks) related to texts to meaning and describes inferring from
supplement their reading/understanding. contexts, phonological cues etc. with
clarity.
 suggest / recommend additional readings of
their choice.  writes, collects and appreciates
narratives, short poems based on
 speak to peers, teachers about planning and
fantasy, imagination. shares and
organising events.
enjoys jokes, cartoons in English,
 listen patiently to prepare the gist of audio and foreign languages, Indian languages
video materials, films etc. etc.
 write answers, solutions, descriptive passages,  speaks fluently and spontaneously.
with logic. Uses interesting, and need based
 write by following the process e.g making multilingual vocabulary
review and revision and  uses and understands appropriate
notes, drafts,
finalisation. punctuation marks, grammatical items,
 watch relevant contemporary and classical modulation of voice in LSRW, proof
movies, science-fiction with captions in reads and edits prose and poetry.
English, and other languages.  speaks using every day familiar
 translate talks, stories, passages into English expressions and phrases like greetings,
and vice versa for enhancing creativity, expressions, gentle body language for
comprehension, familiarity with languages. initiating talk etc.

 read specific texts from books, newspaper etc.  writes creatively emphasizing the
main idea; researching about author,

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 to build up scientific temperament, spirit of and context etc.
enquiry and to overcome biases.
 prepares schedules and organizes
 read with appreciation literary terms- classroom activities/school
metaphor, simile, personification, antithesis events(Yoga Day, debate ,cultural
etc. events etc.) with the consensus of
peers and teachers.
 take review of his/her learning in the light of
objectives of the curriculum.  develops questions and answers
making use of study skills e.g. note
 make use of language skills(LSRW) across
making, summarising etc.
other subject areas.
 identifies and uses appropriate; safe,
 collect and read literary writing in English and
authentic online resources;browses
other languages.
and take note of online resources,
 visit library for collecting and consulting reads books, watches films etc. for
relevant books/material. understanding historical and scientific
 listen to news broadcast from different facts.
national and international channels.  expresses opinion and views
 read and think critically about issues related to independently, in speech, and writing
environment and disaster management, by using visual graphics. Listens
gender, peace etc. patiently to contradictory points of
view on online platforms and answers
 develop patience, respect, and create space for logically in agreement/disagreement
social, economic, ethnic, linguistic diversity in
terms of activities, assignments, projects etc.  identifies and appreciates figures of
speech, rhyme scheme, intonation,
 read about arts and aesthetics and share in the verse and blank verse etc. in the
form of write ups, posters etc. poetry. expresses gratitude to elderly
 collect information about statesmen, and in writing and speech using
literary figures for debates, speech etc. vocabulary to express feelings and
emotions
 read and identify the characteristics of an
autobiographical account, science fiction,  develops write ups with clarity, using
biography and other genres of writing. appropriate vocabulary , relevant
thoughts and presents with title and
 use tools/ platforms of ICT following
subtitles and debates on issues fluently
guidelines meant for safety; make use of ICT
and convincingly using authentic
as an assistive device, avoid spending long
social, scientific evidences.
hours affecting mental and physical health;
browse authentic and relevant sites.  write notices, advertisements, brief
guidelines in case of natural
 listen to authentic sources such as news
calamities, accidents etc.
bulletins, movies, music and songs for
understanding the usage and developing  writes paragraph, summary, letter with
comprehensible pronunciation. concern, about social issues e.g. on
marginalized people, environment, by

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 use dictionary, thesaurus, newspapers etc to using appropriate vocabulary.
build vocabulary and grammar.  visits library for consulting books,
 solve grammatical exercises based on tense, collecting notes etc.
types of sentences, punctuation, conjunctions,  writes e mail/ letters formal, informal
prepositions etc. and business letters with a sense of
 converse with elderly in the family and audience and purpose.
neighbourhood on general issues of social and  writes paragraphs on factual
political importance. description with logic and coherence.
 read literature from different parts of the  develops questions for quiz, survey ,
world and draw conclusions on ideas, style scripts for drama.
and relevance
 composes songs, poems using English
 undertake interdisciplinary projects using and other familiar languages on nature,
inquiry skills sowing and harvesting seasons
 reads genre of literature -science fiction, patriotism etc.
fiction, drama, stories, poems, cartoons, haiku
 writes descriptive passages on
etc. with understanding literature appreciating linguistic and
 decode abstract thoughts pertaining to science, literary features.
social science, language and literature.
 solves grammar exercises with/without
 read expository, narrative, descriptive and context.
argumentative accounts of writing.  develops projects based on language
 develop interest and appreciation of the past; and literature and interdisciplinary
history ,mythology etc by reading, writing. themes using skills of collecting ,
organizing, analyzing and report
 recite poems, sing songs in rhythm for
writing.
pleasure, and to understand the use of
language.  reviews and revises assignments/ tasks
for peer and self assessment.
 empathise with learners with special needs
 forms self help groups with the
 develop supportive and caring attitude towards
support of teachers and peers for
elderly; speak with clarity and examples to the
learners/peers with special needs to
parents, elders and community for creating
facilitate their learning, physical
awareness about health, and bank, post office
activities and their participation in
etc related literacy.
cultural pragrammes.
 develop rubrics, and self-assessment criteria to
 prepares manifesto for school elections
review and revise tasks and assignments.
and contests collaboratively with peers
 frame objectives for tasks, activities, projects and teachers.
etc.
 develops posters, notices and
 develop parameters / points for assessment of organises talk against bullying,
tasks, activities, skills- LSRW. ragging, cruelty towards animals,

6
 Familiarise and learn sign language. cybercrimes, awareness about health
of the elders, functioning of banks,
 understand rules and usage of grammatical
post office etc specifically during
items in isolation
pandemics, and disasters etc.
 develop scripts for street play, drama etc.
 develops and organizes short plays on
based on stories, themes, myths etc.
issues like girl’s education, health,
 read short and long poems depicting empathy, peace, justice, etc.
humour, satire, mythology etc.
 read stories about success, dreams, aspirations,
struggle, etc., of people
 take up activities, tasks, projects involving all
irrespective of class, caste gender etc for
developing interpersonal relations.
 Learn/practice and share experiences of doing
Yoga and other physical activities.
 read news, stories to elderly at home
 neighbourhood; writes and narrates anecdotes
with appreciation about typical traits, physical
features of characters in family or known
people, friends, etc.
 share with parents/ elders/ community
members about school, classroom
activities/issues.
 read in detail about pandemic in past and
present to share information related to
medicine, economics and commerce, and
experiences of people.
 promote conservation of natural resources
through projects, assisting and collaborating
with NGOs etc.
 Relate literature and language of the languages
learnt/familiar.

7
CLASS-XII

The learners may be provided

opportunities individually or in The Learner--
groups and encouraged to
 understand the objective of reading  reads silently with comprehension and to
literature and language items from the identify the complexity of ideas in an
textbook. argumentative text ; and relates learning
with personal, social experiences in
 read silently long text and comprehend
writing and speech.
the meaning.
 Recites poems, identifies literary devices,
 memorise relevant details, rules of
linguistic features, sings songs with voice
grammar, quotes, poem, content
modulation, expression, and appropriate
meaningfully with examples without
body language.
using rote practices; drill, chanting etc.
 writes creatively using imagination,
 write and share the derived meaning from
fantasy and myths, proverbs quotes etc.,
the text.
focuses on the features of genres of
 speak with examples on issues presented literature (fiction and nonfiction etc.)
in the text.
 writes and narrates, anecdotes, e.g. on
 explore different ways of expression e.g. celebration of festival, cultural fest in
photo presentations, use of ICT enabled school etc. with appropriate multilingual
tools etc. vocabulary, proverbs grammar, sense and
 understand the process of self learning by feelings.
engaging in activities/ task and self  writes reports based on survey conducted
assessment. e.g. on preparedness of the school for
 read world literature (fiction &nonfiction) dealing with fire, earth quake, drinking
with understanding of the content and water arrangements, cleanliness etc.
appreciate style of writing. Speaks on the suggestions based on the
reports.
 identify literary terms in genres of
literature e.g. pun, rhetoric, antithesis,  listens with concentration/makes notes, on
hyperbole etc. online platform, and follows the etiquettes
of meetings/discussions e.g. taking turn,
 appreciate poems for rhyme, blank verse, listening to others without interrupting
brevity, imagination, fantasy, realism etc. etc.
 read different genres and themes of  develops tools , questionnaires, interview
literature-minorities, gender, questions for collecting data or to
environment, peace, justice etc. execute interdisciplinary projects stating
 relate texts from language and literature the purpose, plan, resources, method,
with other subject areas- social science, findings; draws maps, diagrams, charts,

8
 science etc. tables for analysing information and
preparing reports.
 prepare brief biographical accounts of
personalities, award winners in the field  creates cartoons, brief accounts with
of social science, science, commerce etc. humour ,wit and satire. Shares and enjoys
jokes with peers without hurting the
 read and appreciate literature on peace,
sentiments of particular community,
values etc.
gender etc.
 use ICT as an assistive device in
 writes summaries with titles and subtitles
meaningful way; searching authentic
on national, international news, editorials;
sites, and online platforms for
political, economic and sports etc.
interactions.
 writes formal letters/ applications/
 develop proficiency in language
requests, resume etc.: seeking information
skills(LSRW) each in isolation.
regarding admission, courses, fees etc.
 understand rules of grammar and follow with clarity and precision; and informal
them in LSRW skills. letters to friends, relatives using
 know about wild life and develop appropriate vocabulary, expressions etc.
sensitivity towards birds, animals, insects  speaks/ reads text with phonological
etc. awareness for ensuring
 collect poems on sowing and harvesting comprehensibility.( [Link] case of silent
seasons in different languages. letters.)

 read classical and contemporary literature  solves grammar exercises with or without
in English and other Indian languages to context following the definition and rule
understand and appreciate social, cultural of the grammatical item.
and political aspects etc.  Converses using short phrases in c e.g.
 promote self directed learning by using You seem .. Looks like you’ve…. had
study skills; note making, summarising a good day…..You seem a bit tired
etc. What do you think? ...How does that
sound? ...That sounds great (Oh) never
 understand different registers in speech mind.
and writing.
 uses ICT for browsing information,
 take up community based programmes on reading and writing e.g. develops PPT for
issues e.g. girl child presentations, short films with audio on
 education. cleanliness, hygiene, peace, nature, natural resources, art &craft
yoga, opening/ functioning of community monuments, peace, value, drug abuse,
library, toilets, playground and gender , environment, livelihoods of
celebration of community specific people, children in difficult
occasions etc. circumstances etc. in collaboration with
peers.
 hold discussions on adolescent issues in
free and frank environment.  frames questions for interviews with
community members, school staff others

9
 familiarise and learn language for the on issues e.g. health, education and other
benefit of peers with hearing challenges specific related areas. Converses with
and others to promote the ideas of farmers, labourers, house helps etc. about
inclusion. their life/ problems etc. and provides help
by sharing important government
 involve/support peers in doing tasks,
policies, schemes etc. (as read in other
projects and assessment.
subject areas and newspapers).
 share personal issues e.g. being bullied,
 speaks on issues related to gender,
depressed, health &family issues etc. to
transgender with logic, evidence and
develop interpersonal bonding among
without any prejudice.
peers.
 reads literature from different parts of the
 get membership of school and other
world , gives opinion on the characters,
libraries for reading books, magazines etc.
events, traditions and cultural norms of
 fill forms for membership -library, sports societies writes with logic, evidence etc.
etc, and write applications for opening about Indian knowledge, traditions, and
bank and post office accounts. practices.
 write formal emails to college/ university  reads autobiographies and biographies of
seeking information regarding admission, literary figures, statesmen and other
courses etc. personalities and make diary entries.
 promote scientific attitude towards social,  reads and understands literature
political problems by developing tools for depicting, natural calamities, pandemics
conducting surveys, short researches etc. etc .in terms of medical, geographical
 self direct and assess his/her studies for contexts, terminology etc.; speaks on
developing critical scientific facts, economic issues in
thinking,understanding and improving simple words using examples from
academic performance. everyday life.

 read newspapers for familiarising and  actively participates; raises queries, notes
learning use of grammar, viewpoints and down contact details etc. during career
drawing conclusions- summary, counselling sessions, speaks with clarity,
paragraph writing etc. if in need, to the counsellor.

 watch animated films,  writes notices, posters, speech etc. on

cartoons,documentaries for drawing bullying, ragging and cybercrime;
inferences. develops multilingual charts, posters on
healthy food etc. for school canteen,
 develop guidelines for starting book club, farewell parties etc.
plant nursery in school etc.
 peer reviews assignments, reports etc.
 conduct and note down steps for
with developed parameters and without
experiments with local specific materials. any bias.
 read updated authentic material on  makes journal entries for self-
healthy eating, lifestyle etc. assessment.

10
 dramatise plays to feel the emotions of  practices yoga, listens to spiritual music
characters(positive, negative, ambivalent) for pleasure and mental health and shares
in class, school assembly etc. experiences in speech and writing.
 read with comprehension and appreciate  shares with peers(who are in need)
graphic novels, illustrated books. resources e.g. books, pen drives,
stationery, ICTdevice etc. with humility.
 read published diaries of famous
personalities, common people etc.  collaborates with peers for organising
programmes for elderly, disadvantaged,
 follow award ceremonies for film,
girl child etc.
literature, science etc.
participate in group activities e.g. tour,  visits library for reading, preparing notes,

references writing book reviews, etc.;
visits, community service etc., develop
forms book clubs taking guidance from
and follow rules, regulations prescribed
teachers, seniors etc.
for such activities.
 understand registers of language for  prepares manifesto for school and class
communication of ideas, thoughts, queries election, uses fair means and
etc. environment friendly ways during the
election.
 develop projects, magazine etc. using
interdisciplinary knowledge and
information.
 maintain journal/ diary for reflection.
 understand diversity in various forms e.g.
social, religious, political etc. and use it
as resource for enhancing world view.
 develop material for creating awareness
about acts, information etc. pertaining to
the area of education.
 participate in sessions on career
counseling and guidance etc.
 visit social institutions e.g. old age home,
orphanage etc. and write experiences.
 learn art craft and music related activities
and write and speak with peers, teachers,
parents about them.
 participates in class and school elections.
 develop sense of hygiene and sanitation in
school by developing placards for school
garden, toilets, playground, classrooms
etc.

11
 plan and work following the ideas of
inclusion.

Inclusion

Suggested Pedagogical Processes in an Inclusive Setup The curriculum of teaching-learning

languages is same for all learners in the classroom. Hence, all learners get opportunities to
actively participate in the teaching-learning process. There may be some students who have
learning difficulties in language, visual-spatial or mixed processing problems. They may
require additional teaching support and some adaptations in the curriculum. There is
variability amongst the CWSN and it requires strategies and approaches that will cater to the
needs of all learners in an inclusive classroom. The concept of inclusive pedagogy provides a
platform for learning and space to children with mental and physical challenges along with
other children in the class. This also focuses on working collaboratively in pairs and groups.

By considering the specific requirements of children with special needs, few pedagogical
processes for the teachers are suggested below:

 Use multiple modes of communication (verbal and nonverbal, graphics, cartoons, speech
balloons), pictures, symbols, concrete objects and examples to assist in comprehension
would help all children. Format (for writing letters, applications, etc.) can be verbally
introduced by the teacher.

 New vocabulary introduced may be transcribed in Braille with meanings.

 Describe words like minute, huge, near and far away, sea and sky, small organisms and
insects, etc., verbally with detailed information.

 Use audio tapes and storytelling for enhancing pronunciation. Different sounds through
audio recordings, such as waterfall, wind, waves, thunder, sounds of animals and means
of transport can be used to explain various concepts.

 Encourage all the students in the class to interact with each other and use acting,
dramatisation, and role play.

 Prepare visual vocabulary sheet on the topics taught (displaying words with pictures).

 Make visual classroom displays with captions and explanations.

 Write footnotes along with examples for comprehension.

 Give repeated exercises on sentence construction so that the child can learn to use words

12
 and phrases correctly. Use examples from pictures, news, current events, scrapbook, etc.

 Provide or adapt reading material and resource material at appropriate reading level of the
child.

 Illustrate ideas and new vocabulary and make content comprehensible and attractive
through the use of cards, colour coding concept maps, hand puppets, use of real life
experiences, dramatisation, enacting stories, real objects, and supplementary material.

 Make use of paired reading to promote fluency in reading.

13
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32
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33
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38
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52
 ‫‪DRAFT‬‬
‫اعلی ثانوی سطح کے لیے اردو زبان کے آموزشی ماحصل‬
‫ٰ‬
‫‪(Learning Outcomes for the Urdu Language at Higher‬‬
‫)‪Secondary Stage‬‬
‫تعارف‬
‫اظہار خیال کا ذریعہ ہے بلکہ اس کے لیے بیش تر علم کا‬ ‫ِ‬ ‫زبان نہ صرف‬
‫حصول بھی ہوتاہے۔ یہ ایک ایسا نظام ہے جو بڑی حد تک ہمارے ارد گرد‬
‫حقیقت کو تشکیل دیتا ہے۔ زبان کے حصول میں سائنسی تفتیش جیسے ڈاٹا کا‬
‫مشاہدہ‪ ،‬ترتیب سازی اور درجہ بندی‪ ،‬مفروضے قائم کرنا اور اس کی تصدیق‬
‫کرنا وغیرہ شامل ہوتے ہیں۔‬
‫زبان کے متعدد اعمال ہوتے ہیں اس میں دنیا کا مشاہدہ کرنے کی‬
‫خصوصیت کے عالوہ مختلف افسانوی عناصر شامل ہیں۔ شاعری ‪ ،‬نثر اور‬
‫ڈراما نہ صرف ہمارے ادبی شعور کو خالص بنانے کے مؤثر ذرائع ہیں بلکہ‬
‫ان سے ہماری جمالیاتی زندگی اور صالحیت کو تقویت ملتی ہے اور لسانی‬
‫صالحیت میں مسلسل اضافہ ہوتا رہتا ہے‪ ،‬خصوصا ً پڑھنے کا فہم اور لکھنے‬
‫کا جذبہ پیدا ہوتا ہے۔ ادب میں لطیفے‪ ،‬طنز ‪ ،‬خواب و خیال کی باتیں ‪ ،‬کہانی‪،‬‬
‫پیروڈی اور تمثیل وغیرہ شامل ہوتی ہیں جن کا اظہار ہم روزمرہ کی گفتگو‬
‫میں کرتے ہیں۔‬
‫تعلیم کی اس منزل پر قدم رکھنے سے پہلے طلبا دسویں جماعت تک‬
‫اردو زبان و ادب کا مطالعہ کر چکے ہیں۔ امید کی جاتی ہے کہ ان میں‬
‫سننے‪ ،‬بولنے‪ ،‬پڑھنے اور لکھنے کی صالحیتوں کی خاطر خواہ نشو و نما ہو‬
‫چکی ہوگی۔ وہ اپنے سماجی اور کاروباری کاموں کے لیے حسب ضرورت‬
‫زبان کا استعمال کرنے کا شعور بھی حاصل کرچکے ہوں گے۔وہ پچھلی‬
‫جماعتوں میں چوں کہ اردو ادب کا مطالعہ بھی کرچکے ہیں۔ اس لیے‬
‫گیارھویں اور بارھویں جماعتوں میں نسبتا ً بہتر لسانی اور ادبی قابلیت پیدا‬
‫کرنا اس تعلیمی نصاب کا بنیادی مقصد ہوگا۔ اس تعلیمی نصاب کے ذریعے‬
‫طلبا میں ترسیل و ابالغ‪ ،‬ادب شناسی‪ ،‬تبادلۂ خیال‪ ،‬پڑھنے ‪ ،‬لکھنے اور‬
‫مطالعے کی صالحیتوں میں اضافہ کرنا ہوگا اور زندگی اور اس کے مختلف‬
‫معامالت کے متعلق انسانی ‪ ،‬علمی اور اخالقی اقدار کو بھی فروغ دینا ہوگا۔‬
‫بارھویں جماعت کے بعد طلبا اسکول کے محفوظ ماحول کو چھوڑ کر ایک‬
‫ایسی دنیا میں داخل ہوتےہیں جہاں آزادی کے ساتھ ساتھ ذمہ داریاں بھی‬
‫‪53‬‬
‫اعلی ثانوی سطح زندگی کا سامنا کرنے اور‬
‫ٰ‬ ‫وابستہ ہوتی ہیں۔ ٰلہذا دو سال کی‬
‫فیصلہ لینے کے لیے ان کی تیاری کا مرحلہ ہوتاہے۔ تدریسیاتی عمل اور‬
‫آموزشی ماحصل اسی بات کو تیار رکھتے ہوئے تیار کیے گئے ہیں۔ مجوزہ‬
‫آموزشی ماحصل اور تدریسیاتی عمل طلبا کو آزاد آموزگار کی حیثیت سے‬
‫اس کے لیے تیار کرتے ہیں۔ اساتذہ اپنی ضروریات‪ ،‬سیاق اور موجود وسائل‬
‫کے مطابق تجویز کردہ تدریسیاتی عمل کو تبدیل کرسکتے ہیں‪ ،‬اس میں‬
‫اضافہ کرسکتے ہیں۔‬
‫نصابی توقعات )‪(Curricular Expectations‬‬
‫بہتر لسانی اور ادبی قابلیت پیدا کرنا‬ ‫‪1‬۔‬
‫ترسیل و ابالغ کا شعور پیدا کرنا‬ ‫‪2‬۔‬
‫موثر اظہار کی صالحیت کو فروغ دینا‬ ‫‪3‬۔‬
‫شعری اور نثری متن پڑھنے کی مشق‬ ‫‪4‬۔‬
‫ادب کی تحسین و تفہیم کا شعور پیدا کرنا‬ ‫‪5‬۔‬
‫تخلیقی ساخت کا تجزیہ (لفظ کی ترتیب‪ ،‬جملے کی ساخت‪ ،‬مصرعے کی ساخت)‬ ‫‪6‬۔‬
‫عام اظہار اور ادبی اظہار کے فرق کو بتانا‬ ‫‪7‬۔‬
‫لطف و انبساط حاصل کرنا‬ ‫‪8‬۔‬
‫قوت احساس بیدار کرنا‬ ‫‪9‬۔‬
‫تخیل کی قوت کو فروغ دینا‬ ‫‪10‬۔‬
‫تخلیقی صالحیت بیدار کرنا‬ ‫‪11‬۔‬
‫اخالقی قدروں کا احساس بیدار کرنا‬ ‫‪12‬۔‬
‫خود اعتمادی کے جذبے کو فروغ دینا‬ ‫‪14‬۔‬

‫‪54‬‬
 ‫گیارھویں جماعت )‪(Class XI‬‬
‫آموزشی ماحصل‬ ‫مجوزہ تدریسی عمل‬
‫)‪(Learning Outcomes‬‬ ‫)‪(Suggested Pedagogical Processes‬‬
‫تقریروں ‪،‬لیکچروں اور ریڈیائی تقریروں‬ ‫سماجی‪ ،‬علمی اور ادبی امور پر ‪‬‬ ‫‪‬‬
‫وغیرہ کو سنتے ہیں اوراپنی تقریر و‬ ‫روانی کے ساتھ اور بے ساختگی‬
‫تحریر میں اس کا اظہار کرتے ہیں۔‬ ‫سے اپنی رائے ظاہر کرنے کے لیے‬
‫سماجی اور علمی امور پر موثر انداز‬ ‫کہا جائے۔ انھیں یہ ہدایت دی جائے ‪‬‬
‫میں گفتگو کرتے ہیں‬ ‫کہ اپنی آرا میں دلچسپ اور ضرورت‬
‫بولنے والے کے جذبات اور خیاالت کو‬ ‫کے مطابق کثیر لسانی الفاظ کا ‪‬‬
‫سمجھ کر اپنی رائے قائم کرسکتے ہیں‬ ‫استعمال کریں۔‬
‫کسی نکتے کی وضاحت کے لیے دالئل‬ ‫طویل اقتباسات دیے جائیں اور طلبا ‪‬‬ ‫‪‬‬
‫پیش کرتے ہیں اور مثالیں پیش کرتے‬ ‫سے سیاق و سباق ‪ ،‬صوتیاتی اشاروں‬
‫ہیں۔‬ ‫وغیرہ کی مدد سے اندازہ لگاکر ان‬
‫مختلف ادبی اصناف پڑھ کر اپنے‬ ‫کی تشریح کرنے کے لیے کہا جا ‪‬‬
‫جذبات‪ ،‬خیاالت ‪ ،‬تجربات اور اپنی رائے‬ ‫سکتا ہے۔‬
‫کا تحریری اظہار کرسکتے ہیں‬ ‫مشہور و معروف ادبی شخصیات کو‬ ‫‪‬‬
‫بول چال اور ادبی زبان کا فرق سمجھتے‬ ‫اسکول میں بال کر طلبا کے ساتھ ان ‪‬‬
‫ہیں۔‬ ‫کی بات چیت کے مواقع فراہم کرائے‬
‫الفاظ اور اظہار کے مختلف اسالیب کا‬ ‫‪‬‬ ‫جائیں۔‬
‫برمحل استعمال کرتے ہیں۔‬ ‫طلبا میں خیال و اسلوب کی شناخت‬ ‫‪‬‬
‫رموز اوقاف ‪ ،‬موزوں لب و لہجہ کے‬ ‫اور موازنے کی صالحیت پیدا کرنے ‪‬‬
‫ساتھ متن کی قرات کرتے ہیں۔‬ ‫کے لیے دوسرے ادیبوں اور شاعروں‬
‫گھر یا پڑوس کے عمر رسیدہ افراد کو‬ ‫کے فن کو پڑھنے کے مواقع فراہم ‪‬‬
‫ت حاضرہ پر تبصرہ وغیرہ‬ ‫خبریں‪ ،‬حاال ِ‬ ‫کرائے جائیں۔‬
‫پڑھ کر سناتے ہیں اور اُن موضوعات ہر‬ ‫زراعت‪ ،‬عوامی فنون‪ ،‬دست کاریوں‬ ‫‪‬‬
‫گفتگو کرتے ہیں۔‬ ‫کے بارے میں گفتگو کرنے کے‬
‫سیاق و سباق کے بغیر قواعد کے‬ ‫مواقع فراہم کیے جائیں اور ان سے ‪‬‬
‫اصولوں کی وضاحت کرتے ہیں۔‬ ‫متعلق مخصوص لفظیات کو جاننے‬
‫اردو اور دوسری زبانوں میں موجود‬ ‫اور اپنی تقریر اور تحریر میں ان کے ‪‬‬
‫فطرت کے مناظر‪ ،‬موسموں‪ ،‬مختلف‬ ‫استعمال کرنے کی تربیت دی جائے۔‬
‫پیشوں‪ ،‬حب الوطنی وغیرہ پر گیت‪،‬‬ ‫مضامین‪،‬اداریے‪،‬کہانیوں وغیرہ کا‬ ‫‪‬‬
‫نظموں کو جمع کرتے ہیں اور انھیں‬ ‫دوسری زبانوں میں اور دوسری‬
‫ترتیب دیتے ہیں۔‬ ‫زبانوں کے مضامین‪ ،‬اداریے اور‬
‫روانی اور بے ساختگی کے ساتھ اپنی‬ ‫کہانیوں وغیرہ کا اردو میں ترجمہ ‪‬‬
‫رائے ظاہر کرتے ہیں۔‬ ‫کرنے کی سرگرمیاں کروائی‬
‫آن الئن پلیٹ فارم پر موجود کسی‬ ‫‪‬‬ ‫جاسکتی ہیں۔‬

‫‪55‬‬
‫موضوع کی حمایت اور مخالفت میں‬
‫دیے گئے بیانات کو غور سے‬
‫سنتے‪/‬پڑھتے ہیں اور منطقی دالئل کے‬
‫ساتھ اپنی رائے زبانی‪/‬تحریری طور پر‬
‫پیش کرتے ہیں۔‬
‫‪ ‬مضمون کی مخصوص اصطالحات کا‬
‫استعمال کرتے ہوئے اپنی زبان میں‬
‫مضمون تحریر کرتے ہیں۔‬
‫‪ ‬سماعت سے محروم اپنے ہم جماعت کے‬
‫ساتھ گفتگو میں عالمتی زبان کا استعمال‬
‫کرتے ہیں۔‬

‫بارھویں جماعت )‪(class XII‬‬

‫آموزشی ماحصل‬ ‫مجوزہ تدریسی عمل‬
‫)‪(Learning Outcomes‬‬ ‫)‪(Suggested Pedagogical Processes‬‬
‫سنی اور پڑھی ہوئی عبارتوں کا خالصہ‬ ‫ادبی اور تعلیمی موضوعات پر ‪‬‬ ‫‪‬‬
‫لکھ سکتے ہیں اور اشعار کی تشریح‬ ‫بنائی گئیں ڈاکیو منٹری اور فلمیں طلبا‬
‫کرسکتے ہیں۔‬ ‫کو دکھائی جائیں اور ان پر گفتگو‬
‫غیر نصابی نثر کا خالصہ لکھ سکتے‬ ‫کرنے کے مواقع فراہم کیے جائیں ‪‬‬
‫ہیں۔‬ ‫جیسے موضوعات کی پیش کش‪،‬‬
‫اقتباسات نظم و نثر میں مضمر جذبات و‬ ‫کردار نگاری‪ ،‬مکالمہ نگاری وغیرہ۔ ‪‬‬
‫خیاالت کو سمجھ کر اہم نکات کا انتخاب‬ ‫انٹر نیٹ کے ذریعے اردو میں درسی‬ ‫‪‬‬
‫کرتے ہیں اور ان کی اہمیت کے پیش‬ ‫مواد تک رسائی حاصل کرنے میں‬
‫نظر ان کو مرتب کرتے ہیں‬ ‫طلبا کی رہنمائی کی ۔انھیں یہ مواقع‬
‫زبانی اور تحریری طور پر ادب پارے‬ ‫فراہم کرائے جائیں کہ وہ آن الئن ‪‬‬
‫کی لسانی اور ادبی خصوصیات بیان‬ ‫پلیٹ فارم کے استعمال کے مختلف‬
‫کرتے ہیں۔‬ ‫طریقوں سے واقف ہوں جیسے آدیو‪،‬‬
‫لڑکیوں کی تعلیم‪/‬تعلیم نسواں ‪ ،‬صحت‪،‬‬ ‫ویڈیو‪ ،‬اسکائپ‪ ،‬پاور پوائنٹ پیش کش ‪‬‬
‫امن و انصاف وغیرہ موضوعات پر‬ ‫‪ ،‬گوگل فارم وغیرہ۔‬
‫مختصر ڈرامے تحریر کرتے ہیں اور‬ ‫طلبا کو درسی اور غیر درسی مواد‬ ‫‪‬‬
‫انھیں اسٹیج کرتے ہیں۔‬ ‫کو فراہم کروایا جائے جیسے نظمیں ‪،‬‬
‫مختلف موضوعات جیسے صحت‪ ،‬بینک‪،‬‬ ‫کہانیاں‪ ،‬مضامین‪ ،‬رپورٹیں وغیرہ ‪‬‬
‫پوسٹ آفس وغیرہ کے بارے میں بیداری‬ ‫جنھیں پڑھ کر ان کے تئیں حساس‬
‫پیدا کرنے کی خاطر والدین‪ ،‬بزرگوں اور‬ ‫اور بیدار ہوسکیں اور اپنے خیاالت‬
‫معاشرے کے لوگوں کے ساتھ منطقی‬ ‫اور رد عمل کا اظہار تقریر ی اور‬
‫اور دالئل کے ساتھ گفتگو کرتے ہیں۔‬ ‫تحریری طور پر کرسکیں۔‬
‫حقائق و واقعات جمع کرنے ‪ ،‬انھیں منظم‬ ‫طلبا کو ایسے مواقع فراہم کروائے ‪‬‬ ‫‪‬‬

‫‪56‬‬
‫کرنے اور تجزیہ کرنے کی مہارتوں کا‬ ‫جائیں کہ وہ حیاتیاتی توازن‬
‫استعمال کرتے ہوئے زبان و ادب کے‬ ‫)‪(Ecological balance‬کو تنقیدی‬
‫کسی موضوع پر پروجیکٹ کا کام انجام‬ ‫زاویۂ نگاہ سے دیکھیں اور اس پر‬
‫دیتے ہیں۔‬ ‫اپنے رد عمل کا اظہار کریں‪ ،‬ساتھ‬
‫ہی ماحول میں موجود خوب صورتی ‪ ‬مطالعے کی مہارت کا استعمال کرتے‬
‫ہوئے سواالت اور ان کے جوابات تیار‬ ‫کی تحسین بھی کرسکیں۔ اس کے‬
‫کرتے ہیں جیسے نوٹس لکھنا‪ ،‬خالصہ‬ ‫عالوہ موضوع سے متعلق ذخیرۂ‬
‫لکھنا وغیرہ۔‬ ‫الفاظ کو کا استعمال ماحولیات کے‬
‫سیاق و سباق میں کرنے سے متعلق ‪ ‬تخیل اور تخیالت پر مبنی نظمیں ‪،‬‬
‫تحریریں وغیرہ جمع کرتے ہیں اور اُن‬ ‫سرگرمیاں کروائی جائیں جیسے‬
‫پر نوٹ درج کرتے ہیں۔‬ ‫پروجیکٹ وغیرہ۔‬
‫‪ ‬مختلف امور‪ ،‬لوگوں یا ماحول کے بارے‬
‫میں حساسیت بیدار کرنے والے فقرے‪،‬‬
‫جملے‪ ،‬محاورے وغیرہ کو جمع کرتے‬
‫ہیں اور ان کا استعمال اپنی نثری اور‬
‫شعری تخلیق میں کرتے ہیں۔‬

‫شمولیتی نظام میں مجوزہ تدریسی عمل‬

‫کالس روم میں نصاب ہر ایک کے لیے ہے۔ اس کا مطلب یہ ہے کہ تمام طالب علم‬
‫کالس روم میں فعال طور پر حصہ لے سکتے ہیں۔ وہاں کچھ ایسے طالب علم ہوسکتے‬
‫ہیں جنھیں زبان‪ ،‬بصری مقامی )‪ (Visual-spatial‬یا مخلوط پروسیسنگ سے متعلق‬
‫سیکھنے میں مشکالت ہوسکتی ہیں۔ انھیں نصاب میں اضافی تدریس کی مدد اور کچھ‬
‫موافقت کی ضرورت ہوسکتی ہے۔ خصوصی ضرورتوں والے بچوں کی مخصوص‬
‫طریقہ کار ذیل میں دیے‬
‫ٔ‬ ‫ضروریات پر غور کرکے اساتذہ کے لیے کچھ مجوزہ تدریسی‬
‫جارہے ہیں۔‬
‫بینائی سے محروم بچوں کے لیے‬
‫‪ ‬خطوط نویسی‪ ،‬درخواست وغیرہ کے فارمیٹ کا زبانی تعارف کرایا جاسکتا ہے۔‬
‫‪ ‬طلبا کی مثالی بلند خوانی کے لیے حوصلہ افزائی کی جائے۔ استاد کی مدد سے‬
‫کالس روم میں زیادہ سے زیادہ تعامل سے بات چیت گفتگو کی مہارت میں بہتری‬
‫آئے گی۔‬
‫‪ ‬نئے الفاظ کو بریل میں معنی کے ساتھ لکھا جانا چاہیے۔‬
‫‪ ‬روزانہ کی سرگرمیوں کی مدد سے زبانی مشق کرائی جائے۔‬
‫‪ ‬سواالت بنانے اور بچوں کو اس کا جواب دینے کے لیے آمادہ کیا جائے۔ بچوں‬
‫سے خود سوال تیار کرنے اور جواب تالش کرنے کے لیے کہا جائے۔‬

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‫تلفظ کو بہتر بنانے کے لیے ٹیپ اور کہانی سنوائی جائے۔ آڈیوریکارڈنگ کے‬ ‫‪‬‬
‫ذریعے تبصرے سنوائے جائیں۔‬
‫تمام طلبا کی ایک دوسرے سے بات چیت کرنے کی حوصلہ افزائی کی جائے۔‬ ‫‪‬‬
‫اداکاری ‪ ،‬ڈرامہ اور رول پلے کروائے جائیں۔‬ ‫‪‬‬
‫سماعت سے محروم بچوں کے لیے‬
‫‪ ‬پڑھائے گئے موضوع پر ذخیر ٔہ الفاظ کی بصری شیٹ (تصویروں کے ساتھ الفاظ)‬
‫تیار کرائی جائے۔‬
‫‪ ‬بورڈ پر نئے الفاظ لکھیں۔ اگر دست یاب ہو تو لغت کا استعمال کریں جس میں با‬
‫تصویر لفظ ہوں۔‬
‫‪ ‬طلبا کی روز مرہ زندگی سے نئے الفاظ کو مربوط کیا جائے اور مختلف سیاق میں‬
‫اسے دہرایا جائے۔‬
‫‪ ‬کالس روم میں دکھائی جانے والی اشیا کے اہم نکات کو وضاحت کے ساتھ پیش‬
‫کیا جائے۔‬
‫‪ ‬تفہیم کے لیے حاشیوں میں مثالوں کا استعمال کرایا جائے۔‬
‫‪ ‬سمجھنے میں مدد کے لیے ترسیل کے مختلف ذرائع (لفظی اور غیر لفظی گرافک‬
‫کارٹون‪ ،‬اسپیچ بیلون‪ ،‬تصاویر‪ ،‬عالمات‪ ،‬ٹھوس اشیا اور مثالیں) کا استعمال کیا‬
‫جائے۔‬
‫‪ ‬جملوں کو توڑ کر مختصر کیا جائے اور متن کو مختصر کرکے دوبارہ لکھا‬
‫جائے۔‬
‫مرہ کی زندگی سے متعلق موضوعات پر روزنامچے‪ ،‬مکالمے‪،‬‬ ‫‪ ‬بچوں کو روز ّ‬
‫ڈائری وغیرہ جیسی آسان شکلوں میں لکھنے کے لیے کہا جائے۔‬
‫‪ ‬جملے بنوانے کی بار بار مشق کرائی جائے تاکہ بچے جملوں اور محاوروں کا‬
‫صحیح استعمال سیکھ سکیں۔ تصاویر‪ ،‬خبروں‪ ،‬حاالت حاضرہ‪ ،‬اسکریپ بک‬
‫وغیرہ سے مثالیں دی جائیں۔‬
‫‪ ‬پڑھنے کی مہارت کو فروغ دینے کے لیے بچہ کے معیار کے مطابق ضروری‬
‫مواد اور وسائل مہیا کرائے جائیں۔‬
‫‪ ‬کلر کوڈنگ (مصوتی اور مصمتی حروف کے لیے الگ الگ رنگ) اور کنسیپٹ‬
‫میپ کا استعمال کیا جائے۔‬
‫وقوفی اور ذہنی اعتبار سے معذور بچوں کے لیے‬
‫‪ ‬پیش کش کے مختلف انداز اور طریقے (حسی‪ ،‬حرکی‪ ،‬سمعی‪ ،‬بصری وغیرہ)‬
‫استعمال کرائے جائیں۔‬

‫‪58‬‬
 ‫شعری اور نثری اقتباسات کی تشریح‪/‬وضاحت آسان لفظوں میں کی جائے۔‬ ‫‪‬‬
‫کارڈ‪ ،‬کٹھ پتلیوں‪ ،‬اصل زندگی کے تجربات‪ ،‬ڈرامہ‪ ،‬اداکاری‪ ،‬کہانیوں‪ ،‬حقیقی اشیا‬ ‫‪‬‬
‫اور امدادی اشیا کے ذریعے نظریات اور نئے الفاظ کی وضاحت کی جائے اور‬
‫مواد کو جاذب بنایا جائے۔‬
‫بہتر سمجھ کے لیے تصورات سے متعلق پس منظر کی معلومات فراہم کی جائیں۔‬ ‫‪‬‬
‫قرأت کے دوران نظم کو اداکاری کے ذریعہ پیش کیا جائے اور مختلف حرکات‬ ‫‪‬‬
‫وسکنات کے ساتھ اس کی بلند خوانی کی جائے۔‬
‫سبق کے مختلف حصوں جیسے تعارف‪ ،‬مواد‪ ،‬اندازۂ قدر وغیرہ سے متعلق‬ ‫‪‬‬
‫سواالت بنوائے جائیں۔‬
‫پڑھنے میں روانی کو فروغ دینے کے لیے دو بچوں کو ساتھ ساتھ جوڑیوں میں‬ ‫‪‬‬
‫پڑھنے کے لیے کہا جائے۔‬
‫مشکل لفظوں کے معنی اور مترادفات لکھوائے جائیں۔ معنی اور مترادف لفظوں‬ ‫‪‬‬
‫کو بریکٹ میں دیا جائے اور انھیں نمایاں کیا جائے۔‬
‫آموزشی ماحصل کے استعمال کے لیے مشورے‪:‬‬
‫درس وتدریس کے دوران اساتدہ اور بچوں کو آموزش میں مدد کرنے اور آسانیاں فراہم‬
‫کرنے کے لیے گیارھویں اور بارھویں جماعتوں کے لیے نصابی توقعات‪ ،‬تدریسی‬
‫مراحل اور آموزشی ماحصل تیار کیے گئے ہیں۔ انھیں استعمال کرنے کے لیے ذیل میں‬
‫چند مشورے دیے گئے ہیں۔‬
‫‪ ‬مجوزہ تدریسی عمل اور آموزشی ماحصل کو جدول میں پیش کیا جائے۔‬
‫‪ ‬پہلے کالم یعنی دائیں طرف مجوزہ تدریسی عمل اور دوسرے کالم یعنی بائیں‬
‫طرف آموزشی ماحصل کو درج کیا گیا ہے۔ جس میں طلبا کی سیکھنے کی‬
‫سرگرمیوں کو ملحوظ رکھا گیا ہے۔‬
‫‪ ‬پہلے اردو زبان کی تدریس کے مقاصد کے پیش نظرقومی درسیات کا خاکہ‪-‬‬
‫‪ 2005‬کے مطابق نصابی توقعات کو درج کیا گیا ہے۔ ان نصابی توقعات کو طلبا‬
‫تبھی حاصل کرسکتے ہیں جب آموزش کے طریقے اور جماعت‪ /‬اسکول کے‬
‫ماحول میں مطابقت ہو۔‬
‫‪ ‬یہ آموزشی ماحصل درس وتدریس کے دوران اندازۂ قدر میں بھی آپ مدد کریں‬
‫گے۔ کیوں کہ درس وتدریس کے دوران فیڈ بیک بھی ملتا ہے۔‬
‫‪ ‬آموزشی ماحصل کو اچھی طرح سمجھنے کے لیے درسیاتی خاکہ اور نصاب کو‬
‫بھی اچھی طرح سمجھنا چاہیے۔‬
‫‪ ‬آموزشی ماحصل بچوں کی قابلیت‪ ،‬مہارت‪ ،‬تصور اور ان کی ذاتی معاشرتی اقدار‬
‫سے تعلق رکھتے ہیں۔‬

‫‪59‬‬
‫شمولیتی کالس کو نظر میں رکھتے ہوئے نصابی توقعات دیکھنے کے طریقے‬ ‫‪‬‬
‫اور ماحول‪ ،‬نیز آموزشی ماحصل میں سبھی طرح کے بچوں کو اہمیت دی گئی‬
‫ہے۔‬

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 LEARNING OUTCOMES FOR THE

MATHEMATICS

HIGHER SECONDARY STAGE

Introduction

The higher secondary stage is the launching pad from which the student is guided towards
career choices, whether they imply university education or otherwise. By this time, the
student’s interests and aptitude have been largely determined, and mathematics education in
these two years can help in sharpening her abilities. They are expected to undertake work
which will enable them to extend and deepen their mathematical knowledge and
understanding. Higher secondary students are increasingly expected to engage in
mathematical practices to help develop mathematical habits of their minds.

At this stage students can gain good mathematical insight by studying some topics like sets,
relations, logic, sequences and series, linear inequalities, combinatorics etc. Students should
be able to become competent to critically analyse various processes and to create newer
algorithms.

This document lays emphasis on the learning outcomes in terms of competencies and skills
that every child is expected to acquire in Classes XI and XII. The classroom interaction
therefore, must provide opportunities to students to achieve learning outcomes in
Mathematics and other subject areas. This section deals with the overall vision of
Mathematics, expectations of the mathematics curriculum, variety of suggested pedagogic
processes along with the learning outcomes. The suggested pedagogic processes and
activities are presented merely as exemplars. Users may think of more such processes in a
given situation.

