CBSE UPDATE

(From 8.3.2005 to 31.12.2011)

Compendium
of
CBSE Circulars
Volume-I

CENTRAL BOARD OF SECONDARY EDUCATION

2, Community Centre, Preet Vihar, Delhi-110092
 CBSE VISION

The CBSE envisions a robust, vibrant and holistic school education that will
engender excellence in every sphere of human endeavour. The Board is committed
to provide quality education to promote intellectual, social and cultural vivacity
among its learners. It works towards evolving a learning process and environment,
which empowers the future citizens to become global leaders in the emerging
knowledge society. The Board advocated Continuous and Comprehensive
Evaluation with an emphasis on holistic development of learners. The Board
commits itself to providing a stress free learning environment that will develop
competent, confident and enterprising citizens who will promote harmony and peace.

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 CBSE UPDATE
COMPENDIUM OF CBSE CIRCULARS
Volume-I
(From 8.3.2005 to 31.12.2011)

Central Board of Secondary Education, Delhi iii

Compendium of CBSE Circulars - Volume-I

@ CBSE, Delhi-110092

April : 2012 :

Price : Rs.

The rights reserved - No part of this publication may be reproduced, stored in any retrieval
system or transmitted in any form or by any means - electronic, mechanical, phocotopying
or otherwise without prior permission of the copyright owner.

Published by:
The Secretary, CBSE, ‘Shiksha Kendra’, 2, Community Centre,
Preet Vihar, Delhi-110092

Designed and Printed by:

Akashdeep Printers, 20 Ansari Road,
Daryaganj, New Delhi-110002

iv dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 FOREWORD

The Central Board of Secondary Education has been at the forefront of introducing many fundamental
reforms in school education to make it more responsive and flexible to accommodate needs and aspirations of
every child on the one hand and on the other to deliver as per the demands of the ever evolving world. In the
modern dynamic knowledge societies we need to prepare students for a life of careers rather than preparing a
single career for a life time and therefore the schools affiliated to the Board must enhance their capacity to
address the emerging challenges.

The CBSE publishes the compendium of circulars issued to school every five years. However, in view of
sheer number of circulars issued during the last three years and the number of requests received from school
and other stakeholders to supply copies of the latest circulars issued on important policies, it is imperative to
update it by including the important circulars issued on various subjects.

The present compendium contains the important circulars issued by the Board during the period
2005-2011. The compendium is available in two volumes and has been divided as per the themes. The subject,
number of circular and the year it was issued has been mentioned in the contents. The soft copies of most of the
circulars are available in the archives on the CBSE website (www.cbse.nic.in). It is hoped that the compendium
would serve as a useful guide for the school to implement the guidelines issued by the Board and it is recommended
that every affiliated school must keep a copy of this important document to pursue the Board's philosophy and
vision of continuous growth.

I am confident that this compendium, besides being a handy reference, will also help the heads of institutions
to understand some significant issues related to programmes and policies of the Board. Compilation and editing
of the present volumes has been carried out under the supervision of Dr. Sadhana Parashar, Director (Training),
CBSE with assistance of Shri A.H. Ahmed, AEO. I appreciate the commendable efforts of the Director (Training)
and her team.

Vineet Joshi
Chairman

Central Board of Secondary Education, Delhi v

vi dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh
 CONTENTS

VOLUME-I
SECTION-A
CONTINUOUS AND COMPREHENSIVE EVALUATION AND REFORMS

1. Corporal Punishment - released/02 1

2. Continuous and Comprehensive Evaluation Regarding - 05/04 2
3. Continuous and Comprehensive Evaluation in Primary Classes - 18/04 4
4. Achievement Record for Classes I to V - Regarding - 25/04 5
5. Continuous and Comprehensive Evaluation in Primary Classes - Reg. 31/03\4 15
6. Achievement Records Regarding - 21/05 17
7. De-stressing students appearing in the Public examinations regarding 28/05 34
8. Provision of additional time in the Public Examinations regarding - 29/05 36
9. Implementation of the instructions of the CBSE with regard to de-stressing learning at the
primary level - 40/05 44
10. Introduction of seven point grading system at the Middle School level - 02/06 46
11. Reducing the Bag load on children - 7/06 48
12. Implementation of the instructions of the CBSE with regard to de-stressing learning at the
primary level 01/07 50
13. Reducing th Bag-Load on Children - 21/07 54
14. Reducing the Bag-Load on Children - 43/08 57
15. Assessment of Portfolios: Creative Writing & Translation Studies for Class XI & XII - 47/08 59
16. New NCERT Text Books for Classes IX & XI - 04/06 60
17. English Elective Class XI - 2007 - 17/06 62
18. New Year Greetings-2009 /09 68
19. Examination Reforms and Continuous and Comprehensive Evaluation (CCE) in the Central
Board of Secondary Education (CBSE) - 39/09 70
20. Introduction of Grading at Secondary School level for classes IX & X from current academic
year 2009-10 - 40/09 81
21. Promoting Reading Habits as part of CCE in English Language - 54/2009 85

Central Board of Secondary Education, Delhi vii

 22. New Year Greetings 2010 - 1/10. 92
23. Admission of CBSE students in Class XI for academic year 2010-11 after Introduction of
Grading at Secondary School level by the Board - 24/2010 97
24. Monitoring and Mentoring of Continuous and Comprehensive Evaluation (CCE) implemented
by the Central Board of Secondary Education - 29/2010 100
25. Strengthening Formative Assessment in affiliated Schools under Continuous and Comprehensive
Evaluation - 36/10 105
26. Clarifications about ongoing Examination Reforms for the Session 2010-2011 - 44/10 107
27. Conduct of Optional Proficiency Test for Class-X - 56/2010 111
28. Concerns of Parents and Students on implementation of Continuous and Comprehensive
Evaluation - Formative and Summative Assessments - 58/2010 114
29. Teachers’ Manual on CCE Classes VI-VIII - 59/2010 118
30. Aptitude and Interest Assessment with the First Ever CBSE Students Global Aptitude Index:
Enrolment For The Programme - 62/2010 120
31. New Year Greetings 2011 - 01/11 125
32. Promotion Policy for Class IX under the scheme of Continuous and Comprehensive
Evaluation (CCE) - 10/11 129
33. Verification of Evidence of Assessment (EAs) of Class X students for Academic
Session 2010-2011 - 12/11 132
34. Collection of Assessment Data of students presently in Class X and appearing in SA2 in
March, 2011 - 14/11 139
35. Further Guidelines on Formative Assessment/17/11 144
36. Setting as of Question Banks regarding - 20/11 146
37. Schedule for Conduct of Proficiency Test for Class-X/29/11 149
38. Registration for Schools - reform/52/11 151
39. Conduct of School Based Summative Assessment–I (September, 2011) Classes IX and
X – 2011/58/11 152
40. Revision in weightage of marks in Summative Assessment (SA-I) and Summative Assessment II
(SA-II) in respect of Classes IX and X for the academic session 2011-2013 /6/11 155
41. Aptitude and Interest Assessment with the CBSE Students Global Aptitude Index: Enrolment
for the 2012 Programme - Registration Form /64/11 157
42. Verification of Evidence of Assessments (EAs) of Class IX and Class X students for Academic
Session 2011-2012/77/11 160
43. Mentoring and Monitoring exercise for the session 2011-12 – appointment of Mentors
regarding - 86/11

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 SECTION-B
INTRODUCTION OF NEW SUBJECTS

44. Introduction of Etrepreneurship as an Elective Subject of Study at the Senior School Level - 4/01 169

45. Introduction of Bio-Technology as an elective subject of study at senior school level - 4/2002 173

46. Introduction to Functional English - Class XI - 03/03 175

47. Introduction of Fashion Studies as an elective subject - 12/04 176

48. Introduction of Environmental Education as a compulsory subject in schools from Class I to

XII - Reg. 08/05 178

49. Introduction of Japanese Language - 34/05 180

50. Physical Education as an Elective Subject at the Senior Secondary level - 03/06 181

51. Introduction of Financial Market Management as a course under Vocational Education at

Senior Secondary level - 04/07 183

52. Teaching of Japanese Language - 09/07 186

53. Introduction to Creative Writing and Translation Studies as an elective subject at Senior
Secondary level - 18/07 188

54. Introduction to Financial Market Management as a course under Professional Competency

Education at Senior Secondary level - 48/07 190

55. Financial Market Management-Implementation guidelines - 07/08 193

56. Introduction of a new course under vocational stream, namely, General Health Care in
collaboration with relevant Industry/Organization from the academic session 2008-09 - 11/08 196

57. Introduction to New Elective Subjects in Class XI for the current session (2008–09) in Heritage
Crafts and Graphic Design - 17/08 200

58. Introduction of Creative Writing and Translation Studies (Code No. 069) as an elective subject
at Senior Secondary level - 18/08 201

59. Change of the name of newly introduced vocational course from the General Health Care to the
Healthcare Sciences with technical support of Academy of Hospital Administration - 23/08 203

60. Introduction of German Language - 37/08 206

61. Guidelines in respect of Biotechnology Lab Manual - 52/08 207

62. Introduction of Japanese Language in classes IX & X regarding 3/09 208

63. Introduction of Graphic Design (Code No. 071) in Class XI for the current session (2008-2009)
and class XII in 2009-10 - 05/09 209

64. Introduction of Heritage Crafts (Code No. 070) in Class XI for the current session (2008-2009)
and class XII in the academic session 2009-10 - 06-09 211

Central Board of Secondary Education, Delhi ix

 65. Regarding modification in the name of the course curriculum “Introductory Information
Technology” at Secondary Level and the changes in its evaluation scheme - 09/09 213

66. Regarding modification in the name of the course curriculum “Engineering Drawing” at
Senior Secondary level - 15/09 215

67. Introduction of new languages 1. Tangkhul 2. Bodo in CBSE curriculum reg. 26/10 216

68. Introduction of Geospatial Technology, Food Production, Food & Beverage Services,
Mass Media Studies and Media Production as Competency based vocational courses at
Senior Secondary level /08/11 217

69. Introduction of Japanese Language in class XI (Code No 192) from the academic year
2011-12 - 11/11 229

70. Introduction of Vocational Course in Sports - 18/11 230

71. Introduction of the academic elective “Mass Media Studies” at Senior Secondary level - 22/11 231

72. Physical Education and Discipline Specific Orientation Programs – June 2011 - 23/11 234

73. CBSE Inter School Sports & Games Competitions – regarding 49/11 236

74. Introduction of e-Typewriting-English/Hindi from the academic session 2011-12 of Class IX

and 2012-13 of Class X - 27/11 238

SECTION-C
ENRICHING CURRICULUM (GOING BEYOND CURRICULUM)
ENVIRONMENT EDUCATION C (i)

75. Environmental Protection through Eco-Clubs in Schools - 49/11 252

76. Introduction of Environmental Education as a compulsory subject in schools from Classes
I to XII – Regarding - 8/05 253
77. Directives to schools regarding Environmental Education from Class I-VIII 24/2005 255
78. Introduction of Activity Based Manual in Environmental Education for Class IX -
regarding - 8/06 258
79. National Urban School Sanitation Awards 2009 in the context of setting up of ‘Health and
Wellness Clubs and ‘Eco-Clubs’ in schools - 22/09 259
80. ‘Kaun Banega Paryavaran Ambassador’ - 23/09 261
81. Schools Water Portal – A unique resource for teachers on Water Education - 34/09 263

82. Observance of “Clean Delhi Day” on 12th September, 2010 - 42/10 265

83. Green Olympiad 2011 and its linkage with CCE in School Curricular - 44/11 269

84. Institution of Annual National School Sanitation Awards based on “Online National School
Sanitation Ratings” - 47/11 275

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 HERITAGE-C (ii)
85. Encouraging Indian Classical Music and Culture - 33/05 278

86. Educational Campaign to preserve and protect heritage monuments in the country - 02/2010 279

87. Heritage India Quiz – 2010-11 - 17/2010 282

88. Promoting Indian Cultural Heritage through Classical Music and Dance - 50/2010 284

89. Celebration of Heritage Day on 12th January 2011: Reaffirming our commitment to preserve
and protect Heritage Monuments in the country - 2/11 286

90. Regarding Project Assist of National Foundation for Communal Harmony - Project ‘Assist’ 15/11 290

91. Reinforcing Promotion of Indian Cultural Heritage education in Schools - 76/11 295

92. Promoting Heritage Education Programmes in Schools - 80/11 297

HEALTH AND WELLNESS CLUBS-C (iii)

93. Drug Awareness Programme - 30/2005 305

94. Programme for CBSE affiliated schools on Adolescence Reproductive and Sexual Health
Education (ARSH Project) - 38/05 306

95. Comprehensive School Health Programme and Creating Health Club in the school - 9/06 308

96. Importance of Nutrition for Bone Health - 17/07 314

97. Comprehensive School Health Programme - 29/07 316

98. Comprehensive School Health Programme and Release of School Health Manuals in
Four Volumes - 27/08 318

99. Creating a Healthy School Environment - 33/08 321

100. All Heads of Institution Affiliated to Board:Observing Food Safety and Quality Day - 36/08 323

101. Follow up on Comprehensive School Health Programme - 49/08 324

102. Observation of International Day against Drug Abuse and Illicit Trafficking on 26th
June, 2009 - 18/09 326

103. Guidelines on Protection from Exposure to Tobacco Smoke - 58/09 328

104. Discrimination against Children Living with HIV - 48/09 334

105. Guidelines on Protection from Exposure to Tobacco Smoke - 58/09 336

106. Campaign for controlling Dengue - 01/2010 342

107. Observation of International Day against Drug Abuse and Illicit Trafficking on
26th June, 2010 - 38/10 345

Central Board of Secondary Education, Delhi xi

 LIFE SKILLS-C (iv)
108. Life Skills Education for Class VI - 21/03 346

109. Life Skills Education in Class VII - 11/04 347

SAHODAYA CONFERENCES-C (v)

110. Strengthening of Sahodaya Movement - 13/07 351

111. 17th National Annual Conference of Sahodaya School Complexes 2010 to be held from
19th – 21st December, 2010 at Bangalore - 75/10 353

112. 18th National Annual Conference of Sahodaya School Complexes 2011 to be held from
27th – 28th December, 2011 at Chennai - 71/11 355

Sports and Physical Education C (vi)

113. Introduction of Chacha Nehru Sports Scholarships for Sports Talents - 36/05 360

114. Physical Education Programme in Primary Schools Reference: Circular number 57 dated
20.11.2009 362

115. Physical Education & Sports in Schools – reg. 71/2010 364

116. Physcial Education Teachers Orientation Program-June 2010. 366

Others-C(vii)
117. Safety in schools regarding - 28/04 367

118. Inclusive Education of Children with Disabilities - 27/05 371

119. Promotion of education for girl child in the school-registration - 15.10.2005 CBSE/AFF/05 372

120. Admission to Class XI - Coercion to change subjects-? 374

121. Inviting participants for the International Choir Music Contest held by Art Child International
Organisation - regarding - 10/06 376

122. National campaign to harness the creative and innovative spirit of school children - a collective
endeavour of CBSE and National Innovation Foundation (NIF) - 11/06 379

123. Status of the school with regard to minority institutions affiliated to CBSE 381

124. Guidelines in Sociology (Code no.039) subject for Project Work and Marks distribution
for class XI for the academic session 2008-09 386

125. Availing of broad-band connectivity by schools - AFF/CIR/2006 - 16906-26945-84 391

126. Policy Paper for Helpline for Women 18/01/2007 392

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 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

CIRCULAR
Dated: 20th July, 2002
To
All Heads of Institutions
Affiliated to CBSE
Dear Principal,
Subject: Corporal Punishment Reg.
The Board has always held the view that every child is a potential human resource and asset to the country
and it is the duty of the educational institutions to provide the right ambience and climate to the learners to
develop and enrich their latent talents. Education is a holistic process which facilitates the total development of
personality. The tools and methods adopted to impart education should, therefore address the above objectives.
To develop as a creative human being, the individual should learn in an atmosphere free from fear. Psychological
experiments do substantiate the view that fear negates creativity.
The concept of punishment has always nursed a sense of fear and learning does not occur in a fear-prone
environment. It is therefore imperative that schools should adopt such methods by which the learner develops a
sense of self-confidence and self-dependence. On certain occasions, when the behaviour and attitude of the
students are not acceptable, it is important to find out the reasons for such errant behaviour and counsel them
appropriately rather than to punish them straight away.
The Board has been concerned about the use of corporal punishment in schools. The Board believes that
here is no scope for such punishments in the learning environment and the teachers should adopt strategies by
which the learner realizes one’s mistake, if any, rather than face a corporal punishment by the institution. Love
reinforces confidence and once the learner believes that the school atmosphere is permeating with love from the
teachers, they will desist from indulging any acts that would negate the environment that has been built. Corporal
punishments are therefore to be avoided at any cost in the school
It is therefore requested that the Heads of institutions should bring home the above points to the attention of
all the teachers in their school and ensure that no child is subjected to any corporal punishment at any point of
time in the schooling process. The Heads of institutions should organize meetings of the staff and convey to
them the suggestions and instructions of the Board in this regard.
Your cooperation in the matter will go a long way in building a generation of people who are self actualised,
reactive and contributive to the country.
Yours faithfully,

G. Balasuhramanian
Director (Academic)

Central Board of Secondary Education, Delhi 1

 CENTRAL BOARD OF SECONDARY EDUCATION
ACADEMIC BRANCH, SHIKSHA SADAN,
17, ROUSE AVENUE, NEW DELHI-110002

NO. CBSE/D(A)/PA/04 Circular No. 05/04

13th February, 2004
All Heads of Institutions
affiliated to CBSE

Dear Principal,
Subject: Continuous and Comprehensive Evaluation Reg.
Greetings from CBSE! As you might have noticed from the address printed above, there is a change in the
address of the Academic Branch. It has now shifted from the erstwhile building of 17-B, I.P. Estate, New Delhi
to its own building at Shiksha Sadan in the address given above. You are requested to kindly note the above
change in address. The Board fervently hopes that the housing of the Academic Branch in its own building will
facilitate to bring about more focused academic activities to catalyze the affiliated schools to actively and
progressively participate in a meaningful journey towards the knowledge society.
As you are well aware, the Board has been addressing to several academic issues to empower the schools in
enabling the students to realize their holistic potential in the process of learning. The Board has always believed
that learning is a joyful experience and enables the learner to find the meaning and significance of life. It helps
to discover the unfathomed oceans of knowledge and nurture the latent and creative potential in the learner. In
a joyful learning environment the curiosity, the sense of enterprise and adventurism, the desire for creativity, the
desire to cooperate and coexist is aroused. The learner feels less threatened and hence works in an atmosphere
free from fear and stress. In turn, these objectives of the curriculum and its mode of transaction, therefore, have
to focus in the achievement of the above goals.
Of late, the unwarranted overemphasis on the concept of examinations has created an artificial atmosphere
of threat and unhealthy competition. This appears to have negated the basic objectives of the educational process
and the assimilation of information for scoring in examination has nullified the several vital components and
competencies to be acquired in the process of learning. The concept of Pass and Failure at primary level has not
played the desired diagnostic role, rather has acted as a deterrent to the joyful learning by creating a psychological
roadblock.
In many cases, in spite of many success stories in physical, emotional, social and spiritual platforms, the
learner is negated as a failure for want of scores in a single subject where he has no motivation due to one or the
other reasons. The objective appears to be to identify what the learner is not capable of rather than what he is,
which basically is an antithesis to the educational process.
The Board certainly believes that evaluation of the learner has to be done in context during the process of
continuous learning as it plays a facilitative and supportive role. The fear and threat of the examination has to be

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minimized so that learning takes place in a stress free atmosphere. It is in this context, the Board had through its
earlier circular No. 7 dated 9th February, 2003 invited the attention of the schools to do away with the terminal
examinations upto class V and also to initiate the process of continuous and comprehensive evaluation upto
class VIII. The Board is pleased to note that the affiliated schools have responded quite positively to the above
views and many schools have already implemented the same. It is reiterated that there is an urgent need to take
this important academic initiative so that the students in all the affiliated schools have the necessary uniform
stress free environment. The schools should desist from assessing the students on the basis of terminal
examinations and move towards the continuous and comprehensive evaluation of the students without, as far as
possible, any pass fail. If any student fails to obtain the minimum level of learning the same can be repeated in
the subsequent class in a progressive manner.
As informed in the earlier circular, it is again reiterated that the schools should desist from giving home
work to the students upto class II so that the time is gainfully used by the students for effective interaction with
the members of the family and in enriching their interpersonal relationships and emotional edifice. The Board
is also working on certain guidelines to schools in this regard and would be made available to schools in due
course.
The Board feels that the schools should provide more and better opportunities in learning of liberal arts
including music, painting, dances and folk arts in schools at the primary level so that there is a broad-based
learning empowering the emotional intelligence of the learners. This would be of immense help in fighting the
consumerist needs at the individual and societal level.
The objectives of Indian Education have always been to enhance the holistic profile of the individual built
on a strong value base. The CBSE has been contributing significantly in this direction with the assistance of all
its affliated schools.
In order to acquire leadership in the knowledge society, we need to take positive and meaningful steps
wherein our human resources will have the necessary competencies required for a long lasting performance. All
the affiliated schools are partners with the CBSE in this responsible task. We do hope that the affiliated schools
will join hands to develop human resources that would make our future generation successful in a global
competitive situation.

Yours faithfully,

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

Central Board of Secondary Education, Delhi 3

 CENTRAL BOARD OF SECONDARY EDUCATION
Academic Branch, Shiksha Sadan, 17, Rouse Avenue, New Delhi-110002

D(A)/CCE/04 Circular No. 18/04

29th March, 2004
To
All Heads of Institutions
affiliated to CBSE

Dear Principal,
Subject: Continuous and Comprehensive Evaluation in Primary Classes
As you are well aware, the Board had already intimated through earlier notifications on the need and urgency
of introducing continuous and comprehensive evaluation in the Primary Classes. The objective of this exercise
is to shift the focus of academic activities towards enrichment of the total personality of the learners and to
facilitate the learners to address to various facets of learning encompassing the cognitive, affective and
psychomotor domains. This also should help in distressing leaming so that undue focus is not given to the
terminal examinations.
Though various initiatives have been taken by many schools at their own level to include several of these
elements in their school reporting systems, it is important that certain amount of uniformity is established
across the schools affiliated to the Board. It is in this context that the Board has brought out a model of the
SCHOOL ACHIEVEMENT RECORD for the Primary Classes. The Board has prescribed two different formats,
one for classes I and II; and the other for classes III to V keeping in view the different competency requirements
of the learners of these classes. It has also been informed earlier that the affiliated schools should stop the Pass-
Fail system for the classes I and II and should have a continuous and comprehensive evaluation for classes III
and V. The schools should progressively stop the pass-fail system upto class V. It is important to note that the
schools should find adequate time and opportunities to identify the aptitudes and attitudes of the learners - to
help them on what they are capable of performing rather than what they are not capable of performing.
The Board has also given certain broad guidelines at the last page of the formats. The schools are advised to
get them printed at their own schools in the same size as has been brought out. The cooperation of the schools
in the successful implementation of this scheme will help in bringing about the much desired changes in the
educational scenario of this country.

Yours faithfully,

(G. Balasubramanian)
Director (Academic)

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 CENTRAL BOARD OF SECONDARY EDUCATION
17, Rouse Avenue, New Delhi-110002

D(A)/CCE/04 12th June, 2004

Circular No. 25/04
To
All Heads of Institutions
affiliated to CBSE

Dear Principal,
Subject: Achievement Record for Classes I to V - Reg.
As you are aware, the Board had suggested to the schools introduction of continuous and comprehensive
evaluation for classes I to V. The objective of the same was to evaluate the learner in a holistic manner so that
the latent competencies are reflected appropriarely in their report. It would also help in identifying their postive
attributes and encouraging them rather than identifying what they are not capable of.
I am pleased to forward to you two formats of the same - one for the crasses I and II and another for classes
III to V. You are advised to get them primed appropriately for your school preferably in A4 format in 130 gsm
art card paper in order to maintain basic uniformity among the schools. You may choose the door suitable for
your school-preferably-one colour for classes I and II and another for classes III to V.
The Board fervently hopes that the introduction of this system will have its consequent impact on the
learning environment in the school and will facilitate the learner to grow in a more holistic manner.

Yours faithfully,

(G. Balasubramanian)
Director (Academic)

Central Board of Secondary Education, Delhi 5

 NAME OF THE SCHOOL
ACHIEVEMENT RECORD
(Academic Year....................to...................)

Class I & II

Name : ....................................................................................................................................

Class : ................................................... Section ...................................................................

Date of Birth : ....................................................................................................................................

Admn. No. : ....................................................................................................................................

Residential Address : ....................................................................................................................................

: ....................................................................................................................................

Telephone No. : ....................................................................................................................................

Specimen Signature of
Parent/Guardian : ....................................................................................................................................

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A. LANGUAGES

English Evaluation 1 Evaluation 2 Evaluation 3

01. Reading Skills

* Pronunciation
* Fluency
* Comprehension
02. Writing Skills
* Creative writing
* Handwriting
* Grammar
* Spellings
* Vocabulary
03. Speaking Skills
* Conversation
* Recitation
04. Listening Skills
* Comprehension

Hindi/Mother tongue Evaluation 1 Evaluation 2 Evaluation 3

01. Reading Skills
* Pronunciation
* Fluency
* Comprehension
02. Writing Skills
* Creative writing
* Handwriting
* Grammar
* Spellings
* Vocabulary
03. Speaking Skills
* Conversation
* Recitation
04. Listening Skills
* Comprehension

Central Board of Secondary Education, Delhi 7

B. MATHEMATICS

Aspects Evaluation 1 Evaluation 2 Evaluation 3

* Concept
* Activity
* Tables
* Mental ability

C. ENVIRONMENTAL SCIENCE

Aspects Evaluation 1 Evaluation 2 Evaluation 3

* Environmental Sensitivity
* Activity/Project
* Group discussion

D. CO-CURRICULAR ACTIVITIES

Games Evaluation 1 Evaluation 2 Evaluation 3

* Enthusiasm
* Discipline
* Team spirit
* Talent

Art/Craft Evaluation 1 Evaluation 2 Evaluation 3

* Interest
* Creativity
* Skills

Music/Dance Evaluation 1 Evaluation 2 Evaluation 3

* Interest
* Rhythm
* Melody

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E. PERSONALITY DEVELOPMENT

Personal and Social Traits Evaluation 1 Evaluation 2 Evaluation 3

01. Courteousness

02. Confidence

03. Care of belongings

04. Neatness

05. Regularity and Punctuality

06. Initiative
07. Sharing and Caring

08. Respect for other’s property

09. Self-Control

F. HEALTH

Aspects Evaluation 1 Evaluation 2 Evaluation 3

* Height (cms.)
* Weight (kg.)

Central Board of Secondary Education, Delhi 9

 Evaluation 1

Specific Participation

General Remarks

Attendance

Class Teacher Principal Parent

Evaluation 2

Specific Participation

General Remarks

Attendance

Class Teacher Principal Parent

Evaluation 3

Specific Participation

General Remarks

Atendance

* * *

Congratulations Promoted to Class

New Session Begins on

Class Principal Parent

10 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 GUIDELINES TO SCHOOLS

1. The objective of the Achievement Record is to facilitate holistic learning in the school in a stress-free
environment.
2. The continuous and comprehensive evaluation would be spread over the year and at least three
assessments should be made during the years.
3. The focus should be on identifying the talents of the learners and to empower him with positive inputs.
4. No negative observations shall be made in the assessment format.
5. The Board recommends a five point scale for indicating the achievements in the following order:
A* OUTSTANDING
A EXCELLENT
B VERY GOOD
C GOOD
E AVERAGE

Central Board of Secondary Education, Delhi 11

 NAME OF THE SCHOOL

ACHIEVEMENT RECORD
(Academic Year....................to...................)

Class III & IV & V

Name : ....................................................................................................................................

Class : ................................................... Section ...................................................................

Date of Birth : ....................................................................................................................................

Admn. No. : ....................................................................................................................................

Residential Address : ....................................................................................................................................

: ....................................................................................................................................

Telephone No. : ....................................................................................................................................

Specimen Signature of
Parent/Guardian : ....................................................................................................................................

12 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

A. LANGUAGES

English Evaluation 1 Evaluation 2 Evaluation 3

01. Reading Skills

* Pronunciation
* Fluency
* Comprehension
02. Writing Skills
* Creative writing
* Handwriting
* Grammar
* Spellings
* Vocabulary
03. Speaking Skills
* Conversation
* Recitation
04. Listening Skills
* Comprehension
05. Extra Reading
06. Activity/Project

Hindi/Mother tongue Evaluation 1 Evaluation 2 Evaluation 3

01. Reading Skills
* Pronunciation
* Fluency
* Comprehension
02. Writing Skills
* Creative writing
* Handwriting
* Grammar
* Spellings
* Vocabulary
03. Speaking Skills
* Conversation
* Recitation

Central Board of Secondary Education, Delhi 13

 04. Listening Skills
* Comprehension
05. Extra Reading

B. MATHEMATICS
Aspects Evaluation 1 Evaluation 2 Evaluation 3
* Concept
* Activity
* Tables
* Mental ability
* Written work

C. ENVIRONMENTAL SCIENCE/SCIENCE
Environmental Science Evaluation 1 Evaluation 2 Evaluation 3
* Environmental Sensitivity
* Activity/Project
* Group discussion
* Written work

Science Evaluation 1 Evaluation 2 Evaluation 3

* Concept
* Activity/Project
* Scientific Skills
* Group Discussion

D. COMPUTR
Aspect Evaluation 1 Evaluation 2 Evaluation 3
* Skill
* Aptitude

E. CO-CURRICULAR ACTIVITIES
Games Evaluation 1 Evaluation 2 Evaluation 3
* Enthusiasm
* Discipline
* Team Spirit
* Talent

14 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
2, Community Centre, Preet Vihar, Delhi-110092

NO. D(A)/PA/CCE/2004 15th September, 2004

Circular No. 31/2004
All Heads of Institutions
affiliated to CBSE

Subject: Continuous and Comprehensive Evaluation in Primary Classes - Reg.

Dear Principal,
(i) Circular No. 6 As you are well aware. the Board has been time and again drawing the attention of the
dated 8.2.2003 school community through the circulars mentioned in the margin to the urgency of providing
(ii) Circular No. 5/04 a stress free education to the students in the primary sections of school. while the causes
dated 5.2.04 that contribute to the stress are many, some of them are quite tangible and it is possible to
take such measures that would minimize the stress, if not totally eliminate the same.

One of the major contributors to the stress is the size of the school bag. This has been
brought to the attention of the entire country by the Yashpal Committee Report. Taking
cognizance of the increasing number of text books prescribed by certain institutions for
the students of the I and II classes in particular, the Board has always felt that the number
of books and note books prescribed to the classes I and II should be as minimal as possible.
Even these books and notebooks have to be left in the school classrooms so that the students
do not have to carry these books home. The schools are advised to make such arrangements
in the school campus that there is adequate provision for the school bags of these students
being housed safely for their daily use.

In order that the psychological load of the text books is not carried home and that the
students have enough time to develop other basic life skills and are enabled to develop
adequate emotional rapport with the parents, the Board has also recommended that no
homework is given to them. It is felt that at this age, the learning is as informal and joyous
as possible so that there is time and scope for nourishing the mental health of the students.
The fear that the students will not learn effectively unless they are given formal learning
inputs is unfounded. The parents should be helped by the schools to understand the changing
paradigm in the larger interest of their children.

Arguments are being advanced about the elimination of the Pass - Fail system at the
primary classes. The Board is fully convinced that this would go a long way in eliminating
the fear from the minds of the younger ones. Sometimes failing a child for the inadequate
performance in one subject or the other appears to be against the very basics of the idea

Central Board of Secondary Education, Delhi 15

that every learner has certain latent talents and it is the responsibility of the education system to identify and
nurture such talents.
So in brief the following action needs to be taken at the school level:
1. The students need not carry the school bags from their home and the school bag be kept in the Desk at
the school.
2. No home work up to class II.
3. Continuous and Comprehensive Evaluation with no Pass-Fail criteria up to class V. The students
achievement record need to be formulated accordingly and the Board has already forwarded two formats
for the same vide circular no. 25/04 dated 12.06.2004, one for the classes I and II and another for classes
III to V. So up to class-II, two year profile of the students be maintained and for students in class III to
V three year profile of the students be maintained.
In order to facilitate the schools to focus on the holistic development of the students, from class I to V the
Board has brought out the guidelines to schools in the form of “Alternatives to Homework”. This priced edition
of the book (Rs.75/-) is being sent as a complimentary copy to all the affiliated schools. Additional copies, if
any, required can be purchased by the schools from the book stores of the CBSE at its Headquarters or the
Regional Offices. As could be seen from this book, the Board has provided a series of activities which would
help the students to develop confidence and competence. The Life skills and core values have to be developed
among the students and in this arduous task, the role and the responsibility of the parents and the family cannot
be marginalized. The schools have to ensure the cooperation of parents in discharging this task of human
resource development.
The Board has also advised the schools to reflect the profile of the students in the prescribed format of the
Achievernent record. The profile of the students may be reflected in a five point scale as shown in the format.
The absolute marks be translated into grade in acadernic assessment. A guideline in this regard for changing
absolute marks to grading is being circulated shortly. The above instructions have to be followed by all the
schools as these are in total conformity with the broadly defined educational policies of the Govemment of
India.
These decisions of the Board are to be viewed not in isolation, but as a part of a series of initiatives taken by
the Board in the continuum of the educational reforms. The Board would appreciate, if the schools would carry
ahead these initiatives up to the middle school level (for classes VI to VIII). The Board would also shortly come
with formats of Achievement Records for the classes VI to VIII based on the ‘concept of continuous and
comprehensive evaluation and on a seven point scale.
The cooperation of the schools in early and effective implementation of these instructiors in their respective
schools would help in achieving the cherished goals of making our younger generation thoughtful, imaginative,
creative and productive.
Yours faithfully,

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

16 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092

Acad./Dir(Acad.)/2004 12th April, 2005

Circular No. 21/2005
The Heads of all CBSE
affiliated institutions

Dear Principal,
Subject: Achievement Records Reg.
As you are aware the Board, vide its circular No. 25/04 dated 12th June, 2004 had forwarded two formats of
the achievement records for classes I and II and III to V signifying the introduction of continuous and
comprehensive evaluation at primary level.
The earlier exposure to the scheme at secondary level facilitated the schools in implementing this scheme at
primary level. Though the main features of the scheme remain the same the Board is sending additional guidelines
to help you in evaluating the primary students. The Rating Scales given therein will help in proper placement of
students performance in different scholastic and coscholastic areas for awarding grades.
I would like to reiterate that the main purpose of introducing this scheme is to nourish and nurture the many
facets of the child’s growth. We should jointly endeavour to restore the happiness and joy of learning in the
formative years of childhood.
With best wishes,

Yours faithfully,

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

Central Board of Secondary Education, Delhi 17

 GUIDELINES ON CONTINUOUS AND COMPREHENSIVE
EVALUATION AT PRIMARY LEVEL
THE BACKGROUND

Over the years, educationists and other concerned persons have felt the need for overhauling of the educational
system in general and evaluation system in particular. This concern was also reflected in National Policy on
education (NPE) 1986 and Programme of Action (POA) 1992 when the nation focussed on quality of education.
One of the recommendations of policy was the introduction of Continuous and Comprehensive Evaluation
(CCE) in Schools. Further it was included in National Curriculum Framework for School Education (NCFSE)
2000 as School Based Evaluation which has its roots in the concept of CCE. Continuous and Comprehensive
Evaluation (CCE) as the name implies is a developmental process of assessment which emphasizes on two fold
objectives - continuity and evaluation on the one hand and assessment of broad range of instructional outcomes
on the other.

THE BEGIINNING

The Central Boad of Secondary Education first launched the scheme of school-based evaluation at secondary
level from the academic session for class IX beginning in April 1998.

Supplementing the Board’s secondary school certificate, the comprehensive school based evaluation
certificate records students’ achievement in the areas of physical development, emotional development and
aesthetic development apart from cognitive development. By recognizing, appreciating and evaluating their
personal and social qualities, attitudes and interests, the Board has moved closer to students in motivating them
to overcome their inhibitions and realize their true potential.

EXTENSION OF THE SCHEME AT PRIMARY STAGE

Encouraged by the success of this endeavor, the Board decided to extend this scheme at primary level and
advised the schools to desist fiom the existing pass-fail system based on terminal examination. The Board has
also circulated a copy of Achievement Record to schools as a model to adopt. The schools have been given the
necessary flexibility to incorporate changes suiting to local requirements.

The document is aimed at providing a holistic picture of the learner and would not give any negative input
about the performance of the learner. The objeetive is to bring continuous improvement in the perfomrance of
a learner though constant diagnosis of gaps and diffculties in learning and helping the learner in overcoming
them through remediation of instructions.

REPORTING STUDENTS’ACHIEVEMENT

While reporting students’ achievement in different areas, indirct grading in absolute scale having five points
may be used. The grades will stand for the following distribution of marks:

18 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 A* Outstanding 90%-100%

A Excellent 75%-89%

B Very Good 56%-74%

C Good 35%-55%

D Scope for improvement Below 35%

The grade of the child can be computed in the achievement card based on the percentage of presence of
behaviour indicator in the above category of percentiles. Besides certain remarks can be made in scholastic and
co-scholastic areas as well as the achievement level of the child. These remarks will help the parents and the
child to provide the learning skills in that area by devoting more learning efforts.
Thus, continuous and comprehensive evaluation is a useful proposition for improvement of students’
achievement through continuous diagnosis, remediation, encouragement and appreciation. It requires coordinated
and concerted efforts on the part of Principals, teachers and parents for the multifaceted personality development
of the child. The enclosed rating scales and expected to help the teachers in proper placement of students in
terms of the different grades.

Central Board of Secondary Education, Delhi 19

 RATING SCALES

A. LANGUAGES (CLASS I AND II)

TESTING SUB-SKILLS A* A B C D
AREA/SKILLS/
COMPETENCY

01. Reading skills Pronunciation Can read and Can read and Can read and Cannot read and Cannot read
(Loud reading) correctly pronounce pronounce pronounce new pronounce new pronounce
new words on ones’ new words on words with words most of words at all
own ones’ own guidance from the times without the
most of the the teacher guidance fr
time the teachers

Fluency Can read simple Can read Can read simple Cannot read sample Fumbles a l
sentences fluently simple sentences but the passages on while readi
with proper speed, sentences take time to ones own. Often simple sent
expression and fluently with read each word. needs help Reads one w
pronunciation speed but Lacks fluency, at a time.
needs speed and
occasional expression
prompting

Comprehension Can read and Can answer Comprehends Cannot comprehend Cannot
understand a most of the with some help the passages on comprehen
story/sentences and questions from the ones own. Often all. Require
answer all the correctly teacher needs help of teacher a
questions correctly the time

02. Writing Skills Creative writing Can write three, four Can write Can write a few Unable to write Needs help
or five sentences on three or four sentences on a three or four teacher all t
a given topic with sentences on a given topic but sentences on a time
accuracy and some given topic with a lot of given topic. Has to
oroginality e.g. can correctly but prompting and be prompted all
use as adjective with cannot use guidance from the time
a noun. Tries to use new words on the teacher
new words his own

Handwriting Is neat and legible. Is neat and Is legible but Is neither legible Writing is m
(Cursive) All letters and strokes legible. of ten nor consistent. incomprehe
are properly formed Occasional inconsistent with Transcription has a and inaccur
 and transcription is inconsistency his strokes and number of errors.
error free. seen in letters.
formation of Transcription
letters and has occasional
strokes. errors.
Transcription
is error free

Grammar Can write sentences Can write Cannot write Can write shorter Cannot write with
accurately and uses sentences sentences pieces with some accuracy. Needs
simple punctuation accurately without quite a accuracy. Needs lot of help
marks appropriately. most of the few errors. help very often
time. Falters Sometimes
occasionally falters in the use
in the use of of punctuation
simple marks
punctuation
marks

Spelling Can spell almost all Spells words Makes a few Makes plenty of Makes a lot of
words from the text from the text mistakes while errors while spelling mistakes
correctly, can apply correctly with spelling words. spelling words.
proper phonetic occasional Able to apply Cannot apply his
knowledge to spell errors. Can’t his phonetic phonetic
similar words apply his knowledge knowledge to
phonetic sometimes to spell new words.
knowledge to spell similar
spell similar words
sounding
words
Vocabulary Has a good range of Has a good Sometimes Never uses new Vocabulary is
vocabulary. Always range of makes use of words. Knowledge poor
uses new words in vocabulary. new words is restricted to
writing Tries to use words taught
new words before
many times

03. Speaking Skill Conversation Is fluent and It is fluent and Lacks Cannot carry out Needs help most
spontaneous . spontaneous spontaneity, a dialogue only at of the time
Responds to situation most of the fluency and a very basic level.
 appropriately and time. accuracy.
accurately Responds to Response time
the situation rather long.
appropriately Needs
but fumbles prompting most
for words of the time
occasionally

Recitation Can recite a poem Can recite a Can recite a Can recite an entire Can recite o
with proper speed, poem with poem with poem with very short a
expression and proper speed occasional prompting most of simple poem
pronunciation and expression prompting. the time. Lacks and that too
but makes Expression is proper pronun- a lot of pro
occasional not very strong ciation, and
mistakes in and effective expression
pronunciation
or forgets a
word or so

04. Listening skills Comprehension Can comprehend oral Comprehends Has some Has difficulty in Very slow t
questions, instructions oral questions, difficulty in following follow clas
and stories/poems. instructions, comprehending instruction and instructions
stories, and instructions, stories. Needs Needs moth
poems most stories or poems. simplification or tongue
of the time Needs guidance translation most translation
quite often of the time all the time
A. LANGUAGES (CLASS III AND IV)

TESTING SUB-SKILLS A* A B C D
AREA/SKILLS/
COMPETENCY

01. Reading skills Pronunciation Can read short Can read short Can often read Can read short Needs help and
01. (Loud reading) stories/articles/ stories/articles on short stories with stories with prompting by
words on ones/ ones’ own most varying speed and varying speed and the teacher all
own and use his of the time. Uses guidance most of guidance from the the time
phonetic skills to his phonetic skills the times teachers most of
pronounce new to pronounce the times
words new words most
of the time

Fluency Can read simple, Can read simple/ Can read simple Can read simple Fumbles to
complex passages complex passages and passages but passages with while reading,
fluently with fluently with takes time to read guidance or even simple
proper speed, speed but needs each word lacks prompting most sentences.
expression and occasional fluency, speed of the time Needs help all
pronunciation prompting and expression the time

Comprehension Can read and Can read and Can read and Can read and Cannot
understand text understand text understand text understand text comprehend
and answer and answer most and answer some with the help of the text at all
questions correctly of the questions of the questions teacher
correctly correctly

02. Writing Skills Creative writing Can write short Can write short Write stories and Can write short Cannot write
answers stories and stories and paragraphs but connected even short
paragraphs with paragraphs on a makes quite a few descriptive sentences of
accuracy and given topic with a errors sentences on ones’ own
originality in fair degree of ones’ own with makes a lot of
sentences accuracy. some grammatical mistakes
construction and Displays errors
use of vocabulary. originality some-
Ideas are arranged times. Ideas are
logically generally
logically arranged

Handwriting Is neat and legible. Is neat and legible. Is legible but Handwriting is Is neither legible
All letters and Occasional sometimes not very neat. nor consistent
strokes are inconsistency seen inconsistent with Transcription has
consistent and information of his strokes and many errors
 joined correctly. letters and strokes. letter translation
Transcription is Transcription is has occasional
error free error free errors

Grammar Can write sentences Can write Can write Can write Cannot wri
accurately sentences sentences with sentences with a with accura
accurately most quite a few errors lot of mistakes needs help
of the time often

Spellings Can spell all words Can correctly Can correctly Makes a lot of Cannot spe
correctly. Tries to spell all the words spell words but spellings words prop
spell new words most of the time. sometimes makes mistakes has to be
Falters mistakes helped
occasionally

Vocabulary Has a rich vocabulary. Has a good range Has a fair range Vocabulary is Has a poor
Often uses new words of vocabulary and of vocabulary. limited to only of vocabula
and phrases in written phrases. Uses new Uses new words those words
and spoken forms words only most sometimes which have been
of the time taught in class

03. Speaking Skill Conversation Is fluent and Is fluent and Lacks spontensity, Lacks Needs help
spontaneous. spontaneous most fluency and spontaneity, most of the
Responds to situation of the time. accuracy sometimes. fluency and
appropriately and Responds to the Response time accuracy
accurately. Can situation rather long.
narrate incidents/ appropriately but Needs prompting
anecdotes and can fumbles for words most of the time
participate in a occasionally. Can
discussion on a narrate incidents/
given topic with anecdotes and can
ease participate in
discussion with
effort

Recitation Can recite a poem Can recite a poem Can recite a poem Cannot recite on Recitation i
or a story with or a story with or story with entire poem or poor. Lacks
proper speed, proper speed occasional story without expression
diction, expression or expression prompting. prompting.
and tone but makes Expression is not Pronunciation,
occasional very strong and expression and are
mistakes in effective not appropriate
 pronunciation or
forgets at times

04. Listening skills Comprehension Can comprehend Comprehends Has some Understands Cannot understan
oral questions, oral questions, difficulty in simple instructions.
instructions, stories, instructions, comprehending conversation in Needs help all
poems stories and poems instructions, familiar the time
of the time stories or poems. situations. Needs
Needs guidance simplification or
quite often translation most
of the time

Extra Reading Can read short Reads stories/ Needs a lot of Shows lack of Not interested
stories/poems for poems for help with interest in reading to read at all
pleasure on ones’ pleasure. understanding of stories or poems. any extra
own with complete Sometimes needs stories and Needs a lot of material of
comprehension. help in poems. Can prompting ones’ own
Can form opinions understanding evaluate a
and evaluate the story. Can character or a
characters and, form opinions situation only
incidents and evaluate sometimes
characters and
incidents

Activities/Projects Participates Enthusiastically Needs persuasion Seldom participates Does not

enthusiastically in participate in by the teacher in activities/projects participate
activities/projects activities/projects for active assigned at all
most of the times participation

B. MATHEMATICS
A* A B C D
Concept Understand the Understands the Take some time Understand the Cannot understand
concepts well concepts but is not to understanding concepts but the concepts
before proceeding clear in certain new concepts needs help most
to the higher ones concepts of the time

Activity Takes keen interest Takes interest most Sometimes takes Takes interest in Very laid back
in various activities of the time but interest in assigned activities and disinterested
which help him/ needs to be more mathematical only when
her achieve regulary/syste- activities prompted
goals easily matically organized
Tables Has understood the Knows the tables Knows the tables Has not understood Has not learns
concept of grouping but fallers a little in but makes mistakes the concept of concept of tabl
the numbers and dodge tables in tables of higher tables. Makes Cannot do dod
knows the tables by number. Falters in mistakes tables at all. M
heart. Can also do dodge tables a lot of mistak
dodge table

Mental ability Takes immense Good at calculating Can do mental Has weak concepts Very slow in s
delight in working sums mentally but calculations but hence can solve sums mentally
with mathematical at times makes falters occasionally sums mentally at
problems mentally careless mistakes a low pace

B. MATHEMATICS (CLASS III TO V)

A* A B C D

Concept Understands the Understands the concepts Understand the Takes more time Needs help mo
concepts with logical thoroughly concepts and is in understanding the time in und
thinking and good able to apply most new concepts and standing the co
reasoning skill of them correctly. requires frequent and logically a
Needs occasional help them
help

Activity Very confident, Takes keen interest in Quite creative but Takes interest but Lacks initiativ
original and creative doing various activities needs to be more needs to be more is disinterested
in-group activities. and applying the concepts innovative and systematic and group activity
Has tremendous to real life situations original organized
team spirit

Tables Has understood the Knows the tables but Knows the tables Has not understood Has not learnt
concept of grouping falters a little in dodge but makes mistakes the concept of tables. Cannot
the numbers and tables in tables of higher tables. Makes a lot dodge tables a
knows the tables by number. Falters in of mistakes in
heart. Can also be dodge tables dodge tables
dodge tables

Mental ability Takes immense Has a good number Solves mental sums Can perform mental Slow in solvin
delight in working sense. Quick in with ease but at calculations but sums mentally
with mathematical solving problems times makes careless falters occasionally
problems mentally mentally mistakes in hurry
Written work Work is neat and Neat and systematic Neat and regular Often the work is Untidy work. Late
methodical. work work but sometimes untidy and the in usbmitting the
Presentation is a not up to the mark figures are shabbily assignments
source of inspiration drawn
for others

D. ENVIRONMENTAL SCIENCE (CLASS I & II)

Environmental Is keen, alert and Needs to be aware Is quite aware but Lacks awareness; Lacks awareness
Sensitivity observant; very of the surroundings lacks enthusiasm needs to be more
much aware of the keen and alert
surroundings

Activity/Project Exhibits creativity Makes an attempt Can do cutting, Lacks originality The teacher is a
and originality through with some help pasting, drawing and the ratio of perpetual guide
cutting, pasting, and collage work teacher guidance
drawing, collage-work, and shows creativity increases in propor-
composing simple and originality at tion to the child’s
poems times approach and interest

Group discussion Has the spirit of Can ask simple questions Can ask simple Cannot put forward Does not take part in
enquiry and is but needs occasional questions but with his ideas, needs group discussions
assertive in placing prompting at times some of prompting constant coaxing and is a silent
ones’ viewpoint at times spectator

ENVIRONMENTAL SCIENCE - CLASS (III, IV AND V)

Environmental Has the ability to Can do some independent Can attempt to Has difficulty in Needs prompting
sensitivity reason, does thinking and is quite answer simple reasoning and to answer simple
independent thinking; observant, with reflexes question based on observing. Can questions
has value appreciation of occasional appreciation reasoning and attempt to answer
for truth and aesthetic, observation simple questions
sensitivity/observation

Activity/Project Very innovative; Work is informative Work is informative Presentation needs Work is untidy and
collects information is and neat most of the and more or less improvement; less files not well kept
able to present the times neat; tends to take informative and work are least
work neatly does support and help informative
reference work
Group Discussion Listens to others’ point Listens to others’ Listens passively Has some difficulty Has difficulty
of view and is able to viewpoint and and offer no in comprehending paying attentio
add to them, makes hesitates to answer views; hesitates to instructions; has to and following
interesting answer; needs be prodded to give instructions;
observation; has a occasional help to answer needs simplific
good organization of give views most of the tim
thoughts

Written work Can do written Can do written Can do only Can do written
assignments assignments but simplified assign- assignments w
independently, work makes occasional ments with guidance constant guida
is neatly presented mistakes from the teacher from the teach

SCIENCE (CLASS III TO V)

A* A B C D

Concept Excellent ability to Good ability to Can understand and Can understand, Needs continu
understand, grasp, understand, grasp, recall the textual grasp, recall, define guidance in
recall, define and recall, define and material. Is able to and reason. understanding.
reason. Understands reasons. apply relevant Understands the Finds difficult
and differentiates, Understands the knowledge and textual material reading and
textual material with textual material tabulate facts, can with help from the comprehendin
great case is able to with ease. Is able read and teacher. Is able to text
apply relevant to apply relevant comprehend tabulate facts well.
knowledge and knowledge and diagrams and web Reads and
tabulate facts well. tabulate facts well. charts comprehends text
Reads and Reads and diagram and web
comprehends text, comprehends text, chart with difficulty
diagram and web diagram and web
chart quickly chart

Activity/Project Voluntarily Participates in most Participates in some Participates in very Needs a lot of
participates in all the of the activities and of the activities and few activities and encouragemen
activities and enjoys performs performs some rarely performs any participate in
experiments. Highly experiments with experiments. Good experiments. activities or
appreciable, creative interest. Excellent, project presentation Satisfactory project perform experi
and original creative project with little creativity presentation; not ments. Project
presentation presentation. Is is explorative in very creative. presentation is
explorative., explorative and experimenting; Rarely read any creative and
innovative and infers innovative in sometimes does reference books. systematic. No
 a result after experimenting; does reference work interested in extra
experimenting; does reference work reading
extensive reference
work

Scientific Skills Has a very keen Has a keen observation Sometimes inquires Rarely inquisitive; Not interested in
observation, inquisitive is inquisitive; does about concepts; does experimen- experimentation,
approach, likes to systematic work, and usually does tation when told, recording or
experiment in a draw neat diagrams, experimentation in not very systematic drawing inference.
systematic way and records information a systematic way work and untidy Not very tidy and
draws accurate correctly, carefully and draws diagrams. Is not organized in his
diagrams and and systematically. diagrams correctly. able to draw work. Generally
records information Is able to analyze, Records information. inference and disinterested
correctly, carefully draw inference and Is able to draw apply information
and systematically. apply information inference and apply
Is able to analyze, information with
draw inference and, some difficulty
apply information

Group discussion Actively participates Actively participates. Participates some- Hesitant to A passive participan
and usually leads all Good relations with times. Satisfactory participate in-group Never makes
group discussions. other members. Often, relations with other discussions. Poor observations,
Very often makes makes interesting members. Sometimes relations with other unable to
interesting observations observations can makes interesting members. Rarely analyze points
and adds to the points analyze some points observations. Can makes observations.
given, can analyze critically analyze few points Unable to analyze
points critically and points
generate new ideas

D. COMPUTER EDUCATION (CLASS III-V)

Skills Very confident in using Skilled in operating and Shows excellent eye Uses computer to Needs help from
graphic skills, word word processing skills. hand coordination enhance his the buddy to
processing skills, and in operating skills knowledge on complete his
operating skills various topics assignments
taught in class.
Uses computer
as a tool
Aptitude Excellent in selecting Shows special aptitude Works with confi- Is able to combine Takes time to l
and using different in using tools to create dence and handles text and graphics key on the key
colours, creating shapes and lines mouse with with help from
pictures and identifying competence teacher
different features of
multimedia in work
presentations.

GAMES (CLASS I-V)

ASPECTS A* A B C D

Enthusiasm Plays with full intrinsic Plays with full intrinsic Plays with zeal but Plays but only when Always gives e
motivation motivation most of the of his choice games only commanded
time

Discipline Obeys all class Obeys all class discipline Obeys class Obeys due to fear Lacks disciplin
discipline voluntarily voluntarily most of the discipline on of punishment.
and plays by following times and plays by commands and Follows rules on
all rules of the game following all rules of follows rules only command with
the games suited to his displeasure
advantage

Team spirit Has team spirit and Has team spirit and Puts his effort, Shows team Not a team pla
plays for winning plays for winning individually harmony on and
most of the times off

Talent (Strength, Outstanding develop- Excellent development Very good skill Average skill Slow skill
stamina and ment of skills and of skills and displays development but development development
speed) displays high high performance most performs
performance of the times occasionally

GAMES (CLASS I-V)

ASPECTS A* A B C D

Interest Shows great enjoyment Shows great enjoyment Enjoys drawing and Prefers to be guided Prefers to repr
and aptitude for and aptitude for drawing painting. Shows than using his own what is seen. N
drawing and painting and painting - recognizes imagination some- imagination repeated instru
recognizes the value the value of art most of times
of art the times
Creativity Has original drawing Has original drawing Good at reproducing. Can communicate Lacks creativity and
and innovativeness in and innovativeness in Shows feeling and the ideas in terms looks for ideas and
the work. Shows more the work, shows emotions of effect and instructions from
feeling alid expressions more feeling and appeal the teachers
in his/her work expressions in his/her
work most of the times

Skills Excellent development Excellent development Skill development is Very slow skill No skills
of skills and high development of skills good but performs development
performance and high performance occasionally
most of the times

Music/Dance (Class I-V)

A* A B C D

Interest Always very keen to Very keen to learn and Needs little drive to Sometime shows Does not show
learn and follow given follow instructions learn and start interest much interest
instructions most of the times

Rhythm Child has a good sense Child has a good sense Sometimes loses Sometimes goes Does not have the
of rhythm and keeps of rhythm and sometimes pace with the off the beat and sense of rhythm
pace with the beat falters in keeping pace beat cannot make it
with the beat up

Melody Child has a good sense Child has a good sense Child goes off key, Child has the sense Child does not
of tune of tune and goes off key sometimes can come of time but goes have much sense
occasionally back to time off key in higher of music
octave

PERSONALITY DEVELOPMENT

Aspects A* A B C D

Courteousness Very careful about Wishes others most of Many times wish Sometimes avoids Avoid wishing,
wishing, saying the times says sorry, others, say sorry, to wish, say sorry, say sorry, thank
sorry, thank you thank you and excuse thank you and thank you and you and excusing
and excuse me. me. Stand up to give excuse me excuse me me
Always stands up respect. Speak politely Sometimes interrupts; Sometimes speaks Aggressive and
to give respect Never interrupts in in between, speaks politely interrupts in inpolite
Always speaks between politely many times between
 politely and uses
good vocabulary
Never interrupts in
between

Confidence Always very Very confident in Confident in carrying Quite confident Needs to devel
confident in carrying carrying out various out most of the but needs to come confidence
out various activities activities most of the activities up with his/her
times ideas

Care of belongings Always respect the Takes care of self as Most of the times Takes care but Careless about
belonging and takes well as others property takes care of does not bother as well as othe
care most of the times belongings about others property

Neatness Always wears proper Wears proper and neat Wear proper and Most of the times Often untidy
and neat uniform uniform neat uniform most in improper uniform dresses
very careful about Sometimes nails/hair/ of the times Often not careful Unkempt perso
personal hygiene teeth not clean about personal hygiene
hygiene

Regularity and Very particular about Often particular about Sometimes particular Sometimes irregular Irregular and
punctuality being regular and being regular and about being regular and not punctual to sometimes late
punctual to school/ punctual to school/ and punctual. Some- school/classroom school/classroo
classroom classroom times late in sub- Sometimes late in Rarely submits
Always regular in Often regular in doing mitting assignments submitting assignments an
doing and submitting and submitting assignments and projects in tim
assignments and assignment and projects projects
projects

Initiative Always tries to do Most of the times tries to Often tries to do Sometimes tries to Never does thi
things independently do things independently things independently. do things indepen- independently
Always ready to Often ready to participate Often ready to dently Avoid particip
participate in oral in oral discussions/extra participate in oral Sometimes ready to in oral discuss
discussions/extra curricular activities discussions/extra participate in oral extra curricula
curricular activities curricular activities discussions/extra activities
curricular activates

Spirit of service Always volunteers Volunteers to participate Often volunteers to Sometimes volun- Rarely particip
to participate in all in activities for a social participate in teers to participate in in activities fo
activities for a social cause most of the times activities for a social activities for a social social cause
cause. Always ready Often ready to help cause cause Never bothers
to help others others Often help others Sometimes help help others
others
Respect other’s Always follows rules Most of the time follows Often follows rules Sometimes follows Does not follow
property and regulations rules and regulations. and regulations. rules and regulations rules and regulations
Takes good care of Takes care of property Takes care of Does not bother Is not sensitive abou
property and and often makes efforts property and often about others’ others’ property.
consciously makes to keep the environment makes efforts to property Often litters his/her
efforts to keep the clean keep the environment Sometimes litter surroundings
environment clean clean his/her surroundings

Self control Well discipline in the Disciplined in the class- Disciplined in the Disciplines in the Indiscipline in the
classroom/corridors/ room/corridors/stair classroom/corridors/ classroom but not classroom/corridors/
staircase case most of the times staircase most of in corridors/staircase staircase
Never misbehaves Never misbehaves or the times. Often misbehaves Mostly misbehaves
or fights in the fights in the playground Occasionally mis- or fights/bullies in fights/bullies in the
playground/break. break behaves or fights the playground/break playground/break
Emotionally a in playground/
balanced child break
 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

D(A)/PA/05 Dated: 31st May, 2005

Circular No. 28/05

To
All Heads of Institutions
Affiliated to CBSE

Dear Principal,
Subject: De-stressing students appearing in the Public examinations - Reg.
As you are aware, the Board has been taking several initiatives in the recent past to de-stress the process of
learning and making learning an enjoyable experience. Many initiatives have been taken at the primary level
and upper primary level and the Board expects that the decisions taken will start yielding the required results in
due course of time.
At the secondary and senior school level, similar efforts are required so that the emotional and psychological
health of the students is taken care of. Quite unfortunately, there is an over-emphasis on the process of
examinations which reflects only certain academic dimensions of the holistic profile or the learner. The Board
has been urging the need for continuous and comprehensive evaluation which would reflect the spectrum of the
latent talents of learners spread over the entire period of the learning process rather than a singular terminal
examination and the schools have been advised to issue a certificate of CCE at the end of the ten year academic
career of the student. Guidelines in this regard have already been issued to the schools, However it is seen that
still many schools tend to focus on the public examinations right from the class IX. In many cases it has been
observed that schools do not issue C.C.E. certificate to students who are qualifying Class X examination.
In order to prepare the students for the public examinations well in advance, some schools tend to rush
through the process of teaching and learning more often emphasizing on rote learning and depriving the learners
of the real joy of learning. The speed of transaction sometimes develops undesirable stress as students suffer
from paucity of time to cope with such speedy transaction strategies depriving them of adequate time for
assimilation and consolidation of their learning. The time for the transaction or any topic as detailed in the
curriculum is either not fully available to the learners or not used by the schools for the purpose for which it is
designed. The time both for learning and conceptualization is squeezed depriving the students of many valuable
experiences they could gather in the process of learning. The schools need to understand that they should give
the required time for transaction of the curriculum to the students as formulated in the curriculum.
As an extension of this process of time management, there is a serious attempt by certain institutions to
finish the syllabi by the first term of the class X and devote the rest of the time in the second term and later, for
conduct of repeated pre-board examinations in an attempt to train the students for the public examinations.
Some schools also conduct 2 to 3 other tests before the pre-board examination. It is learnt that in some cases

34 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

such pre-board examinations are as many as three to four before the commencement of the public examinations.
The atmosphere of fear starts building up with the commencement of these examinations very often affecting
the mental and psychological health of the students. In certain cases the inadequate performance of the students
in these pre-board examinations is treated as a deterrent and schools tend to hold the students from appearing in
the public examinations, sometimes with a view that an adverse result might affect the image of the institution.
Schools need to understand that the profile of the school is not built exclusively on the results produced by them
in a public exarnination but is reflected through the quality of transaction of the curriculrm and the value based
atmosphere provided to the learners to develop the qualities of the head and heart.
While the Board appreciates the need for providing the right mental ambience to the students to appear in a
public examination through appropriate academic inputs, it is felt that conduct or Pre-hoard examinations more
than once is absolutely unwarranted and undesirable. They do not necessarily give the required results, rather
they only add to the mental stress or the learners infusing additional fear. They sometimes tend to develop self-
pity, depression and a self-defeating attitude. Keeping this in view, the Board would like to direct all the affiliated
schools to take up this issue quite seriously and desist from the conduct of more than one Pre-board examination
before the public examinations. It is further advised that such a pre-board exam could be conducted before the
last week of January providing adequate time for remedial teaching. It gives also some space to the learner for
self-learning. The objective of this examination should be to identify those academic components in the
performance or the students which need to be strengthened through academic guidance and counseling the
schools would apply the same strategy for the students of class XII also who would be appearing in the Public
examinations.
The Board, fervently hopes that the affiliated schools would extend their full cooperation in this endeavour.
The collective effort of all the schools and the Board in reducing the stress and mental agony or the students in
preparation or the public examinations will go a long way in empowering our students to emerge as more
creative and innovative personalities apart from restoring their self-esteem and self-confidence.

Yours faithfully

(G. Balasubramanian)
Director (Academics)

Central Board of Secondary Education, Delhi 35

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI

13th July, 2005

Circular No. 29/2005

To
All Heads of Institutions
Affiliated to the Board

Subject: Provision of additional time in the Public Examinations - Reg.

Dear Principal,
The Board has been taking several initiatives to bring down the level of stress among the students both
during the process of learning as well as during their participation in the public examinations conducted by the
Board. It is often seen that the students enter the examination hall with a certain amount of stress and on receipt
of the question paper they start answering the questions in their answer books immediately, sometimes without
adequate planning of the content, format and style of their writing, often times without adequate application of
mind. In many cases, a fear of paucity of time forces them to relentlessly engage themselves in writing the
answers without sufficient reflection.
The Board has been contemplating on the above issue and has, therefore, decided that the students appearing
in the examinations of the Board be given an additional time of 1-5 minutes before they start writing their
answers. This time would exclusively be given for reading and understanding the question paper and shall not
be available for writing the answers. It really means that the question papers would be distributed to the candidates
at 10.15 a.m. The candidates will start answering the question paper from 10.30 a.m. Therefore, all candidates
appearing in the examination would be required to be present before the issue of the question papers in the
examination hall. Detailed instructions in this regard would be sent to all afffiliated schools along with the
schedule of examinations.
It may be advisable if the schools extend similar facility to the students appearing in the school examinations
also so that they are trained to study, plan and develop mental strategies for answering the questions in the
examinations without stress.

Yours faithfully,

(ASHOK GANGULY)
CHAIRMAN

36 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI

No. COORD/DO/F-8/2006 06.2.2006

The Heads of all the

Affiliated Schools of the Board
Sir/Madam,
In pursuance of the recommendations of the Examination Committee held on 2.9.2005 & 2.12.2005 and the
same having been duly ratified by the Governing Body of the Board in its meeting held on 9.12.2005, the
following rules of the Examination Bye Laws have been amended to be read as under:
(i) RULE 43 ADDITIONAL SUBJECT(S)
ADDED RULE 43 (ii): However, candidates appearing in six subjects at the Senior School Certificate
Examination having been declared “Pass” by virtue of secuing pass marks in five subjects as per Rule
40.1 (iv) may appear in the failing subject (Sixth subject) at the Compartment Examination to be held in
July/August the same Year.
(ii) RULE 44.1 IMRROVEMENT OF PERFORMANCE - SENIOR SCHOOL CERTIFICATE
EXAMINATION
AMENDED RULE 44.1{i): A candidate who has passed an examination of the Boald may reappear for
improvement of performance in the succeeding year only; however, a candidate who has passed an
examination of the Board under Vocational Scheme may reappear for improvement of performance in
the main examination in the succeeding year or the following year provided they have not pursued
higher studies in the mean time. They will appear as private candidates. Those reappearing for the
whole examination may, however, appear as regular candidates also if admitted by the school as regular
students. The candidate(s) appearing for improvement of performance can appear in the subject(s) only
in which they, have been declared pass and not in the subject in which they have been declared fail.
(iii) AMENDED RULE 44.1(iii): Candidates who appear for irnprovement of performance will be issued
only Statement of Marks reflecting the marks of the improvement examination.
(iv) RULE 44.2 IMPROVEMENT OF PERFORMANCE - SECONDARY EXAMINATION
AMENDED RULE 44.2(i): A candidate who has passed Secondary School Examination of the Board
may reappear at the examination for improvement of performance, in the main examination in succeeding
year only, provided he/she has not pursued higher studies in the mean time. He/she shall appear as a
private candidate. Those reappearing in the whole examination, may appear as regular candidates also.
The candidate(s) appearing for improvement of performance in the examination can appear in the
subject(s) only in which they have been declared pass but not in the subject in which they have been
declared fail.

Central Board of Secondary Education, Delhi 37

 (v) AMENDED RULE 44.2(iii): Candidates who appear for improvement of performance will be issued
only Statement of Marks reflecting the marks of the improvement examination.
(vi) RULE 67 DUPLICATE PASS CBRTIFICATE
AMENDED RULE 67: A candidate may obtain duplicate/triplicate certificate on payment of the
prescribed fee and submission of an application on a prescribed form in the event of loss/theft/mutilation
of the original certificate provided that an affidavit is filed to that efflect before an official not below the
rank of a first class Magistrate/Notary Public or a Member of the Governing Body of the Board. Further
the person requesting for duplicate or triplicate certificate would notify the loss/theft/mutilation of the
certificate through Press Note/advertisement in some leading Newspaper and shall submit the Press
Clipping to the Board along with application and the affidavit.
(vii) RULE 69.1 CHANGES IN BOARD’S CERTIFICATE - CHANGES AND CORRECTIONS IN
NAME
AMENDED RULE 69.1(ii): Application for correction in name/surname will be considered only within
two years of the date of declaration of result provided the application of the candidate is forwarded with
the following documents:
(a) Admission form(s) filled in by the parents at the time of admission.
(b) The School Leaving Certificate of the previous school submitted by the parents of the candidate
at the time of admission.
(c) Portion of the page of admission and withdrawal register of the school where the entry has been
made in respect of the condidate.
(viii) RULE 69.2 CHANGES IN BOARD’S CERTIFICATE - CHANGE/CORRECTION IN DATE
OF BIRTH
AMENDED RULE 69.2(iv): The application for correction in date of birth duly forwarded by the
Head of school along with documents mentioned inByelaws 69.2(iii) shall be entertained by the Board
only within two years of the date of declaration of result of Class X examination. No correction whatsoever
shall be made on application submitted after the said period of two years.
(ix) The Remuneration and Conveyance to be paid to the functionaries appointed at Spot Evaluation Centres
and Examination Centres outside India w.e.f, 2006 examinations is as under:
SPOT EVALUATION CENTRE

Sl. Frurctionary Rates payable Outside lndia

No.

1. Chief Nodal Supervisor

(a) Remuneration @ Rs. 2000/- per Head Examiner subject to minimum of Rs. 8000/-
(b) Conveyance allowance Rs. 140/- per day
(c) Refreshment charges Rs. 30/- per day

38 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Sl. Frurctionary Rates payable Outside lndia
No.

2. Head Examiner
(a) Remuneration Rs. 700/- per day
(b) Conveyance allowance Rs. 140/- per day
(c) Refreshment charges Rs. 30/- per day
3. Addl. Head Examiner
(a) Remuneration Rs. 600/- per day
(b) Conveyance allowance Rs. 140/- per day
(c) Refreshment charges Rs. 30/- per day
4. Coordinator - Class XII Rs. 610/- (remuneration equal to examining 20 answer books +
conveyance and refreshment as paid to Examiner) per day
Class X
* For coordinating 80 answer Rs. 490/- (remuneration equal to examining 20 answer books +
books per day conveyance and refreshment as paid to Examiner) per day
5. Examiner (Theory)
(a) Remuneration
(i) Class XII Rs. 22/- per answer book (already being paid w.e.f. 2005 examination)
(ii) Class X Rs. 16/- per answer book (Rs. 10/- for Section A and Rs. 6/- for Section
B in Science & Technology) (already being paid w.e.f. 2005
examinations)
(b) Conveyance allowance Rs. 140/- per day
(c) Refreshment charges Rs. 30/- per day
6. Remuneration to Clerk Rs. 90/- per day
(regular employee os the school)
7. Remuneration to Class Rs. 80/- per day
IV (from the school)
8. Refreshment charges Rs. 30/- per day
9. Maximum limit for remuneration Rs. 20,000/-
in a financial year

Central Board of Secondary Education, Delhi 39

The Penalties for Errors (Annexure XVI of the Guidelines for Spot Evaluation) and amended as under:

Sl. Functionary Penalties Penalties

No. applicable in applicable
India outside India

1. Against Head Examiners/AHE

1.1 For not doing sample checking to the extent Rs. 10/- per Rs. 20 per
of 10% of the answer books evaluated by examiner per examiner per
each Examiner working under him day day
1.2 For errors in the answer books checked by Rs. 10/- per Rs. 20/- per
Head Examiner/AHE answer book answer book
2. Against Examiners
2.1 Leaving answer or part thereof unassessed Rs. 20/- per Rs. 40/- per
in an answer script answer book answer book
2.2 Giving more marks for an answer to a Rs. 10/- per Rs. 20/- per
question than assigned to it or deviation question question
from the marking scheme with reference to
a particular question or part thereof
2.3 Wrong totalling Rs. 15/- per Rs. 30/- per
answer book answer book
2.4 Wrong transference of marks from the inside Rs. 15/- per Rs. 30/- per
pages of the answer book to the title page answer book answer book
2.5 Marks in words and figures not tallying Rs. 10/- per Rs. 20/- per
answer book answer book
2.6 Total of marks shown in figures but not Rs. 10/- per Rs. 20/- per
in words and vice versa on the title page answer book answer book
of the answer book
2.7 Not signing on answer book Rs. 10/- per Rs. 20/- per
answer book answer book
3. Against Co-ordinators
3.1 Wrong verification of marks Rs. 15/- per Rs. 30/- per
answer book answer book
3.2 Wrong transfer once of marks from the Rs. 10/- per Rs. 20/- per
answer book to the award list answer book answer book
3.3 Not entering marks of a candidate in the Rs. 10/- per Rs. 20/- per
award list answer book answer book

40 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 3.4 Not signing each page of the award list Rs. 10/- per Rs. 20/- per
award list award list
3.5 Wrong total or not giving hash total or marks Rs. 10/- per Rs. 20/- per
in each block of the mistake award list block of 20 roll block of 20
numbers roll numbers
3.6 Not signing on the title page of the answer book Rs. 10/- per Rs. 20/- per
answer book answer book

EXAMINATION CENTRE

Sl. No. Functionary Remuneration and Conveyance payable

outside India
Remuneration Conveyance
(in Rs.) per day (in Rs.) per day

1. Centre Supdt. 180/- 80/-

2. Dy. Centre Supdt. 130/- 80/-
3. Asstt. Supdt. (Invigilator) 100/- –
4. Asstt. Supdt. (Invigilator) for 100/- + 40/- –
physically challenged
candidates getting 60
minutes extra time
5. Class IV staff 50/- –
6. Inspectors for inspection of 130/- 140/-
examination centres
7. Observers 340/- 140/-
8. Collection of question papers 80/- 80/-
by teachers
9. Furniture maintenance 3.50 per –
allowance candidate for
whole exam.
10. Seating arrangement 1.00 per esk for
whole exam.
11. Practical examination
charges payable to
schools/centres (per
candidate)

Central Board of Secondary Education, Delhi 41

 (a) Physics 3.50 –
(b) Chemistry 18.00 –
(c) Biology 16.00 –
(d) Home Science 18.00 –
(e) Physical Education 3.40 –
(f) Painting 7.00 –
(g) Sculpture 7.00 –
(h) Graphics 7.00 –
(i) Commercial Art 7.00 –
(j) Dress Design & Making 18.00 –
(k) Textile Design 18.00 –
(l) Nutrition & Food 18.00 –
(m) Other Vocational subjects 18.00 –
(n) Biotechnology 16.00 –
(o) Accountancy 4.00 –
(p) Engg. Drawing 4.00 –
12. Practical examination charges 9.00 –
to schools for the conduct of
practical examinations for
private candidates for Class X
13. Lab Asstts. & Clerk 70.00 –

Besides, following decisions have also been ratified in the Goveming Body Meeting held on 9.12.2005
(xi) The Failed/Compartment/Improvement candidates who will be appearing for 2006 examinations in
Social Science who would not have appeared for intemal evaluation of 20 marks will be permitted to
appear for the theory examination consisting of 80 marks only as per the Secondary School Curriculum
prescribed for 2006 examination and theory marks obtained by them out of 80 marks will be computed
out of 100 marks. This facility will also be extended to the failure candidates of 2006 examination till
they have appeared in the Third chance Compartment Examination.
(xii) The Failed/Compartment/Improvement candidates who will be appearing for2007 examination in
Mathematics who would not have appeared for internal evaluation of 20 marks will be permitted to
appear for the theory examination consisting of 80 marks only as per the Secondary School Curriculum
prescribed for 2007 examination and theory marks obtained by them out of 80 marks will be computed
out of 100 marks. This facility will also be extended to the failure candidates of 2007 examination till
they have appeared in the Third chance Compartment Examination.
(xiii) It has been observed by the Board that many of the schools check the nominal rolls very casually, as a
result the schools approach the Board in the months of January and February to correct the subject

42 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 code(s) which puts extra pressure on the system in addition to exta expenditure. A penalty of RS. 500/
per subject code will be charged from the school if the correction is sent by them after receipt of
nominal rolls duly corrected by them. This penalty has to be borne by the School and should not be
charged from the students
(xiv) Women private candidates appearing from Delhi can obtain the Affidavit attested by the First Class
Magistrate/Notary Public or a Member of the Governing Body.
(xv) The Compartment Examination has been pre-poned to the held in the third week of July each year
instead of end of July and the same will be held on 20th July, 2006:-
(i) Date of receipt of Comptt. form without late fee 23rd June
(ii) Date of receipt of forms with late fee of Rs. 10/- per day 30th June
(iii) Conduct of Compartment exam. 20th July
(xvi) The following late fees will be charged for submission of Registration Forms which shall be borne by
the school(s) and should not be charged from the students:
1. First 10 days after the last date Rs. 10/- per candidate
2. Next 20 days Rs. 20/- per candidate
3. Next 30 days Rs. 50/- per candidate
(xvi) The following late fees will be charged for submission of Registration Forms which shall be borne by
the school(s) and should not be charged from the students:
(xvii) Honorarium paid to the functionaries of the Embassies appointed as Custodians of question papers/
Centre Superintendent/Observer for the Class X & XII examinations will be as under w.e.f. 2006
examinatlons:
1. Officials of the Embassy for the custody of the Question Papers Rs.3000/- as against Rs. 10001-
being paid to the Custodian Banks in India.
2. Officials of the Embassy deputed to act as Centre Superintendent/Observer- Rs.500/- per day.
Conveyance as applicable by the Ministy of External Affairs for the respective countries will be accepted
by the Board for making such payments.
(xviii) The Bhutan Higher Secondary Education Certificate Examination (Class XI) conducted by the Bhutan
Board of Examinations, Ministry of Education, Thimpu, Bhutan has been recognized to be equivalent
to that of Class XII.
(xix) The refreshment charges being paid to the various functionaries at the Nodal Evaluation. Centes/Spot
Evaluation Centres in India has been enhanced from Rs. 8/- to Rs. 15/- and from Rs. 16/- to Rs 30/-
outside India.
All Heads of the Schools are requested to take note of the above for guidance to their teachers/students.
Yours faithfully,
(PAVNESH KUMAR)
CONTROLLER OF EXAMINATIONS

Central Board of Secondary Education, Delhi 43

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. D(A)/PA/2005 13th December, 2005

Circular No.: 40/2005
To
All Heads of Institutions
Affiliated to CBSE

Subject: Implementation of the instructions of the CBSE with regard to

de-stressing learning at the primary level

Dear Principal,
As you are well aware, CBSE has taken a lot of initiatives to de-stress the learning process at the primary
school level. The steps initiated by CBSE are as under:
1. Facilitating students to leave their text books/note books in the school itself for class I & II.
2. No pass-fail system for class I & II.
3. Alternatives to homework for classes III to V.
4. Introduction of Continuous and Comprehensive evaluation for classes I to V.
5. Reporting through School Achievement Records reflecting five point grading.
6. Introduction of class libraries.
7. Emphasis on subjects like music, dance and fine-arts at the primary level to empower the emotional
intelligence of the students.
All the above initiatives have been taken after careful consideration of various factors that lead to stressful
experiences during the learning process. It is however, noted that some of the affiliated schools do not comply
with these instructions in a full measure. It is notified for the information of all the affiliated schools that it is
imperative for the schools to follow the various initiatives taken by the Board to make learning a joyful experience.
The Board will view seriously any violation or non-compliance of the above instructions.
It is further clarified that adoption of the “No pass-fail” system does not exclude the conduct of any
examinations/evaluation in the implementation of the curriculum. Evaluation of the performance of the students
is an integral aspect of cirriculum implementation. However, it calls for a broad outlook which is meaningful
diagnostic and acts as a positive input for the growth process of the learners. It also reflects the cognitive, the
affective and the psycho-motor domains in the process of learning. This will further help in facilitating
development of multiple intelligencies for the holistic growth of the learners.

44 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Board has also brought out guidelines to schools for “Alternatives to Homework” Heads of institutions
are advised to carefully examine the various inputs given in the book and devise strategies with the help of the
teachers to develop modules that would help the parents to conceptualize and implement the spirit of the proposal
which calls for effective inter-personal relationship between the parent and the child.
The Board would like to reiterate that the educational reforms initiated by the Board would be successful
and beneficial to the stakeholders only if they are implemented with the spirit with which they have been
formulated. The cooperation of all the Heads of Istitutions in this regard is very much essential and is solicited.

Yours faithfully,

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

Central Board of Secondary Education, Delhi 45

 CENTRAL BOARD OF SECONDARY EDUCATION, DELHI
2 Community Centre, Preet Vihar, Delhi-110092

S/PA/06 Dated: 31st January, 2006

Circular No. 02/06
To
All Heads of Institutions
affiliated to CBSE

Dear Principal,
Subject: Introduction of seven point grading system at the Middle School level
As you are aware, the Board has been taking several initatives to enhance the quality of learning in schools.
The objectives of these intiatives include:
 Facilitating joyful and stress-free learning
 Enabling holistic learning
 Improving quality of interactions between the teacher and learner
 Supporting achievements through positive inputs
 Continuous and Comprehensive Evaluation (CCE)
As a Part of the above initiative, the Board has already taken the following steps:
 Achievement Record (for class I to V)
 Assessment through Continuous and Comprehensive Evaluation for primary classes
 Clarification of the five point rating scales by detailing various competencies

As a follow-up of the above initiatives, the Board has further decided that the scheme of continuous and
comprehensive evaluation would be introduced at the middle-school level (for classes VI to VIII) also from the
ensuing academic year (2006-07). The format of the CCE along with specifications would shortly be made
available to the schools both through the website as well as in the print format. This scheme would bring with it
a seven point grading system to be introduced in the schools for all the academic subjects.
The seven points and their equivalent performance scale in raw scores (in percentage) will be as under:
A* - 90 and above
A - 80 to 89
B* - 70 to 79
B - 60 to 69

46 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 C - 45 to 59
D - 33 to 44
E - Below 33 percent

The schools are advised to introduce the above scales in the evaluation of their students. This will enable
maintaining a meaningful continuity in the assessment pattern from the primary level to the secondary level and
also in ensuring a basic uniformity in the affiliated schools.
The schools are further advised that these changes should be brought to the notice of all the stakeholders in
the school community so that the purpose and the spirit of the scheme is well understood.

Yours faithfully,

(Vineet Joshi)
Secretary

Central Board of Secondary Education, Delhi 47

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

E.O. (H&L)/A/06/ Circular No. 07/2006

May 4, 2006
All Heads of Institutions
Affiliated to CBSE
Subject: Reducing the Bag Load on Children
Dear Principal,
As you are aware the CBSE has been taking several initiatives to make the learning process joyful to the
child. The steps initiated by the Board include intoduction of Continuous and Comprehensive Evalution upto
class VIII, establishment of class libraries, emphasis on soft subject lilie music, dance and fine arts, strengthening
of school-based internal assessment, implementing alternatives to homework for classes III to V and making
the learning of mathematics interesting through the concept of Mathematics laboratories in schools. The Board
has also instructed schools to restrict the number of textbooks prescribed for students especially at the primary
level. The Board has strived to spread awareness about the importance of reducing the bag and curriculum load
on children.
The Board often receives reports regarding the pressure exercised in several schools on children and their
parents to buy an excessive number of textbooks, The committee under the chairmanship of Professor Yashpal
had also made several recommendations to reduce the curricular burden and stress on children in its report
entitled ‘Learning Without Burden’. The National Curriculum Framework, 2005 has called for several curricula
and systemic reforms to make children’s life at school enjoyable. One of these reforms pertains to reduction in
the number of textbooks for different classes.
In spite of all these initiatives, it is unfortunate that several schools are exerting pressure on children and
their parents to buy an excessive number of textbooks. This is a matter of grave concern and the CBSE would
like to reiterate its stand in unequivocal terms that prescribing too many textbooks and coercing parents and
children to buy them is an unhealthy and unethical practice that is educationally unsound. Hence all the affiliated
schools are instructed to ensure that the number of textbooks they prescribe from class I to VIII does not exceed
the number indicated in the list given below:
In the first phase new textbooks prepared by NCERT on the basis of the National Curriculum Framework
2005 have been Introduced in classes I, III, VI, IX and XI during the current academic year i.e. 2006-07. For
other classes the old pattern will continue for this academic year).