At the higher secondary stage, students gain even greater depth in perceiving the structure of
mathematics as a discipline. They become familiar with the characteristics of mathematical
communication: carefully defined terms and concepts, the use of symbols to represent them,
precisely stated propositions and proofs justifying them. Thus they acquire proficiency in this
special language which serves as a medium of thought that involves a combination of words,
symbols having logical reasoning, formulas, etc.

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Curricular Expectations

At this stage learners are expected to develop ability and attitude for —

1. mathematisation (ability to think logically, formulate and handle abstractions) rather

than knowledge of procedures (formal and mechanical).
2. mathematical vocabulary.
3. exploring concepts / series of concepts in several ways to develop and elaborate her
understanding of them and the interrelationship between them.
4. developing the processes involved in mathematical reasoning
5. developing the processes of dealing with greater abstractions, moving from particular
to general to particular.
6. movement with facility from one representation to another of a concept or process.
7. solving and posing problems.
8. realising as to how and why mathematics is all around us by establishing linkages
with one’s life and experiences and across the curriculum.
9. seeing connections with what she has studied so far, consolidate it and begin to try to
understand the formal thought process involved.

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 Class XI

Pedagogical Processes Learning Outcomes

The learners may be provided with Learner

opportunities individually or in groups and
 develops the idea of Set from the earlier
encouraged to —
learnt concepts in number system ,
 perform activities of the following type to get geometry etc.
an idea of Sets
 Students may Collect (write the names)  identifies relations between different
different materials such as kitchen utensils, sets.
materials in a school bag, furniture etc
 They may identify objects which are in this
 relates earlier learnt concept of
collection and those objects which are not a
trigonometric ratios to functions and
part of it.
evolves the idea of trigonometric
 The idea of sets, representation of sets,
functions.
elements of a set, subsets, super sets,
 Demonstrates deductive thinking by
number of elements in a set, etc could be
using technique of mathematical
constructed by the learners by discussing
induction for establishing generalized
on the above objects.
mathematical statements.
 Later on the collection of different
 Extends the idea of real numbers to a
numbers, geometrical shapes etc can be
larger system of complex numbers.
given.
 Demonstrates strategies for solving
 Do an activity where, one child can write a set
systems of linear inequalities.
in one of the forms ,say roster form,, the others
 Applies the ideas of permutations and
can change it into other form.
combinations to daily life situations of
 Solve puzzles of the following type to introduce
arranging and grouping the objects.
the concept of Cartesian products.
 Develops the idea of Binomial theorem
A team consists of three players a,b,c and
for a positive integral index from the
the second team consists of players d,e.
earlier learnt concepts of finding squares
Every player from first team will play a
and cubes of binomials.
game of chess with all the members from
 Extends the ideas related to Arithmetic
second team. Then how many games of

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 chess will happen and who will be progressions learnt earlier to new types
playing? of sequences and their series.

 develop through discussions, on the examples of  Constructs different forms of a straight

line using the earlier learnt concepts of
the above type, the concept of relation, domain
coordinate geometry.
and range .
 understand the concept of a function through  Analyses different curves like circles,
ellipses, parabolas and hyperbolas
group activities such as
based on the ideas developed for straight
 One member from the first group will tell a
lines using coordinates.
natural number, and then the opposite
group will tell a corresponding number  Develops strategies of locating a point
in three dimensions based on the
related to the first number in some way
concepts of two dimensional coordinate
(say, double of the number or triple or
geometry.
square, etc) and the game will continue
with the groups interchanging their roles.  Evolves the concepts of limit and
After every step, the first group needs to derivative of a function by analyzing the

tell the relation. behaviour of functions when the

corresponding variable approaches a
 One of the students can write the numbers
certain value.
given by both the teams under separate
column.  Relates deductive reasoning to the

The concept of domain, range etc could be mathematical statements studied so far.

Developed through this activity.  Applies Measures of dispersion to get a

better interpretation of data of different
 consolidate the trigonometric ratios learnt in the
daily life situations.
earlier classes and relate them with the concept
 Builds up the axiomatic approach to
of functions by introducing the concept of an
Probability through the terms, random
angle in radian measures.
experiment, Sample space, events etc.
 use appropriate software such as geogebra and
let the learner explore the different graphs and
properties of trigonometric functions.
 use different examples, to get an idea of the
principal of mathematical induction use it as a
tool for deductive thinking while solving
mathematical problems

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 find solution of different quadratic equations
such as x² +2x+1=0, 2x²-x-1=0, x² -x-6=0,
x²+1=0 .This may give them an idea of
numbers which could be solutions other than
real [Link] concept of Complex number
could then be introduced. The properties of
complex numbers and their representation may
then be done with the help of examples.
 Consolidate the idea of linear equations in one
variable and two variables by asking students to
frame [Link] examples could be used
for conceptualizing the inequalities such as <, >
, ≠, ≥ and ≤.
 Learners may be encouraged to create
situations, which involves such
inequalities.
 Students could be find the solutions of
inequalities such as 4x-2<8, when x is an
integer and natural number with the help of
number line.
 To perform the following activity to get an idea
of the arrangement of objects in different ways :
 Take two sheets of papers say, S1 and S2 .
 To colour these sheets with ,say, three
different coloured pens say,C1,C2,C3
 They may explore the possible pairs of
sheets and colours. For e,.g. S1C1, S1 C2,
S1 C3 etc.
 They may be asked to count all the possible
such pairs.
 Students may be encouraged to choose
different objects and their number. For e.g.
putting pens, pencils and erasers in two

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 boxes.
 From concrete objects they can be guided
to think of letters/numbers etc. For e.g. The
number of ways in which words can be
formed from the letters say, a,r,f.
 After discussion on each of these situations
the formal principle can be arrived at called
the Fundamental Principle of Counting.
 think of situations related to arrangements of
objects. Through activities like the following
the idea of classification of two broad categories
may be arrived at.
 Students are lined up in a row. The
maximum number of such possible
arrangements by shuffling the position of
students.
 A team of say, 4 students has to be made
out of 7 probables for participation in a
quiz competition(considering that all are
equally capable) . The maximum number of
such possible teams.
 After enough discussions students may be
introduced to the two broader categories of,
Permutations and Combinations.
 revisit the binomial expansions upto the index 3
[ say, (a + b)3] and extend it further to higher
indices.
 observe the pattern in these expansions and
may be motivated to generalize it.
 A formal way of Binomial expansion to the
nth power may thenbe established through
discussions.
 The related terms like General term etc.

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 may then be thought of.
 recall the concept of Arithmetic Progressions,
done in earlier classes, through some questions
based on it. This will initiate in them the
process of thinking about sequences.
 The concept of nth term studied in a
particular sequence i.e. arithmetic
progression, can be extended to any
sequence. Given an nth term students may
be encouraged to write successive terms of
that sequence by putting n=1,2,3…For e.g.
if an= n + 5 then the successive terms
would be 1+5,2+5,3+5,…i.e. 6,7,8,…The
students will realise the role of patterns in
forming newer types of sequences.
 recall, through different tasks ,the use of
Coordinate Geometry in establishing different
forms of a straight line. It may be brought to
their notice that these forms were mainly related
to length of the line. A question can be asked
whether it is possible to determine the rotation
of the straight line using Coordinate geometry.
 The discussion on the above
question may evolve the concept of slope
of a line. This can then lead to the different
concepts related to the orientation of a line
with respect to other lines including the
coordinate axes.
 Students may be motivated to
discuss as to under what conditions can the
position of a line in a coordinate plane be
fixed. Having evolved one condition using
the coordinates of a point on a line, other

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 forms can be evolved by thinking of
modifying the previous condition.
 Students may be guided to realize that a
straight line is one of the curves that is
formed under certain conditions discussed
above. They can explore what other types
of curves they might get if the conditions
vary.
 Explore using Coordinate geometry, different
conditions on different shapes like, circle,
ellipse, parabola and hyperbola.

Class XII

The learners may be provided with  identifies different types of relations and
opportunities individually or in groups and functions.
encouraged to —  explores the values of different inverse

 differentiate between different examples of trigonometric functions

relations given to them. Learners after  Evolves the idea of matrices as a way of
observing the relations should discuss their representing and simplifying

observations with the teacher. The discussion on mathematical concepts.

these comments should lead to different types of  Evaluates determinants of different

relations. square matrices using their properties.

 Identify about one-oneness and ontoness of  Demonstrates ways to relate

functions by discussing various examples of differentiability and continuity of a

functions and drawing their graphs. function with each other.

 Discuss trigonometric functions on different  Develops the processes in Integral

domains like (0,𝜋) or (−𝜋,𝜋). Learners may calculus based on the ideas of

comment on which domain the trigonometric differential calculus learnt earlier.

function is one-one and onto, one-one or simply  Applies the concepts of Integral
onto. The exchange of ideas may lead to the calculus to calculate the areas enclosed
concept of inverse trigonometric function. by curves.
Learners may be motivated to make decisions  Develops the concepts of differential
and give reasons for that. equations using the ideas of differential

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 download the open source software Geogebra and integral calculus.
and try exploring graphs of different functions  Constructs the idea of vectors and their
including trigonometric functions. Other ICT properties and relates them to earlier
material including the e resources on NROER learnt concepts in different areas of
can be used for discussing the concepts in mathematics such as geometry,
groups. coordinate geometry etc.
 Discuss examples of the following type to  Evolves newer concepts in three
evolve the idea of different types of matrices. dimensional geometry from that learnt
If six students have pens only , then a earlier, in the light of vector algebra,
matrix with only one column can be such as, direction cosines, equations of
created. With similar contexts matrices lines and planes under different
with one column having different entries conditions etc.
may lead to the idea of a type of matrix  Formulates and solves problems related
for which a name ‘column matrix’ can be to maximization/ minimization of
introduced. Students may be guided to quantities in daily life situations using
relate the idea of arrangement of objects systems of inequalities/inequations
to the order of matrix. learnt earlier.

 observe graphs of different functions in terms  Calculates conditional probability of an

of their continuity. For example the graph of event and uses it to evolve Baye’s

f(x) = x is an unbreakable line, however the theorem and multiplication rule of

graph of probability.

f(x) = 1 if x  0  Determines mean and variance of a

probability distribution using the concept
= 2 if x > 0
of random variable.
breaks at x=0. The graphs of several such
functions can be discussed to get a major
classification of functions as continuous
and not continuous. Different ICT
material including Geogebra can be used
to get generate different types of
functions and their graphs.

 apply the properties of continuous functions

while discussing those functions that are a

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 combination of functions which are individually
continuous. For e.g. 1) f(x) = (3x+1)(2x+ 5) ,for
x5/2,both p(x) and q(x) are polynomial
functions which are continuous. 2) f(x) = tanx =
sinx/cosx with cosx  0.
 Explore and verify in groups the techniques of
differentiating functions of a different nature
using the earlier learnt concepts. For e.g
application of the concept of logarithms can be
shown when a need for differentiating functions
of the form u(x)v(x) (such as, (x+1)tanx)arises.
Also derivatives of parametric functions can be
explored and discussed with others.
 Discuss the second derivative of a function as
an application of the technique of differentiation
of functions.
 Observe the visual representation of mean
value theorems using Geogebra software and e-
resources on NROER portal of NCERT.
Students may be encouraged to comment on the
statements of these theorems and their use in
analyzing different functions.
 Do an activity to get an idea of integration of a
function: having given some simple functions
they may explore those functions whose
derivatives result in the given functions. For
e.g. given f(x) = x+2, students after discussion
may come out with a function g(x) =
x2/2 + 2x such that g’(x) = f(x).
 draw the graphs of functions obtained as
indefinite integrals of another function by
varying the values of constant of integration ,
say, c. They may observe the graphs and

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 comment on the pattern , if any, in the graphs,
observed by them.
 explore methods of integrating functions of a
more complex nature that involve multiplication
, division and square roots of functions .
Through discussion they may realize that the
methods of integrating learnt so far cannot be
used for such functions and relevant methods
have to be found.
 share in groups the different equations, they
have studied in the previous classes. They may
be motivated to extend this concept to those
equations that involve derivative of a function.
The concept of differential equations can then
be evolved.
 It may be brought to their notice how the
concepts of differentiation and integration could
be applied to solve these equations.
 Discuss strategies that could lead to the concept
of a vector. One of these could be, they may
mark different points in a plane. Joining these
with the origin will give rays with different
angles made with the X-axis and their lengths
from the Origin to the marked point can be
calculated. Variation in angles will vary the
directions of the rays . Thus they using
coordinate geometry students may get a better
idea of a vector.
 discuss these concepts of vectors with reference
to three dimensions. It may be discussed that to
determine the position of a vector in a solid,
three components along X,Y,Z axes are
required. Students may use material on NROER

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 for better visualistion and understanding.
 draw graphs for different linear equations and
the discuss the region represented by its
corresponding inequality. For e.g. the graph of
x=2 is a straight line parallel to Y-axis at a
distance 2 from it whereas students should
realize that x<2 or x>2 are regions to left and
right respectively of x=2.
 Discuss in groups different situations and find
solutions for maximizing/minimizing the object
function through graphs of inequalities
involved.

Suggested Pedagogical Processes in an Inclusive Setup

Physical activity plays an important role in maintaining health, well-being and quality of life.
Children may havephysical problems leading to mobility restriction in exploring the
environment and may require a number of adaptations in the physical environment and sports
depending on the level of support needed and functioning. They may experience loss (partial
or full) of bodily functions like walking, speech, fine motor skills, bladder control, hand
movements, etc. What is important is that the child should not be left out of any activities
which are enjoyed by other students, including engaging the child in sports and other physical
and cultural activities. There may also be children in the class with health issues requiring
constant checkups and medical attention. Levelling of all areas of school with ramps and also
building a ramp from class to the playground would help these children to participate. There
may also be children who cannot see and hear like other children. They may require
adaptations by substituting visual inputs with sound inputs or vice versa. Encouraging
physical activities and sports for children with disabilities can be done by setting up a buddy
system, making contacts with others to complete specified levels of physical activity, or
setting up walking groups or other groups to provide friendship and support; finding fitness
and health professional who can provide physical activity options that match their specific
abilities would also be a supportive move. A teacher shall strive to establish clear ground
rules for classroom and field activities that demonstrate respect and motivation for diverse
ability levels. The physical education teacher may build an encouraging classroom climate
that enables students to relate to one another in positive, respectful, and supportive ways.

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Also the teacher should be well equipped to learn to read students’ non-verbal cues. The
teacher should, as far as possible, avoid giving over attention. Touching should be avoided in
Physical Education instruction unless others are present and watching. Adaptations may be
made in areas, such as, skill learning, sequence, methodology, materials and equipment,
technology, markings, and setting .A few pedagogical processes are suggested below:

1. Adapt evaluation criteria (rubrics) to accommodate individual student needs.

2. Increase or decrease the number of activities the student is expected to complete.

3. Adapt to the student’s response to instructions.

4. Increase or decrease the group members such that each group has at least one
special child with matching disability without compromising on the challenge that
is posed to each group.

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 LEARNING OUTCOMES FOR THE

BIOLOGY

HIGHER SECONDARY STAGE

Introduction:

Biology is the story of life on earth. It is the science of life forms and living processes.
Biological systems, often appear to challenge physical laws that govern the behaviour of
matter and energy in our world. Historically, biological knowledge was ancillary to
knowledge of human body and its function. The latter as we know, is the basis of medical
practice. However, parts of biological knowledge developed independent of human
application. Fundamental questions about origin of life, the origin and growth of biodiversity,
the evolution of flora and fauna of different habitats, etc., caught the imagination of
biologists.

The very description of living organisms, be it from morphological perspective, physiological

perspective, taxonomical perspective, etc., engaged scientists to such an extent that for sheer
convenience, if not for anything else, the subject matter got artificially divided into the
subdisciplines of botany and zoology and later into even microbiology. Meanwhile, physical
sciences made heavy inroads into biology, and established biochemistry and biophysics as
new subdisciplines of biology. Mendel’s work and its rediscovery in the early twentieth
century led to the promotion of study of genetics. The discovery of the double-helical
structure of DNA and the deciphering of three dimensional structures of many
macromolecules led to the establishment of and phenomenal growth in the dominating area of
molecular biology. In a sense, functional disciplines laying emphasis on mechanisms
underlying living processes, received more attention, support, intellectual and social
recognition. Biology, unfortunately, got divided into classical and modern biology. To the
majority of practising biologists, pursuit of biological research became more empirical rather
than a curiosity and hypothesis driven intellectual exercise as is the case with theoretical
physics, experimental physics, structural chemistry and material science. Fortunately and
quietly, general unifying principles of biology were also being discovered, rediscovered and
emphasised.

In the nineteenth and twentieth centuries, Physics and Chemistry were applied to Biology and
the new science of Biochemistry soon became the dominant face of biology. On one hand
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Biochemistry was integrating with Physiology, becoming almost synonymous with it. On the
other hand it gave rise to Structural Biology (structure of biomacromolecules), originally
called Molecular Biology. The work of eminent biologists established a modern version of
Molecular Biology dealing with life processes at molecular level.

Physics and Chemistry dominated public perception of science for a long time. Day-to-day
life of man was influenced by developments in Physics, Chemistry and their respective
manufacturing industries. Slowly and steadily, Biology, not to be left behind, demonstrated
its utility for human welfare. Medical practice, especially diagnostics, green revolution and
the newly emerging biotechnology and its success stories made the presence of biology felt
by the common man. Patent laws brought biology into political domain and commercial value
of biology became obvious.

Thus, the subject Biology has emerged as one of the separate disciplines of science at higher
secondary level. Although the nature of biology and nature of physical sciences share many
common aspects, however, focus of biology creates unique philosophical, methodological
and ethical premises on which biology should be understood and assessed. The curriculum in
Biology should provide learners with sufficient conceptual clarity of biological phenomena
which will provide the basic understanding required to further learn about the intricacies of
the concepts by developing higher order thinking skills.

Curricular expectations:

At higher secondary stage learners who have opted for biology as one of the disciplines for
study, are expected to:

1. Identify and develop understanding of concepts, principles, theories, and laws

governing the physical world around a biological entity.
2. develop ability to acquire and use the methods and processes of science, such as
observing, questioning, planning investigations, hypothesising, collecting, analysing
and interpreting data, communicating explanations with evidences, justifying
explanations, thinking critically to consider and evaluate alternative explanation, etc., in
the biological perspectives.

3. Build upon the perceptive of basic tools and techniques used in concepts to analyse
various issues in biology.

4. conduct experiments, also involving quantitative measurements in biology.

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5. appreciate how concepts of biology evolve with time giving importance to its historical
prospective.
6. develop scientific temper with respect to biological phenomena (objectivity, critical
thinking, creative skills, freedom from fear and prejudice, etc.).
7. nurture natural curiosity, aesthetic sense, and creativity in biological processes and
phenomena.
8. imbibe the values of honesty, integrity, cooperation, concern for life and preservation of
environment.
9. develop respect for human dignity and rights, equity and equality.

10. Connect biological concepts to real life problems and develop innovative
problem-solving abilities to solve problems related to life situations
through understanding of biological concepts.

11. Widen skills to illustrate linkages of elementary aspects of biology with

complex phenomena.

12. Apply biological discoveries/ innovations in everyday life.

13. Integrate and interrelate the biological concepts with other areas of
knowledge by underlying common principles.

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Class XI

Suggestive Pedagogical Processes Learning Outcomes

The learners may be provided with Learner

opportunities individually or in groups and 1. differentiates organisms, phenomena
encouraged to — and processes based on certain
 explore surroundings and observe, characteristics and salient features,
group or classify organisms, such as, prokaryotes and eukaryotes,
phenomena and processes based on plant cell and animal cell, diffusion and
certain characteristics and salient osmosis, meristematic tissues and
features, such as; cell types, cell permanent tissues; squamous
walls, mode of nutrition, etc., by epithelium and cuboidal epithelium,
performing various activities/ diploblastic and triploblastic
experiments/ investigations. Based on organisation; metacentric,
the observations, a discussion may be submetacentric, acrocentric and
facilitated to help arrive at the telocentric chromosomes; etc.
appropriate conclusions. 2. classifies organisms, phenomena and
 ask questions on the basis of processes, based on certain
observations such as how to group characteristics / salient features
organisms in various taxonomic systematically in more scientific and
categories? How to do Hydroponic organized manner; such as five
plant production? kingdom classification system of
 design and carry out organisms under various hierarchical
activities/experiment/investigations structural organizations; natural
to find the answer to their queries, resources, etc.
such as, Separating the mixture of 3. relates processes and phenomena with
plant pigments using paper causes and effects, such as,
chromatography and their absorption characteristics of living with cell as basic
spectrum using spectrophotometer, or unit of life, transpiration pull with
effect of light intensity on the rate of absorption of water by roots of plants;
photosynthesis, followed by peer tissues with their functions, deficiency
group discussion to generalise. symptoms of essential elements,

 connect with the daily life pumping of heart with circulation of blood,

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 experiences, through interdisciplinary hormones with various physiological
approach by using various available functions, digestive enzymes

resources including textbooks, electrocardiograph (ECG) and heart

newspapers, internet etc; such as; diseases; smoking and lung diseases;

using leaves of neem (Azadirachta etc.

indica) in storing food grains due to 4. applies scientific terminology for

the presence of bioactive compounds organisms, processes, and phenomena

in neem leaves as result of secondary based on internationally accepted

metabolism and their pesticidal conventions, such as, systematic

effects. technical description of flowers,

 conduct survey to understand the taxonomic study of plants and animals;

process of spreading of diseases. Binomial nomenclature of organisms;

They may be encouraged to collect coelom, bisymmetric body etc; bisexual

data from doctors and nurses about and unisexual organisms, actinomorphic

various diseases. They can prepare a and zygomorphic flowers, aestivations,

report on spread, causes, prevention, placentations, physiological processes,

and cure of diseases. They may share cardiac cycle; organ structures; SA node;

their findings with the community AV node; etc.

through role plays, skits and also 5. explains efficiently systems,

campaign in the community for relationships, processes and

prevention. phenomena such as; organ systems in

 present their observations/ ideas/ frog, cockroach and earthworms,

learning through flow charts/ concept structures and function of cell

maps/ graphs/ floral diagram and ICT organelles, photosynthesis, respiration,

tools, etc. mechanism of contraction of skeletal

muscles, etc.
 gather data for calculating different
6. describes contribution of
physical quantities, such as
scientists/researchers all over the world
determination of population density,
in systematic evolution of concepts,
productivity, percentage of pollen
scientific discoveries and inventions in
germination, etc, which can be shared
the field of biology based on historical
and discussed in groups or with
scientific events/ timelines etc; such as;
peers. Uses rubrics to assess the
Anton Von Leeuwenhoek described a
conversion of units and reporting

78
 results. live cell and later, Robert Brown
 Draw diagrams / sketches/ flow discovered the nucleus; in
charts, concept maps, floral diagrams, classification systems of living
painting etc, of organisms and organisms, Aristotle was the earliest
processes etc; may be sometimes by and then Linnaeus proposed two
using software tools such as paint and kingdom classification and later R. H.
brush etc Whittaker proposed five kingdom
 collect and analyse wide variety of classification, etc.
graphs from newspapers, magazines 7. makes linkages at the interface of
or the internet. They may be Biology with other disciplines by
encouraged to draw, analyse and relating various interdisciplinary
interpret the graphs, for example, concepts such as; mathematical models
substrate concentration graphs, on arithmetic and geometric growth
growth versus time graphs, etc. rates in plants/organisms, absorption and
 write chemical formulae of transfer of light energy in photosynthesis;

biomolecules, bio-chemical secondary metabolites, structure of

equations, etc., using 3-D models. protein, structure of DNA, etc.

 write floral formulae of flowers using 8. draws labelled diagrams, flow charts,

live specimens, etc. concept maps, graphs and floral

diagrams, such as, floral diagrams of
 select and use appropriate devices for
given flowers, parts of flowers,
understanding of structural and
modified roots external features of
physiological and other intricacies of
earthworm, cockroach and frog, Z-
living organisms.
scheme of light reaction, calvin cycle,
 collect information from books, e-
etc.
books, magazines, journals, libraries,
9. writes floral formulae in technical
internet, etc., to appreciate the efforts
language based on floral diagrams of
of scientists made over time, for
different flowers such as flowers of
example, discovery of microscope,
pea, makoi and onion etc
etc., and showcase it in the form of a
10. prepares slides for study the structural
project or role play.
intricacies of life forms and structural
 observe various technological devices
organisations, such as, transverse
and innovative exhibits such as waste
sections of root, stem and leaves,
management kits, water filtration

79
 system, using low-cost or no-cost mitosis and meiosis; pollen
eco-friendly materials, develop them germination, etc.
and showcase it in science 11. handles laboratory tools, and
exhibitions, clubs and parent-teacher apparatuses, instruments and devices
meets. properly for performing activities/
 share and discuss their beliefs and experiments/ investigations such as;
views regarding myths, taboos, uses foldscope/microscope for
superstitions, etc., by initiating an observing internal structure of
open ended debate, transverse section of root, stem and
discussion/arguments leading to the leaves, intricacies of chloroplasts,
alignment of their beliefs to the stomata, etc.; digital balance/scale for

scientifically proven facts. They may weighing chemicals; pipette for drawing

also be involved in awareness liquid, etc.

campaigns in the community. 12. plans and conducts investigations and

experiments to arrive at and verify the
facts, principles, phenomena, or to seek
answers to queries on their own, such
as, what is the pattern and structure of
organisms in nature?, Does Pisum
sativum carry bisexual and
zygomorphic flowers, how do plants
grow in length?, Do plants breath?,
What does (mainly which gas) our breath
contains?, What happens to cooked rice
when we chew and when we do not chew?
etc.
13. analyses and interprets graphs and
figures such as, Enzyme activity-
temperature, pH and substrate
concentration graphs, growth versus
time graphs, oxygen dissociation curve
etc.
14. uses scientific conventions, symbols,
and equations to represent various

80
 quantities, elements, and units, such as,
SI units, symbols of elements, formulae
of simple compounds, pathways of
aerobic and anaerobic respiration,
organic compounds in living
organisms, etc.
15. draws conclusion on the basis of data
collected in activities / experiments
and investigatory projects conducted
by them, such as, roots, stem and
leaves modify to perform various
functions, deficiency of nutrients
affect physiological processes in
plants, deficiency of protein in diet
causes protein-energy malnutrition
(PEM), etc.
16. communicates the findings and
conclusions effectively, such as, those
derived from experiments, activities,
and projects both in oral and written
form using appropriate figures, tables,
graphs, and digital forms, takes part in
the discussions, argumentations etc.
17. applies scientific concepts of Biology in
daily life and solving problems, such as;
by mowing the grass of a lawn assuming
that due to lateral meristem grass will
regrow, determine the age of a fallen tree
by counting concentric rings present on
the transverse cut of tree trunk, drinking
less/more water changes the
concentration and volume of urine, etc.
18. appreciates technological applications

81
 and processes in Biology towards the
improvement in the quality of life and
sustainable development, such as,
Hydroponic plant production, uses of
algae as commercially like Algin
(brown algae), Carrageen (red algae),
Agar; Chlorella uses as food
supplement in space; dialysis for
kidney failure patients; uses of artificial
arms and limbs, etc.
19. exhibits creativity in designing models
using eco-friendly resources /
preparing charts / paintings /
sketching/ etc. on different topics;
such as; structure of cockroach, etc.
20. exhibits ethics and values of honesty,
objectivity, rational thinking and
freedom from myth and superstitious
beliefs while taking decisions, such as,
reports and records experimental data
accurately, reveals respect for life by
using weed plant for investigatory
studies/ activities, etc.,
21. makes efforts to conserve environment
realizing the inter- dependency and
inter-relationship in the biotic and
abiotic factors of environment, such
as, by appreciating use of weed plants
in the study, using eco-friendly waste
material, etc.
22. applies learning to hypothetical
situations, such as, possibility of life on
other planets, etc.

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Class XII

Suggestive Pedagogical Processes Learning Outcomes

The learners may be provided with Learner

opportunities individually or in groups and 1. differentiates organisms, phenomena
encouraged to — and processes based on certain
 explore surroundings and differentiate characteristics and salient features, such
organisms, phenomena and processes as, reproduction in organisms,
based on certain characteristics and reproductive parts of commonly
salient features, such as; types of available flowers; autogamy and
reproduction, etc., by performing geitonogamy, cytokinesis in plant and
various activities/ experiments/ animal cells, innate and acquired
investigations. Based on the immunity, vaccination and
observations, a discussion may be immunisation, divergent and
facilitated to help arrive at the convergent evolution; homologous and
appropriate conclusions. analogous organs; transcription and
 ask questions on the basis of translation; in-breeding and out-
observations such as What are the breeding; in-vitro and in-vivo
different types of pollination strategies fertilization; genotype and phenotype;
in plants? Which term is used for etc.
growing plants using artificial media? 2. relates processes and phenomena with
 design and carry out causes and effects, such as, diseases
activities/experiment/investigations to with symptom, production with use of
find the answer to their queries, such as, fertilisers, menstruation and hygiene;
Separating the mixture of plant pigments pregnancy and embryonic development,
using paper chromatography and their etc.
absorption spectrum using 3. applies scientific terminology for
spectrophotometer, or effect of light organisms, processes, and phenomena
intensity on the rate of photosynthesis, based on internationally accepted
followed by peer group discussion to conventions such as, parthenocarpic
generalise. fruits polyembryony seminiferous

 connect with the daily life experiences, tubules, parthenogenesis, pericarp,

through interdisciplinary approach by microsporangia, geitonogamy,

83
 using various available resources albuminous seeds, apomixis, medical
including textbooks, newspapers, termination of pregnancy (MTP);
internet etc; such as; using leaves of Acquired Immuno Deficiency Syndrome
neem (Azadirachta indica) in storing (AIDS); mutation; pleiotropy; sex
food grains due to the presence of determination; syndrome; plasmid;
bioactive compounds in neem leaves as vectors; genetically modified organisms
result of secondary metabolism and (GMO); biomass; ecological pyramids;
their pesticidal effects. biomagnification, etc.
 conduct survey to understand the 4. explains efficiently systems,
process of spreading of diseases. They relationships, processes and
may be encouraged to collect data from phenomena, such as; double
doctors and nurses about various fertilisation, flower is a modified
diseases. They can prepare a report on shoot, process of embryonic
spread, causes, prevention, and cure of development in mammals, adaptations
diseases. They may share their findings in animals living in xeric and hydric
with the community through role plays, conditions, sexually transmitted
skits and also campaign in the infections, mendalian and chromosomal
community for prevention. disorders, human genome project,
 present their observations/ ideas/ replication of retrovirus, population
learning through flow charts/ concept interactions, energy flow in ecosystem,
maps/ graphs/ floral diagram and ICT succession of plants, use of DNA finger
tools, etc. printing in forensic science, process of
 gather data for calculating different evolution etc.
physical quantities, such as 5. describes contribution of
determination of population density, scientists/researchers all over the world
productivity, percentage of pollen in systematic evolution of concepts,
germination, etc, which can be shared scientific discoveries and inventions in
and discussed in groups or with peers. the field of biology based on historical
Uses rubrics to assess the conversion of scientific events/ timelines etc; such as;
units and reporting results. Mendalian genetics to Morgans work

 Draw diagrams / sketches/ flow charts, for linkage and recombination, Hershey

concept maps, floral diagrams, painting and Martha Chase’s experiment to

etc, of organisms and processes etc; establish the concept that the DNA is

84
 may be sometimes by using software genetic material, Watson and Crick
tools such as paint and brush etc model of DNA, etc
 collect and analyse wide variety of 6. makes linkages at the interface of
graphs from newspapers, magazines or Biology with other disciplines by relating
the internet. They may be encouraged to various interdisciplinary concepts such
draw, analyse and interpret the graphs, as; using mathematical models of
for example, substrate concentration monohybrid and dihybrid cross;
graphs, growth versus time graphs, etc. pedigree analysis; molecular basis of
 write chemical formulae of DNA and RNA, recombinant DNA
biomolecules, bio-chemical equations, technology, bioprocess engineering,
etc., using 3-D models. population growth curve, etc
 write floral formulae of flowers using 7. draws labelled diagrams, flow charts,
live specimens, etc. concept maps, graphs, such as,

 select and use appropriate devices for reproductive parts of flowers,

understanding of structural and decomposition cycle in terrestrial

physiological and other intricacies of ecosystem, nutrient cycles, male and

living organisms. female reproductive system of human;

 collect information from books, e-books, ecological pyramids; life cycle of

magazines, journals, libraries, internet, Plasmodium, etc.

etc., to appreciate the efforts of scientists 8. prepares slides for study the structural

made over time, for example, discovery intricacies of life forms and structural

of microscope, etc., and showcase it in organisations, such as, staining of

the form of a project or role play. nucleic acid by acetocarmine, etc

 observe various technological devices 9. plans and conducts investigations and

and innovative exhibits such as waste experiments to arrive at and verify the

management kits, water filtration facts, principles, phenomena, or to seek

system, using low-cost or no-cost eco- answers to queries on their own, such

friendly materials, develop them and as, How many daughter cells are

showcase it in science exhibitions, clubs produced at the end of meiosis?, At

and parent-teacher meets. which stage of follicular development,

is ovum released?, How is independent
 share and discuss their beliefs and views
assortment of alleles important from the
regarding myths, taboos, superstitions,
point of view of variation?, Which
etc., by initiating an open ended debate,

85
discussion/arguments leading to the type soil has poor nutrient status and
alignment of their beliefs to the high leaching?, How can water-holding
scientifically proven facts. They may capacity of soil be improved?, What is
also be involved in awareness the importance of succulent leaves and
campaigns in the community. stem for a xerophytic plant?, etc.
10. handles laboratory/ agricultural tools,
and apparatuses, instruments and
devices properly for performing
activities/ experiments/ investigations
such as; uses agarose gel
electrophoresis, pH meter,
spectrophotometer, etc.
11. analyses and interprets graphs and
figures such as, species-area
relationship graphs, crop yield with
stipulated time graph after use of
fertilisers, effect of sewage discharge
on some important characteristics of a
river, etc.
12. uses scientific conventions, symbols,
and equations to represent various
quantities, elements, and units, such as,
SI units, symbols of elements in
macromolecules, genetic code,
formulae of simple compounds,
biochemical equations, etc.
13. draws conclusion on the basis of data
collected in activities/ experiments and
investigatory projects conducted by
them, such as, only one pollen tubes
reach the ovules, algal bloom and
biochemical oxygen demand,etc.
14. communicates the findings and

86
 conclusions effectively, such as, takes
part in the discussions, participate and
present the experiments, activities,
projects and investigations using
appropriate figures, tables, graphs, and
digital forms, etc.
15. applies scientific concepts in daily life
and solving problems, such as; maintain
hygiene and sanitation during
menstruation, organic farming, coping up
with the plastic and e-waste, etc.
16. appreciates technological applications
and processes in Biology towards the
improvement in the quality of life and
sustainable development, such as;
multiple ovulation embryo transfer
technology for herd improvement; plant
breeding for development of resistant
varieties of plants; plant tissue culture;
microbial fermentation for industrial
production, waste water treatment,
biogas production technology, using
vehicles having standard mass emission
norms to control air pollution, etc.
17. exhibits creativity in designing models
using eco-friendly resources /
preparing charts / paintings /
sketching/ etc. on different topics; such
as; water purification systems,
electrostatic precipitator, etc.
18. exhibits ethics and values of honesty,
objectivity, rational thinking and
freedom from myth and superstitious

87
 beliefs while taking decisions, respect
for life, etc., such as, reports and
records experimental data accurately,
myth that sexually transmitted diseases
are spread by casual physical contact,
belief that vaccination is not important
for prevention of diseases, ethical
arguments for conservation of
biodiversity and conducts plantation
drive of endangered species?, etc.
19. applies/ makes efforts to conserve
environment realizing the inter-
dependency and inter-relationship in
the biotic and abiotic factors of
environment, such as, by appreciating
use of weed plants in the study, solid
waste management, etc.
20. calculates using the data given, such as,
percentage of pollen germination,
determination of population density,
productivity, etc.
21. applies learning to hypothetical
situations, such as, what will happen if
there is no producer as biotic
component on the earth?, etc.

Development Team:

Professor Dinesh Kumar, DESM, NIE, NCERT

Dr. C. V. Shimray, DESM, NIE, NCERT

Dr. Pushp Lata Verma, DESM, NIE, NCERT

Professor Sunita Farkya, DESM, NIE, NCERT (Member Coordinator)

88
 LEARNING OUTCOMES FOR THE

CHEMISTRY

HIGHER SECONDARY STAGE

Introduction

The Higher Secondary Stage of education is the most crucial and challenging stage of school
education because at this stage specialised discipline based, content oriented courses are
introduced. Students reach this stage after 10 years of general education and opt for
Chemistry with a purpose of mostly for pursuing their career in basic sciences or professional
courses like medicines, engineering, technology and studying courses in applied areas of
science and technology at tertiary level. Therefore, at this stage, there is a need to provide
learners with sufficient conceptual background of Chemistry, which will make them
competent to meet the challenges of academic and professional courses after higher
secondary stage. National Curriculum Framework - 2005 recommends a disciplinary
approach with appropriate rigour and depth with the care that syllabus is not heavy and at the
same time it is comparable to the international level. It emphasizes a coherent focus on
important ideas within the discipline that are properly sequenced to optimize learning. It
recommends that theoretical component of Chemistry at Higher Secondary Stage should
emphasize on problem solving methods and the awareness of historical development of key
concepts of chemistry be judiciously integrated into content. Hence, the pedagogy must be a
judicious mix of approaches laying emphasis on process of science rather than outcome only.
However, integration and continuity with the secondary stage should be reflected while
dealing with the concepts at higher secondary stage. At this stage there should be strong
emphasis on experiments, technology and investigative projects.

Pedagogical process in chemistry should facilitate learners to get engaged with various
scientific processes such as observing, questioning, planning investigations, hypothesising,
collecting, analysing and interpreting data, constructing and communicating explanations
with evidences, justifying explanations, thinking critically to consider and evaluate
alternative explanation, etc. A wide range of strategies and their imaginative combinations
such as activities, experiments, projects, field visits, surveys, problem solving, group
discussions, debates, etc. can comprise pedagogical processes. Teacher may craft an apt
learning environment offering space for individual learner to learn at her/his own pace and
style; including children with special educational needs *. Assessment as, for and of learning

89
should be an integral part of learning process. Teacher may further plan, design, and carry out
assessment as per the competency to be assessed.

In a progressive society, chemistry can play a truly liberating role helping people out of the
vicious circle of poverty, ignorance and superstition. Learners at this stage should be
encouraged to reflect on the societal issues so that chemistry learning becomes meaningful in
social context. Therefore, participation in various curricular activities including projects that
bear on local issues and problem solving approach using science and technology must be
regarded equally important.
Curricular Expectations:

 Develops an interest in students to study chemistry as discipline;

 Promotes understanding of basic principles in chemistry while retaining the excitement
in chemistry;
 Develops perception for chemistry not only as a discipline of science but make them
realise the need and importance in the world around us;
 Strengthens the concepts developed at the secondary stage and to provide firm
foundation for further learning of Chemistry at tertiary level more effectively;
 Develops ability to acquire and use the methods and processes of science, such as,
observing, questioning, planning investigations, hypothesising, collecting, analysing
and interpreting data, communicating explanations with evidences, justifying
explanations, thinking critically to consider and evaluate alternative explanation, etc.
 Develops positive scientific attitude and appreciate contribution of Chemistry towards
the improvement of quality of human life;
 Appreciates how concepts of Chemistry evolve with time giving importance to its
historical prospective
 Develops problem solving skills and nurture curiosity, aesthetic sense and creativity;
 Inculcate values of honesty, integrity, cooperation, concern for life and preservation of
the environment;
 Makes the learner realise the interface of Chemistry with other disciplines of science
such as Physics, Biology, Geology, Geography, Pharmaceutical Science etc;
 Equips students to face challenges related to health, nutrition, environment, population,
whether, industries, agriculture etc;
 Develops respect for human dignity and rights, equity and equality.

90
  Develops an appreciation for chemistry as a career option in future.

To meet curricular expectations at higher secondary stage in chemistry, the chemistry

curriculum is largely organized around theory, practicals and projects. The course is self-
contained and broadly covers fundamental concepts of Chemistry. Attempt has been made to
see discipline of Chemistry does not remain only the science of facts but becomes related to
modern applications in the world around us. The syllabus provides logical sequencing of the
‘Units’ of the subject matter with proper placement of concepts with their linkages for better
understanding. Practical syllabus has two components. There are core experiments to be
undertaken by the students in the classroom and will be part of examination while each
student will carry out one investigatory project and submit the report for the examination.
Integrating theory, practical and project work in chemistry will have a deeper impact on
students learning.

Pedagogical Processes and Learning Outcomes for Class XI

Suggested Pedagogical Processes Learning outcomes

The learners maybe provided with The learner –

opportunities in pairs/ groups/ individually
 differentiates technical terms/
in an inclusive setup* and encouraged to –
phenomena/ processes, based on,
 observe, compare and group materials, properties/ characteristics, such as,
such as elements, compounds and gaseous state and vapours; atomic and
mixtures by carrying out experiment and molecular masses; extensive and intensive
recognise them on the basis of their properties; close, open and isolated
properties; place elements into s,p,d and systems; alkanes, alkenes and alkynes;
f blocks on the basis of their aliphatic and aromatic compounds etc.
characteristics. A discussion may be  classifies materials/ phenomena/
facilitated to help arrive at the processes, based on,
appropriate conclusions. Students with properties/characteristics, such as,
special needs should be given equal elements, compounds and mixtures;
opportunity to perform the experiment elements into metals, metalloids and non –
and also participate in the discussion. metals; s, p, d, f blocks; organic
 design and carry out activities/ compounds on the basis of functional
experiments, for example, Comparison of groups; substances as acids or bases

91
 pH of various fruit juices. Students may according to Arrhenius, Bronsted -Lowry
be encouraged to do the experiment by and Lewis concepts etc.
using universal indicator to compare the  plans and conducts investigations/
pH of various juices. How to analyse experiments/projects to arrive at and
evaporation of different liquids? Students verify the facts/ principles/ phenomena
may be encouraged to compare the rate of or to seek answers to queries on their
evaporation of various liquids under own, such as, What will be the melting
different conditions by performing point of oxalic acid? Is there any
experiment. Learners may be encouraged difference in the pH of apple juice and
to adopt micro-scale method of pine apple juice? What is the effect of
activities/experimentations to reduce dilution on pH of acid / base? Does rate
pollution, experiment time and resources. of evaporation of different liquids depend
Micro-scale method is also a safe way of on density, mass, surface tension,
experimentation. This may be followed viscosity, humidity and temperature of the
by peer/ group discussion to conclude the surroundings? etc.
findings.
 takes appropriate precautionary
 investigate the daily life experience, such
measures (do’s and don’ts) while
as, increase of acidity in stomach and
handling apparatus, chemicals during
then getting relief after consuming
laboratory work such as use of safety
antacid. Students may be encouraged to
glasses; wearing of laboratory coat;
search for the composition of various
handling chemicals safely and judiciously;
antacids, their formulae and also the
handling glass wares; performs reactions
reason that how they help in relieving
with harmful gases in fuming hood;
pain. Students can also measure the pH of
discard or disposal of chemicals and
various antacids and find out which
broken glass wares properly etc.
antacid is best.
 relates processes and phenomena with
 conduct survey to find out for which
causes/ effects, such as, variation of pH of
purpose the water of the available water
the solution with the hydrogen ion
bodies (such as, river, well, bore-well
concentration; water is liquid whereas
municipality etc) is being used in the
hydrogen sulphide is gas; ozone layer
locality. Students can also find the Total
depletion causes skin cancer,
Salt Dissolved (TDS) and pH of the
eutrophication and its adverse effects;
collected samples of water. To conduct

92
 this survey, students may be encouraged process of evaporation causes cooling etc.
to visit and collect different samples of  explains scientific terms/ factors / laws /
water from various water bodies. They theories governing processes and
can prepare a report and suggest for phenomena, such as, bonding in three
which purpose the collected sample of states of matter; various laws of chemical
water can be used by analysing TDS and combination; discovery of electron, proton
pH value of the water samples. For wider and neutron; photoelectric effect; Periodic
dissemination, they may share their Law; characteristic of metals, non-metals
findings with the community by and metalloids; VSEPR Theory to explain
organising a seminar. the shapes of molecules; Types of
 represent their observations/ ideas/ hydrogen bonding; ionization of water and
findings though tables/ flow charts/ its dual role as acid and base; ; hard and
concept maps/ graphs/ figures etc. soft water; bonding in allotropic forms of
 examine the wide variety of graphs from carbon; spontaneous and nonspontaneous
books or e-books or internet. Students processes; various factors affecting the
may be encouraged to draw, analyse and equilibrium state of a reaction; preparation
interpret the graphs. For example, of hydrocarbons; aromaticity; mechanism
periodic trends of elements in the of substitution reactions; cause of
Periodic Table; geometry of molecules atmospheric pollution etc.
etc. Visually impaired students may be  draws diagrams/ flow charts/ concept
provided with embossed graphs/figures map/graphs, such as, Lewis structures of
etc. simple molecules; draw shapes of simple
covalent molecules based on different
 write formulae of simple compounds,
types of hybridisation involving s, p and d
chemical equations, nomenclature of
orbitals; geometry of simple molecules on
organic compounds etc, using paper and
the basis of VSEPR theory; setup of
pen or interactive ICT simulations or
experiments; flow chart of classification of
games of cards.
matter, organic compounds etc.; graphs on
 select and use appropriate devices for
pressure-volume relationship, volume-
measuring physical quantities. Students
temperature relationship, pressure-
may be encouraged to find the minimum
temperature relationship etc.
and maximum value that can be
 derives equations, such as, gas laws;
measured by instrument and note down
second law of thermodynamics etc.