48 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Number of Books prescribed for different classes

New Pattern Old Pattern

Class No. of Subjects Class No. of Subjects

Textbooks Textbooks
I 3 Hindi, English, Mathematics II 5 Hindi, Work Book (Hindi),
English, Work Book (English),
Mathematics
III 4 Hind, English, Mathematics IV 6 Hind, Work Book (Hindi),
Environmental Science English, Work Book (English),
Mathematics, Environmental
Studies

VI 10 Hindi, Hindi Supplementary, V 6 Hindi, Work Book (Hindi),

English, English Supplementary, English, Work Book (English),
Sanskrit, Mathematics, Mathematics, Environmental
Science, Social Science Studies
(History, Socio-Political Life,
Geography) - 3 books
VII 11 Hindi, Hindi Supplementary,
Hindi Work Book, English,
Supplementary Reader for
English, Work Book for
English, Sanskrit,
Mathematics, Social Science
Part-I, Social Science Part-II,
Science and Technology
VIII 11 Hindi, Hindi Supplementary,
Hindi Work Book, English,
Supplementary Reader for
English, Work Book for
English, Sanskrit, Mathe-
matics, Social Science Part-I,
Social Science Part-II, Science
and Technology

The instructions contained in this circular may scrupulously be adhered to by all the affiliated schools.
Yours sincerely,
Ashok Ganguly
Chairman

Central Board of Secondary Education, Delhi 49

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. CM/FO/07/ January 3, 2007

Circular No. 1/2007
To
All Heads of Institutions,
Affiliated to CBSE

Subject :Implementation of the instructions of the CBSE with regard to de-stressing

learning at the primary level
Dear Principal,
Greetings from CBSE for a Happy New Year.
As we prepare ourselves to usher in the new year, we should spare some moments for reflecting on what we
accomplished in the year gone by and plan for the tasks ahead. At this juncture the Board would like to share
some of its views with you so that you can develop effective strategies for the proper implementation of the
policies and programmes of the Board that are aimed at bringing about qualitative improvement in the education
being imparted in CBSE schools.
 Year 2006 had been an exciting period of hectic activity and major developments in school education.
NCERT brought out new curriculum package on the basis of the National Curriculum Framework
2005. CBSE had designed the syllabi in different subjects accordingly and schools were asked to
implement them in classes I, III, VI, IX and XI during the 2006-07 session. Information about the new
NCERT textbooks for these classes was also provided to all the schools. The salient features of the new
syllabi and textbooks included the constructivist approach and greater importance to hands-on experience
and activity-oriented learning for students. The NCERT conducted a series of teleconferences for teachers
to familiarize them with NCF-2005 and the new textbooks. Teachers must understand the pedagogical
orientation to the course materials and organize the children’s classroom experiences in a manner that
permits them to construct knowledge on their own. There is a great thrust to distinguish knowledge
from information and to perceive teaching as a professional activity, not as coaching for memorization
or as transmission of facts. Schools have to make every attempt to empower the teachers accordingly so
that the curriculum transaction truly reflects the shift in educational paradigm as envisaged in NCF-
2005. Simultaneously schools will have to prepare themselves for implementing new syllabi and textbooks
for classes II, IV VII, X and XII during 2007-08.
 Among the many initiatives that CBSE took during the last year, one of the most important was the
strengthening of intenral assessment at secondary level. In the subject of Social Science internal

50 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 assessment for 20% was implemented at class X Board examination in March 2006. The aim of this
scheme is to integrate the principle of Continuous and Comprehensive Evaluation with the Board
examination and to widen the scope of assessment by the inclusion of multiple techniques of evaluation
such as projects, interviews, questionnaires, checklist etc. Detailed guidelines for carrying out the internal
assessment were circulated to all schools. A revised list of suggested projects for classes IX & X for
2006-07 has also been made available to all the schools. It is reiterated that schools should seriously
follow the laid down guidelines in evaluating different aspects of intemal assessment such as term/
unittests, assignments and project work and maintain proper assignment record. The Board has reposed
great trust in schools as its partners in the evaluation process and only by carrying out the assessment in
a credible and reliable manner can this trust be maintained.
 The scheme of intental assessment for 20% in Mathematics will come into effect from March 2007
class X examination. The Board has published a document titled ‘Guidelines for Mathematics Laboratory
in Schools for Class X’ which includes all the activities to be done by a student during the year as well
as suggested project work. The Board has also sent detailed circulars giving relevant information about
the scheme of assessment. Schools are required to maintain proper record of assessment which may be
inspected by the Board, if necessary. Mathmatics Laboratory must be made a compulsory component of
mathematics learning and it should be vibrant, innovative and attractive. Mathematics Laboratory is the
reflection of the creativity of mathematics teachers in the schools.
 Another major change is the restructured Science Practicals at class X which will be effective from
March 2007 examination. Besides a document titled ‘Assessment of Practical Skills in Science and
Technology Class X’, the Board has also made available a specimen of the ICR/OCR answer sheet that
will be used in one and a half hour written examination on practical skills. Schools may take photocopies
of the ICR/OCR answer sheet and give one copy to each class X student. Teachers should also familiarize
the students with the answer sheet and train them in filling it as per instructions. Simultaneously schools
should make arrangements for conducting practical examination and assess students’ performance
internally for 20 marks.
 In order to prepare the students for greater weightage given to practical skills in Science at secondary
level the Board has developed a handbook titled ‘Learning by Doing’ for class VI. It contains a number
of activities and experiments which can be performed by students and teachers using inexpensive
apparatus and material to gain an insight into various scientific concepts dealt with in class VI Science
textbook. Next year the Board will bring out a similar publication for Class VII. Teachers should read
the book and organize demonstration of experiments for students as part of the regular classroom teaching.
 Many of the schools have successfully implemented CCE with five point grading scale and no pass/fail
criterion upto class V. During the current year the Board has instructed schools to extend it to classes
VI-VIII with a seven point grading scale. Teachers should be adequately equipped to implement the
assessment scheme in its true spirit. Achievements of students in differcnt areas like art, dance, music,
sports and games etc. should be suitably reflected in the achievement records at least in primary classes.

Central Board of Secondary Education, Delhi 51

  By now a number of enrichment activities and training programmes conducted by the Board have been
institutionalized. Science Exhibition, Mathematics and Informatics Olympiad, Heritage India quiz,
Induction Prograrnmes for teachers and Strategic Leadership Programmes for principals have all become
regular features of the Board’s annual calendar. Schedule and information on these activities are available
on the Board’s website. Schools should make an attempt to include them in their own calendar of
activities in order to ensure larger participation of students in the activities meant for them and more
opportunities for training of teachers and empowerment of principals. More and more students must be
encouraged to participate in activities like Physics Olympiad, Chemistry Olympiad, Biology Olympiad
etc.
 It is seen that many schools are not evincing interest for implementing the cross-curricular and integrated
curricular components developed by the Board such as Education in Life Skills and Alternatives to
Homework. The rigid mindset of preparing students with the examination in view should change. It is
very important that students acquire life skills in their formative period of life in order to realize their
potential, to become entrepreneurial and lead a safe and responsible adult life. Similarly alternatives to
homework play the important role of providing an outlet for the creativity of children. Heads of schools
should study these documents themselves and discuss them with their teachers to develop proper
perspectives. It is hoped that more schools would implement these curricular components with greater
enthusiasm in the coming years.
 Reading habit is crucial to develop the thinking skills and emotional health of children. Libraries play a
crucial role in making children develop an interest in books and love for reading. The Board has brought
out a book titled ‘Organizing School Libraries Guidelines’. It has useul information for upgrading
school libraries and making them more functional. Principals should read the book and discuss it with
the librarian and teachers so that there is a real transformation in the library facilities at school level.
Also efforts may be made to develop class libraries at least in primary classes.
 The other programmes launched by the Board include Comprehensive School Health Programme and
Adolescence Education Progmmme. Schools should create a Health Club and use it as a platform for
carrying out different activities to promote the physical, emotional and mental health of children. The
special needs of adolescents also have to be addressed through curricular and co-curricular interventions.
Principals are requested to send identified teachers for advocacy and teacher training programmes
conducted by the Board.
 Among the different measures that the Board is planning for the future, introduction of new elective
subjects at +2 level such as Creative Writing and Translation Studies, Heritage Craft and Human Rigtrts
and Gender Studies is a major one. Similarly new courses under Vocational Education are being planned.
In the evaluation front the Board is proposing to introduce a nine point grading system at secondary
stage, i.e. at class IX and X.
At the core of the emerging dynamics in school education are two fundamental issues:
1. To make the learning process joyful for the child.

52 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 2. To energize the teaching-learning process by strengthening the connectivity between knowledge, feeling
and doing.
Keeping these as the underlining guiding principles we must strive to universalize excellence in every
aspect of educational endeavour and nurture and promote ceativity and innovation among children. CBSE
would like to take this as its new year resolution and the Board appeals to all the members of its family also to
adopt it to create a bright and happy future for the children of the country.
Again wishing you a Happy New Year.

Yours sincerely,

(Ashok Ganguly)
Chairman

Central Board of Secondary Education, Delhi 53

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

CM/EO/07 Circular No. 21/2007

April 17, 2007
All Heads of Institutions,
Affiliated to the CBSE
Subject: Reducing the Bag-Load on Children

Dear Principal,
Kindly refer to Board’s circular no. 07/2006 dated 4th May, 2006, in which attention of the schools affiliated
to the Board was drawn to the need for reducing the bag load on children in order to provide them adequate
space and time for other activities. The importance of making the learning process enjoyable for children by
restricting the number of prescribed textbooks and reducing curriculum burden on the learners, besides other
measures like Continuous and Comprehensive Evaluation and emphasis on soft subjects like dance, music, fine
arts etc. has also been impressed upon schools by the Board.
Taking cognizance of the need to minimize the curriculum load on children, NCERT has prepared new
textbooks for various subjects and classes based on the National Curriculum Framework 2005. New textbooks
have been introduced in classes I, III, VI, IX and XI in 2006-07 and in classes II, IV VII, X and XII during the
current academic year i.e. 2007-08. For classes V and VIII the old textbooks will continue for the current
academic year and new books will be implemented in 2008-09. The list of NCERT textbooks for classes I-VII
is given below for the guidance of schools and for enabling them to use it as a norm for deciding the number of
textbooks to be prescribed for these classes:
Class No. of Subject Name of Textbooks
Textbooks

I 03 Hindi Rimjhim Bhag I

English Marigold Book I
Mathematics Math Magic Book I (Ganit Ka Jadu Pustak)

II 03 Hindi Rimjhim Bhag-II

English Marigold Book II
Mathematics Math Magic Book II (Ganit Ka Jadu Pustak II)
III 04 Hindi Rimjhim Bhag-IV
English Marigold Book-IV
Mathematics Math Magic Book-IV (Ganit Bhag IV)
Environmental Studies Looking Around Book II (Aaspass Pustak II)

54 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 IV 04 Hindi Rimjhim Bhag-IV
English Marigold Book-IV
Mathematics Mathematics Book-IV (Ganit Bhag IV)
Environmental studies Looking Around Book II (Aaspass Pustak II
V 06 Hindi Bal Bharati Bhag V
Abhyas Pustika Bal Bharati Bhag V
English Learning English-V
Work Book - Learning English-V
Mathematics Let’s learn Mathematics V (Aao Ganit
Seekhein V
Environmental Studies Let’s Look Around and Learn (Dhekhein,
Karein aur Seekhein)
VI 10 Hindi Vasant Bhag I
Bal Ramkatha
English Honey Suckle
A Pact with the Sun
Sanskrit Ruchira Pratham Bhag
Mathematics Mathematics (Ganit)
Science Science (Vigyan)
S. Science Our Past History (Hamara Atit Itihas)
The Earth our Habitat Geography (Prithvi
Hamara Abhas Bhugol)
Social and Political Life (Samajik aur
Rajniti Jeevan)
VII 10 Hindi Vasant Bhag II
Mahabharat
English Honey Comb - English
Supplementary English
Sanskrit Ruchira-II
Mathematics Mathematics (Ganit)
Science Science (Vigyan)
S. Science History (Itihas)
Geography (Bhugol)
Social and Political Life (Samajik aur
Rajniti Jeevan II
VIII 13 Hindi Bharati Bhag III
Sanskrit Budh Charitra
Sanskrit Naya Jeeven Bhag III
Shreyasi Bhag III

Central Board of Secondary Education, Delhi 55

 Apoorva Bhag III
Abhyas Pustika Apoorva Bhag III
English Modern English Part III
Work Book Modern English
Supplementary Reader VIII
S. Science Social Science Part I (Samajik Vigyan Bhag I)
Social Science Part II (Samajik Vigyan Bhag II)
Mathematics Mathematics III (Ganit Pustak III)
Science Science & Technology (Vigyan Avam
Prodyogiki)

Another very important aspect relates to the sequence in which the syllabus has to be transacted in the
classroom. It has come to the knowledge of the Board that some schools change the sequence of lessons/
chapters in an arbitary manner to suit the preference and comfort of the teachers. In certain subjects at secondary
and senior secondary level some schools teach Part II of the prescribed books before Part I. Such practices,
besides defying sound principles of pedagogy, may also result in avoidable practical problems. Hence schools
are instucted to follow the sequence of syllabus as prescribed by the Board.

Yours sincerely,

Ashok Ganguly,
Chairman

56 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

CBSE/CM/2008/ Dated: 27.10.2008

Circular No.: 43/08

All Heads of the Institutions

Affiliated to the Board
Subject: Reducing the bag load on children

Dear Principal,

With the completion of the flnal phase of developing textbooks for classes VI and VIII, revised textbooks
for all classes from I to XII based on National Curriculum Framework 2005 have been made available by
NCERT in the current academic session 2008-09. These textbooks are characterized by certain unique features
such as making the textual material more interactive, promoting self learning and relating classroom learning to
real life situations. These publications also put greater emphasis to pedagogical considerations of content matter
rather than loading it with more and more information. A large nurnber of activities included in these books are
likely not only to understand the basic underlining concepts but also make learning more interesting and joyful.
A lot of space has also been provided in the books for promotion of reflective thinking, imaginative pursuits and
out of classroom learning. Thus, these textbooks provide freedom to both the teacher and learner to improve,
innovate, create and think beyond the minimum. The approach followed in these publications primarily aim at
making learning a pleasurable experience and minimize the curriculum load on students.
The Board has often advised the school to lay greater emphasis on activity-based joyous learning experiences
in teaching of Science, Social Science, Mathematics and Languages in such a way that students are able to
connect and transfer class room learning to real life situations. The earlier guidelines vide circulars no. 07/2006
dated 4.5.2006 and 21/2007 dated l7.4.2007 regarding reduction of bag loads on children, particularly at primary
and upper primary stages, had asked the schools to restrict the number of prescribed textbooks. It is reiterated
tlat the number of prescribed textbooks in different classes may not exceed the number prescribed by NCERT in
the corresponding class. A complete list of NCERT textbooks for all classes upto class YIII is provlded in
the Annexure for ready reference.
In addition to this, the schools are also advised to continue the practice of maintaining and keeping the
school bags of children upto class II in the school itself. It is also suggested to support a system of class libraries
in order to promote reading habits in children and also supplement in respect of those students who do not bring
textbooks on a particular day. Pedagogical practices such as integrating soft subjects with main course teaching,
using interesting alternatives to home work which supplement class room teaching adopting a continuous and
comprehensive evaluation for strengthening of learning will further continue to effectively reduce the burden
on learning.

Central Board of Secondary Education, Delhi 57

 It is requested that the contents of this letter may be discussed with all the teachers of the school in order to
ensure effective transfer of suggestions included in this circular. The school should also ensure strict compliance
with regard to the number of books prescribed so that the students and parents are not burdened academically or
financially.
With best regards,
Yours faithfully,

(VINEET JOSHI)
CHAIRMAN

58 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION, DELHI
2 Community Centre, Preet Vihar, Delhi-110092

NO. CBSE/EO(L)/ACAD/2008 4th Nov., 2008

Circular No. 47
To
All the Heads of Institutions
affiliated to CBSE
Subject: Assessment of Portfolios: Creative Writing & Translation Studies for Class XI & XII.
Dear Principal,
The Central Board of Secondary Education has introduced a new elective Creative Writing and Translation
Studies and the first Board Exam will be held in March 2009. The Portfolio Assessment needs to be done
for 20 marks.
We wish to inform you that the Portfolio for the course “Creative Writing & Translation Studies” Code
No. 069, prepared by your Class XII students (appearing in the 2009 exam) should be assessed by the
school (grades translaled into marks) and submitted to CBSE by 31st Jan. 2009 at the address given below:
Dr. Sadhana Parashar
Education Officer (L)
Central Board of Secondary Education
Shiksha Sadan, 17, Rouse Avenue,
Institutional Area, New Delhi-110002.
Please ensure that the assessment is done on the following criteria:
1. Regularity in submission of both class and home written assignments
2. Quality of tasks with emphasis on creative and comprehensive application.
3. Average marks of all Creative Writing and Translation written tasks
4. Oral communisation skills and classroom translation
TheAssessment Critcria may be checked up from Curriculum Document: Senior School Curriculum
2009 Volume I Main Subjects.
URGENT NOTE: The original award list has to be sent, as in the case of other subjects to the Regional
Office to which the school belongs.
This is being done this year as the CBSE feels that for a new course like this, it is advisable to have the
system of portfolio Assessment maintained. The monitoring will be done by a panel appointed by CBSE.
This may be brought to the notice of all teachers and students.
Yours sincerely,
(DR. SADHANA PARASHAR)
EDUCATION OFFICER(L)

Central Board of Secondary Education, Delhi 59

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

March 29, 2006

Circular No. 4
To
All Heads of Institutions
affiliated to CBSE
Subject: New NCERT Text Books for Classes IX & XI
Dear Principal,
Kindly refer to Board’s Circular No. 0112006 dated 16th February, 2006 through which it was informed that
the new curriculum and text books will be introduced in classes I, III, VI, IX and XI from the academic session
2006-2007. The NCERT has informed the Board that new text books in different subjects for class IX and XI
have been prepared based on the National Curriculum Framework. These books have been placed on the NCERT
website: www.ncert.nic.in. All the schools affiliated to CBSE can access them from March 27, 2006. These
books will come into effect from 2006-07 academic year for classes IX & XI.
List of Books
Class IX
Hindi 1. Kshitij Hindi Text Book
2. Sparsh
English 1. Beehive-English Text Book
2. Moments - Supplementary Reader
Urdu 1. Nawa-e-Urdu
2. Gulzare-e-Urdu
Mathematics 1. Mathematics
2. Ganit
Science 1. Science
2. Vigyan
Geography 1. Contemporary India
2. Samkalin Bharat
History India and the Contemporary World
Economics 1. Economics
2. Arthshastra
Political Science Political Science

60 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Class IX

Hindi 1. Aroh
2. Antra
English 1. Woven Words
2. Hornbill
Sanskrit Elective Shashwati
Urdu Golstan-e-Adah
Mathematics 1. Mathematics
2. Ganit
Statistics 1. Statistics for Economics
2. Sankhyiki
Physics 1. Physics Part-I
2. Bhautiki Bhag-I
Chemistry 1. Chemistry Part-I
2. Rasayan Vigyan Bhag-I
Biology 1. Biology
2. Jiv Vigyan
Accountancy 1. Financial Accounting
2. Business Studies
Geography 1. Fundamental of Physical Geography
2. Bhautik Bhugol Ke Mool Siddhant
History History
Psychology Introduction of Psychology
Sociology Introducing Sociology
Political Science Political Science

The Hindi version of the class XI textbooks of History, Psychology, Sociology and Political Science will
follow shortly. You are requested to ensure that the students are using the new text books in these classes. If
there is any difficulty in the availability of the new text books, you are requested to download the initial chapters
from the NCERT website and inform us accordingly so that the matter may be taken up with NCERT to ensure
the availability of books.

Yours faithfully,

(VINEET JOSHI)
SECRETARY

Central Board of Secondary Education, Delhi 61

 CENTRAL BOARD OF SECONDARY EDUCATION
2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. CBSE/ENGLISH ELECTIVE/2006 Dated: 11th July, 2006

Circular No. 17
All Heads of Institutions
affiliated to CBSE
Subject: English Elective Class XI - 2007
Sir,
The Syllabus for English Elective Class XI for the session 2006-2007 specifies the following books in the
curriculum document (2008 Vol. I).
l. Textbook: Published by NCERT
2. Fiction: Novel (unabridged) The Old Man and The Sea - E. Hemingway
3. Drama: Arms and the Man - Bernard Shaw
4. Suggestive Reading - Published by NCERT (for seminar)

As far as the text book is concerned, you have to follow ‘WOVEN WORDS’ published by NCERT. However,
under fiction, the following changes are made.
‘The Old Man and the Sea’, E. Hemingway.
Or
‘Dancing in Cambodia At large in Burma’ - Amitav Ghosh
The Drama ‘Arms and the Man’ by George Bernard Shaw will remain the same.
ln place of the book suggested for conducting a ‘Seminar’ (10 marks) the following list of books and films
is suggested. The book on Suggestive Reading is not being published by NCERT.
Book List (Reading List for Class XI)
1. One Hundred Years of Solitude-Gabrial Garcia Marquez
2. To Sir with Love-E.R. Braithwaite
3. Rebecca-Daphne Du Maurier
4. Gone With The Wind - Margaret Mitchell
5. Man Eater of Malgudi - R.K. Narayan
6. Love Story - Erich Segal
7. Life of Pi - Yan Martel

62 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 8. Hungry Tide - Amitav Ghosh
9. Daddy longlegs - Jean Webster
10. To Kill a Mocking Bird - Harper Lee
11. Crime & Punishment - F. Dostoevesky
12. The Razor’s Edge - Somerset Maugham
13. White Teeth - Zadie Smith
14. Catcher in the Rye - J.D. Salinger
15. The Diary of Anne Frank - Anne Frank
Movies
1. One Flew Over The Cuckoo’s Nest
2. My Fair Lady
3. On Golden Pond
4. Apu Trilogy - Satyajit Ray
5. Gandhi
6. Bridge on the River Kwai
7. The Great Escape
8. The Night of Generals
Seminar would involve
 Presentation of a review of a book, play, short story, novel, novella, movies followed by a question
answer session.
 Poetry reading followed by interpretive tasks based on close reading and literary analysis of the text.
 Critical review of a film, a play or conducting a theatre workshop.
Note: The book on Suggestive Reading is not being published. Hence the above list may be used as suggested
readings. You can also select other books and films on the same lines.
This is for information of all teachers and students involved in the study of English Elective Class XI.

Yours sincerely,

(DR. SADHANA PARASHAR)

EDUCATION OFFICER

Central Board of Secondary Education, Delhi 63

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre Preet Vihar, Delhi

March 20, 2006

Circular No. 4
To
All Heads of Institutions
affiliated to CBSE
Subject: New NCERT Text Books for Class IX & XI
Dear Principal,
Kindly refer to Board’s Circular No. 01/2006 dated 16th February, 2006 through which it was informed that
the new curriculum and text books will be introduced in classes I, III, VI, IX and XI from the academic session
2006-2007. The NCERT has informed the Board that new text books in different subjects for class IX and XI
have been prepared based on the National Curriculum Framework. These books have been placed on the NCERT
website: www.ncert.nic.in. All the schools affiliated to CBSE can access them from March 27, 2006. These
books will come into effect from 2006-07 academic year for class IX & XI.
List of Books
Class IX
Hindi 1. Kshitij Hindi Text Book
2. Sparsh
English 1. Beehive-English Text Book
2 Moments-Supplementary Reader
Urdu 1. Nawa-e-Urdu
2. Gulzare-e-Urdu
Mathematics 1. Mathematics
2. Ganit
Science 1. Science
2. Vigyan
Geography 1. Contemporary India
2. Samkalin Bharat
History India and the Contemporary World
Economics 1. Economics
2. Arthshastra
Political Science Political Science

64 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Class XI
Hindi 1. Aroh
2. Antra
English 1. Woven Words
2. Hornbill
Sanskrit Elective Shashwati
Urdu Golstan-e-Adah
Mathematics 1. Mathematics
2. Ganit
Statistics 1. Statistics for Economics
2. Sankhyiki
Physics 1. Physics Part-I
2. Bhautiki Bhag-I
Chemistry 1. Chemistry Part-I
2. Rasayan Vigyan Bhag-I
Biology 1. Biology
2. Jiv Vigyan
Accountancy 1. Financial Accounting
2. Business Studies
Geography 1. Fundamental of Physical Geography
2. Bhautik Bhugol Ke Mool Siddhant
History History
Psychology Introduction of Psychology
Sociology Introducing Sociology
Political Science Political Science

The Hindi version of the class XI textbooks of History, Psychology, Sociology and Political Science will
follow shortly. You are requested to ensure that the students are using the new textbooks in these classes. If there
is any difficulty in the availability of the new textbooks, you are requested to download the initial Chapters
from the NCERT website and inform us accordingly so that the matter may be taken up with NCERT to ensure
the availability of books.
Yours faithfully
(VINEET JOSHI)
SECRETARY

Central Board of Secondary Education, Delhi 65

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE PREET VIHAR, DELHI-110092

No. CBSE/ENGLISH ELECTIVE/2006 Dated : 11th July, 2006

Circular No. 17

All the Heads of Institutions

affiliated to CBSE
Subject: Elective Class XI - 2007
Sir,
The Syllabus for English Elective Class XI for the session 2006-2007 specifies the following books in the
curriculum document (2008 Vol. I).
1. Textbook : Published by NCERT
2. Fiction : Novel (unabridged) The Old Man and The Sea - E. Hemingway
3. Drama : Arms and the Man - Bernard Shaw
4. Suggestive Reading - Published by NCERT (for seminar)
As far as the text book is concerned, you have to follow ‘WOVEN WORDS’ published by NCERT. However,
under fiction, ‘the following changes are made’.
‘The Old Man and the Sea’ - E. Hemingway.
Or
‘Dancing in Cambodia at Large in Burma’ - Amitva Ghosh
The Drama ‘Arms and the Man’ by George Bernard Shaw will remain the same.
In place of the book suggested for conducting a ‘Seminar’ (10 marks) the following list of books and films
is suggested. The book on Suggestive Reading is not being published by NCERT.
Book List (Reading List for Class XII)
1. One Hundred Years of Solitude - Gabrial Garcia Marquez
2. To Sir with Love - E.R. Braithwaite
3. Rebeca - Daphne Du Maurier
4. Gone With the Wind - Margaret Mitchell
5. Man Eater of Malgudi - R.K. Narayan
6. Love Story - Erich Segal
7. Life of Pi - Yarn Martel

66 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 8. Hungry Tide - Amitava Ghosh
9. Daddy Longlegs - Jean Webster
10. To Kill a Mocking Bird - Harper Lee
11. Crime & Punishment - F. Dostovesky
12. The Razor’s Edge - Somerset Maugham
13. White Teeth - Zadie Smith
14. Catcher in the Rye - J.D. Salinger
15. The Diary of Anne Frank - Anne Frank
Movies
1. One Flew Over the Cuckoo’s Nest
2. My Fair Lady
3. On Golden Pond
4. Apu Trilogy - Satyajit Ray
5. Gandhi
6. Bridge on the River Kwai
7. The Great Escape
8. The Night of Generals
Seminar would involve
• Presentation of a review of a book, play, short story, novel, novella, movies followed by a question
answer session.
• Poetry reading followed by interpretive tasks based on close reading and literary analysis of the text.
• Critical review of a film, a play or conducting a theatre workshop.
Note: The book on Suggestive Reading is not being published. Hence the above list may be used as suggested
reading. You can also select other books and films on the same lines.
This is for information of all teachers and students involved in the study of English Elective Class XI.

Yours sincerely

[DR. SADHANA PARASHAR]

EDUCATION OFFICER

Central Board of Secondary Education, Delhi 67

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR,DELHI-110092

No. CBSE/ACAD/2009 1st January

Circular No.:

All Heads of Institutions

affiliated to CBSE

Subject: New Year Greetings-2009!

Dear Sir/Madam,
Happy New Year 2009! May the coming year be the harbinger of good health, prosperity and positivity to
all of you. May we all live in a peaceful world.
This is the time when all schools/teachers and students are in a state of anticipated flurry of preparation for
the home examination and board examinations around the corner. There is a need to reinforce the concept of
life-skills with a special focus on adolescents. There should be need for anxiety, stress or under panic, Counsellors,
teachers and parents can work together to harmonise the holistic personality of a learner by focusing on the
development of life-skills such as critical and creative thinking, problem-solving and decision-making, coping
with emotions and dealing with stress. This would enable students to maintain calm, poise and equip them with
the necessary skills/tools to cope with any negative emotions.
I would also like to focus on the concept of ‘Higher Order Thinking Skills’ and application based questions.
The Sample Question Papers of the main subjects along with the Marking Schemes are already available on the
CBSE website (www.cbse.nic.in) and in the printed mode. The testing of application based questions which
involves analysis, synthesis and evaluation or inference comprise the Higher Order Thinking Skill questions.
The component in the Question Papers needs to be gradually built in during the year that follow. The ultimate
objective is to ensure that learners engage in experimental learning activities and construct knowledge in the
classroom. Testing needs to be a washback for the teaching in the class.
The component of Life Skills mentioned earlier also need to enhance the value based framework of each
learner. In the increasingly fragmented world today, enough examples and anecdotes can be drawn from our
traditions and lives of social reformers and great leaders.
I wish to emphasize the need to lay greater stress on Continuous and Comprehensive Evaluation (CCE) and
school-based assessment. The schools need to be fair and transparent in assessing learners in the internal
assessment in all classes. The criteria and guidelines has been circulated to schools earlier. I earnestly hope that
schools are involved in ensuring activity-based projects in Environment Education. Graded activities are available
in the Teacher’s Manual brought out by the Board.
The Board has always believed in the concept of continuous empowerment of Principals and teachers and it

68 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

is in this mode that we hope to bring out an annual teachers training calendar in the first quarter of the year. This
will be placed on CBSE website so that schools can benefit from the training when it is in a city nearby.
This year a huge amount of feedback has already been received from various stake holders. Students,
teachers, parents and educators through the ‘Internet with Chairman facility’ available on the CBSE website. As
a result thereafter a FAQ’s (Frequently Asked Questions) section has been put up on the website. All teachers
and students are encouraged to go through this section. Awareness regarding the Helpline and Counselling will
also help students to clarify doubts and assuage their concern.
My request to all of you is to find time to visit the CBSE website as frequently as possible to update yourself
on various developments taking place on a continuous basis.
I once again wish every one of you an exciting year ahead filled with endless learning opportunities and
expending mental horizons.

Yours sincerely,

Vineet Joshi
(Secretary and Chairman)

Central Board of Secondary Education, Delhi 69

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110 092

No. CBSE/ACAD/2009 20th September, 2009

Circular No. 39/20-09-2009

All the Heads of the institutions

affiliated to CBSE

Subject: Examination Reforms and Continuous and Comprehensive

Evaluation (CCE) in the Central Board of Secondary Education
(CBSE)

Dear Principals,
The larger context of education is to prepare futuristic citizens for a meaningful and productive life in a
globalised society. There is a dire need to strengthen the education system even more so in a pluralistic society
which addresses itself to a heterogeneous group. Evaluation is a means of realising the extent to which we have
been successful in imparting such an education. Evaluation is an indispensable part of the educational process
as some form of assessment is necessary to determine the effectiveness of teaching learning processes and their
assimilation by learners.
External examinations ‘are largely inappropriate for the ‘knowledge society’ of the 21st century and its’
need for innovative problem solvers’, Questions if not framed well, “call for rote memorization and fail to test
higher-order skills like reasoning and analysis, lateral thinking, creativity and judgement. External exams make
no allowance for different types of learners and learning environments and induce an in-ordinate level of anxiety
and stress”.
(NCF- Position paper on Examination Reforms)
This calls for a functional and reliable system of School-Based Evaluation.
We need to look at the holistic assessment of a learner which also includes co scholastic area of Life Skills,
Attitudes and Values, Sports and Games as well as Co-Curricular activities. The CCE scheme aims at addressing
this in a holistic manner. A number of National Committees and Commissions in the past have consistently
made recommendations regarding reducing emphasis on external examination and encouraging internal
assessment through School-Based Continuous and Comprehensive Evaluation.
Therefore, the CCE scheme brings about a paradigm shift from examination to effective pedagogy.
National Curriculum Framework 2005, while proposing Examination Reforms has also stated – “Indeed,
Boards should consider, as a long-term measure, making the Class X Examination Optional, thus permitting
students continuing in the same school (and who do not need a Board certificate) to take an internal school
exam instead”.

70 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Hon’ble Union Minister for Human Resource Development also announced-“Push the process of examination
reform in accordance with NCF 2005. This will include making the Class X examination optional, thus permitting
students continuing in the same school (and who do not need a board certificate) to take an internal school
assessment instead”.
In the light of the above background, surveys and consultations with various stakeholders across the country
and the given mandate of CBSE, the Board, on the advice of the Ministry of Human Resource Development,
Government of India has decided to introduce the following Scheme:-
1. Scheme of the Board
1.1 Senior Secondary Schools
a) There will be no Class X Board Examination w.e.f. 2011 for students studying in CBSE’s Senior
Secondary Schools and who do not wish to move out of the CBSE system after Class X.
b) However, such students of Senior Secondary Schools who wish to move out of the CBSE system after
Class X (Pre-University, Vocational course, Change of Board, etc.) will be required to take the Board’s
External (pen and paper written/online) Examination.
c) Further, those students who wish to assess themselves vis-à-vis their peers or for self assessment will be
allowed to appear in an On Demand (pen and paper/online) Proficiency test.
1.2 Secondary Schools
The students studying in CBSE’s Secondary schools will however be required to appear in Board’s
External (pen and paper written/online) Examination because they will be leaving the secondary
school after Class X.
1.3 All Schools
1.3.1 The Continuous and Comprehensive Evaluation (CCE) will be strengthened in all affiliated schools
with effect from October, 2009 in Class IX.
1.3.2 An Optional Aptitude Test developed by the CBSE will also be available to the students. The Aptitude
Test along with other school records and CCE would help students, parents and teachers in deciding the
choice of subjects in Class XI.All students of Class X in the current academic year will be taking the
CBSE Board’s Class X 2010 Examination. The CBSE will be conducting this Examination. The
weightage of the school based assessment will remain the same as per past practice, i.e. 20% each in the
subjects of Science, Social Science and Mathematics.
1.3.3 The new Grading system will be introduced at Secondary School level (for Classes IX & X) effective
from 2009-10 Academic Session. The details of grading scheme are being circulated in a separate
advisory to schools.
Details of the scheme are annexed at (Annexure-I) all for ready reference.
2. How would the Scheme help?
The above steps would help the learners and parents, who are the primary stakeholders of school
education, in the following manner:-

Central Board of Secondary Education, Delhi 71

 a) It will reduce stress and anxiety which often builds up during and after the examination which could
have an adverse impact on young students especially in the age group of 13-15 years.
b) It will reduce the dropout rate as there will be less fear and anxiety related to performance.
c) In the past there was practice to often finish the entire syllabus much before time and follow it up with
Pre-Board(s) and study leave. Now there will be greater focus on learning rather than teaching to the
test.
d) The emphasis on conceptual clarification through experiential learning in the classroom will increase
since there will be more time available for transaction of curriculum.
e) It will help the learners to develop holistically in terms of personality by also focussing on the co-
scholastic aspects which will be assessed as part of the Continuous and Comprehensive Evaluation
scheme.
f) It is expected to prepare the students for life by making students physically fit, mentally alert and
emotionally balanced.
g) The students will have more time on their hands to develop their interests, hobbies and personalities.
h) It will enable the students, parents and teachers to make an informed choice about subjects in Class XI.
i) It will motivate learning in a friendly environment rather than in a fearful situation.
j) It will equip students with Life Skills especially Creative and Critical thinking skills, social skills and
coping skills which will keep them in a good stead when they enter into a highly competitive environment
later on.
3. Addressing the Concerns
The CBSE has been discussing the matter with its stakeholders all over the country. A number of issues
are likely to be raised by students/parents regarding this initiative, as it is being done for the first time by
any Board in India. A compilation of such issues, and solutions offered by the Board in the form of
FAQs (Frequently Asked Questions) will be soon available on the CBSE website. In case of any
clarification you may write through the CBSE’s website (detailed below) or mail your queries to the
Chairman CBSE by superscribing “CBSE Examination Reform” on the top of the envelop.
4. CCE Guidelines
Many of the Schools are already aware about the CCE and are implementing the same. However, in
order to improve the quality of CCE, the detailed guidelines are being issued and will reach the
schools shortly. These will also be available on CBSE website (www.cbse.nic.in).
5. Training Workshops
Teacher training workshops will be conducted simultaneously from October 2009 onwards. These training
workshops will be compulsory for the Heads of Schools and two teacher representatives. Details of
these will be available on the CBSE’s website. Principals and trained teachers will be thereafter interacting

72 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 with parents during Parent Teacher Meetings to create awareness regarding the Board’s Scheme and
address their concerns.
6. Request to School Principals
The CBSE is committed to the enhancement of quality in school education and it plans to empower
schools to assess the students without compromising on any quality parameter. It has full faith in the
Principals and teachers of its affiliated schools and hopes that the following action will be taken in
the shortest possible time:-
a) Explain the above scheme in detail to the parents, teachers and students specially those in Classes IX
and X and interact with parents of these students to create awareness and sensitise them.
b) Collect and forward the information about number of students in Class IX in the current academic
session.
c) Forward this data to the Regional Office concerned in the enclosed Proforma definitely by 15th October
2009.(Annexure 2)
7. Further Clarification
Comprehensive guidelines on various aspects of CCE will be available in the Teachers’ Manual on
School Based Assessment shortly. This will also be hosted on the CBSE website (www.cbse.nic.in)
In case you need any further clarification, please log on to www.cbse.nic.in and click on the ‘Interact
with Chairman on Class X Board Examination’ button. Your queries on this issue will be replied
expeditiously.
All Heads of Schools are directed to make necessary preparations so as to implement the above scheme in
letter and spirit. The Board is also sure that all Principals would help in implementing the above mentioned
reforms.
Waiting for an early response.

Yours faithfully,

(VINEET JOSHI)
CHAIRMAN & SECRETARY

Central Board of Secondary Education, Delhi 73

 Annexure 1

Scheme of Examination Reforms and Continuous and

Comprehensive Evaluation (CCE)

A. Class IX - 2009 –10 Academic Session

Strengthening Continuous and Comprehensive Evaluation (CCE) in Class IX

(Second Term October 2009 – March 2010)

1. The Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation in
Primary classes in 2004 (Circular No. 5/18/25/04). The achievement records and its format was also
circulated for Classes I to V with the objective of facilitating holistic learning in the school. The focus
was on identifying the talents of the learner and empowering with positive inputs. The Board
recommended a five Point rating scale, it also recommended the elimination of the pass /fail system at
the primary classes (Circular No. 31/04/21/05). The Board has also followed it up by extending this
scheme upto Classes VI to VIII and developed a CCE card on School Based Assessment for the same
(Circular No. 2/06).

2. The scheme of Continuous and Comprehensive Evaluation (CCE) will be now further strengthened in
all affiliated schools from October 2009. The Class IX students will be assessed through the CCE by the
school itself. The strengthened CCE scheme will be applicable for the second term (October 2009 –
March 2010) of the current academic year in Class IX.

3. In general, for the purpose of the CCE, an academic year has been divided into two terms. The first
term will be from April – September and the second term from October – March.

4. The CCE in classes IX & X is intended to provide holistic profile of the learner through evaluation of
both Scholastic and Co-Scholastic areas spread over two terms each during two academic years.

4.1 Evaluation of Scholastic areas:

Each term will have two Formative assessments and one Summative assessment for evaluation of
Scholastic areas.

4.1.1 Formative Assessment:

Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-
threatening and supportive environment. If used effectively it can improve student performance
tremendously while raising the self esteem of the child and reducing the work load of the teacher. Some
of the main features of Formative assessment are that it is diagnostic and remedial, provides effective

74 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 feedback to students, allows for the active involvement of students in their own learning, enables teachers
to adjust teaching to take account of the results of assessment and recognizes the profound influence
that assessment has on the motivation and self-esteem of students, both of which are crucial influences
in learning.

It is highly recommended that the school should not restrict the Formative Assessment to only a paper-
pencil test. There are other means of testing such as through quizzes, conversations, interviews, oral
testing, visual testing, projects, practicals and assignments.

For this year there will be only two Formative assessments for Class IX for the (remaining)
second term.

It is advised that the Schools may conduct more than two such assessments and take the best
two out of those.

Assessments done periodically will be shown to the students/ parents so as to encourage continuous
participatory improvement.

4.1.2 Summative Assessment:

The Summative assessment is the terminal assessment of performance at the end of instruction. Under
the end term Summative assessment, the students will be tested internally based on the following
criteria:-

a) Curriculum and Syllabus for Classes IX will be the same as circulated by the Board earlier.

b) The Summative assessment will be in the form of a pen-paper test conducted by the schools themselves.
It will be conducted at the end of each term.

c) In order to ensure standardisation, and to ensure uniformity, the Question Banks in different subjects to
generate question papers will be forwarded by the Board to Schools in March 2010.

d) In order to cater to difference in the pace of responding, the Schools will give flexible timing to the
students during end term Summative Assessment.

e) For this year, there will be only one term end Summative Assessment for the (remaining) second
term to be conducted in March 2010 for Class IX students.

f) Evaluation of answer scripts will be done by the school Teachers themselves on the basis of the Marking
Scheme provided by the Board.

g) There will be random verification of the assessments procedures carried on by schools by the Board
officials/nominees appointed by the Board.

Central Board of Secondary Education, Delhi 75

 The Weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:

Term Type of Assessment Percentage of Term wise Total

weightage in weightage
academic
session
First term Formative 10% Formative Formative
(April-Sept) Assessment-1 Assement- = 40%,
1 + 2 = 20% Summative
Formative 10% = 60%
Assessment-2 Total 100%
Summative 20% Summative
Assessment-1 Assessment-
1 = 20%

Second Term Formative Assessment-3 10% Formative

(Oct-March) Assessment-
3 + 4 = 20%
Formative Assessment-4 10%
Summative Assessment-2 40% Summative
Assessment-
2 = 40%

Note: For this year as the scheme is being introduced from the Second Term only, the weightage of each
Formative Assessment shall be 20% and that of Summative Assessment shall be 60%.

4.2 Evaluation of Co-Scholastic areas:

4.2.1 In addition to the Scholastic areas, co-scholastic areas like Life Skills; Attitudes & Values; Participation
& Achievement in activities involving Literary & Creative Skills, Scientific Skills, Aesthetic Skills and
Performing Arts & Clubs; and Health & Physical Education will also be evaluated.Most of the schools
are already implementing activities involving these areas. The schools have been trained under
Adolescence Education Programme (AEP), emphasising upon Life Skills; the schools are also aware
about Comprehensive School Health Programme introduced in 2006 (Circular No. 9/06/29/07, 27&48/
08). However, for ready reference and convenience of the schools, the activities under Co-Scholastic
areas and evaluation thereof are also included in the comprehensive guidelines on various aspects of
CCE (Refer Para 5 below).

5. This year, the students in Class IX will follow the CCE for the second term only as already stated above.
For this, the schools will give the Report Card on the model format to be supplied by the Board in

76 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 its guidelines. This Report Card will reflect both Formative and Summative assessment of second
term of Class IX in scholastic as well as co-scholastic areas.

6. Comprehensive guidelines on various aspects of CCE will be available in the Teachers’ Manual on
School Based Assessment shortly. This will also be hosted on the CBSE website (www.cbse.nic.in)

7. This scheme will continue for further academic sessions also.

B. Class IX - 2010 – 11 Academic Session onwards

These students will undergo the CCE as described above spread over two terms, one from April 2010
to September 2010 and the second from October 2010 to March 2011. As already detailed in Para
4.1.1 and 4.1.2, the Formative Assessment will be part of School Based Assessment and Summative
Assessment at the end of each term will be based on the Question Banks being sent by the Board.

C. Class X - 2009 – 10 Academic Session

1. All students of Class X in the current academic year will be taking the CBSE Board’s Class X 2010
Examination. The CBSE will be conducting this Examination.

2. The weightage of the School Based Assessment will remain the same as per past practice, i.e. 20% each
in the subjects of Science, Social Science and Mathematics.

3. The new Grading system will be introduced at Secondary School level (for Classes IX & X) effective
from 2009-10 Academic Session. The details of grading scheme will be circulated in a separate advisory
to schools.

4. The syllabus and examination specifications in all subjects remain as reflected in Secondary School
Curriculum Document 2010 (printed by the Board) with minor modifications as notified to schools
through circulars during the current session. The Curriculum Document and the circulars are available
on the CBSE website (www.cbse.nic.in).

D. Class X- Academic Session 2010-11 onwards

1. Senior Secondary Schools

In Senior Secondary Schools, there will be no Board examination at Class X since the students will
be entering Class XI in the same school.