93
 the readings correctly.  analyses and interprets graph/figure,
such as variation of atomic radius with
 explore, collect information from books,
atomic number; variation of ionization
e-books, magazines, internet, etc., to
enthalpies with atomic number; geometry
appreciate the efforts of scientists made
of molecules etc.
over the time, for example, Thomson,
Rutherford, Bohr gave various models of  calculates using the data given, such as,

atoms; Johann Dobereiner, John mass per cent of different elements

Alexander Newlands, Dmitri Mendeleev constituting a compound; wavelength of

and Henry Moseley developed Periodic electromagnetic radiation; energy changes

Table. Collect information about their as work and heat contributions in chemical

findings and showcase it in the form of a systems; enthalpy changes for various

project. types of reactions; solubility product

constant etc.
 design and develop technological
devices/ innovative exhibits/ protocols,  uses scientific conventions, symbols,

such as, use of green chemistry in day-to- chemical formulae, chemical equations

day life; green chemistry kit; control of as per international standards such as,

environmental pollution ( water, soil, air SI units; symbols and names of elements;

pollution, waste management kit etc., formulae of chemical compounds;

using eco-friendly materials and chemical equations; electronic

showcase it in science exhibitions/ clubs/ configurations of atoms; names of organic

parent-teacher meets, online and offline. compounds (according to IUPAC) etc.

 share/ discuss beliefs and views regarding  measures physical quantities using
myths/ taboos/ superstitious beliefs, by appropriate apparatus, such as, mass of
initiating an open ended debate, leading chemical/object using analytical balance;
to the alignment of their beliefs to the volume of liquid using pipette, burette,
scientifically proven facts. They may also volumetric flask, measuring cylinder;
be involved in awareness campaigns in temperature using thermometer etc.
community.
 takes initiative to know about scientific
 report their observations/ findings of the
discoveries/ inventions, such as,
activities/ experiments/ surveys in
fundamental particles in an atom;
oral/written form by using appropriate
discovery of various atomic models;
technical terms/ figures/ tables/graphs,
development of Periodic Table; discovery
etc., honestly. They may be encouraged

94
 to use ICT tools for reporting. of VSEP; synthesis of urea R; etc.

* For Children with Special Needs  appreciates the contribution of

Children with special needs require to be ancient chemistry of India and its
taken along with class and it is desired to role in different spheres of life such as,
design alternate activities/ experiments ancient India knowledge of chemistry
keeping in view the learning objectives was applied in metallurgy, medicine,
similar to those to the others. The teacher manufacture of cosmetics, glass, dyes,
should take into account the specific baked bricks, pottery etc.
problem of the child and plan alternate  realizes and appreciates the interface of
strategies for teaching- learning process. A chemistry with other disciplines, such as
healthy inclusive classroom environment with Physics, Biology, Mathematics,
provides equal opportunity to all the Geology, Geography; Pharmaceutical
students; those with and those without Science etc. Chemistry helps in
learning difficulties can learn together. The understanding the chemical reactions
measures to be adopted may include: happening inside the living organisms;
 developing process skills through chemical composition of rocks, soil;
group activities and using ICT for simple mathematical equations etc.
simulation, repeated practices and  applies scientific concepts in daily life
evaluation. and solving problems, such as weather
 assessing learning progress through patterns; manufacturing fertilisers; alkalis,
different modes taking cognizance of the acids, salts, dyes, polymers, drugs, soaps,
learner’s response. detergents; metals; alloys; health care
 observing of the child’s engagement in products; effects of pesticides; acid rain,
multiple activities, through varied ways green houses gases; use of heavy metals
and levels of involvement. etc.
 using of embossed diagram, models in
 exhibits creativity in designing models
the pedagogical process and learning
using eco- friendly resources and out of
progress. box thinking in solving problems, such
 using of adapted equipment in as, 3-D model of sodium chloride
observation and exploration (for structure; 3 D molecular models of
example: visual output devices should organic molecules; models of Periodic
have aural output and vice versa). Table; water purification; garbage
 using multiple choice questions to get

95
responses from children who find management etc.
difficult to write or explain verbally.
 exhibits values of honesty/ objectivity/
rational thinking/ freedom from
myth/superstitious beliefs while taking
decisions, respect for life, etc., such as,
records and reports experimental data
honestly; listens to others patiently; open-
mindedness; questioning attitude.

 communicates the findings and

conclusions effectively, such as, those of
experiment/ activity/ project orally and in
written form using appropriate figures/
tables/ graphs/ digital forms, etc.

 makes efforts to conserve environment

such as, causes of ozone layer depletion;
reasons for water pollution; causes of soil
pollution; appreciates the importance of
green chemistry; responsibility as a human
being to protect environment; judicious
use of chemical; use of micro-scale
experimental techniques wherever
possible s etc.

96
Pedagogical Processes and Learning Outcomes for Class XII

Suggested Pedagogical Processes Learning outcomes

The learners maybe provided with The learner –

opportunities in pairs/ groups/ individually
 differentiates technical terms
in an inclusive setup* and encouraged to –
/phenomena/ processes, based on
 observe, compare and group materials, properties/ characteristics, such as
such as, amorphous and crystalline molecularity and order of a reaction; ionic
solids; primary, secondary and tertiary and electrical conductivity; ideal and non-
alcohols, amines; type of polymers based ideal solutions; amorphous and crystalline
on source, structure, mode of solids; DNA and RNA etc.
polymerization and molecular force. A  classifies materials/ phenomena/
discussion may be facilitated to help processes, based on, properties/
arrive at the appropriate conclusions. characteristics such as,
Students with special needs should be crystalline solids on the basis of their
given equal opportunity to participate in properties ;primary, secondary and tertiary
the discussion. alcohols; primary, secondary and tertiary
 design and carry out activities/ amines; various types of polymers etc.
experiments, for example, How many  plans and conducts projects/
pigments are present in the spinach investigations/ experiments/ to arrive at
leaves or rose flower or marigold flower? and verify the facts/ principles/
Students may be encouraged to perform phenomena or to seek answers to queries
the experiment with leaves of spinach, on their own, such as, How many pigments
petals of flowers and find out the are present in the spinach leaves or rose
components present in them. Similarly flower or marigold flower? What will be the
functional groups in organic compounds amount of oxalate ions in guava fruit at
can be identified experimentally. different stages of ripening? What are the
Learners may be encouraged to adopt functional groups present in an organic
micro-scale method of compound? Whether different samples of
activities/experimentations to reduce milk contain same or different quantity of
pollution, experiment time and resources. casein? etc.
Micro-scale method is also a safe way of
 takes appropriate precautionary
experimentation. Discussion may be
measures (do’s and don’ts) while

97
 followed by peer/ group to conclude the handling apparatus, chemicals during
findings. laboratory work such as use of safety
 investigate the daily life experience, such glasses; wearing of laboratory coat; handling
as, cleaning action of soap; tranquilizers chemicals safely and judiciously; handling
to treat stress; antibiotics to treat glass wares; performs reactions with
infection; artificial sweetening agents for harmful gases in fuming hood; discard or
diabetics or calorie conscious people ; disposal of chemicals and broken glass
food preservatives prevent food spoilage; wares properly etc.
etc. Students may be encouraged to
 relates processes and phenomena with
search for their composition, formulae causes/ effects, such as, the electrical and
end action. Students may also compare magnetic properties of solids and their
the cleaning capacity of various soap structure; physical properties of alcohol,
samples and find out which soap sample phenol and ethers with their structures;
worked best. physical and chemical reactions of
 conduct a survey to different industries aldehyde, ketones and carboxylic acids with
to find out the process of extraction of their structures etc.
various metals from their ores. To
 explains scientific terms/ factors/ laws/
conduct this survey, students may be
theories governing processes and
encouraged to visit various industries phenomena, such as, the terms minerals,
such as copper, iron aluminium etc., and ores, roasting, calcification ,refining etc;
find out the process which industries are close packing of particles; Henry’s law and
using for metal extraction. They can Raoult’s law; preparation, properties and
prepare a report and discuss the findings uses of di-oxygen, ozone, chlorine and some
in the class. important compounds ; allotropic forms of
 represent their observations/ ideas/ sulphur; properties and characteristics of d-
findings though tables/ flow charts/ block and f- block elements; preparation and
concept maps/ graphs/ figures etc. properties of haloalkanes, haloarens,
 examine the wide variety of graphs/ alcohols, phenols, ethers , aldehydes,
figures from books or e-books or internet ketones etc; structure of carbohydrate,
.Students may be encouraged to draw, proteins and nucleic acids; types of
analyse and interpret the graphs/ polymers and their functions etc.
diagrams such as for rate of reaction;  draws structures of molecules/ diagrams/
order of reaction; effect of catalyst on flow charts/ concept map/graph/tables,

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 activation energy; tends in melting such as, Daniell cell, Cottrell smoke
points, atomic radii of transition precipitator; set up of froth flotation process;
elements, ionic radii of lanthanoids; Blast furnace; structure of sulphuric acid,
structure of various organic or inorganic sulphurous acid, manufacture of sulphuric
compounds etc. Visually impaired acid; structures of protein, DNA etc.; flow
students may be provided with embossed chart for the manufacture of ammonia and
graphs/figures etc. extraction of metals etc ; electronic
configuration of outer shell of transition
 write formulae of simple compounds
elements in tabular form; properties of
,chemical equations, nomenclature of
different type of solids in tabular form;
organic compounds etc, using paper and
Freundlich adsorption isotherm in graphic
pen and interactive ICT simulations or
form; etc.
games of cards.
 derives/ writes expression for equations,
 select and use appropriate devices for
such as, integrated rate law for the zero
measuring physical quantities. Students
order and first order reactions; Raoult’s
may be encouraged to find the minimum
law; etc.
and maximum value that can be
 analyses and interprets data/
measured by an instrument and note
graph/figure, such as interprets graph for
down the readings correctly.
predicting order of reaction; interprets figure
 explore, collect information from books, showing effect of catalyst on activation
e-books, magazines, internet, etc., to energy; analyses data to explain tends in
appreciate the efforts of scientists made melting points of organic compounds ,
over the time, for example, Werner atomic radii of transition elements, ionic
showed optical and electrical differences radii of lanthanoids etc.
between complex compounds based on  calculates using the data given, such as,
physical measurements; Victor Grignard packing efficiency of different types of
reported about Grignard reagent; Har cubic unit cells; concentration of solutions;
Gobind Khorana worked for cracking the Henry’s law constant; emf of galvanic cells
genetic code. etc. Collect information using Nernst equation; calculates values for
about their findings and showcase it in standard electrode potential ; calculates rate
the form of a project. constant of a reaction etc.

 design and develop technological  uses scientific conventions, symbols,

devices/ innovative exhibits/ innovative chemical formulae, chemical equations as

99
 protocols, such as, 3-D model of sodium per international standards such as, SI
chloride structure, graphite, diamond; 3 units; symbols and names of elements;
D molecular models of organic formulae of chemical compounds; chemical
compounds; DNA model etc.,using eco- equations; electronic configurations of
friendly materials and showcase it in atoms; name the compounds according to
science exhibitions/ clubs/ parent-teacher IUPAC system etc.
meets online and offline mode.
 measures physical quantities using
 share/ discuss their beliefs and views appropriate apparatus, such as mass of
regarding myths/ taboos/ superstitious chemical/object using analytical balance;
beliefs, by initiating an open ended volume of liquid using pipette, burette,
debate, leading to the alignment of their volumetric flask, measuring cylinder;
beliefs to the scientifically proven facts. temperature using thermometer etc.
They may also be involved in awareness
 takes initiative to know about scientific
campaigns in community.
discoveries/ inventions such as in ancient
 report their observations/ findings of the India chemistry was called Rasayan
activities/ experiments/ surveys in Shastra, Rastantra, Ras Kriyaor Ras vidya.,
oral/written form by using appropriate discovery of optical activity in certain
technical terms/ figures/ tables/graphs, coordination compounds; Grignard reagents;
etc., honestly. They may be encouraged structure of DNA; cracking the genetic code
to use ICT tools for reporting. etc.

 appreciates the contribution of ancient

* For Children with Special Needs
chemistry of India and its role in
Children with special needs require to be
different spheres of life such as, ancient
taken along with class and it is desired to
India knowledge of chemistry was applied
design alternate activities keeping in view
in metallurgy, medicine, manufacture of
the learning objectives similar to those to the
cosmetics, glass, dyes, baked bricks, pottery
others. The teacher should take into account
etc.
the specific problem of the child and plan
 realizes and appreciates the interface of
alternate strategies for teaching- learning
chemistry with other disciplines, such as
process. A healthy inclusive classroom
with Physics, Biology, Mathematics,
environment provides equal opportunity to
Geology, Geography etc . Chemistry helps
all the students; those with and those without
in understanding the role of bio molecules in

100
learning difficulties can learn together. The bio-system; chemical composition of rocks,
measures to be adopted may include: soil etc
 developing process skills through  applies scientific concepts in daily life and
group activities and using ICT for solving problems, such as role of alcohol as
simulation, repeated practices and hand sanitizer; role of polymers ( polyester,
evaluation. rubber, nylon etc); antacids to treat acidity;
 assessing learning progress through tranquilizers to treat stress; antibiotics to
different modes taking cognizance of treat infection; antifertility drugs to control
the learner’s response. population; artificial sweetening agents for
 observing of the child’s engagement diabetic people; food preservatives prevent
in multiple activities, through varied food spoilage; cleaning action of soap etc.
ways and levels of involvement.  exhibits creativity in designing models
 using of embossed diagram in the using eco- friendly resources and out of
pedagogical process and learning box thinking in solving problems, such as,
progress. 3-D model of graphite, diamond; 3 D
 using of adapted equipment in molecular models of organic compounds;
observation and exploration (for Daniell cell; DNA model etc.
example: visual output devices
 exhibits values of honesty/ objectivity/
should have aural output and vice
rational thinking/ freedom from
versa).
myth/superstitious beliefs while taking
 using multiple choice questions to
decisions, respect for life, etc., such as,
get responses from children who find
records and reports experimental data
difficult to write or explain verbally.
honestly; listens to others patiently; open-
mindedness; questioning attitude.

 communicates the findings and

conclusions effectively, such as, those of
experiment/ activity/ project orally and in
written form using appropriate figures/
tables/ graphs/ digital form, etc.

 makes efforts to conserve environment,

such as, judicious use of chemicals; keep
surrounding clean; use of biodegradable

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 soaps and polymers; use of micro-scale
experimental techniques wherever possible
etc.

Development team:

 R K Parashar, Professor, DESM, NCERT, New Delhi

 Alka Mehrotra, Professor, DESM, NCERT, New Delhi

 Ruchi Verma, Professor, DESM, NCERT, New Delhi

 Pramila Tanwar, Associate Professor, DESM, NCERT, New Delhi

 Anjni Koul, Professor, DESM, NCERT, New Delhi, Coordinator

102
 LEARNING OUTCOMES FOR THE

PHYSICS

HIGHER SECONDARY STAGE

Introduction

Science is the outcome of human endeavour to build conceptual models to understand the
nature. It is a dynamic, expanding body of organized knowledge, covering newer domains of
experience every day. However, the laws of science are empirical and thus never viewed as
fixed eternal truths. Even the most established and universal laws of science are always
regarded as provisional, subject to modification in the light of new observations, experiments
and analysis.

In our country, science up to Class X is learnt as a composite subject, however at the higher
secondary stage, science is introduced as separate disciplines, such as, physics, chemistry and
biology. This stage of school education is crucial and challenging as it is a transition from
general science to discipline-based curriculum. Students are given the option of choosing the
subjects of their interest. At this stage, the students take up Physics, as a discipline, with a
purpose of pursuing their future careers in basic sciences or professional courses like
medicine, engineering, technology and studying courses in applied areas of science and
technology.

Physics is basic to the understanding of almost all the branches of science and technology. As
one goes from secondary to higher secondary stage and beyond, physics involves mainly four
components, (a) mathematical base, (b) technical words and terms, whose normal English
meanings could be quite different, (c) new intricate concepts, and (d) experimental
foundation. Mathematics is needed in physics to develop objective description of the world
around us and express our observations in terms of measurable quantities. Physics discovers
new properties of particles and a name has to be created for each one. The words are picked
up normally from common English or Latin or Greek, but may sometimes give entirely
different meanings to these words. Physics develops intricate concepts to explain the
behaviour of particles. The special nature of physics demands, apart from conceptual
understanding, the knowledge of certain conventions, basic mathematical tools, numerical
values of important physical constants, and systems of measurement units covering a vast
range from microscopic to galactic levels. Finally, it must be remembered that entire physics
is based on observations, experiments, investigations, inquiry and reasoning without which a

103
theory does not get acceptance into the domain of physics.

The intricate concepts of physics must be understood, comprehended and appreciated.

Students must learn to ask questions like ‘why’, ‘how’, ‘how do we know it’. They will find
almost always that the question ‘why’ has no answer within the domain of physics and
science in general. For example, a negatively charged electron is attracted by the positive
charged plate or light behaves like a wave and it is not possible to answer ‘why’. But that
itself is a learning experience. On the other hand, the question ‘how’ has been reasonably
well answered in physics in the case of most natural phenomena. In fact, with the
understanding of how things happen, it has been possible to make use of many phenomena to
create technological applications for the use of humans.

In the learning of physics, there should be stress upon the learner acquiring inquiry and
process skills of science. This is necessary since the inquiry and process skills are more
enduring and enable the learner to cope with the ever changing and expanding field of
science and technology. Of course, this does not mean that the content can be ignored. Facts,
principles, theories and their applications to understand various phenomena are at the core of
physics and the curriculum must obviously engage the learner with them appropriately.
However, rote learning should be discouraged. Inquiry skills should be supported and
strengthened by investigative, reasoning and quantitative skills. The theoretical component of
higher secondary physics should strongly emphasize problem solving, awareness of
conceptual pitfalls, linkages among various concepts and critical interrogation of different
topics. Narratives giving insights on the historical development of key concepts of physics
should be integrated into the content judiciously. The teaching of the theoretical aspects and
the experiments based on them should be closely integrated and dealt together. Well-
equipped laboratories are an integral part of learning physics at Hr. Secondary stage and all
students should be provided with the necessary hand-on experience of equipment and
experiments given in their curriculum. Some of the experiments must be open-ended, where
there are no standard procedures with expected results and there is scope for making
hypotheses and interpretation of results. The experimental skills and process-skills developed
together with conceptual Physics knowledge prepare the learners for more meaningful
learning experiences and contribute to the significant improvement of quality of life. Various
opportunities may be provided to learners to relate concepts of physics to real life situations
for making learning of physics relevant and meaningful. It is also important to exploit the
enormous potential of ICT in physics pedagogy for achieving curricular goals. The use of

104
simulations in deepening the understanding of abstract concepts of physics should be
particularly explored. Assessment as, for, and of learning should be an integral part of the
teaching-learning process. Schools should place much greater emphasis on co-curricular and
extra-curricular activities aimed at stimulating investigative ability, inventiveness and
creativity, even if these are not part of the external examination system.

There is a need to provide the learners with sufficient conceptual background of Physics
which would eventually make them competent to meet the challenges of academic and
professional courses after the higher secondary stage. In physics at higher secondary stage,
the syllabus is arranged in units spread over two year’s duration. The units are so sequenced
as to provide different dimensions of physics as a discipline. The units for class XI are
physical world and measurement; kinematics; laws of motion; work, energy and power;
motion of a system of particles and rigid body; gravitation, properties of bulk matter;
thermodynamics; behavior of perfect gas and kinetic theory; oscillations and waves. For class
XII, the units are electrostatics; current electricity; magnetic effects of current and
magnetism; electromagnetic induction and alternating currents; electromagnetic waves;
optics; dual nature of matter and radiation; atoms and nuclei; electronic devices. The syllabus
also includes content related experiments, activities and suggested investigatory projects. The
core topics of physics have been identified carefully taking into account recent advances in
the field, and treated with appropriate rigour and depth. Due care has been taken that the
syllabus is not heavy and at the same time, it is comparable to the international standards.

Curricular Expectations

At this stage learners are expected to:

1. develop interest to study physics as a discipline;

2. strengthen the concepts developed at the secondary stage to acquire firm ground work
and foundation for further learning of Physics more effectively and learning the
relationship with real life situations;
3. apply reasoning to develop conceptual understanding of Physics concepts;
4. realize and appreciate the interface of Physics with other disciplines
5. get exposure to different processes used in Physics-related industrial and technological
applications;
6. develop process-skills and experimental, observational, manipulative, decision-making
and investigatory skills;

105
 7. synthesize various science/physics concepts to solve problems and thinking critically in
the process of learning Physics;
8. understand the relationship between nature and matter on scientific basis, develop
positive scientific attitude, and appreciate the contribution of Physics towards the
improvement of quality of life and human welfare;
9. comprehend the contemporary knowledge and develop aesthetic sensibilities.
10. appreciate the role and impact of Physics and technology, and their linkages with
overall national development.
Class XI

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner

opportunities individually or in groups and
1) recognises the concepts of Physics
encouraged to –
related to various natural
 explore surroundings, natural processes, phenomena; such as, force, momentum,
phenomena and attempt to understand mechanical properties of solids and
the various concepts of physics on their fluids, simple harmonic motion,
own, using the textbook and the web greenhouse effect, variation in speed of
resources, such as PhET interactive sound in different media.
simulations. 2) differentiates between certain
 ask questions and attempt to find physical quantities; such as, between
answers through reflection, discussion, distance and displacement; speed and
designing and performing appropriate velocity; rectilinear and curvilinear
activities/ experiments, investigatory motions; average, relative, and
projects , debates, use of ICT, etc., and instantaneous velocity and speed; stress
share their findings with each other. and strain; Young’s modulus, shear
 record the observations during the modulus and bulk modulus.
activites, experiments, surveys, field 3) uses International system of units (SI
trips, etc. Units), symbols, nomenclature of

 analyse recorded data, interpret results physical quantities and formulations,

and draw inference/ make conventions; such as, common SI

generalisations and share findings with prefixes and symbols for multiples and

peers and adults sub-multiples; important constants;

106
 solve concept based problems given in conversion factors; mathematical
the resources (in-text examples, formulae; SI derived units (expressed in
exercises at the end of the chapter in SI base units); SI derived units with
textbook, Exemplar problems, etc) special names; guidelines for using
 collect information from internet about symbols for physical quantities,
discoveries and inventions as well as chemical elements and nuclides;
newer researches and explain it in their guidelines for using symbols for SI units
own words e.g newton, pascal, joule, watt, hertz,
 make creative toys/ models to further kelvin, dimensional formulae of
explore science concepts and deepen physical quantities.
their understanding 4) explains processes, phenomena and

 internalise, acquire and appreciate values laws with the understanding of the
such as cooperation, collaboration, relationship between nature and
honest reporting, judicious use of matter on scientific basis; such as,

resources, punctuality, etc. need of accuracy, precision, errors and

uncertainties in measurement;
Some exemplar pedagogical processes,
fundamental forces in nature –
specific to different learning outcomes,
gravitational, electromagnetic, strong
are given below:
and weak nuclear forces; and unification
 Students should be encouraged to think of forces; various laws such as laws of
on their own the possible causes of motion, friction, lubrication,
various natural phenomena occurring conservation laws, change in velocity
around them. They may be engaged in a due to acceleration, acceleration due to
discussion within the class for gravity of earth, why a seasoned
recognizing the cause behind any natural cricketer draws in her/his hands during a
phenomena. catch; isothermal, isobaric, isochoric
 Various questions may be posed before and adiabatic processes; formation of
the students which need differentiation beats due to interference of sound
between different physical quantities. waves.
 Collect data from various sources such 5) derives formulae and equations, such
as internet, library, etc. regarding the use as, dimensional formulae and
of SI units, symbols, convention and dimensional equation; kinematic
nomenclature for describing physical equations for uniformly accelerated

107
 quantities. Discuss with peers and motion; equation of path of a projectile;
teachers, get familiarize and internalize equation of motion of an object in a
it by using in solving numerical plane with constant acceleration,
problems and other relevant situations in potential energy of a spring, proof of
daily life. work-energy theorem for a variable
 Encourage students to practice force, work done by a torque, efficiency
derivation of formulae and equations of Carnot engine, different harmonics in
taking into consideration the principles stretched strings/pipes; Bernoulli’s
and assumptions made in deriving these equation, Equation for pressure of an
formulae and equations. Derive ideal gas, equations for velocity,
equations to explain processes and acceleration, energy of a particle
phenomena of mechanics, heat, executing SHM.
thermodynamics, waves and oscillations 6) analyses and interprets data, graphs,
and make interpretations of the and figures, and draws conclusion;
equations. Use them for solving such as, motion in a plane; analysis of
numerical problems. They should be the function of time to identify periodic
made to practice deriving them till they and non-periodic motion; behavior of a
are confident. material from its stress-strain curve;
 Mechanics is the study of moving isothermal and adiabatic processes from
objects and therefore its principles can P-V curves; variation of resonance peak
find applications in our day-to-day life with damping from the graph of
rather easily. Besides relating common amplitude versus angular frequency.
experiences in class rooms, students may 7) handles tools and laboratory
also be advised either individually or in apparatus properly; measures
group to visit science parks, science physical quantities using appropriate
centers or science museums where they apparatus, instruments, and devices;
can see different rotating objects viz. such as, scales, vernier calipers, screw
levers, roller coasters, energy maize, gauge, spherometer, beam balance, stop
newton’s cradle, rotating chairs, marry- clock/watch, inclined plane, sonometer,
go-round etc. to realize the application resonance tube, an arrangement for
of different scientific principles such as determining Young’s modulus of the
transformation of energy, work-energy material of a wire.
theorem, rolling motion, conservation of 8) plans and conducts investigations and

108
 linear and angular momentum, energy, experiments to arrive at and verify
collisions, moments of inertia, strength the facts, principles, phenomena,
of materials, demonstration of universal relationship between physical
testing machine etc. quantities, or to seek answers to
 Daily life experiences of heating liquids queries on their own; such as, study the
(water or milk or any other liquid) may effect of detergent on surface tension of
be suggested for understanding the water; determine terminal velocity of a
concept of heat (specific) capacities and spherical body; study the effect of
latent heat. Boyle’s law can be changing the mass of bob or length of
demonstrated using a syringe may be of pendulum, on its time period; study the
20 mL or so. Similarly for realizing factors affecting the rate of loss of heat
Charles’ law, one can perform a of a liquid; find the coefficient of
controlled experiment of expanding an friction between surface of a moving
air-filled balloon! block and that of a horizontal surface.
 Design activities to demonstrate and 9) communicates the findings and
explain some ways to reduce friction, to conclusions in oral/written/ICT form
find centre of gravity of an irregular that shows critical thinking, such of
body, to explain dynamics of rotational plotting a suitable graph between load
motion, design innovative models to and extension for finding force constant
illustrate hydrostatic paradox, of a helical spring.
phenomena of greenhouse effect, use 10) exhibits creativity and out-of–the-box
technology to demonstrate phenomena thinking in solving challenging
of waves and oscillations. physics problems; such as, minimum
 Solves numerical problems based on the speed required by a motorcyclist at the
concepts of mechanics, heat, uppermost position to perform a vertical
thermodynamics, waves, oscillations ; loop in a death well in a circus; a pillar
apply concepts of Physics to make with distributed shape at the end support
models and design activities more load.

 Students may be asked to read latest 11) applies concepts of physics in daily
science magazines such as Science life with reasoning while decision-

Reporter, Vigyan Pragati and some day making and solving problems; such as,

may be fixed in a week or fortnight on maximum possible speed of a car on a

which students may be given time to banked road; in which direction to hold

109
 present about any new development in the umbrella if rain is falling vertically
science. This may attract students and wind is blowing in certain direction;
towards learning more and more about during blood transfusion the height at
newer researches and developments. which the blood container be placed so
 Teachers may like to give emphasis on that blood may just enter the vein
different properties of materials when through the needle inserted in vein; a
they are in bulk or in the form of a rather spinning ball deviates from its parabolic
smaller number of particles. Examples trajectory; changing the tension in the
of carbon in different allotropic forms wire of sitar for changing frequency of
(including nano-systems such as kajal) sound emitted by it.
may be given. The importance of 12) takes initiative to learn about the
studying properties of materials may be newer researches, discoveries and
emphasized for having applications in inventions in physics; such as, about
civil, mechanical and polymer space programme of India and other
engineering and science. Students may countries; research to increase the
be advised to visit scientific or industrial strength of a material, increase the
laboratories to experience the working of efficiency of engines.
universal testing machine for studying 13) recognises different processes used in
different bulk properties of solids Physics-related industrial and
(elastic moduli), (scanning) electron technological applications; such as,
microscopes both in reflection as well as knowledge of strength of materials used
in transmission (tunneling). for structural design of columns, beams
 Try to identify the concepts/areas of and supports while designing a building;
physics which are directly or indirectly hydraulic machine for lifting heavy
related to other disciplines of science. objects; knowledge about beats for
Assess the relationship of those tuning musical instruments.
identified concepts/areas and established 14) realises and appreciates the interface
the nature of relationship and how these of Physics with other disciplines; such
concepts/areas are dealt in other as, application of Doppler effect in
disciplines. medical science to study heart beats and
blood flow in different parts of body;
mechanism of conversion of heat into
work for different heat engines;

110
 properties of materials in different
branches of engineering.
15) develops positive scientific attitude,
and appreciates the role and impact
of Physics and technology towards the
improvement of quality of life and
human welfare, such as, nuclear
radiation techniques for diagnosis and
treatment, nuclear power.
16) exhibits values of honesty, objectivity,
respect for life, rational thinking, and
freedom from myth and superstitious
beliefs while taking decisions, etc.

111
Class XII

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner

opportunities individually or in groups and
1) recognises the concepts of Physics
encouraged to –
related to various natural phenomena;
 explore surroundings, natural processes, such as, electrostatic force; electric and
phenomena and attempt to understand the magnetic fields and flux; electrostatic
various concepts of physics on their own, potential; drift of electrons; electric
using the textbook and the web resources, current; resistance of materials; magnetic
such as PhET interactive simulations properties of materials; electromagnetic
 ask and attempt to find answers through induction; reflection, refraction,
reflection, discussion, designing and interference, diffraction and polarization
performing appropriate activities/ of light; formation of rainbow;
experiments, investigatory projects , radioactivity; nuclear fusion and
debates, use of ICT, etc., and share their nuclear fission.
findings with each other. 2) differentiates between certain physical
 record the observations during the quantities; such as, between electric
activites, experiments, surveys, field field and electric potential; electrical
trips, etc. resistance and resistivity; potential

 analyse recorded data, interpret results difference and emf of a cell; interference

and draw inference/ make generalisations and diffraction; wave and particle nature

and share findings with peers and adults of light; half-life and average life;

 solve concept based problems given in Nuclear fusion and nuclear fission;

the resources (in-text examples, exercises conductors and bad conductors or

at the end of the chapter in textbook, dielectrics.

Exemplar problems, etc) 3) uses International system of units (SI

 collect information from internet about Units), symbols, nomenclature of

discoveries and inventions as well as physical quantities and formulations,

newer researches and explain it in their conventions; such as, coulomb (C),

own words farad (F), ampere (A), ohm (), tesla

112
 make creative toys/ models to further (T), degree (); Becquerel (Bq).
explore science concepts and deepen their 4) explains processes, phenomena and
understanding laws with the understanding of the
 internalise, acquire and appreciate values relationship between nature and
such as cooperation, collaboration, honest matter on scientific basis; such as, force
reporting, judicious use of resources, between charges, electric field and
punctuality, etc. potential due to charges; force on
charges in an electric field; forces on
Some exemplar pedagogical processes,
moving charges in a magnetic field,
specific to different learning outcomes, are
torque on a rectangular current loop in an
given below:
uniform magnetic field; eddy currents;
 Students should be encouraged to think on
formation of secondary rainbow; red
their own the possible causes of various
shift and blue shift in Doppler effect;
natural phenomena occurring around
energy produced due to fusion,
them. They may be engaged in a
generation of emf by solar radiation.
discussion within the class for recognizing
5) derives formulae and equations, such
the cause behind any natural phenomena.
as, electrostatic forces and fields due to
 Various questions may be posed before the
charge distributions; potential energy of
students which need differentiation
system of charges; torque on a dipole in
between different physical quantities.
uniform electric field; effective
 Collect data from various sources such as capacitance of combination of capacitors
internet, library, etc. regarding the use of in series and in parallel; energy stored in
SI units, symbols, convention and a capacitor; magnetic field on the axis of
nomenclature for describing physical a circular current loop; resonant
quantities. Discuss with peers and frequency in series LCR circuit; thin lens
teachers, get familiarize and internalize it formula, de Broglie wavelength;
by using in solving numerical problems equations for nuclear fission and fusion,
and other relevant situations in daily life. beta decay, mass defect; fringe width in
 Encourage students to practice derivation Young’s double slit experiment.
of formulae and equations taking into 6) analyses and interprets data, graphs,
consideration the principles and and figures, and draws conclusion;
assumptions made in deriving these such as, field due to a uniformly charged
formulae and equations. Derive equations thin spherical shell is zero at all points

113
 for the force acting on charges in a inside the shell; hysteresis loop; direction
magnetic field, torque on a rectangular of induced current in the figure; position
current loop in a uniform magnetic field of image in ray diagrams; fringe pattern
and make interpretation of the equations, due to diffraction at single slit; V-I
draws ray diagram to explain formation of characteristics of a p-n junction diode;
secondary rainbow. Use them for solving effect of potential on photoelectric
numerical problems. They should be made current and effect of frequency of
to practice deriving them till they are incident radiation on stopping potential
confident. for a given photosensitive material; plot
 The applications of electromagnetic of binding energy per nucleon versus
induction can easily be correlated and mass number; logic gates.
demonstrated in classrooms with simple 7) handles tools and laboratory
models and appliances like motors (fan), apparatus properly; measures
generators and transformers. Visit to a physical quantities using appropriate
power station and seeing the functioning apparatus, instruments, and devices;
of a turbine would be useful. Response of such as, an electroscope to detect charge
resistors to ac current may be explained on a body; power supplies; voltmeter;
using a fan regulator. Students may also ammeter; multimeter; rheostat;
be encouraged to design a transformer of galvanometer; meter bridge;
desired properties. potentiometer; sonometer; travelling
 Instructors may advise students to make a microscope; concave and convex lens,
close smoke box to realize the bending of prism, glass slab.
light rays (laser beams can be used) when 8) plans and conducts investigations and
they interact with a mirror (reflection) or experiments to arrive at and verify the
with a glass slab or lens (for refraction). facts, principles, phenomena,
The ray diagrams can be seen for all the relationship between physical
mirrors and lenses or glass slabs, and also quantities, or to seek answers to
in different media (also the total internal queries on their own; such as,
reflection). For viewing ray diagram in a verification of Ohm’s law; determining
prism, a hollow prism filled with highly specific resistance of a material; finding
diluted milk (or any other suspension) can frequency of ac mains; designing an
be used. Some simple optical instruments automatic traffic signal system using
like microscopes and telescopes may also logic gates; study the image formation by

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 be demonstrated in classrooms. concave and convex lens; designing a
 It is rather difficult to show voltage regulator circuit using zener
demonstrations or to give analogies in diode; determine refractive index of a
micro-science as the common sense does liquid using a convex lens and a plane
not necessarily apply in such regimes. mirror; draw I-V characteristics curves
Some thought experiments for creation of of a p-n junction diode.
planets etc. would help in understanding 9) communicates the findings and
radioactivity, fission, fusion, transfusion conclusions in oral/written/ICT form
of elements etc. A possible visit to a that shows critical thinking, such as,
nuclear power station would also help. appropriately conveying the critical
 Students may be asked to read latest angle in internal reflection by drawing
science magazines such as Science ray diagrams to describe it.
Reporter, Vigyan Pragati and some day 10) exhibits creativity and out-of–the-box
may be fixed in a week or fortnight on thinking in solving challenging physics
which students may be given time to problems; such as, calculating the
present about any new development in required range of variable capacitor of
science. This may attract students towards LC circuit of a radio for the radio to be
learning more and more about newer able to tune over a given frequency range
researches and developments. of broadcast band; assessing the depth of
 Try to identify the concepts/areas of a pond in clear water using the
physics which are directly or indirectly knowledge of refractive index of water;
related to other disciplines of science. calculating the energy released in fission
Assess the relationship of those identified or fusion process.
concepts/areas and established the nature 11) applies concepts of physics in daily life
of relationship and how these with reasoning while decision-making
concepts/areas are dealt in other and solving problems; such as, if a
disciplines. certain capacitance is required in a
circuit across a certain potential
difference then suggesting a possible
arrangement using minimum number of
capacitors of given capacity which can
withstand a given potential difference;
selecting the appropriate wire for doing

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 wiring at home keeping in view all
considerations; use of polarized glass in
spectacles; connecting LEDs properly in
a circuit, using solar cells in circuits.
12) takes initiative to learn about the
newer research, discoveries and
inventions in Physics; such as,
accelerators, thermistors, electrical
properties of materials, India’s atomic
energy programme; research on the
possibility of static electricity charging
electronic devices; improving magnetic
bottles to keep high energy plasma in
fusion under control, researches in the
area of optics to increase the resolution
power of microscope and telescope;
newer designs of nuclear reactors.
13) recognises different processes used in
Physics-related industrial and
technological applications; such as,
using electrostatic shielding in protecting
sensitive instruments from outside
electrical influences; use of
superconducting magnets for running
magnetically levitated superfast trains;
applications of optical fibers for
transmission of optical signals; use of
controlled chain reaction in nuclear.
14) realises and appreciates the interface
of Physics with other disciplines; such
as, with Chemistry as various materials
give rise to interesting properties in the
presence or absence of electric field,

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 making light sensitive cells using the
applications of photoelectric effect; use
of atomic and nuclear physics in
medicine, use of electromagnetic
radiations in communication, use of
optical phenomenon in entertainment.
15) develops positive scientific attitude,
and appreciates the role and impact of
Physics and technology towards the
improvement of quality of life and
human welfare.
16) exhibits values of honesty, objectivity,
respect for life, rational thinking, and
freedom from myth and superstitious
beliefs while taking decisions, etc..

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means all students can actively
participate in the classroom. There can be some students who may face learning difficulties
including language, visual-spatial, or mixed processing problems. They may require
additional teaching support and some adaptation in the curriculum. By considering the
specific requirements of children with special needs, a few pedagogical processes for the
teachers are suggested:

 Use multisensory approach for integrating information from auditory, olfactory, tactile as
well as visual sources.
 Provide learning experiences through touching objects, materials, organisms, models,
etc., to experience size, shape, texture, pattern, and changes.
 Use embossed line diagrams for explaining texts, pictures, graphs and flow charts, etc.
 Use direct sensory experiences for developing concepts like temperature, volume, etc.
 Give opportunities to work with peers during experiments. Rotating partners for the entire
class would be a good strategy.
 Allow students to record classroom presentation and lectures or the text in audio format.

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 Label the pictures within the text, whenever possible. This can be done by the students as
an activity.
 Relate the projects and experiments to real life experiences.
 Encourage group task and peer assistance for project and experiment work.
 Give the project and experiment in fewer steps and sequence the steps through visual
cues. Display the examples of completed projects and experiments in classroom or
laboratory for better understanding.
 Consider alternative or less difficult activities and exercises for the students, with same or
similar learning objectives.
 Write all homework or assignments and laboratory procedural changes on the chalkboard.
Give the student time to finish a step in an experiment and wait until the student indicates
that she/he is ready for further work.
 Topics can be taught through class projects, experiments, examples, etc. Activities can be
conducted through multisensory modes before explaining any theory and concept.
 Peer support can be used wherever a figure or table has to be drawn. Peer partner can
draw with a carbon paper (for copying).
 Highlight and underline the key concepts.
 Provide extra time to complete an experiment and understand a concept.
 Always provide proper guidelines to arrange the task in a planned way. Make use of
visual aids, graphic organisers and explain the steps of experiments and assignment
repetitively till the child learns.
 Sequence maps with visual cues can be provided to the students to understand the
sequence of events.

Development Team:

 Ashish Kumar Srivastava, Assistant Professor, DEK, NCERT, New Delhi

 Gagan Gupta, Associate Professor, DESM, NCERT, New Delhi
 R.R. Koireng, Associate Professor, Curriculum Group, NCERT, New Delhi
 Shashi Prabha, Professor, CIET, NCERT, New Delhi
 Rachna Garg, Professor, DESM, NCERT, New Delhi (Coordinator)

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 LEARNING OUTCOMES FOR THE

ECONOMICS

HIGHER SECONDARY STAGE

Introduction

At present, at the higher Secondary Stage, there are 4 textbooks in Economics. These are
‘Statistics for Economics’ and ‘Indian Economic Development’ for Class XI, and
‘Introductory Microeconomics’ and ‘Introductory Macroeconomics’ for Class XII. Thus, the
course at the higher secondary stage is a combination of economic theories and their
application in the real situation of Indian Economy. The application of theories may require
some of the statistical tools for analysis; hence, Statistics. However, over the years, the
experience gained from various researches, training programmes, field visits and analysis of
assessment in the subject suggests that these four books appear to be in watertight
compartments and the linkage between them is not clear to the learners. This is more
pronounced in the case of ‘Statistics for Economics’ where the applicability of the statistical
tools and techniques to the Indian economic issues discussed in the other three textbooks is
not evident.

The issues of Indian economy and world economy may be integrated with the content in the
two books. The essential tools of statistics and mathematics needed for analysis may also be
integrated. The objective of such restructuring is to enable the learners to understand the
relevance of the economic theories and their application by using the statistical and
mathematical skills, as appropriate. The proposed structure may help the textbooks in
becoming more compact while enabling the learners at higher secondary stage to acquire
knowledge without sacrificing the essential skills and tools of analysis.

Rationale

 Economic reality in India and worldwide has undergone significant changes in the last
decade.
 New issues and new ways of perceiving these issue and policies responses has emerged
recently.
 There is also at the level of discipline of economics – a strong sense of introspection
enforced by development in both advanced countries and Indian Economy.

119
  Together these necessitate relook at the way economics is to be taught and learnt at the
secondary level.
 Finally with the explosion of media the discourse on the economy has reached a new
level of sophistication.
 It is imperative that school students today are in a position to captured the contemporary
discourse.
Curricular Expectation

After going through the course in economics student will be able to :-

(a) Develop themselves as responsible citizen of the country

(b) Understand concepts, processes, terms, facts of economy
(c) Apply the knowledge of economy to take informed decision
(d) Describe various level of economic activities
(e) Understand the contemporary challenges faced by the economy
(f) Appreciate diversity including inclusiveness
(g) Develop skills to explore argue logically with reasoning, draw confusion conclusion &
communicate on economic ideas & decisions.
Inclusive Setting

Use support material for students with disabilities (divyangjan) with appropriate
accommodations and formats such as tactile and Braille, videos with captions and
ready to use materials available for teachers.

Suggested Pedagogical Processes Learning Outcomes

The learners should be encouraged to Examine the foundation of an economy and

explore on their own or work in a team inquires the basic economic problems

Formulate different types of questions to Explain the nature, scope and methodology
investigate into foundation of economics of economics and find out the difference

For e.g how PPC can be used to analyse between micro and macroeconomics
economic decisions related to allocation of Discuss the three central problems of an
resources economy and how does it determines the
resource allocation-what , how and for
whom to produce

Describe the movement along a PPC and

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 opportunity cost and shifts its economy’s
PPC to the right or left and is caused by
changes in investment, technology

Analyse and explain how the opportunity

cost influence the decision made by the
consumer and producer

Familiarise learners with different national Analyses and interprets data related to
and international sources like Economic various issues/events related to Indian
Survey, Reserve Bank of India-Handbook economy
of Statistics on the Indian Economy, Discuss critical issues of the Indian
Report of the National Family Health economy since independance
Survey, United Nations Development
Evaluate five year plan and the role of
Programme-Human Development Report
NITIAyog in planning, allocation of funds
and World Bank-World Development
to various sectors like agriculture, industry,
Indicators, Report by IMF etc.. The
services for the specific cases such as
statistical tables available as Appendix in
removal of poverty and unemployment
the Economic Survey would be immensely
helpful in understanding various issues of Comprehends the various attributes of
Indian Economy poverty & the diverse dimensions relating to
the concept of poverty and appreciates the
way poverty is estimated

Listen to news on T.V or read newspapers Investigate the relationship between India
to make informed judgement or prediction and its neighbours
about the economic issues Explain the macroeconomic events in India
and neighbouring countries and visualize the
economic future of India

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Use different concepts in economic Explain and suggest measures for the
thinking for analyzing economic issues determination of income and employment

Collect information on various issues of Discuss aggregate demand and aggregate

Indian economy from different sources like supply, propensity to consume and
government documents, economic survey propensity to save (average and marginal)
which may be used as important inputs for and measures to correct excess and deficient
understanding a particular topic. These can demand
be displayed in classroom like clippings Discuss wage determination, the influence
from newspapers and magazines relating to of demand and supply, relative bargaining
different topics. strength and government policy, including
the fixation of minimum wage; basic
concepts relating to employment such as
economic activity, worker, workforce and
unemployment and distinguishes between
disguised and seasonal unemployment
Describe the role of government with
respect to economic growth, full
employment/low unemployment, stable
prices/low inflation, equilibrium in the
balance of payment, redistribution of
income

Interpret and explain diagrams of demand Illustrate decision making and problem
and supply with respect to Indian economy solving skills related to consumers
and promote approaches to economic satisfaction and analyse the theory of
inquiry demand and supply

Explain with the help of appropriate Discuss consumer equilibrium with the help
terminology, for example extension and of indifference curve
contraction in demand Draw a demand curve, supply curve and
how is it used to illustrate movement,
extension, contraction in demand and supply

Explain elasticity of demand and supply

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Use tables, diagrams and charts to promote Demonstrates inquisitiveness and
economic thinking and understand the raise questions related to market
advantages and disadvantages of market equilibrium
system Describe advantages and
disadvantages of market economic
system. Explain market failure with
respect to public goods, merit and
demerit goods.

Explain market equilibrium, draw and

interpret demand and supply
schedules and curves used to identify
disequilibrium prices and shortages
(demand more than the supply) and
excesses (supply more than the
demand)

Use reports and data published by the Demonstrate the role of Government in
Government sources to understand the role overcoming the limitations of market system
of government in restoring stability in the
Explain market failure with respect to public
economy goods, merit and demerit goods, social,
external and private benefits, social, external
and private cost.

Discuss the effectiveness of government

intervention in overcoming the drawbacks of
a market system

Find out the signature of an authority on Inquires money, types of money and
Rs. 10, 50 and 100. functions of banks

Visit banks and procure their leaflets, Describe the forms, function and
brochures and reports to understand the characteristics of money
role and function of central and
Discuss the role and importance of central
commercial banks. Make a table to banks and commercial banks for
understand the services offered by various government, consumer and producers

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financial institutes

Draw and interpret diagrams of total, Explain firms’ costs and revenue goals-
average and marginal with respect to using total, average and marginal
product, cost and revenue. The diagrams Total cost(TC), average total cost (ATC),
can be drawn on blackboard, ground or fixed cost (FC), variable cost (VC), average
walls of the school boundaries fixed cost (AFC), average variable
cost(AVC)S and MC

Explain total revenue (TR), average

revenue(AR) and marginal revenue (MR)

Prepare a table highlighting the feature of Evaluate the forms of market to maximize
different forms of market, advantages and consumers satisfaction and producers profit
their disadvantages. Discuss which form of Explain competitive markets and use
market should be promoted to ensure diagram to show the effect of large number
efficiency in your economy of firms on price, quantity, choice and profit

Explain monopoly markets- its

characteristics, advantages and
disadvantages

Find out the features of oligopoly market

Discuss reports like economic survey, Emphasize economic decisions by

NSSO and other official documents, listen highlighting the role of government
to the news on radio or T.V to understand Explain budget and reason out the main
fiscal policies of the government areas of government spending and its impact
on those areas

Discuss the role of government in an

economy through budgetary process and
different types of taxes

Discuss fiscal policy measures with respect

to change in tax and spending, that cause
balance or imbalance budget and calculate
the size of a budget deficit or surplus

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 Discuss monetary policy measures with
respect to change in interest rates, money
supply and foreign exchange rates

Compare the tables on GDP, human Communicate economic information and

development index, gender development ideas related to National income, Human
index of different countries , prepare a development index and sustainable
brief write up and present in the classroom development

Explain gross domestic product (GDP) can

be used to measure economic growth

Discuss the three methods of measuring the

National Income

Describe the limitations of using GDP as an

indicator of development

Examine alternative indicator of

development and use Human Development
Index as a case study

Discuss the strategies adopted for

sustainable development in India

Read policy documents or reports Predict and evaluate the challenges facing
presented on the three sectors of the Indian Indian economy
economy. Suggest measures to have more Explain employment, employment in the
employment, low inflation, stabilize primary and organized sector in Indian
growth, gender equality and better social context; feminization of workforce; migrant
and economic infrastructure labour and decline in public sector

Explain how is inflation is measured using

the different index numbers

Explain a few important economic

challenges facing Indian economy using
statistical evidence

Discuss the state of infrastructure with

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 respect to energy and health

Discuss the need and main features of

liberalization, globalization and
privatization

Engage in arguments in the form of debate, Analyse reasons for change and
discussion or one minute talk to understand consequences of trade with other countries
the India’s trend in the foreign trade Discuss the role of multinational companies
(MNCs) and the costs and benefits to their
host and home countries and the role of
government in regulating the economic
activities in an economy

Discuss the benefits of free trade for the

consumers, producers and the economy in a
variety of countries

Differentiate between floating and the fixed

system

Analyse the demand for and supply of a

currency in the foreign exchange market

Define and explain a few important terms

and concepts associated with balance of
payments in Indian context

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 For Children with Special Needs- Different disciplines in Social Sciences at the
Higher Secondary stage may require materials for better understanding of
subjects.

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

For Visually Impaired Children

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

For Hearing Impaired Children

 Understanding of terminologies/technical terms, abstract concepts, facts,

comparisons, cause effect relationships and chronology of events etc.
 Reading heavy text (textbooks/source materials) especially in History and Civics.
 Making inferences from the text.

127
For Children with Cognitive Impairments, Intellectual Disability

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

Generalisation and relating information in the textbooks with the environment or society.

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 LEARNING OUTCOMES FOR THE

GEOGRAPHY

HIGHER SECONDARY STAGE

Geography is introduced as an elective subject at the higher secondary stage. After ten years
of general education, students branch out at the beginning of this stage and are exposed to the
rigours of the discipline for the first time. Being an entry point for the higher education,
students choose geography for pursuing their academic interest and, therefore, need a broader
and deeper understanding of the subject. For others, geographical knowledge is useful in
daily lives because it is a valuable medium for the education of young people. Its
contributions lie in the content, cognitive processes, skills and values that geography
promotes and thus helps the students explore, understand and evaluate the environmental and
social dimensions of the world in a better manner.

Since geography explores the relationship between people and their environment, it includes
studies of physical and human environments and their interactions at different scales — local,
state/region, nation and the world. The fundamental principles responsible for the varieties in
the distributional pattern of physical and human features and phenomena over the earth’s
surface need to be understood properly. Application of these principles are taken up through
selected case studies from the world and India. Thus, the physical and human environment of
India and study of some issues from a geographical point of view have been covered in
greater detail. Students are exposed to different methods used in geographical investigations.

Curricular Expectations

At this stage learners are expected to:

 explain the terms, key concepts and basic principles of geography;

 Search for, recognise and understand the processes and patterns of the spatial
arrangement of the natural as well as human features and phenomena on the earth’s
surface;
 Understand and analyse the inter-relationship between physical and human
environments and their impact;
 Apply geographical knowledge and methods of inquiry to new situations or problems at
different levels — local/regional, national and global;

129
 Develop geographical skills, relating to collection, processing and analysis of data/
information and preparation of report including maps and graphics and use of
computers wherever possible;
 Develop Geospatial skills i.e. Remote Sensing (RS), Geographical Information System
(GIS) and Global Navigation Satellite System (GNSS) to understand and analyse
various geographical concerns;
 Utilize geographical knowledge in understanding issues concerning the community
such as environmental issues, socio-economic concerns, gender and become responsible
and effective member of the community.

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Class XI

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner-

opportunities individually or in groups and
encouraged to —

 Teacher may initiate discussion by asking

students about topic and themes they might
have studied up to class X in Geography.  Explains nature of Geography and its

 Teacher may narrate stories of ancient importance

philosophers of the world who have

contributed in the area of Geography and
discuss about nature of Geography and its
importance in different areas relevant to the
present day world.

 Students may be asked to collect newspaper  Draws inter-linkages of physical

clippings on different topics and teacher geography with other disciplines
may help them to understand inter-linkages
of physical geography with other subjects
i.e. natural and social sciences.

 Models, diagrams, audio-visual materials,  Identifies natural features, and

maps, atlas, satellite images, etc. may be phenomena, on the earth surface and
used to explain about natural features and on maps and diagrams, e.g. landforms,
phenomena. rocks, climate, drainage, ocean floor

 Learner may be encouraged to identify configuration, etc.

131
 physical features of India/ State,

 Classifies processes which bring

changes on the earth surface i.e.
endogenic & exogenic, earthquake,
 Diagrams on black board, animation, or
volcanic eruption, weathering, erosion,
audio-visual materials may be used to
mass wasting, etc.
explain processes like earthquakes, erosion,
landslides, diastrophism, etc.

 Distinguishes between natural

 Students may identify the natural disasters phenomena and processes on the basis
which may affect their state and prepare a of their characteristics e.g. ocean
mitigation plan for their locality. currents, rocks and minerals, plate
boundaries, earthquake waves, cyclone
and anticyclone

 Shows spatial distribution of natural

 Quiz, puzzles, games, MCQs may be
features and phenomena on the map
given to identify and differentiate between
e.g. relief, earthquake, ocean currents,
phenomena and processes.
climates, etc.
 Locate the areas in India which are affected
by cyclones and anti-cyclones during
different seasons.

 The world map (Physical, Political), Globe,  Describes technical terms and theories
Atlas, Map of India/ Region may be used in related to origin of the universe and
the classroom to discuss about spatial earth, continental drift theory, plate
patterns of features and phenomena. tectonic, climatic regions, etc.
 The outline maps of the world/ India/ State/
Region/ may be given to show spatial
distribution of features and phenomena.

132
  Demonstrates through models or
diagrams e.g. interior of the earth,
structure of the atmosphere, hydrological
 With the help of sketches, photographs,
cycle, movement of Plates, drainage
audio-visuals, Dictionary of Geography,
patterns, etc.
maps, etc. theories and technical terms
related to different topics may be discussed.

 Justifies importance of biodiversity by

 Models may be used in the classroom to
giving examples of flora and fauna from
explain concepts. Students may be asked to
local to global
demonstrate model in the group. Local
available resources may also be used to
explain the concepts.
 Students may be encouraged to make and
demonstrate simple weather instruments.

 Represents geographical information

 Students may be asked to locate different
in suitable forms e.g. maps, diagrams,
heat regions on the world map and teacher
graphs, table, etc.
may explain their characteristics with
reference to biodiversity.

 Students may be encouraged to collect  Demonstrates Geospatial skills

information about loss of biodiversity from (RS, GIS, and GNSS) as well as

people, newspapers, internet sources, interprets Topographic sheets,

magazines, etc. of their own area and Weather maps, etc.

sensitize others towards its conservation.

 Data related to temperature, rainfall,  Illustrates decision making and

landforms, resources, etc. may be displayed problem solving skills, e.g. initiatives at
in the classroom through maps, diagrams, local level to minimize environmental
graphs, table etc.

133
 Students may be given data related to pollution, mitigation of natural hazards
humidity, rainfall, temperature, cyclone, and disasters and combat climate change.
disasters etc. to represent in suitable form.

 Special features of Topographic sheets,

Weather maps, Remote Sensing imageries,
any free GIS software, and GPS/Smart
mobile phone may be used to discuss in the
classroom.
 School Bhuvan NCERT Geoportal, IMD
website, etc. may be used to discuss about
Remote Sensing Imageries, GIS, and
weather maps.

 Student may take initiatives to make aware

people of their own locality towards
environmental pollution such as water, air,
noise, etc.; global warming, climate change
and their impact on the life; arrange mock
drills with peers to mitigate natural hazards
and disasters, and prepare placards, slogans,
charts, posters, etc.

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Class XII

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner —

opportunities individually or in groups
and encouraged to —

 Make a list of elements which human

beings have created through their
activities on the stage provided by the  Explains nature of human geography
physical environment. and its importance

 Discuss how physical environment has

been modified by the human beings and
vice versa.
 Collect examples of naturalisation of
humans and humanisation of nature

 Correlate various fields of human  Draws interlinkages of Human

geography with other disciplines, for Geography with other disciplines
example, population geography with
demography, historical geography with
history, geography of tourism with
tourism and travel management, political
geography with political science etc and
observe its close interface with these
disciplines in order to explain human
elements on the surface of the earth.

 Discuss how various geographical,  Analyses the interrelationship between

economic, socio cultural factors affect the physical and human environment and
distribution of population, settlement,

135
 trade in India and the world their impact from local to global

 Observe the urban and rural settlement

patterns on satellite images, topographic
 Recognise spatial pattern of natural and
sheets, photographs, etc. collected from human phenomena
India and the world and classify them on
various criteria.

 Gather information about types of

economic activities e.g. agriculture,
mining, manufacturing, trade and  Compare and contrast various
commerce from varied sources from the economic activities, trade, population,
world and India ; settlement types; settlement, transport etc
population composition, growth,
distribution ,etc. and discuss their
characteristics with the peer.

 Study features of demographic transition

theory, Malthus theory and write down
the observations in their own words.
 Teacher may encourage students to
 Describe technical terms and theories
discuss about criteria for Human
related to population, Human
Development Index and status of their
Development Index etc
own State/ India.
 Geography dictionary and textbooks may
be used to understand technical terms.

 Audio-visual materials, case studies,

narratives may be used to discuss change
in migration, agricultural practices,
 Explain cause and effect relationship
development of transport and

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 communication , trade practices over time on human environment interaction such
and space in India and the world. as population distribution, migration,
cropping patterns, transportation &
communication, trade, etc.
 Various data related to population,
production, rainfall, etc. may be given to
find out central tendency as it provides  Calculate statistical data and
represent data in the suitable form e.g.
the value that is an ideal representation.
map, diagram, table etc
 Data may be provided to prepare line
graph, bar diagram, pie diagram, flow
chart, thematic maps, etc.

 Shows the areas of varied activities,

distribution of minerals, agriculture,
population, transport routes etc. on the
outline map of India and the world.
Indicate the headquarters of regional
trade blocks on the world map.  Exhibits map skills by drawing
 School Bhuvan NCERT portal may be manually or digitally such as location,
used to draw online digital thematic interpretation and analysis
maps based on population ,
environmental issues, etc. at local/state/
India

 Opportunities may be provided to draw

digital maps of any area / neighbourhood
on any free GIS Software/ School Bhuvan
NCERT portal.
 Use computers for processing of data.
 Demonstrates Geospatial Skills (RS,
Analyse interactive thematic maps of
GIS, GNSS) for geographical studies
India e.g. agriculture, minerals, industry,
at Global/Regional/Local level.
etc., on School Bhuvan NCERT portal.

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 Raise questions on environmental
pollution, urban-waste disposal,
migration, problem of slums, land
degradation. Identify the factors causing
these problems and decide creatively and  Exhibit problem solving and decision
critically to arrive at solution(s) making ability e.g. environmental and
socio-economic issues

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means all students can actively
participate in the classroom. There may be some students who have learning difficulties
including language, visual-spatial or mixed processing problems. They may require
additional teaching support and some adaptation in the curriculum. By considering the
specific requirements of children with special needs, few pedagogical processes for the
teachers are suggested below:

 Use detailed verbal descriptions of graphical representations and pictures like maps.
These can also be made tactile with proper contrasts.
 Use models and block paintings.
 Use examples from everyday life for explaining various facts/concepts.
 Use audio visual materials like films and videos to explain abstract concepts; for
example, coordinate system, structure of atmosphere, etc.
 Organise group work involving debates, quizzes, map reading activities, etc.
 Organise excursions, trips and visits to places (educational tour).
 Involve students in exploring the environment using other senses like smell and touch.
 Give a brief overview at the beginning of each lesson.
 Provide photocopies of the relevant key information from the lesson.
 Highlight or underline the key points and words.
 Use visual or graphic, flow charts, posters, etc.
 Organise group work involving activities like cut and paste, and make use of pictorial
displays, models, pictures, posters, flash cards or any visual items to illustrate the
facts and

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 concepts.

 Plan occasions with real life experiences.

 Use films or documentaries and videos.
 Use magazines, scrapbooks and newspapers, etc., to help learners understand the
textual material.
 Draw links with what has been taught earlier.
 Make use of multisensory inputs.
 All examples given with pictures in the textbook can be narrated (using flash cards, if
required).
 Maps should be enlarged and colour coded.
 Asking relevant questions frequently to check how much the learner has learnt as it
helps in assimilating information.

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 For Children with Special Needs- Different disciplines in Social Sciences at the
Higher Secondary stage may require materials for better understanding of
subjects.

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

For Visually Impaired Children

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

For Hearing Impaired Children

 Understanding of terminologies/technical terms, abstract concepts, facts,

comparisons, cause effect relationships and chronology of events etc.
 Reading heavy text (textbooks/source materials) especially in History and Civics.
 Making inferences from the text.

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For Children with Cognitive Impairments, Intellectual Disability

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

Generalisation and relating information in the textbooks with the environment or society.

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 LEARNING OUTCOMES FOR THE

HISTORY

HIGHER SECONDARY STAGE

Through a graduating scheme that progresses from the elementary stage onwards,
the basis of teaching and learning of history at this stage becomes one of
historiography-based approach to develop an innate understanding of the subject
both across domains as well as time and space. Therefore, the syllabus in this
instance not only re-affirms its emphasis on the fundamental idea of how historical
knowledge is constituted through critical appraisals and re-appraisals of sources, but
also takes the students on a journey along various themes to demonstrate it in
actuality both in relation to the World (Class XI) and Indian (Class XII)
history. Thus, the themes have been organised in such a manner that the students
instead of digesting only the grand narratives of history as it usually happens in case
of chronological histories, find in them ample opportunities to delve deeper into their
many-sided realities to uncover for themselves the general process of historical
development. This rationale envisaging history as a critical discipline that relies on
certain rigorous methods of source-based enquiry to learn about the past at this stage
can only be justified from a set of connected learning outcomes that are outlined
hereafter. It thus goes without saying that these learning outcomes are integrally
linked to their learning objectives as set in terms of curricular expectations below.

Curricular Expectations:

 As the first principle of studying history at this stage, the curriculum expects the
students to develop an understanding of how historians write history. Thus, to
start with, they are expected to appreciate the way historians follow the trails that
lead to the past by way of selecting, assembling and then reading their sources
critically. Secondly, as a part of this process, they are expected to figure out what
different types of sources can reveal and what they cannot. Finally, they are
expected to acquire an overall understanding of how the historians analyse
different types of sources, the various problems and difficulties they encounter

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 while interpreting each type of source, and at the end, the way they draw a larger
picture of the past by connecting different events and processes.

 Secondly, having gone through the process of studying history through a thematic
approach, the students are expected to have a capacity of relating and comparing
developments in different situations, understanding connections between similar
processes located in different time periods, and finding out the contributions of
various methods of social inquiry which feed into historical investigations. In
addition, the students are also expected to have an idea of the specific debates that
surround each theme even as they acquire a sense of the wider historical
processes, which connect them.

 Finally, the students are also expected to understand the utility of different
pedagogical tools and techniques such as maps, timelines, flow-charts, pictorial
illustrations, numbering of figures, citations, colour coding different activities and
use of proper terms and concepts that are innate to delineating history and use
them appropriately.

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Class XI

Suggested Pedagogical Processes Learning Outcomes

The teaching and learning processes in With the completion of their study of
regard to different themes outlined for this different themes outlined for this Class,
class may follow the pedagogical steps as the students will be able to:
indicated below:

 It is imperative for each theme to be  Demonstrate their understanding of the

discussed with the help of an appropriate various theories of human evolution.
map. Some of these maps have been
provided in the textbook theme-wise.  Identify the various anatomical structures
However, a general World Map, showing that are associated with the development
physical features, broad geographical of the human species.
regions and current political boundaries will
help in better grasping the developments in  Explain the various stages of evolution
world history. of human societies.
 While discussing a particular theme with the
help of such a map, it will be instructive to  Elucidate the progress of human
point out the influence of given geographical civilisation with the growth of city life.
conditions on the specific historical
developments. For example, while  Explain the connection between the
discussing the ‘views on the origin of human growth of human civilisation and the
beings’ or the ‘rise of early urban societies’, tradition of writing.
it will be necessary to discuss the role of
hills and caves as well as forests and river  Explain the phenomena of the rise,
valleys in shaping such developments. growth and fall of Empires in specific
 Maps also facilitate an easier comprehension reference to the Roman and the Mongol
of the changing dynamics of political history Empires.
such as the rise, growth and decline of
empires, relations between states,  Explain the circumstances leading to the
geographical explorations, colonisation and
birth and growth of religions and the
confrontations of cultures, history of
parts they played in shaping the course
displacements, nature of trade and of history by giving rise to new ideas,

144
 commerce, growth of urbanisation and institutions, cultural traditions and
industrialisation, spread of religions and through wars and peace in reference to
various paths of modernisation taken by religions such as Christianity and Islam.
different nations and regions.
 Timelines are other important pedagogical  Make assessments of prominent
tools, which enable students to grasp historical figures like Julius Caesar and
developments in reference to time and place. Genghis Khan, whose contributions to
Such timelines can be prepared for specific the shaping of history of their times
events such as the ‘industrial revolution or make important case-studies.
for particular period like ‘Europe from the
9th to 16th century’ when feudalism held
 Explain important historical phenomena
sway over its western part or for a dynastic
like feudalism, renaissance and
account like that of the Mongols or even for
reformation, geographical discoveries
a particular aspect of history like ‘trends in
and confrontation of cultures happening
ideas, literature and arts’.
on account of such discoveries and
 Flow-charts are particularly useful in
subsequent colonisation and the debates
simplifying complex phenomena such as the
surrounding these phenomena.
‘tools used by hunter-gatherers for different
 Demonstrate an understanding of the 14th
activities’ or the ‘organisational structure of
century crisis and the rise of the nation
the Roman state’ or ‘humanism’ as a
states in Europe.
philosophical system.
 Pictures and discussions held around them
 Display an understanding of the
such as the ‘renaissance paintings’ or ‘slave
innovations and the technological
trade’ or religious structures like ‘churches
changes that came about in 18th and 19th
and cathedrals’ clear up ideas associated
century England and the debates
with their respective historical
surrounding the idea of the Industrial
developments.
Revolution there.
 Finally, use of fact-sheets, debates and
group-discussions on such issues as the
 Demonstrate an understanding of the
‘uses of writing’, ‘the institution of slavery’,
concept of modernisation and its
‘decline of feudalism’ and notions of
application in various forms in East Asia
‘renaissance’, ‘industrial revolution’ and
during the 19th and 20th centuries.
‘modernisation’ will be of great help in

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 fostering understanding of world history.

Measuring the Above-stated Learning Outcomes based on Competency-based

Assessments as exemplified below:

 Did the human species originate in Africa? Or, did they originate in multiple regions of
the Earth? Which of these theories is historically more sustainable in terms of the
evidences we have? (An essay-type question that will evaluate analytical competency.)

 Which of the following was not an outcome of bipedalism?

1. Freer hands

2. Upright walking

3. Energy efficiency in walking

4. Energy efficiency in running

(It is a multiple-choice type question that will evaluate cognitive ability.)

 Is it possible to explain the archaeological remains of the past hunting and gathering
societies using our knowledge of the present-day hunters and gatherers? Give reasons
for your answer. (A short-answer type question that will evaluate reasoning ability.)

 How far did the geography of the Mesopotamian region help in the development of an
urban civilisation in the Middle East? Elucidate its historical significance. (An essay-
type question that will evaluate reflective understanding.)

 The tradition of writing in Mesopotamia cannot be associated with

1. Need to keep records of transactions

2. Need to represent verbal communication in tangible form

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 3. Definitive progress of human civilisation

4. Mass literacy

(It is a multiple-choice type question that will evaluate the ability to draw inference.)

 Explain the reasons leading to the collapse of the Roman Empire in the West by the 5th
century CE? (A short-answer type question that will evaluate the ability to link cause
and effect.)

 Account for the rise and expansion of Islam between 600 and 1200 CE. (An essay-type
question that will evaluate understanding of connection between a spiritual aspiration
and temporal power.)

 Make an assessment of Genghis Khan as an empire builder during the 13 th and 14th
centuries CE. (An essay-type question that will evaluate the ability to make an
assessment based on an understanding of the biographical approach to writing history.)

 Explain the role of Christianity in ensuring the entrenchment of feudalism in medieval

Europe. (A short-answer type question that will evaluate the ability to explain a
complex historical phenomenon like feudalism.)

 Law was a popular subject of study in the Italian universities during the 11 th and 12th
centuries because

1. Commerce was the chief activity in those cities

2. There was an increasing demand for lawyers and notaries

3. Large scale trade required interpretation of rules and written agreements

4. Feudalism ensured large scale litigation

(It is a multiple-choice type question that will evaluate contextual understanding of

systems and processes.)

 The discovery of the sea-route to America led to the obliteration of the local
civilisations. Comment. (A short-answer type question that will evaluate the ability to
explain a complex historical phenomenon like confrontation of cultures.)

 Britain was the first country to experience modern industrialisation. Why? (A short-
answer type question that will evaluate the ability to explain a complex historical
phenomenon like industrial revolution.)

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  Japanese scholars use the term ‘emperor system’ because

1. The Emperor was considered a direct descendant of the Sun Goddess

2. The Emperor established the system of administration

3. The Emperor was an integral part of the system of administration

4. The Emperor was shown as the leader of westernisation

(It is a multiple-choice type question that will evaluate contextual understanding of

systems and processes.)

Class XII

Suggested Pedagogical Processes Learning Outcomes

The pedagogical processes outlined for With the completion of their study of
employment in case of Class XI are also different themes outlined for this Class,
applicable in this Class. In addition, the the students will be able to:
following schemes can also be adopted:

 To set the ball of teaching and learning of a Illustrate how archaeological

theme rolling, it will be of great help to first
excavations are undertaken and their
provide a ‘broad overview’ of the theme. findings are interpreted by scholars
to reconstruct the past.
For example, if the theme relates to
‘Harappan Culture’, a broad overview
Trace India’s history to its earliest times
of the same, encompassing ‘where
based on the various archaeological
and when this culture flourished’,
findings from the banks of the Indus
‘how did we come to know about the
river and throw light on its
existence of this culture’, ‘what are
characteristic features.
the important archaeological findings
which inform us about this culture’,
‘what was its geographical extent’, Illustrate how inscriptions are
‘how long did it thrive’, and ‘what deciphered and interpreted by
were the probable reasons for which it historians and explain the way in
declined’, can help in going back in which the political and economic

148
 time with a sense of history. history of India from the 4th century
BCE to the 5th century CE
(commensurate with the Mauryan to
 The next important step will be to focus on
the Gupta period) has been made
that significant aspect of the theme which
based on the interpretations of the
stands out as its most important historical
Asokan inscriptions and the Gupta
dimension. This can be labelled as ‘the story
period land grants.
of discovery’.

Demonstrate an understanding of
For example, if the theme is about the
various issues involved in the
‘Mughal Court’ then the most
reconstruction of social history and
significant aspect of it will be the
how analysis of textual sources help
‘account of the production of court
in doing so especially in reference to
chronicles and their subsequent
the Mahabharata.
translation and transmission’ without
which we cannot reconstruct its
history. So, from the point of view of Discuss major religious developments in
teaching and learning of this theme, ancient India and explain how
the ‘story of discovery’ will be the
different types of sources including
account of the court chronicles. that of art, architecture and
sculptures are used to trace these
developments, particularly in
 The third step in this process will be that of
reference to Buddhism.
selecting and presenting ‘excerpts’ from that
which we have identified as the ‘story of
discovery’ or in other words which form theDiscuss developments in agrarian
key ‘source’ for the study of that theme. relations in India during the 16th and
the 17th century based on the official
For example, if our theme is ‘Colonialism account as provided by the Ain-i-
and Rural Society in India’ then we Akbari and also explain the need to
can select ‘excerpts’ from Firminger’s supplement the said official account
Fifth Report or Francis Buchanan- with other sources.
Hamilton’s Accounts or the Deccan

149
 Riots’ Report and see how these Display their familiarity with the
sources help us in reconstructing the political history of medieval India
history of colonial impact on India’s particularly in reference to the
rural society during the late 19th Mughals and provide an
century and 20th century. understanding of how court
chronicles and other sources are
used to reconstruct such histories.
 The fourth and the most important step will
then be to examine these ‘excerpts’ or the
sources more closely instead of taking theseDiscuss the ways in which architecture –
on their face value to find out if the story such as that of temples, forts and
which has come out of it is historically irrigation facilities – is used as
correct. The best method of doing so will be source material to reconstruct
through discussions on: (a) the nature of the history and explain the relationship
sources, (b) the individuals, who have left between architecture and the
behind these sources and their stations in life political system particularly in
and motives, (c) what information other reference to the Vijayanagara
contemporary evidences provide us, (d) the Empire.
ways in which we can interpret these
evidences, and (e) the kind of conclusions
Discuss the ideas and practices of the
which we can draw from these evidences.
Bhakti-Sufi saints and along with
that demonstrate their familiarity
 As a time-tested pedagogical process,
with the religious developments in
‘projects’, either carried out individually or India during the medieval period.
in groups, can also be undertaken on various
themes to promote creative learning among
students. Such projects could involve Provide an appraisal of their familiarity
activities like (a) documentation of oral with travellers’ accounts – such as
testimonies of local personalities such as that of Alberuni, Ibn Batuta and
freedom fighters, (b) collection of material Bernier – and how such accounts
from local archives, newspaper offices and have been interpreted and used by
private repositories in relation to various historians as sources of social
themes, (c) preparing maps, flow-charts, history.

150
 timelines, fact-sheets etc.

Discuss the changes which colonialism

 Organising study-tours is another brought about in India during the
pedagogical tool that is usually employed as late 18th and 19th centuries and how
a robust learning method. There are many these changes affected the lives of
lesser-known and well-known historical zamindars, peasants and artisans
sites scattered over the length and breadth of living in India’s countryside.
India, which can be visited to learn the
significance of various themes whether
Explain the limits of using official
ancient, medieval or modern. Important
sources for understanding the lives
among these places could be (a) sites of
of people especially in the colonial
archaeological excavation (to learn how
context.
excavations are carried out), (b) museums
attached to archaeological sites (to learn
about the nature, characteristics and Discuss the events associated with the
significance of archaeological artefacts), (c) Revolt of 1857-58, how these events
historical monuments which could be of were recorded and subsequently re-
political, social or religious significance, (d) interpreted.
port towns, heritage villages, forts and
fortresses, historical gardens, hill towns,
historical parts of cities, old palaces, canals Explain the connections between
of historical importance, court complexes, colonialism and the building of new

police stations, government offices etc. urban centres in the 18th and 19th
century India and demonstrate their
familiarity with the making of such
 Finally, there could be school-level activities
centres in Kolkata, Chennai,
such as (a) organising exhibitions to provide
Mumbai and Delhi.
an opportunity to students to showcase their
activities and understanding of various
themes of the World and Indian history, (b) Demonstrate their familiarity with the
organising debate and essay competitions to important movements that are
let students delve into the finer aspects of associated with India’s struggle for
historical developments such as on ‘rise of freedom from 1918 to 1948 and an
communalism’, ‘written constitution’, understanding of the nature of

151
 ‘efficacy of five-year plans for national leadership which Mahatma Gandhi
development’, ‘relevance of satyagraha’, and provided to these movements.
‘drain of wealth under colonial rule’, (c)
enacting plays on such themes as ‘non-
Discuss how historians read and
cooperation movement’, ‘civil-disobedience
interpret newspaper reports, diaries
movement’, and ‘quit-India movement’, and
and letters to use these as historical
(d) making posters and paintings and
sources to reconstruct the history of
organising quizzes and philatelic
India’s freedom movement and also
competitions so as to encourage students to
understand the nature of Gandhian
develop their own understanding of history
politics and leadership.
and construction of historical knowledge.

Discuss the events that are associated

with the story of India’s partition on
account of the success of communal
politics during the last decade of the
nationalist movement using the oral
testimonies of those who lived
through those eventful years and
point out both the possibilities and
limits of using such sources.

Demonstrate their familiarity with the

history of the early years after
India’s independence and how these
were shaped as the founding ideals
of the new nation state were debated
in the Constituent Assembly and a
constitution came into being.

Measuring the Above-stated Learning Outcomes based on Competency-based

Assessments as exemplified below:

152
 Evaluate archaeological findings as a dependable source of historical reconstruction.
To what extent do such findings help us in understanding the Harappan civilisation?
(An essay-type question that will evaluate analytical competency.)

 Which of the following are perhaps the most distinctive artefacts of the Harappan
civilisation?

1. Beads

2. Weights

3. Seals

4. Blades

(It is a multiple-choice type question that will evaluate cognitive ability.)

 Between the 6th and the 4th centuries BCE, Magadha became the most powerful
Mahajanapada. Why? (A short-answer type question that will evaluate a student’s
reasoning ability.)

 Give examples of written sources from the 4th century BCE to the 5th century CE and
elucidate their historical significance. (An essay-type question that will evaluate
students’ reflective understanding.)

 One finds many regional variations in the ways the text of the Mahabharata has been
transmitted over the centuries. This indicates

1. Difference of opinion among Sanskrit and non-Sanskrit works on the principal

events of the Mahabharata

2. Complex processes that shaped early social histories through dialogues between
dominant traditions and local practices

3. Difficulty in true to the form transmission of the original Sanskrit text over long
distances over a long period of time

4. Sanskritic traditions were more normative looking for an idealistic society that
were at variance with regional traditions

(It is a multiple-choice type question that will evaluate the ability to draw inference.)

153
 Buddhism promoted the building of sacred structures in a big way. Why? (A short-
answer type question that will evaluate the ability to link cause and effect.)

 Account for the beginning and spread of the Bhakti and Sufi movements in medieval
India. (An essay-type question that will evaluate understanding of meeting of cultures.)

 Make an assessment of the Ain-i-Akbari as a source to understand the developments in

agrarian relations in India during the 16th and the 17th centuries CE. (An essay-type
question that will evaluate the ability to make a critical assessment of a court
chronicle.)

 Explain the evident relationships between architecture and royal power in the
Vijayanagara Empire. (A short-answer type question that will evaluate the ability to
explain a complex historical phenomenon.)

 Francois Bernier in his Travels in the Mughal Empire described the Mughal king as the
king of “beggars and barbarians because

1. He saw the cities and towns as ruined and contaminated with ‘ill air’

2. He saw the fields ‘overspread with bushes and full of ‘pestilential marishes’

3. He saw the Indian society as consisting of undifferentiated masses of impoverished

people

4. He thought the primary reason of all this was the crown ownership of land

(It is a multiple-choice type question that will evaluate contextual understanding of

historical observations in relation to systems and processes.)

 Did the zamindars, peasants and artisans living in India’s countryside experience
changes in the late 18th and 19th centuries? Comment. (A short-answer type question
that will evaluate the students’ ability to explain a complex historical situation arising
out of colonialism.)

 The people of India rose in a massive revolt against the British in 1857. Why? (A
short-answer type question that will evaluate the students’ ability to establish causal
connection between an event and the circumstances leading to it.)

 What was the significance of ‘salt satyagraha’ in the Gandhian scheme of civil-
disobedience? (A short-answer type question that will evaluate the students’ ability to
explain a complex historical situation arising out of colonialism.)

154
 What is communalism?

1. It is a kind of social philosophy which seeks to perpetuate group identities based on

their faith

2. It is a kind of political system which treats every faith as valid and worthy of
respect

3. It is a kind of politics which seeks to unify a community around a faith in hostile

opposition to another community

4. It is a kind of religious movement which seeks to unify disparate sects into a

homogenous religious group

(It is a multiple-choice type question that will evaluate students’ understanding of a

critical historical terminology.)

155
 LEARNING OUTCOMES FOR THE
POLITICAL SCIENCE
HIGHER SECONDARY STAGE

Political Science syllabus at the higher secondary stage intended to provide opportunity to
the students to have an idea of diverse political concerns. It wants students to engage with
political process going on in the country in a historical context. The syllabus includes the
courses in political theory, Indian politics and international politics. Some concerns of
comparative politics and public administration are also integrated at different places.

At the class XI the working of Indian Constitution with some important provisions and some
themes of political theory are introduced. It helps students to develop political arguments on
various issues. Special care has been taken to encourage them analyse prejudices and
opinions they may have inherited. It inculcates a respect for some stated and implicit
constitutional values. Overall the syllabus focuses on key topics essential to understand the
functions of the Indian democracy.

At the class XII the politics of India since independence have been outlined in a historical
manner. The objective is to enable students to be familiar with some significant political
events and figures in independent India. It intends students to have a historical perspective
about the political process of India with some key developments. At the same time the
changes in international politics have also been covered similar historical manner. It takes
into account the dramatic changes that took place after the Second World War including the
end of the cold war. The syllabus seeks to equip the students to think about India’s place in
the present world.

The courses do not cover all aspects of India’s democratic structure, but provide an overview.
Essentially it seeks to help students become active and interested citizens of Indian
democracy.

Curricular expectations

At this stage learners are expected to:

 Understand historical processes and circumstances in which the Constitution was drafted,
along with the important concerns.

 Identify certain key features of the Constitution and analyse how the provisions have
worked in actual political life.

156
 Develop an interest in political theory, significant concepts and a capacity for abstraction
with arguments about them.

 Imbibe the method of political analysis through events and processes of recent political
developments in the country.

 Increase the capacity to link macro processes with micro situations in the social political
life around them.

 Expand their horizon beyond India and make sense of the changing political map of the
contemporary world.

 Familiarise with some of the key political events in the world in the post cold war era.

157
Class XI

Suggested pedagogical process Learning outcomes

The learners may be provided with The learner -

opportunities individually or in groups
and encouraged to -

 Teacher may initiate students to share  Recognizes and retrieves facts,

what they have learnt about important figures and processes. For instance,
concepts during their secondary stage. the most important concepts on play
Especially the concepts such as in a democracy.
Citizenship, Freedom, Equality,
Nationalism, Social Justice, Rights,
 Classifies, contrasts and compares
Secularism, Peace, Development.
various governing acts. To
 Students may differentiate between the understand the domain, importance
Constitution, law, rules & regulation. They and implications.
can be helped with examples by the
teacher, to classify various sets of
 Explains cause and effect
directives.
relationship. For example, the
 Children may delineate the nature and constitutional provisions as cause and
scope of the works various government the works of the different organs as
bodies under the Executive, Legislature, effect.
and Judiciary are expected to fulfill.

 Students may enumerate the powers and  Analyzes and evaluates

duties of the states governments and those information. For example, the works
of the Union government. of the central and state governments
respectively, and how it affects
 Teacher may compare some characteristic
citizens life.
features of a federal system of government
with a unitary system of government.
Asking students to find examples in
 Interprets data/ photographs/ text,
different countries in the world. etc. For example, the issues of
 Students may classify the key slogans or development, socialism, secularism,
terms used by different political parties in communalism, integral humanism,

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 India, along with its meanings. social justice, etc.

 Teachers may arrange debate about the

various articles under the Fundamental
 Identifies assumptions / biases/
Rights and the Fundamental Duties given prejudices / stereotypes. For
in the Constitution. example, the relative importance of
 Teachers may encourage students to rights and duties as understood by
interpret cartoons, photographs and news different parties or organizations.
clippings in the textbooks or in daily
newspapers. The exercise will help find
 Constructs ideas/knowledge on the
more information than stated.
basis of collected information. e.g.
 Learners may compare the situation of the the importance of the independent
judiciary in India with that of the executive status of the judiciary and its effects.
to find their respective status.

 The map of India and the states may be

 Demonstrates map skills
used to understand the importance of
different states regarding national
economy and security.  Demonstrates spirit of enquiry/

 Students may discuss various charts and inquisitiveness. e.g. discussing

tables in the textbooks to explain the different views of political parties on

messages conveyed by it. a given issue.

 Teachers may initiate a careful reading of  Draws inter-linkages within social

the Preamble or some significant Article of science subjects and across

the Constitution to understand its meaning disciplines. For example, to see how

and importance. an Article affects the society, polity,

and economy at the same time.
 Learners may study various
pronouncements of a national leader or a
political party, to identify the bias or  Shows empathy/ appreciation/
prejudice about a given issue. sensitivity towards peers.

 Students may be asked to write essays on a  Recognizes and imbibe values /

dispute about an issue between two states, conflict resolution skills
or between the Centre and a state. Or

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 about a problem under the local
governance.

 An essay so written by a student may be

read by him/her, and the class fellows raise
questions or shortcomings. Then the
author student may answer or note it for
improvement.

 Teacher may conduct a debate in the class

on the merits and challenges of
democracy. Different students argue the
pros and cons of the observations.

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Class XII

Suggested pedagogical process Learning outcomes

The learners may be provided with The learner -

opportunities individually or in groups
and encouraged to -

 Teachers may help learners to be familiar  Recognizes and retrieve facts, figures.
with the political maps of the world, of  Demonstrate map skills
various continents and of our country and
 Interpret data/ diagrams/ graphs/ etc.
differentiate it with geographical maps.
For example, the number of seats in
 Learners may detail different countries’ Parliament won by different political
location, size, population, main language, parties.
natural resources, famous leaders, their
political systems, and neighbourhood, etc.
to understand their relative importance and
role in world politics.

 Students can be asked to similarly detail

different states in the country with
location, size, language, and other social or
political characteristics.

 Teacher may ask learners to discuss

various charts and photographs about the
political parties in the textbook to find the
messages conveyed by it.
 Classifies, contrasts and compares
 Teachers may explain Cold War to learners  Explains cause and effect relationship
and ask them to contrast it with regular
 Analyzes and evaluates information.
war. The difference and implications may
For example, interprets it to explain the
be underlined.
relative role a country or state plays in
 Learners may itemise the effect of the end the world / national politics today.
of the Soviet Union. Emergence of new
issues and conflicts in various parts of the
world. The cause and effect relationship in

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 violent terrorism for the last few decades.  Draws inter-linkages within social

 Teachers may describe examples of one- science subjects and across

disciplines. For example, to see how an
party dominance in Indian political system.
issue affects a country’s polity,
Students may be encouraged to compare
economy or society at the same time.
the examples.

 Learners may identify the current security  Communicates spirit of enquiry/

inquisitiveness. For example, Indian
issues in the world today. Teachers may
economy and political developments’
help them to understand its impact on
link with globalization.
particular countries or the world in general.

 Teachers may illustrate the issues of

development in the country. Taking into  Identifies assumptions / biases/
account various regions’ special situation. prejudices / stereotypes. For example,
the cartoons and news-clippings used in
 Teachers may describe about factors of
textbooks or in newspapers. Or,
globalization and how it affect different
whether newspapers / news channels
countries, and our own country. How Its
support or criticise ruling parties in a
positive and negative aspects may also be
state or at the centre.
recognised.