These students will be assessed through the CCE internally by the school as per the strengthened
CCE Scheme as described above for Class IX (for the second term from October 2009 to March
2010) and Class X (for two terms, the first term from April 2010 to September 2010 and the second
from October March 2011).

At the end of the academic year 2010-11, students will be issued the CCE certificate on the pre-printed
stationery to be supplied by the Board. These CCE certificates, once they are complete in all respects,

Central Board of Secondary Education, Delhi 77

 (for both Class IX and X) will be required to be sent to the Regional Offices for the signatures of
the Board official.

However the Board will provide flexibility to the following students in Senior Secondary Schools
also to appear in Board’s external (pen and paper written/online) examination (described separately
below):-

 The students wanting to terminate their studies in the school for admission in Pre-University, vocational
course, etc.

 The students wanting to shift to the other schools of other State Boards due to local reasons.

Moreover, those students who wish to assess themselves vis-à-vis their peers or for self motivation
will be allowed to appear in an On Demand (pen and paper/online) Proficiency test.

2. Secondary Schools:

In all schools upto secondary level there will be Board’s external (pen and paper written/on-line)
Examination at the end of Class X as detailed in para 3 below since the students will be moving out of
these schools.

Note: The students in Classes IX and X in Secondary Schools also will follow the CCE as described
above. At the end of the Class X, students will be issued the CCE certificates on the pre-printed stationery
supplied by the Board.

3. External (pen and paper written/online) Examination

 These mainly application oriented external (pen and paper written/ online) Examinations will be based
on the same syllabi as detailed in the Curriculum Document 2011.

 These will be certified by the CBSE.

E. Concessions being given to the Differently Abled

All the relaxations such as use of scribe for visually challenged, choice of optional subjects, use of
computers for visually challenged being provided the present Board Examinations of Class X to the
differently-abled children need to be continued in the School Based Assessment also, at the formative
as well as Summative level. Due consideration will also be given to these students in co-scholastic
evaluation too.

F. Aptitude Test

1. The Board will offer an Aptitude Test (optional) which along with other School records and CCE would
help the students, parents and teachers in deciding the choice of the subjects at Class XI.

2. The Board proposes to provide an opportunity to students to undertake the Aptitude Test twice, once at
the end of Class IX and then at the end of Class X.

78 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

G. Admission in Class XI (Academic Session 2011 – 12)
1. For the purpose of admission in Class XI the CCE certificate will be relied upon.
2. It is also recommended that some amount of weightage be assigned to the co-scholastic aspects especially
Life Skills and excellence in sports for allotting subjects in class XI. A multi-pronged approach for
assigning subjects needs to be adopted. Aptitude Test, Scholastic Performance and Co-Scholastic
Achievements, all need to be given weightage.
3. Students of the same School may be given preference over the students coming from any other School
for admission in Class XI.

Central Board of Secondary Education, Delhi 79

 Annexure-2

CENTRAL BOARD OF SECONDARY EDUCATION

Proforma for Data Collection in Class IX
For academic session (2009-10)

Name of the School _____________________________________________________________________

Complete Address ______________________________________________________________________

School Code (Examination Code) _________________________________________________________

Affiliation Number _____________________________________________________________________

Affiliation Status (Secondary/Senior Secondary) ____________________________________________

Contact Number Tel (O) ___________________ (R ) ______________________ Mob ______________

Email id: School _______________________________________________________________________

Email id: Principal _____________________________________________________________________

Total number of:

a. Sections in Class IX ______________________________________________________________
b. Students in Class IX ______________________________________________________________
c. Teachers teaching Class IX ________________________________________________________

Differently abled students if any with specific details (Please attach a separate sheet)

Certified that the above information is correct.

SIGNATURE WITH DATE __________________________

NAME OF THE PRINCIPAL __________________________

STAMP OF THE SCHOOL __________________________

80 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110 092

No. CBSE/ACAD/2009 29th September, 2009

Circular No. 40/29-09-2009

All the Heads of the institutions

affiliated to CBSE

Subject: Introduction of Grading at Secondary School level for classes IX &

X from current academic year 2009-10

Dear Principal,

Evaluation provides an essential yard stick to judge the quality of students. It plays an important role in the
educational system. It also provides motivation and a sense of purpose to both teachers and students to achieve
set goals.

The term examination has come to be associated with stress and anxiety. The process of teaching and
learning which is supposed to be meaningful for the student loses its joy because of these negative connotations
of examination.

1. Setting the Context

1.1 Schools begin ranking students, on the basis of their marks, from as early as their pre- primary years.
Such a drive has several negative effects on learning. Students, parents and society at large become
anxious in the race to acquire more and more marks in examinations which leads to an extremely
stressful existence. Moreover, though all out efforts are made to enhance the reliability of examination,
the human error cannot be avoided. This shortcoming can be overcome if the students are placed in
ability bands that represent range of scores.

1.2 The National Policy on Education 1986 (NPE) and Programme of Action 1992 (POA) also envisaged
the recasting of the examination system and has, inter alia, suggested that grades be used in place of
marks.

1.3 National Curriculum Framework 2005(NCF) envisaged an evaluation system which would grade the
students on their regular activities in the classroom and enable students to understand and focus on their
learning gaps and learn through these as part of Formative Assessment.

1.4 The introduction of grades in the examinations has been debated in CBSE also during the past through
various Committees and platforms. The CBSE has also held countrywide consultations and deliberations
with eminent educationists including experts from Central Board of Secondary Education (CBSE),
Indian Institute of Technology (IIT), Indian Institute of Management (IIM), National Council of

Central Board of Secondary Education, Delhi 81

 Educational Research and Training (NCERT), Indian Statistical Institute (ISI) and Schools affiliated to
CBSE.
2. Scheme of Grading
2.1 As a matter of fact the Board has been preparing itself and all the stakeholders for a change to move over
from numerical marking system to grading system during the past few years by creating a climate of
acceptance. The Board has already in a phased manner, introduced the grading system based on absolute
marks up to class VIII.
2.2 Now, therefore, the CBSE, in consultation with the Ministry of Human Resource Development, Government
of India has decided to introduce nine point grading system.
2.3 In this system, student’s performance will be assessed using conventional numerical marking mode, and the
same will be later converted into the grades on the basis of the pre-determined marks ranges as detailed
below :-

MARKS RANGE GRADE GRADE POINT

91-100 A1 10.0

81-90 A2 9.0
71-80 B1 8.0

61-70 B2 7.0

51-60 C1 6.0
41-50 C2 5.0

33-40 D 4.0

21-32 E1 –
20 and below E2 –

2.4 The Board has decided to introduce the above grading scheme at Secondary level for classes IX &
X from the current academic year 2009-10. Accordingly, the “Statement of Subject wise
Performance” to be issued by the Board w.e.f. the Class X Examination 2010 will have only grades.
2.5 Similarly, the Schools are also directed to introduce the above Grading Scheme in the evaluation
of their students in Class IX under the scheme of CCE as detailed in the Circular No. 39 dated
20th September, 2009
3. How does it help?
3.1 The primary function of Grading is to communicate effectively to a variety of stakeholders the degree
of achievement of an individual student. The grading of students would also take away the frightening

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 judgmental quality of marks obtained in a test leading to a stress free and joyful learning environment in
the School. This will also enable maintaining a meaningful continuity in the assessment pattern from
the primary level to the secondary level and also in ensuring a basic uniformity in the Schools.
3.2 The system being implemented now will have the following advantages:
 It will minimize misclassification of students on the basis of marks.
 It will eliminate unhealthy cut-throat competition among high achievers.
 It will reduce societal pressure and will provide the learner with more flexibility.
 It will lead to a focus on a better learning environment

4. Operational Modalities
4.1 The student’s performance shall be assessed using conventional method of numerical marking.
4.2 The ‘Grades’ shall be awarded to indicate the subject wise performance.
4.3 The ‘Grades’ shall be awarded on a nine point scale as per Table at para 2.3.
4.4 Only Subject wise grades shall be shown in the “Statement of Subject wise Performance” to be
issued to all candidates.
4.5 Subject-wise percentile score/rank at the National level shall be provided to the Schools on demand.
4.6 The practice of declaring Compartment/ Fail shall be discontinued.
4.7 Those candidates who obtain the qualifying grades (D and above) in all the subjects excluding Additional
subject as per Scheme of Studies shall be awarded a Qualifying Certificate.
4.8 Those candidates who have obtained grade E1 or E2 in the subject shall have to improve their
performance through subsequent five attempts.
For example, a candidate who appeared in Board’s examination in March 2010 can appear in July
2010, March 2011, July 2011, March 2012 and July 2012 only in subjects in which he/she has got grade
E1 or E2 till he/she gets qualifying grades (D and above) in all the subjects excluding Additional
subject as per Scheme of Studies and becomes eligible for award of Qualifying Certificate.
4.9 Those who get Qualifying Certificates shall be eligible for admission in higher classes.
4.10 Those candidates who are not able to get qualifying grades (D and above) in all the subjects excluding
Additional subject as per Scheme of Studies shall not be permitted for admission in Class XI.
4.11 Exemptions available to differently abled students as per CBSE’s rule shall continue to apply
4.12 The scheme shall also be applicable mutatis mutandis in the assessment of academic performance
communicated to the students at the end of Class IX
5. Addressing the Concerns
The CBSE has been discussing the matter with its stakeholders all over the country. A number of issues
are likely to be raised by students/parents regarding this initiative. A compilation of such issues, and

Central Board of Secondary Education, Delhi 83

 solutions offered by the Board in the form of FAQs (Frequently Asked Questions) will be soon available
on the CBSE website. In case of further clarification you may mail your queries to the Chairman CBSE
by superscribing “CBSE Examination Reforms” on the top of the envelop. You may also log on to
www.cbse.nic.in and click on the ‘Interact with Chairman on Grading in Classes IX-X’ button. Your
queries on this issue will be replied expeditiously.
All Heads of the Schools are advised to explain the above scheme in detail to the parents, teachers
and students specially those in Classes IX and X to create awareness and sensitization.
Implementation of aforesaid scheme of Grading will be explained in detail in Teacher Training
Workshops on Continuous and Comprehensive Evaluation (CCE) to be held from October,
2009.

Yours faithfully,

(VINEET JOSHI)
CHAIRMAN & SECRETARY

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 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center,
Preet Vihar, Delhi-110092

CBSE/ACAD/EO (L)/RPr/2009 October 21, 2009

Circular No.54

All the Heads of Independent Schools

Affiliated to the CBSE

Subject: Promoting Reading Habits as part of CCE in English Language

Dear Principal
Inculcating good reading habits in children has always been a concern for all stakeholders in education.
Now with the introduction of CCE and grading in secondary education there has been a paradigm shift from
getting marks at an end of the term summative examination to the process of learning and acquiring better
language skills.
With everything – information, entertainment, videos and even books within reach through the internet, it is
indeed a challenge to convince students to pick up books and engage with the author, story, character and ideas
presented in the reading passage or book. It is not enough to offer children what is considered a good selection
of reading text as merely presenting a good selection of reading texts will not ensure that the child will read a
passage and become a good reader. A conscious attempt needs to be made to help children to relate to the text in
a meaningful way. Reading any text should be done with the purpose of:-
1. reading silently at varying speeds depending on the purpose of reading:
2. adopting different strategies for different types of texts, both literary and non-literary:
3. recognising the organisation of a text:
4. identifying the main points of a text;
5. understanding relations between different parts of a text through lexical and grammatical cohesion
devices.
6. anticipating and predicting what will come next.
7. deducing the meaning of unfamiliar lexical items in a given context:
8. consulting a dictionary to obtain information on the meaning and use of lexical items:
9. analysing, interpreting, inferring (and evaluating) the ideas in the text:
10. selecting and extracting from text information required for a specific purpose.
11. retrieving and synthesising information from a range of reference material using study skills such as
skimming and scanning:

Central Board of Secondary Education, Delhi 85

 12. interpreting texts by relating them to other material on the same theme (and to their own experience and
knowledge): and
13. reading extensively on their own for pleasure.

A good reader is most often an independent learner and consequently an independent thinker capable of
taking his/her own decisions in life rationally. Such a learner will most assuredly also be capable of critical
thinking. To bring books and children together is indeed a challenge, especially in today’s environment of
overexposure to media.
The purpose of inculcating the habit of reading among children is to create independent thinking individuals
with the ability to not only create their own knowledge but also critically interpret, analyze and evaluate it with
objectivity and fairness.
Creating learners for the 21st century involves making them independent learners who can ‘learn, unlearn
and relearn’ and if our children are in the habit of reading they will learn to reinvent themselves and deal with
the many challenges that lie ahead of them.
Reading is not merely decoding information or pronouncing words correctly, it is interactive dialogue
between the author and the reader in which the reader and the author share their experiences and knowledge
with each other which helps them to understand the text and impart meaning to the text other than what the
author himself may have implied. Good readers are critical readers with an ability to arrive at a deeper
understanding of not only the world presented in the book but also of the real world around them. They not only
recall what they read but comprehend it too. Their critical reading and understanding of the text helps them
create new understanding, solve problems, infer and make connections to other texts and experiences. Reading
does not mean reading for leisure only but also reading for information. The child may be encouraged to read on
topics as diverse as science and technology, politics and history. This will improve his critical thinking skills
and also help in improving concentration.
The library in the School should be kept updated and a reasonable sum of the annual budget should be made
use of in buying books, CDs and reference material for the library. The library, by strengthening its resources
should be developed as not merely a repository of books and information but a centre of knowledge creation.
Children should be encouraged to visit the library as and when they wish to, a number of notices can be put up
encouraging children to read books, informing them of the various types of books available in the library, even
vocabulary building games can be a part of the library collection. In short a welcoming and inviting atmosphere
in the library will be the first step towards motivating the children to visit the library and pick up a book to read.
Children will be encouraged to read if they see their role model i.e. teachers and principals reading themselves
hence before a book is introduced in a classroom it ought to have been read by the teachers.
It is often seen that reading book projects are assigned to children in which children are expected to read a
book and write a report on it. Though the spirit behind the assigning of the project is commendable, the project
does not often interest the students nor does it fulfill the objective which is to inculcate in students the habit of
reading.
Reading a book should lead to creative and individual response to the author’s ideas presented in the book
in the form of a:-

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  Short review
 Dramatization of the story
 Commentary on the characters
 Critical evaluation of the plot, story line and characters
 Comparing and contrasting the characters within the story and with other characters in stories by the
same author or by the other authors
 Extrapolating about the story’s ending or life of characters after the story ends
 Defending characters’ actions in the story.
 Making an audio story out of the novel/text to be read out to younger children.
 Interacting with the author
 Holding a literature fest where various characters interact with each other
 Acting like authors/poets/dramatists, to defend their works and characters.
 Symposiums and seminars for introducing a book, an author, or a theme
 Finding similar text in other languages, native or otherwise and looking at differences and similarities.
 Creating graphic novels out of novels/short stories read
 Dramatising incidents from a novel or a story
 Creating their own stories
Reading Project in Schools
1. The CBSE is planning to introduce a Reading Project for upper Primary and Secondary classes.
The list of books recommended for the Project is enclosed at Annexure I.
2. Schools may choose to use some of these books or others of their own choice.
3. Schools can vary the level but at least one book per term is to be read by every child.
Teachers may opt for:-
 One book;
 Books by one author; or
 Books of one genre; to be read by the whole class.

The Project should lead to independent learning/ reading skills, hence the chosen book/selection should not
be taught in class, but may be introduced through activities and be left for the students to read at their own
pace. Teachers may, however, choose to assess a child’s progress or success in reading the book by asking for
verbal or written progress reports, looking at the diary entries of students, engaging in a discussion about the
book, giving a short quiz or a worksheet about the book/ short story. The mode of intermittent assessment may
be decided by the teacher as she/he sees fit.

Central Board of Secondary Education, Delhi 87

 These may be used for Formative Assessment (F1, F2, F3 and F4) only. Various modes of assessment such
as conducting Reviews, Scripts, Reading, Discussions, Open Houses, Exchanges, Interact with the Author can
be considered.
This may be brought to the notice of all teachers and students involved in teaching and learning of English.

Yours sincerely,

Menaxi Jain
(Assistant Education Officer)
Enclosure: Annexure-I

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 Annexure-I
List of Suggested Books for Reading

For classes V and VI:

1. The Noddy Series – Enid Blyton
2. Tales from Panchtantra
3. Karadi Tales
4. The Young Visitors- Daisy Ashford
5. The Wind in the Willows-Kenneth Graham
6. The Tale of Mr. Tod- Beatrix Potter
7. Gulliver’s Travels- Jonathan Swift
8. The Famous Five Series - Enid Blyton
9. The Happy Prince – Oscar Wilde
10. Charlie and the Chocolate Factory- Roald Dahl
For classes VII and VIII:
1. The Adventures of Tom Sawyer – Mark Twain
2. The Adventures of Hucklebury Finn – Mark Twain
3. Treasure Island – Robert Louis Stevenson
4. Around the World in 80 Days – Jules Verne
5. The Time Machine – H.G. Wells
6. Harry Potter – The Series – J K Rowling
7. Twenty Thousand Leagues under the sea – H.G. Wells
8. Books by George Herriott
9. The Curious Case of a Dog in the Nighttime – Alexander McCall Smith
10. Stories by Roald Dahl
For classes IX and X
1. Books by Agatha Christie
2. Books by Arthur Conan Doyle
3. The Room on the Roof – Ruskin Bond

Central Board of Secondary Education, Delhi 89

 4. Little Women – Louisa May Alcott
5. The Call of the Wild – Jack London
6. Rebecca of Sunnybrook Farm – Kate Douglas Wiggin
7. The Canterville Ghost – Oscar Wilde
8. The Great Grammatizator and other Stories – Roald Dahl
9. Snappy Surprises – Ruskin Bond
10. Moby Dick – Herman Melville
11. Artemis Fowl series - Eoin Colfer
12. Daddy Long Legs - Jean Webster
13. School Stories by P.G. Wodehouse

For classes XI and XII

1. Father Brown – GK Chesterton
2. Pay It Forward
3. Uncle Tom’s Cabin – Harriet Beecher Stowe
4. To Kill a Mocking Bird – Harper Lee
5. Animal Farm – George Orwell
6. Nineteen eighty four-George Orwell
7. Short Story Collections By Indian Authors
8. Books by Jane Austen
9. Books by George Elliot
10. Books by Charlotte Bronte
11. Books by Emily Bronte
12. Pickwick Papers - Charles Dickens
13. The Diary of a Young Girl - Anne Frank
14. Three Men in a Boat - Jerome K Jerome
15. My Family and Other Animals - Gerald Durrell
16. Rosie is my Relative - Gerald Durrell
17. One Flew Over the Cuckoo’s Nest

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Other Books and Authors suggested by the Committee:
1. Satyajeet Ray
2. R.K. Narayan
3. Sudha Murthy
4. Ismat Chugtai
5. Vikas Swaroop
6. A.P.J. Abdul Kalam
7. Mark Twain
8. Guy de Maupassant
9. O’Henry

Central Board of Secondary Education, Delhi 91

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center, Preet Vihar, Delhi-110092

CBSE/ACAD/2010 January 2010

Circular No. 1/10
All the Heads of Independent Schools
Affiliated to the CBSE
Subject: New Year Greetings 2010.

Dear Principal,
Happy New Year Greetings for 2010! As we step into this year we also step into a world of changing
paradigms in terms of school reforms ushered in the last quarter of 2009.
In a similar advisory sent at the outset in 2009, the emphasis was on Life Skills, Higher Order Thinking
Skills, Continuous and Comprehensive Evaluation (CCE), Value Education and the interactive website of the
Board. The Board has strengthened its resolve to implement all the above in sustained way. The agenda of the
Board in the coming year is clear.
The road map is ready and there is a need to move ahead with commitment and dedicated effort.
1. Strengthened CCE
The Board vide its Advisory No. 39 dated 20.9.2009 introduced Examination Reforms and Continuous
and Comprehensive Evaluation (CCE) in the CBSE. The first phase of teacher training was initiated in
October, 2009 and carried on till December. The number of private independent schools covered is 6051
and the number of teachers and principals trained is 15,497. There are a few pockets to be covered in this
first phase which will be completed very soon. May I take this opportunity to thank each one of you
who has contributed towards making this venture possible. The Board values your involvement and
your feedback.
Before introducing the CCE scheme the Board conducted Focus Group Discussions with all stakeholders
(parents, teachers, students, principals and educators in July and August 2009. A research study through
Management Development Institute (MDI), Gurgaon was also taken up. An SMS Survey was also conducted
to feel the pulse of the primary stakeholders.
The CCE School Based Certificate for classes VI-VIII is also ready and will reach you shortly. It is expected
that schools will now follow CCE in its true spirit right from classes I - X.
1.1 Mentoring and Monitoring
The CBSE is aware that mere orientation is not enough to help teachers grapple with the CCE Scheme.
The training workshops are going to be followed up with mentoring and monitoring of schools through the
Sahodaya network wherever possible. In case of other schools district wise Nodal centers will be set up to

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 monitor and mentor the implementation of CCE. It is in this context that you can offer voluntary service by
extending support in the area of your expertise. In case you are a trained master trainer please register
online to be a Monitor/ Mentor. If you would like to offer your school as a venue for training kindly
register online for the same. In case you are a principal or a senior teacher and would like to be a
master trainer for future training programmes, you can register online. The CBSE is also planning to
train teachers who are exceptionally motivated and will be asking teachers to register with us. All these
announcements will be made shortly.
1.2 Support Material
As you are aware the Board has already produced the following support material for CCE which is
available on the CBSE website:
i) Teachers’ Manual on CCE
ii) Flyers on CCE
iii) School Based CCE Certificate (Classes IX - X)
iv) Model Report Card Class IX
v) FAQs on CCE
vi) Life Skills Manual
vii) CCE Song – Naya Agaaz
viii) Trainers’ Manual
ix) Case Studies for Training Workshops
x) Power Point Presentation on CCE

The following is the set of materials being prepared to further support the initiative:
i) CCE Teachers’ Manual – Upgraded version
ii) Formative Assessment Tasks
iii) Assessing Co-Scholastic Skills – Exemplar Material
iv) Life Skills Manual for Teachers (Classes IX & X)
v) Movie on CCE
vi) Dramatized version of Role Plays / One Act Plays / Video Lessons
CCE Teachers’ Manual which will now be a priced document will be available in the month of March,
2010 at Publication Stores, CBSE, Shiksha Sadan, 17 Rouse Avenue, New Delhi and Regional Offices.
2. Sample Question Papers, Summative Assessment in Classes IX
All schools are requested to download the Sample Question Papers of Class IX, Summative test (S-2) and
circulars as on 15th December, 2009. Circular numbers remain the same; however minor modifications in

Central Board of Secondary Education, Delhi 93

 Circulars and Sample Question Papers have been made based on feedback received from users over a
period of time. Latest Sample Question Papers must be used for preparing students for Summative II test
(S-2) in Class IX to be held in February - March, 2010. The major change in the format of question
papers in all the subjects for class IX is the introduction of Multiple Choice Questions as suggested
and recommended by NCF and position paper on Examination Reforms by NCERT. A detailed circular
about Summative Assessment to be held for present Class – IX by respective schools is now being issued
separately.

2.1 In feedback received from schools, it has been reported that some schools are holding a formative assessment
task/test everyday under the pretext of CCE. Moreover students have been told that their behaviour is
going to be observed minutely and assessed. This may again lead to stress and an unnatural and artificial
depiction of behaviour. The tasks which relate to projects and activities can be done in groups as in-class
and school activities and not become an extension of work to be done by siblings or parents.

3. Physical Education Manual and Physical Education Cards

For strengthening Physical Education in Primary Classes, the CBSE initiated a pilot project in 2006 with
selected schools in collaboration with the British Council. Now the Physical Education Manual and
Physical Education Cards are now available with the Stores, CBSE, 17, Rouse Avenue, New Delhi and an
Advisory to this effect has been sent to all schools and is also available on the CBSE website (Circular
No. 57 dated 20.11.2009).

The schools were also advised to set aside 30 minutes everyday for physical fitness activities vide circular
no. 09 dated 31.5.2006. This will also ensure that each student participates in one of the activities out of
the eight activities mentioned in Physical Health and Physical Education for assessment of co-scholastic
skills under CCE for Classes IX and X.

4. Adolescence Education Programmes

The CBSE has been implementing Adolescence Education Programmes in independent unaided schools
affiliated to the Board since 2005. It conducts the Advocacy Programmes for principals and Nodal Teacher
Training Programmes for teachers. The time allocated for conducting activities related to AEP are 16
hours over a period of one session. This can be done through a two period slot held fortnightly. The
Manuals on AEP i.e. Advocacy Manual, Teachers’ Workbook (for Student Activities), Reference Material
for Heads of Schools and Teachers, Facilitator’s Handbook for training of Resource Persons and Nodal
Teachers are already placed on the CBSE website in the AEP corner and can be downloaded.

Moreover the CBSE has also initiated a Regional Level Youth Festival and National Youth Festival in
2009 which will be an annual feature in the years to follow.

5. Health and Wellness Clubs

For promotion of holistic development, the Board advised schools to set up Health and Wellness Clubs in
2005 and four Health Manuals were prepared. The Revised Health Manuals which will be priced documents
will be available in April 2010 from the Stores, CBSE, 17 Rouse Avenue, New Delhi.

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 It is in this context that the schools should set aside at least two periods in a fortnight for participation of
students in Health and Wellness Clubs, Eco Clubs, Science Clubs, Dramatics Clubs etc.
6. Revision of Class X English Communicative textbooks
The Class IX textbooks have been revised on the basis of feedback received from schools based on an
online questionnaire which was placed on the CBSE website. The revised text books aim at integration of
Skills in all student books as well as introduction of revised test item types as per CCE scheme. A similar
process will be followed for revision of Class X books in Communicative English. The revised books of
Class IX will be available from the Stores before start of new academic session at CBSE, 17 Rouse Avenue,
New Delhi and Regional Offices.
7. Inclusion of Child Rights Issues
Further to the CBSE’s Circular Nos. 16, 18 and 24 in 2009, the Board would like to once again request
schools to remember that schools are ideological institutions and not factories. These must treat children
as sensitive individuals who need to be protected at any cost. The schools need to be aware of the sensitive
and impressionable nature of minds of school children and must ensure that all students, irrespective of
their differences in physical, social, economic status or by their being differently abled are dealt with in a
dignified manner. Adolescents are vulnerable to many influences and must be empowered to take informed
decisions. No school under the guise of enforcing discipline should mistreat any student or parent thereof.
This must be strictly observed and enforced notwithstanding any external pressure whatsoever.
8. Science and Mathematics
In 2009, we have published the Activity Books based on the concepts given in the NCERT book for
students of Class VIII in Science and for the students of Classes III to VIII in Maths. Besides these, a
report on the ‘Performance Analysis of Students of Class X in Mathematics’ has been published. These
will help in bringing about qualitative improvement in the learning of students in these subjects.
9. Other instructions
The syllabus of ‘Informatics Practices’ has been completely revamped for Sr. Sec. Classes from the session
2009-11. In this regard, nearly 1000 teachers have already been trained last year and the training of 1000
more teachers will be continued this year.
The subjects ‘Engineering Drawing’ has been renamed as ‘Engineering Graphics’ and in this, the component
of ‘Computer Aided Designing’ (CAD) has been introduced for the first time in the form of a project in
class XII from the session 2009-11. The training of teachers in Engineering Graphics and CAD is being
planned in all the eight regions of CBSE this year.
For the first time, based on the feedback received from the stakeholders, the Board has prepared SQPs in
the subjects of Agriculture, Heritage Crafts, Physical Education, Engineering and Drawing, Graphic Design
etc. at Class XII level. This is in addition to SQPs available in most subjects as per past practice.
This year a huge amount of feedback has already been received from various stakeholders: Students,
teachers, Parents and educators through the ‘Interact with Chairman Facility’ available on the CBSE

Central Board of Secondary Education, Delhi 95

 website. As a result a FAQ’s (Frequently Asked Questions) section has been put up on the website in the
CCE corner. All teachers and students are encouraged to go through this section as this is an evolving
document.
My request to all of you is to find time to visit the CBSE website as frequently as possible to update
yourself on various developments taking place on a continuous basis.
There is work to be done and we need your earnest co-operation. The Board looks forward to receiving
support from principals, teachers and parents.
I once again wish every one of you an exciting year ahead filled with endless learning opportunities to
forge ahead.

Yours Sincerely,

Vineet Joshi
(Secretary and Chairman)

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 CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under the Union Ministry of Human Resource Development Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI – 110301

No. CBSE/ACAD/2010 28th May, 2010

Circular No.24/28-05-2010

All the Heads of the institutions

Affiliated to CBSE

Subject: Admission of CBSE students in Class XI for academic year 2010-11

after Introduction of Grading at Secondary School level by the Board

Dear Principal,
As you are aware, the Board has introduced Grading at Secondary School level for Classes IX and X from
the academic year 2009-10. (Circular No 40/29-09-2009).
In this system, students’ performance has been assessed using conventional numerical marking mode, and
the same has been be converted into the grades on the basis of the pre-determined marks ranges.
Accordingly, the “Statement of Subject wise Performance” issued by the Board for Class X 2010
examination shall have only grades.
The Schools affiliated to the Board have also been directed to introduce the above Grading Scheme in the
evaluation of their students in class IX under the scheme of Continuous Comprehensive Evaluation (CCE) wef
academic year 2009-10
1 Operational Modalities followed for implementation of grading scheme are :
1.1 A student’s performance has been assessed using conventional method of numerical marking.
1.2 The ‘Grades’ have been awarded to indicate the subject wise performance.
1.3 Subject wise Grades and Grade Point (GP) have been shown in the “Statement of Subject wise
Performance” to be issued to all candidates.
The candidates have also been provided CGPA (Cumulative Grade Point Average) excluding additional
6th subject as per Scheme of Studies in the “Statement of Subject wise Performance”
An indicative equivalence of Grade Point and percentage of marks can be computed as follows:
Subject wise indicative percentage of marks =9.5x GP of the subject
Overall indicative percentage of marks =9.5x CGPA
1.4 The practice of declaring Compartment/ Fail have been discontinued. The overall result in the
“Statement of Subject wise Performance” have been shown as :

Central Board of Secondary Education, Delhi 97

 Result: Eligible for Qualifying Certificate or Eligible for Improvement of Performance.
1.5 Those candidates who obtain the qualifying grades (minimum grade D) in all the subjects excluding 6th
Additional subject as per Scheme of Studies shall be awarded a Qualifying Certificate.
Those who get Qualifying Certificates shall be eligible for admission in higher classes.
Those candidates who are not able to get minimum grades D in all the subjects excluding 6th Additional
subject as per Scheme of Studies shall not be permitted for admission in higher classes.
1.6 Those candidates who have obtained grade E1 or E2 in one or more subjects excluding 6th Additional
subject as per Scheme of Studies shall have to improve their performance in these subjects. Such
candidates shall have option for improvement of their performance through subsequent five attempts.
For example, a candidate who appeared in Board’s examination in March 2010 can appear for
Improvement of Performance in July 2010 (1st Chance), March 2011 (2nd Chance), July 2011 (3rd
Chance), March 2012 (4th Chance) and July 2012 (5th Chance) only in subjects where he/she has got
grade E1 or E2 till he/she gets grades (D and above) in all the subjects excluding 6th Additional subject
as per Scheme of Studies and becomes eligible for award of Qualifying Certificate.
Those candidates who had appeared as a Regular candidate from a School in March, 2010 examination
and are eligible for Improvement of Performance shall send their application through school only for
1st Chance in July, 2010.
Those candidates who are eligible for 2nd / 3rd /4th /5th chance for Improvement of Performance
shall appear as Private candidates only.
Those candidates who are eligible for Improvement of Performance for 1st/ 2nd / 3rd /4th /5th chance
and wish to appear for the whole examination may, however, appear as regular candidates also if admitted
by the school as regular students.
The Schools affiliated with the Board follow different practices suitable in their own context. They
may continue to do so. However, in view of demand by a number of Schools, illustrative guidelines for
deciding combination of subjects at Class XI are given below:
The admission can be based on CGPA (overall indicative percentage of marks) and subject wise GP (subject
wise indicative percentage of marks).
In case of tie in CGPA (overall indicative percentage of marks), the inter-se-merit of such candidates may
be determined in order of preference based on subject wise Grade Point (subject wise indicative percentage of
marks).
For example : Incase of two or more candidates obtaining equal CGPA (overall indicative percentage of
marks), the inter-se-merit of such candidates may be determined as follows :
(a) For Science based Courses :
 Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better
of English/ Hindi), Mathematics and Science

98 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 (b) For Commerce based Courses with Mathematics :
 Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better
of English/ Hindi), Mathematics and Science/ Social Science
(c) For Commerce based Courses without Mathematics :
 Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better
of English/ Hindi), Science and Social Science
(d) For Humanities based Courses :
 Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better
of English/ Hindi), Social Science and 2nd Language

The above example is only illustrative and not exhaustive.

2 Format of “Statement of Subject wise Performance” issued to the candidates is available at
www.cbse.nic.in
All Heads of the schools are advised to explain the above scheme in detail to the parents, teachers and
students specially those in Class X to create awareness and sensitization.

Yours faithfully,

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 99

Phones: 2250925259 Fax: 22515826
Gram: CENBOSEC Website: www.cbse.nic.in
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi110092

CBSE/ACAD/CCE/M&M/2010 5th July, 2010

Circular No. 29

All the Heads of Institutions

of Private Independent Schools
affiliated with the Board

Subject: Monitoring and Mentoring of Continuous and Comprehensive

Evaluation (CCE) implemented by the Central Board of Secondary
Education

Dear Principal
The Central Board of Secondary Education has introduced a number of steps for reforms in the School
education sector. The creation of an assessment paradigm that is diagnostic in nature, provides essential feedback
about each student and helps in the allround growth of the learner is the backbone of the Continuous and
Comprehensive Evaluation (CCE) system. Although not a new concept, it requires changes in the ways in
which Schools have been assessing their students and there are many issues that can come inthe way of its
effective and efficient implementation.
While every School has its own unique environment, focus and resource availability, a collective experience
with different schools would help us understand the possible issues a school could face. These inputs would be
critical in ensuring that there is sufficient sharing, guidance and intervention that can be carried out to make
CCE successful in schools.
The overall approach for this exercise in Monitoring and Mentoring of Schools, therefore, is based on two
major objectives:
• to ensure that the implementation of CCE has to be in letter and spirit, not just a procedure fulfilled on
paper.
• it involves working very closely with the actual resource base that can make CCE a worthwhile initiative
– i.e., the teachers and school leaders. This involves understanding them, their views and their constraints
(and finding ways to resolve them).
Furthermore, in accordance with the recommendations of National Curriculum Framework (2005) and
National Knowledge Commission (2008), it is felt that this is also an opportunity for schools to revamp the
internal school assessments, especially in the area of quality leading to enhanced learning.

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Capacity Building:
One of the main aims of M & M programme is to build capacity within the Schools to implement CCE
effectively. This will be done through ‘Train the MonitorMentor framework’. Monitors and Mentors will work
as Peer assessors. Each Mentor is a Principal who will be assigned three to six schools in the neighborhood. The
Mentor will visit a School and document observations through Checklists, Interaction with Teacher Form,
Classroom Observation Scale, Self Review Form and Mentoring Form on CCE. They will then mentor the
school if required. A report will need to be submitted online.
The process to be followed by the Monitor and Mentor is at Annexure A.
Identification of Mentoring Schools: Mentoring Schools have been identified based on the following criteria:
• Reach
• Vicinity to other Schools
• School’s relations with Schools that it will be required to monitor & mentor
• Motivated and Proactive Management
• Visibility
• Vision to incorporate new ideas
• Nominated and supported by Regional Offices
• Prior experience in leading new educational initiatives
The Mentoring Schools are expected to provide a helping hand to such Schools in their respective areas by
sharing their best prctices or inviting schools to their own schools and by making use of the Mentoring tools
developed by the Board.
The Role of the Monitor & Mentor:
The role of the Mentor is different from that of an Inspector or an Auditor. A Mentor seeks to promote an
atmosphere of trust, support and encouragement. Ideally, the Mentor is a Peer willing to share and learn in the
process.
CBSE CCE and Mentor Awards 20102011 for Private Independent Schools:
I am delighted to share with you the initiation of the CCE and M&M awards for Private Independent
Schools with effect from the present session i.e. 20102011:
A. CCE Award for Schools:
One award for every 100 schools and each award shall consist of Rs. 25,000/ and a certificate
B. Mentor Award for Principals:
One award on every 100 Schools i.e. one award on every 10 to 15 mentors and each award shall consist
of Rs. 10,000/ and a certificate

Central Board of Secondary Education, Delhi 101

Criteria for CCE Award for schools:
These awards will be decided on the basis of the following criteria:
1. Awareness of CCE
2. Implementation of the following in the School Based Assessment:
a. Classes I & II: Achievement Card
b. Classes III – V: Rating Scale
c. Classes VI – VIII: As per the guidelines provided in the Teacher’s Manual
d. Classes IX & X: As per the guidelines provided in the Revised Manual
3. Awareness Generation regarding CCE:
a. Advocacy Programme for Parents
b. Training Programme for Teachers –
• Organized by CBSE
• Organized by some other agency
4. Record Keeping:
a. Student’s Profile and Portfolios
b. Marking of the project work
5. Implementation of CCE:
a. Lesson planning
b. Use of teaching aids
c. Kind of activities done/planned for the formative assessment
6. Format of the Report card/Assessment Sheets
7. Assessment of Scholastic and Coscholastic Areas
Note: The schools will apply for the CCE awards by filling in the Self Review Form with evidence. This
can be uploaded on the CBSE website in the CCE corner under CCE Awards.
Criteria for Mentor Award for Principals:
Alongwith the above mentioned criteria, the following will also be considered:
1. Percentage of Schools covered.
2. Kind of support given to the mentored Schools
3. Reports submitted to the Board
4. Feedback received from the Mentee Schools

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 The letter to the Chairman/Director/Manager of the Mentor School, letter to the Principal of the Mentor
Schools and letters to the principal of the Mentee Schools have already been dispatched y CBSE.
In case the Mentee Schools have a concern regarding the Mentor Schools chosen by the Board, they can
write in confidence to Dr. Sadhana Parashar, Head (Innovations & Research) at sadhanap.cbse@nic.in or
sadhanap.cbse@gmail.com; the cases received so far are being reviewed and their concerns will definitely be
addressed.
Moreover, for any further enquiry or information regarding the Mentoring & Monitoring Programme, further
M&M trainings, change of Mentor or Mentee schools or inability to access the website for online submission of
the reports, you may contact Mr. R. P. Singh, Assistant Education Officer at telephone no. 01123231070.
We look forward to your continued support, cooperation and motivation in taking this venture forward. The
concept of learning through sharing is implicit in Mentoring and we hope that it will be an enriching experience
both for he team of the Mentors as well as for the team of the Mentee Schools.
The CBSE places implicit faith as always in its collaborative partners, Principals, Teachers and Management
who will be a part of this massive exercise.
Regards,

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 103

 Annexure A
PROCESS TO BE FOLLOWED BY THE MONITORMENTOR

Pre-Visit - Contact the School Principal

(to fix a week in which you visit visit)

⎯→
Carry CBSE letter which identifies you as Monitor & Mentor

⎯→
Carry Tools: Checklist, Classroom Observation Scale, Interaction
with Teacher Form & Self Review Form on CCE
⎯→

Verify evidence regarding Self Review Form on CCE

⎯→

Record feedback on Mentoring Form

⎯→

Share Areas that Need Mentoring with Principal and Teachers

⎯→

Feedback needs to be positively shared with Empathy and Sensitivity

⎯→

Provide support through sharing of material

⎯→

Submit Report to CBSE online by registering through your unique Mentoring id

104 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram: CENBOSEC, Delhi-92 Phone: (011) 22515828
Website: www.cbse.nic.in Fax (011) 22057089

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi-110 092

CBSE/ACAD/ (HI&R) 2010 27.07.2010

Circular no:36

All the Heads of Institutions

Affiliated to CBSE

Subject: Strengthening Formative Assessment in affiliated Schools under

Continuous and Comprehensive Evaluation.

Dear Principal,
After the introduction of Continuous and Comprehensive Evaluation in the schools affiliated to CBSE,
Formative Assessment has come to occupy the centre stage in the classroom transaction of curriculum. Though
not a new concept in educational dynamics, formative assessment has, till now, been perceived more as a
complement of summative evaluation than as an integral part of pedagogy that aims to enhance learning. It is
also to be conceded that as frontal teaching ruled the classroom, formative assessment tasks continued to be
only cursorily attempted, if at all at that. Consequently, most of the practices in this field have aimed at measuring
the achievement of students instead of facilitating a process of better and more complete learning. Further,
formative assessment, to fulfil its purpose, has to be carried out as part of the teaching-learning process by using
a wide range of tools and techniques. Besides contributing to effective learning, variety in classroom practices
makes the process of learning more joyful and interesting.
In a sense CCE can also be perceived as Child Centred Education because it lays emphasis on catering to
multiple intelligence and individual talent. Another significant aspect of CCE in general and Formative
Assessment in particular is that the teacher and the learner have to make use of the data generated by various
tools and techniques that are employed in the classroom for improving the teaching-learning process. The
teacher’s Manual on Continuous and Comprehensive Evaluation, brought out by the Board provides detailed
information to teachers on the salient features of CCE including formative assessment. The extensive training
workshops conducted by the Board have, the Board fervently hopes, created awareness and conceptual clarity
about CCE.
As a follow up, the Board is bringing out a series of Teacher’s Manuals on Formative Assessment in Hindi,
English, Mathematics, Science and Social Science for class IX and X. The main objective of this endeavour is
to place illustrative examples of formative assessment tasks in the hands of teachers so that they are encouraged,

Central Board of Secondary Education, Delhi 105

besides using the materials provided, to build their capacity for preparing their own materials to add value to
curriculum delivery. Practical guidelines for integrating the formative assessment tasks and activities included
in the manual will help teachers in using them at the appropriate stages of curriculum delivery.
The Manuals have been prepared keeping the curriculum objectives of the respective subjects in mind.
Thus, being curriculum specific, the content has been so organized that teachers will find it convenient to select
activities and tasks according to their and students’ needs. By using the manuals effectively, teachers would be
able to breathe life into their classrooms. Learner involvement, dynamic and lively interaction and creative
engagement would become integral features of the teachinglearning process, helping the teacher and the learner
move away from routine and often dull text-book based activities.
A variety of tasks and activities have been included in the manuals and in the hands of an imaginative
teacher, they will address the varied talents and needs of learners, facilitating inclusive development. Problem
solving, critical thinking, creativity and other higher order skills have been harmoniously integrated with the
aim of not only enhancing thinking skills but also to make the activities and tasks adequately challenging to
learners. Teachers will do well to plan, prepare and conduct the various activities for each of their lessons,
without being satisfied with a mechanical approach that characterizes curriculum transaction carried out in the
frontal teaching mode. If used in its true sprit, formative assessment as a part of Continuous and Comprehensive
Evaluation will, on the one hand introduce the much needed child-centredress in the classroom and promote
motivation among learners on the other to utilise their innate abilities and skills for better, more comprehensive
and deeper learning.
At the first phase the Board is bringing out the Manuals in English Communicative, English Language and
Literature, Hindi course A and B for class IX. They are also available on the CBSE Website (www.cbse.nic.in).
The manuals in the book form will be available as priced documents in the stores of CBSE, 17, Rouse Avenue
New Delhi – 110002 as well as in the Regional Offices of the Board. Manuals in other subjects for class IX and
in all the major subjects for class X will shortly be available. There is no gainsaying the fact that Formative
Assessment is all set to revolutionize the teaching-learning process in the schools of our country.
This may kindly be brought to the notice of all teachers and students across different subjects. Parents may
also be encouraged to visit the CBSE website to familiarise themselves with the Manuals in all subjects.