 Students may be asked to note important

events in the world in which the USA has  Construct ideas/knowledge on the
played major role. The in the text-books basis of collected/given information.
They also explain it in the news items in
 Extrapolate phenomena/ events/
newspapers and on TV news.
situations, etc.
 Teachers may ask learners to write essays
 Show empathy/ appreciation/
on the challenges to national security. An sensitivity. For example, by evaluating
essay written may be read by him/her, and
the life around themselves of people in
the class fellows raise questions or doubts. less privileged situation and
Then the author student can answer or note circumstances.
it for further improvement.
 Recognize and imbibe values / peace
 Learners may be asked to make a chart of
building / conflict resolution skills.
national political parties with their For example, by understanding the
characteristics, agenda and contribution of

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 their mal leaders. difficulties in the process.

 Teachers may explain the situation of

troubled areas in the country, suffering
from some conflict or natural calamities.

 Similarly students may be encouraged to

identify countries suffering from conflicts,
acute poverty, etc. in the region. They may
observe local examples and incidents, apart
from the relevant lessons in the textbook.

 Teachers may enlist the efforts of the

United Nations and various agencies in
peace building, especially in conflict zones
in the world. Asia.

 Students may be asked to enlist the

environmental issues around their own
place. Teachers may help compare it with
similar issues faced in other places, states,
countries.

For Children with Special Needs- Different disciplines in Social Sciences at the
Higher Secondary stage may require materials for better understanding of
subjects.

 In order to achieve learning Outcomes in Social Sciences, some students may require
support in the form of prepared tapes, talking books/daisy books to access text; help
in writing to communicate their ideas through alternative communication method such
as ICT or speech; adaptation of content and activities; education aids to manage visual
information; and/ or support to understand various geographical concepts and features
and the environment.
 Group activities such as projects and assignments done through cooperative learning
will enable students with SEN to participate actively in all classroom activities.

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  For Children with Special Needs (CWSN), resources such as tactile diagrams/maps,
talking books, audio-visual materials, Braille, etc. may be used. Pedagogical
processes and learning outcomes in the document are not exhaustive. Teachers are
expected to design and follow appropriate pedagogical processes along with
assessment tasks to assess their students to continuously improve learning outcomes.

For Visually Impaired Children

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

For Hearing Impaired Children

 Understanding of terminologies/technical terms, abstract concepts, facts,

comparisons, cause effect relationships and chronology of events etc.
 Reading heavy text (textbooks/source materials) especially in History and Civics.
 Making inferences from the text.

For Children with Cognitive Impairments, Intellectual Disability

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

Generalisation and relating information in the textbooks with the environment or society.

164
 LEARNING OUTCOMES FOR THE

PSYCHOLOGY

HIGHER SECONDARY STAGE

Introduction

Psychology is one of the youngest sciences but one of the fastest growing. There are many
who believe that the 21st century is going to be the era of biological sciences along with
psychological sciences. Development in the fields of neurosciences as well as physical
sciences has opened new doors to solve the mysteries of mind and human behaviour.
Psychology already has made inroads into many new domains which have resulted into new
job opportunities.

Psychological concepts are linked with everyday human behaviour and also with various life
experiences. As pedagogical practices are influenced by nature and contents of the subject
discipline, the subject of psychology, which deals with human mind, behaviour and human
relationship, aims at enriching students’ knowledge as well as inspiring and arousing
curiosity, positive feelings, desire to learn, openness, exploration of self and others, and so
on. Such a methodology is helpful for their personal development and inculcation of positive
attitude and love for the subject. Students in the field of psychology are expected to develop
proper scientific attitude for analysing others’ and their own behaviour and use it for self-
improvement. The nature of psychology as a subject affords students’ own stories and
examples to help them relate knowledge gained in the classroom to their individual
experiences as well as to their physical, social, political, and economic environments.

At this stage of school education, students in the field of psychology would develop
foundation in the field of psychology with utilizing scientific inquiry and critical thinking.
Psychology would help them to understand ethical and social responsibilities which will
assist with embracing the qualities that will add to positive results in work settings and in the
public arena. Psychology will develop sensibility to listen, communicate, and relate with
others and will help them to understand their own selves as well as others.

The transaction of the subject matter, therefore, should facilitate reflection among students to
explore the applicability of knowledge to their own contexts. An interactive approach to
engage the students and to sustain their interest and enthusiasm would facilitate in making

165
teaching-learning process joyful. Pedagogical strategies like stories, discussions, examples,
questioning, analogies, problem-solving situations, role play, etc. need to be focused upon.

It is critical that in teaching this subject/course, teachers must strive to maintain balance
between scientific and experiential approaches. Students need to be made aware of the
empirical nature of the discipline and the importance of adopting scientific approach in
studying human behaviour.

Curricular Expectations

At the secondary stage, the learners are expected to:

 develop understanding of psychology as a discipline and its relationships with other

sciences.
 describe how various sensory stimuli are received, attended to and given meaning.
 understand various psychological processes that occur during learning, memory and
thinking.
 explain the nature of human motivation, emotion, intelligence and personality.
 identify sources of stress and discuss various strategies to cope with stress.
 Explain the concept of abnormality and describe different approaches to treat
psychological disorders.
 recognise that formation of attitudes and groups have an influence on human behaviour.
 understand the application of psychological understanding to some important social
issues.

Though the contents have been organised under different headings, linkages have been
created across and within the chapters to maintain continuity and holistic perspective.

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 Class XI (Psychology)

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner –

opportunities individually/ in groups
 explains the role of psychology in
and encouraged to –
understanding mind and behaviour.
 discuss and develop an understanding of
psychology by writing in own words what
is meant by psychology and how
psychology as a discipline can help in  states the different branches of
better understanding of their inner self and psychology.
the situations/happenings around them.
 arouse interest and analyse
things/situations around them which can be
better understood with the help of  enumerates the usefulness of

psychology. Note down the feelings that psychology in everyday life.

were experienced since the past 2-3 days

and analyse the possible psychological
processes involved in these.
 explains the goals and nature of
 discuss the need for knowledge of
psychological enquiry and steps
psychology in different professions/fields
required to conduct a scientific
(agriculture, industry, medical,
research.
engineering, medical, teaching, etc.).
 use reflective questions as a tool to deepen
understanding. For instance, reflect on the
discipline which they think has close  describes important methods of
relationship with psychology. psychological enquiry-qualitative and
 reflect on the linkages between learning quantitative approach.
and environment and discuss with peers in
class to understand the relevance of what is
being taught in the class and their personal  explores ways to imbibe ethical code

life experiences. of conduct in one’s way of being.

167
 observe happenings/examples from
everyday life which can be considered as
human behaviour and those which are
 describes the biological and socio-
considered as mental processes by students.
cultural roots of behaviour.
Based on the studies in psychology,
conduct peer group discussion to highlight
mental processes and behaviour of human
beings.  discusses the socio-cultural
 conduct a brainstorming session with influences on shaping of behaviour
students to develop an understanding about (i.e., family, community, faith,
some important methods in psychological gender, caste, disability, etc.).
enquiry -qualitative and quantitative
approaches. The discussion points
emerging from brainstorming can be put up
for display in a chart.  explains structure and functions of

 conduct group study sessions where each nervous system and endocrine system

group of students are assigned a in terms of behaviour and experience.

theme/topic in psychology, which they will

explore through scientific psychological
enquiry. This may be followed by students
 distinguishes the characteristics of
presenting their learnings through concept
developmental stages: infancy,
mapping/flow chart. Enhance learners’
childhood, adolescence, adulthood
engagement and conceptualise a theme or a
and old age.
topic of interest for study.
 reflect upon ethical issues that one has to
deal with while researching about the
selected topic and describe it in detail.
 records one’s own course of
 collect information from different sources
development and related experiences.
(books, e-resources, etc.) about which part
of the brain is directly related to the daily
activities like dancing, playing an
instrument, riding a bicycle, walking,
 explains the nature of sensory
eating, drinking, sleeping, etc. The
processes, i.e. how various sensory

168
 information may be presented as a project. stimuli are received, attended to and
 interview someone who has moved abroad given meaning.
and ask her/him to share their experiences
in adapting to the new culture.
 collect information from family members
so as to know about their native culture (in  describes the processes and types of

terms of food, festivals, dress, customs, attention.

language, etc.). Reflect upon how their

native culture have shaped their
understanding of various aspects of life and
their behaviour. Students may present their  explains the nature of learning and

reflections in the class. connection between different forms

or types of learning.
 identify different characteristics which they
have witnessed in their own self and their  enumerates various psychological

family members. Classify these according processes that occur during learning

to the life-span perspective and present and influence its course.

through small role plays.

 engage in script writing session wherein
one group of students develop a script from
 explains the nature of memory and
a preoperational (4-7 years old) child’s
distinguishes different types of
point of view for playing with friends and
memory.
another group of students write a script of
an adolescent who is playing with friends.
Later the scripts are presented in the form
of role play. A discussion can be held to  describes the nature and causes of
highlight the learnings from this activity forgetting and the strategies for
(i.e., developmental stage specific improving memory.
behavioural patterns in forming social
relationships).
 discuss the major transitions that have
taken place in the course of their lives and  describes the nature of thinking and
how these transitions have affected them. reasoning.
Explore the challenges faced by their

169
 parents in daily life. The findings may be
compiled and a brief report prepared .
 explains some cognitive processes
 organise group activity to develop an involved in problem solving and
understanding about the functions of decision-making.
sensory organs. For example, while trying
to balance themselves on one leg students
examine which sense organ is helping them
the most to be aware of their body position.  differentiates between language and
 talk to people who have sensory thought.
impairments and listen to/observe their
coping skills. Share your experience in
small groups in classroom.
 undertake a campaign or prepare publicity  describes the nature of human

materials to safeguard / protect sense motivation and crucial motives.

organs.
 explore own way of learning and ask
friends, peers, siblings to find out their way
 enumerates the strategies to manage
of learning. Compare and contrast the
one’s own emotions.
collected information to know the different
ways people receive, store and retrieve
information.
 retrospect on past experiences and present
to peers such experiences when their
responses to particular situations were
mediated by the principles of classical
conditioning. Hold a debate on whether the
shared observations were actually mediated
by the principles of classical conditioning
or not. Prepare a list of such experiences.
 reflect on their family members’ behaviour
and list down any three instances where
their family members, according to them,
had used principles of reinforcement in

170
 their behaviour.
 discuss with their family the impact of
observational learning on children and
write down about the discussion held and
what was learned from this activity.
 interact with siblings, family members or
other relatives/friends to recall about an
event in the student’s life which they
remember vividly. Compare the two sets of
memories (i.e., one of the students
herself/himself and another of family or
friend) and look for discrepancies and
similarities. Record the observations and
analyse the similarities and differences in
the memories. Prepare a report on the
reflections.
 reflect on their ability of attention to detail
by mapping in mind the route they take to
reach the school.
 create infographics/posters on barriers
experienced in thinking and reflect.
Teachers can use these as feedback for
class management.
 collect information about any three
scientists who have invented something
using inductive reasoning as a method.
Write a brief about each of them and
display in the classroom.
 organise an open debate in class to
understand the connection between
language and thought.
 interact with a person in their family who,
according to them, are professionally

171
 successful. Based on the interaction, list
their motives. Analyse them and link them
with Maslow’s hierarchy of needs. Present
the analysis with the help of a diagram.
 explore your own way of managing
emotions and ask your friends, siblings,
neighbours as how they have managed
their emotions .Compare how people
experience different emotions and what
strategies they use to manage them.
 present, through role play, the
physiological responses of their body when
they were feeling anxious (for example,
before an examination, while speaking on
stage, etc).
 reflect upon and present one’s views in
group discussion about how Maslow’s
hierarchy of needs has points of similarities
with the Chakra system in the Indian
tradition.

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 Class XII (Psychology)

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner –

opportunities individually/ in groups
and encouraged to –

 list all the attributes (quality,  describes the construct of

characteristics, traits, features) they intelligence, theories of intelligence
consider as sign of intelligent behaviour. and Indian perspective.
Keeping these attributes in view, organise a
workshop to formulate a
description/explanation of intelligence.
 reflect upon how are they and their sibling/  explains variations in intelligence as
they and their friend, similar and different. entwined in both heredity and
Make a list of factors that they think have environment.
led to these similarities and differences.
Try to group them as those related to
environment of individual and those due to
heredity.  distinguishes among aptitude,
 reflect on an area where they think they are intelligence, and creativity.
most proficient (music, dance, studies, arts,
sports, etc.) and recognise whether it is
intelligence or aptitude. Share their
respective reflections in class. This is  differentiates among aspects of self
followed by a brainstorming session to like self-concept, self-efficacy, self-
explore the difference between intelligence esteem, and self-regulation, etc.
and aptitude.
 explore different ways in which people can
be creative. Identify a person in their
immediate surrounding whom they think is  explains the theories of

creative. List the characteristics of the personality.

person and justify why they think he/she is

173
 a creative individual. Prepare a report of
the exploration and justification.
 reflect upon the points of similarities and
 enumerates various techniques of
uniqueness in self and personality.
personality assessment.
 ask them to share situations where they
have used defense mechanisms as a tool to
cope with anxiety.
 encourage them to individually examine
 explains the nature, types and sources
which technique (or combination) of
of stress.
assessing personality would be most
effective and also reflect on the points that
make it more effective as compared to
others. Submit one’s reflections as a report.  describes strategies to cope with
 discuss about role of internal and external stress.
factors in feeling of stress. Encourage them
to write about various situations where they
have experienced stress and examine the
extent to which the stress was due to  identifies life skills that help people
internal factors and/or factor(s) which to stay healthy.
result from the external environment. Share
their reflections in a tabular form,
highlighting the internal and external
 states the factors underlying
factors.
abnormal behaviour.
 interview any two people in family and
discuss the stressors they have experienced
and what coping strategies they have used.
Share the same in small groups. Collate
 describes the major psychological
strategies across different age groups and
disorders—anxiety, obsessive-
gender.
compulsive, trauma- and stressor-
 engage in meditation for 10 minutes every
related, somatic symptom,
day and list the changes they were able to
dissociative, depressive, bipolar,
trace in their state of being.
schizophrenia spectrum, psychotic,
 interview any 10 people (for example,
neurodevelopmental, disruptive,

174
 friends , bus driver , vegetable vendors , impulse-control and conduct, feeding
clerk, rickshaw puller, etc. ) and ask what and eating, and substance-related and
is their understanding of abnormal addictive disorders.
behaviour. Compare how people perceive
abnormal behaviour differently.
 enumerates the different types of
 share feelings such as: Students’ feelings
therapies—psychodynamic,
before their Class X Board examination.
behaviour, cognitive, humanistic-
How did they feel when the examinations
existential, bio-medical, and
were drawing near (one month before the
alternative.
examinations; one week before the
examinations; on the day of the
examination, and when you were entering
the examination hall)? Also try to make  explores how people with mental
them recollect what students felt when they disorders can be rehabilitated.
were awaiting their results. Write their
experiences in terms of bodily symptoms
(e.g., ‘butterflies in the stomach’, clammy
hands, excessive perspiration, etc.) as well  explains nature, formation and
as mental experiences (e.g., tension, worry, change of attitudes.
pressure, etc.). Categorise these as those
which are physiological and those which
are in the thoughts/mind/psychological.
 explains how people interpret the
 share and listing of details about some
behaviour of others and how the
characters in films they have seen or books
presence of others influences our
they have read who suffered from any of
behaviour.
the disorders they have studied like
depression or schizophrenia and presence
of delusional thoughts.
 study about different types of therapies and
 describes the concept of pro-social
deliberate which one out of the therapies
behaviour and factors affecting it.
(psychodynamic therapy, cognitive
therapy, behaviour therapy, etc.) do they
find most intriguing and why and submit a

175
 report of their deliberations.  examines the nature, types, formation
 list down any 5 rehabilitation centres close and influences of groups on
to their residential areas which work for the individual behaviour.
treatment of mentally ill. Compare and
contrast the techniques used by these
centres.
 initiate a discussion in class on the process  describes the nature of intergroup
of changing attitude and factors that conflict and examines various conflict
influence the process. Allow students to resolution strategies.
collect any advertisement from a
newspaper, or magazine that contains
something that catches their attention.  states the relationship between
Encourage them to analyse the human beings and the environment.
advertisement so as to identify factors in it
which may influence their attitude change.
 reflect on instances, through a skit, when
an impression of someone was formed  interprets the causes and

based on the information received about the consequences of social problems

person. Discuss learnings from the skit. from a psychological perspective.

 explain pro-social behaviour and encourage

them to identify such behaviour in the
classroom. Allow them to discuss with
 identifies the possible remedies of
family members the characteristics and
problems such as poverty, aggression,
qualities required to demonstrate pro-social
and health.
behaviour. Report learnings from this
activity.
 think of their favourite sports team and
reflect on how they associate with it and  explains the significance of
are influenced by it. developing communication skills, and
 organise a brainstorming session on the the nature and process of counselling.
concept of social loafing, followed by
group deliberation on situations in
class/school which may be considered as

176
 social loafing.  enumerates the importance of
 discuss in class the causes of intergroup psychological testing skills in
conflict as well as ways in which it can be individual assessment.
regulated. Based on the discussion, each
student submits her/his deliberations and
analysis as a report.
 collect information about any five NGOs
working for promoting pro-environmental
behaviour. Prepare a monograph of any one
organisation justifying why one chose to
focus on that particular organisation.
 ponder on how knowledge of psychology
has equipped them to apply the
psychological frameworks to real world
situations and conditions like poverty,
discrimination, aggression, etc. Share their
deliberations in the form of a report and
draw conclusions based on their
deliberations.
 observe any two people in their school and
note down their non-verbal
communication. Share their observations
and seek feedback from peers.
 practice active listening, attending, and
paraphrasing in their interaction with
family members for 4-5 days. Encourage
them to prepare a write-up focusing on how
it helped in communicating effectively.
 collect information from different sources
about various skills which are crucial to
become a psychologist. In group
presentation, the views of each group is
shared. Followed by this, hold a discussion

177
 session on how the skills presented earlier
in group presentations help in relating to
someone in distress.

Suggested Pedagogical Processes in an Inclusive Set-up

The curriculum is same for each student in a classroom. There may be some students in the
classroom that may have learning difficulties including language, visual-spatial or mixed
processing problems. In an inclusive set-up, children with such difficulties and special needs
are provided with equal opportunities to actively participate in all the activities with some
adaptation in the curriculum and additional teaching support. Keeping in mind the specific
requirements of children with special needs, few pedagogical processes for teachers are
suggested below:

 Use detailed verbal descriptions of diagrams, graphical representations and pictures.

These can also be made tactile with proper contrasts.
 Use examples from everyday life for explaining various concepts and theories.
 Use audio-visual materials like films and videos to explain abstract concepts. For
example, impact of various socio-cultural factors on human behaviour.
 Organise various group work involving debates, quizzes, discussions, role play, etc.
 Use everyday life examples, illustrations, tables, activities and boxes to facilitate better
understanding of the concepts.
 Encourage students to read summary of the chapter which helps to reinforce and
consolidate what has been read or taught.
 Indulge students in group activities as they are important for team building, to experience
the joy of sharing and to develop respect for each other’s viewpoint.
 While conducting activity sessions, particular care should be taken in building a
classroom climate that is conducive to mutual respect, confidence and cooperation.
 Set and enforce ground rules for respectful interaction in the classroom.
 To the extent that is possible (depending on the size of your class), get to know your
students and the individual perspectives, skills, experiences, and ideas that they bring into
the class.

178
 Use verbal and non-verbal cues to encourage participation and to challenge students to
think deeply and critically.
 Involve students in exploring the environment using other senses like smell, hearing and
touch.
 Provide a brief overview at the beginning of each class.
 Create opportunities to listen to all children.
 Be open to the new ideas and questions your students bring into the class.
 Encourage reflection among students to facilitate applying knowledge to their own
contexts.

*****

179
 DEVELOPMENT TEAM

1. Anjum Sibia
Professor, DEPFE and Head, DER

NIE, New Delhi

2. Prabhat K. Mishra
Professor, DEPFE

NIE, New Delhi

Members of the Review Committee

1. K.B. Rath
Professor, Regional Institute of Education

Ajmer

2. I.B. Chughtai
Professor, Regional Institute of Education

Bhopal

3. Gowramma I.P.
Professor, Regional Institute of Education

Bhubaneswar

4. Prachi Ghildyal
Assistant Professor, North East Regional Institute of Education

Shillong

180
Additional Resources: Class-XI

• Baron, R.A. (2001/Indian reprint 2002). Psychology (5th ed.). Allyn & Bacon.
• Das, J.P. (1998). The Working Mind : An Introduction to Psychology . Sage
Publications.
• Davis, S.F., & Palladino, J.H. (1997). Psychology. Prentice Hall, Inc.
• Gerow, J.R. (1997). Psychology : An Introduction. Addison Wesley Longman, Inc.
• Gleitman, H. (1996). Basic Psychology. W.W. Norton & Company.
• Khandwalla , P.N. (1984). Fourth Eye: Excellence through Creativity . A.H.
Wheeler and Co.
• Malim, T., & Birch, A. (1998). Introductory Psychology. Macmillan Press Ltd.
• Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (1986). Introduction to
Psychology (7th ed.). McGraw- Hill Book Company.
• Weiten, W. (2001). Psychology: Themes and Variations . Wadsworth.
• Zimbardo, P.G., & Weber, A.L. (1997). Psychology. New York : Longman.
• Zimbardo, P.G. (1985). Psychology and Life. Harper Collins Publishers.
• Dash, U.N., Mohanty, P.K., Mohanty , S.C., Pattanaik, L.K., Nanda , G.K., Misra ,
G., & Kar, C. (2004). Psychology- Part I. Orissa State Bureau of Textbook
Preparation and Production . Pustak Bhawan, Bhubaneswar.
• Gleitman, H., Fridlund , A.J., & Reisberg, D. (2004). Basic Psychology (5th ed.).
W.W. Norton & Company.
• Mandal, M.K. (2004). Emotion: Basic Issues and Current Trends . Affiliated East-
West Press.
• Santrock, J.W. (1999). Life-Span Development (7th ed.). Boston : McGraw-Hill
College.

Additional Resources: Class-XII

• Baron, R.A. 2001/Indian reprint 2002. Psychology (5th ed.). Allyn &Bacon.
• Bellack, A.S., & Hersen, M. 1998. Comprehensive Clinical Psychology. Elsevir.
London.
• Carson, R.C., Butcher, J.N., & Mineka, S. 2004. Abnormal Psychology and Modern
Life. Pearson [Link] .
• Davis, S.F., & Palladino, J.H. 1997. Psychology . Prentice-Hall , Inc.
• Davison , G.C. 1998. Abnormal Psychology , John Wiley & Sons, Inc.

181
 • Gerow , J.R. 1997. Psychology : An Introduction . Addison Wesley Longman, Inc.
• Gleitman, H. 1996. Basic Psychology. W.W. Norton and Company.
• Sadock, , B.J., & Sadock, V.A. (Eds.) 2004. Kaplan & Sadock’s Comprehensive
Textbook of Psychiatry (8th ed., Vol. II). Lippincott Williams & Wilkins.
• Lahey, B.B. 1998. Psychology : An Introduction . Tata McGraw-Hill.
• Malim, T., & Birch , A. 1998. Introductory Psychology, Macmillan Press Ltd.
• McMahon , J.W., McMahon, F.B., &Romano, T. 1995. Psychology and You. West
Publishing Company .
• Weiten, W. 2001. Psychology : Themes and Variations . Thomson Learning, Inc.
Wadsworth.
• Zimbardo, P.G., & Weber, A.L. 1997. Psychology. Longman. New York.

Weblinks

Class XI-weblinks

Chapter 1: What is Psychology?

Title: Evolution of Psychology

Link: [Link]

Title: Branches of Psychology

Link: [Link]

Chapter 2: Methods of Enquiry in Psychology

Title: Experimental Method and Correlational Method

Link: [Link]

Title: Survey Research Method

Link: [Link]

Title: Analysis of Data

Link: [Link]

182
Chapter 3: The Bases of Human Behaviour

Title: Endocrine system

Link: [Link]

Title: Cultural Basis of Behaviour

Link: [Link]

Chapter 4: Human Development

Title: Human Development

Link: [Link]

Title: Adolescence

Link: [Link]

Chapter 5: Sensory, Attentional and Perceptual Processes

Title: Attentional Processes

Link: [Link]

Title: Principles of Perceptual Organisation, and Types of Perceptual Constancies

Link: [Link]

Title: Perception of Space, Depth and Distance, and Illusions

Link: [Link]

Chapter 6: Learning

Title: Classical Conditioning

Link: [Link]

Title: Operant Conditioning

Link: [Link]

183
Title: Observational Learning, Cognitive Learning, and Verbal Learning

Link: [Link]

Chapter 7: Memory

Title: Nature of Memory, Stage Model, Levels of Processing, and Types of Long-term
Memory

Link: [Link]

Title: Knowledge Representation and Organisation in Memory, Memory as a Constructive

Process, Forgetting, and Enhancing Memory

Link: [Link]

Chapter 8: Thinking

Title: Nature and Process of Creative Thinking

Link: [Link]

Chapter 9: Motivation and Emotion

Title: Maslow’s Hierarchy of Needs

Link: [Link]

Title: Theories of Emotions

Link: [Link]

Class XII -Weblinks

Chapter 1: Variations in Psychological Attributes

Title: Different Assessment Methods

Link: [Link]

184
Title: Theories and Assessment of Intelligence

Link: [Link]

Title: Culture and Intelligence, Emotional Intelligence, Special Abilities, and Creativity

Link: [Link]

Chapter 2: Self and Personality

Title: Self and Personality

Link: [Link]

Title: Type and Trait Approaches to Personality

Link: [Link]

Title: Psychodynamic Approach to Personality

Link: [Link]

Chapter 3: Meeting Life Challenges

Title: Nature, Types, and Sources of Stress

Link: [Link]

Title: Effects of Stress on Psychological Functioning and Health

Link: [Link]

Title: Stress Management Techniques

Link: [Link]

Chapter 4: Psychological Disorders

Title: Factors Affecting Abnormal Behaviour

Link: [Link]

185
Chapter 5: Therapeutic Approaches

Title: Nature, Process, and Types of Psychotherapy

Link: [Link]

Title: Psychodynamic and Behaviour Therapies

Link: [Link]

Title: Humanistic-existential Therapy, Biomedical Therapy, Alternative Therapies, and

Rehabilitation of the Mentally ill

Link:
[Link]
_info

Chapter 6: Attitude and Social Cognition

Title: Factors that Influence Attitude Formation

Link: [Link]

Chapter 7: Social Influence and Group Processes

Title: Social Influence and Group Processes

Link: [Link]

Chapter 8: Psychology and Life

Title: Interpersonal Physical Distance

Link: [Link]

Chapter 9: Developing Psychological Skills

Title: Counselling Process and Skills

Link: [Link]
*****

186
 LEARNING OUTCOMES FOR THE

SOCIOLOGY

HIGHER SECONDARY STAGE

Sociology is introduced as an elective subject at the senior secondary stage. The themes of
the discipline are designed to help learners reflect on what they hear and see in the course of
everyday life. The discipline also helps learners develop a constructivist attitude towards
society in change and equip learners with concepts and theoretical skills for the purpose. This
way sociology enables learners understand society more wholly and develop a
comprehensive analysis and understanding of the numerous social processes that occur in
society. Sociology fosters self-reflexivity among learners as a process of deepening of
personal relationship with society and its constituent processes and units by understanding
and engaging with them. The curriculum of sociology is designed to enable learners to
understand dynamics of human behaviour in all complexities and manifestations.

The study of sociology helps learners approach the study of human society as an
interconnected whole and understand the emergence and development of sociology as a
discipline. The aim of the subject is to enable learners understand basic concepts of
sociology, be aware of the complex social processes and build capacities in students to
analyse changes in society. While helping learners recognize the importance of sociological
understanding of the terms and concepts, sociology helps the learner understand, recognise,
interconnect and analyse different concepts related to the study of society. The study of
sociology helps the learner understand the growth and scope of sociology in India, especially
in contemporary Indian society, and recognise the importance of field work in Anthropology
and Sociology. The study of sociology also helps learners understand and appreciate diverse
perspectives and thoughts and their importance in building a pluralistic, multi-cultural, just
and healthy society.

Curricular Expectations

At this stage learners are expected to;

 Relate classroom teaching with their outside environment.

 Understand basic concepts of Sociology for enabling them to observe and interpret social
life.

187
 Understand the emergence of sociology.
 Be aware of the complexity of social processes.
 Understand the concept of social institutions.
 Appreciate the diversity in Indian society and the world at large.
 Understand and analyze the changes in contemporary Indian society.
 Understand and appreciate diverse perspectives and thoughts and their importance in
building a pluralistic and multi-cultural society.
 Understand the need and importance of an equal and just society.

188
 Class XI

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner understands, recognises ,

opportunities individually/ in groups and interconnects and analyses the different
encouraged to; concepts, for example;

 Make a list of the most desirable jobs in  How the study of Sociology reflects upon
and write down suggestions that learners the connection between a personal
receive on working hard and deciding their problem and a public issue.
careers. Discuss whether working hard is  Sociology studies human society as an
sufficient for getting a desirable job. interconnected whole and development of
 Read different sources and discuss about sociology as a discipline.
the various dimensions of society.  Growth and scope of Sociology in India
 Read and discuss about the Enlightenment and the relationship of sociology with
and industrial revolution and try to other social sciences.
establish the link between them.  The concept of society and how societies
 Watch documentary films based on are unequal in nature.
agriculture and discuss the interlinkages  The difference between sociology and
among socio-cultural, economic and common-sense knowledge.
political aspects of society.
 Read documentary sources and analyse the
Recognises and understands the
different types of societies. Identify
importance of sociological
inequalities existing within and between
understanding of the terms and
societies.
concepts of Sociology, for example;
 Discuss and write the differences between
commonsense knowledge and sociological  Concept of social groups and society,
understanding. different types of groups, social
 Familiarise yourself with the concepts of stratification, caste and class, status and
society, social groups, social stratification, role and role stereotyping, society and
status, role and social control. social control.
 Acquaint yourself with the writings of B.  The concept of social institutions, family
R. Ambedkar, Alex Haley, Rabrindranath as a social institution and how families are

189
 Tagore and the others. linked to other social spheres, marriage
 Discuss the role stereotyping and write its and forms of marriage, norms of marriage
effects on your life. and kinship.
 Read about the institution of family and  The concept of work and economic life,
watch films of 70s, 80s and 2010s. modern forms of work and division of
Analyse the changing nature of family and labour.
family’s connections with other social  The political institutions, State, religion
spheres. and education as social institutions.
 Familiarize yourself with the concept of  Culture and socialisation, diverse settings,
division of labour, traditional and modern different cultures, dimensions of culture,
forms of work. Analyse these from the cognitive and normative aspects of culture,
gender lens. material aspect of culture, culture and
 Read about institutions, state, religion and identity and Ethnocentrism.
education. Discuss and write about their  Socialisation, agencies of socialisation,
connections and interdependence. family, peer groups, schools, mass media,
 Collect information on the cultures in other socialising agencies, socialisation
India. Discuss the diversity among them and individual freedom and gendered
and the reasons for this diversity. socialisation.
 Collect cultural items from different states  Social structure, stratification and social
of India. Find the reasons for these cultural processes, social structure and
differences. stratification.
 Get familiarised with the concept of  Social processes in sociology, cooperation
Ethnocentrism. and division of labour, competition as an
 Read and discuss about socialisation, idea and practice, conflict and
agencies of socialisation and its effect on cooperation.
the life of a person.  Land conflicts.
 Discuss gendered nature of socialisation.  Social change and social order in rural and
 Understand the meaning of social urban society.
structure, stratification, social processes,  Social change, environment, technology
cooperation and conflict. and economy, politics, culture, social
 Discuss competition as an idea and order, contestation, crime and violence.
practice.  Social order and change in village, town
 Identify the contexts and reasons for land and city.

190
 conflicts in India.  Western sociologists, the Enlightenment,
 Study social change and social order in the French revolution, the industrial
rural and urban society, politics, revolution.
environment and technology and  Karl Marx and class struggle.
economy.  Emile Durkheim’s vision of sociology,
 Discuss and write contestation, crime and division of labour in society.
violence.  Max Weber and interpretive sociology and
 Read about French revolution. bureaucracy.
 Read Karl Marx’s concept of class  Indian sociologists: Ghurye on caste and
struggle and Emile Durkheim’s vision of race, D. P. Mukerji on tradition and
sociology, change, A.R. Desai on the State, M. N.
 Study Max Weber’s ideas of interpretive Srinivas on the Village.
sociology.
 Discuss and write about bureaucracy.
 Read Ghurye’s works on caste and race,
the works of D. P. Mukerji on tradition
and change, ideas of A.R. Desai on the
State and works of M. N. Srinivas on the
village.

191
 Class XII

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner understands, recognises,

opportunities individually/ in groups and interconnects and analyses different
encouraged to; concepts, for example;

 Discuss and write about self-reflexivity.  How the study of sociology enables self-
 Read different sources and discuss about reflexivity.
the dimensions of colonialism and  Colonialism and nationalism in India.
nationalism in India.  Social demography and its importance in
 Read and discuss the social demography sociology.
and its importance in sociology.  Malthusian theory of Population Growth.
 Read different sources on theories of  Theory of Demographic Transition.
demography.  Common concepts and indicators of
 Read and study the census reports of population, the size and growth of
India. population in India, age structure of the
 Watch documentary films based on Indian population, the declining sex ratio
agriculture and discuss interlinks and in India.
differences between rural and urban  Literacy, rural-urban differences and
societies. population policy in India.
 Read documentary sources and analyse
different types of societies. Identify
Recognises and understands the
inequalities existing within and between
importance of sociological understanding
societies.
of the terms and concepts of sociology, for
 Discuss and write the differences of caste
example;
system in traditional and modern
societies.  Concept of caste system, caste in the past,
 Familiarise yourself with the concepts of colonialism and caste, caste in the present
tribal communities, national development society.
versus tribal development and tribal  Tribal communities, classifications of the
identity. tribal societies, mainstream attitudes
 Discuss in groups concepts of family and towards tribes, national development

192
 kinship and write about these. versus tribal development, tribal identity.
 Familiarize yourself with the concept of  The concept of family and kinship, nuclear
market and discuss about sociological and extended family, the diverse forms of
perspectives on markets and economy. the family.
 Read books and literature on caste-based  The concept of Market as a social
market, trade networks and business institution, sociological perspectives on
communities in India. markets and economy.
 Discuss and write about the emergence of  Caste-based markets and trading networks
new market and the changing patterns of in pre-colonial and colonial India, social
market in India. Also discuss how it organisation of markets, traditional
affects society and life-style of people. business communities, colonialism and the
 Read about capitalism, commoditisation emergence of new markets.
and consumption. Discuss and write about  Capitalism as a social system,
their connections and interdependence. commoditisation and consumption.
 Collect information on the process of  Globalisation - interlinking of local,
globalisation and liberalisation in India. regional, national and international
Discuss the effects of globalisation on markets and the virtual market.
different types of markets.  Liberalisation.
 Read and discuss about social inequality  Market versus the state.
and exclusion. Identify the factors for  Concept of social inequality and exclusion,
these inequalities. prejudices and stereotypes.
 Get familiarised with the concepts of caste  Caste and Tribe-systems justifying and
and tribe. Read and discuss about perpetuating inequality, untouchability,
untouchability and state’s initiatives to state and non-state initiative to address
address caste-based discriminations. discrimination based on caste and tribe.
 Read and discuss about different struggles  The Other Backward Classes.
for rights in India.  Adivasi struggle, struggle for women’s
 Discuss about the challenges of cultural equality and rights, the struggle of the
diversity and the importance of differently abled.
community identity.  Challenges of cultural diversity, cultural
 Understand the meaning of regionalism, communities and the nation-state, the
religion, nation-building, communalism, importance of community identity,
secularism and civil society. communities, nations and nation-states,

193
 Discuss different types of research cultural diversity and the Indian nation
methods in project works. state.
 Study structural change, urbanisation, and  Regionalism in the Indian context, nation-
industrialisation in India. state and religion, Minority rights and
 Discuss and write about cultural change. nation building, communalism, secularism
 Read about social reform movements in and the nation-state, state and civil society.
the 19th and 20th century.  Variety of methods, survey method,
 Study Sanskritisation, modernisation, interviews, observation.
secularisation and westernisation in the  Structural change, colonialism,
context of social change. urbanisation, industrialisation, tea
 Read, discuss and write about Indian plantations, industrialisation in
Constitution and core values of Indian independent India, urbanisation in
Constitution. independent India.
 Discuss about the Constituent Assembly  Cultural change, Social Reform
debates and the Constitution, social movements in 19th and 20th century.
change and justice.  Approach to study Sanskritisation,
 Read different sources on Panchayat Raj Modernisation, Secularisation and
and establish its link with social Westernisation, different kinds of social
transformation in rural areas. change.
 Familiarise yourself with the concept of  Indian Democracy, Indian Constitution,
political parties, pressure groups and the core values of Indian Democracy,
democratic politics. Constituent Assembly debates, the
 Read and discuss about rural society. Constitution and Social Change,
 Study different resources and analyse the Constitutional norms and social justice.
impacts of development process, land  The Panchayat Raj and the challenges of
reforms, green revolution, globalisation rural social transformation, powers and
and liberalisation on rural society. responsibilities of panchayat, Panchayat
 Familiarise yourself with the process of Raj in tribal areas.
industrialisation and its impact on work  Democratisation and inequality, political
and working conditions in India. parties, pressure groups and democratic
 Discuss the process of globalisation and politics.
its impacts on society, communication,  Change and development in rural society,
labour, employment and culture. agrarian structure, caste and class in rural

194
 Acquaint yourself with concept of India, impact of land reforms, green
homogenisation and globalisation, gender revolution and its social consequences,
and culture, consumption and corporate globalisation, liberalisation and rural
culture. society.
 Study about mass media and  Change and development in industrial
communications and its beginning in society, industrialisation in India, work and
India. working conditions, strikes and unions.
 Read and analyse the effects of  Globalisation and social change, different
globalisation on media. dimensions of globalisation, global
 Study the different sources on social communication, globalisation and labour,
movements and theories of social employment and culture.
movements.  Homogenisation versus Globalisation of
 Read and collect information about culture, gender and culture, culture of
different types of social movements and consumption, corporate culture.
their contributions to social changes in  Mass media and communications,
India. beginnings of modern mass media, radio,
television and print media.
 Globalisation and media.
 Social Movements, features of social
movements, sociology and social
movements and theories of social
movements.
 Types of social movements- Reformist,
Redemptive, Revolutionary, old and new
social movements, ecological movements.
 Class based movements - Peasant
movements and Workers’ movements.
 Caste based movements- the Dalit
movement and Backward Castes
movements.
 The Tribal movements.
 The Women’s movements.

195
 LEARNING OUTCOMES FOR THE

ACCOUNTANCY

HIGHER SECONDARY STAGE

With the fast changing economic scenario, the commerce education along with accountancy
as the language of business and as a source of financial information has carved out a place for
itself at the Senior Secondary stage. The subject provides a firm foundation in basic
accounting practices and includes fundamentals of financial accounting, and specialized
accounting procedures for trading and non-trading organizations, partnership and corporate
accounts and financial statement analysis. The subject emphasizes on developing basic
understanding about the nature of accounting information develop among students' logical
reasoning, careful analysis and considered judgment.

The technological revolution has further provided new dimensions like computerized
accounting system, E-Finance , accounting as an information system, and forensic accounting
etc., have gained importance in recent times.

Curricular Expectations

i. Familiarizes the students with accounting as an information system;

ii. Develops basic skills of accounting to apply accounting concepts and accounting
standards in different business situations.

iii. Develops skills to analyze and interpret financial statements of specialized business
entities for informed decision making and economic reasoning.

iv. Inculcate entrepreneurial skills for effective transition from school to the world of
work including self-employment.

196
Class XI : Financial Accounting

Suggested Pedagogical Practices Learning Outcomes

The learners may be provided with The learner:

opportunities individually or in groups and Recognizes , draws relationships and narrate
encouraged to:-
processes about facts, concepts and terms used
in accounting :

1. Observe accounting as a process of  Describes relationship between

identification, recording, accounting, accountancy and book
classification, summarization of keeping.
accounting data, and communication  Discuss role of accounting as a language
thereof for financial decision making. of business enterprise.
2. Recognize accounting as an  defines various terms used in accounting.
information system and acquire basic  Identifies monetary and non-monetary
concepts of computerized accounting events for recording in book of accounts.
to discuss the role of IT in the growth  Differentiates between accounting data
of business organizations and accounting information.
3. Appreciate the changing role  Identifies users of accounting information
accountant in recent times i.e., from for communication and dissemination.
stewardship function (custodian of  Lists the qualitative characteristics of
book of accounts) to information accounting information.
generation function.
 state the meaning and purpose of the basic
accounting concepts;

The learner:

Classifies and compares facts, data, and

figures

4. Apply the generally accepted  Lists the Indian accounting standards

accounting principles, accounting (Ind_AS) issued by the Institute of
concepts, standards and procedures in Chartered Accountants of India in
maintaining accounting records of a bringing uniformity in business records

197
 business entity. for effective comparison between entities.
 Classifies accounting data into assets,
liabilities, capital, revenue and expenses.
 Categorises types of source documents
such as cash memo, debit note, credit
note, invoices, cheques, promissory note,
bill of exchange etc., for recording
business transactions.
 Differentiates between source documents
and support documents.
 Apply accounting equation to process
business transactions for recording in
book of accounts.

The learner:

Analyses and Evaluates accounting data

5. Demonstrate skills of journalizing and  Applies the rules of debit and credit in
posting from journal to ledger. journalising and posting in ledger
 Draws trial balance for summarizing
accounting data.
 Locates errors and rectifies them in case
of disagreement of trial balance.

The learner:

Presents accounting information for

dissemination

6. Prepare financial statements of a  Categories items of revenue and capital.

business entity  Distinguishes between cash basis and
accrual basis of accounting.
 Calculates gross profit, operating profit
and net profit of a business entity.
 Makes adjustments for closing stock,
prepaid expenses, outstanding expenses,

198
 accrued income, income received in
advance, bad debts, depreciation etc.
 Prepares balance sheet of a business
concern.
 Distinguishes between double entry and
7. Demonstrate skills to convert single entry
incomplete business records into  Enumerates causes and limitations of
complete book of accounts using incomplete records.
double entry system of accounting.  Ascertains profit by converting s single
entry transactions into double entry
records.

Class XII: Accountancy

Suggested Pedagogical Practices Learning Outcomes

The learners may be provided with The learner:

opportunities individually or in groups and Recognizes , draws relationships and narrate
encouraged to:- processes about facts, concepts and terms used
in accounting :

1. Observes the financial statements of  Differentiates between financial

profit and not-for-profit organizations. statements of business and non-business
entities.
 Recalls the concepts of profit, surplus,
loss and deficit in the context of financial
statements of business and non-business
entities.
 Lists the features of receipt and payments
account, income and expenditure account,
profit and loss account and balance sheet.
 Discuss the specific items of income and
expenditure and how they are treated
using accrual basis of accounting.

199
  Describes forms of business organizations
as sole proprietorship, partnership and
company.
 Discuss the advantages of partnership and
2. Recognize forms of business company form of business over sole
organizations proprietorship form of business.
 Define partnership as per Indian
Partnership Act 1932 and company as per
the Companies Act 2013.

The learner:

Classifies and compares facts, computes data,

and figures

3. Apply accounting concepts,  Discuss the provisions of Indian

accounting standards and accounting Partnership Act 1932and Partnership
procedures in maintaining business Deed in Partnership form of business.
records of Partnership form of  Differentiates between reconstitution of
business. partnership firm and dissolution of
partnership firm.
 Compares revaluation of assets and
4. Enable students to carry out these
reassessment of liabilities and realization
activities:
of assets and liabilities for partnership
i. Draw chart in tabular form to
firm.
show types of shares and
 Classifies partner’s capital into fixed and
debentures and methods of
fluctuating capitals; method of valuation
redemption of debentures
of goodwill; calculation of interest on
ii. Draws chart showing format of
capital and interest on drawings.
financial statements of a
 Collects information on various cases for
company.
dissolution of partnership firm.
iii. Fills share or debenture
 Ascertain new profit sharing ratio,
application form (dummy) to
sacrificing ratio, gaining ratio in the event
understand the terms and
of reconstitution of partnership firm.
conditions of issue of
 Apply accounting treatment as per
securities

200
 iv. Read IPOs of securities i.e., applicable accounting standard for
shares, debentures and bonds valuation of goodwill in the event of
floated in the capital market to reconstitution of partnership firm.
appraise about terms of
issuance.

5. Apply accounting concepts,

 Lists the sources of finance and states the
accounting standards and changes in
reasons for which source of finance is
accounting procedures w.r.t., company
more economical in nature
form of business.
 Differentiates between share capital and
debt capital.
 Explains why debentures debt capital of a
6. Develop skills to prepare and present company.
financial statements of specialized  Discusses why company prefers both debt
business organizations such as Not for and share capital for raising funds.
profit organizations, partnership,  Compares issue of share and debentures
company and others. for cash and as collateral security.
 Classify issue of shares and debentures at
par, premium and discount.
 Categories methods of redemption of debt
capital after the expiry of specified time
period.
 Adopts changes in accounting procedures
for maintaining books of accounts w.r.t.,
share capital and debentures.
 Prepares financial statements and other
relevant accounts of different forms of
business organizations.

The learner:

Analyses and Evaluates accounting data and

201
 Presents accounting information for
dissemination

7. Demonstrate skills of presentation and  Prepares relevant accounts and balance

disclosures sheet of the reconstituted firm.
 Discusses disclosure of items in
company’s balance sheet.
 Draws Company’s balance sheet as per
8. Analyses the financial statements of a the schedule III of the Companies Act
company in terms of its solvency, 2013.
liquidity, profitability and growth.
 Undertakes comprehensive project work
and related hands on activities.
 Discusses why investors, lenders, and
other stakeholders are interested in
analysis of financial statements.
 Differentiates between horizontal and
vertical analysis of financial statements
 Describes the significance of accounting
ratios in financial statement analysis.
 Categorizes accounting ratios for
assessing liquidity, profitability and
solvency of a business enterprise.
 Explains adequacy of cash and cash
equivalents in terms of its timing and
certainty for a particular period and future
commitments of an enterprise by
classifying into operating, investing and
financing activities.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum of accounting is same for all students opting for commerce stream. This requires
all students to actively participate in the teaching –learning process. It is important for a commerce
teacher to understand that students have different learning styles. They may require additional
teaching support and some adaptation in the curriculum. By considering the specific requirements

202
of children with special needs, few pedagogical processes for the teachers are suggested below:

1. Use examples from everyday life for explaining types of business transactions in their
neighborhood. Follow a well-defined teaching sequence with a pace based on the student’s
needs. Teacher can find out what the student already knows and build his/her teaching
accordingly.
2. Organise group work involving debates, quizzes, role play, reading activities, etc.
3. Organise excursions, trips and visits to market places like malls, weekly haats, trade fairs,
(educational tour).
4. Use visual or graphic representations, infrographics, charts etc., flow charts, posters, etc.
5. Organise group work involving activities like cut and paste, and make use of pictorial
displays, models, pictures, posters, flash cards or any visual items to illustrate the concepts.
6. Use annual reports of companies, scrapbooks and newspapers, etc., to help learners
understand the textual material.
7. Asking relevant questions frequently to check how much the learner has learnt as it helps
in assimilating information.
8. Using multiple choice questions to get responses from children who find it difficult to
write or explain verbally.
9. Increase or decrease the number of activities the student is expected to complete.

203
 LEARNING OUTCOMES FOR THE

BUSINESS STUDIES

HIGHER SECONDARY STAGE

Introduction

Business Studies as an area of study draws its content from the disciplines of management,
finance, marketing, human resource development and business entrepreneurship. The subject
facilitates students to appreciate that business activities are an integral component of society
and develops an understanding of many social and ethical issues. Rural development and
growth, corporate social responsibility, micro and small scale industries, innovation and
entrepreneurship, financial literacy, Intellectual property rights, consumer protection,
environmental protection and conservation of resources etc., are major components of the
subject.

Business Studies prepares students to manage, evaluate and respond to the economic,
political, legal and social environment that affect business operations and analyze the
interactions thereof. The subject broadens its base by bringing in issues of inclusiveness,
growth and sustainable developmentwhich can be leveraged for productive opportunities and
generation of income on equitable terms. The technological revolution has further provided
new dimensions such as such as E-banking, E-Marketing, E-Commerce, E-Finance, E-
investment (paperless trading) and have been gaining importance in recent times.

Curricular Expectations

v. Develop an understanding of the dynamic nature of business, its environment and

inter related aspects of society.

vi. Appreciate the economic and social significance of business activity.

vii. Appreciate the concerns of constitutional provisions and labour laws relating to
human rights and child rights applicable to business units so as to function as
responsible citizens of the society.

viii. Inculcate entrepreneurial skills for effective transition from school to the world of
work including self-employment.

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Class XI : Business Studies

Suggested Pedagogical Practices Learning Outcomes

The learners may be provided with The learner:

opportunities individually or in groups and Recognizes , draws relationships and narrate
encouraged to:- processes concepts in business :

 Observe day-today activities of people  Differentiates between economic and non-

living in the community and prepare a economic activities
chart in tabular form citing examples  Define the term business
of self-employment, wage  Categorize economic activities into
employment and working for self- business, employment and profession
satisfaction.  Explain features of business as an
 Recognize business as an economic economic activity.
activity  Distinguish trade from industry and
 Illustrate comparison between business
business and other economic activities  Compares economic activities and
 Appreciate social aspect of business auxiliaries to trade i.e., banking,
 Collect and read articles from business insurance, transport, warehouse and
magazines and newspapers and make advertising
project on:  Draws relation between risk and reward
i. corporate social responsibility (CSR)  Describe profit maximization objective
of any business enterprise versus social obligation of business
ii. Ethical practices adopted by business  Discuss the significance of ethics in the
concerns growth of business

The learner:

Classifies and compares forms of business

 Discuss factors determining choice of  Differentiate between forms of business

appropriate form of business organizations
organizations.  Illustrates types of documents for
 Recognize role of e-banking and formation of a company
digital payments in business activities.  Examines the changing role of public
 Discuss with students how virtual sector in the economy

205
 market, online buying and selling  Explain the benefits of Joint ventures and
embed with digital form of receipts Public Private partnerships
and payments made an impact during  Distinguishes between conventional
the Covid 19 lockdown period. With (physical) and e- business
physical shops and markets shut down  Discuss advantages and limitations of
and people were forced to stay inside ofdigital payments and electronic fund
their houses, how essentials reached transfer mechanisms.
every house hold.
i. Appreciate the scope of e-business
with students
ii. Enable students to prepare small
project (pictorial scrap book ) on types
of digital mechanisms for receipts
payments and security concerns while
making digital transfer of funds.
iii. Caution them for the security concerns
associated with online buying selling
and doing digital payments.
The learner:

Analyses and Evaluates business scenario

 Recognise the role of MSMEs in rural  Analyses types of hindrances to trade and
development and promotion of IPRs commerce
 Appreciate the importance of finance  Contribution of entrepreneurship and
in business innovation in the economic development
of the country
 Enumerate sources of business finance
and choose the appropriate source to fund
business expansion requirements.

Class XII : Business Studies

Suggested Pedagogical Practices Learning Outcomes

The learners may be provided with The learner:

206
opportunities individually or in groups and Recognizes , draws relationships and narrate
encouraged to:- processes concepts in business :

1. Search success stories / timeline of big  Defines management and what makes
business houses operating in India and management all pervasive and continuous
weave it into a story to understand in an organization.
how important management for the  Discusses the significance of managing
growth of a business organization is. business organization effectively.
 Describes the interrelationships between
various functions of management.
2. Appreciate the contribution of F.W.
 Describes management as an Art,
Taylor and Henry Fayol in the
Science and Profession
development of management.
 Examines universal applicability of
3. Prepare the comparative chart of
management principles in all walks of life.
Taylor’s principles of scientific
management and HeneryFayol’s
Principles of management for
managing business effectively.

The learner:

Classifies and compares aspects of business

fiancé and Marketing Management

4. Recognise role of financial  Classifies money market and capital

management in the operations of market instruments.
business enterprise  Categorizes financial management
5. Comprehends financial market decisions into investment decision,
mechanism in India financing decisions and dividend
6. Discuss the role of marketing decisions.
management in the growth of  Designs sales promotion tools for a new
economy . product or service launch, viz. advertising,
7. Appreciate legal framework for personal selling, and public relation.
consumer protection in India;

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  Illustrates consumer rights and legal
framework as per Consumer Protection
Act 2019.

The learner:

Analyses and Evaluates business scenario

 Develop appropriate case studies to  Discuss importance of SEBI as financial

make student understand these regulator
dimensions of business environment.  Categorizes dimensions of business
 Discuss the impact of Legal, Political environment in managing business
and social environment on business. effectively
 Analyses how business environment leads
to innovation and entrepreneurship.

shows sensitivity and appreciation skills,

for example,
 Document real life experiences/
stories of individuals and
 Role of women entrepreneurs in business
communities of successful business
scenario
entrepreneurs and their innovative
 Social entrepreneurship initiatives for
business ideas.
empowering the marginalized sections of
the society
 Business as an integral aspect of society
for inclusive growth.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum of business studies is same for all students opting for commerce stream. This
requires all students to actively participate in the teaching –learning process. It is important
for a business studies teacher to understand that students have different learning styles. There

208
may be some students who have learning difficulties including language, visual-spatial or
mixed processing problems. They may require additional teaching support and some
adaptation in the curriculum. By considering the specific requirements of children with
special needs, few pedagogical processes for the teachers are suggested below:

10. Use examples from everyday life for explaining types of economic and non-economic
activities in their neighborhood. Follow a well-defined teaching sequence with a pace
based on the student’s needs. Teacher can find out what the student already knows
and build his/her teaching accordingly.
11. Organise group work involving debates, quizzes, role play, reading activities, etc.
12. Teach and evaluate in different ways, for example, through dramatization
field trips, real life examples, project work, etc.

13. Organise excursions, trips and visits to market places like malls, weekly haats, trade
fairs, (educational tour).
14. Use visual or graphic representations, charts etc., flow charts, posters, etc.
15. Organise group work involving activities like cut and paste, and make use of pictorial
displays, models, pictures, posters, flash cards or any visual items to illustrate the
concepts.
16. Use magazines, scrapbooks and newspapers, etc., to help learners understand the
textual material.
17. Asking relevant questions frequently to check how much the learner has learnt as it
helps in assimilating information.
18. Using multiple choice questions to get responses from children who find it difficult to
write or explain verbally.
19. Increase or decrease the number of activities the student is expected to complete.

209
 LEARNING OUTCOMES FOR THE

VISUAL ART/ FINE ART (PAINTING)

HIGHER SECONDARY STAGE

Introduction

Arts Education for Classes XI-XII has several subjects of Visual and Performing Arts, which
become discipline oriented and students across Boards, opt them as one of the four main
subjects or at times as an additional subject. In Fine/ Visual Arts, usually there are Four
subjects from which students may select one, depending upon their interest and skills they
have acquired through previous stages of education and in future they may pursue it as a
vocation. These Subjects are Painting, Graphics, Sculpture and Applied Arts (Commercial
Art). The subjects of Visual/ Fine Arts have two components, one is Theory, which often
carries the weightage of 30% of the Maximum Marks and the Practical component carries
70% weightage of the Maximum marks. Theory part is common for all the three subjects,
with few exceptions and emphasis on specific subject/s. In all subjects of Visual Arts at this
level theory textbooks too are common. NCERT has prepared syllabus for all these subjects
which is available online on the following link;
([Link]
or the Syllabus of different Boards are followed in schools.

Curricular expectation from Students at this stage;

• Theory is learnt by students of this stage with an emphasis to understand and

appreciate the rich tangible heritage of the Country and be proud of it.

• They also develop an understanding about the artistic and architectural developments
that happened from the beginning, identifying different characteristic features of
Indian art during different periods, regions and regimes, and differentiate among
them,

• The practical part of the Courses emphasises on artistic skills, creativity,

conceptualization, visualization, non-verbal communication, critical and analytical
thinking. The overall objective of the course is to make students more aware about the
aesthetic values.

210
• They develop artistic thinking and abilities to appreciate beauty in nature and man-
made objects around them and apply it in their art work.

• They learn the skills to handle different types of art materials, tools and experiment
with different techniques.

• During this stage of education while pursuing this course, students are expected to
develop their own style to express themselves. Apply aesthetics in day-today working.

• Students also learn to work together in teams, while being sensitive and appreciative
towards artistic expression of each-others, especially in an inclusive environment.
They enjoy working on projects and assignments as teams and acknowledge the
strength of each other.

• Students at this stage are expected to participate in inter-school, regional/ zonal and
national level art activities, visit museum/s, art galleries, exhibitions and shows, art
events etc. organised by schools and also on their own (if possible with parents) to
interact with artists and artisans in the community to explore traditional art forms also.

• Through the Fine/ Visual Art courses, universal values and core components of the
constitution for India’s common cultural heritage, history of freedom movement,
national identity etc. may be inculcated.

• After doing the Fine Arts courses at Senior Secondary stage, students will have
enough competency to select/ pursue a professional course in higher education to
become a creative artist or designer or in Museums etc. They may also pursue courses
of specialization in different vocations of design, film and cinema, stage, drama,
education etc. and enter into the world of work as per their choice and interest. The
teachers of Fine Arts in school at the Secondary stage (Classes IX-XII) should guide
students towards sensitization of different career choices, while transacting the subject
related competencies.

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 PAINTING- Class – XI

Theory (History of Art)

Learning Outcomes Suggested Pedagogical Processes

The Learner; The learners may be provided with opportunities

individually or in groups and encouraged to —
 understands developments of Indian
art- sculpture, architecture and  Discuss about various art and architectural
painting, from the earliest times to developments that took place from as early as
the Ancient periods and early Prehistoric ages to Indus Valley Civilization and
Medieval period in different part of ancient periods in the Indian sub-continent.
the Indian sub-continent, They can discuss and read about how and where
people lived before they started building
- different characteristic features of
different types of houses, what they made, what
Indian art during different periods,
the purpose of creating was, different tools and
regions and regimes,
paintings, what were the materials etc.
- differentiating and identifying
characteristic features of different  A quiz may be organized in the Class to know

styles about their knowledge of Indian arts during the

Ancient and Early Medieval periods, names of
- knowing the old and the new names
monuments, places etc.
of different places of art historical
importance in the country  They may be encouraged to maintain a journal,
where they can make notes of their own
 observes how artists in different
observations on different topics and sub-topics.
periods have applied the elements
For example, do they find any similarities in
and principles of visual art, design
their earlier works or child art with cave
and architecture,
paintings or toys of Indus Valley!
- the treatment of line, form, shape,
 Visit to different Museums, their websites, art
colour, texture, light and shade in
galleries, shows etc. may be organized by the
works,
School, subsequently they can also visit them
- rhythm, balance, volume, space, either with friends or parents. During the visits,
movement, contrast, contour, they can observe details of different aspects of
pattern, unity, variety etc. the displayed items, note their observations,

212
 - the stylistic differences in make diagrams, figures, sketches etc.
architecture of Stupa/ Temples/
 A monument is an architectural structural
Mosques and other buildings in
having an amalgamation of sciences and the art/
different parts of the country
design and aesthetics. This can be experienced
- the Nagara and Drawid styles of through an actual visit to see this synthesis.
temples and their structures and Visit to a monument to study it from diverse
plans perspectives, when it had been built, function/
what was the purpose it was used, the
 knows about various textual
surroundings, whether it is a stand-alone
resources written during ancient
monument or there is cluster of monuments, is
periods and how they have been
there a main structure with other minor ones, the
referred by artists in subsequent
materials, plan, ventilation etc. They may be
periods,
shown the above aspects during the visit. They
- from the beginning of history, texts
can take down notes of what they see, observe,
were written by scholars and became
study, make sketches, figures, map, etc.
cannons for art and architecture,
 Throughout the theory course, students will
- Chitrasutra of Vishanudharmottar
come across names of the places, both historical
purana, Samrangana Sutradhara,
names as well as present day names, they may
Natya Shastra etc. were referred by
or may not be aware of all the places which are
artists and architects
of art historical importance. It is desirable that
 appreciates the rich tangible they know about the places, where/ which part
heritage of the Country and be of the country they are situated. For this, they
proud of it, may be given assignment to take a map of the

- diverse tangible heritage in different sub-continent or use a mapping tool on

parts of the country, computer or use School Bhuvan portal

[Link]
- the variety of styles, materials,
to identify and mark the important sites.
iconography, structures,
 Go through the e-resources of different sites for
- understand unity in diversity, the
looking at art works.
identity of ‘Indian’ heritage
Assignments/ projects:
 explores the art and architecture in
neighbouring areas, in the district,  Collect photographs from magazines, calendars,

213
 state and the region, finds out more greeting cards, or what all you can get at home,
about them using different sources, arrange them in a chronological order and make
an album of Indian Arts of different periods.
- awareness about the old and new
Write captions under each of them in 4-8 lines
structures of importance
of information such as period, date, name of the
- local heritage sites in
object, material used in making it, name and
neighbourhood or on the way from
place of Museum or Collection where it lies
home to school/ market/ railway
presently.
station etc.
 They can make a toy or beads or any similar
- school building and the history
items used by people of the Indus Valley
when it had been established, on
Civilization.
what philosophy the school was
build, who was the founder of the  Write an illustrated essay using drawings,

school etc. outlines, line drawing, mention the date/

century/ era, describing art form, its subject, the
• conserves and preserves the
narration, materials and techniques used and
heritage,
characteristic features of the art forms
- becoming aware of the rich and mentioned.
diverse heritage, and its importance
 Prepare a Power Point presentation with 20
for coming generations
slides with a brief description of above aspects
- need to protect and conserve by not in each of them.
defacing or damaging the art and
 Make 4 line drawings of different temples and
architecture, old and traditional
brief description of them.
objects etc.

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Class – XI Painting (Practical)

Learning Outcomes Suggested Pedagogical Processes

The learner- The Learners be provided opportunities in

pairs/groups/ individually and encouraged
to:
 makes quick sketches of objects and
 Observe nature and natural settings, explore
situations around:
outdoor sketching at suitable sites/ location
- creates 3D effects with 2D medium
for practicing artistic expression. They need
such as; drawing & painting
to learn to see things which they usually do
- applies art elements, such as; line, not. For example looking at a plant/ a flower.
shape, form, texture, color, What all is there on the flower, around the
composition and perspective while flower? What makes one flower look
sketching different than the other flower? Are there

- appreciates beauty in nature and in butterflies? What kind of butterflies? Texture

man-made objects of leaves, of flowers or branches, bark of

tree?

 Ask them to find out 20 things about a

 creates varied compositions skillfully;
particular plant, a tree (or any object) they are
- selects appropriate frames for looking at. This method of guided
different compositions observation can help learners develop a habit
- handles different mediums such as; of in-depth study of any/every object or
water colors, poster colors, colored situation.
pencils & crayons, etc. skillfully
 Observe and sketch indoor settings and
- knows difference between a sketch objects such as; kitchen objects, fruit and
and a painting composition vegetables, furniture items, shoes and bags,

- arranges lines, forms and colors in ‘L’ clothing and drapery, tools or any object of

shape and in ‘S’ shape to create liking.

varied compositions  Explore different compositions with view

- communicates emotions artistically finder of open spaces and quick sketches with

through selected medium of art pen/pencil or charcoal using basic knowledge

of line, shape, light and shade, perspective

215
 etc.

 displays concern for appropriate use of  study objects with blind folded eyes to explore
colors, maintenance of painting tools the texture, shape and size of one subject
and equipment: from another. In case of visually impaired
learners, let them just feel the objects and
- Identifies and knows name of
draw on floor or on sand. They can work on
commonly available colors, regional
shape, size and texture and not on colors
tools and equipment of painting
shades and perspective. It would be good to
- applies tools and equipment
facilitate them explore object study with clay
appropriately
modeling. All children like to work with clay
- tries to customize painting tools and and it helps them learn about objects better.
colors as per the need and avoids
 study difference of light with the shade, soft
wastage of any kind.
with the hard surface, dull and bright colors
by going deeper in to the study of trees,

 makes still life of a group of two-three foliage, leaves, flowers, roots, fruits,

objects; vegetables, etc.

- arranges objects for still life (object  Observe and practice elements of art that is;
Study) as per object study guidelines line, shape, form, texture, color, composition
and perspective in composition of natural
- applies principals of object drawing
settings, like; sunny day to understand light
that is; ratio and proportion of one
and shade, architectural view for geometrical
object with the other,
shapes, lines and perspective. Trees, leaves,
- light and shade to make look alike
flowers, sky, water bodies for curves,
objects -creates 3- D effects on 2-D
contours and colors.
surface with 2-D material
 Create different compositions from nature;
- applies skills to copy perspective,
trees with sky in the background, trees with
color and texture of the objects in
just mountains, trees with water in
study
foreground, trees with buildings, Trees in
- knows the difference between a rain, in sun, trees laden with snow.
painting and an object study.
 Initiate classroom discussion on use of
- appreciates object studies done by elements by different artists on their

216
 masters exemplary work. Such exercises help learners
critically analyze their work.

 View video clips and slide shows on different

methods and materials in visual arts, such as;
drawing painting, pencil and charcoal
sketching, oil-pastel and colored chalk
drawing, wall painting, making of comic
strips on contemporary themes/subjects etc.
to understand use of different materials by
different experts / artists.

 Discussion and presentation on use and

maintenance of tools, equipment and material
of Drawing & Painting. This work can be
assigned in groups.

 Find out and prepare list of traditional tools

and materials of painting from; Library
books, Internet, art teachers, artists etc.

 Clean and maintain tools, equipment,

materials used during the art activities.

 Efforts to make own colors, brushes, hand-

made papers etc. and give presentation on
their innovation/s and products created in the
process.

 recognizes and appreciates;  Visit to galleries to see art exhibitions

contemporary, folk/ regional styles in (galleries and museums have started
visual art forms organizing virtual tours for easy access)
followed by classroom discussions
- reflects on the work of regional artists
(facilitated by the teacher).
and artisans critically

- reflects on the art work done by his/her  Viewing of digital images of selected art

217
 pears and his/her own work in the course to experience aesthetics
value of the composition.
- visits museums, galleries and
exhibitions to see the work of artists  Meet and interact with artists and artisans to

- uses appropriate vocabulary for know what and why on their art style, their

appreciating different art work journey as an artist.

- differentiates between contemporary  Visit of artists / artisans (from community) to

and traditional work of visual arts school periodically for benefit of all students.

 Visit different places of artistic and historical

importance (museums, galleries, art-studios,
heritage sites, monuments, Melas / fairs,
exhibitions, festivals, ceremonies and
celebrations, Haat and Bazar etc.) for gaining
firsthand experience of places, situations,
people and their cultural heritage for the
visual richness and originality in their artistic
expression.

 Write and present (Audio-Video, and/or

written form) report of the visit/s event/s,
exhibitions etc. in small groups of 2-3
students, (use of mobile, camera, ICT can be
promoted for such activities).

 Use ICT in planning, production and

publicity of art work; find avenues to
promote own art work through poster wall
magazine, school bulletin and school
magazine, and through social media
platforms, like; YouTube, Instagram, art-
blogs etc.

 applies artistic and aesthetic sensibility  Framing and display of art work in
in day-to-day life; classroom, on display boards on regular
intervals to practice the skill of presenting

218
- uses creative skills while planning an and exhibiting art work.
art activity, identifying resources and
 Critical analyses of own art work as an
while composing drawing/painting
exercise of self improvement.
- applies artistic skills in display of art
 Maintain a folder / portfolio of their actual
work, in art exhibitions and in
work.
classroom arrangements of art works
 Express and showcase on different platforms
- demonstrates different life-skills and
such as: Kala Utsav of Ministry of Human
values such as; cooperation, team
Resource Development, Painting
work, caring and sharing, discipline,
competitions organised by the Ministry of
respect for others (including those with
Power, by Petroleum Conservation and
special needs.
Research Association and many other
- appreciates cultural diversity, tangible departments and Ministries, Competitions
and non-tangible cultural heritage organised by known organisations such as;

- respects nature and takes care of the Shankar's International Children's

environmental resources. Competition and others to encourage young

minds (facilitated by teacher) go deeper in to
the subject and experience it's importance for
creating social awareness.

 Organize art display / exhibition (At least

once a year) at school level, where students
are given responsibility to arrange display,
organise resources, prepare catalogs, make
posters to advertise the event/exhibition,
invitation card for the parents/community and
officials, curate the show and make a report
of (print/digital/ video) the event while
recording expression of students, staff and
community on the event.

 Practice and showcase artistic skills in daily

activities in classroom organization, change
in seating arrangement, cleanliness, In storing

219
 materials, maintaining artifacts, keeping the
surrounding clean and beautiful.

Note: All children except visually impaired are

able to participate in visual art activities.
But experience shows that visually impaired
learners benefit a lot while working with 3-
D materials such as sand, clay or other 3-d
materials of construction at this level. They
explore the objects through touch and copy
the shape, size and texture to a great extent.

220
 PAINTING- Class – XII

Theory (History of Art)

Learning Outcomes Suggested Pedagogical Processes

The Learner; The learners may be provided with

opportunities individually or in groups and
 understands developments of Indian
encouraged to —
Painting traditions of around 1000 years
during the Medieval and Modern periods  Discuss about various developments that
and the Contemporary Art movements took place during the last 1000 years in
after Independence of India, different parts of the country. They can
discuss and read about different styles of
- different characteristic features of
paintings and sculptures (mainly in the
manuscript paintings on palm leaf and
Modern period), types of surfaces used,
paper, miniature painting, print making
techniques and tools as well as the various
etc. art during different periods, regions
influences whether from within the country
and regimes,
or from outside, the subjects that they made,
- differentiating and identifying
etc.
characteristic features of different styles,
 A quiz may be organized in the Class to
- the Indian traditions and influences from
know about their knowledge of styles of
outside, mainly middle east and central
Indian painting traditions during the
Asia and Europe and later on from the
Medieval, Modern and Contemporary
Orient,
periods.
 observes how artists in different periods
 They may be encouraged to maintain a
have applied the elements and principles
journal, where they can make notes of their
of visual art,
own observations on different topics and
- artists had to express in a limited space, sub-topics. For example, do they find any
on small palm leaf and paper, from similarities in their earlier works or child art
murals, where vast surface was available with cave paintings or toys of Indus Valley!
to the artist,
 Visit to different Museums, their websites,
- treatment of line, form, shape, colour, art galleries, shows etc. may be organized by
texture, light and shade in these works the School, subsequently they can also visit

221
 changed, with the new media, them either with friends or parents. During
the visits, they can observe details of
- rhythm, balance, volume, space,
different aspects of the displayed items, note
movement, contrast, contour, pattern,
their observations, make diagrams, figures,
unity, variety etc.
sketches etc.
- the stylistic differences in architecture of
Stupa/ Temples/ Mosques and other  A monument is an architectural structural
buildings in different parts of the country having an amalgamation of sciences and the
art/ design and aesthetics. This can be
- the Nagara and Drawid styles of temples
experienced through an actual visit to see
and their structures and plans
this synthesis. Visit to a monument to study
 knows about various textual resources it from diverse perspectives, when it had
written during ancient periods and how been built, function/ what was the purpose it
they have been referred by artists in was used, the surroundings, whether it is a
subsequent periods, stand-alone monument or there is cluster of

- from the beginning of history, texts were monuments, is there a main structure with

written by scholars and became cannons other minor ones, the materials, plan,

for art and architecture, ventilation etc. They may be shown the
above aspects during the visit. They can take
- Chitrasutra of Vishanudharmottar
down notes of what they see, observe, study,
purana, Samrangana Sutradhara, Natya
make sketches, figures, map, etc.
Shastra etc. were referred by artists and
architects  Throughout the theory course, students will
come across names of the places, both
 appreciates the rich tangible heritage of
historical names as well as present day
the Country and be proud of it,
names, they may or may not be aware of all
- diverse tangible heritage in different the places which are of art historical
parts of the country, importance. It is desirable that they know
- the variety of styles, materials, about the places, where/ which part of the
iconography, structures, country they are situated. For this, they may
be given assignment to take a map of the
- understand unity in diversity, the identity
sub-continent or use a mapping tool on
of ‘Indian’ heritage
computer or use School Bhuvan portal
 explores the art and architecture in
[Link]
neighbouring areas, in the district, state

222
 and the region, finds out more about them [Link]/mhrd_ncert/#, to identify
using different sources, and mark the important sites.

- awareness about the old and new  Go through the e-resources of different sites
structures of importance for looking at art works.

- local heritage sites in neighbourhood or Assignments/ projects:

on the way from home to school/ market/
 Collect photographs from magazines,
railway station etc.
calendars, greeting cards, or what all you
- school building and the history when it can get at home, arrange them in a
had been established, on what chronological order and make an album of
philosophy the school was build, who Indian Arts of different periods. Write
was the founder of the school etc. captions under each of them in 4-8 lines of

• conserves and preserves the heritage, information such as period, date, name of
the object, material used in making it, name
- becoming aware of the rich and diverse
and place of Museum or Collection where it
heritage, and its importance for coming
lies presently.
generations
 Write an illustrated essay using drawings,
- need to protect and conserve by not
outlines, line drawing, mention the date/
defacing or damaging the art and
century/ era, describing art form, its subject,
architecture, old and traditional objects
the narration, materials and techniques used
etc.
and characteristic features of the art forms
mentioned.

 Prepare a Power Point presentation with 20

slides with a brief description of above
aspects in each of them.

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Class – XII Painting (Practical)

Learning Outcomes Suggested Pedagogical Processes

The learner- The Learners be provided opportunities in

pairs/groups/ individually and encouraged to:

 Observe nature and natural settings, explore

 Makes quick sketches of objects and
quick outdoor sketching at suitable sites/
situations around;
location for practicing artistic exploration.
- creates 3D effects with 2D medium such
as; drawing & painting  You have practiced sketching in class XI. You
have developed the skill of using art
- applies visual art elements, such as; line,
elements while drawing or painting. Now you
shape, form, texture, color, composition
can focus in depth study of each element
and perspective to create look alike effects
separately. For example; look at a tree with
- uses view finder to select aesthetically rich rough texture, feel it’s surface and try to
frames for sketching and drawings create the same texture in your drawing. Now
- finds and appreciates beauty in nature and select another tree which has smooth bark,
in man-made objects feel it and try to create same smooth looking
texture in your drawing. Similarly a focused
study and practice of all elements. This study
 creates varied compositions skillfully; will prove a life line for all kind of visual
- handles different mediums such as; water effects.
colors, poster colors, oil colors, colored
 Observe and sketch indoor settings and
pencils & crayons, pen and ink etc.
objects; kitchen objects, fruit and vegetables,
skillfully
furniture items, shoes and bags, clothing and
- explains difference between a sketch and a
drapery, tools or any object of liking. Explore
drawing or a painting composition
one object a day and focus on look alike
- arranges lines, forms and colors to create accuracy.
‘L’ shape, ‘S’ shape and ‘diagonal’
 Study difference of light with the shade, soft
compositions in drawing/painting
with the hard surface, dull and bright colors
- communicates his/her emotions artistically by going deeper in to the study of trees,
through selected medium of art foliage, leaves, flowers, roots, fruits,

- creates compositions on social subjects vegetables etc.

224
 /themes from imagination
 study objects with blind folded eyes to
 Displays concern for appropriate use of explore the texture, shape and size of one
colors, maintenance of drawing & painting subject from another. In case of visually
tools and equipment: impaired learners, let them just feel the

- Identifies and knows name of commonly objects and draw on floor or on sand. They

available colors, regional tools and can work on shape, size and texture and not

equipment of painting on colors shades and perspective. It would be

good to facilitate them explore object study
- tries to make own colors using regional
with clay modeling. All children like to work
skills
with clay and it helps them learn about
- applies tools and equipment appropriately objects better.
for creating desired effects
 Discuss the use of art elements by different
- Handles painting tools and materials with artists (preference should be given to those
care and avoids wastage of any kind who are part of the class syllabus) to pin
point each element and its value in the given
 makes life drawing and still life using art work. Critical feedback on anyone
appropriate skills: selected piece of painting composition can
sharpen the skill of appreciating art and
- Follows object study / life drawing
nature. This can also help learner in
guidelines at the time of arranging objects
improving his/her artistic skills of composing
and person/s for the study
form, colors and content.
- applies principals of object/life drawing
that is; ratio and proportion, light and  Practice different type of (horizontal vertical,
shade to make his/her life drawing/still life symmetrical, asymmetrical etc.) with the help

look real (with 3-D effects) of view finder (in immediate or given
surroundings). Use mobile cameras to click
- uses perspective, color and texture, high
compositions based on color perspective and
lights & shadows and reflections of
linear perspective. View finder is a no-cost
objects, appropriately.
simple but very effective tool of selecting a
view. It is an important aid to identify the
most artistic view from a crowd of objects.
Develop a habit of looking at views/scenes

225
 through view finder. Even camera has a view
finder to help us select the view before
clicking.

 Create different painting compositions from

nature and/or imagination applying different
mediums and techniques (water Colors,
poster colors, crayons, pen-pencils, inks,
mixed collage etc.). One can also try tearing -
pasting and collage making as medium.

 Practice arranging and making still life with 3

to 4 objects such as; a book/block, one
fruit/vegetable, a bottle or any other
symmetrical object, a cloth for drapery as
background for the group of objects to
practice skill of object study.

 Viewing and discussing video clips, slide

shows on object study and life drawings in
different medium by different artists. Life
drawing / life study is interesting with quick
sketching techniques. Since learner has done
adequate sketching in XI and has practice of
object drawing, he/she can enjoy fun of
capturing people in different body
movements.

 Discuss contemporary social themes/issues

and take part in Painting competitions
organized by different organizations from
time to time.

 Explore and experience working with 3-D art

materials on 2D surface and feel it with close
eyes. Relief work, murals and collage work

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 can fall in this category. Relate that Braille
also works on the same principle and that
visually impaired learner can also
understand/enjoy, create/express through
such methods and material.

 Make a scrap book on tools, equipment and

material used in painting (in group or
individually). Explore all possibilities (books,
Internet, art teachers, artists, experts etc.) to
find out traditional as well as modern tools,
equipment and materials for Drawing and
Painting.

 recognizes and appreciates contemporary,  Visit to galleries to see art exhibitions

folk/ regional styles in painting; (galleries and museums have started
organizing virtual tours for easy access)
- recognizes work of contemporary and folk
followed by classroom discussions
artists of his state/region/country
(facilitated by the teacher). Meet and interact
- reflects on and appreciates the work of
with artists and artisans to know what and
regional artists and artisans critically
why on their art style, their journey as an
- reflects on his/her own art work artist.

- appreciates art work done by his/her pears  Viewing of digital images of selected art
- documents visit/s to the museums/ artist work in the course to experience aesthetics
studios/ galleries, interactions with the value of the composition.
artists and artisans and their exhibitions,  Invite artists / artisans (from community) to
fairs and festivals school periodically for the benefit of all
- respects regional/traditional artists and students.
artisans and their art  Visit different places of artistic and historical
importance (museums, galleries, art-studios,
heritage sites, monuments, Melas / fairs,
exhibitions, festivals, ceremonies and
celebrations, Haat and Bazar etc.) for gaining

227
 firsthand experience of places, situations,
people and their cultural heritage for the
visual richness and originality in their artistic
expression.

 Write and present (Audio-Video, and/or

written form) report of the visit/s event/s,
exhibitions etc. individually or in small
groups of 2-3 students, (use of mobile,
camera, ICT can be promoted for such
activities).

 Use ICT in planning, production and

publicity of art work; find avenues to
promote own art work through poster wall
magazine, school bulletin and school
magazine, and through social media
platforms, like; YouTube, Instagram, art-
blogs etc.

 applies artistic and aesthetic sensibility in  Display of art work in classroom, on display
day-to-day life; boards on regular intervals to practice the
skill of presenting and exhibiting art work.
- uses creative skills while planning an art
activity, while exploring resources, while  Critical analyses of own art work and work of
composing art expression etc. others as an exercise of developing art

- applies artistic skills in display of art criticism.

work, in art exhibitions and in classroom  Maintain a folder / portfolio of own art work
arrangements of art works for internal assessment.

- takes initiatives to participate in art  Express and showcase on different platforms

exhibitions , art competitions (on actual as such as: Kala Utsav of Ministry of Human
well as on virtual platforms) Resource Development, Painting

- demonstrates different life-skills and competitions organised by the Ministry of

values such as; cooperation, team work, Power, by Petroleum Conservation and
Research Association and many other

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 caring and sharing, discipline, respect for departments and Ministries, Competitions
others (including those with special needs. organised by known organisations such as;
Shankar's International Children's
- appreciates cultural diversity, tangible and
Competition and others to encourage young
non-tangible cultural heritage
minds (facilitated by teacher) go deeper in to
- respects nature and takes care of the
the subject and experience it's importance for
environmental resources.
creating social awareness.
- takes initiatives in organising classroom,
 Organize art display / exhibition (At least
his/her room or/and house look more
once a year) at school level with a specific
artistic.
theme, where students are given
responsibility to arrange display, organise
resources, prepare catalogs, make posters to
advertise the event/exhibition, invitation card
for the parents/community and officials,
curate the show and make a report of
(print/digital/ video) the event while
recording expression of students, staff and
community on the event.

 Practice and showcase artistic skills in daily

activities in classroom organization, change
in seating arrangement, cleanliness, store
materials, maintain artifacts, keep the
surrounding clean and beautiful.

Note: All children except visually impaired

are able to participate in visual art activities.
But experience shows that visually impaired
learners benefit a lot while working with 3-D
materials such as sand, clay or other 3-d
maerials of construction at this level. They
explore the objects through touch and copy
the shape, size and texture to a great extent.

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 LEARNING OUTCOMES FOR THE

MUSIC

HIGHER SECONDARY LEVEL

Introduction –

Music at the senior secondary level comprises of Vocal Music , Instrumental Music (Tat ,
Sushir and Avanaddha i.e. string , wind or blowing and percussive instruments ) . Further
there are two streams of Classical Music which are to be studied at this stage of Music
education. Hindustani Music and Carnatic Music. Hindustani Music is practiced in the
Northern, Eastern and Western regions of India. Carnatic Music is practiced in five states in
the southern part of India. Hence some basic elements while learning of Music may be
similar but the content in history , theory , practical in all the above areas differ.

Music is basically a performing art and so 70 % of subject weightage is for practical learning
which includes learning of sapta swaras , their variations, Study of Ragas, Talas , Notation
system / norms of documentation , application of ragas , semi classical Music that is a form
of regional music developed with fineness by incorporating some elements of classical music
, folk and regional music etc. All these elements culminate to performance of Indian Music.
But it has to be noted Music has its roots since the Vedic era that is it is almost 5000 years
old . It has developed since those ancient times when human beings were finding ways and
experimenting to exist on this earth studying a variety of natural happenings around them.
The evolution of Music from those ancient times to the present times indeed , makes it an
interesting subject of study. Hence the Theory of Indian Music has been given a weightage
of 30% marks and it is a study of History of sounds culminating to shruti madhur Music ,
concepts of Indian Music ,study of types of swar and laya patterns , placement of notes on
shrutis / swarsthanas, History of varied musical instruments, contribution of important
personalities to the development of music, study of texts written by connoisseurs,
development and evolution of forms etc. The inter disciplinary aspect of music and its
connect to society and its trends is also an important subject of study.

In this document, Learning Outcome of Hindustani Music (Vocal / Melodic) and

Carnatic Music (Vocal /Melodic) has been discussed.

Hindustani Music – Vocal /Melodic

Hindustani Music at the Higher Secondary level comprises majorly of classical music in both

230
vocal and instrumental. In vocal Music or melodic instruments like violin , sitar , flute etc the
study of ragas is important along with a few elements of semi classical like devotional music
, semi classical music forms and folk music . The tala and laya which are played on
percussive instruments is also extremely important at this stage as Music is incomplete
without the amalgamation of swar and tala

Curriculum expectations in Music .

The Learning Outcomes for Classes XI and XII are a continuation of the Learning Outcomes
of the Secondary Stage. As we know the process of learning progresses in a continuum. The
content and teaching-learning strategies vary in terms of complexity and variety as learners
enter the senior secondary stage of education. This stands for Learning outcomes in classes
XI & XII where the LO s are quite similar but the complexity and variety increases to let the
learners have a deeper insight in the subject. Learning at different stages is an extension of
education. Learning outcomes are interconnected with the process of pedagogy and its
results. The process of teaching and learning requires a dynamic framework of knowledge
and an understanding of cultural, social make up of the learners. Hence the process is neither
static nor prescriptive rather it demands flexibility in pedagogical processes. It calls for
attention of all development, keeping a keen eye on the cultural diversity of our country
which itself is a very rich resource.

Therefore the focus in Music is on multiple features like Indian Classical Music , the stages
of evolution, the important people who made rich contributions , the important texts written,
the legacy or gharana , the elements and variety in folk music , implications of Music on the
societal trends, rituals , connection of music to language, social sciences, science ,
mathematics . Music has great scope in intra-arts like dance, theatre . So focus on such
aspects is essential to gauge the implications of music on other art forms . Even museums,
historical monuments , sculptures give a big outlet to the historical study in Indian Music.
Visits to the above places and to watch cultural programmes is essential to understand
cultural diversity and a variety of scope in Indian Music. Advertisements for travel , product ,
messages have great input of music in them . Study of such aspects is very important and a
compulsary part of Indian Music. As Music is based on performance there should be many
opportunities given to the learners to perform on various platforms like school assembly, inter
section class activities , small programmes celebrated in institutions or any other.

Hence while studying Music students are expected to know;

231
 the different types of notes practiced in different ragas
 identification and application of the raga in varied forms of Music like bhajan, film song ,
folk song , ghazal etc.
 the simple Taals practiced in Music.
 Folk Music or regional music to understand the Music of the common people. Learning as
many folk songs possible will create awareness about the language , thought process ,
specific tune and rhythm specific to every region in our country. It will help us to realize
how Music is a part of lives of every Indian and the associations of Music on varied
occasions .
 The vastness and beauty of film music (old and new ) meaningfully
 The musicians playing and singing a raga in their specific styles to understand the
treatment of the notes in the specific raga . Also children are expected to realise how
inspite of the same notes each raga has a scope of sounding different due to the treatment it
gets from individuals in different gharanas.
 The variety of rhythmic patterns, an interesting aspect of Indian Music

232
 Hindustani Music

Class XI

Practical (Vocal and Melodic )

Learning Outcomes Suggested Pedagogical Practices

The learner ; The learners may be provided opportunities

1. Understands the concept of Naad and individually or in groups and encouraged

Dhwani and relates to dhwani which are to—
musical and non – musical - Practise the aspects of Naad (types of
naad – aahat naad and anahat naad
)and Dhwani
2. Sings alankars of shuddha notes in
different speed and creates alankars in - Listen to many types of dhwani that are
shuddha notes , documents them and in the immediate surroundings –
sings Musical, Non – Musical and understand
their characteristics

3. Understand the concept of saptak and

ashtak while practicing alankars with - Practise Alankars in different speed
their variations (Madhya laya , drut laya)
- Sings alankars with a combination of - in Shuddha swar (7) complex
shuddha and komal notes combinations in a series like (both
ascending and descending order) while
understanding the concept of ashtak
 sa re ma ga , re ga pa ma -------
 sa sa ga re , re re ma ga --------
 Any other the teacher or child can
create
 combination of Komal and Shuddha
(12)
sa re re ga ga ---------

 according to the ragas prescribed in

syllabus given above

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  sa re ga , re ga pa , ga pa dha, pa dha
saa (Raga Bhupali – Ascending order)
 sa re , re ga , ga ma, ma pa, pa dha ,
dha ni , ni saa
sa ni ,ni dha , dha pa , pa ma ,
ma gaa , gaa re , re saa

(Ascending and descending order raga

bhairav)

- They should sing /play the seven notes

simply or through any raga they have
learnt at the secondary level to
understand these concepts

- Listen to varied shrutis and swaras by

4. Understands the concept of shruti singing /playing of notes in different

- explains how the swaras are placed ragas (face to face mode, records

on a table of 22 shrutis. etc).e.g. notes in Alhaiya Bilaval,

5. Understands the structure and Bhupali, Khamaj, Yaman, Jaunpuri,

application of the following Ragas - Bihag, Bhairav, Bhimpalasi

Alhaiya Bilaval, Bhupali, Khamaj, (the 12 swaras sung in Hindustani Music

Yaman, Jaunpuri, Bihag, Bhairav, are present in the swaras of these ragas)
Bhimpalasi
- Sings the swaras of particular ragas
- Learns the concept of 22 shrutis by
according to the placement of swaras
drawing the table
on the shrutis
- Sings by creating alankars in ragas Learning of Ragas in the syllabus (Alhaiya
- Understands the importance of aroha Bilaval, Bhupali, Khamaj, Yaman,
, avroha and pakad in a raga Jaunpuri, Bihag, Bhairav, Bhimpalasi)
- Sings aroha , avroha and pakad and - learns aroha , avroha of a raga . then
tries elaboration of swara patterns learns the vaadi, samvaadi , anuvaadi
- Understands the role of vaadi , and vivadi (if any) swaras and the
samvaadi and other swaras while

234
 creating different combinations pakad or main challan in a raga .This
through notes in a Raga will correspond to swar elaboration ,
creating different combinations
- Sings chhota khyal compositions
/patterns with swaras
- Sings a composition in Bada khyal –
- Learns chhota / drut khyals / plays
12 matras and 24 matras
razakhani or masitkhani gat in the
- Sings compositions in different talas
particular raga in different talas (atleast
- -Sings ragas by incorporating aalap 2)
and tana in both bada khyal and
- the words in any composition broken up
chhota khyal
in a particular laya/tala pattern is an
element of focus and comprehension .
So this element has to be considered
and pointed out from time to time .