Yours faithfully

(Vineet Joshi)
Chairman

106 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram: CENBOSEC, Delhi – 92
website: www.cbse.nic.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

CBSE/CE/CCE/2010 Dated: 02.08.2010

Circular No.: 44/2010

All Heads of Institutions

Affiliated to the Board

Subject: Clarifications about ongoing Examination Reforms for the Session

2010-2011

Dear Principal,
You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System
was introduced by Central Board of Secondary Education at Secondary Stage in all schools affiliated to it from
the academic session 2009-2010. The reforms are continuing and being strengthened further during the ongoing
session. The detailed information about the same is being given to schools from time to time through different
circulars which are also available on CBSE website www.cbse.nic.in.
Some of the salient features of these reforms are being reiterated below for clarification, reinforcement and
implementation.
(a) The recently announced scheme of Continuous and Comprehensive Evaluation (CCE) for classes IX
and X is to be followed in all schools affiliated to the Board.
(b) Under the CCE, an academic year has been divided into two terms-Term I extending from April to
September and Term II from October to March except for winter closing schools. The latter will have
Term I from Jan to June and Term II from July to December.
(c) The syllabus in each subject for Classes IX and X has been distributed term wise. This term wise
syllabus is available on the CBSE website at the CCE Corner under the section Secondary School
Curriculum 2012.
(d) The assessment scheme to be followed in Secondary as well as Senior secondary schools in classes IX
and X is exactly the same except that Class-X students studying in secondary schools will take Board
conducted Summative Assessment-II (SA-II) in place of School conducted Summative Assessment-
II (SA-II) in Senior Secondary Schools.
(e) All the students irrespective of their studying in secondary or senior secondary school or continuing or

Central Board of Secondary Education, Delhi 107

 leaving the CBSE Board after class-X, will be required to undergo various assessments in co-scholastic
areas in classes IX and X at school level as indicated earlier.
(f) For assessment in scholastic areas the schools will undertake both Formative and Summative Assessments
in both the classes IX and X. For Formative Assessments, detailed guidelines have been issued separately.
For Summative Assessments, the question papers in every subject for classes IX and X for SA-I will be
based on Term I syllabus and for SA-II on Term II syllabus.
(g) Various assessments under scholastic areas and students required to appear therein are again clarified
below:

Class-IX Class-X

Secondary Secondary Secondary Sr. Secondary

School School School School

Formative All students All students All students All students

Assessment-I
(FA-I)

Formative All students All students All students All students

Assessment-II
(FA-II)

Summative All students All students All students All students

Assessment-I
(SA-I)

Formative All students All students All students All students

Assessment-
III (FA-III)

Formative All students All students All students All students

Assessment-
IV (FA-IV)

Summative All students All students All students All students except
Assessment-II those leaving the
(SA-II) CBSE Board

Summative Not applicable Not applicable All students Only those leaving
Assessment-II the CBSE Board
(SA-II)
Board
Conducted

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 (h) The Summative Assessments-II (SA-II) conducted by the school ( School conducted) and conducted by
the Board (Board conducted) will be –
1. Based on same syllabus prescribed for Term II only,
2. Will carry the same weightage of 40% towards final grade,
3. Will be based on the same types of question papers in term of question paper design, blue print and
difficulty level
4. Will be evaluated on the basis of similar marking schemes prepared by the Board.
(i) Both the School conducted SA-II and Board conducted SA-II will based on the question papers sent/
vetted by the Board.
(j) The students appearing in the School conducted SA-II will be assessed by the schools themselves and
their answer books will be randomly verified by the Board. However, the students appearing in the
Board conducted SA-II will be assessed by the External Examiners as has been the practice in the past
for Board Examinations.
(k) At the end of class-X, every student (irrespective of his/her studying in secondary or senior secondary
school or continuing or leaving the CBSE Board after class X) will get the same Continuous and
Comprehensive Evaluation Certificate of School Based Assessment prepared, printed and signed
by the Board. For this, the board will collect the data electronically from all the schools. The Board
reserves the right to randomly verify the records of different assessments done by the schools and
moderate the same if required. Detailed procedure for collection of data will be sent to the schools in
due course of time.
(l) All schools except winter closing schools are expected to conduct Term I Summative Assessment (SA-
I) in the month of September and Term II Summative Assessment (SA-II) in the month of March. The
Board will provide/vet the question papers and marking schemes in all the subjects for classes IX and X
for SA-I as well as SA-II. For details regarding question papers for SA-I, the Board’s Circular No. 43/
2010 dated 02.8.2010 may please be referred to.
 Term I and Term II will have following weightage:
 Term I: FA1 (10%) +FA2 (10%) +SA1 (20%) = 40%
 Term II: FA3 (10%) +FA4 (10%) +SA2 (40%) = 60%
 Formative Assessments:
 FA1 (10%) +FA2 (10%) + FA3 (10%) +FA4 (10%) = 40%
 Summative Assessments:
 SA1 (20%) +SA2 (40%) = 60%
The schools may adapt the Report Card to some extent in terms of the size, colour, paper to be used,

Central Board of Secondary Education, Delhi 109

however, the divisions and the content must follow as given in the format. The Model Format of the Report
Card is already provided to the schools. Schools are requested to use the current format w.e.f. this session both
for Classes IX & X.
It is observed that information related to ongoing examination reforms which is put on CBSE website and
sent to schools through different circulars from time to time does not reach all stakeholders. It results in undue
anxiety and worry amongst them. Therefore, it is also requested that the above information may be shared with
all students, teachers and particularly the parents.
The Board has initiated series of additional measures related to strengthening of scheme of Continuous and
Comprehensive Evaluation. Some of these include Monitoring and Mentoring programmes, development of
supplementary materials on Formative Assessment in all subjects for classes IX-X, collection of feedback and
suggestions on the scheme and organization of teacher training programmes on CCE. It is expected that all
affiliated schools will make necessary efforts to understand, appreciate, implement and disseminate the ongoing
examination reforms.

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

110 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA,
NEW DELHI-110002
CBSE/CM/2010 Dated: 01.09.2010
Circular No.56/10

All Heads of Institutions

Affiliated to the Board

Subject: Conduct of Optional Proficiency Test for Class-X

Dear Principal,
As a part of ongoing examination reforms, the Board has initiated a series of measures related to strengthening
of school education and aligning the assessment practices with international standards. One such measure relates
to conduct of Proficiency Test at the end of Class-X in all the five main subjects from next year. The related
information has already been included in Board’s earlier circulars No.39, 40 dated September, 2009 on Scheme
of Continuous and Comprehensive Evaluation and Grading system.
Broad objectives of the test
The proposed Proficiency Test is being conducted with the broad objectives of :
 acting as a benchmark in testing of skills and higher mental abilities of students
 providing motivation to students for academic excellence in the respective subject
 providing feedback to students and parents on how well the students have achieved the desired learning
objectives.
 providing feedback to schools on levels of learning of their students and setting goals, priorities and
targets in their future educational plan.
Specific objectives
Some of the specific objectives of the proposed test include assessing students :
 abilities and skills to apply concepts and principles of the subject to everyday life situations.
 abilities to apply understanding of concepts to interpret data, diagrams, maps, graph etc.
 skills to create and devise methods for solving subject related problems.
 abilities to analyse, synthesise and evaluate a given situation on the basis of learning in the subject.
What is a Proficiency Test?
A proficiency test measures an individual’s abilities and skills in a domain or subject to know how well he/
she has learned, understood and internalised the related concepts and principles. Such a test in language e.g may

Central Board of Secondary Education, Delhi 111

assess a student’s skills in reading, writing, listening, speaking or vocabulary. Similarly a test in Science may
focus on assessing students’ abilities to apply concepts and principles to analyse a given situation, solve a given
problem and conduct practical work efficiently. A test in Mathematics may similarly assess problem solving
abilities and skills of mathematical thinking, mathematical reasoning and procedural techniques followed by
students. Thus, the proposed Proficiency Test will mainly focus on assessing students’ abilities and skills to
apply knowledge and understanding of any subject to new and unfamiliar everyday life situations.
The core testing element of such a test will include observing, comparing, classifying, solving, translating,
interpreting, analyzing, synthesising, creating, composing, deducing, justifying and judging/evaluating.
General Features of the Test
 It will be optional in nature. Only those students who wish to take this test willingly may appear.
 There will be separate test in each of the five main subjects viz. English, Hindi, Social Science,
Mathematics and Science.
 A student may appear in one or more subject (s) according to his/her choice. One test will be held on a
single day.
 It will be a paper-pen test to be administered on the same day across all willing schools in the country.
 The proposed test is likely to be conducted in the month of May/June next year (2011). The exact
schedule will be notified later.
 Students wishing to appear in the test will have to pay separate examination fee for the same. This fee is
likely to be in the range of Rs.500/- to Rs.1000/- for all the subjects. The schools will be informed about
the exact amount of fee and its submission mode at a later stage.
 Any student studying in Secondary or Senior secondary school affiliated to CBSE and has appeared in
Class-X final examination (School conducted or Board conducted ) is eligible for this test.
 Students appearing in the test will be issued a joint certificate by CBSE and the collaborating agency
indicating percentile rank.
Design of the Question Paper
 The duration of the test in every subject will be 2½ hours.
 Question paper in every subject will carry 100 marks
 All questions will be of multiple choice type with only single correct answer.
 The test will be based on classes IX-X syllabus in the subject prescribed by CBSE
 The typology of questions will be different from the type of questions asked in conventional final
examination conducted by the Board at the end of Class-X. The test will not include any direct recall,
information-based or memory-based questions. It will only include questions to assess students’ skills
and abilities to apply understanding of concepts to analyse a given situation or an unfamiliar everyday
life problem.
 The total number of questions may vary from one subject to another.

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  The questions included in the question paper will be of varying difficulty level.
 Negative marks will be awarded for wrong answers

The willing schools will be required to submit the related information to the Board in advance through
online filling up of the registration form available on CBSE website www.cbse.nic.in under CCE corner. The
last date for submitting the online information is October 31, 2010.
The printout of filled in online registration form (hard copy) duly signed and attested by the Principal may
be submitted to the respective Regional Office of the Board by 30th November,2010.
For any further information in this regard, the schools may contact Controller of Examination, CBSE at
mcsharma2007@rediffmail.com or Consultant, CBSE at science.cbse@gmail.com
Thanking you,

Yours faithfully,

(Vineet Joshi)
Chairman

Central Board of Secondary Education, Delhi 113

 CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of
Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002.

CBSE/CM/CCE-feedback/2010 Dated: 03.09.2010

Circular No.: 58

All the Heads of the institutions

Affiliated to CBSE

Subject: Concerns of Parents and Students on implementation of

Continuous and Comprehensive Evaluation - Formative and
Summative Assessments.

Dear Principal,

The CBSE had initiated the Scheme of Continuous and Comprehensive Evaluation (CCE) and Grading
System at secondary stage in all Schools affiliated to it from the session 2009-10 in Class IX. By and large the
scheme has been accepted and implemented whole heartedly by the schools. However as part of the formal and
informal feedback from the parents, students, principals and teachers a few concerns have been raised by a few
stakeholders which are recorded below:

1. Too many tests, assignments, projects, homework and review tests (in some schools as many as seven
review tests per week) are being taken.
2. The projects are being given to students (to be done at home) which in most cases lead to no real
learning as they are either done by siblings/parents or conveniently outsourced to entrepreneurs who
have set up shop.

3. The stress on students is increasing due to minute microscopic examination of behaviour which also
makes students behave artificially.

4. No real time is being provided to students to play or participate in Co-Scholastic activities

5. There is an element of subjectivity in assessing skills especially the coscholastic skills.

6. Some Schools have no Parent Teacher Meeting at all or where it is convened, it remains a few and far
between event.

Keeping the above facts in mind, the Board once again would like to clarify and reinforce the following
points.
 The Board vide its circular no 01, 2010 had specifically stated that “the tasks which relate to projects

114 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 and activities can be done in groups as in-class and School activities and not become an extension
of work to be done by siblings or parents”.
 Further to it, the Board in its circular no. 36, 2010 has given a background to the need of involving and
integrating various formative tasks as part of the Formative Assessment.

The Board has also come to know that a section of teachers feel that they are required to put in more work
in the new paradigm by way of preparing their lesson plans, designing formative activities and evolving additional
teaching-learning materials. It augurs well for the teaching community that it is now beginning to move away
from the text-book oriented teaching to more creative ways of involving students in the learning process. Of
course, teachers will have to put in greater effort to improve their teaching on the basis of regular feedback and
diagnosis followed by remedial instruction. Every class is a new experience, unique in its own way and hence
repetitive and mechanical transaction has no place in the emerging classroom. While teachers may find the
additional work a little challenging or even taxing, they will soon learn to enjoy their work a lot more seeing
their reward in the form of improvement of their students in all the domains of their personality. Further, once
they learn to plan their work in the initial phase, they will find the schedule more rewarding and less hectic.
The Board has brought out Teachers’ Manuals on Formative Assessment in the subjects of Hindi, English,
Science and Social Science for class IX which are available on CBSE website. These manuals are detailed and
exhaustive documents focusing on formative aspects of learning and provide valuable guidance to the teachers
in respective subjects.
Schools have also been advised to familiarize parents and students with all the material, circulars, and
various manuals brought out on CCE and Formative Assessments. This is essential to provide correct information
to the parents. Moreover the Schools need to involve parents in the changes being made in terms of transaction
of syllabus, conduct of Formative Assessment, conduct of Co-Scholastic Skills and maintaining records of
marks and grades in case of Summative Assessment. It is also important that Schools should not be charged
with subjectivity while evaluating Co-Curricular skills. It is therefore advised that Schools should arrange the
evaluation of co curricular skills in such a way that more than one teacher is involved for assessing Life Skills,
Co-Curricular Skills, Attitudes and Values.
In addition to the above the following sheet may also be studied and circulated to parents as well as students
of the School.

What is not CCE? What is CCE? What can Schools Do?

Testing/Examining the Assessing students on a Formative Assessment needs to

students in a formal manner continuous basis in a cyclic be taken up with discrimination
every day/week is not CCE. manner is CCE and in consultation with all sub-
jects teachers so that projects of
all subjects are not given at the
same time.

Excessive homework / Collaborating of project Self learning and study skills

assignments or project work and research work in need to be encouraged through
is not CCE. groups; in-class activities.

Central Board of Secondary Education, Delhi 115

 Balancing of projects and Project work may be given in
assignments across groups and the group members
subjects is CCE need to work in school under
the direct supervision of the
teacher.

Invoking fear in students in the Integrating assessment with Through an interactive classroom,
guise of assessment by the teaching and learning; the teacher must engage students
teacher is not CCE. Balancing the Scholastic in exploring, experimenting and
Areas with the Co-Scholastic experiencing learning
Areas (to encourage students
participation) is CCE
Minutely assessing the Encouraging and motivating School may lay emphasis on
students for behaviour is not students to be positive in their Co-Scholastic Areas i.e., Life
CCE. positive in their attitude is Skills, Attitudes and Values for
CCE personality development.
Giving feedback of the students
to the parent from time to time
is important.

Believing that Formative Reference to the Manuals Uncovering and discovering

Assessment is only meant for for Formative Assessment syllabus is more important than
students and is not indicative tools for teaching, learning, merely completing syllabus in
of a feedback mechanism of diagnosis and feedback is all subjects.
teachers teaching methodology CCE.
is not CCE

Lack of coordination with other Teacher’s judgement when Integrated Projects may be given
subject teachers resulting in made through an honest where subjects are interlinked.
over assessment of the and objective appraisal Subject teachers should plan and
students is not CCE. without bias is CCE. develop the project and assess it
together.
Not informing the parents and Continuous interaction with Sessions for parents on CCE;
students about the parameters parents with regard to the handouts can be given to parents
of assessment is not CCE. students and progress and students;
performance is CCE. Details of CCE can be mentioned
in the Schools Almanac/Diary/
Syllabus booklet.

The Board is also creating a cadre of Trainers for CCE and will be undertaking teachers’ training once again
in all Schools to reinforce the concept of Summative Assessment, using Tools and Techniques, assessing co-
scholastic areas and recording and documentation.

116 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Board is also in the process of implementing the Monitoring & Mentoring framework in all Schools
whereby Mentors will act as peer assessors and hand hold other Schools where required. This ought to be a
mutually beneficial experience which leads to insightful learning or both teams involved in this initiative.
Being a purely voluntary activity motivated teams are involved in Monitoring and Mentoring.
The CBSE is in continuous interaction with parents community and has taken up concerns raised by them.
For any change and reform to be successful, every school, every teacher as well as the parents body need to
work together in a collaborative spirit to move forward successfully.
These concerns may be brought to the notice of all teachers, parents and students of the School.

Yours sincerely

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 117

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2-COMMUNITY CENTRE, PREET VIHAR
DELHI - 110092

CBSE/ACAD/CCE/2010/ 09/09/2010
Circular No. 59

All Heads of Institutions

Affiliated to the Board

Subject : Teachers’ Manual on CCE Classes VI-VIII

Dear Principal,
The Teachers’ Manual for Classes VI-VIII has been long awaited as the scheme of CCE at the upper primary
level was announced vide circular No. 02 dated 31.01.2006.
After initiating Achievement Records for Classes I-V detailing the various aspects of scholastic and co-
scholastic activities, the Board had recommended a seven point scale vide this circular for Classes VI-VIII.
However the present Teachers’ Manual has recommended a nine point scale for scholastic components
and a five point scale for co-scholastic components. The CCE Teachers’ Manual at the upper primary stage
provides teachers with meaningful information about putting into practice an evaluation that is ‘continuous’ in
that it occurs over a period of time and ‘comprehensive’ in that it incorporates both the scholastic and the co-
scholastic components of learning.
The manual focuses on the various features and parameters of CCE and School Based Assessment. It also
brings out the gradual progression of CCE from Classes I-V and then on to Classes VI-VIII. The Board has
already recommended that the students should not carry school bags and there should be no homework up to
Classes I & II. It has also recommended that a two year profile of the students be maintained for students of
Classes I & II and the three year profile be maintained for Classes III-V vide circular No. 25 dated 12.06.2004.
The current manual covers the details and techniques required for Formative Assessment in scholastic areas as
well as assessment of co-scholastic areas. The implications for Schools and the broad guidelines for teachers
are also a part of the Manual.
The format of the Report Card to be printed for Classes VI-VIII has been given as a model which the
schools can adapt and adopt while retaining the major areas and activities mentioned.
The assessment will cover both scholastic and co-scholastic aspects and will be carried out in schools over
the two terms, Term 1 and Term 2 by means of formative and summative assessments using a variety of tests
and assignments. For purpose of teaching and assessment, the syllabus for different subjects may be bifurcated
for the two terms.
There will be four Formative Assessments each of with a weighting of 10% each. There are two Summative
Assessments (SA1 and SA2) with a weighting of 30% each.

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 First Term : FA1(10%) + FA2 (10%) + SA1 (30%) = 50%
Second Term : FA3 (10%) + FA4(10%) + SA2 (30%) = 50%
Formative Assessment can be carried through using multiple modes of assessment such as assignments,
quizzes, debates, Group discussions, Projects and only one pen and paper test. It may be clearly communicated
to all teachers teaching various subjects that all Projects and assignments must be done as group activities
within the class and school time only. Each subject must have only one paper pencil test under Formative
Assessment. The other modes of assessment must be part of classroom interactive activities.
The Summative Assessment is a written, end of the term examination which may consist of objective type,
short answer and long answer questions.
For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given importance.
Co-scholastic areas will consist of Life-Skills, Attitudes and Values, Co-scholastic Activities and Health and
Physical Education.
The details regarding the descriptors for grading co-scholastic areas and the process of arriving at a grade is
given in the Teachers’ Manual.
A copy of the Teachers’ Manual is placed on the CBSE website (www.cbse.nic.in) and can be downloaded
from under the CCE corner. The priced publication will be available from the stores at Central Board of Secondary
Education, Shiksha Sadan, 17, Rouse Avenue, New Delhi 110002.
This may be brought to the notice of all teachers students and parents of Classes VIVIII.

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 119

 CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi-92

CBSE/PRO/SGAI/2010 21.09.2010
Circular No : 62/10

To,
All Heads of Institutions
of CBSE Affiliated Schools

Subject: Aptitude and Interest Assessment with the First Ever CBSE
Students Global Aptitude Index : Enrolment For The Programme

Dear Sir/Madam,
Greetings!
As you are well aware CBSE has recently extended the Continuous and Comprehensive Evaluation scheme
in classes IX & X, introduced grading system in class X and has phased out class X exams for students of senior
secondary schools. The common factor running across these initiatives is to make the entire spectrum of school
education learner friendly.
The new approach also highlights the fact that each individual is unique with different sets of abilities.
Identifying and optimizing abilities while preparing an individual for life and the world of work is one of the
important and meaningful tasks of education. Senior secondary stage becomes the most defining phase as it
influences higher studies and career choices later in life. More often than not, the choice of subjects is determined
by the marks as also by the parental and peer pressure or the role models. In an ideal situation a child should be
allowed to choose subjects based on his abilities and interest.
Therefore, in order to facilitate a child, CBSE has designed a tool named as the Students Global Aptitude
Index (SGAI) to measure the aptitude in combination with the interest.
The aptitude reflects the inherent capacity, talent or ability of a child. Aptitude testing is a student-friendly,
universally accepted mode of rating capabilities for a particular activity. Aptitude tests are known to be reliable
predictors of future scholastic achievement as they provide a profile of strengths and weaknesses of a student.

HIGHLIGHTS OF CBSE STUDENTS GLOBAL APTITUDE INDEX (SGAI)

Although a variety of aptitude screening tests are already in vogue to help the student identify personal
interests and vocations, yet:-
1. SGAI is a battery of Aptitude Tests which also combines interest profile of a student.
2. It has been customized to suit the Indian context and variety of student population in CBSE affiliated
Private, Government and Aided Schools.

120 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 3. Unlike the conventional Aptitude Tests, which indicate professional orientations the CBSE SGAI will
indicate subject orientations at +2 level.
4. The CBSE SGAI is meant for students of secondary classes. This coincides with the onset of adolescence
and beginning of career concepts (although not in the concrete form). It is therefore crucial to give a
road map to the child which is realistic and favorable.
5. SGAI is aimed to empower a child with “self knowledge” in terms of the Aptitude and Interest, to
enable the child in making informed subjects choices.
6. Since CBSE SGAI purports to reduce the mismatch between the Aptitude and the Interest it will further
help in :
 Optimizing the child potential and enhance satisfaction
 Increasing motivation
 Reducing wastage of human and financial resources

SGAI : DESCRIPTION
CBSE SGAI is a battery of tests, designed for students pursuing class X in CBSE affiliated schools. It is a
simple paper and pencil test, which requires approximately 2 – 2½ hours. Due care has been taken to make the
assessment and interpretation less complicated for the teachers. The assessment broadly indicates:
 Scientific Aptitude
 Numerical Aptitude
 Social Aptitude
 Behavioral Science Aptitude
 Art Aptitude
and
 Interest areas

METHODOLOGY
A random survey was conducted in schools by devising a questionnaire to primarily gauge whether the
schools, parents and students were aware of Aptitude Tests, at what stage should these tests be conducted and
parents attitude towards Aptitude Tests. The responses received were studied by a group comprising of
psychiatrists, psychologists, experts in Psychometrics and practicing counselors. It was decided to construct a
battery of Aptitude Tests and an Interest test which will be customized to suit the CBSE clientele.

THE PILOT TEST

The CBSE SGAI has been pilot tested on a sample of secondary level students drawn from 100 CBSE
affiliated Private, Government and Aided Schools from different parts of the country.

Central Board of Secondary Education, Delhi 121

PRE-TRIAL TEACHER TRAINING AND ORIENTATION
 Six orientation workshops were conducted between November –December 2009 to orient and train two
teachers and one counselor from the selected schools.
 These workshops were held in Delhi, Bhopal Bhubaneswar, Hyderabad, Chandigarh and Mumbai.
 The participants were made aware of the rationale and the actual conduct of the test batteries. The
details of scoring were also discussed with the participants.
 Time lines were given to the schools to conduct the test and send the responses to the board for analysis
by Jan 2010.
 The results obtained were put to item analysis done by a specialized agency and based on that changes
were made in the test.

TRAINING AND ADVOCACY MATERIAL

For the mental preparedness and climate building, Training Manuals, Literature and FAQs for parents and
students were prepared to generate awareness about Aptitude and benefits of Assessment.

THE MICRO PILOT TEST

After the analysis of first trial and the Pre and Post trial feedback from participating teachers and counselors,
the test was modified and put to a second micro trial to ascertain the efficacy.

STANDARDIZATION
The CBSE SGAI is finally ready for launch after rigorous process of standardization.

IMPORTANT
CBSE- SGAI can be taken in class X to know the students preference for subjects after class X. However,
it should be taken only as an indicator or a facilitator. The test will help the larger population including
parents, teachers and students to initiate a dialogue on subject choices leading to careers ahead in life. However,
the results of SGAI taken together with the student’s assessment from other sources will ultimately help students
and parents in making informed choices. Mental preparedness and sincere responses are the pre- requisites for
this test. SGAI scores may depend upon child’s environmental stimulus and motivation level.

TRAINING PROGRAMMES
The option of using the CBSE SGAI rests with the schools, however for those interested, the board will
conduct training workshops to familiarize the principals and teachers with this new concept as well as its
administration. These principals, teachers and counselors will in turn advocate and educate students and parents
about the CBSE SGAI. Since it is not feasible to cover all schools in one go, the training workshops will be
conducted in a phased manner. The details of the training programs along with the dates and venues will be
intimated in due course of time.

122 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

ENROLMENT FOR CBSE SGAI
The CBSE SGAI will be offered to those interested at a very nominal fee of Rs.100 (one hundred) per
student only. The first ever CBSE Students Global Aptitude Test will be held for class X students tentatively on
15th January 2011. The principals may assess the number of class X students who would be interested to
enroll for this activity and thereafter register online on the CBSE website www.cbse.nic.in The fee may be sent
via Demand Draft payable at Delhi in the name of Secretary, CBSE. The conformation may be sent by15 th
October 2010 positively to:
Rama Sharma
PRO & Project Incharge
Central Board of Secondary Education
Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi-92
Email- rs.cbse@gmail.com
Tele Fax- 011-22440083

( M.C. Sharma)
Controller of Examinations

Central Board of Secondary Education, Delhi 123

 Annexure-1
CENTRAL BOARD OF SECONDARY EDUCATION
Enrolment for CBSE Student Global Aptitude Index
Assessment Programme

Name of the Principal ___________________________________________________________________

Name of the School _____________________________________________________________________

Complete Address ______________________________________________________________________

School Code (Examination Code) _________________________________________________________

Affiliation Number _____________________________________________________________________

Affiliation Status (Secondary/Senior Secondary) ____________________________________________

Contact Number Tel (O) _____________ (R ) ______________ Mob __________________________

Email Id: School _______________________________________________________________________

Email Id: Principal _____________________________________________________________________

Total number of Students: _______________________________________________________________

a. Sections in Class X ________________

b. Students in Class X ________________

c. Differently abled students if any with specific details ________________

d. Total No of students taking SGAI ________________

e. Details of payment

124 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development,
Govt. of India)
“Shiksha Kendra”, 2, Community Centre, Preet Vihar,Delhi-110092

CBSE/ACAD/2010 Dated: 6th January, 2011

Circular No : 01

All the Heads of the Institutions

Affiliated to CBSE

Subject: New Year Greetings 2011

Dear Principal,

Greetings for the New Year!

It’s the time of the year again when we look into what we have achieved and what we have to still reach for.
The year 2010 marked many milestones for the CBSE as well as for the schools affiliated with it. The School
Based Assessment and CCE scheme in its strengthened form was implemented and the Mentoring scheme of
CCE launched throughout the country. The year also saw launch of CBSE-i or CBSE International as a pilot
project in approximately 30 schools in 9 countries. Moreover, the Board launched many new leadership
development programmes in collaboration with reputed business schools across the country and abroad.

We have received huge support in all our endeavours from schools, whether it was the Educational campaign
to preserve and protect the heritage monuments in the country or ‘Clean Delhi Day’ Drive or ‘Commonwealth
in Education Programme’. The schools have done us proud.

There is, however, much work to be done at various levels and I urge all the Heads of institutions, their
management, teachers, students and parents involved with reforms to get together with renewed commitment
so that we are able to achieve the best for the learners and young people in schools affiliated to the Board.

The following are some of the areas that we need to consider for continued momentum in the implementation
of initiatives started by the CBSE.

1. Continuous & Comprehensive Evaluation (CCE)

The Revised Teacher’s Manual for Classes IX – X will be uploaded on the CBSE website soon as it will be
applicable to the Class IX of the ensuing session (2011-12). The Class X for this session will follow the old
Teachers’ Manual. The Teachers’ Manual for Classes VI-VIII has already been uploaded and is also available in
the printed form from the CBSE Stores which has now been relocated at Regional Office, Delhi, PS 1-2,
Institutional Area, I.P. Extension, Patparganj, Delhi 110092.

Central Board of Secondary Education, Delhi 125

 CBSE has through its various advisories reiterated time and again that schools should not micro manage
and assess students behaviour or conduct too many tests. The Board has clearly brought out what is not CCE,
what is CCE and what schools should do to implement CCE in the right spirit.

The Board will continue its empowerment of teachers. In order to achieve this, it proposes to broad base its
training of teachers and plans to empanel agencies for training in the online and interactive mode. The processes
have been finalized and the list of agencies approved will be communicated shortly. It is mandatory for all
schools to train their teachers.

2. Use of CCE Logo, Slogan and CCE Song

In order to communicate the spirit behind CCE effectively to all stakeholders, the logo, slogan and song on
CCE adopted by the Board should be used by all schools in their documents and correspondence with other
stakeholders such as parents and the community. These are downloadable from the CCE Corner on the CBSE
website.

3. Mentoring and Monitoring

The Mentoring Scheme has already begun in most parts of the country. The Mentors are requested to
submit their reports in the online Mode only. Let us do our bit to save on paper transaction.

4. Support Material

One of the major feedback from teachers was the need to develop activities for assessment for learning in
the classroom and therefore the Board has brought out Teacher’s Manual on Formative Assessment in all the
major subjects. These have been uploaded on the CBSE website under the CCE corner and are also available
from the Stores.

5. New Languages and new subjects

The Board plans to introduce in addition to Bodo and Tanghkul, Mandarin Chinese. For introduction of
Mandarin Chinese in Class VI, schools need to send in details regarding their willingness in a notification
already placed on CBSE website. The Board proposes to support the initial introduction of the language by
providing experts and textual material.

6. Revision of Class X English Communicative textbooks

The Class X textbooks have been revised on the basis of feedback received from schools. The revised text
books aim at integration of Skills in all student books as well as introduction of revised test item types as per
CCE scheme. The revised books of Class X will be available from the Stores and Regional Offices shortly.

7. Health and Wellness Clubs

For promotion of holistic development, the Board advised schools to set up Health and Wellness Clubs in
2005 and four Health Manuals were prepared. The Revised Health Manuals in four volumes which are priced

126 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

documents have been launched during the 17th Sahodaya Conference and are available at the Store and from the
Regional Offices.

It is in this context that the schools should set aside at least two periods in a fortnight for participation of
students in Health and Wellness Clubs, Eco Clubs, Science Clubs, Dramatics Clubs etc.

8. Launch of Life Skills Manuals for Classes IX and X

Life Skills are essential for living and learning in the 21st century. The Teacher’s Manual for Classes IX and
X is available from the Stores and Regional Offices. The Board through its empanelled agencies will be conducting
training programmes for Life Skills.

9. 17th National Annual Sahodaya Conference

The 17th Annual National Sahodaya Conference was held at Bangalore and its recommendations and
resolutions have been uploaded on the website.

One of the recommendations of the Conference was to update and link Sahodaya website. ‘CCE is a great
social equalizer. Sahodaya in a mission mode can manage this change and its implementation. As a first step,
the Bangalore Sahodaya Schools Association has volunteered to link all websites of the current Sahodaya
School Complexes to its own website which is hyperlinked in the CBSE website. All the Sahodayas will continue
to update their own websites. Teachers of different schools can upload their best tasks and worksheets, rubrics
for assessment through their own Sahodayas on their own website. These will become accessible to all the
teachers of schools affiliated to CBSE’.

10. Inclusion of Child Rights Issues

Further to the CBSE’s Circular Nos. 16, 18 and 24 in 2009, the Board would like to once again request
schools to remember that schools are ideological institutions and not factories. These must treat children as
sensitive individuals who need to be protected at any cost. The schools need to be aware of the sensitive and
impressionable nature of minds of school children and must ensure that all students, irrespective of their
differences in physical, social, economic status or by their being differently abled are dealt with in a dignified
manner. Adolescents are vulnerable to many influences and must be empowered to take informed decisions. No
school under the guise of enforcing discipline should mistreat any student or parent thereof. This must be
strictly observed and enforced notwithstanding any external pressure whatsoever.

11. Introduction of New Subjects

In addition to Mass Media Studies, Media Production, Geospatial Practices, Hospitality and Tourism, the
Board also proposes to bring out more subjects to provide more options for students at Senior Secondary level.

12. Teacher Training in Urdu

Teacher training has continued for most subject areas as also for Physical Education teachers. For the first
time the Board is planning to conduct teacher training for teachers teaching Urdu in Classes IX and X.

Central Board of Secondary Education, Delhi 127

13. Development of website by each school
The Board has already intimated Vide Cir 3/10 dated Oct 18, 2010 that all schools have to develop their
own websites. This will help the larger community to know more about schools in their neighbourbood.
14. ‘Interact with Chairman’ feature
This year a huge amount of feedback has already been received from various stakeholders: Students, teachers,
Parents and educators through the ‘Interact with Chairman’ facility available on the CBSE website. As a
result FAQ (Frequently Asked Questions) section has been put up on the website in the CCE corner. All teachers
and students are encouraged to go through this section as this is an evolving document.
15. Interaction with Parents
The Board has received feedback that many schools restrict their meeting with parents to one or two parent-
teacher’s meetings or open houses in a year. In the wake of reforms brought in by the Board it is imperative that
complete transparency is maintained and open communication channels are followed with the parent’s body by
the school. The Board has also initiated interaction with parents in a workshop mode in various cities where
other programmes are being held. It is honestly hoped that the schools will initiate many more workshops with
their own parent communities.
16. Cenbosec as Monographs
As you are aware, the Board brings out the quarterly journal or Cenbosec which is often built around a
theme. Schools are requested to contribute by way of sending in articles, news from their own school, events
that may have involved the community or other instances of best practice. The journal provides a unique platform
for schools both within the country and aboard to share with each other. It has also been resolved that the
Cenbosec will be brought out in the form of monographs which makes it even more imperative for schools and
their teachers to contribute good articles on the issues of current importance in the area of school education.
My request to all of you is to find time to visit the CBSE website as frequently as possible to update
yourself on various developments taking place on a continuous basis.

Yours sincerely

(VINEET JOSHI)
CHAIRMAN

128 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Email:mcsharma2007@rediffmail.com Phone: 011-22515828
website: www.cbse.gov.in Fax: 011-22057089

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development,
Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR,DELHI-110092

CBSE/CE/CCE/2011 Dated: 10.02.2011

Circular No : 10/2011

All Heads of Institutions

Affiliated to the Board

Subject: Promotion Policy for Class IX under the scheme of Continuous and
Comprehensive Evaluation (CCE)

Dear Principal,

You are aware that the Central Board of Secondary Education introduced examination reforms and the
scheme of Continuous and Comprehensive Evaluation in its affiliated schools from October, 2009 in Class IX.
The related information and details were made available to schools through Circular No.39 dated. 20th
September.2009, Circular No.40 dated 29th September, 2009 and Circular No.42 dated 12th October, 2009 as
well as a number of other circulars issued later.
The School-based Assessment card includes reporting of students’ performance in scholastic as well as
given co-scholastic areas in terms of grades. In order to provide sufficient scope and space for different abilities
of different students, number of significant co-scholastic areas has been included in the assessment scheme. It
is hoped that the schools have provided essential facilities as well as necessary learning experiences to help the
students acquire these skills, attitudes, values and abilities before assessment.
As far as overall assessment of a student for the purpose of promotion to next class is concerned, the
following points should be kept in mind and adhered to:
I. General
(A) The assessment of students in terms of grades in scholastic as well as co-scholastic areas is to be done
as per the directions issued by the Board through different circulars issued from time to time.
(B) The year-end subject wise grades of a student in Class IX are to be calculated on the basis of performance
in all formative assessments and summative Assessments in scholastic areas as well as grades obtained
in co-scholastic areas.
(C) In scholastic areas, all the five main subjects i.e. two languages, Mathematics, Science and Social
Science are to be considered at par for promotion purpose.

Central Board of Secondary Education, Delhi 129

II. Assigning weightage to Co-scholastic areas for Promotion purpose
(D) The grades in co-scholastic areas may be included in awarding overall grade to every student as per the
following procedure:
(i) The grades obtained in different co-scholastic areas may be converted into grade points by using
the following conversion scale:
Life Skills
A+ ---------------- 5
A ------------------ 4
B+ --------------- 3
B ---------------- 2
C ---------------- 1
All other Co- scholastic Areas
A+ ---------------- 3
A ---------------- 2
B ---------------- 1
(ii) Total grade points earned by any student may be calculated by adding grade points for all co-
scholastic areas as per the above conversion scale.
(iii) A student who gets A+ in all the categories of co-scholastic areas included in the report card will
earn 42 grade points according to the above scale. {Life skill (15), attitudes and values (15), co-
curricular activities (6) and Health and physical education (6)}.
(iv) Those students who get total grade points in the range 34-42, may benefit by getting upgraded to
the next higher grade in two subjects in scholastic areas.
(v) Those students who get total grade points in the range 19-33, may benefit by getting upgraded to
the next higher grade in one subject in scholastic areas.
(vi) If a student gets less than 19 total grade points in co-scholastic areas, separate remark may be
made in the report card stating that participation and achievement in co-scholastic areas needs
improvement. However, this should not affect the student’s promotion to higher class.
(vii) A star may be put on every up-scaled grade to indicate that the final grade has been arrived after
including the achievement of the student in co-scholastic areas. A footnote in this regard may be
given at appropriate place in the report card.
(viii) The benefit of upscaling the grade in different subjects may start from the subject in which a
student obtains lowest grade followed by next higher grade and so on.
(ix) Benefit shall be given to the students who win I/II positions/prizes in competitions held at state
level and/or participation in competitions held at national/international level organized by a body
recognized by the state/central Government /CBSE. Any competition organized by such agencies

130 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 related to the co-Scholastic areas included in the Board’s CCE Card may be considered for giving
this benefit. Those students who qualify under this provision will benefit by getting their grade
up-scaled to the next higher grade in two subjects provided this benefit has not been given to the
student under the aforesaid grade point scheme.
III. Promotion to Higher Class
(E) Every student is required to get a qualifying grade D or above in all the subjects excluding 6th additional
subject as per scheme of study for the purpose of promotion to next class.
(F) A student getting E1 or E2 grade in scholastic areas in one or more subjects will have to improve his/her
performance in one subsequent attempt to obtain qualifying Grade D in these subjects.
(G) If a student fails to obtain qualifying grade D in one or more subjects, even after adding grade points
from co-scholastic areas and after availing one improvement chance, he/she will be required to repeat
the same class during next academic year.
(H) It is mandatory to appear in both Summative Assessments during the academic year.
IV. Improvement Chance
(I) After summative assessment II in class IX, a student will get only one more chance for improvement to
obtain a qualifying grade D. This is also applicable to those students who are not able to appear in
summative assessment due to sickness.
(J) This chance may be provided preferably within a time of one month from the time of declaration of
final result. Some flexibility in time schedule for conduct of improvement examination may be kept in
mind for convenience of all.
V. Syllabus
(K) Syllabus for improvement examination should be same as that of SA II. The school will prepare its own
question paper for improvement examination based on design of SA II. Due care may be taken to ensure
that the standard of this question paper is comparable to question paper used for SA II.

All Heads of schools are advised to explain the above promotion policy for Class IX in detail to the parents,
teachers and students to create desired awareness and avoid unnecessary inconvenience at later stage.
Separate promotion policy for Class-X will be notified by the Board shortly.

Yours faithfully,

(M.C. Sharma)
Controller of Examinations

Central Board of Secondary Education, Delhi 131

Gram: CENBOSEC Phones: 011-22509252-59
Website: www.cbse.nic.in Fax: 011-22515826

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development,
Govt. of India)
“Shiksha Kendra”, 2, Community Centre, Preet Vihar,Delhi-110092

No. CBSE/CE/VEA/X/2011 Date: 24th February, 2011

Circular No : 12/2011

All the Heads of Schools

affiliated to the CBSE

Subject: Verification of Evidence of Assessment (EAs) of Class X students for

Academic Session 2010-2011

Dear Principal,

As you are aware, the Board has decided to issue uniform certificates to all the students appearing in class
X in March 2011 Examination irrespective of the fact whether they are assessed by the Board or by the School
in Summative AssessmentII (SAII).
To ensure the reliability, validity and fairness of assessment, the Board is collecting marks/grades assigned
at school level through specially designed software.
Besides the collection of marks/grades, the Board is simultaneously doing a random collection and verification
of the ‘Evidence of Assessments (EAs)’ conducted at school level under Formative and Summative assessments.
These ‘Evidence of Assessments (EAs)’ and the marks awarded will be verified by the subject experts
appointed and empanelled by the Board at the Regional level. The objective is to assess the ‘Practices of School
Based Assessment’. The experts would submit their report on these ‘Evidence of Assessments (EAs)’ visavis
award of marks. Their report will help in verifying the school based assessments as well as provide feedback to
the Board about implementation of CCE scheme at grassroots level.
The schools which will be shortlisted by the Regional Office will be requested to send the ‘Evidence of
Assessments (EAs)’ for SA1, FA3 & FA4. This material (FA tasks and SA answer sheets) is being collected
initially in five subjects: Hindi, English, Mathematics, Science and Social Science. Please ensure that these
‘Evidence of Assessments (EAs)’ sent to the Board comprise of the performance of five students taken from
each of the three categories i.e. top, middle and bottom levels of achievements. Thus, your school if selected,
should be submitting fifteen Evidence of Assessments (EAs) (FA tasks and SA answer sheets) for every assessment
i.e. 15 for FA (FA3, FA4 taken together) and 15 for SA1. This is applicable only to one subject which will be
communicated to you by the Regional Office. (Refer to Annexure I for selection of samples).

132 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

FORMATIVE ASSESSMENT
The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional
Office which should include the breakup of marks as well as the parameters for assessment. If the nature of the
Evidence of Assessments (EAs) is such that it cannot be posted or transported such as oral testing, seminars,
group discussion, model, chart etc. a brief writeup as already prepared by the teacher on the assignment may
please be sent along with marks awarded. This should include the details of the task assigned to students
individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools
should send only those tasks that have been taken into account for arriving at the grades for FA3 and FA4.
(Please refer to para 5 and 8 of Annexure II).
SUMMATIVE ASSESSMENT
Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet
irrespective of whether you have used the question paper sent by the Board or your own question paper.
The Board would initiate similar exercise for the coscholastic areas shortly. You are requested to keep the
‘Evidence of Assessments (EAs)’ for the Coscholastic areas also in safe custody.
After you are informed by the Regional Office, please ensure that all the ‘Evidence of Assessments (EAs),
in the subject indicated by the Regional Office are sent through speed post or hand delivered (at school’s cost)
to the concerned Regional Office latest by 20th March 2011 along with the checklist for collection of evidence
(Annexure II).
With regards,

Yours sincerely,

(M C SHARMA)
CONTROLLER OF EXAMINATIONS
Encl: Annexure I – Selection of Samples
Annexure II – Checklist for Collection of Student Data – SBA Scholastic

Central Board of Secondary Education, Delhi 133

 Annexure I

No.CBSE/CE/VEA/X/2011 24th February 2011

Circular No. 12 /2011

Subject: Verification of Evidence of Assessments (EAs) of Class X students

for Academic Session 20102011

SELECTION OF THE SAMPLES

Summative Assessment:
i. Arrange all the students of class X (all sections) in increasing order of marks calculated for SA1.
ii. Divide the total number of students in three groups as follows:
a. Top onethird students,
b. Middle onethird students, and
c. Bottom onethird students.
For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33
and 34 students after they have been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five
students from the middle group.
iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent.

Formative Assessment:
i. Arrange all the students of class X (all sections) in increasing order of marks calculated for FA3 & FA4
taken together.
ii. Divide the total number of students in three groups as follows:
a. Top onethird students,
b. Middle onethird students, and
c. Bottom onethird students.
For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33
and 34 students after they have been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five
students from the middle group.
iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent.
Note : Samples of 15 students selected for Summative Assessment and 15 students selected for Formative
Assessments may differ depending on the performance of students.

134 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Annexure II
No.CBSE/CE/VEA/X/2011 24th February 2011
Circular No. 12 /2011
Subject: Verification of Evidence of Assessments (EAs) of Class X students
for Academic Session 20102011
CHECKLIST FOR COLLECTION OF STUDENT DATA – SBA – SCHOLASTIC
CLASS X : 201011
1. Name of the School (with Complete Address): .............................................................................
providing samples to the Regional Office .............................................................................
.............................................................................
i) School Number .............................................................................
ii) Name of the Principal .............................................................................
iii) Phone No. (School) .............................................................................
iv) Mobile No. .............................................................................
v) Email .............................................................................
vi) Website, if any .............................................................................
2. Subject/s of which Evidences of Assessments are being sent {Please tick (“)}
i) English
ii) Hindi
iii) Mathematics
iv) Science
v) Social Science
3. Number of students in Class X .............................................................................
4. Number of Sections in Class X .............................................................................
5. Number of tasks in FA3 and FA4:
FA3 FA4
i) English
ii) Hindi
iii) Mathematics
iv) Science
v) Social Science
6. Criterion used in awarding final grades under FA3 and FA4:
FA3 i) All the tasks ii) Best of All iii) Best of Two
iv) Any other criterion: ..............................................................
FA4 i) All the tasks ii) Best of All iii) Best of Two
iv) Any other criterion: ............................................................

Central Board of Secondary Education, Delhi 135

 7. Type of tasks in FA3 and FA4 (Quiz, Book Review, Visit, Field Trip, Survey Project, Models
Group, Discussion, Debate, Declamation, Dramatization, Role play, Presentation, Seminar,
Practicals, Maths Lab Activities, Map work, etc)
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
8. Formative Assessment Samples
Samples provided in case of three categories with names
Names of students Total* Total* Types of Samples
& Roll No. assigned Marks obtained in Maximum marks in enclosed
by the Board
FA-3 FA-4 FA-3 FA-4
Top level of 1.
Achievement
(Top 05 students) 2.
3.
4.
5.
Middle level of 1.
Achievement
(Mid 05 students) 2.
3.
4.
5.
Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.
4.
5.
* This pertains to the Assessments of FA3 and FA4 which have been finally taken into account for arriving at
the grades. Samples of all assessments used for arriving at grades under FA3 and FA4 should be sent. Please
refer to para 5 pre page.
** There should be a variety of tasks / assessments and if samples are not possible, reports be attached.

136 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 9. Question Papers for Summative Assessment (SA1)
(i) Question Paper sent by CBSE
(ii) Question Paper Mixed and matched from papers sent by CBSE
(iii) Question Papers framed by the school
(Tick the correct option and attach relevant SA1 Question Paper & Marking Scheme. Even if you opt
for (i) and (ii), attach the Question Paper and Marking Scheme)

10. Summative Assessment Samples

Samples provided in case of three categories with names

Names of students & Marks obtained Answer Script, supplementary

Roll No. assigned by in Summative answer scripts, drawing sheet,
the Board Assessment graph paper etc. enclosed
Top level of 1.
Achievement
(Top 05 students) 2.

3.

4.

5.

Middle level of 1.
Achievement
(Mid 05 students) 2.

3.

4.

5.
Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.

4.

5.

Central Board of Secondary Education, Delhi 137

 11. Evidence of Assessment in Co-Scholastic (No evidence to be sent, only give write up)
a) Report of Activities done (in one page to be attached)
b) Indicators of Assessment used (in one page to be attached)

I certify that the information given is correct and has been personally verified.

Date: ………………………

SIGNATURE OF HEAD OF SCHOOL……………………………..

NAME…………………………………………………..……………

SEAL OF HEAD OF SCHOOL……………………………………...

COMPLETE ADDRESS…………………………..............................

………………………………………………………………………..

……………………………………………………………………......
Attachments with the checklist (Please ✔):

1. Samples of evidences of assessments for 15 students for FA3 and FA4 taken together

2. Samples of evidences of assessments for 15 students for SA1

(Answer Scripts, Supplementary Answer Scripts, Drawing Sheets, Graph Paper etc.)

3. Samples of Question Paper used for SA1

4. Samples of Marking Scheme used for SA1

5. Writeup on evidences of Formative Assessments that cannot be sent (if applicable)

6. Writeup on activities done under Coscholastic areas

7. Writeup on activities indicators of assessment used for Coscholastic areas.

138 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram : CENBOSEC, Delhi – 92 Phones: 22509256-59
E-Mail: ccedata.cbse@nic.in Fax: 22057089
website: www.cbse.nic.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development,
Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR,DELHI-110092

CBSE/CE/Data Collection/2011 February 25, 2011

Circular No : 14/2011

All the Heads of the Institutions

Affiliated to the Board
Subject: Collection of Assessment Data of students presently in Class X and
appearing in SA2 in March, 2011
Dear Principal,
You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System
was introduced by Central Board of Secondary Education at Secondary Stage in all schools affiliated to it from
the academic session 2009-2010. The detailed information about the same has been given to schools from time
to time through different circulars which are also available on CBSE website www.cbse.nic.in.
You are also aware that the Board has decided to issue uniform certificates to all the students appearing in
Class X in March 2011 Examination irrespective of the fact whether they are assessed by the Board or by the
School in Summative Assessment-II (SA-II)
1. For this, the Board is collecting the assessment data electronically from all the schools.
2. The format of Certificate of School Based Assessment to be issued by the Board is already available on
our website. The Board has finalized a software for all schools to download List of Candidates with
Roll No from Board’s website; compile and upload term wise the following details in respect of each
candidate.

Part 1(A) - Scholastic Areas – Academic Performance:

Sub I & Sub II Any two prescribed languages as per scheme of study
(Out of the two languages one shall be English or Hindi)

Sub III, Sub IV & Sub V Mathematics, Science & Social Science Marks

Sub VI - Additional Subject A candidate may offer any one additional subject as per
(optional) Scheme of Study

Central Board of Secondary Education, Delhi 139

Part 1(B) – Scholastic Areas – Academic Performance:
a. 500 - Work Experience Descriptive Indicators and Grades on
b. 501 - Art Education Five Point Scale to be given as
c. 502 - Physical and Health Education/ Games A+, A, B+, B, C

Part 2 Co- Scholastic Areas:

Part 2 A - 511 - Thinking Skills Descriptive Indicators and Grades on
Life Skills 512 - Social Skills Five Point Scale to be given as
513 - Emotional Skills A+, A, B+, B, C
Part 2 B - 521 - Teachers Descriptive Indicators and Grades on
Attitude and 522 - School-mates Three Point Scale to be given as
Values towards 523 - School Programmes A+, A, B
524 - Environment
525 - Value Systems

Part 3 Co- Scholastic Activities : Descriptive Indicators and Grade in

Part 3 A (Any two of following to be assessed)
531 - Literary & Creative Skills Descriptive Indicators and Grades
532 - Scientific and ICT Skills on Three Point Scale to be given
533 - Visual & Performing Arts as A+, A, B
534 - Organizational & Leadership Skills
Part 3 B (Any two of following to be assessed) Descriptive Indicators and Grades
Physical and 541 - Sports/Indigenous sports (Kho-Kho etc.) on Three Point Scale to be given
Health Education 542 - NCC/NSS as A+, A, B
543 Scouting and Guiding
544 - Swimming
545 - Gymnastics
546 - Yoga
547 - First Aid
548 - Gardening/Shramdaan
549 - Work Education

Note: a. 2009-10 Class IX had only Term II i.e. FA3, FA4 (20 % weightage each) and SA2 (60% weightage)
as the Scheme was introduced from Term II.
b. Marks under Part 1(A) are to be provided Term wise for each of the Classes IX and X, for all
assessments and for all subjects.
c. Descriptive Indicators and Grades under Part 1(B), Part 2(A) & 2(B) and Part 3(A) & 3(B) are to
be sent for Class IX and Class X separately for each Activity for entire year.

140 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

3. The schools are required to send following Marks and Descriptive Indicators / Grade for each candidate
for Session 2009-11 as per schedule indicated against each term:

Class Academic Term Activity Schedule

Session
IX 2009–10 II Part 1(A) - Marks for FA3, FA4 and SA2 for all subjects by 15th
Part 1(B), Part 2 and Part 3 - Descriptive Indicators and March, 2011
Grades for each activity for entire year

X 2010–11 I Part 1(A) - Marks for FA1, FA2 and SA1 for all subjects by 31st
March, 2011

II Part 1(A) - Marks for FA3, FA4 and SA2* for all subjects by 20th
Part 1(B) , Part 2 and Part 3 - Descriptive Indicators and April,2011
Grades for each activity for entire year

SA2*: In Class X 2010-11, SA2 shall be either School Conducted or Board Conducted. Schools have to supply
marks for those appearing for School Conducted SA2. For Board Conducted SA2 Marks would be
available with the Board.

Note: Winter bound schools to supply complete data by 31st March, 2011.

4. The data for Class IX 2009-10 Term-II, Class X 2010-11 Term-I for these candidates may be uploaded
immediately. However, Data for Class X 2010-11 Term-II may be uploaded by 20th April, 2011.

5. The procedure for Compilation and Uploading of required data shall be available w.e.f 25th Feb.,
2011 and shall be as follows:

• Visit Board’s website www.cbse.nic.in and click on Public Portal

• Click on the link “Compilation and Uploading of Assessment Data for Academic session 2009-
11”

• For login, you have to use your affiliation number as User-ID and password as given by you at the
time of submission of on-line data for Classes IX/ X/ XI/ XII.

• After login, take printout of E-Manual and read it carefully before start of work. Click on “Data
Collection Software” for installing required software on your computer and follow instructions as
per E-manual.

Central Board of Secondary Education, Delhi 141

6. For any query or help in this regard, contact the following Help Line during working days between 10.00
AM to 18.00 PM :
Telephone E-mail

General 011-22521094, 011-22045173 ccedata.cbse@nic.in

08447981581 to 590 (10 lines)

Regional Office, Ajmer 09309361446 ccedata.roajmer@gmail.com

Regional Office, Panchkula 0172-2585577, 08699126066 ccedata.ropanchkula@gmail.com

Regional Office, Guwahati 0361-2234661, 08876463195, ccedata.roguwahati@gmail.com

09706312647

Regional Office, Chennai 044-26164608 ccedata.rochennai@gmail.com

Regional Office, Allahabad 08447981588, 08447981582, ccedata.cbse@nic.in
08447981583

Regional Office, Delhi 09013894907, 09013894908, ccedata.rodelhi@gmail.com

09013894909, 09013894910

Regional Office, Bhubaneswar 08447981589, 08447981584, ccedata.cbse@nic.in

08447981585
Regional Office, Patna 08447981590, 08447981586, ccedata.cbse@nic.in
08447981587

The Schools are advised to contact their concerned Regional Office for immediate help.
7. In the interest of School’s own candidates, schools are advised to start compiling and uploading the required
assessment data before the last dates to avoid the possibility of dis-connection / inability / failure to log on
to the Board’s website on account of heavy load on internet / website jam during the last few days. In case,
assessment data is not uploaded in time, result of the School may get delayed.
8. The Board has prescribed word limit of 240 characters for Descriptive Indicators. Therefore, restrict the
description within the prescribed word limit of 240 characters.
9. The schools are expected to ensure that the data uploaded for each candidate is accurate in all respects and
the schools must retain a copy of the data after the same has been uploaded on CBSE’s website for future
record.
10. The data once uploaded would not be altered by the school under any circumstances. If any changes or
mistakes come to the notice of the school during checking of final list generated from Board’s website, the
same may be corrected in the hard copy with the red ink, attested by the Principal and sent to the concerned
Regional Officer in a sealed envelope superscribed as ‘CONFIDENTIAL’. The staff of the school involved
in this activity must be permanent/ regular, trust-worthy and competent so that all information provided to
the Board is accurate and correct in all respects.

142 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

11. It may also be noted that the Board is separately also doing a random collection and verification of Evidence
of Assessments conducted at School level under Formative and Summative Assessments for which a cicular
has been issued separately.

IMPORTANT 1. KINDLY NOTE THAT SCHOOLS WOULD NOT COMMUNICATE THE

MARKS OF SCHOOL CONDUCTED CLASS X SUMMATIVE
ASSESSMENT-2 TO THE CANDIDATES UNDER ANY CIRCUMSTANCES.
2. AS PER THE SCHEME LAID DOWN AND COMMUNICATED EARLIER,
THE BOARD WOULD BE DECLARING THE RESULTS OF THESE
CANDIDATES IN THE MONTH OF MAY ALONG WITH THE RESULTS
OF BOARD CONDUCTED SUMMATIVE ASSESSMENT– 2 CANDIDATES

Yours faithfully,

(M.C. Sharma)
Controller of Examinations

Central Board of Secondary Education, Delhi 143

Website: www.cbse.nic.in Phone: (011) 232335
EmailID: manicbse@yahoo.co5.i2n

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan ”, 17, Rouse Avenue, New Delhi110002
EO (H&L)/Cir./FA/2011 04.03.2011
Circular no: 17
All the Heads of Institutions
Affiliated to CBSE

FURTHER GUIDELINES ON FORMATIVE ASSESSMENT

Dear Principal,
CBSE has published 12 Manuals for Teachers on Formative Assessment for Classes IX & X in HindiA,
HindiB, EnglishCommunicative, EnglishLanguage & Literature, Mathematics, Science and Social Science. All
the Manuals are available at the book stores of the Regional Offices and the Head Office of the Board. Details
of the titles and price are given below:
1. Formative Assessment Teacher’s Manual Hindi A IX 145.00
2. Formative Assessment Teacher’s Manual Hindi A X 145.00
3. Formative Assessment Teacher’s Manual Hindi B IX 145.00
4. Formative Assessment Teacher’s Manual Hindi B X 145.00
5. Formative Assessment Teacher’s Manual English IX 204.00
6. Formative Assessment Teacher’s Manual English X 185.00
7. Formative Assessment Teacher’s Manual Mathematics IX 130.00
8. Formative Assessment Teacher’s Manual Mathematics X 125.00
9. Formative Assessment Teacher’s Manual Social Science IX 110.00
10. Formative Assessment Teacher’s Manual Social Science X 95.00
11. Formative Assessment Teacher’s Manual Science IX 100.00
12. Formative Assessment Teacher’s Manual Science X 120.00
• CBSE had already sent two circulars on Formative Assessment CIRCULAR NO. 36 dated
27.07.2010 and CIRCULAR NO. 58 dated 03.09.2010. You are requested to read these circulars again
and discuss their content with your teachers.
You are advised to procure the Manuals and provide one copy to each subject teacher of classes IX and X.
Also please keep one complete set with you for reference. Kindly discuss all the issues raised in the Manuals in
the subject committees of your school to ensure clarity on the modalities and concepts with regard to Formative

144 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Assessment. It is essential that a comprehensive annual plan of Formative Assessment is prepared at the beginning
of the academic session.
From the feedback received from schools, it is seen that some schools are treating Formative Tasks more as
tests rather than tools for improving the teachinglearning process. Some guidelines are given below to help
teachers implement Formative Assessment in its true sprit:
1. Formative Assessment should be used as an opportunity for the teacher to consult parents at least twice
in each term, i.e., after each Formative Assessment so that the strengths and weaknesses of every student
can be discussed and efforts are made to address the gaps in learning. In such meetings the student’s
views should also be obtained so that it becomes a fruitful dialogue between the student, the teacher and
the parent.
2. Every Formative Assessment must be followed by diagnosis of the difficulties faced by students. It
means that Formative Assessment must be diagnostic in nature so that suitable remedial measures are
taken to ensure improvement.
3. FA 1, FA 2, FA 3, and FA 4 should not be based on only one task. Every such assessment should make
use of two or more tasks ensuring variety such as role play, practical work, presentations, projects,
worksheets etc.
4. It is to be borne in mind that all the Formative Assessment tasks need not be meant for assessment.
Some may be used purely for teaching and some for assessment.
5. If many tasks are used for any one formative assessment, the best grades obtained by a student may be
taken for recording. It means that grades need not be given on the basis of identical tasks for all. It will
help us cater to multiple intelligences besides enabling every student to tap her/his strengths.
6. Formative Assessment should help us to make the teaching learning process enjoyable for all students.
So it is essential that we follow a childfriendly approach to assessment.

Please discuss this circular with the teachers of your school to ensure proper Formative Assessment practices.

Yours faithfully

(P. Mani)
Education Officer (H&L)

Central Board of Secondary Education, Delhi 145

Website: www.cbse.nic.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17-Rouse Avenue, New Delhi – 110 002

CBSE/ACADEMIC/CIRCULAR/2011/ 15.03.2011
Circular No. 20/2011

All Heads of Institutions

Affiliated to the Board

Dear Principal,

The scheme of Continuous and Comprehensive Evaluation for classes IX & X has been introduced w.e.f.
Academic session 2009-10 and is being followed in all schools affiliated to the Central Board of Secondary
Education. CBSE also proposes to prepare Question Bank for the following subjects for Classes IX and X for
term-I. The subjects are :

Sl No. Name of Subject

1 Hindi A
2 Hindi B
3 English (Communicative)
4 English (Language & Literature)
5 Mathematics
6 Social Science
7 Science
8 Sanskrit

With the above mentioned objective, the board would like to invite schools to set and send as many questions
as possible, conforming to the guidelines, syllabus, blue print, design and sample question paper of the above
mentioned subjects for each Classes IX & X.

146 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Guidelines, Syllabus, Blue Print, Design and Sample Question Papers are available at the links given
below (Available in Examinations section of CBSE website):
Class IX
Subject SQP Syllabus
English Communicative SQP Syllabus
English Lang. & Lit. SQP Syllabus
Hindi - A SQP Syllabus
Hindi - B SQP Syllabus
Mathematics SQP Syllabus
Science SQP Syllabus
Social Science SQP Syllabus

Class X
Subject SQP Syllabus
English Communicative SQP Syllabus
English Lang. & Lit. SQP Syllabus
Hindi - A SQP Syllabus
Hindi - B SQP Syllabus
Mathematics SQP Syllabus
Science SQP Syllabus
Social Science SQP Syllabus
Sanskrit SQP Syllabus

Guidelines for Class IX and X

English Communicative & Lang. Lit.
Hindi - A & B
Mathematics
Science
Social Science
Sanskrit (English)
Sanskrit (Hindi)

Central Board of Secondary Education, Delhi 147

 Every question should be accompanied with the following details:
I. For Mathematics, Science & Social Science:
Question should be accompanied with the Marking Scheme. Also for each question the following details
should be given :
Subject Unit Chapter Topic Sub Typology Marks Difficulty Name of Name of
name name topic question level source source
(if any) MCQ/VSA/SAI/ Easy - E book of book of
SA II/LA Average - A the answer
Difficult - D

II. For languages :

Every question should be accompanied with its Marking Scheme. Also for every question, the following
details should be given:
Subject Section Form of Question Topic/ Typology of Question Marks Difficulty level Name of
Reading/ Prose/Poetry/ Chapter MCQ/SA/LA/ Easy - E Source
Writing/ Drama Name Mixed Average - A book of
Grammer/ Difficulty - D the
text book Question

The questions can be sent to the following address in hard copies on A-4 size paper :
Dr. Srijata Das
Shiksha Sadan, 17-Rouse Avenue,
New Delhi – 110 002
Only one side of the A 4 size paper should be used for writing purposes. The questions can be handwritten
or typewritten. Questions can also be sent through mail at E-mail: srijata10@gmail.com.
Timely delivery of questions will greatly improve our efficiency.
Yours faithfully,

(Dr. Srijata Das)

Education Officer

148 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA, NEW DELHI-110002

CBSE/CE/PT/2011 Dated: 11.04.2011

Circular No.29

All Heads of Institutions

Affiliated to the Board

Subject: Schedule for Conduct of Proficiency Test for Class-X

Dear Principal,
You are aware that Central Board of Secondary Education is conducting Optional Proficiency Test for
Class-X students in the subjects of English, Hindi, Mathematics, Science and Social Science. Related information
about the test was made available to all the affiliated schools vide circular No.56/10 dated 01.09.2010. A
subsequent circular No.76/2010 dated 19.11.2010 was issued by the Board for submission of List of Candidates
(LOC) and payment of fee.
Taking into consideration the convenience of the schools and candidates and the schedule of other major
examination related activities of the Board, it has been decided that the proposed Proficiency Tests will be
conducted in the month of July,2011 as per the following schedule:
Day Date Subject
Monday 4th July, 2011 Mathematics
Tuesday 5th July, 2011 Hindi
Wednesday 6th July, 2011 Science
Thursday 7th July, 2011 Social Science
Friday 8th July, 2011 English

The following salient features of the said tests may be taken note of:
a) Only those students are allowed to take the proposed test(s) who have applied through the schools and
paid requisite fee.
b) A student will have to appear from the same city/place where his/her school is located. .The examination
will be conducted only at pre-decided centres as per Class-X Board examination.
c) Question paper in every subject will carry 100 marks.
d) The timings of the test will be from 10.30 A.M. to 1.00 P.M. in every subject.
e) It will be a paper-pencil test. All questions will be of Multiple Choice type. A student will be required to
mark the answers in a given OMR sheet.

Central Board of Secondary Education, Delhi 149

 f) General guidelines, sample questions in every subject and information about overall design of the question
paper is available on CBSE website.
g) The Board will issue Admit Card to every student appearing in the test. These cards will be made
available at the respective school in which a student is studying.
h) The test in every subject will be based on classes IX-X CBSE syllabus.
i) Negative marks will be awarded for wrong answers in different subjects as per the general guidelines
and sample questions for proficiency test available on CBSE website. More than one answer indicated
against a question will also be deemed as incorrect response and will be negatively marked.
j) Students appearing in the test will be issued a certificate by the Board indicating percentile rank.
k) Detailed guidelines for the conduct of test will be issued to centre superintendents by the Board Shortly.

The above information may be brought to the notice of all concerned and particularly the students who have
applied to appear in the test earlier and paid the fee immediately. For any further information in this regard, the
schools may contact Controller of Examinations CBSE at mcsharma2007@rediffmail.com or Consultant CBSE
at science.cbse@gmail.com .
Thanking you,

Yours faithfully,

M.C. Sharma
Controller of Examinations

150 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Website: www.cbse.nic.in
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17-Rouse Avenue, New Delhi – 110 002

CBSE/ACADEMIC/CIRCULAR/2011/ 19.07.2011
Circular No. 52/2011

All Heads of Institutions

Affiliated to the Board

Dear Principal,

Central Board of Secondary Education has strengthened Continuous and Comprehensive Evaluation (CCE)
for Classes IX & X in all its schools since 2009. Under this scheme, many new activities are being initiated at
CBSE end for implementation in its schools.
All schools affiliated to CBSE are required to register themselves at CBSE website : www.cbse.nic.in so
that the updated information can be disseminated in time. The schools can register themselves from 25.07.2011
till 05.08.2011 at the link “Registration for Schools - eform” (Circular No. 52/2011) available at “Public
Portal” on CBSE website : www.cbse.nic.in. The registration at the website is mandatory for all CBSE affiliated
schools.
You are requested to disseminate this information to all concerned.

Yours faithfully,

(Dr. Srijata Das)

Education Officer

Central Board of Secondary Education, Delhi 151

Gram : CENBOSEC, Delhi-92 Phone: 011-23237779
E-Mail : eoscience@live.com Fax : 23217128
Website : www.cbse.gov.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development Govt. of India)
“SHIKSHA SADAN”, 17, ROUSE AVENUE, NEW DELHI – 110002

No.CE/CCE/SAI/2011–12 August 16, 2011

CIRCULAR NO.58/2011

All the Heads of Institutions

Affiliated to the Board

Subject: Conduct of School Based Summative Assessment–I (September, 2011)

Classes IX and X – 2011
Dear Principal,

As you are aware, the Central Board of Secondary Education has introduced Examination Reforms and
Continuous & Comprehensive Evaluation (CCE) in its Schools since the academic year 2009-10 and the detailed
scheme has already been intimated to all Heads of Schools vide CBSE’s previous circulars.

2. The scheme is in operation in all CBSE affiliated schools. As per the scheme, four Formative Assessments
and two Summative Assessments would be held in an academic year. The first Summative Assessment (SA-
I) for this term for Class IX and X is scheduled to be conducted in the second half of September, 2011.

3. Under the School-Based Summative Assessment-I, the students will be tested internally based on the following
criteria :

(a) Syllabus and design of the Examination Question Paper in different subjects for Classes IX and X
Summative Assessment(s) will be the same as circulated by the Board earlier. The same is also available
on CBSE website www.cbse.nic.in in under Examination Link.

(b) As was done earlier, the Summative Assessment-I will be in the form of a pen-paper test conducted by
the schools themselves.

(c) In order to ensure standards, the Question Paper Bank in different subjects would be sent by the Board
so as to reach schools well in time.

(d) Evaluation of answer scripts will be done by the school teachers themselves on the basis of the Marking
Scheme provided by the Board. The School may use the Sahodaya School Cluster for spot evaluation so
that teachers from other schools are also involved, if they so wish.

152 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 (e) There will be random verification of the assessment procedures of schools by the Board officials/nominees
appointed by the Board.

4. It has been decided to provide Question Paper Bank for English Communicative, English Language &
Literature, Hindi-A, Hindi-B, Mathematics, Science, Social Science and Communicative Sanskrit. In
respect of other subjects/languages, the schools will administer their own question paper based on Sample
Question Paper pattern available on the Board’s websiet.

5. The Board will be sending Compact Disc (CD) containing Question Paper Bank for Classes IX & X and the
school may :

(i) pick up one question paper for each subject

OR

(ii) mix and match the paper by using different questions/sections from different sets of question papers
and prepare a question paper based on Board’s sample paper, design and blue print

OR

(iii) prepare their own question papers as per sample paper, design and blue print available on CBSE’s
website (www.cbse.nic.in). However, in case the school prepare its own question papers, the question
papers and marking scheme so prepared should be emailed to the Board (email id: eoscience@live/
com) for its verification within a week of conduct of the respective papers.

(iv) The Board plans to dispatch the CDs containing question papers for classes IX and X to all schools so
as to reach by 10th September, 2011.

(v) Every School, Sahodaya Cluster(s) or City may design their own date-sheet for Classes IX and X
examination accordingly.

6. The Schools need to take out the print of the desired question paper (refer para 5 above) and, thereafter, the
required number of prints/copies may be made at the school level. These question papers must be kept in the
safe custody carefully.

7. The Schools will conduct the SA-I for Classes IX and X during the second half of September, 2011.

8. Another CD containing the Marking Scheme of the main subjects would be sent to every school
separately in due course and will reach the schools well in time.

9. The answer book should be evaluated by teachers as per the marking scheme provided by the Board.

10. KINDLY NOTE THAT ANSWER BOOKS OF SCHOOL BASED SA-I FOR CLASSES IX AND X
SHOULD NOT BE SENT TO THE BOARD UNDER ANY CIRCUMSTANCES

However these must be preserved and kept in the safe custody at the school for at least a period of three
years (in case of Class IX) and two yea5s (in ase of Class X) along with question papers and Marking
Scheme for any verification by the Board subsequently.

Central Board of Secondary Education, Delhi 153

11. It may be noted again that the question papers for Classes IX and X have been designed by the Board and
are being sent to schools with the purpose of maintaining standards. Depending upon the feedback and suggestions
from the stakeholders, the Board may reconsider this policy in future, if need be.
This may be brought to the notice of all teachers, students and parents of Class IX and X.
For any further clarification please contact Dr. Srijata Das, Education Officer, CBSE, Rouse Avenue, New
Delhi-110002 (Contact no. 011-23237779 and email id eoscience@live.com).

Yours faithfully,

(M.C. Sharma)
Controller of Examinations

154 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram : CENBOSEC, Delhi-92 Phone: 011-23237779
E-Mail : eoscience@live.com Fax : 23217128
Website : www.cbse.gov.in
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI–110092
No.CE/CCE/2011–13 Dated: August 29, 2011
CIRCULAR NO. 61/2011
All the Heads of Institutions
Affiliated to the Board
Subject: Revision in weightage of marks in Summative Assessment (SA-I)
and Summative Assessment II (SA-II) in respect of Classes IX and
X for the academic session 2011-2013.
Dear Principal,

As you are aware, that under Continuous and Comprehensive Evaluation (CCE) Scheme, the break-p of
assessments in scholastic areas (Class X, 2011) was as under:
Term Type of Percentage of Term-wise Total
Assessment weightage in weightage
academic session
FIRST TERM Formative 10% Formative Formative
(April-Sept.) Assessment-1 Assessment = 40%
1 + 2 = 20%
Formative 10%
Assessment-2
Summative 20% Summative Summative
Assessment I Assessment = 60%
I = 20%
SECOND TERM Formative 10% Formative Formative
(Oct.-March) Assessment-3 Assessment = 40%
3 + 4 = 20%
Formative 10%
Assessment-3
Summative 40% Summative Total
Assessment II Assessment = 100%
II = 40%

KINDLY NOTE THAT THE ABOVE WEIGHTAGE OF MARKS WOULD CONTINUE FOR
CANDIDATES APPEARING FOR CLASS X, 2012 EXAMINATIONS.

Central Board of Secondary Education, Delhi 155

 However, for present class IX Summative Assessment I scheduled to be held in September, 2011 and
Summ Assessment II to be held in March, 2012 (Academic Session 2011-2013), the break-up of assessments
in Scholastic areas would be as under :
Term Type of Percentage of Term-wise Total
Assessment weightage in weightage
academic session
FIRST TERM Formative 10% Formative Formative
(April-Sept.) Assessment-1 Assessment = 40%
1 + 2 = 20%
Formative 10%
Assessment-2
Summative 30% Summative Summative
Assessment I Assessment = 60%
I = 30%
SECOND TERM Formative 10% Formative Formative
(Oct.-March) Assessment-3 Assessment = 40%
3 + 4 = 20%
Formative 10%
Assessment-3
Summative 40% Summative Total
Assessment II Assessment = 100%
II = 30%

The above information may be brought to the notice of all concerned.

Yours faithfully,

[M.C. SHARMA]
CONTROLLER OF EXAMINATION

156 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI–110092

CBSE/PRO/SGAI/2011 09.09.2011
Circular No. 64

Subject: Aptitude and Interest Assessment with the CBSE Students Global
Aptitude Index: Enrolment for the 2012 Programme
To,
All the Heads of Institutions of CBSE Affiliated Schools

Dear Madam/Sir,
Greetings!
As you may be aware CBSE has designed Students aptitude assessment tool specially for class X students
studying in CBSE affiliated schools across the world. It was an optional activity. The ever first edition of CBSE
Students Global Aptitude Index (SGAI) was successfully conducted on 22nd January 2011. There were
approximately 212466 students from 3225 CBSE affiliated schools who took this assessment. There were 3134
schools in India, and 91 schools outside India.
ABOUT CBSE SGAI
CBSE SGAI is a collection of aptitude indices designed for students in class X in CBSE affiliated schools
to broadly assess:
• Scientific Aptitude
• Numerical Aptitude
• Social Aptitude
• Behavioural Science Aptitude
• Art Aptitude
• Interest Profile
A student appears for a simple paper and pencil indicator having multiple choice items. The total duration
of the CBSE SGAI is about 2–2.5 hours. Efforts are on to make the assessment ‘On-line’ very soon.
IMPORTANT INFORMATION ABOUT CBSE SGAI IInd EDITION
1. Date of CBSE SGAI: 22nd January 2012.
2. Last date for on-line registration: 25 September 2011.
3. Last date for submission of fee via DD – 10th October 2011.

Central Board of Secondary Education, Delhi 157

PURPOSE OF CBSE STUDENTS GLOBAL APTITUDE INDEX (SGAI)
The CBSE SGAI is meant for students of secondary classes. This coincides with the span of adolescence
and beginning of career concepts and planning (although not in the concrete form). It is therefore crucial to give
a road map to the child with a .............................
SALIENT FEATURES OF CBSE SGAI
Although a variety of aptitude screening tests are already in vogue to help the student identify personal
interests and vocations
1. CBSE SGAI is a collection of aptitude indices alongwith a facilitator manual for generating interest
areas amongst students for requisite career planning.
2. It has been customized to suit the Indian context and variety of student population in CBSE affiliated
Private, Government and Aided Schools.
3. Unlike the conventional Aptitude Tests, which indicate professional orientations the CBSE SGAI will
indicate subject orientations at +2 level.
4. SGAI is aimed to empower a child with “self knowledge” in terms of the Aptitude and Interest, to
enable the child in making informed subjects choices.
5. CBSE SGAI will further help in :
• Optimizing the child potential and enhance satisfaction in future
• Increasing motivation
• Reducing wastage of human and financial resources
• Facilitate the career exploration process of students.
TRAINING AND ADVOCACY MATERIAL
Based on the feedback, Teacher Training Manuals, Literature and FAQ’s for parents and students have been
updated to generate awareness about Aptitude and benefits of Assessment. These would also help for the mental
preparedness and better understanding about SGAI.
IMPORTANT
CBSE- SGAI is an optional assessment that can be taken by any class X students to know preference for
subjects on the basis of assessment. However, CBSE SGAI should be taken only as an indicator or a facilitator.
The test will help the larger population including parents, teachers and students to initiate an ongoing dialogue
on subject choices and climate building through workshops/discussion that lead to effective career planning
in life. It will help students and parents in making informed subject choices in class XI.
Mental preparedness and sincere responses are the pre- requisites for this test. SGAI scores may depend
upon child’s environmental stimulus and motivation level.
CALENDER OF ACTIVITIES
The option of using the CBSE SGAI rests with the schools, however for those interested, the board will
design calendar of activities to be undertaken prior to the conduct Training workshops to familiarize the principals

158 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

and teachers with this new concept as well as its administration may also be conducted on-/ off-line . These
principals, teachers and counsellors will in turn advocate and educate students and parents about the CBSE
SGAI. The details of the training programs along with the dates and venues will be intimated in due course of
time.
ENROLMENT PROCEDURE FOR CBSE SGAI-2012
• Schools interested in the CBSE SGAI 2012 can register on-line for a nominal fee of 100/- per student.
• The CBSE Students Global Aptitude Index will be held on 22nd January 2012.
• Schools may register online at www.cbse.nic.in by 25th September 2011 positively.
• Schools may fill up registration form carefully as this registration will be one time.
• After on-line registration confirmation page may be downloaded and attached while sending the DD to
the undersigned.
• Fee without conformation page will not be entertained.
• The fee via Demand Draft in the name of Secretary, CBSE payable at Delhi along with confirmation
page may be sent by 10th October 2011 positively to:
Rama Sharma
PRO & Project In charge
Central Board of Secondary Education
Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi-92

Central Board of Secondary Education, Delhi 159

Gram: CENBOSEC Phones: 011-22509252-59
Website: www.cbse.nic.in Fax: 011-22515826

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi – 110092

No.CBSE/CE/VEA/X/2011 Date : 3rd November, 2011

Circular No.77 /2011

All the Heads of Schools

affiliated to the CBSE

Subject: Verification of Evidence of Assessments (EAs) of Class IX and Class

X students for Academic Session 2011-2012

Dear Principal,

As you are aware, the Board issued uniform CCE certificates to all the students appeared in class X in
March 2011 Examination irrespective of the fact whether they were assessed by the Board or by the School in
Summative Assessment-II (SA-II).

To ensure the reliability, validity and fairness of assessment, the Board also collected marks/grades assigned
at school level through specially designed software.

Besides the collection of marks/grades, the Board also collected ‘Evidence of Assessments (EAs)’ conducted
at school level under Formative and Summative assessments.

These ‘Evidence of Assessments (EAs)’ and the marks awarded were verified by the subject experts
appointed and empanelled by the Board at the Regional level. The objective was to assess the ‘Practices of
School Based Assessment’. The experts submitted their report on these ‘Evidence of Assessments (EAs)’ vis-a-
vis award of marks. Their report helped in verifying the school based assessments as well as provided a very
good feedback to the Board about implementation of CCE scheme at grassroots level. Results of this verification
exercises were very encouraging.

Since last year this exercise was carried out only at Class X level that too after completion of all the FAs and
SAs, the inference of the exercise was limited. This year, to have more objective and thorough verification, the
Board has decided to carry out the exercise of verification of ‘Evidence of Assessments (EAs)’ both for Class
IX and Class X and that too after each Summative Assessment. In this exercise the whole hearted participation
of all the affiliated schools of the Board is solicited to establish and display the strength of the Continuous and
Comprehensive Evaluation (CCE).

Like last year , this year also the schools will be shortlisted by the concerned Regional Offices and such

160 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

short listed schools will be requested to send the ‘Evidence of Assessments (EAs)’ for FA-1, FA-2 and SA-1, in
the month of November and FA-3 , FA-4 and SA-2 in the moth of April. This material (FA tasks and SA answer
sheets) will be collected in five subjects: Hindi, English, Mathematics, Science and Social Science. Please
ensure that these ‘Evidence of Assessments (EAs)’ sent to the Board comprise of the performance of five
students per class ( IX and X ) taken from each of the three categories i.e. top, middle and bottom levels of
achievements. Thus, your school if selected, should be submitting fifteen Evidence of Assessments (EAs) (FA
tasks and SA answer sheets) for every assessment per class i.e. 15 for FA and 15 for SA. This is applicable only
to one subject which will be communicated to you by the Regional Office. (Refer to Annexure I for selection of
samples)
FORMATIVE ASSESSMENT
The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional
Office which should include the break-up of marks as well as the parameters for assessment. If the nature of the
Evidence of Assessments (EAs) is such that it cannot be posted or transported such as oral testing, seminars,
group discussion, model, chart etc. a brief write-up as already prepared by the teacher on the assignment may
please be sent along with marks awarded. This should include the details of the task assigned to students
individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools
should send only those tasks that have been taken into account for arriving at the grades for FAs. (Please refer
to para 5 and 8 of Annexure II)
SUMMATIVE ASSESSMENT
Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet
irrespective of whether you have used the question paper sent by the Board or your own question paper.
The Board would initiate similar exercise for the co-scholastic areas/activities shortly. You are requested to
keep the ‘Evidence of Assessments (EAs)’ for the Co-scholastic areas/activities also in safe custody.
After you are informed by the Regional Office, please ensure that all the ‘Evidence of Assessments (EAs)’
in the subject indicated by the Regional Office are sent through speed post or hand delivered (at school’s cost)
to the concerned Regional Office latest by 30th Nov 2011 for Ist Term and 20th April 2012 for 2nd Term
along with the checklist for collection of evidence (Annexure II).
With regards,
Yours sincerely,

(M.C. SHARMA)
CONTROLLER OF EXAMINATIONS
Encl: Annexure I – Selection of Samples
Annexure II – Checklist for Collection of Student Data – SBA- Scholastic 3

Central Board of Secondary Education, Delhi 161

 Annexure I
No.CBSE/CE/VEA/X/2011 3rd November 2011
Circular No. 77 /2011

Subject: Verification of Evidence of Assessments (EAs) of Class IX and Class

X students for Academic Session 2011-2012

SELECTION OF THE SAMPLES

Summative Assessment:
i. Arrange all the students of class IX and Class X(all sections) in increasing order of marks calculated for
SAs.
ii. Divide the total number of students in three groups as follows:
a. Top one-third students,
b. Middle one-third students, and
c. Bottom one-third students.
For example: If there are 100 students in Class IX or Class X in a School, the three groups may consist
of 33, 33 and 34 students after they have been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five
students from the middle group.
iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent.
Formative Assessment:
i. Arrange all the students of class IX and Class X (all sections) in increasing order of marks calculated for
FAs of a term taken together.
ii. Divide the total number of students in three groups as follows:
a. Top one-third students,
b. Middle one-third students, and
c. Bottom one-third students.
For example: If there are 100 students in Class IX or Class X in a School, the three groups may consist
of 33, 33 and 34 students after they have been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five
students from the middle group.
iv. This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent.