- learns sargams /swar patterns/alankarik

tanas in a raga in swift tempo / drut,
balancing with the tala and gati of the
khyal

- Learns bada khyal /vilambit khyal in 12

matras gradually expanding it to 24
units

- Learns to infuse swar patterns in

vilambit khyal and drut khyal

- Practices recitation of Taals like Tritaal,

Keherva, Dadra, Ektaal, Chautaal,

6. Recites all talas with hand movements Sultal and understands the concepts of

- Understands the concept of matras in Vibhag, Matra, Tali, Khali, Sam, Theka

different talas and their application in with hand movements

the compositions - Listens to the taals played on Tabla or

on Electronic tabla and understands the

235
 theka

- Sings different compositions in

different talas to understand the gati
/laya and the patterns played
- Plays Alap, Jor, Jhala ,Meend ,Todas in
all the prescribed Raags.
- Ability to recognise raagas from the
phrases of swaras.

- Listens to many forms of Music to get an

7. Identifies the pattern of swaras of a
idea of different forms of Music
raga in folk music, film music, regional
prevailing in our country e.g. ragas in
music, devotional music or any other
classical music (vocal and instrumental
form
both ), folk music prevailing in different
states , prayer songs , seasonal songs,
ritualistic music , folk music etc .

- Learns semi classical forms like dadra,

kajri , bhakti geet
8. Sings atleast 2 types of semi classical
music - Learns Light Music like geet , regional
songs, patriotic songs, prayer songs etc
Dadra , Kajri, Bhakti geet

- Knowledge of Folk Music and its

9. Sings and analyses folk songs
analysis Learns Folk Music of different
states;

 Learn two folk songs in one’s mother

tongue
 Any two folk songs in any other
language
 folk instrument of any region /state.
10. Sings and understands the swaras , tala ,

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meaning of the national anthem and The song will always have themes connected
national song and connects to the to birth, marriage, festivals , rituals and
history of the songs to understand the traditions in respective communities and
national importance many such happenings in a society . Try to
find out the meaning of the words, know the
dialect and analyse the theme.

 Learns Vande Mataram and the National

Anthem – words, swar , tala and its
history
One devotional song and two
prarthanageets.

 Knowledge of structure and tuning of the

Instrument which has been opted .

Find out similar swar patterns in Film Music/

Regional Film Music/ Folk Music and
document the same in your copy

237
Class XI

Theory (Vocal and Melodic )

Learning Outcomes Suggested Pedagogical Practices

The learner; The learners may be provided with

1. Appreciates Aesthetics in varied forms opportunities individually or in groups

and encouraged to ;
of Music
- Comprehend the given terms , co-relates
with the practical part and defines the
2. Differentiates between;
following with examples
- Classical Music, semi classical music
 Music
, light music and folk music
o Classical Music–Hindustani and
- -Compares and writes about the Karnataka
forms learnt o Semi Classical Music
o Light Music
o Folk Music

- Studies the technical terms -Dhwani,

Naad, Shruti, Swara, Saptak, Ashtak,
Varna, Raag, Jati, Gram, Murchhana Laya
and its variants, Gat (Masitkhani,
Razakhani), Taal, Vibhag, Matra, Tali,
Khali, Sam, Theka
3. Defines the technical Terms of
- Corroborates them to practical learning
Hindustani Music

- Understand the following terminologies

given to Ragas and simultaneously read
about the progressive history of Indian
4. Comprehends the evolution of ragas and Classical Music
the historical aspect along with
1. Margi–Desi

238
 terminologies 2. Nibaddha–Anibaddha Gan
3. Evolution of Raag
4. Thaat–Raag System

- Learns to write the Notation System as

laid down by

5. V N Bhatkhande Notation System

6. V D Paluskar Notation system

5. Writes compositions in Bhatkhande and

Paluskar notation system - Reads about Music during the time of
Ramayan and Mahabharat

- Elementary knowledge of Musical

Treatises: Samved, Natyashastra,
6. Knows the history of music in ancient Brihhadesi
times

- Classification of Indian Musical

Instruments

7. Learns about the elements of Music  Tata-Stringed Instruments

mentioned in the ancient treatises  Avanadha-Percussive Instruments

 Sushira– Wind Instruments
 Ghana– Metallic Instruments
8. Understands the theory behind
([Link], Sitar, Sarod, Guitar, Violin,
classification of Musical Instruments and
Esraj, Flute, Harmonium, Table,
its connect to Mathematics and Physics
Pakhavaj

- Makes a project related to Science and

Mathematics through the Musical
instruments (the mathematical
dimensions of MI and the rationale
behind the production of sound) –

239
 - Drawing pictures of Musical Instruments
to understand a structure and its
connection to Mathematics and Physics

- Brief Study of various Gharanas/Baanis

of vocal & Instrumental Music
 Gharanas of Vocal Music–Gwalior, Agra,
Kirana, Jaipur–Atrouli, Delhi, Patiala,
Rampur–Sahasvaan
 Gharana of Instrumental Music– Senia

 Life sketches and contribution of leading

scholars and Musicians;

9. Appreciates the contribution of many  Amir Khusro

musicians to the world of music  Swami Haridas

 MiyaTansen
 Baiju Bavra
 Sadarang– Adarang
 V N Bhatkhande
 V D Paluskar

240
Class XII

Practical (Vocal and Melodic )

Learning Outcomes Suggested Pedagogical Practices

The learner; The learners may be provided opportunities

1. Understands the and individually or in groups and encouraged

structure
to—
application of the following Ragas -
Bhairavi, Asavari, Kafi, Bihag, Desh, - Learn the following Raags;
Bageshwari, Shudh Sarang, Malkauns Bhairavi, Asavari, Kafi, Bihag, Desh,

- Sings the swaras of particular ragas Bageshwari, Shudh Sarang,

according to the placement of swaras Malkauns in detail (as per the
on the shrutis norms of classical music).
- Sings by creating alankars in ragas
They should also learn the following
- Understands the importance of forms to understand the structure
aroha, avroha and pakad in a raga of ragas.
- Sings aroha , avroha and pakad and
 VilambitKhyal – One
tries elaboration of swara patterns
 Drut Khyal in all the raags with alap
- Understands the role of vaadi ,
and taan in each raag
samvaadi and other swaras while
 Lakshangeet – One
creating different combinations
through notes in a Raga  Sargamgeet – two
 Dhamar – One
- Sings chhota khyal compositions
 Tarana – One
- Sings sargam geet in 2 ragas
While playing on Melodic instruments the
- Sings Lakshangeet in 1 raga following are important ;
- Sings a composition in Bada khyal –  Two Gats in prescribed Raags with
12 matras and 24 matras simple elaborations and few Todas.
- Sings compositions in different talas  Alap, Jor, Jhala in any two of the
prescribed Raags with ability to
- Sings ragas by incorporating aalap
produce meend of minimum two
and tana in both bada khyal and
Swaras.

241
 chhota khyal  Drut Gat with Todas and Jhalas in all
the prescribed Ragas.
- Sings Dhamar in 1 raga
 One Composition each in Rupak and
- -Sings Tarana in 1 raga
in Jhaptal in prescribed Raags.
 Two Dhuns.

2. Appreciates the implementation of these - Listen to many types of recorded music

ragas in folk songs , film songs , prayer and identify the swaras in different types
songs of compositions . Then they should be
motivated to sing the patterns of notes to
be able to understand the raga . The
method of how a raga is treated when film
3. Creation of compositions(any form) songs are made , devotional songs are
based on the notes of ragas composed or any other will be the
interesting point of discussion

- Be motivated to create compositions in

particular ragas

- Ability to recognise raags from the

phrases of swaras.

Learn the following Taals;

4. Recites all talas with hand movements
- Understands the concept of matras in  Recitation of Thekas along with beats on

different talas and their application in the hand - Dhamar, Jhaptaal, Roopak,

the compositions Tevra, Sooltaal – Thah and Dugun

 Ability to play simple Theka of any two
taals on Tabla

- -Knowledge of structure and tuning of the

5. Able to tune the tanpura to the required Instrument which has been opted.
scale and to tune the instrument opted

242
Class XII

Theory (Vocal and Melodic )

Learning Outcomes Suggested Pedagogical Practices

The learner; The learners may be provided opportunities

individually or in groups and encouraged
to—
1. Explains the definitions of the technical
- Understand and know the Technical Terms
concepts
of Hindustani Music

Varna, Alankar, Alap, Taan, Gamak,

2. Identifies these technical terms in the
Kan, Khatka, Murki, Meend,
compositions he/she sings/plays
Kirtana, Zamzama, Ghaseet, Sut,
Gram, Murchhana

- Important features of the Raag system as

3. Understand the important concept of time prevalent in the contemporary times

theory in the ragas, parmel praveshak , (connect it to the ragas in the prescribed

shuddha ,chhayalang and sankeerna syllabus)

 Time Theory of Raag

 Shuddha, Chhayalag and Sankeerna
4. Appreciates the progress and evolution
raag
of Music since the Vedic Era to the
 Parmel Praveshakraag
present times
- Study the historical Development of
Indian Music
5. Understands the role of musical treatises
A. Vedic Period to 13th century
 Brief introduction of Musical
Treatises
 Appreciates the role of institutions in SangeetRatnakar,SangeetMa
promoting classical music and bringing krand, SangeetParijaat
it to the arena of common people  JatiGayan and PrabandhaGayan
B. 14th century to the Contemporary

243
 period
 Origin and development of
gharanas
 Development of Educational
 Institutions in Music

- Introduction of some contemporary

Musical Instruments (Tanpura, Sitar,
Sarod, Santoor, Pakhawaj, Flute, Shehnai,
Jhanjh, Manjeera, Guitar, Synthesizer,
 Relates to contemporary Musical
Violin)
Instruments practiced in the present
- Understand and describe Raags and
times, identifies artists playing the
notation writing:
instrument and enjoys listening to the
music Bhairavi, Asavari, Kafi, Bihag, Desh,
 Expresses the art of notation system in Bageshwari, SudhSarang,
Music which is a key to documenting Malkauns
creative compositions by writing Know about Life sketches and contribution
of leading scholars and Musicians

 Vishnu Narayan Bhatkhande

 Appreciate the contribution of  Vishnu DigambarPaluskar

musicians in developing the art form  Baba Bahram Khan

 Ahmed JaanThirakawa
 KantheMaharaj
 Pagal Das
 Bhimsen Joshi
 Bismillah Khan
 ZakirHussain
 MoinuddinAminuddinDagar Brothers
 Kumar Gandharva

244
Carnatic Music – Vocal /Melodic Instruments

The course content for Carnatic Music at the Higher Secondary level mainly includes the
study of classical music pertaining to both vocal and melodic instruments like violin, veena,
flute etc. Along with learning the practical aspects of classical music, a few elements of
semi-classical, devotional and folk music, it is important to study the theoretical aspects as
well. Since tala and laya are the inseparable elements for all forms of music, it becomes
essential to know the details about different talas along with gaining knowledge about
different ragas.

Curriculum expectations in Music

Music education at the Higher Secondary level has to be viewed as a continuous process i.e.
knowledge gained in classes XI would pave way for learning other topics in class XII.
Sometimes, a learner may also come across similar topics in both the classes but the
complexity would definitely increase in the next class leading to an in-depth study of the
subject.

In Class XI & XII, music education will mainly focus on getting an overview of different
classical, semi-classical, light and folk music. Further, knowledge about the historical aspects
of Indian music including its origin and development, the important musicological texts,
development of two separate systems - Carnatic & Hindustani Music would also be included.
Knowing the technical terms would make it easier for the learner to understand the nuances
of the subject. Furthermore, a deeper study about the different ragas, talas and their
classifications, the different types of musical forms would also be an important aspect of the
curriculum. Apart from this, understanding the different types of musical instruments and
their classifications would widen the musical knowledge of the learner. Last but not the least,
it is very important for a learner to know about the great musicians and musicologists of the
yester years who have immensely contributed for the growth and development of music.
Along with the knowledge of theoretical aspects, when learners are given ample opportunities
to share his musical knowledge in front of an audience, it would help to boost their level of
confidence. Undoubtedly, the appreciations received from the listeners would make them
indulge deeper into their musical endeavors.

245
 Carnatic Music

Class XI

Practical (Vocal and Melodic Instruments)

Learning Outcomes Suggested Pedagogical Practices

The learners may be provided opportunities

individually or in groups and encouraged
The learner:
to—
•
1. Understands the concept of Nada &  Experience the two aspects of Nada

Dhwani and differentiates between (aahata nada and anaahata nada)

musical and non – musical sounds  Listen to many types of dhwani (sounds)
available in the immediate surroundings
and classify them into Musical and Non –
Musical by understanding their
characteristics
 Practice various varisais in all the 3
degrees of speed in Mayamalavagowla
raga and Adi tala.

 Sing all these exercises in akaara, ukaara,

2. Sings/Plays Sapta Swaras and various
ikaara, okaara and Humkaara i.e. singing
basic exercises viz. Sarali Varisai,
all these swara patterns using the sounds
Madhya Stayi Varisai, Janta Varisai,
‘a’, ‘u’, ‘i’, ‘o’ and ‘hum’
Vakra Varisai /Dhatu Varisai in raga
 Practice these exercises in other
Mayamalavagowla
Sampurna ragas like- Shankarabharanam,
Kalyani, Kharaharapriya, Simhendra
Madhyamam etc. prescribed in the course

 Learn the Arohanam and Avarohanam of

the raga in which the geetam are learnt
3. Sings/Plays Pillari and Sanchari Geetams
 Learn the swara and sahitya part of the

246
 geetam
 Sing the whole geetam in all the 3 speeds
 Notate the geetams and write both
swaram and the corresponding sahityam
in the notebook

 Learn the swara and the corresponding

4. Sings/Plays Swarajati/ Jatiswaram in Sahityam of the Swarajati
ragas Bilahari, Shankarabharanam and  Analyse the structure of the composition
Kalyani  Observe and point out the structural
differences between a geetam and a
swarajati
 Document the observations in the
notebook and share it with peers in order
to exchange their ideas

 Learn the swara (Dhaatu) and sahityam

(Maatu) of purvangam (Pallavi,
Anupallavi and Muktayi Swaram) of a
varnam in Adi talam and practice the
5. Sings/Plays Tana Varnam in Adi Tala
same in 2 degrees of speed
 Learn the swara portion (Dhaatu) of
uttaraangam (Charanam & Chittai
Swaram) of the varnam and the practice
the whole varnam in 2 degrees of speed
 Write down the names of different angas
of a varnam in your notebook
 Search and find out the name of the
composer of this varnam
 Collect some basic details about the
composer and look for other
compositions of the same composer and

247
 collate the details in the notebook

 Learn the compositions by understanding

the lyrics and its meanings
 Write the different angas of a Keertanam
6. Sings/Plays simple Keertanams
and analyze how it is different from other
composed by Purandaradasa,
musical forms learnt till now
Annamacharya and Bhadrachalam
 Compare the structure of the
Ramadasa
compositions by these composers and
note down the differences, if any

 Learn 4 different compositions composed

by these prominent composers of
Carnatic Music

7. Sings/Plays Kritis composed by Sri  Understand the meaning of the lyrics

Tyagaraja, Sri Muttuswami Deekshitar,  Search and note down the different

Sri Syama Shastri and Maharaja Swati decorative angas used by these

Tirunal set to talas like- Adi, Rupakam, composers in their compositions like-

Misra Chapu and Khanda Chapu Sangatis, Swaraaksharaas, Chittai

Swaram, Swara Sahityam, different types
of Mudras etc.
 Analyze the difference between the
compositions of these composers based
on the factors like the structure, lyrical
content, language etc.

 Learn the important elements which are

taken into consideration while
8. Sings/Plays various aspects of elaborating a raga like the vadi and
Manodharma Sangeeta like- raga samvadi swaras, specific prayogas like

248
 alapana and Kalpana Swara in Adi and janta swara, dhatu swara etc.
Rupakam talas  Learn the procedure to elaborate a
particular raga during a raga alapana
 Practice the technique of singing Kalpana
Swara in a given talam
 Learn to incorporate simple swara
patterns/ teermanam and korvai while
singing Kalpana swara
 Listen to various stalwarts in the field
and try to imbibe various aspects of
manodharma in order to enhance their
creative abilities

 Learn the compositions after thoroughly

understanding the meaning of the lyrics
9. Sings/Plays and understand the
 Learn the difference between the musical
characteristics of other musical forms
forms Padam and Javali
like- Padam, Javali and Tillana
 Pay attention to the various rhythmic
syllables used in the musical form Tillana
 Analyze the difference in the method of
rendition of a Padam or Tillana while
presenting a musical and a dance
performance
 Listen to Music of different regions to
get an idea about the various forms of
Music prevailing in our country e.g. folk
music of specific area, prayer songs,
ritualistic music etc.
 Learn two folk songs in one’s mother
10. Sings/Plays and analyses folk songs tongue based on any theme like birth,
marriage, festivals etc.

249
  Learns semi-classical forms like bhajans,
patriotic songs, prayer songs etc.
 Find out the meaning of the words, know
the dialect and analyse the theme.
 Find out the various folk instruments
played along with these songs

 Learn the arohanam/ avarohanam and

other important details of all the
following ragas- Hamsadhwani,
11. Sings/ Plays musical compositions and Bhairavi, Kharharapriya, Kalyani,
other aspects of Manodharma sangeeta in Kamboji, Bilahari, Madhyamavati,
the prescribed ragas Arabhi, Anandabhairavi, Kanada,
Dhanyasi, Vasanta, Simhendra
Madhyamam. Mohanam and
Sankarabharanam before learning any
composition in them

250
Class XI

Theory (Vocal and Melodic Instruments)

Learning Outcomes Suggested Pedagogical Practices

The learners may be provided with

The learner: opportunities individually or in groups and

encouraged to:

- Comprehend the given terms, co-relate

them with the practical aspects and define
1. Appreciates Aesthetics in varied forms each of the following with proper examples
of Music o Music
o Classical Music–Hindustani and
Karnataka
2. Describes various forms of music and
o Semi Classical Music
differentiates between Classical Music,
o Light Music
semi classical music, light music and folk
o Folk Music
music

- Study the technical terms - Dhwani,

Nadam, Swaram, Swarasthanam, Shruti,
Sthayi, Gamkam, Ragam, Melam, Layam,
Talam, Vadi, Samvadi, Vivadi, Anuvadi,
Amsa – Nyasa, Jati, Dhatu, Matu
3. Defines the Technical Terms of Carnatic
Music - Relate and apply them while learning the
practical aspects

- Understand the chronological order of

evolution of the term raga starting from
Grama-Murcchana and Jati system
- Know the various stages of development
of Swaras starting from Udatta, Anudatta
etc. till the formation of Sapta Swaras

251
 - Learn when and how ragas were formed
and classified dring different periods
4. Comprehends the evolution of ragas and
- Collect details about music given in
grasps the details about various
Lakshanagranthas like- Silappadikaram,
musicological texts or Lakshanagranthas
Natyashastra,
- Sangeeta Ratnakara and Chaturdandi
Prakasika

- Gather details about when and why did

Indian classical music get divided into
two systems- Carnatic and Hindustani,
which is prevalent today
- Read about the Bhakti movement and the
way it paved for the development of
Bhajana Sampradaya

- Learn about the evolution of the concept

of Mela and the development of 72
Melakarta Scheme
- Understand the difference between a
Janaka and Janya ragas
- Learn the various classifications of Janya
ragas
5. Understands the different stages of - Describe each raga given in the syllabus
development of Indian classical music by highlighting its characteristics
(Lakshanas)
- Relate and apply Bhoota Sankha and
Katapayadi formula to the 72 Melakarta
Scheme

- Know the structure of all the 7 Basic talas

(Suladi Sapta Talas)
- Identify and name the Shadangas of tala

252
 - Derive all the 35 talas from the 7 basic
talas by incorporating the 5 different jatis
in each if the 7 talas
6. Classifies ragas and identifies its
- Understand the structure and the method
features
of reckoning Khanda and Misra Chapu
talas
- Differentiate between Suladi sapta talas
and Chapu talas

- Understand the basic structure of each

musical form
- Identify and name the angas in all these
forms
- Find out the difference between all these
musical forms based on their structure,
lyrical content, language used etc.
- Classify musical forms as Kalpita and
Kalpana (Manodharma) Sangeeta and
understand which musical form falls
under each of these categories
- Learn how to write the notation of a
Varnam by clearly mentioning its
different angas and by using all the
7. Understands the prominent talas used in symbols used of notating e.g. division of
Carnatic Music and reckons all the Sapta tala structure, sthayi of the swara etc.
Talas using appropriate angas
- Know the classification of Indian Musical
Instruments
Tata-Stringed Instruments

Avanadha-Percussive Instruments

Sushira– Wind Instruments

Ghana– Metallic Instruments

253
 ([Link], Veena, Violin, Sitar, Sarod,
Guitar, Gottu Vadyam, Esraj, Flute,
Harmonium, Mridangam, Ghatam, Tabla,
Pakhavaj)

- Understand the basic scientific principles

involved in the process of sound
production and designing and structure of
8. Identifies different musical forms and musical instruments
notates a Varnam - Make a project related to Musical
instruments based on Science and
Mathematics (e.g. the mathematical
dimensions of MI and the rationale behind
the production of sound)
- Draw pictures of Musical Instruments to
understand the structure and its
connection to Mathematics and Physics

- Briefly study the life of prominent

composers and musicians of Carnatic
Music
• Tyagraja
• Muttuswami Dikshitar
• Syama Shastri
• Swati Tiunal
• Purandaradasa
• Narayana Teertha
• Bhadrachala Ramdas
• Jayadeva
• M.S. Subhulakshmi
• Lalgudi G. Jayaraman
• Palghat T.S. Mani Iyer
• Ariyakkudi Ramanuja Iyengar
• Vishnu Narayan Bhatkhande

254
 • Miyan Tansen
• Vishnu Digambar Palushkar
• Bismillah Khan
9. Understands the theory behind
• Bhimsen Joshi
classification of Musical Instruments and
• Ravi Shankar
its connection to Mathematics and
• Alla Rakha
Physics
• Dhanammal
• T.R. Mhalingam
• Pudhukotta Dakshinamurty Pillai
• T.N. Rajaratnam Pillai
10. Appreciates the contribution of various
• Prof. P. Samba Moorty
musicians to the world of music
- Understand the contribution made by
them to the field of Carnatic Music

255
Class XII

Practical (Vocal and Melodic Instruments)

Learning Outcomes Suggested Pedagogical Practices

The learners may be provided opportunities

individually or in groups and encouraged
The learner:
to—
1. Sings/Plays various exercises viz.
Mandra Sthayi Varisai, Tara Sthayi  Learn all these exercises and practice

Varisai and Sapta Tala Alankara in in 3 degrees of speed

raga Mayamalavagowla  Sing all these exercises in akaara,

ukaara, ikaara, okaara and Humkaara
i.e. singing all these swara patterns
using the sounds ‘a’, ‘u’, ‘i’, ‘o’ and
‘hum’

2. Understands the structure and

- Learn the arohanam/ avarohanam and
application of the following Ragas –
other important details of all the given
Pantuvarali, Todi, Nata, Gaula, Varali,
ragas
Sri, Saveri, Mukhari, Kedargaula,
- Practice all the basic exercises in
Purvikalyani, Keeravani, Ritigaula,
Sampurna ragas like- Pantuvarali,
Surati
Todi, Keeravani etc.

 Learn the Arohanam and

Avarohanam of the raga in which the
geetam are learnt
3. Sings/Plays Sanchari Geetams and
 Learn the swara and sahitya part of
Lakshana Geetams
the geetam
 Sing the whole geetam in all the 3
speeds
 Notate the geetams and write both
swaram and the corresponding
sahityam in the notebook
 Note down the details about the

256
 particular raga given the Lakshana
Geetam

 Learn the swara and the

corresponding Sahityam of the
Swarajati
 Analyse the structure of both the
4. Sings/Plays Swarajati/ Jatiswaram
compositions
 Observe and point out the structural
differences between a Jatiswaram and
a Swarajati
 Document the observations in the
notebook and share it with peers in
order to exchange their ideas

 Learn the swara (Dhaatu) and

sahityam (Maatu) of purvangam
(Pallavi, Anupallavi and Muktayi
Swaram) of a varnam in Adi talam

5. Sings/Plays Tana Varnam in raga and practice the same in 2 degrees of

Abhogi, Kalyani and Bilahari set to Adi speed

Tala and one Varnam in Ata Talam  Learn the swara portion (Dhaatu) of
uttaraangam (Charanam & Chittai
Swaram) of the varnam and the
practice the whole varnam in 2
degrees of speed
 Identify and analyse the difference
between the structure of an Adi tala
and Ata Tala varnam
 Write down the names of different
angas of a varnam in your notebook
 Search and find out the names of the
composers of the varnams learnt

257
  Collect some basic details about the
composers. Find out other
compositions of the same composer
and collate the details in the notebook

6. Sings/Plays simple Utsava Sampradaya  Learn the compositions by

Keertanams/ Tarangam/ Divyanam understanding the lyrics and its
Keertanam composed by meanings
Purandaradasa, Narayana Teertha and  Write the names of different angas of
Annamacharya Utsava Sampradaya Keertanams/
Tarangam/ Divyanam Keertanam
and analyze how it is different from
each other

 Learn 5 different compositions

composed by these prominent
composers of Carnatic Music which
7. Sings/Plays Advanced Kritis composed may include a composition from any
by Sri Gopalakrishna Bharati, Sri of the group kritis like- Ghana raga
Tyagaraja, Sri Muttuswami Deekshitar, Pancharatna, Navargaha Kritis,
Sri Syama Shastri and Maharaja Swati Kamalamba Navavarna Kritis
Tirunal Navaratri Kritis etc.
 Understand the meaning of the lyrics
 Search and note down the different
decorative angas used by these
composers in their compositions like-
Sangatis, Swaraaksharaas, Chittai
Swaram, Swara Sahityam, different
types of Mudras etc.
 Analyze the difference between the
compositions of these composers
based on the factors like the structure,
lyrical content, language etc.

258
  Learn the important elements which
are taken into consideration while
elaborating a raga like the vadi and
samvadi swaras, specific prayogas
like janta swara, dhatu swara etc.
 Learn the procedure to elaborate a
particular raga during a raga alapana
and Tanam
8. Sings/Plays various aspects of
 Understand the procedure to sing
Manodharma Sangeeta like- raga
Niraval for a specific section of the
alapana Niraval, Kalpana Swara in Adi,
composition
Rupakam and Chapu talas and RTP in
 Practice the technique of singing
Adi or Khanda Triputa Talam
Kalpana Swara in a given talam
 Learn to incorporate simple swara
patterns/ teermanam and korvai while
singing Kalpana swara
 Learn a simple Pallavi in Adi or
Khanda Triputa talam
 Listen to various stalwarts in the field
and try to imbibe various aspects of
manodharma in order to enhance their
creative abilities

9. Sings/Plays and understand the  Learn the compositions after

characteristics of other musical forms thoroughly understanding the
like- Padam, Javali and Tillana meaning of the lyrics
 Learn the difference between the
musical forms Padam and Javali
 Pay attention to the various rhythmic
syllables used in the musical form
Tillana
 Analyze the difference in the method
of rendition of a Padam or Tillana

259
 while presenting a musical and a
dance performance

10. Sings/Plays and analyses folk songs

 Listen to Music of different regions to
get an idea about the various forms of
Music prevailing in our country e.g.
folk music of specific area, prayer
songs, ritualistic music etc.
 Learn two folk songs in one’s mother
tongue based on any theme like birth,

11. Sings/ Plays and understands the swara, marriage, festivals etc.

tala and meaning of the national  Learns semi-classical forms like

anthem and national song and relate it bhajans, patriotic songs, prayer songs

to the history of the songs to understand etc.

its national importance  Find out the meaning of the words,

know the dialect and analyse the
theme.
 Find out the various folk instruments
played along with these songs

 Learn the national song- ‘Vande

Mataram’ and the National Anthem
12. Identifies the parts of the tanpura and by understanding its melodic
tunes it properly structure, swars, talas and its history
 Find out similar swara patterns in
Film Music/ Regional Music/ Folk
Music and document the same in the
notebook

260
Class XII

Theory (Vocal and Melodic Instruments)

Learning Outcomes Suggested Pedagogical Practices

The learners may be provided opportunities

individually or in groups and encouraged
The learner:
to—

- Understand the Technical Terms and

concepts of Carnatic Music
1. Explains the definitions of the technical Janaka, Janya, Vrajya, Vakra,
terms of Carnatic Music gamaka, Arudi, Eduppu (Graha),
Prabandha, Grama, Murchhna,
Aksharakala, Matra, Anya Swara,
Vadya vrinda, Vrinda gana,
Sangeeta Katcheri

- Trace the evolution of music forms geeti,

gatha, gana and prabandha
- Understand the origin and classification of
musical instruments into Tata, Sushira,
Avanaddha and Ghana vadyas
- Briefly study the contents of

2. Knows the historical development of Lakshanagranthas such as Sangeeta

Indian music from vedic to Samparadaya Pradarshini,

contemporary period Swarmelakalanidhi, Raga Vibhodha,

Brihaddesi, Sangeeta Saramrita
- Know the reason of the inclusion of foreign
musical instruments into Indian classical
music
- Learn other methods of raga classification
such as ‘ghana- naya-desya’ and ‘Upanga-
Bhashanga’

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 - Know the principles of Asampoorna Mela
Paddhati created by Venkatamakhi

- Describe the important features of all the

ragas given in the syllabus

- Know all the rules to be followed while

notating a composition

3. Classifies ragas and knows it features - Identify the tala structure and the kala
pramanam of a given kriti and notate it
appropriately

- Understand the structure of Desadi and

Madhyadi tala and varieties of Chapu talas
including - Tisra, Khanda, Misra and
Sankirna Chapu
- Analyze how it is different from Adi tala
4. Understands the fundamentals of notating - Understand the structural and lyrical
a composition and notates a Kriti differences between various musical forms
such as Padam, Javali, Tillana, Kriti,
Tiruppugazh, Viruttam and Ragamalika
- Know the technicalities of presenting a
Ragam-Tanam-Pallavi

- Understand the structure of a Pallavi with

special reference to pada garbham or arudi
5. Understands the talas used in Carnatic
- Know the different types of Pallavi e.g.
music other the Suladi Sapta Talas
Rettai Pallavi, Ragamalika Pallavi,
Talamalika Pallavi etc.

262
 - Know details about various foreign musical
instruments such as Violin, Mandolin,
6. Identifies different musical forms of
Saxophone, Clarinet, Guitar, Keyboard
Carnatic music
used in Indian classical music and identify
their basic structure

- Know the classification of Indian Musical

7. Understands the musical form RTP in Instruments

detail Tata-Stringed
Instruments

Avanadha-Percussive Instruments

Sushira– Wind Instruments

Ghana– Metallic Instruments

- Briefly study the life of prominent

composers and musicians of Carnatic
Music
8. Identifies the various foreign instruments o Bhadrachalam Ramadas
incorporated in Indian Classical music o Kshetrayya
o Narayana Teertha
o Gopalakrishna Bharati
o Annamacharya
o Mahavaidyanath Iyer

9. Classifies musical instruments according o Patnam Subramanya Iyer

to ‘Four-Fold classification’ o Ramnad Srinivas Iyengar

o Mysore Vasudevacharya
o Harikesanallur Mutthaiya Bhagavatar
o Musiri Subramanya Iyer
o Chembai Vaidyanatha Bhagavatar
o Semmangudi Srinivasa Iyer

263
 o G N Balasubramanyam
o Mysore Duraiswamy Iyengar
o Karaikudi Samasiva Iyer
o K S Narayanaswamy
10. Appreciates the contribution of various o Palani Subramanya Pillai
musicians to the world of music o Tanjore Vaidyanatha Iyer
o Dwaram Venkataswamy Naidu
o Rajamanikkam Pillai
o Palladam Sanjeeva Rao
o M Balamuralikrishna

- Understand the contribution made by

them to the field of Carnatic Music

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 LEARNING OUTCOME FOR THE

HEALTH AND PHYSICAL EDUCATION

HIGHER SECONDARY STAGE

Health and well being of school children include physical, social, emotional and mental
development. The curriculum of Health, Physical Education and Yoga provides students
with a wide range of opportunities to learn, practice, and demonstrate knowledge and
skills related to healthy and active living by engaging himself /herself in various games,
sports and physical exercises. Yoga is also seen as an important input that contribute to
the health and well being of children and, therefore, considered as an integral part of this
subject area. All these physical activities in any form will help to engage students in
learning about the factors that contribute to health and well-being and in building life
skills to live healthy and active. Its implementation empowers students not only to make
healthy choices in the schools but also promote active lifestyle outside the school in their
day today life. In order to ensure effective implementation of health and physical
education curriculum in schools, it is important for teachers and school administrators to
provide learning and equal opportunities to students.

We all know that healthy, safe, and caring social and physical environments support
learning and contribute in physical, emotional, social, and mental development of
students. Being passing the stages of adolescence, their engagement in games, sports and
physical activities will help in channelization of their energy and thereby saving them
from the engagement in risky behavior such drug abuse, violence and injuries etc.
Conditions for learning and opportunities for physical activities and games along with
healthy living also depend on social and physical environments. Community can play an
important role in sustaining physically healthy and socially supportive environment.
How effective will be the implementation of health and physical education curriculum in
schools, is also influenced on the factors such as the availability of play ground, distance
of schools from home, facilities of transport, availability of sports equipment, physical
education teacher (PET) and coaches. The attitude of the school administration also
plays pivotal role. Prevailing socio- cultural environment towards physical education
also contributes to its promotion.

Student engagement becomes meaningful when they are valuing their learning both in

265
academic and health and wellbeing activities. Student engagement is strengthened when
opportunities are provided for students to take up leadership roles. Health and physical
education curriculum also enable students in honing up the skills to become self-
directed, self-monitored learners.

At this Stage, Health and Physical Education subject is treated as one of the optional
subjects. It has been designed to understand a holistic view of health, the principles,
theory and practices of physical education and yoga. This subject has also avenues for
being streamed into that open up to several vocational streams –health related areas,
physical education and yoga. It acknowledges the need for a plurality of pedagogical
techniques that reinforce the integration of theory and practice.

CURRICULAR EXPECTATIONS:

At higher secondary stage learners are expected to:

 Reinforce the understanding of concepts related to health and physical education

and yoga and contribution of physical education and yoga for health and wellbeing.
 Analyse and able to interpret the role of physiological, psychological and
sociological aspects on physical education and yoga .
 Understand history, theory, skills and practice of various games, sports and yogic
practices for fitness development.
 Develop awareness, positive attitude and skills to deal with the challenges of
adolescence.
 Uunderstand policies and programmes and their implication for improving health
and wellbeing.
 Equip themselves about safety and security aspects related to health, physical
education and yoga.
 Develop leadership skills by involving themselves in opportunities in the
organization of various competitions and tournaments.
 Apply scientific methods in training, measurement and evaluation of various
fundamental skills.

 Promote excellence in games and sports at the national and international level.

 Demonstrates the ability to listen to another person’s viewpoints, at the same time
expresses own viewpoints in an assertive and effective manner.

266
 Understand the special needs of children with chronic health impairments and
disabilities.
 Imbibe values of honesty, integrity, cooperation, team spirit, empathy and concern
for life.
 Appreciate the interrelationships of health and physical education and other subject
areas such as languages, science and social sciences.
 Acquaint them with various vocational and career options in these areas.
Class XI

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with

opportunities individually/ in groups and The learner –
encouraged to -
 Describes health, its dimensions and
 Collect and analysis information from health needs of children including
various sources including from research differently-abled children.
studies about the health needs of all
 Analyses the contribution of physical
children and adolescents and the impact
education and yoga for promoting
of physical activities, games, sports and
health, wellbeing and growth and
yogic practices on various body systems
development occurring during
(muscular, digestive, circulatory and
adolescence.
respiratory) and thereby on their health
and well being.  Explains the concepts of physical
education, its aim, objectives, nature and
 Gather data from peer group of own
terminologies used in physical
school as well as from nearby schools
education.
about growth and development occurring
to them, the prevailing myths and  Prepares project on physical and
misconceptions related to growing up physiological aspects of physical
and prepare a report and share with the education and sports in term of
class. conditioning, warming up and cooling
down and effects of exercises and yogic
 Discuss healthy eating habits, active
practices different body systems.
lifestyle and personal hygiene.
 Describes the components of physical
 Study the literature to understand the

267
 concepts and terminologies used in fitness and apply this understanding
health and physical education and yoga while participating in physical
and discuss them in the class. activities games, sport and yoga in an
indoor and outdoor environments .
 Consult literatures from various
international sports federation and write  Knows authentic sources of information
down history, basic rules and about the history, rules ,game structures,
regulations, movement skills, game basic rules ,movement skills,
structures, measurements of play measurements of play grounds field and
grounds field and specifications, specifications ,equipments and yoga
equipment’s needed for various games guideline.
and sports organized in the school
 Participates actively and regularly in a
playground and indoor.
wide variety of physical activities and
 Gather pictures and videos, film clips, yogic practices.
view them and make poster/charts
 Describes factors that can influence and
related to warming up, cooling down,
support participation in physical activity
skills of the games. and yogic practices,
throughout their lives.
for observation and practicing these
 Shows a realistic understanding of own
regularly in a proper right way.
strengths and areas that need
 Discuss the factors such as the attitude
improvement and takes constructive
of parents, school, society, cultural
feedback to build strengths for further
environment and the availability of
improvement in the needed skills.
facilities (playground sports equipment,
 Demonstrates proficiency and
period, and other facilities) and teachers
application of skills while participating
and coaches needed for participation in
in games and sports of choice.
games and sports and yogic practices.
 Shares information about rules history,
 Collect information and discuss the
organizational aspects including medals
procedure about various tests such as
and winners of various sports
1000-meter run/ walk test for muscular
competitions held at the
endurance: sit and reach test for
local/states/national and international
flexibility: and assessment of body mass
levels
index (BMI) and the waist-hip ratio or
waist-to-hip ratio (WHR)  Describes scientific methods of training,

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 Gather information about tournaments measurement and evaluation of various
held at international, national and state fundamental skills.
levels and even at local levels and
 Explains application of various tests of
prepare a charts on knockouts for measurement and evaluation for major
different competitions. components of physical fitness.
 Imbibe positive attitude and openness to  Lists and explains different types of
accept critical and constructive competitions that are being organised at
comments. Observe and uses the national and International level.
feedback given by peer, teachers and
 Demonstrates interpersonal skills and
others regarding strengths and areas that
empathy as effective member of the
need improvement and take work for
team .in the class as well as in the
correction and improvement of skills
playground and support others in the
related to those games, sport and yogic
development of sport skills and
practices.
confidence.
 Discuss means and methods for
 Describes strategies related to personal
improvement of health-related physical
safety and injury prevention that can be
fitness in regular physical
applied to make safer choices in a
 Education classes in schools and also variety of situations and settings,) and
share the skills acquired in school while reduce the risk of personal injury as well
participating in activities organized by of others.
the community sports group.
 Communicates effectively, using verbal
 Gather information about issues related or non-verbal means to interpret
to safety and injuries in school information accurately as participate in
playground and outside (home, in the physical activities games, sports and
workplace, in the community) by yoga. ,
discussing with peers, teachers and
 Demonstrate respectful and active
viewing videos and prepare safety
listening skills while instructions are
guidelines including First -aid kit and
being given in the class and during
share through school magazine/ news
playground activities.
bulletin/ website etc.
 Display caring attitude by being a good
 By involving children of all categories
listener to someone who is dealing with

269
 works in group to design plan and assign a stressful situation
duty while finalizing programmes,
 Gives constructive feedback to support
games and sports including modified
others in the development of skills and
games and other protocols for annual
to counter myths stigma connected to
sport day.
mental illness.
 Discuss healthy eating habits, active
lifestyle and personal hygiene.

 participate and be a part of health

screening camps/ activities/,
programmes in school and community

 awareness including postural defects,

physical deformities, home remedies etc.

 Play multiple roles as team leader,

coaches, captains, players, referees, and
others to mimic a professional sports
organization.

 Gather information about the

organization of various important sports
competitions (Olympic Games, Para-
Olympics, Commonwealth Games,
Asian Games, National Games, National
Championships, Inter University
Championships, S.G.F.I. Games).

 Prepare a project including financial

estimates, planning sports and athletics,
physical infrastructure requirements,
communication with participating
countries/teams accommodation, food,
sanitation and other facilities for team
members and coaches, inviting referees
etc and share it in the class.

270
 Discuss to clarify myths/ misconceptions
about food choices, diet and nutrition,

 Discrimination in sports through

presentation /group discussions.

 Gather data about height and body

weight of different age groups, calculate
BMI and prepare timeline of different
developmental changes occurring in
those groups.

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 Class XII (Health & Physical Education)

Suggested Pedagogical Processes Suggested Pedagogical Processes

The learners may be provided with The learner –

opportunities individually/ in groups
 Identifies factors affecting health and
and encouraged to -
wellbeing.
 Collect information about major
 Demonstrate an understanding of
diseases: Communicable – Typhoid,
major diseases, their causes, signs
Influenza, Malaria, Dengue, HIV
prevention and their effects on
Infection and Corona virus and Non
personal health and well-being as well
Communicable – Diabetes,
as on the society.
Hypertension, their causes seasonal
 Explores the relationship between
appearance of diseases and preventive
endurance activity choices (running,
measures ..Prepare a chart and share it in
skipping, swimming etc.) and
the class.
sufficient hydration and healthy eating
 Conduct survey to understand the
habits.
process of spreading of Communicable
diseases. Read literature to understand  Identifies behaviors and actions that
the method of spread of disease. They can lead to injuries, and explains the
may be encouraged to collect data from factors that can influence them to
nearby hospital about various diseases. engage in or and refrain from
They can prepare a report on spread, potentially harmful or and dangerous
causes, prevention, and cure of diseases. behavior.
They may share their findings through  Demonstrates skills, techniques, and
role plays, skits and also campaign in tactics related to games and sports of
the community for prevention. Explains interest.
the importance of being physically
 Knows theoretical aspect of various
active.
games and sports and applies this
 Gather data from secondary sources
knowledge while playing the games
about life style diseases (Diabetes,
and sports of interest.
Hypertension, Depression) and present
 Demonstrates skill proficiency in
their observations/ ideas/ learning

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 through flow charts/ concept maps/ preparatory and supplementary
graphs/ diagram and using ICT tools, exercises, training and fitness tests in
etc. the game and sport of interest.
 Share and discuss their beliefs regarding  Describe various yogic practices with
various myths, taboos, superstitions, scientific attributes and apply this
related to eating habits etc., by understanding in one’s life and living
discussing /debating openly and helping to develop a healthy habit, humane
them to clarify their beliefs by values, physical, emotional and
presenting the scientific facts. They may mental health through these yogic
also be involved in awareness practices
campaigns in the community.
 Apply understanding of the
 Participate in experiential learning
connections between substance use,
activities like role plays, case studies,
addictive behaviors, and physical and
developing comics exhibiting peer
mental health to make safer choices
pressure /potentially harmful /dangerous
about the use of medications, drugs,
behavior verses healthy behavior and the
and other substances.
ways of dealing with emotions and
mental health by channelizing energy in  Describe the social and financial
these activities. impacts (e.g. medical costs, emotional
trauma for friends and family) of
 View film clips, make poster/charts and
doping behaviours and that can lead to
discuss active lifestyle and personal
actions, injury or harm and loss of
hygiene and healthy eating habits
life.
including nutritious diet required for
sport persons (right foods in the right  Analyses various government policies
amounts having carbohydrates, vitamins, and programmes related to health
minerals, protein, calcium, iron and education and other related areas and
fats). their implementation.

 Clarify myths/ misconceptions about  Describe psychological (Interest,

food choices, diet and nutrition, through Aptitude and Motivation) and
presentation /group discussions. sociological (caste, class, and gender
and differently abled) aspects of
 Identify trusted adults and seek their
physical education, games and sports.
advice and support in various issues

273
 related to growth and development and  Explains about nutritious diet required
in risky situation. for sport persons. (right foods in the
right amounts having carbohydrates,
 Design an effective campaign by
vitamins, minerals, protein, calcium,
exhibiting posters, street play, and
iron and fats)
pamphlets focusing on healthy life style.
 Describe causes of common sports
 .Gather information about various
injuries: sprain, strain, contusion,
policies, programmes related to health,
abrasion, cramp, muscle pull,
education and sports (National Health
dislocation and fracture etc, and
Policies, National Policy on Education,
explains the use of first aid.
School health services and midday meal
programme ,National Rural Health  Knows about doping and describes its
Mission, Sports policy, Khelo India, Fit consequences in term of physical,
India Movement Adolescence Education mental and social health; and also, in
programme School health and wellbeing terms of financial and legal aspects.
and others) career options, awards, and
 Shows awareness about various career
courses in physical education, sports and
options, awards, and courses in
yoga and share with other student
physical education, sports and yoga.
through charts /poster /PPTs .
 Applies skill related to physical
 collect information from various books,
fitness means and methods for
e-books, magazines, journals, libraries,
improvement of power, speed, agility
internet, etc., about psychological
and balance
(interest, aptitude and motivation) and
 Demonstrates methods of
sociological (caste, class, and gender
measurement and evaluation related to
and differently disabled caste, class, and
power, speed, agility, static and
gender and differently disabled) aspects
dynamic balance through various
of physical education, games and sports.
activities and tests.
Prepare a project and share it in the class
or in the school magazine.  Shows confidence while participating
 opt a range of different options for in physical activities, including
practicing skills of a game or sport and individual game sports, and/or
give them autonomy to choose activity recreational activities
they found most comfortable. The
 Acceptance of special children in

274
 children then participated in the activity classroom as well as in the
in which they feel most comfortable and community
confident. This confidence encourages
 Acceptance of losing or winning a
them to face challenges themselves with
game with same spirit called
more difficult tasks, and gradually
sportspersonship spirit
sharpening mastering the skill.
 Take challenge and responsibility for
self learning of skills/ tactics of a
particular sport and also help others
classmates to learn.
 Gather information about issues related
to safety and injuries in school
playground and outside (home, in the
workplace, in the community) by
discussing with peers, teachers and
viewing videos and prepare safety
guidelines including First -aid kit and
share through school magazine/ news
bulletin/ website etc.

 Gather information about the anti-

doping rules, prohibited drug/medicine,
and nutritional supplements. Assess the
risk and consequences even of being
caught. Doping in advertently verses the
role of healthy sport cultures, nutrition,
and the importance of being fully
informed of issues related to clean
games and sports.

 Participate and perform short and long-

distance runs, sit-ups, pull-ups, push-
ups, vertical and standing broad jumps,
sports and games of choice to develop

275
 fundamental skills and also undergo
physical fitness tests.

 Participate/ attend advance training in

the sports/games of their interest.
 Collect information about different
aspects of yoga (yama, niyama, asana,
pranayama, pratyahara, kriyas, dharana,
dhyana). Its origin, history and its
impact of yoga and prepare a chart about
the yogic practices he/she is doing
regularly.

 Collect information about various

schemes scholarship of government of
India, various policies, programmes,
career options, awards, and courses in
physical education, sports and yoga and
share them at the appropriate platform.

 Participate and be a part of health

screening camps/ activities/,
programmes in school and community
including postural defects, physical
deformities, etc.

 Development of leadership qualities,

decision making, team spirit through
games and sports.

Physical Education can benefit Children with Cerebral Palsy – An Exemplar

Uma is an adolescent with Cerebral Palsy. Her condition does not discourage her to
attend school with other children in the neighborhood. Her condition is a result of
insufficient oxygen supply in the brain tissue during her birth and has resulted in
weakening of muscles. She believes that by participating in school sports and physical

276
education not only improves her physical strength but also her mental health. She had to
face a number of barriers because of muscle spasticity and physical weakness but her
physical education teacher motivated her to try and participate and that was a new
exposure for her. In her words “I didn’t believe that I could do run and felt good that I
achieved something. I was doing something everyone else was doing and I was
enjoying. I also felt that I was a part of a team and other children were helping me. I was
not in the back seat as I usually I am. I could also get out of my wheel chair which was
such a good feeling. I wish I do this more often”

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 LEARNING OUTCOMES FOR THE

HUMAN ECOLOGY AND FAMILY SCIENCE

HIGHER SECONDARY STAGE

Introduction
Human Ecology and Family Sciences (HEFS) is a subject that is close to the subject widely
known as ‘Home Science’. Home Science is an umbrella term for a field of Applied Sciences,
made up of Food and Nutrition, Human Development and Family Studies, Textiles and
Apparel Science, Resource Management, and Communication and Extension. All these
domains have their specific content and focus, which besides being important for the
individual and the family also provide ample scope for professional avenues of higher
education and career opportunities in diversified related fields. Home Science has been
reconceptualized as a new field titled ‘Human Ecology and Family Sciences’ in the National
Curriculum Framework (NCF) – 2005 of the NCERT. In this, there was an effort to break
away from the conventional framework of the Home Science in significant way by
liquidating the boundaries among different areas of this subject. Thus, the HEFS pertains to
the study of human beings in relation to their environment and the dynamic relationships that
children, adolescents and adults have with the various physical, economic, social and
psychological elements in their ecology. It resolves to reconstruct knowledge in all areas
from the perspective of the learner by focusing on enhancement of human resources,
productivity, and better quality of life for individuals and society in general. People cannot be
productive if they are physically unwell due to unhygienic personal and environmental
conditions, children cannot learn if they are mal-nourished, or scared from abuse and neglect,
people cannot work if disturbed by family turmoil or resource management problems,
rejection in the family, workplace or society or domestic violence. Conversely, human beings
whose development is fostered by positive environmental surroundings, nurturing
relationships, good nutrition, access to basic amenities for health, safety and sanitary living
conditions, can be well-adjusted and productive citizens. The HEFS targets to build
professionals suitable for government, private institutions, industries, voluntary organizations
and entrepreneurship in Food and Nutrition, Human Development and Family Studies,
Textiles and Apparel, Resource Management, and Communication and Extension and fields
related to these. It also intends to impart professional training to students and broaden their
horizons by exposure to various training and job opportunities.

278
These Learning Outcomes are tuned with the spirit of this subject that is free of gender bias
and capable of challenging young minds and teachers for creative study and practical work.
The success of this effort lies in the hands of the teachers who must create a stimulating
learning environment full of scope for time management; freedom of imagination,
questioning, exploring, experimenting, and reflecting. Project work, field trips, research
through observation and interview, problem solving, group discussions, creative work, review
assignments, quiz, debates, etc. are the added essence in strengthening the learning and
understanding the concepts as well as processes. Efforts must be made to add, modify, or
adapt the activities and pedagogy to suit the contemporary needs and local contexts that
embrace urban, rural, tribal, varied socio-economical groups, special needs and gender
perspective. The whole process of teaching and learning must be made interesting and
inclusive to promote the active participation of each learner, create and sustain their interest,
and enhance learning in multifarious ways.

Curricular Expectations
At this stage, the learners are expected to,
1. Recognize self in relation to family, society and workplace.
2. Be aware about their role and responsibilities as a productive and responsible
individual and as a member of one’s family, community, society and workplace and
deliver accordingly.
3. Demonstrate respect for human dignity and rights, equity and equality with special
reference to gender justice.
4. Develop sensitivity and critically analyze the issues and concerns of diversity,
honesty, integrity, cooperation, and concern for the family, society and fellow
workers .
5. Appreciate the importance of communication within the family, society and
workplace.
6. Demonstrate and apply work simplification or time and energy saving methods in
daily life.
7. Recognize the relevance of interdependence integrating learning across diverse
domains forming linkages with other academic subjects and daily life experiences.
8. Recognize significance, relevance, application and scope of each domain within
HEFS such as Food and Nutrition, Human Development and Family Studies, Textiles

279
 and Apparel, Resource Management, and Communication and Extension and apply
suitably .
9. Appreciate the scope of HEFS as a professional career, explore varied career options
and make informed career choices.
10. Appreciate the potential of entrepreneurship as each of the areas in HEFS has ample
acope for it and create opportunity to become an entrepreneur.
11. Appreciate the importance of life skills, nuances of work, livelihood and careers and
practice these in real life.
12. Display positive attitude to promote mental health, self-control, concentration,
discipline and perseverance.

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 Pedagogical Processes and Learning Outcomes for Class XI

Suggested Pedagogical Processes Learning outcomes

The learners may be provided opportunities The learner –

individually / in groups and encouraged to – Explains the importance of
Ask learners to think what makes them different from knowing oneself and the
others, write those aspects of theirs as ‘self identity’. significance of developing a
Identify what they need to stick to in themselves and what positive sense of self across life
they should try to change. span, eg,
Facilitate learners to understand the concept of ‘self’ in its  Describes the factors
true sense by reading the theory of Erik H. Erikson i.e. influencing the development
‘Eight Stages of Psychosocial Development’ through of selfhood and identity
discussion mode  Explains why the period of
What are the subjects HEFS can relate to? Prepare a web
adolescence is critical for the
of fields/subjects around HEFS exploring all subjects in
development of self and
relation to HEFS.
identity
Teachers may create a place in school where learners can
 Describes the characteristics
sit and express their feelings with full freedom.
of self across life stages
Try this fun activity with your learners, in which ask them
to Recall any one incident of life where they were feeling  Narrates the subject with
low, disappointed, or not well. Let them write about how respect to his/ her own
their friends/ family/ parents helped them to overcome that context
situation/ feeling.
Ask your learners to prepare a ‘My family Tree’ poster. Describes the term HEFS in the
They can Either stick family photos onto the tree or draw context, its relationship with
pictures of their family (grandparents at the top, next their science, sociology, and other
parents then they and their siblings at the bottom). Finally, subjects, and explains the
under each family member’s photo/picture write down the reasons for adapting the term
names of each family member, their relationship with HEFS and its role in sustaining
them (grandfather, mother, etc.) and their own feelings for and augmenting the quality of
each one of them. life
In a class discussion ask learners to prepare on a topic ‘My

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family’ and Make a video and share with friends, family, Recognizes the importance of
and classmates. building healthy relationships
Ask learners to Make list of people and incidents from the and performing roles and
family and society who has left any positive influence in responsibilities as a member of
their life. the family, community and
Guide learners to Write few points on “how as a learner society, eg,
they can contribute to development of the society.”  Explains the meaning and
Show and discuss the ‘Food Guide Pyramid’ to make importance of family and its
learners understand the messages behind the illustration/s functions for overall
and text. Ask them to do the following tasks and share
development of the
with teacher friends, classmates and family members:
individual
- Label the food items given in pyramid with the
 Demonstrates the knowledge
major nutrient/s these are consumed for such as
of the family life cycle and
protein, carbohydrate etc.
analyzes dynamics within
- Write down the reason for the broad base and
the family
narrow top of the food pyramid
 Illustrates the interface
Facilitate planning and conduct of a small survey research
between responsibilities and
on the existence of healthy/unhealthy eating habits in a
rights.
selected group and discuss the results vis-à-vis fitness and
 Conveys one’s own
well being.
Discuss food items which are rich sources of nutrients responsibilities towards self,
such as Protein, Iodine, Calcium, Iron, and Vitamins (A, family, community and the
B, C,) and describe the benefits of these nutrients larger society.
including Vit. D, E,K)  Shows clarity of
Guide creation of leaflets (or any other visual aid forms) understanding,
showing the information: about ‘How to keep oneself fit’, interdependence and
‘Benefits of being fit’ nutritious recipes using low cost
integration on different
ingredients’, ‘How to increase iron, protein, Vit.C and
factors of human
calcium in the diet.
relationships such as respect
Discuss reason(s) behind obesity taking specific group e.g.
to self and others, care,
among school age children.
compassion, compromise
Show a video/slides on the types of malnutrition and
contributing factors. and adjustment.
Prepare questions and organize quiz competition for
learners. Explains the significance,
Facilitate learners to prepare an information bulletin on relevance, and application of

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food groups and share with others through various food, nutrition, health, hygiene,
platforms. fitness in life, eg,
Guide learners to make a doodle art or a poster explaining  Discusses the importance of
the Benefits of Healthy Eating and nutrition or ‘Factors the terms food, nutrition,
Affecting Nutritional Well-Being’ Share among family nutrients, health, balanced
and friends.
diet, fitness, food groups,
Guide learners to explore various campaigns and
and the role of food and
programmes catering to Adult’s health and wellness, its
nutrition in maintaining
objectives and main features.
health and fitness
Reflect on how food hygiene practices are maintained in
 Classifies foods into
homes taking examples from own houses.
Facilitate learners to list down the points with suitable appropriate groups and can
examples that must be kept in mind while maintaining plan balanced diets for
food hygiene. specific groups
Ask learners to reflect on how sanitation is maintained in  Plans nutrient rich dishes for
the kitchen. specific nutrients
Facilitate learners to explore the internet about the concept  Identifies the factors which
and history of money. Share the learning with the class
influence food habits of
then.
various groups of people e.g.
Guide learners to create a video or audio on ‘Why budget
adolescents
making is important’, and share it among the family
 Identifies the causes,
members and friends.
symptoms and nutritional
Facilitate learners to create a questionnaire for survey to
find out from young adults how much they are aware interventions related to
about the various investment avenues as well as the eating disorders.
importance of financial management  Modifies diet related
Ask learners to create a poster on “importance of savings” behavior in an appropriate
and try to make a little awareness about it. manner.
Explain learners about the family budgets, it’s important,  Describes the concept and
Governmental Budget allocation for the year. Ask them to
dimension of wellness.
Find out what is the Financial Years and the budget
 Explains the health concerns
system for our country.
and challenges of different
Guide learners to identify different clothing needed in
groups e.g. adults.
summer and winter season? What is the textiles mainly
 Identifies the consequences
used in these seasons and write about their qualities to be
considered as suitable textiles and apparel in these of under nutrition, over

283
seasons? nutrition., and ignorance to
Explain learners about clothing needs for infants, toddlers immunization
and adolescents. And ask them to write and suggest  Conveys the importance of
suitable textiles and apparel for these age groups and
hygiene and sanitation for
provide the rationale behind that.
preventing food- borne
Facilitate learners to write down the differences for
diseases and follows
clothing for special needs children and find more about
hygienic practices.
their clothing.
 Describes the meaning of
Guide learners creating a understanding on textils
available at home and identify their names with the help of balanced diet,
the family members. Also ask them to Collect different Recommended Dietary
kinds of textiles available at home and identify their names Allowances (RDAs) and
with the help of the family members, Also, make a list of apply the concept in
identified textiles available at home. planning and consuming
Ask learners to read and learn more about textiles using diets.
internet for related text material and videos on the topics
 Identifies and explains
such as, textiles properties, fibers available in the nature
nutrients in foods and the
(cotton, wool etc.), manufactured fibers (man-made fiber),
specific functions in
emerging (eco-friendly) fibers, yarn processing, textiles
maintaining health.
production, textiles finishing and rug making
 Applies knowledge of the
Facilitate learners to create a table having three columns
‘Different textiles, ‘Textiles properties’ and ‘Material of role of nutrition and healthy
the textiles. Fill them and share with classmates and eating for disease prevention
teachers. and wellness.
Guide learners to Make an informative flowchart (draw  Comprehends the role of
pictures wherever necessary) from fiber stage to textiles nutrition and foods, and
making process for different natural fibers like cotton, silk nutrient function, in
and wool.
maintaining normal health
Facilitate and guide learners to make a video explaining
and nutrition support in
about Natural Fibres, 'Plant Fibres, 'Animal Fibres and
disease throughout the life
'Mineral Fibres and share. Collect their clothes and
span.
identify the fibres.
 Narrates the aspects of
Guide learners to make a list on new emerging fibers and
collect their samples (take pictures from internet if not nutrition behavior (eg.
available at home) and paste them on a chart. Write down Socioeconomic status,
the major properties and uses in front of each fiber for culture, psychology,

284
example, pineapple, casein, jute, and banana fibers etc. consumer choices, costs) and
Ask learners to find out from the elders the different their application to health
methods they used for taking care of their textiles and ask risks.
them to list them down. Explains the significance,
Guide learners to prepare a chart having two columns relevance, and application of
‘Type of Communication’ and ‘Examples of each Type of
efficient planning and
Communication’ for example: write ‘Mass management of resources and
Communication’ as response in first column and Radio, finance in life, eg,
TV etc. in second column.
 Discusses the concept,
Ask learners to Prepare a list, compare, and discuss about
characteristics, and, need of
various communication methods and latest technologies
resource
that are being used in today’s world.
 Identifies and classifies
Show a video/slides on creating a brochure on how
resources into human and
effective communication can be led by the adults in their
professional lives. non-human
Discuss with learners and list down various  Illustrates the steps in the
communication methods. management process
Ask learners to write about the types of media. Also,  Describes the meaning and
highlight which media is fast and easy to understand from concept of financial
their point of view. Give reason for the same. management such as types of
Discuss with your learners and identify and reflect on
income, investment, family
examples from their daily life where they have faced
budget and savings
problems because of defective communication.
 Plans savings and
Guide learners in creating an understanding and list down
investment for the family
various communication skills and play games to develop
communication skills.
Make a small interactive activity with learners and ask Explains the significance,

them to think of any word and develop a meaningful relevance, application and care

story/message starting with that word. of textiles and apparel in life, eg,

Ask the learners to play a game of ‘guess the movie name’  Identifies general clothing
with family members. One person has to act without needs for different stages of
saying a word and others have to guess the movie. This development and clothing
will improve their non-verbal communication skill. needs of children with
Ask learners to bring in a poem, short story, or novel from special needs.
a writer they admire. They should choose an excerpt from  Identifies the characteristics
the piece (no longer than two paragraphs) that they feel is
of different types of textiles

285
a good example of that author’s writing. It will develop a  Names and classifies the
vigor in them to analyze the writing carefully and figure textiles commonly seen
out what message it is conveying. around
Guide your learners to select one topic of their interest,
 Explain the production
and ask them to prepare on it and then speak about it for
techniques of various natural
15 minutes. Make a video and share.
and man-made fibers and
Teachers may send some topics or pictures/photographs/
their physical properties
illustrations to the learners and ask them to write a story
 Explains the process of
on their understanding of those pictures or topic.
Ask your learners to Select a topic of their interest for e.g. turning the fibre into Yarn
‘steps taken in this pandemic by the government are right and different types of yarn
or not?’ Organize a group discussion on it with the family  Describe the knowledge
members. Ask someone to make a video and share it. about various testing
Ask learners to explore from internet more about the procedures at yarn stage and
concepts of survival, growth and development. textiles stage for quality
Ask learners to observe or watch an activity of a child and
control.
try to find which domain of development is being
 Describes main methods of
demonstrated.
textiles construction like
Ask learners to explore the internet and watch a video on
weaving, knitting braiding
the working of a daycare, creche and pre-school.
and decorative textiles
Discuss with your children and ask them to make a
colorful poster on Milestone Development among  Explains the characteristic
preschoolers covering the domains of development and features of different weaves
share them among teachers and classmates. and embroideries of different
Guide learners to make a colorful awareness poster for parts of India
children on “Importance of good Nutrition” or “Healthy  List and describe various
Living habits”. types of weaves, their
Ask learnrers to Create a worksheet for children on any
properties and uses
domain of development which will help them to elevate
 Elaborates what is dyeing
their learning and development.
and printing and classifies
Facilitate learners to explore from internet find out
different dyeing and printing
various Infrastructural and facilities of ECCE centers in
techniques
India.
Guide learners to list down various Indian as well as other  Illustrates different textiles
thinkers on the concept of Care and education to children. finishes.
For e.g. (Montessori, Rabindranath Tagore, etc.) and  Narrates different pattern

286
discuss their ideas with teachers and friends. development methods and
Ask learners to list down some culturally appropriate develop production pattern
activities using low-cost material for children which will and interpret pattern
help in holistic development of a child.
information.
Ask learners to explore from internet about the concept of
 Defines different surface
experiential learning in care and education of a child.
ornamentation techniques for
garment design.
 Makes informed selection of
textiles products for specific
end use
 Knows the process of care
and maintenance of different
tetiles including stain
removal and laundry.
 Explains the importance of
measurements, sizing
systems and demonstrate
correct procedure of taking
body measurements
 Explains various parts,
attachments and functions of
a sewing machine and
terminologies related to it.
 Explains different tools and
equipments required for
measuring, marking cutting
and sewing.
 Evaluates the properties and
performance of fibers,
textiles, and textiles
products.
 Identifies and describe
textiles defects

287
 Explains factors affecting
selection of appropriate
textiles and apparel for
various purposes
 Describes structure of
garment industry and
different departments of
textiles and garment industry
and their working

Explains the significance,

relevance, and application of
communication skills, media
and extension in life, eg,
 Defines the concept and
significance of
communication in everyday
life.
 Explains the meaning and
types of communication
skills
 Narrates various
communication skills
 Displays the skill of
effective communication in
the family and society
 Enlists different types of
communication media,
classifies them and describes
their functions.

Explains the significance,

relevance, and application of
human growth and development

288
from a life span perspective, eg,
 Explains the concepts of
survival, growth and
development.
 Describes the relationship
between growth,
development and, health.
 Narrates the characteristics
of different stages of human
growth and development.
 Illustrates the developmental
milestones for each stage of
development.
 Describes development in
different domains of
development across life
stages.
 Conveys the need for
providing ‘care’ and
‘education’ at different
stages of life.

289
Pedagogical Processes and Learning Outcomes for Class XII

Suggested Pedagogical Processes Learning outcomes

The learner –
The learners may be provided opportunities Describes the importance of
individually / in groups and encouraged to – life skills, nuances of work,
Ask Learners to find out about the following from livelihood, careers, and
their family and nearby people, and prepare a brief entrepreneurship and their
report and share with teachers and classmates relationship with the quality
through email or any other digital media source: of life, eg,
- Quality of Life (QoL) in their own context and in  Corresponds the importance
the context of the society. and strategies for meaningful
- Relationship between Quality of Life (QoL) and work, healthy work
economic achievement. environment, livelihood,
- Pertinent issues related to work, employment and careers and entrepreneurship
careers.  Expands the concepts of
Discuss and guide learners to write difference standard of living and quality
between standard of living and quality of life on of life
their understanding of the chapter.  Displays the importance of
Organize a discussion using online meeting social responsibility and
platforms with learners on ‘pertinent issues related volunteerism
to work, employment and careers’. All the learners  Explains the attitudes and
should be encouraged to participate in the approaches that contribute to
discussion and share their own experiences with quality of work life and
regard to the topic. successful careers
 Discuss with learners and ask them to write the  Shows sensitivity to the
examples for following views of work in their issues of work in relation to
notebook and share with friends and classmates traditional occupations and
requesting to add more examples. Collective special groups such as

290
 response may be shared with the teachers: women, children and elderly
- ‘Job’ / means of making a ‘living’  Demonstrates clarity of
- Task/ duty that entails a sense of obligation understanding,
- ‘Dharma’ or duty interdependence and
- Part of spiritual practice
integration on human
- Source of joy and fulfillment
development index (HDI)
- Scope
and work environment
- Hope
factors such as Quality of
- Self-esteem and dignity
Life (education level,
- Symbol of status, power nd control
- Rewarding experience income, child mortality and
- Self development and self-actualization longevity) and Quality of
Guide learners to search on the internet and ask Work Life (autonomy in
them find out at least five individuals/ institutions/ work, living wage, conflict
organizations that opted for traditional occupations resolution through social
of India for example ‘Khadi’. Ask learners to dialogue and life long
prepare a report having contact details, kind of employment)
traditional occupation opted, aim/ goal/ objective of
the occupation, inspiration behind opting such Can plan and take necessary

occupation, process of running the occupation, steps in maintaining and

restoring good nutrition of an
challenges faced, financial assistance and income
individual or a group
also ask them to mention other details and images,
 Displays clarity of concepts and
if available and share with their teacher and among
significance of clinical nutrition
their classmates.
and dietetics.
 Establish connection between
Show Video or slides of Indian traditional
good nutrition and good health;
occupations and ask learners to prepare a list of 10 prevention/management of
Indian traditional occupations that are slowly diseases and nutrition care
treading towards extinction. Also discuss in detail  Plan and execute steps in nutrition
their importance and ask them to submit a report. care
Discuss with learners the following points and
facilitate and guide them to prepare a file for the Can interrelate food safety and
food quality; can outline and
following activities:
follow steps of food safety
- Major nutrition related diseases in India
management, and the problems

291
- Classification of different age-groups and their related to the public health, eg,
nutritional problems  Explains the importance of
- Age group that has more nutritional problems and the various issues related to food
reasons behind it safety and quality
Guide learners to find out more information about  Describe/differentiate terms
the following Nutrition Programmes operational in used in public health, food
India. Facilitate learners to prepare separate flyers/ safety and quality
brochures for each one of them and share with the  Enumerate how food-borne
teachers, family and classmates: illnesses occur
- Nutrient Deficiency Control programmes:
 Illustrates the importance of
o National Prophylaxis programme for prevention of
food safety management
blindness due to vitamin ‘A’ deficiency
systems (delete)
o National Anaemia control programme
 Displays knowledge about
o National Iodine deficiency disorder control
national and international
programme
- Food Supplementation programmes like Mid-Day Meal food standards and their role
programme in ensuring food quality and
- Food security programmes: safety
o Public Distribution System  Identify the nutritional
o Antyodaya Anna Yojana problems of public health,
o Annapurna Scheme responsible factors and
o National Food for Work Programme
strategies to handle
Discuss with learners the importance of Calcium
 Describe the programmes
and Iron and guide them to prepare a diet plan for
operating to tackle important
overcoming Calcium and Iron deficiency.
nutritional problems
Organize an online interactive session with learners
 Conveys strategies that can
using online platform with medical officer/
be used to tackle nutritional
community or public nutritionist to discuss the
problems (delete)
problems of under nutrition and its possible causes
with learners.
Describe catering and food
Ask the learners to explore on the internet about services as a flourishing industry
other Home Science colleges under the State and and how an individual can
Center run Universities including Universities contribute in it
under Indian Council of Agricultural Research  Illustrate various types of
(ICAR) and various institutions like Central Food catering services, operations

292
 Technological Research Institute (CFTRI) etc. in each and important terms
which are running professional courses and prepare used

a matrix of information needed for choosing  Explain menu and its

importance. Can plan a menu
‘Clinical Nutrition and Dietetics’ as career (such as
taking an example of a
departments, courses, admission process etc.).
catering service.
Facilitate and help the learners to prepare an
activity after discussing about the “role of
Describe food processing and
dietician”, and ask them to act as a dietician for a
technology industry: its
day and also guide them to plan and write the diet importance, growth and
recommendation to the family members according associated concepts
to their age and health issues.  Identify which foods are
Help learners and ask them to explore websites processed and the technology
related to clinical nutrition and dietetics to learners associated with it.

and then ask them to make a list of career  Prepare and evaluate a
processed food product
opportunities related to this field.
Guide learners to find out the following information
Prepare oneself/guide others for
about different types of catering services:
a career in Clinical Nutrition
- List of staff corresponding to different catering services
and Dietetics; Public Health and
like hotels, restaurants etc.
Nutrition; Catering and Food
- Detailed roles and responsibilities of catering staff
Service Management; Food
specially food service manager, chef/ cook, cafeteria
Processing and Technology and
manager, catering manager, production manager,
Food Quality and Safety.
purchase manager and food service director /asst food
 Draw the spectrum of job
service director etc.
opportunities (both wage and
- Qualification required for recruitment for the post in
self employment) available in
which they are interested in such as chef, manager, food
these areas
service supervisor, etc.
 Describe the kwowledge base
Discuss about various institutes, colleges, and
and skills needed thoughts
universities offering course in ECCE or Human
on
Development and Family Studies and guide
learners to explore and make a list of long term, Appreciates the human
short term and Nursery Teachers Training (NTT) development and family
courses available in this area. studies as discipline of HEFS
Facilitate learners to write an assignment about basic having potential for other

293
principles and importance of Early Childhood Care and varied professional
Education (ECCE). opportunities under different
Along with learners plan learners to prepare an activity sub-domains such as, Early
book for pre-schoolers and add 10-15 creative activities
Childhood Care and
that the pre-school children enjoy and learn from. Ask
Education (ECCE), special
them to include the list of material required and
education, inclusive education
procedure explained in the activities.
and related support services.
Discuss with learners and facilitate them to prepare a
Eg,
video, highlighting about difference between inclusive
and integrated education as well as what are the support  Elaborates the concepts under

services required. Ask children to write reflection on the each sub-domain and skills

video. required for related career

Organize an online interactive session for learners with avenues

the ‘Special Educator’ appointed in their school.  Conveys why services,

Learners can talk to the special educator and ask her institutions and programmes

about how she teaches children with special needs along are needed for children, youth

with other children in the class. and elderly

Ask learners to prepare a chart explaining about  Describes the aspects,

different elements of design. This will create a better knowledge and skills

understanding between all the elements. involved in management of

Discuss about textiles and guide learners to Identify institutions and running

different clothes from their wardrobe or family’s various such programmes

wardrobe and collect 5 clothes of vertical, horizontal,

diagonal and curved lines each. Take picture and paste it Explains the importance of
into their suitable category. textiles and apparel design,
Facilitate learners to make an info graphics of principles principals of design, process
of design (proportion, balance, rhythm, harmony and of mass production of apparel,
emphasis) to explain the concepts to learners. identification of defects,
Guide learners to explore on internet different quality assurance, care of
terminology related to fashion and fashion industry. textiles and apparel as well as
Make a chart of atleast 15 related terminologies necessary equipments, eg,
with their explanation.  Uses appropriate terminology
Ask learners to identify any two clothes at home in identifying and describing
and try to find the quality measures for it (color design elements and
check like faded or removal of it after a wash, principles pertaining to
apparel design.

294
sewing check inside the cloth whether it is not  Narrates the design
withered, durability check etc.). Make these 3 development process and use

columns for the clothes. of Computer Aided Design

(CAD) software for design
Discuss a List of different types of textiles used in
development.
clothes and home furnishing and explain about their
 Explains the significance and
wash property (easily washable, dry clean or hand
systems of mass production
washable).
of textiles and apparel
Make a table on how to take care of different types
 Conveys the concept of
of textiles, discuss with learners. quality textiles and apparel
Ask learners to write about the significance of  Identifies the textiles and
fashion design and merchandising in garment apparel defects before and
industry. after production
Explain in detail the knowledge and skills required  Communicates the

for being in a fashion business importance of textiles

conservation, its types and
Ask learners to observe, identify and list the various
recognize factors of
types of stores in their nearby market.
deterioration of textiles
Discuss the difference between fashion designer
 Discusses the significance of
and fashion merchandiser.
care and maintenance of
Guide learners to find out someone working as a Human
textiles and textiles products
Resource Manager in a company or independently. Find
including those in use in
out the work involved in the above subareas of
hospitals and hotels
Contributions of HRD. Discuss it with their classmates
 Narrates the process and
and compare answers.
various equipments required
Guide learners to choose a job profile and find out the
for textiles production,
duties, responsibilities and skills required. Every learner
sewing and cleaning and their
should take up different capacities and share it with their
usage
classmates.
Ask learners to find out the markers to measure the
Appreciates the Textiles and
human development.
Apparel as discipline of HEFS
Find out and discuss some of the developmental
having potential for other
programs in India to tackle MDGs
Guide learners to find out a case study on corporate varied professional
communication and how they handle crisis. opportunities under different
Organize a visit with a company to find out the ways in sub-domains such as fashion
which companies manage their public relations.

295
Show a video on how communication helps in working business and merchandising in
towards development? Ask learners to write about it. garment industry. Eg,
Create a poster highlighting the skills required in field of  Explains the knowledge and
communication & journalism. Discuss about it with skills required to be in
learners. fashion business and
Prepare a poster on role of media in changing society. merchandising in garment
Discuss its importance with learners. industry and other career
Guide learners to find out the information about any two avenues.
great innovators in the world and prepare a write-up on  Describes the role and
their life and innovative work. Submit the report to the function of a fashion
teachers and share their life story with the friends and designer, merchandiser,
classmates through different media manufacturer, and quality
Discuss the information about eminent nutritionists. control manager etc.
Ask learners to prepare a report and submit to the
teachers. Appreciates the resource
Teachers should organize an online interactive session management as discipline of
for learners with the ‘Special Educator’ appointed in HEFS having potential for
their school. Learners can talk to the special educator
other varied professional
and ask her about how she teaches children with special
opportunities under different
needs along with other children in the class.
sub-domains such as, human
Describe the knowledge and skills they will need in
resource management,
order to pursue a career in management of institutions
hospitality management, event
and programmes for children/youth/elderly.
Create a poster highlighting the skills required in field of management, interior and
communication & journalism. exterior designing, and
consumer education and
protection. Eg,
 Explains the significance and
scope under each sub-domain
and skills required for related
career avenues
 Describes the role and
function of human resource
management professionals,
event manager, interior and
exterior designer, and the

296
 professionals related to
consumer education and
protection etc.

Appreciates the
communication and extension
as discipline of HEFS having
potential for other varied
professional opportunities
under different sub-domains
such as, programme
development and evaluation,
corporate communication,
journalism, public relations,
media planning and media
management, media research,
media design, media
development, media
production, and advocacy/
social mobilization. Eg,
 Explains the concept,
significance and scope under
each sub-domain and skills
required for related career
avenues
 Describes the role and
function of programme
developer, evaluator,
journalists, public relation
officers, media professionals,
and advocacy personals.

Displays knowledge of the

scope for self employment as

297
 small, medium or large scale
entrepreneurs under each
domain within HEFS such as
Food and Nutrition, Human
Development and Family
Studies, Textiles and Apparel,
Resource Management, and
Communication and
Extension

Suggested Pedagogical Processes in an Inclusive Setup

Verbal descriptions of graphical representations and pictures like, tactile, models,
block paintings, pictures (labeled and captioned) printing, pictures, posters, flash
cards, audio visual materials (films and videos) should be used considering the
specific requirements of children with special needs
There may be some students who may have learning difficulties including language,
visual-spatial or mixed processing problems. They may require additional teaching
support and some adaptation in the curriculum.
Create awareness about needs of special needs students among the peers and teachers.
Organization of group work like debates, quizzes, reading activities, cut and paste etc.
Organization of excursions, trips and visits for the students to the relevant places.
Involve students in exploring the environment using other senses like smell and touch.
Give a brief recap of earlier learning and overview of today’s class at the beginning of
each lesson.
Highlight/underline/repeat the key points and words.
Plan occasions/ activities with real life experiences.
Draw links with what has been taught earlier and sequencing makes it easier to
connect information.
Make use of multisensory inputs.
Asking relevant questions frequently to check how much the child has learnt as it
helps in assimilating information.

298
Development Team

Advisor:
Hrushikesh Senapaty, Professor and Director, NCERT, New Delhi

Core Committee:
Prof. Hrushikesh Senapaty, Chairperson
Prof. Sridhar Srivastava, Joint Director
Prof. A. K. Srivastava, Dean (Research) and Head, DER
Prof. Anita Julka, Dean (Coordination)
Prof. Anup Rajpoot, Head, Publication Division
Prof. Veer Pal Singh, Head, ESD
Prof. Ranjana Arora, I/C Curriculum Group and Head, DTE
Prof. A. D. Tewari, Convener

Development Team, NCERT:

A.K. Wazalwar, Professor, DESM
Anjali Kaul, Professor, DESM
Aparna Pandey, Professor, SESS
Ashish K. Srivastava, Assistant Professor, DESM
Ashita Raveendran, Associate Professor, I/c head, PMD
C. Padmaja, Professor, RIE, Mysore
C. V. Shimray, Assistant Professor, DESM
Chaman Ara Khan, Associate Professor, DEL
Diwan Hannan Khan, Professor, DEL
Dinesh Kumar, Professor, DESM
Gagan Gupta, Associate Professor, DESM
Gauri Srivastava, Professor and Head, DESS
Harish Meena, Assistant Professor, DESS
Jaya Singh, Professor, DESS
Jitendra Mohan Mishra, Professor, DEL
Jyotshna Tiwari, Professor, DEAA
K. C. Tripathi, Professor, DEL
Lal Chand Ram, Professor, DEL
M.V. Srinivasan, Professor, DESS
Md. Farooq Ansari, Professor, DEL
Md. Moazzauddin, Professor, DEL
Meenakshi Khar, Assistant Professor, DEL
Mridula Saxena, Professor, PSSCIVE
Naresh Kohli, Professor, DEL
Neelkanth Kumar, Assistant Professor, DEL
P. K. Mondal, Professor, DESS
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Pawan Sudhir, Professor and Head, DEAA
Prabhat K. Mishra, Professor, DEPFE
Pramila Tanwar, Assistant Professor, DESM
Pramod Kumar Dubey, Professor, DEL
Pushpa Lata Verma, Assistant Professor, DESM
R. K. Parashar, Professor, DESM
R. Meghnathan, Professor, DEL
R. R. Koirang, Assistant Professor, Curriculum Group
Rachna Garg, Professor, DESM
Reetu Chandra, Assistant Professor, DEE
Ruchi Verma, Assistant Professor, DESM
Sandhya Rani Sahoo, Professor, RIE, Bhubaneswar
Sandhya Singh, Professor and head, DEL
Sanjay Kumar Suman, Professor, DEL
Sarbari Banerjee, Assistant Professor, DEAA
Sarika Saju, Associate Professor, RIE, Bhopal
Saroj Yadav, Professor, Dean (A)
Shashi Prabha, Professor, DESM
Seema Ojha, Professor, DESS
Shankar Sharan, Professor, DESS
Shraddha Dhiwal, DEPFE
Sipra Vaidya, Professor, DESS
Sunita Farkya, Professor and Head, DESM
Tanu Malik, Professor, DESS
Ved Prakash Mishra, Assistant Professor, DEL

Review Committee for Science Subjects:

Prof. P. C. Aggarwal, Principal, RIE, Bhubaneswar
Prof. S. V. Sharma, Principal, RIE, Ajmer
Prof. B. Barthakur, Principal, NERIE, Omiam, Shillong
Prof. S. C. Roy, Dean (Academic), NERIE, Omiam, Shillong
Prof. Rajrani, DTE
Prof. J. P. Bagchi, RIE, Ajmer
Dr. Arnab Sen, NERIE, Omiam, Shillong
Dr. Som Shekhar, RIE, Mysuru

Review Committee for Social Science Subjects:

Prof. Saroj Bala Yadav, Dean (Academic)
Prof. Anita Julka, Dean (Coordination)
Prof. Preetish Acharya, RIE, Bhubaneswar
Prof. Ratnamala Arya, RIE, Bhopal
Prof. Malli Gandhi, RIE, Mysuru

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Prof. Seema Saigal, NERIE, Omiam, Shillong
Dr. Newmei, NERIE, Omiam, Shillong

Review Committee for Mathematics:

Prof. Anup Rajput, Head, Publication Division
Dr. Patanjali Sharma, RIE, Ajmer
Dr. V. Prasad, RIE, Mysuru
Dr. K. Vijayan, DTE

Review Committee for Languages:

Prof. K. C. Tripathi, DEL
Prof. Sandhya Rani Sahoo, RIE, Bhubaneswar
Prof. Kiran Walia, DTE
Prof. Rajesh Mishra, RIE, Ajmer
Prof. Usha Sharma, DEE
Dr. Satrupa Palit, NERIE, Omiam, Shillong
Dr. Anup Kumar, RIE, Bhubaneswar

Review Committee for Psychology:

Prof. K. B. Rath, RIE, Ajmer
Prof. I. B. Chugtai, RIE, Bhopal
Prof. I. P. Gowramma, RIE, Bhubaneswar
Dr. Prachi Gildiyal, NERIE, Omiam, Shillong

Review Committee for Human Ecology and Family Science:

Prof. Poonam Aggrawal, DGS
Prof. Suniti Sanwal, DEE
Prof. Pinki Khanna, PSSCIVE, Bhopal
Prof. Anupam Ahuja, International Relation Division

Review Committee for Arts Education:

Prof. Ayushman Goswami, RIE, Ajmer
Prof. Madhulika Patel, DTE
Prof. Sarvesh Maurya, RIE, Mysuru
Dr. Rashmi Rekha Sethi, RIE, Bhubaneswar
Dr. Saurab Mishra, RIE, Bhubaneswar

Review Committee for Health and Physical Education:

Prof. Dinesh Kumar, DESM
Prof. B.P. Bhardwaj, DTE
Prof. C. Padmja, RIE, Mysuru
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Prof. Anjni Koul, DESM
Dr. Reetu Chandra, DEE

External Reviewers
Abha Jha, Lecturer, Gargi Sarvodaya Kanya Vidyalaya, New Delhi
Anuradha Kumari, Retd. PGT, Sardar Patel School, Delhi
Ateequallah, Prof. (Retd.) University of Delhi, Delhi
Atul Modi, Associate Professor (Retd.), VES College of Arts, Science &
Commerce, Mumbai
B. C. Kapri, Prof. Physical Education,BHU
B. K. Tripathi, Director, IUCTE, BHU
Brahm Prakash, Prof. (Retd.), DESM
Daya Pant, Prof. (Retd.), DEPFE
D. K. Vaid, Prof. (Retd.), ESD
Dinesh Prasad Saklani, Prof. Modern History, Garhwal University,
Uttarakhand
G. Omkar Nath, Prof. Economics, University of Hyderabad
H. C. Pradhan, Professor, Homi Bhabha Centre for Science Education,
Mumbai, MaharashtraHukum Singh, Prof. (Retd.), DESM
Indira Khetrapal, Salwan Public School
K. K. Arora, Zakir Hussain Delhi College, Delhi University
K.L. Sharma, Retd. Professor Sociology, Jaipur National University
Md Nauman Khan, Prof. (Retd.), DEL
M.H. Qureshi, Retd Prof. Geography, CSRD, JNU
Neelam Srivastava, PGT Psychology, Vasant Valley School, New Delhi
Neetu Chaudhary, Music Teacher, SKV Shakti Nagar No.1, Delhi
Prema Raghwan, Prof. (Retd.), RIE Mysuru
Rajeev Lochan, Prof. Modern History, Punjab University, Chandigarh
Ramakar Raizada, Prof. (Retd.), RIE Bhopal
Ratnesh Singh, Associate Professor GGV Central University, Bilaspur
Reeta Sharma, Prof. (Retd.) RIE Bhopal
Saroj Yadav, Dean (A)(Retd.), NCERT
S.K.S. Gautam, Prof. (Retd.), ESD
Sabya Sachin, Vice Principal, Rajkiya Sarvodya Bal Vidyalaya
Savithri Singh, Principal (Retired), Acharya Narendra Dev College,
(University of Delhi), Govindpuri, New Delhi 110019
Suchitra Raut, HOD Fine Arts, DPS Bhopal
Sushma Gulati, Prof. (Retd.), DEPFE
Vijay Sarda, 1B/18-C, Ashok Vihar, Phase-1, New Delhi-
Vikash Kumar,TGT Art Education, KV No.3 Delhi Cantt.

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Project Coordinators:
A. D. Tewari, Professor, ERC/ESD
Ranjana Arora, Professor, I/C Curriculum Group and Head, DTE

Secretarial Support:
Renu Bisht, PA, ERC/ESD

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