Note : Samples of 15 students selected for Summative Assessment and 15 students selected for Formative
Assessments may differ depending on the performance of students. 5

162 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Annexure II
No.CBSE/CE/VEA/X/2011 3rd November 2011
Circular No. 77 /2011
Subject: Verification of Evidence of Assessments (EAs) of Class X students
for Academic Session 2011-2012
CHECKLIST FOR COLLECTION OF STUDENT DATA – SBA – SCHOLASTIC
CLASS IX / CLASS X : 2011-12
1. Name of the School (with Complete Address): .............................................................................
providing samples to the Regional Office .............................................................................
.............................................................................
i) School Number .............................................................................
ii) Name of the Principal .............................................................................
iii) Phone No. (School) .............................................................................
iv) Mobile No. .............................................................................
v) Email .............................................................................
vi) Website, if any .............................................................................
✔ )}
2. Subject/s of which Evidences of Assessments are being sent {Please tick (✔
i) English
ii) Hindi
iii) Mathematics
iv) Science
v) Social Science
3. Number of students in Class IX and Class X .............................................................................
4. Number of Sections in Class IX and Class X .............................................................................
5. Number of tasks in FAs:
FA..... FA.....
i) English
ii) Hindi
iii) Mathematics
iv) Science
v) Social Science
6. Criterion used in awarding final grades under FA..... and FA....:
FA3 i) All the tasks ii) Best of All iii) Best of Two
iv) Any other criterion: ..............................................................
FA4 i) All the tasks ii) Best of All iii) Best of Two
iv) Any other criterion: ............................................................

Central Board of Secondary Education, Delhi 163

 7. Type of tasks in FAs (FA-1 to FA4) (Quiz, Book Review, Visit, Field Trip, Survey Project, Models
Group, Discussion, Debate, Declamation, Dramatization, Role play, Presentation, Seminar,
Practicals, Maths Lab Activities, Map work, etc)
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
8. Formative Assessment Samples
Samples provided in case of three categories with names
Names of students Total* Total* Types of Samples
& Roll No./Regn. Marks obtained in Maximum marks in enclosed
No. assigned by
the Board FA-... FA-... FA-... FA-...

Top level of 1.
Achievement
(Top 05 students) 2.
3.
4.
5.
Middle level of 1.
Achievement
(Mid 05 students) 2.
3.
4.
5.
Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.
4.
5.
* This pertains to the Assessments of FA3 and FA4 which have been finally taken into account for arriving at
the grades. Samples of all assessments used for arriving at grades under FA3 and FA4 should be sent. Please
refer to para 5 pre page.
** There should be a variety of tasks / assessments and if samples are not possible, reports be attached.

164 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 9. Question Papers for Summative Assessment (SA)
(i) Question Paper sent by CBSE
(ii) Question Paper Mixed and matched from papers sent by CBSE
(iii) Question Papers framed by the school
(Tick the correct option and attach relevant SA1 Question Paper & Marking Scheme. Even if you opt for
(i) and (ii), attach the Question Paper and Marking Scheme)

10. Summative Assessment Samples

Samples provided in case of three categories with names

Names of students & Marks obtained Answer Script, supplementary

Roll No./Regn. No. in Summative answer scripts, drawing sheet,
assigned by the Board Assessment graph paper etc. enclosed
Top level of 1.
Achievement
(Top 05 students) 2.

3.

4.

5.

Middle level of 1.
Achievement
(Mid 05 students) 2.

3.

4.

5.
Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.

4.

5.

Central Board of Secondary Education, Delhi 165

 11. Evidence of Assessment in Co-Scholastic (No evidence to be sent, only give write up)
a) Report of Activities done (in one page to be attached)
b) Indicators of Assessment used (in one page to be attached)

I certify that the information given is correct and has been personally verified.

Date: ………………………

SIGNATURE OF HEAD OF SCHOOL……………………………..

NAME…………………………………………………..……………

SEAL OF HEAD OF SCHOOL……………………………………...

COMPLETE ADDRESS…………………………..............................

………………………………………………………………………..

……………………………………………………………………......

Attachments with the checklist (Please ✔ ):

1. Samples of evidences of assessments for 15 students for FA3 and FA4 taken together

2. Samples of evidences of assessments for 15 students for SA1

(Answer Scripts, Supplementary Answer Scripts, Drawing Sheets, Graph Paper etc.)

3. Samples of Question Paper used for SA1

4. Samples of Marking Scheme used for SA1

5. Writeup on evidences of Formative Assessments that cannot be sent (if applicable)

6. Writeup on activities done under Coscholastic areas

7. Writeup on activities indicators of assessment used for Coscholastic areas.

166 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram: CENBOSEC Telefax: 23234324
Website: www.cbse.nic.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
17, Rouse Avenue, New Delhi – 110 002

F. No. CBSE/ACAD/Dir (Trg.)/M&M/2011 December 5, 2011

Circular No.86/2011

Subject: Mentoring and Monitoring exercise for the session 2011-12 –

appointment of Mentors regarding.

Dear Principal,
Mentor/Mentee schools,

For proper implementation of CCE in its schools, the Board has conducted a number of Mentoring and
Monitoring workshops to train the Mentors through out the country. In the academic session 2010-11 and in the
current session together the board has covered almost entire country for M&M training.

Nowadays mails and phone calls are being received regarding M&M training and the Mentors allotted to an
individual school for the current year.

In reference to such queries it is for information of the Mentors and Mentee schools that :

1. The mentee schools where Mentors were appointed last year may continue to take Mentorship of old
mentors until they receive any communication from the Board about change of Mentor.

2. The Old Mentors are requested to Mentor the schools allotted to them last year with the same Mentor ID
which was allotted last year until they receive any fresh communication following a training programme,
if any, attended by them in the current session.

3. New Mentors who have been trained during the current session may kindly start mentoring those schools
which have been allotted to them at the time of training or through letter sent/being sent on your e-
mails.

4. After the Mentee schools are visited and mentored by the Mentors, they are requested to kindly submit
the Online Reports at the earliest in the Handout-3F in respect of each school mentored by them. No
combined report in respect of all the schools mentored should be sent. They may also submit their
Bills for Token Honorarium and actual conveyance duly certified and supported with documents strictly
as per guidelines contained in appointment letter issued to them.

Central Board of Secondary Education, Delhi 167

 5. For further information, if any, they may kindly contact Mr. Shekhar Chandra, Section Officer (CCE/
M&M) through e-mail on: www.cbsemnm@gmail.com or on telefax No. 011-23234324.

With regards,

Yours sincerely,

(Dr. Sadhana Parashar)

Director (Trg.)

168 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION, DELHI
No. D(A)/PA/201/4817-54916 Dt. 25th February, 2001
Circular No. 4

To,
All Heads of Institutions
Of Schools affiliated to CBSE
Dear Principal,
Subject : Introduction of Etrepreneurship as an Elective Subject of Study at
the Senior School Level
As you are aware, the last decade has witnessed significant developments in the field of science and
technology. Impact of multimedia, communication technology and Information explosion has resulted in a
gradual process of globalisation leading to competition between manufacturers, business houses, industrial and
other service sector agencies. The type of workforce necessary to meet the emerging challenges has to be
prepared by the educational agencies through appropriate and meaningful responses to these social and
technological changes.
It has long been felt that the students graduating in various disciplines do not have a sense of enterprise and
lack qualities of self-motivation, participation and preserverance. Whatever be the field of higher education
they choose and pursue, in the absence of such qualities they fail to achieve optimal success in their endeavours.
Moreover, they also have inhibition and lack drive for seeking self-employment opportunities even increase
where they exist.
The Central Board of Secondary Education has responded to this situation and has decided to introduce a
course of ENTREPRENEURSHIP for the senior School classes in th affiliated Schools of the Board.
The Salient Features of this Course Would be:
1. The course is aimed to provide inputs to the students to develop qualities of entrepreneur.
2. The basic academic ingredients required to attain these qualities are incorporated in the syllabus.
3. The curriculum has been designed by eminent experts who have worked in this field for long.
4. The syllabus will have the component of theory and projects.
5. The textual material is being published by the CBSE.
6. The course is being offered under the academic stream.
7. The subject can be offered by all candidates immaterial of the fact whether they are offering academic
stream or vocational stream.
8. The teachers with Post graduate qualification in Economics or Commerce will be qualified to teach this
subject.

Central Board of Secondary Education, Delhi 169

 9. The Board will undertake training program for the teachers and preparation of Teacher Resource
Materials.
10. The course will be introduced in class XI of the academic year 2001–02 and class XII examination of
March 2003.

The schools affiliated to the Board for the senior School classes can seek affiliation for this course immediately
by payment of the necessary affiliation fee of Rs. 1000/- (Rupees One Thousand only) through Demand Draft
payable to the Secretary, CBSE, Delhi and the same could be forwarded to the following address:
Deputy Secretary (Affiliation)
Central Board of Secondary Education,
Communication Centre, Preet Vihar,
Delhi-110092.
In case if you need any further information in this regard, you may kindly write to the undersigned or send
your communication on fax 011-2215826 or e-mail to Directoracad@hotmail.com.

Yours faithfully

G. Balasubramanian
Director (Academic)

170 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Application for Introduction of Additional Subject(s)
The Secretary:
Central Board of Secondary Education,
Shiksha Kendra, 2-Community Centre,
Preet Vihar, Delhi-110992

Subject: Request for introduction of additional subjec(s) from.......................

Session in class..........................

Sir,
Approval for teaching of the following additional subject(s) with effect from ......................................
.............................................................. is requested:
Subjects: (i) .................................. (ii) ..................................
(iii) .................................. (iv) ..................................
Information in respect of facilities available/proposed to be made available for the teaching of additional
subject is attached on following points:
(a) Additional accommodation for teaching the subject (if the subject needs a separate room).
(b) Particulars of teacher(s) to teach the subject(s) (Give details of academic qualifications etc. on the
prescribed proforma).
(c) Apparatus and equipment provided for teaching the subject(s) and amount spent (Attach separate lists
of articles and apparatus etc. with cost for each subject, if applicable).
(d) Amount proposed to be spent on the equipments and accessories required for introduction of the new
subject(s) in the next year .............................................................
(e) Particulars of library book added/proposed to be added on the subject’s) in the current financial year.
(f) Dimensions of the laboratory if the subject involves practical work.
(g) Any other relevant information ..............................................

Countersigned: Yours faithfully

Principal
Education Officer/President/
Manager/Secretary/Chairman
of Trust/Society, Name.........................................
Name..............................................

Central Board of Secondary Education, Delhi 171

Notes:
1. Every application must be accompanied with the prescribed fee for each additional subject proposed to
be introduced. The amount be remitted through a crossed demand draft payable to the Secretary, Central
Board of Secondary Education, New Delhi or in cash. The details of fees are as under
(i) Independent Schools with in the country Rs. 1000/-
(ii) Govt./aided/KVS/JNV’s Rs. 700/-
(iii) Overseas independent Schools Rs. 2000/-
2. Application for introduction of additional subject(s) should reach the Board’s office not later than 30th
June of the year preceding in which the school is proposed to be introduced.

172 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION, DELHI

No. D(A)/2002/BT-155979-59978 Dt. 26.3.2002

Circular No. 4

To,

All Heads of Institutions

of Schools affiliated to CBSE

Subject : INTRODUCTION OF BIO-TECHNOLOGY AS AN ELECTIVE

SUBJECT OF STUDY AT SENIOR SCHOOL LEVEL

Past few decades have witnessed an unprecedented growth of human knowledge in the field of Biological
Science. This knowledge, coupled with equally significant developments in the field of technology, are likely to
bring significantly changes into existing social and economic systems. The emerging field of Biotechnology is
bound to further enhance the applications of Science and Technology in the service of human welfare. Besides,
it is likely to occupy central position in relation to further advancements and developments which will affect
very walk of life.
Keeping in view the immense potential of this fast emerging area of Biotechnology in relation to career
opportunities as well as academic persuits, the Central Board of Secondary Education has responded to the
situation and has decided to introduce a new course on Biotechnology for senior school classes as an independent
elective subject in its affiliated schools from the academic session 2002–2003.

Salient Features of the Course

1. The Course is aimed to provide understanding of elementary concepts of Biotechnology and its
applications in different fields.
2. The syllabus will have the components of theory, practicals and project work.
3. The course will be introduced in class XI of the academic year 2002–03 and class XII examination of
March, 2004.
4. The course is being offered under the academic stream.
5. The textural material will be published by CBSE.
6. The Board will also develop Teacher Resource Material in the subject.
7. The Board will organize orientation programmes for teachers in theory as well as in practicals.
8. The course will be introduced in the beginning in about 100 schools who are willing to provide all
related facilities to students and meet the requirements of the Board.

Central Board of Secondary Education, Delhi 173

 School desirous of starting this course may forward their request to Director (Academic) / Education
Officer (Science) by 15th April, 2002. However, final selection of schools will be made exclusively by the
Board after assessing the related facilities available in the schools.
You may contact the undersigned on Telephone No. 011-2215829 for any further clarification in this matter.

Yours faithfully

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

174 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
No. D(A)/FE/03 Circular No. 3
25th February, 2003

To,

All Heads of Institutions

Affiliated to CBSE

Dear Principal,
Subject: Clarification Regarding Functional English - Class XI
As you are aware the CBSE has decided to introduce Functional English as a separate Elective Subject in
Class XI from the academic yeat 2003–2004. The Board has prepared the textual material for the same. There
will be two presribed books for the same as follows:
1. Main Course Book Volume I
2. Literature Read at Volume I
The textual materials for Class X would be available by the end of March 2003 from the Bookstores of the
Head Office. CBSE or from the Regional Offices of the Board. The code number of the course on Functional
English is 101.
The schools that are already following English communicative might and the above course providing a
basic continuity in course content and Methodology. The schools who would like to introduce the subject may
send their request for the additional subject. The application form for the additional subject can also be downloaded
from ourwebsite at www.cbse.nic.in.
The applicalion copies may also be enclosed on email at directoracad@hotmail.com. However, once they
have applied for the course they need not wait for a formal communication from the Board. They will get their
permission letters in due course.
The Board has however, decided to continue the English Core (Code No. 301) and English Elective (001) as
per the existing curriculum and scheme of studies. The schools are free to opt any or all the above courses
according to their convenience.
For further clarifications, if any, you may mail at directoracad@hotmail.com

Yours faithfully

(G Balasubramanian)
Director (Academic)

Central Board of Secondary Education, Delhi 175

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

No. D(A)/PA/FS/04 Circular No. 12/04

26th February, 2004

To,
All Heads of the Institutions
Affiliated to CBSE

Dear Principal

Subject : Introduction of Fashion Studies as an elective subject

The Board has decided to introduce Fashion Studies as one of the elective subjects at the academic stream
at the senior school level in class XI from the ensuing academic year 2004–05. The course has been designed in
collaboration with the National Institute of Fashion Technology. The focus of the subject will be on Garment
design, Garment manufacture and other related areas. The course can be offered along with any other elective
subject in the academic stream. A copy of the brochure developed in this regard is enclosed for information.
The course will be introduced as a project initially in not exceeding 200 schools spread all over the country.
The schools desirous of introducing the above subject will have to comply with the following requirements:
(a) Facility for Fashion studies laboratory
(b) Adequate infrastructure and apparatus in the laboratory as per the recommendations
(c) A qualified teacher for teaching the subject as per the specified qualifications

The approximate expenditure for the apparatus and instruments for the laboratory will be around Rs. 4 to 5
lakhs for a student strength of 30 per class. The Board has already designed the curriculum in this regard along
with the laboratory requirements. The Board also intends to give teacher training for the selected schools in
collaboration with NIFT.
If you are interested to introduce the course you may kindly send your requests to the following address:
Shri C.D. Sharma
Education Officer
CBSE, ‘Shiksha Sadan’,
17, Rouse Avenue, Institutional Area,
New Delhi-110002.

You may also send the request through email at directoracad@hotmail.com.

176 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The selected schools will be required to fill in the application for additional subject and remit a sum of Rs.
1000/- as fee for additional subject.
The request for the subject should reach the office of the Board before 31st March, 2004.

Best Wishes,

Yours faithfully,

G. Balasubramanian
Director (Academic)

Central Board of Secondary Education, Delhi 177

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

No. D(A)/PA/Env. Edn/05 1st February, 2005

Circular No. 08/2005

All the Heads of Institutions

Affiliated to CBSE

Subject: Introduction of Environmental Education as a compulsory subject

in schools from Class I to XII - Reg

Dear Principal,
The issues of environmental concerns relating to depleting natural sources, eradication of many natural
species, increasing pollution, global warming resulting in ecological imbalances and natural calamities, health
concerns arising out poor wastage management systems and other diverse issues have attracted the attention of
the people worldwide. Educating the people of a nation on the above issues appears to be vital for the sustenance
of the globe in all its grandeur.
It is in this context, the Hon’ble Supreme Court of India has directed all educational agencies in the country
to make environmental education as a compulsory component of the system from the current academic year.
The NCERT has already brought out a curriculum for all classes from I to XII in compliance with the above
directions of the Hon’ble court.
The Board has therefore decided to introduce the environmental education as a compulsory subject for all
classes from I to Secondary and Senior Secondary level from the current academic year. While the Board will
come out with separate specific instructions shortly with regard to the syllabi, curriculum ‘tansaction and
evaluation procedures, the schools are advised to take the following initiative with immediate effect while
planning their curriculum for the next academic year.
1. Environmental education will be a separate compulsory subject in the curriculum.
2. It will enjoy the same status as any other subject prescribed in the school curriculum.
3. The schools shall allot a minimum of two periods per week for the study of the above subject.
4. The schools will also provide adequate opportunities for integration of the environmental concerns
while tansacting different disciplines.
5. The environmental sensitivities as reflected in the prescribed curriculum may also be reflected as apart
of the various co-scholastic activities carried out by the school both inside and outside the classrooms.
6. The students shall be evaluated by the schools in this subject as in any other subject and their achievements
may be reflected in the school achievement record in the form of grades.

178 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 7. The schools may avail the benefit and wisdom of the local resources engaged in environmental concerns
to enhance the knowledge and skill inputs of their teachers and students.
The Board will shortly send a copy of the syllabus of the above subject to all the affiliated schools. They
would also be made available in the CBSE website www.cbse.nic.in The Board will shortly come with an
additional notification regarding introduction of the above subject in classes IX & XI from the ensuing academic
year and the students will be appearing in the Board’s examination in Class X & XII in the year 2007.
The cooperation and commitment of schools in effective implementation of the environmental education in
schools will go a long way in bringing about an attitudinal change among the citizens on the relevant issues. It
will further help in saving and cherishing the diverse gifts of nature the country has been bestowed with. The
Board seeks the cooperation of schools in meaningful implementation of the above in the curricular stucture.

Yoursfaithfully,

G. Balasubramanian

Central Board of Secondary Education, Delhi 179

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI
No. D(A)/05 Circular No. 34/05
November 8, 2005

To,
All Heads of Institutions
Affiliated to CBSE

Subject: Introduction of Japanese Language

Dear Principal,
As you are aware, the Central Board of Secondary Education offers 29 languages besides Hindi and English
at Secondary and Senior Secondary levels. Out of these 09 are foreign languages. As a follow up of an MOU
signed between the Govemment of lndia and the Govemment of Japan, the Board proposes to introduce Japanese
language in the school curriculum for its affiliated schools from the academic year 2006-07. Initially the language
will be introduced at Class VI and it will be extended to higher classes progressively. The course materials are
being developed by experts and they would be available to schools before the commencement of the 2006-2007
academic session.
Teacher training will also be provided by the Japan Foundation in collaboration with the Japanese Embassy
to India wherever it is found necessary.
Schools that are interested in introducing the teaching of Japanese language at Class VI from the year 2006-
07 may kindly write to the undersigned giving their willingness for the same. The letter of willingness should
reach the undersigned by the 15th December, 2005 to enable the Board to prooess the applications further.

Yours sincerely,

(G Balasubramanian)
Director (Academic)

180 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

S/PA/06/ Ist February, 2006

Circular No.: 03/06

To,

All Heads of Institutions

Affiliated to CBSE

Subject : Physical Education as an Elective Subject at the Senior Secondary level

Dear Principal,
The Board offers physical Education as one of’the Eiective Subjects at the Senior Secondarlr level under
the academic stream. Schools are granted affiliation to this Subject after the fulfilment of certain conditjons
which include the availability of play ground and other teaching facilities. It is also imperative that the
schools should have a fully qualified teacher wirh Master’s Degree in Physical Education in order to teach the
Subject.
It is important that the students who opt for this Subject should be able to enhance their competence and
aptitude in sports and games. Further this should help in irnproving their fitness levels for participation and
performance in various activities. This would be possibie only if adequate improvernent is brought in the
trcuisaction of the cuniculum of this Subject.
It has been brought to the notice of the Board that some schools do not adequately attend to the needs
forefftctive transaction ofthe cuniculum ofthis Subject. The schools are, therefore, informed that:
a. No school which does not have a fully qualified teacher in the Subject is entitled to have afliliation for
the Subject at the Senior Secondar) ‘level’.
b. The Schools offering physical Education as an Elective Subject at Serrior Secondary level should have
at ieast a 200 Meters Track and free space sufficient to create a Basketball/Volleyball, Handball/Kho
Kho court.
c. Schools are required to provide adequate thrust and ‘emphasis in reaiizing the cunicular objectives of
the Subject and shall provide adequate support mcchanisms in tetms of equiprnent for effective
transaction.
Any non-compliance of the basic requirements for teaching this Subject would attract the provisions of the
affiliation bye-laws for withdrawal of permission for teaching this Subject at the Senior Secondary level.
Further, the Schools are advised to give greater thrust to physical and Health Education at the middle and
secondary school level to improve general fitness level of the students so that the learning domains of the

Central Board of Secondary Education, Delhi 181

Subject effectively contribute to the physical and mental well being of the students. It is equally importnat to
identiff and nurture talents in sports to cnable them to participate in sports events at various levels.
The Board is confident that the Schools would appreciate the importance and relevance of Physical and
Health Education and take appropriate steps to strengthen the curricular objectives.

Yours faithfully

Vineet Joshi
Secretary

182 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI-110002
No. F2-1/VOC(PCE)-FMM/CBSE/2006 Circular No. 04/07
16th January, 2007
To
All the Heads of the
CBSE affiliated schools
Subject: Introduction of Financial Market Management as a course under
Vocational Education at Senior Secondary level.
Dear Principal,
As you are aware, the Central Board of Secondary Education (CBSE) has been offering a number of courses
under vocational education at Senior Secondary level. The Govt. of India in recent years has laid a lot of
emphasis on streamlining vocational education so that it fulfils the emerging need of the market by focusing on
employability skills. In consonance with this thrust the CBSE is planning to introduce a course in Financial
Market Management (FMM) under vocational steam which is likely to be renamed as Professional Education
& Training.
It has been felt for long that the school pass outs need to be more financially literate. As perhaps you are
aware in other parts of the world, Financial Education is imparted from class VI onwards. Financial Education
can make a difference not only in the quality of life that individuals can afford, but also the integrity and quality
of markets. The CBSE, therefore, has taken the initiative to introduce Financial Market Education at +2 level in
schools.
India is one of the emerging markets in the world with more than two crores of investors. Public at large has
shown tremendous faith in mutual funds and share markets. A large number of Foreign Institutional Investors
‘FIIs’ are investing heavily in India. Thus, it is felt that there is huge employment potential in financial markets.
As per industry estimates there is a shortage of more than 50,000 professionals in stock and commodity market
alone. This shortage is projected to be more than one lac by 2008-09. There is an acute shortage of trained
professionals in the financial market. Similarly, the Business Process Outsourcing (BPO) Industry has created
a huge demand for employment and this trend is likely to continue. Computerized accounting and finance in
organized and unorganized sectors is another area of employment for the youth.
Keeping in view the acute shortage of trained professionals and the emphasis of Govemment of India on
development of employability skills, the CBSE is attempting a paradigm shift in school education from pure
academics to orientation towards skill development and employability while maintaining the scope of vertical
mobility for higher education. The CBSE, therefore, proposes to introduce Financial Market Management as
one of the courses under vocational education for senior secondary classes. All affiliated schools of the Board
are free to opt for this course from the academic session 2007-08.

Central Board of Secondary Education, Delhi 183

 The new course will consist of three vocational subjects each in classes XI & XII. Besides, these three
vocational subjects students will have to take two academic elective subjects one of which must be a language.
The students can also opt for additional sixth subject which can either be a language or an academic elective
subject.

SALIENT FEATURES OF THE COURSE

1. The primary objective of the course is to develop practical employability skills in financial markets,
BPOs and Financial Accounting.
2. The course will have the following three core subjects at classes XI & XII.
Class XI
(a) Accounting for Business-I
(b) Inhoduction to Financial Markets-I
(c) Computer Applications in Financial Markets
Class XII
(a) Accounting for Business-II
(b) lntroduction to Financial Markets-II
(c) Business Process Outsourcing Skills
3. The vertical mobility for students pursuing higher education is taken care.
4. The curriculum has been designed by eminent experts from relevant industries in the field.
5. The basic academic ingredients required to attain this quality are incorporated in the syllabus.
6. The textual material is being prepared by subject experts drawn from different fields and will be published
by the CBSE before the start ofnext academic session.
7. The qualifications of the teaching staff are enclosed as Annexure.
8. The Board will undertake training of teachers both for theory and practical.
9. The course will be introduced in Class XI of the academic year 2007–08.
10. Infastrucfure required:- “The school should have sufficient computers with internet facility to infoduce
this new course.
The schools that are interested in introducing this new course under vocational stream from academic year
2007–08 may write to the undersigned giving their willingness for the same at email address i.e.
cbseedusat12@rediffmail.com or by post. The letter of willingness should reach the undersigned by 28th February,
2007 to enable the Board to process the applications further. The syllabus of the course is available on our
website www.cbse.nic.in
Yours sincerely,
(SHASHI BHUSHAN)
HOD (EDUSAT)

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 Annexure
TEACHING FACULTY AND THEIR QUALIFICATION
(FINANCIAL MARKET MANAGEMENT)

1. TEACHING FACULTY
(a) Full Time Teacher
(b) Part Time Teachers (Drawn from the industry/relevant field)
2. QUALIFICATION
Full Time Teachers
(a) Essential
M.Com./MBA/MA (Economics)/Master of Financial Control/Master of Financial Services or equivalent
for Accounting for Business.
OR
Bachelor degree from recognised University/Institutes with NSE’s Certification in Financial Markets (NCFM)
having passed 3 molecules with minimum 60% in:
1. Financial Markets (Beginners’ Module)
2. Capital Market Dealers Module
3. Derivative Markets Dealers Module.
OR
Bachelor degree in Computer Science/Application from recognised University/Institutes with Minimum
two years experience of working in all the module of MS-Office (Word, Excel, Power Point, Outlook).
(b) Desirable
(i) Bachelor of Education or teaching degree from recognized University/Institution
(ii) Having experience of Accounting Software.
Part Time Teachers
Practical trainers duly trained by organization dealing in financial markets. The trainers should
have passed relevant module of NSE.
OR
Practical Trainers should be from stock exchanges or stock broking companies/financial institutions
or BPO Industry with minimum of 2 years experience in the field.

Central Board of Secondary Education, Delhi 185

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092
No. EO(H&L)/JL/07/ February 21, 2007
Circular No. 09/2007

To,
All Heads of Institutions
Affiliated to CBSE

Subject: Teaching of Japanese Language

Dear Principal,
As you may be aware the Japanese language was introduced as one of the optional foreign languages in the
schools affiliated to CBSE in class VI from the year 2006–07. The textbook and workbook prepared by Japan
Foundation in consultation with the Board were made available to schools which intoduced the language in
class VI. The course in Japanese language will be extended to class VII from the year 2007–08. Announcement
and syllabus for class VII have been put up on CBSE website. Schools which have already introduced the
language in class VI may write to the Japan Foundation at the address given below with a copy marked to CBSE
giving details of their requirement of textbooks and workbooks for class VII which are under preparation now.
Schools which plan to introduce the language from the academic year 2007–08 in Class VI/VII may also write
to the Japan Foundation giving details of their requirement of course materials.
The Japan Foundation, New Delhi has come forward to conduct teacher training programmes for teachers
who are willing to teach Japanese language in their schools. The details of the teacher training programme
along with the application form are available on CBSE website: www.cbse.nic.in. Schools can depute teachers
to the following programme by instructing the teachers by sending the application form online to the Japan
Foundation, New Delhi at e-mail id-query@jfindia.org.in. Teachers may also send their applications by post to
the following address:

The Japan Foundation, 5-A, Ring Road (Below Moolchand Flyover)

Lajpat Nagar IV, New Delhi-110024
Tel: 011-2644-2967/68,
E-mail: query@jfindia.org.in
URL: www.jpfindia.org.in

The letter seeking permission from the Board for intoduction of Japanese language in class VI/VII may be
sent to the following address by 15th March, 2007 giving details of class in which the language is to be intoduced,
number of students, the name of the teacher with qualification and requirement of course materials:

186 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Education Officer (H&L)
Central Board of Secondary Education
“Shiksha Kendra”, 2, Community Centre
Preet Vihar, Delhi-110092
Phone No.: 011-22515829

Yoursfaithfirlly,

(P. Mani)
Education Officer (H&L)

Central Board of Secondary Education, Delhi 187

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

No. CBSE/Dir. (A)/New Subjects/07/ March 15, 2007

Circular No. 18

To,

All Heads of Institutions

Affiliated to CBSE

Subject: Introduction to Creative Writing and Translation Studies as an

elective subject at Senior Secondary level

Dear Principal,
As you may be aware, the Central Board of Secondary Education has, in recent years, introduced a number
of new courses such as Biotechnology, Fashion Studies, Multimedia & Web Technology and Entrepreneurship
at the Senior School level with the object of addressing emerging needs of the student community. In pursuance
of this policy of expanding the choice of subjects for students, particularly in non-conventional spheres of
knowledge and skills that have bright employment prospects, the Board has decided to introduce a course in
‘Creative Writing and Translation Studies’ as an optional elective under academic subjects at senior secondary
level. It can be offered by students as one of the four elective subjects and also as an additional elective subject
at +2 stage in combination with any subjects that are already available in the Scheme of Studies of the Board.
The subject is be introduced from the academic session 2007-08.
There are many students who are imaginative and have a flair for language. Presently such students do not
get specialized inputs to develop and sharpen their creative skills because the conventional language curricula
focus by and large on generic linguistic skills. The course in Creative writing and Translation Studies aims at
equipping the students-with higher order skills suchas critical analysis, deconstructing texts and interpretation
that would help them gain an insight into the creative processes undertaken by writers of fiction and non fiction.
Further students will also be introduced to endurances of language and techniques needed for different genres
such as short stories, screen plays, poetry drama, biography etc. This would enable them to sharpen their skills
of creative expression through various modes.
Keeping in view the rising demand for good translators and interpreters in a globalized world, the course
also aims at sensitizing students to basics skills in translation studies. Those who develop an interest in this field
will be able to pursue specialized courses in translation at University tevel. The syllabus and details of course
materials will be available on CBSE website: wwrn.cbse.nic.in shortly.
Teachers who are presently teaching English at senior secondary level and are proficient in Hindi can take
up the teaching of this subject. professionals wiru uIe arreaity engaged in the area of translation or interpretation

188 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

and have a post-graduate degree in English with a good working knowledge of Hindi may also be hired to teach
the subject.
Schools which are interested in introducing the course ftom the academic session 2007-08 at class XI may
write to the undersigned giving their willingness for the same. They will also be required to apply for approval
of the additional elective subject online and pay a fee of Rs. 1000/- (one thousand only) for the same.

(C. Gurumurthy)
Director (Academic)

Central Board of Secondary Education, Delhi 189

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2 COMMUNITY CENTRE,
PREET VIHAR, NEW DELHI-110002

No. F2-1/VOC(PCE)/FMM/CBSE/2007 Circular No. 48

26 December, 2007
To
All Heads of Institutions
Affiliated to CBSE

Subject: Introduction to Financial Market Management as a course under

Professional Competency Education at Senior Secondary level.

Dear Principal,
As you are aware, the Central Board of Secondary Education (CBSE) has been offering a nurnber of courses
under vocational education at senior seeondary level. The Govt. of India in recent years has laid a lot of emphasis
on streamlining vocational education so that it fulfils the emerging need of the market by focusing on employability
skills. In consonance with this thrust the CBSE has introduced a course in Financial Market Management
(FMM) under vocational stream from the academic session 2007-08.
In recent times, there is a strong public perception for imparting the knowledge about the financial markets,
the kind of processes & activities taking place in these & the kind of skills required to handle such dealings. All
this demands a lot of expertise & entails an early exposure to this field. The sheer volume of knowledge that has
been generated in this field, its practical value in the context of prospective growth profile of Indian Financial
Market, makes it all the more important to present packages especially devoted to the cause of this enterprise.
India as one of the emerging markets in the world, with more than two Crores of investors including a large
number of foreign Institutional Investors, promises to provide early job opportunities to many. Also the Business
Process Outsourcing (BPO) Industry has created a huge dernand for employment and this trend is likely to
continue in the years to come. The general computer application in financial sector, an important part of all
offices irrespective of their nature, organized/unorganized, public/private, could be another area of employment
for the youth as the course covers all such skills under its curriculum.
The Board has been fulfilling its commitment to provide for the newer & hitherto untapped options to
groom the employability skills of students at school level in a more focused & effective manner. Following the
same line the Board introduced Financial Market Management from the session 2007 as one of the vocational
courses for senior secondary classes. The response to this vision has been overwhelming so far & more than
seventy schools with around 1400 students have already been admitted in classes XI in 2007.
Now Board would like to invite the affiliated schoolsof the board having required infrasructural facilities &
dedicated faculty to learn & teach newer pragmatic subjects are again welcorne to join in for this course from
the academic session 2008-09.

190 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 This new package consists of three vocational subjects each in class XI and XII. Besides, these three vocational
subjects’ students are required to take one language and one academic elective subject relevant to the field or
students can take two languages besides three vocational subjects. The students can also opt for additional sixth
subject which can either be a language or an academic elective subject.
SALIENT FEATURES OFTHE COURSE
l. The primary objective of the course is to develop practical employability skills in financial markets,
BPOs and Financial Accounting.
2. The course will have the following three core subjects at classes XI & XII,
Class XI
(a) Accounting for Business-I
(b) Introduction to Financial Markets-I
(c) Computer Application in Financial Markets
Class XII
(a) Accounting for Business-II
(b) Introduction to Financial Markets-II
(c) Business Process Outsourcing Skills
3. The vertical mobility for students pursuing higher education is taken care
4. The cuniculum has been designed by eminent experts from relevant industries in the field.
5. The basic academic ingredients required to attain this quality are incorporated in the syllabus
6. The textual material has been prepared by subject experts drawn from different fields and published by
the CBSE
7. The qualifications of the teaching staff are enclosed as Annexure-I.
8. The Board will undertake training of teachers both for theory and practical.
9. The course can be started in Class XI of the academic year 2008-09.
10. Infrastructure requires: “The school should have sufficient computers with intemet facility to introduce
this new course.
The schools that are interested in introducing this new course under vocational stream from academic year
2008-09 may write to the undersigned giving their willingness for the same at e-mail address i.e.
cbseedusat12@rediffmail.com or by post. The letter of willingness should reach the undersigned by 10th February,
2008 to enable the Board to process the applications further. The syllabus of the course is available on our
website www.cbse.ruc.in
Yours sincerelY,
(SHASHI BHUSHAN)
HOD (EDUSAT)

Central Board of Secondary Education, Delhi 191

 Annexure-1
TEACHING FACULTY AND THEIR QUALIFICATION
(FINANCIAL MARKET MANAGEMENT)

1. TEACHING FACULTY
(a) Full Time Teacher
(b) Part Time Teachers (Drawn from the industry/relevant field)
2. QUALIFICATION
Full Time Teachers
(a) Essential
M.Com./MBA/MA (Economics)/Master of Financial Control/Master of Financial Services or equivalent
for Accounting for Business.
OR
Bachelor degree from recognised University/Institutes with NSE’s Certification in Financial Markets (NCFM)
having passed 3 molecules with minimum 60% in:
1. Financial Markets (Beginners’ Module)
2. Capital Market Dealers Module
3. Derivative Markets Dealers Module.
OR
Bachelor degree in Computer Science/Application from recognised University/Institutes with Minimum
two years experience of working in all the module of MS-Office (Word, Excel, Power Point, Outlook).
(b) Desirable
(i) Bachelor of Education or teaching degree from recognized University/Institution
(ii) Having experience of Accounting Software.
Part Time Teachers
Practical trainers duly trained by organization dealing in financial markets. The trainers should have passed
relevant module of NSE.
OR
Practical Trainers should be from stock exchanges or stock broking companies/financial institutions or
BPO Industry with minimum of 2 years experience in the field.

192 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center,
Preet Vihar, New Delhi-110002
No. AEO-FMM/CBSE/2008 February 20, 2008
Circular No. 07/08
To
The Principal
Subject: Financial Market Management-Implementation guidelines
Dear Principal,
The Central Board of Secondary Education (CBSE) is pleased to inform you that on the basis of your
application for introducing Financial Market Management (FMM) a new vocational course, from the academic
session 2008-09, your school has been short listed for starting this skill oriented programme. You are therefore
requested to send a bank draft of Rs.3000/- in favour of the Secretary, CBSE as affiliation fee for three vocational
subjects alongwith an undertaking declaring that your school agree to provide all the facilities required for this
course.
SUBJECTS OF STUDY
The FMM consists of three compulsory Professional subjects each in classes XI & XII in addition to two
academic electives one of which must be a language. Though not compulsory, the students offering this package
may be advised to offer Functional English for language-1. For the second elective there are 3 optional academic
subjects. The students may further opt for an additional sixth subject which can either be a language or an
academic or a professional subject at the elective level, in order to ensure vertical mobility for pursuing higher
studies, if necessary. The subjects under FMM course are given below:
Compulsory Vocational Subjects - Class XI
1. Accounting for Business-I
2. Introduction to Financiai Markets-I
3. Computer Aplications in Financial Markets
Optional Mutual Fund OR Anyone from existing academic subjects
Compulsory Subjects Professional -Class XII
1. Accounting for Business-II
2. Introduction to Financial Markets-II
3. Business Process Outsourcing Skills
Optional-Commodity Market OR Anyone from existing subjects

Central Board of Secondary Education, Delhi 193

EXAMINATION AND EVALUATION
Class XI
The practical examinations in all the papers will be conducted by the schools on an internal basis as is the
practice in other subjects; however Board will provide the Question Papers and date sheet for final theory
examinations in three vocational papers to be held in March 2009. These papers will also be evaluated internally
by the schools.
Class XII
The theory and practical examinations in all the papers will be conducted by the CBSE on an exlemal basis
as is the practice in other subjects with the help of NSE and experts from the industqy.
CBSE-NSE–JOINT CERTIFICATION
NSE is a leading Stock Exchange in lndia and one of the largest in the world. For the purpose of CBSE NSE
joint certification, the students will be required to pass 3 modules of NSE called NCFM (NSE’s Certification in
Financial Markets) as given below:

1. Financial Markets: A Beginners’ Module To be passed during summer vacation between XI

and XII Class. OR latest before the commencement
of the Board examination in March.

2. Capita Market (Dealers)-Module To be passed in class XII between 15th December to

28th February, before the commencement of Board

3. Derivatives Market @ealers) Module examination in March.

NCFM is a professionally accepted certificate in the finance market industry. Joint certification with NSE
will add credibility to employability of CBSE students. NCFM-examination is an online computer based testing
system that tests the practical knowledge and skills required to operate in the financial markets. It is a fully
automated system with testing, assessing, scores reporting and invigilation in a secure and unbiased manner.
The NCFM module viz. Financial Markets: A Beginnen’ Module is to be passed during the sumnret vaeation
between XI and XII. The students will get one more additional chance to pass this module without any additional
fee before the commencement of the Board exarnination and therefore it will not affect the class XI result.
EQUIPMENT REQUIRED
The school should have sufficient computers with internet facility to introduce this new course. The software
for the professional subjects for stock market trading, accounting etc will also have to be procured by the
schools.
FACUL TVAND QUALIFICATION
The qualification as required for the teaching staff is given below.
1. QUALIFICATION-FullTimeTeachers
a) Essential

194 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 An M.Com./MBA/MA (Eonomics)/Master of Financial Control/Master of Financial Services or equivalent
for Accounting or Business.
OR
A Bachelors degree from a recognized University/Institute with NSE’s certification in Financial Markets
(NCFM) having passed 3 modules with minimum 60% in:
1. Financial Markets (Beginners’ Modde)
2. Capital Market (Dealers) Module
3. Derivative Market (Dealers) Module.
OR
A Bachelors degree in Computer Science/Application from recognized University/Institute with Minimum
two years experience of working in all the modules of MS-Office (Word, Excel, PowerPoint, Outlook).
b) Desirable
i. A Bachelor Degree in Education or a teaching degree from a recognized University/Institution.
ii. Having experience in Accounting Soft-ware.
2. Part Time Teachers
Practical tainers duly tained by organizations dealing in financial markets. The trainers should have passed
the relevant modules of NSE.
OR
Practical Trainers should be from stock exchanges or stock broking companies/financial institutions or
BPO Industry with minimum of 2 years of experience in the field.
Training of Teachers
As this is a new course, the CBSE will arrange to provide training to Master Trainers through experts from
industry on payment. Two teachers for theory may be got trained by each of the schools opting for the FMM.
The traning required for two papers of class XI viz. Accounting for Business-I and Introduction to Financial
Markets-I will be held at Delhi in a phased manner. The schools are required to have two teachers trained for the
purpose. The details of the training programme will be intimated at a later date.
The Bank Draft for affiliation fee may be sent at the following address:
ASSISTANT EDUCATION OFFICER (VOC & EDUSAT)
CENTML BOARD OF SFCONDARY EDUCATION,
SHIKSHA KENDRA, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI-I10 092.
PH. Qrt-22444845.
In case of any doubt please feel free to contact the undersigned for successful implementation of FMM’
Yours sincerely,
(SHASHIBHUSHAN)
HOD (EDUSAT)

Central Board of Secondary Education, Delhi 195

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center,
Preet Vihar, New Delhi-110002

F-2-4/CBSE/GHC-Pt/2008 05.03.2008
Circular No. 11/08

To
All Heads of Senior Secondary Schools
Affiliated to CBSE

Subject: Introduction of a new course under vocational stream, namely,

General Health Care in collaboration with relevant Industry/
Organization from the academic session 2008-09.

Dear Principal,
You may be aware that the Central Board of Secondary Education (CBSE) is implementing competency
based vocational education with industry support and collaboration in a phased manner. As there is a felt need
for skilled workforce in the field of health care services, Board is planning to introduce a vocational coruse in
General Health Care in collaboration and joint certification with relevant organisation.
SUBJECTS OF STUDY
The General Health Care consists of three compulsory Vocational subjects each in classes XI & XII in
addition to two academic electives one of which must be a language. The students have to study Biology, an
academic elective) as second elective. The students may further opt for an additional sixth subject which can
either be a language or an academic elective, in order to ensure vertical mobility for pursuing higher studies, if
necessary. The subjects under General Health Care course are given below:
Class XI
A) One Language offered by the Board at senior secondary level;
B) Biology;
C) Three Compulsory Vocational Subjects
1. Anatomy & Physiology
2. Healthcare Delivery System, Hospital Organization and Services and Medical Equipments and
Technologies
3. Food, Nutrition and Dietetics
D) Additional (Optional) any other subjects from academic electives except Biology

196 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Class XII
All other subjects remain same as those in class XI except following tluee compulsory vocational subjects
1. Health Education, Communication & Public Relations and Public Health.
2. Basic concepts of Health and Disease and Medical Tenninology.
3. First Aid & Emergency Medical Care.

Other Salient tr’eatures of the course

1) The main objective this course is to develop competency and employable skills in General Health care.
2) The vertical mobility issue would be dealt with the concemed Institutes/organizations.
3) The Curriculum and textbooks are being developed by eminent practicing scholars in this field.
4) The qualification of the faculty as well as a list of equipments required is provided in a separate ‘Annexrne
A’ enclosed with ftis letter.
5) The Board will conduct the training progamme for teachers to make them understand the fundamentals
of the contents of three vocational papers shortly.

The Board would like to request Senior Secondary Schools desirous to introduce this new course under
vocational stream from the academic session 2008-09 to send their option. Interested schools may mail their
willingness at cbseedusat12@rediffmail.com or send it by post not later than April 10, 2008 for further processing.
ln case of any doubt please feel free to contact the undersigned.

Yours sincerely,

(SHASHIBHUSHAN)
HOD (EDUSAT)

Central Board of Secondary Education, Delhi 197

 ANNEXURE ‘A’
EQUIPMENT REQUIRED
General Health Care
Medical monitors, allow medical staff to record patients’ vital parameters Monitors may measure patient’s
vital signs and other parameters including ECG EEG, blood pressure, and gases in the blood.
Medical laboratory equipment automates or helps analyze blood urine and gases.
The equipment needed includes:
1. Phlebotomy & Intravenous (IV) Cannulation Kit
2. First aid equipment
3. Skeletons, charts and posters
4. Models for all parts of body (different organs and organ systerns).
5. Microscopes
6. Handwashing equipment
- reusable towels
- pumice stones (for scrub wash)
- soap & water
- alcohol hand rubs
7. Biomedical Waste (BMW) Containers and Syringe & Needle destroyers samples of different sizes
containers.
8. Slides cover slips, various stains.
9. Nutrition related charts and posters.
10. Computer and printer with Intemet connection.
11. B.P apparatus dial type, electronic type and mercury type
12. Thermometer
13. Glucometer
FACULTY AID QUALIFICATION
General Health Care
Teaching Faculty and Their Qualifications
TeachingFaculff
(a) Full Time Teacher
(b) Part Tirne Teacher (Drawn from the hospital/relevant field).

198 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Full Time Teacher
Essential
MSc. (Zoology)/B.Sc. (Nursing)/MBBS/PGT (Biology)
Part time Teacher
 Dietitians
 MSc. (Home Science)
 Graduate (B.Sc.) or Hospital Record keeping
 Medical Officers from relevant field
Visifing Lectures/Instructors
 PG teachers (Biology)
 Graduate Nurses: B.Sc. (Nursing)
 MBBS Doctors
 Graduates (B.Sc.) of Hospital Records Keeping
 Dietician
 M.Sc. (Home Science): for lectures on food, nutrition and dietetic
 Fire officers for classes on first aid, fire fighting and disaster preparedness.
 Red Cross Society Officers: for classes on frst aid, emergency medical care and disaster preparedness.

Central Board of Secondary Education, Delhi 199

 CENTRAL BOARD OF SECONDARY EDUCATION
17, ROUSE AVENUE, INSTITUTIONAL AREA, NEW DELHI-110002

No. CBSE/ACAD/NEW SUBJECTS/2008 30th April, 2008

Circular No. 17/08

All Heads of Institutions

Affiliated to CBSE

Subject: Introduction to New Elective Subjects in Class XI for the current

session (2008–09) in Heritage Crafts and Graphic Design

Dear Principal,
The Central Board of Secondary Education is involved in a continuous process of curriculum reform and
innovation and it is in its on going process that the Board has decided to introduce the subiects of Heritage
Crafts and Graphic Design in Class XI w.e.f. the session 2008–2009. The first Board examination for these two
electives will be held in March 2010. The detailed syllabus of the above two subjects have been posted on the
CBSE website (www.cbse.nic.in). The textbooks for the same will be available on the NCERT website shortly.
The qualification of teachers to teach these subjects will be intimated shortly.
The Schools which are Interested in opting for these electives may download the forrn from the CBSE
website (www.cbse.nic.in) and address it to the Secretary CBSE with the demand draft of Rs. 1,000/-. Copy of
the same may be sent to the Director (Academic) for information.
For any further queries the Academic Branch at CBSE may be contacted at telephone no. 232201531/
23212603.

Yours sincerely

(C. GURUMURTHY)
DIRECTOR (ACADEMIC)
Details of the Subject:
Heritage Crafts
Graphic Design

Encl:

200 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Sadan”, 17, Rouse Avenue, Institutional Area, New Delhi-110002

No. CBSE/Dir.(A)/New Subjects/2008/ April 30, 2008

Circular No. 18/08

All Heads of Institutions

Affiliated to CBSE

Subject: Introduction of Creative Writing and Translation Studies

(Code No. 069) as an elective subject at Senior Secondary level
Dear Principal,
As you may be aware, the Central Board of Secondary Education has, in recent years, introduced a nurnber
of new courses such as Biotechnology, Fashion Studies, Multimedia & Web Technology and Entrepreneurship
at the senior school level with the view of addressing the emerging needs of the student community. In pursuance
of this poricy of expanding the choice of subject for students, particularly in non-conventional spheres of
knowledge and skills that have bright employment prospects. Board has decided to introduce a course in ‘Creative
Writing and Translation Studies, as an optional elective under academic subjects at senior secondary level. It
can be offered by students as one of the four elective subjects and also as an additional elective subject at +2
stage in combination with any subjects that are already available in the Scheme of Studies of the Board’ The
subject was introduced from the academic session 2007–08 in Class XI for which the Reader was prepared and
made available by the Board. Sample Question Papers are also put up on CBSE website (www.cbse.nic.in).
The class XII Reader will be available in the current session. The examination specifications for the Elective
are a part of the Curriculum Document 2010 Volume I, Main Subjects which is available on the website as well
as in printed form can be obtained from Publication Stores, CBSE, PS-1 Institutional Area, Patparganj’, Delhi.
There are many students who are imaginative and have a flair for language. The course in Creative Writing
and Translation studies aims at equipping the students with higher order skills such as critical analysis’
deconstructing texts and interpretation that would help them gain an insight into the creative processes undertaken
by writers of fiction and non-fiction. Furrher, students will also be introduces to nuances of language and
techniques needed for different genres such as short stories, screen plays, poetry drama, biography etc. This
would enable them to sharpen their skills of creative expression through various modes.
Keeping in view the rising demand for good transiators and interpreters in a globalized world, the course
also aims at sensitizing students to basics skills in transtation studies. Those who develop an interest in this field
will be able to pursue specialized courses in translation at unirversity level.
Teachers who are presently teaching English at senior secondary level and are proficient in Hindi can take
up the teaching of this subject. professionals who are already engaged in the area of translation or interpretation
and have a post-gaduate degree in English with a good working knowledge of Hindi may also be hired to teach
the subject.

Central Board of Secondary Education, Delhi 201

 Schools which are interested in introducing the course may write to the undersigned giving their willingness
for the same. They will also be required to apply for approval of the additional elective subject online and pay
a fee of Rs. 1000/- (one thousand only) for the same.

(C. Gurumurthy)
Director (Academic)

202 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2, COMMUNITY CENTER,
PREET VIHAR, NEW DELHI-110002

F-2-4/AEO(E&V)/CBSE/GHC-Pt/2008 May 22, 2008

Circular No. 23/08

To
All Heads of Senior Secondary Schools
Affiliated to CBSE

Subject: Change of the name of newly introduced vocational course from

the General Health Care to the Healthcare Sciences with technical
support of Academy of Hospital Administration.

Dear Principal,
In continuation of our earlier circular no 11 dated March 5, 2008; I would like to intimate you that the Board
has renamed the newly introduced vocational course General Health Care. It will now be called Healthcare
Sciences inplace of General Health Care.
TheBoard will be conducting the training programme for teachers to make them understand the fundamentals
of the contents of three vocational subjects in collaboration with the Academy of Hospital Administration. The
date venue and course fee will be intimated to selected schools shortly.
The selected schools shall be required to send the names of the teachers with their qualification, a copy of
affiliation letter to prove their Senior Secondary status and an undertaking to provide all the facilities required
for the implementation of this course. The details of the Course curriculum, Infrastructure, and eligibility of the
faculty etc. has already been sent to you vide our circular No. 11 and the same can be had from our website
wwwcbse.nic.in.
In case of any doubt please feel free to contact the undersigned at cbseedusat l2@rediffmail.com.

Yours sincerely,

(SHASHIBHUSHAN)
HOD(EDUSAT)

Central Board of Secondary Education, Delhi 203

 ANNEXURE ‘A’
EQUIPMENT REQUIRED
General Health Care
Meclical monitors, allow medical staff to record patients’ vital parameters Monitors may measure patient’s
vital signs and other parameters including ECG, EEG, blood pressure, and gases in the blood.
Medical laboratory equipment automates or helps analyze blood urine and gases. The equipment needed
includes:
1. Phlebotomy & Intravenous (IV) Cannulation Kit
2. First aid equipment
3. Skeletons, charts and posters
4. Models for all parts of body (different organs and organ systerns).
5. Microscopes
6. Hand washing equipment
- reusable towels
- pumice stones (for scrub wash)
- soap & water
- alcohol hand rubs
7. Biomedical Waste (BMW) Containers and Syringe & Needle destroyers samples of different sizes
containers.
8. Slides coverslips, various stains.
9. Nutrition related charts and posters.
10. Computer and printer - with Intemet conneetion.
11. B.P apparatus - dial type, electronic type and mercury type
12. Thermometer
13. Glucometer
FACULTY AND QUALIFICATION
General Health Care
Teaching Faculty and Their Qualifications
Teaching Faculty

204 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 (a) Full Time Teacher ‘
(b) Part Time Teacher (Drawn from the hospital/relevant field)
Full Time Teacher
Essential
MSc. (Zoology)/B.Sc. (Nursing)/MBBS/PGT (Biology)
Part time Teacher
 Dietitians
 MSc. (Home Science)
 Graduate (B.Sc.) or Hospital Record keeping, Medieal Officers - from relevant field
Visiting Lecturers/Instructors
 PG Teachers (Biolory)
 Graduate Nurses: B.Sc. (Nursing)
 MBBS Doctors
 Graduates (B.Sc.) of Hospital Records Keeping
 Detician
 M.Sc. (Home Science): for lectures on food, nutrition and dietetic
 Fire officers for classes on first aid, fire-fighting and disaster preparedness
 Red Cross Society Officers: for classes on first aid, emergency medical eare and disaster preparedness

Central Board of Secondary Education, Delhi 205

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17, ROUSE AVENUE, NEW DELHI-110002

BO(L&T)/A/GERMAN/2008/ September 29, 2008

Circular No. 37/08

All the Heads of the

CBSE affiliated schools

Subject: Introduction of German Language

Dear Principa,
As you are aware, the Central Board of Secondary Education offers 31 languages besides Hindi and English
at Secondary and Senior Secondary levels. Out of these 11 are foreign languages. German language has already
been introduced at the Secondary and Senior Secondary level. The Board now proposes to introduce German
language in the school curriculum for its affiliated schools in class VI from the academic year 2008-09. Initially
the language is proposed to be introduced at Class VI and it will be extended to classes VII & VIII in a phased
manner in the successive years. The syllabus prepared by the Board is enclosed in Annexure and also placed on
CBSE website. www.cbse.nic.in The textual material will also be made available shortly.
Teacher training is proposed to be provided by the Max Mueller Bhavan in collaboration with the German
Embassy to India to orient the practicing teachers to the new syllabus and materials.
Schools which are interested in introducing the teaching of German Language at Class VI from the year
2008-09 may send their willingness to the undersigned. The letter of willingness should reach the undersigned
by the 15th of October 2008 to enable the Board to process the applications further.
Withregards,
Youn Sincerely

(C. GURUMURTHY)
DIRECTOR (ACADEMIC)
Enpl. As above

206 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI
EO(V&E)/BIO-TEC/CBSE/2008 November 5, 2008
Circular No. 52/08

To,
All Heads of Institutions
Affiliated to CBSE

Subject: Guidelines in respect of Biotechnology Lab Manual

Dear Principal,
The CBSE is receiving certain queries on Biotechnorogy Lab Manual published by CBSE for class XI and
XIII. It is clarified that the three experiments namery, Cell viability assay (using Evans blue stain), Determination
of blood groups and Estimation of DNA have been shifted from class Xl to class XII as per the curriculum 2009.
However the textual material for these experiments has continued to be incorporated in class XI Lab Manual. It
is intended to revise the lab manuals and make them available at the earliest. Till such time the schools are
requested to consult the class XI LabManual for these experiments.
The same may be brought to the notice of all teachers and students concerned.

Yours sincerely,

Central Board of Secondary Education, Delhi 207

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI-110002

CBSE/EO(OL)/A/JAP. LANG./2009 February 5, 2009

Circular No. 03//09

All the Heads of the

CBSE affiliated schools
Subject : Introduction of Japanese Language in classes IX & X reg.
Dear Principal,
As you may be aware the Board has introduced Japanese Language as one of the optional foreign languages
in the schools affiliated to CBSE from classes VI to VIII in the years 2006-07,2007-08, 2008-09 respectively.
The textbooks along with the workbooks prepared by the Japan Foundation in consultation with the Board
were made available to schools which introduced the language in these classes.
It has now been decided to introduce the language for class IX in the academic year 2009-10 and the Board
Examination for class X would be held in the year 2011. The syllabus prepared for class IX & X are enclosed.
The textbooks are under preparation and will be made available soon with the commencement of the academic
year 2009-10.
Teacher-training programmes are also proposed to be held in the month of May-June, 2009 in collaboration
with the Japan Foundation, New Delhi. Your requirement may be intimated to the undersigned on or before
April 15, 2009.
Yours faithfully,

(C.GURUMURTHY)
DIRECTOR (ACADEMIC)
Encl. As above
Syllabus of Japanese Language

208 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI-110002

NO. EO (OL)/A/GRAPHIC DESIGN/2009 February 24, 2009

Circular No. 05/2009

All the Heads of the Institutions

affiliated to CBSE.

Subject :Introduction of Graphic Design (Code No. 071) in Class XI for the current
session (2008-2009) and class XII in 2009-10.

Dear Principal,
Your attention is drawn to the Board’s Circular No. 17 dated 30th April,2008 regarding the introduction of
the new Elective Subject – Graphic Design (Code No. 071) in Class XI from the session 2008-09 and class
XII in 2009-10.

In this connection, please find enclosed the detailed syllabus along with examination specifications, guidelines
for practical work, requirement of qualification for teachers, and infrastructure need.

Textbooks:
The textbooks have been published by the NCERT and the titles are as follows: -

(i) Story of Design Part - I for class XI

(ii) Story of Design Part - II for class XII

Teachers Qualification:

A. A Post Graduate in any Art form (Masters in Drawing or Painting) with Diploma in Computer Aided
Designing or Certificate Course in Multimedia

B. BFA and Masters (MFA) with knowledge in Multimedia/Design

C. M.Ed with Diploma in Computer Aided Design/Multimedia.

Desirable Qualification: In addition to the above, teaching experience of at least two years is desirable.
Teacher needs to be oriented by NCERT/CBSE.

Lab Assistant: Lab assistant with the following minimum qualifications may be appointed:
A. 10-+2 student who has passed the Graphic Design elective course.

B. A class X with certificate Course in Multimedia Design and experience of handling a multimedia Lab.

Central Board of Secondary Education, Delhi 209

Infrastructure:
(i) The student computer ratio must be 1:1 compulsorily.
(ii) Computers to be used in this studio must be multimedia compatible.
(iii) Existing Computer Labs may not be able to serve the purpose.
(iv) Accessories – Scanner, printer, pen tablet should also be part of the studio.
Training:
A training programme for 10 days for teachers is proposed to be conducted by the Board in collaboration
with the NCERT. Your requirement in this connection may be communicated to the undersigned by 10th March,
2009.
Details of this circular may kindly be brought to the notice of the teachers concerned and students who have
offered this as an Elective for the session 2008-2009 in Class XI.

Yours sincerely,
(C.GURUMURTHY)
DIRECTOR (ACADEMIC)

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 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE, INSTITUTIONAL AREA,
NEW DELHI–110 002

NO. EO (OL)/A/HERITAGE CRAFTS/2009 February 25, 2009

Circular No.06/09
All the Heads of the Institutions
affiliated to CBSE.
Introduction of Heritage Crafts (Code No. 070) in Class XI for the current
session (2008-2009) and class XII in the academic session 2009-10.
Dear Principal,
Your attention is drawn to the Board’s Circular No. 17 dated 30th April,2008 regarding the introduction of
the new Elective Subject – Heritage Crafts (Code No. 070) in Class XI from the session 2008-09 and class XII
in 2009-10.
In this connection, please find enclosed the detailed syllabus along with examination specifications, guidelines
for practical work, requirement of qualification for teachers, and infrastructure need.
Textbooks
The textbooks have been published by the NCERT and the titles are as follows:
(i) Living Craft Traditions of India, Textbook for class XI
(ii) Living Craft Traditions of India, Textbook for class XII
(iii) Workbook: Exploring Craft Traditions of India for both class XI & XII
Teachers Qualification :
A. Essential Qualification : A Post Graduate in any Art Form (Masters in Fine Arts (MFA) or Masters in
Drawing or Painting)
1.1 An exposure to at least one Craft even if it is in an unorganised sector.
B. Desirable Qualification : Experience of working with crafts persons for at least three months or attending
crafts workshop.
Infrastructure :
(i) A laboratory/art room to accommodate the class with ample space to work.
(ii) Potter wheel, kiln and other equipments which would vary depending upon the craft being offered.
(iii) School will need to conduct workshops with the artist and artisans from time to time and should be able
to provide materials to the students.

Central Board of Secondary Education, Delhi 211

Training :
A training programme for 10 days for teachers is desirable and will be conducted by the Board in collaboration
with the NCERT. Your requirement in this connection may be communicated to the undersigned.
Details of this circular may kindly be brought to the notice of the teachers concerned and students who have
offered this as an Elective for the session 2008-2009 in Class XI.

Yours sincerely,

(C.GURUMURTHY)
DIRECTOR (ACADEMICS)

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 CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of
Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17-Rouse Avenue, New Delhi–110 002

CBSE/EO(SD)/2009/ Dated: 13.04.2009

Circular No. 09
All the Heads of Institutions
Affiliated to CBSE

Subject : Regarding modification in the name of the course curriculum

“Introductory Information Technology” at Secondary Level and the
changes in its evaluation scheme.

Dear Principal,
The course curriculum on “Introductory Information Technology” at Secondary Level is the Foundation
course for all other courses relating to Computer Science/Multimedia and Web Technology/Informatics Practices/
Information Technology Applications in classes XI & XII. Keeping this in view, CBSE has renamed the course
curriculum “Introductory Information Technology” at Secondary Level as “Foundation of Information
Technology” from the session 2009-2010 for Class IX and 2010-2011 for Class X with necessary changes in
the course content of the subject.
Some of the basic characteristics of “Foundation of Information Technology” are
1. It does not recommend any proprietary software.
2. The skills/competencies realized through this course are holistic in the context of vertical mobility both
in vocational as well as in academic fields.
3. Use of open software has been recommended.
4. All the commands are functional and generic.
The evaluation scheme of this course has also been modified as follows:
Theory Examination 60 marks
Practical Examination 20 + 20 = 40 marks
The Practical Examination has two components:
a) Hands-on school based year-end
practical examination 20 marks
(Internal in Classes IX & X)

Central Board of Secondary Education, Delhi 213

 b) Practical skill based Multiple-choice
question type 20 marks
year-end written examination
(External in Class X)
These modifications have been reflected in the Secondary School Curriculum document 2011, Vol. I (Main
subjects).
You are requested to note these changes and accordingly intimate all concerned.

Yours faithfully,

(C. GURUMURTHY)
DIRECTOR(ACADEMIC)

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 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA,
NEW DELHI-110002

CBSE/EO(SD)/ 2009/ Dated: 26.05.2009

Circular No. 15

All the Heads of the Institutions

Affiliated to CBSE

Subject : Regarding modification in the name of the course curriculum “En-

gineering Drawing” at Senior Secondary level

Dear Principal,
With changing trends, keeping pace with the latest technological development in the field, CBSE has updated
its curriculum at Senior Secondary level in the subject of Engineering Drawing and as a first step in this process
has modified the name of the subject from “Engineering Drawing” to ‘Engineering Graphics”. The name
“Engineering Graphics” has been widely accepted in all engineering and professional institutions at national
and international levels. This also enlarges the scope of the subject enabling the inclusion of “Computer Aided
Designing” in the updated syllabus.
This will be effective from the session 2009-2010 for Class XI and 2010-2011 for Class XII and the changes
have been incorporated in the curriculum document 2011.
You are requested to note the change and accordingly intimate all concerned.

Yours faithfully,

(C. GURUMURTHY)
DIRECTOR(ACADEMIC)

Central Board of Secondary Education, Delhi 215

 MOST URGENT

CENTRAL BOARD OF SECONDARY EDUCATION

‘SHIKSHA SADAN’ 17, ROUSE AVENUE, NEW DELHI-110002

AEO(DR)/ACAD./ADDL. LANG./2010 Dated : 13.01.2010

Circular No. 26
To
All the Heads of all CBSE affiliated schools

Subject: Introduction of new languages 1. Tangkhul 2. Bodo in CBSE curriculum reg.

Dear Principal,
Recently there have been persistent demands from various stakeholders for introduction of Tangkhul and
Bodo as a large No. of students in the states of Assam and Nagaland have felt the need to study the languages at
secondary and senior school level. Hence the Board has decided to introduce two new courses in the languages
of Bodo and Tangkhul in its curriculum at secondary and senior school level and will be implemented in phases
as follows:
For classes IX & XI from the academic year 2010-11
For classes X & XII from the academic year 2011-12
Syllabus in the above mentioned languages is available on the CBSE website.
Kindly disseminate the above information to all the teachers and studentsconcerned immediately.

Yours faithfully,

(C. GURUMURTHY)
Director (Academic)

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Phone No. 011-23220153 Email: cbse.edusat@rediffmail.com
Phone No. 011-23231067 skjena.cbse@gmail.com

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organisation under the Ministry of Human Resource Development Govt. of India)
“Shiksha Sadan”, 17, Rouse Avenue, Institutional Area, ITO, New Delhi 110002

No. AEO (V&E)/CBSE/2011 Circular No. 08/11

3rd February 2011
All Heads of Institutions
Affiliated to CBSE.

Subject: Introduction of Geospatial Technology, Food Production, Food &

Beverage Services, Mass Media Studies and Media Production as
Competency based vocational courses at Senior Secondary level.

Dear Principal,

As you are aware, the Central Board of Secondary Education (CBSE), keeping in view the acute shortage of
trained professionals and development of employability skills among the students, has been offering a number
of courses under vocational Education at Senior Secondary level. In recent years, the CBSE has started
collaborating with various industries/ institutions for introducing competency based joint certification courses
as per the present needs of society and the relevant industries.

In pursuance to this policy of exploring the new domain of knowledge and skills that have bright employment
prospects as well as career opportunities, the Board has introduced the following new Vocational courses at
senior secondary level.

1. Geospatial Technology.
2. Food Production (Hospitality and Tourism)
3. Food and Beverage Services(Hospitality and Tourism)
4. Mass Media Studies and Media Production.

The aforesaid courses were introduced in few selected schools in class XI from the Academic Session 2010-
11 on pilot basis. Based on the feedback received from the Pilot schools and on the basis of overwhelming
response from the other independent schools, the Board has decided to open it to all affiliated schools in the
country and abroad form the academic session 2011-12 for class-XI. The detailed objectives and the salient
features of such courses are enclosed at Annexure-I to III.

The schools that are interested in introducing those new courses in class-XI from the academic year 2011-

Central Board of Secondary Education, Delhi 217

12 may fill in the proforma enclosed at Annexure-IV and may forward to “Sh. S.K. Jena, Asstt. Education
Officer (Voc & Edusat), CBSE, Shiksha Sadan,17, Rouse Avenue, New Delhi-110002 on or before 5th March
2011 or Email to cbse.edusat@rediffmail.com copy to skjena.cbse@gmail.com The letter of willingness in
Annexure – IV should reach by 5th March 2011 to enable the Board for processing the applications further.

Yours sincerely,

(Shashi Bhushan)
Director (Voc & Edusat)
& Director (Academic)

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 Annexure-I
A. GEOSPATIAL TECHNOLOGY

In recent times, there is a strong public perception for imparting knowledge on Geospatial Technology due
to emerging growth of Geodatabase creation and spatial information analysis. The economy requires huge
manpower equipped with relevant skills to manage in the Geospatial and remote sensing technology. The
increasing use of fully automated methods of spatial data collection to ensure spatial accuracy, continuing
developments in scanning technology and increasing availability of spatial data in various digital forms are
making Geospatial Practices increasingly attractive to organizations of all kinds. Geospatial Practices is widely
functional in everyday life by many of the services we rely on.

Indian Geospatial Market is on the edge of remarkable growth. Companies are bagging projects that are
valued more than the total annual revenue of company. Demand for Geospatial Practices has skyrocketed over
the past few years. By linking geographic data with demographic information and business intelligence,
organizations are finding new uses for Geospatial Practices. This needs huge trained manpower requirements
from Geospatial Industries by both private and public organizations of all sizes, which have generated more
demand for Geospatial professionals. This course offers an opportunity for the students to understand the basics
of geospatial technology dealing with mapping and applications. Students obtain insight into geospatial database
concepts, creating and implementing databases, GIS theory, supported by extensive practical exercises, spatial
analysis (network and surface operations) and developing Geospatial Practices skills. The present curriculum
would help a large number of youth to acquire skills for further studies and to enter the world of professional
work for their decent livelihoods and for economic growth of the country.

“Geospatial Technology” is offered as single vocational elective in class XI and XII. The students can opt
it as an elective with any other combination of subjects at senior secondary level or as an additional sixth
subject as per the scheme of studies of the Board.

SALIENT FEATURES OF THE COURSE

The main objective is to introduce Geospatial Practices at secondary level for the growing need of GIS in
the country.

The specific objectives of the course are:

1. To build geospatial skills in students to create Geodatabase and mapping.
2. To provide practical understanding of Geospatial technology which includes Remote sensing,
Photogrammetric and Geographic Information System.
3. To provide latest knowledge on GIS Architecture, Geospatial Database and Geospatial Analysis.
4. To provide unique platform and opportunities to get involved in the process of the projects and
applications.
5. The curriculum has been designed by eminent experts from relevant industries in the field. The basic

Central Board of Secondary Education, Delhi 219

 academic ingredients required to attain this quality are incorporated in the syllabus. The textual material
has been prepared by subject experts drawn from different fields and published by the CBSE.
6. The course will have the following subjects at classes XI & XII
Class XI – Geospatial technology I (Code No. 740)
Class XII – Geospatial Technology II (Code No. 740)
On completion of this course students can create maps, geospatial databases and integrate this information
for various applications like Navigation, Urban Planning, Administrative planning and Web GIS.
7. The Board will undertake training of teachers both for theory and practical in collaboration with Rolta
India Limited, Mumbai. However, the Qualification of the teacher to teach the subject are-
1. TEACHING FACULTY
a) Full Time Teacher
b) Part Time Teachers (Drawn from the industry/relevant fields)

2. QUALIFICATIONS
Full Time Teachers
a) Essential
• Post Graduates with Science/Maths/Geography/Computer Sciences/IT
b) Desirable
• Bachelor of Education or teaching degree from recognized University/Institution
• Having knowledge of GIS and Remote Sensing.
Part Time teachers
• Practical Trainers duly trained by organizations dealing in Geospatial Practices. Or trainers should
be from Rolta with minimum of 2 years experience in the field.
8. The course can be started in Class XI from the academic year 2011-12.
9. Infrastructure requirement: - “The school should have sufficient computers with Software (Image
processing SW and GIS SW for Class XI), internet facility to introduce this course. However, the
selected schools offering such course will be provided the relevant software i.e. (Geometrica) free of
cost by Rolta India Limited, Mumbai.
Lab Setup for Image Processing, GIS & Digital Photogrammetric
1. Computer System Configuration
• Hard Disk Capacity : 160 GB
• RAM : 2GB
• Graphic Card: NVIDIA quadro FX 4500

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 • Processor Speed : 3GHz
• Pentium 4
• OS Windows XP
2. Hardware Configuration
• IBM 19″ CRT Monitors
• LAN connection
• Mouse : 2D Mouse.
3. Software required
• R Imager – Image Processing Software
• R GIS – GIS Software
• R Mapper – Photogrammetric Software
• R GSF– Geospatial Fusion Web GIS
4. Data Sets
• Digital Images : IRS LISS III P6, IRS P, SPOT, IKONOS, Quick Bird, Carto SAT (15′ × 15′) Archival
data
• Scanned Top sheets covering the same area in digital images on 1:50,000 scale.
• Satellite images : Hard copy of IRS P6 LISS III & PAN, SPOT and scanned Top sheets covering the
same area in digital images
• Analog Stereo Pair of Aerial Photographs (23 x 23 inches) Coloured and scanned Top sheets covering
the same area in digital images
• Digital Stereo Pair – IKONOS, Quick Bird, Carto SAT III and scanned Top sheets covering the same
area in digital images
• Earth Globe, 3D Physiographic Map of India

Central Board of Secondary Education, Delhi 221

 ANNEXURE-II

B. FOOD PRODUCTION, FOOD & BEVERAGE SERVICES (HOSPITALITY AND TOURISM)

India’s hotel industries is the second largest in the Asia-Pacific region. It is expected that hospitality industry
in India is projected to grow at a rate of 8.8 per cent during 2007-16, placing India as the second-fastest growing
tourism market in the world. The tourism industry in India is substantial and vibrant, and the country is fast
becoming a major global destination. India’s http://www.economywatch.com/businessandeconomy/
tourismindustry.html travel and tourism industry is one of the most profitable industries in the country, and also
credited with contributing a substantial amount of foreign exchange.
India offers diverse opportunities for tourism. Over 5 million foreign tourists come to India every year. By
comparison, domestic tourism is significantly greater. Recent statistics reveal that India is likely to witness a
further increase in both domestic and international tourist strength. Annual demand for trained manpower in
hotels & restaurants is approximately 2.03 lakh per year. Huge expansions are envisaged in the fast food/café
segment as well as the 1 to 3 star budget hotels.
Keeping in view the acute shortage of trained professionals and the emphasis of Government of India on
development of employability skills, the CBSE has decided to launch two vocational packages under “Hospitality
and Tourism Sector” and the packages are 1. Food Production 2. Food and Beverage Services.
The new course will consist of two vocational subjects each in classes XI and XII. Besides these two
vocational subjects students will have to take one language and two academic elective subjects relevant to
the field or students can take two languages and one academic elective besides two vocational subjects. The
students can also opt for additional sixth subject which can either be a language or an academic elective
subject.

SALIENT FEATURES OF THE COURSE

1. The primary objective of the course is to develop practical employability skills in “Hospitality and
Tourism Sector”.
2. The details of two vocational packages are :-

1. FOOD PRODUCTION (Class XI)

1) Food Production – I Vocational Subject (Code No. 734)
2) Food Production – II Vocational Subject (Code No. 735)
3) Language I
4) Language II or Economics (030) or Business Studies (054) or Entrepreneurship (066)
5) Any other Academic Elective
6) Additional (Optional)

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 Class XII
1) Food Production – III Vocational Subject (Code No. 734)
2) Food Production – IV Vocational Subject (Code No. 735)
3) Language I
4) Language II or Economics (030) or Business Studies (054) or Entrepreneurship (066)
5) Any other Academic Elective
6) Additional (Optional)

2. FOOD AND BEVERAGE SERVICES (Class XI)

1) Food Service – I Vocational Subject (Code No. 736)
2) Beverage Service – Vocational Subject (Code No. 737)
3) Language I
4) Language II or Economics (030) or Business Studies (054) or Entrepreneurship (066)
5) Any other Academic Elective
6) Additional (Optional)

Class XII
1) Food Service – II Vocational Subject (Code No. 736)
2) Food and Beverage: Cost and Control. Vocational Subject (Code No. 737)
3) Language I
4) Language II or Economics (030) or Business Studies (054) or Entrepreneurship (066)
5) Any other Academic Elective
6) Additional (Optional)

3. The vertical mobility for students pursuing higher education has been incorporated with the provision
of CBSE academic subjects including additional subject along with vocational subjects.

4. The curriculum and textual material has been prepared by subject experts from relevant industries in the
field.

5. The basic academic ingredients required to attain the quality are incorporated in the syllabus.

6. Infrastructure required: - 3,000 sq. ft. constructed area for establishing laboratories.

7. The students passing out with this course will be awarded joint certificate by Central Board of Secondary
Education (CBSE) and National Council for Hotel Management and Catering Technology (NCHMCT)
under Ministry of Tourism which will be value addition to the course.

Central Board of Secondary Education, Delhi 223

 8. The students of this course will have an added advantage in entrance examination for graduate courses
in Hotel Management in the Institutes of Hotel Management in the country.
9. The nearest IHM will be mentor institution to help the school opting this course
10. The students passing out with this course will have potential employment opportunities in different
hotels and other concerned organisations.
11. Initially the qualified teachers to teach this course may be selected from IHM campus with the consultation
of NCHMCT.
Successful students of the two vocational streams, who wish to make career in hospitality, would be able to
find ready employment in this sector at skill level. The National Council for Hotel Management, which is the
professional body for the joint certification, has national as well as international recognition and is synonymous
with imparting quality hospitality education through its institutes of hotel management. Vocational students of
CBSE stand to gain through this joint program with the vast array of jobs.

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 ANNEXURE-III
C. MASS MEDIA STUDIES AND MEDIA PRODUCTION
Mass Media Studies and Media Production is one of such fields which is attracting a lot of young people
these days because of such interesting career options in the fields, like various kinds of Media News Papers,
Magazines, Video, Television, Advertisement and Public relations etc.
The Board has started this new package on Mass Media Studies and Media Production as an academic
elective as well as vocational package in collaboration with Whistling Woods International Limited (WWIL),
Mumbai for technical support and teachers training.
The new course will consist of two vocational subjects each in classes XI and XII. Besides these two
vocational subjects students will have to take one language and two academic elective subjects relevant to
the field or students can take two languages and one academic elective besides two vocational subjects. The
students can also opt for additional sixth subject which can either be a language or an academic elective
subject.
Salient Features of the Course
1. The primary objective of the course is to develop employability skills among the students in the field of
(Film & Media).
2. The details of two vocational packages are –
Class XI
a. Understanding the Evolution and Forms of Mass Media–I
b. The Creative and Commercial Process in Mass Media–I
Class XII
a. Understanding the Evolution and Forms of Mass Media–II
b. The Creative and Commercial Process in Mass Media–II
3. Besides these two vocational subjects, students will have to take one language and two academic electives
subjects such as Multi Media and Web Technology (067) or Fashion Studies (053) or Entrepreneurship
(066) or any other academic elective of the Board.
4. Students can also opt for additional six subjects such as Fine Art or Music or Dance or any other
electives.
5. The vertical mobility for students pursuing higher education has been incorporated with the provision
of CBSE academic subjects including additional subject along with vocational subjects.
6. The curriculum and textual material has been prepared by subject experts from relevant industries in the
field.

Central Board of Secondary Education, Delhi 225

 7. The basic academic ingredients required to attain the quality are incorporated in the syllabus.
8. Infrastructure required:
a. Computers – an ideal ratio of 1 Computer for every 5 Students, the specifications can be :
• PCs or i Macs with a minimum of 2 GB RAM and 200 GB HDD with dual core processors.
• Appropriate editing / sound software’s most of which are freely available.
b. The computers, ideally, should be on a UPS or a backup power so as to not damage them in case
of power failures.
c. Handicams/Hand-held video cameras with a ideal ratio of 1:10 (1 camera for every 10 students.).
d. A screening room equipped with a television set or projector and speakers for playback of video
OR screening images through a computer.
9. The students passing out with this course will be awarded joint certificate by Central Board of Secondary
Education (CBSE) and Whistling Woods International, Mumbai.
10. The students passing out with this course will have potential employment opportunities in different
Medias, News Papers, Magazines, Video, Television, Advertisement and Public relations etc.
Successful students of the vocational stream, who wish to make career in media and journalism would be
able to find ready employment in this sector at skill level. The Whistling Woods International, Mumbai which
is the professional body for the joint certification, has national as well as international recognition and is
synonymous with imparting quality media education through its esteemed institution. Vocational students of
CBSE stand to gain through this joint program with the vast array of jobs.

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 ANNEXURE-IV
CENTRAL BOARD OF SECONDARY EDUCATION
17,Rouse Avenue, New Delhi-110002
Introduction of competency based vocational Courses-2011
(Geospatial Technology, Food Production, Food and Beverage Services,
Mass Media Studies and Media Production)
1. Name of the Course applied for : ................................................................................
................................................................................
................................................................................
................................................................................
2. Name of the school (complete address) : ................................................................................
................................................................................
................................................................................
................................................................................
3. Name of the Principal : ................................................................................
Phone No. : ................................................................................
Mobile No. : ................................................................................
Email : ................................................................................
4. Infrastructure
No. of Students : ................................................................................
No. of teachers : ................................................................................
Student-teacher ratio : ................................................................................
No of classrooms : ................................................................................
Books in Library : ................................................................................
Total computers in computer labs : ................................................................................
Specification of Computers specifically for
Geospatial Practices ................................................................................
Details of constructed area for : ................................................................................
establishing laboratories for Hospitality and
Tourism Courses

Central Board of Secondary Education, Delhi 227

 5. Teachers who will be taking up this course with their qualifications:
Name : ................................................................................
Qualification with specialization, if any : ................................................................................
................................................................................
Phone No : ................................................................................
Mobile No : ................................................................................
Email : ................................................................................

Note :
1. The above document may be mailed to Sh. Shashi Bhushan, Director (Edusat) at
cbse.edusat@rediffmail.com with CC to Sh. S. K. Jena, Asstt. Education Officer (Voc & Edusat) at
skjena.cbse@gmail.com.
2. For any further query you can contact at 011-23220153, 23231067.
3. The completed form in all respects may be sent to the following address latest by 5th March 2011.

Sh. S. K. Jena,
Asstt. Education Officer,
Central Board of Secondary Education (CBSE)
Shiksha Sadan,
17, Rouse Avenue
New Delhi – 110002

Signature & Seal of the Principal: ………………………………………

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Rkkj luCkkslsd fnYyh&92
Gram: CENBOSEC,Delhi-92
Email: cbsedli@nda.vsnl.net.in
Website: www.cbse.nic.in

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CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002.
AEO (L)/Japanese/In Ser Trg/2011 February 21, 2011
Circular No 11/2011
Subject: Introduction of Japanese Language in class XI (Code No 192) from the academic year 2011-12.
Dear Principal,
The CBSE introduced Japanese language in class VI in the academic year 2006-07 and afterwards extended
it in the next higher class in each subsequent year. The first batch of students will be passing out class X in the
year 2011.Therefore in pursuance of policy of expanding the choice of subjects for students, particularly in
nonconventional spheres of knowledge and skills that have bright employment prospects, the Board has decided
to extend ‘Japanese Language’ as an optional elective under academic subjects at senior secondary level from
April 2011. It can be offered by students as one of the four elective subjects and also as an additional elective
subject at +2 stage in combination with any of the subjects that are already available in the Scheme of Studies
of the Board.
The textbook has been prepared and are available. Teacher-training programme is also proposed to be held
very shortly in collaboration with the Japan Foundation, New Delhi. In case you plan to introduce Japanese
language in classes XI-XII (Subject Code 194) from April 2011, you are requested to apply immediately for
online subject affiliation and deposit affiliation fee in the form of Bank Draft as per the details given in the e-
affiliation section of our website www.cbse.nic.in.
The confirmation of submission of online application along with the fee in the form of Bank Draft drawn in
favor of The Secretary, CBSE may be sent to: Deputy Secretary, (Affiliation), Shiksha Kendra, 2, Community
Centre, Preet Vihar, Delhi-110092 with a copy to Mr. A H Ahmed, Assistant Education Officer, Shiksha
Sadan,17, Institutional Area, Rouse Avenue, Delhi 110002.E Mail: alhilal.cbse@nic.in
This will facilitate the necessary approval/ sanction for Senior Secondary Certificate Examination under
All India Scheme w.e.f 2011-12 session.
Yours sincerely,
(Shashi Bhushan)
Director (Academic)

Central Board of Secondary Education, Delhi 229

 CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092 Tel. 011-22050061
CBSE/Sports/2011-2012/Cir.No.18 09.03.2011
All the Head of Schools
Affiliated to CBSE
Subject: Introduction of Vocational Course in Sports - reg.
Since long a need has been felt that a Vocational Course in Sports is introduced at +2 level that may prepare
the students for the future Professional Courses in Sports and may provide them the job opportunities after
passing out from the school system. Also, such course will develop more awareness for the Sports in the country.
Keeping in view the above, I am pleased to inform you that the Board proposes to introduce “Body Science
– Fitness, Aerobics & Health” a Vocational Course in Sports.
Information in regard to the proposed course is as under:
1. The schools who will apply for the above course will be required to begin the class at +1 level.
2. The schools opting for the course should have a Gym as minimum infrastructure within the school
premises; or should have such facility nearby where they tie up for practical lessons.
3. The schools should have a permanent Post Graduate Teacher in Physical Education on roll.
4. The Physical Education Teacher of the school will have to under go two orientation programs each of
15 days duration. The first program will be held before the commencement of class XI and the second
before the commencement of class XII.
5. The students that opt for the subject will have to undergo 30 days of Internship Training in the Gym
designated/recognised by the Board and to be held during the summer vacation falling in between class
XI & XII.
The Board is discussing the issue with various universities/organisations for the Joint Certification of the
course.
It is further informed that the content of the course is ready and will be posted soon on the Board’s web site.
The Text Book too will be published by the Board.
Once the above course is introduced successfully; the Board proposes to introduce yet another vocational
course in Sports, titled “Sports Journalism”.
You will soon be receiving another circular that will have information in detail as to how to apply for the
above course.
Best wishes
Veera Gupta
Secretary

230 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Rkkj luCkkslsd fnYyh&92
Gram: CENBOSEC,Delhi-92
Email: cbsedli@nda.vsnl.net.in
Website: www.cbse.nic.in

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¼Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu½
f' k{kk lnu] 17] bUlfVV~;w kuy {ks=k] jkmt ,osU;q] fnYyh&110002

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002.

CBSE/ACAD/MMS/2011 24.3.2011
Cir No. 22/2011
To all the
Senior Secondary Schools affiliated to CBSE

Subject: Introduction of the academic elective “Mass Media Studies” at Senior Secondary level.

Dear Principal,

You may be aware that in pursuance of policy of expanding the choice of subjects for students, particularly
in non-conventional spheres of knowledge and skills that have bright employment prospects, the Central Board
of Secondary Education (CBSE) has introduced Mass Media Studies an academic elective at senior secondary
level from academic year 2010-11 on pilot basis in some selected schools. The programme is in collaboration
and joint certification with a reputed institute in Media industry.

The Mass Media Studies, an academic elective can be offered by students as one of the four elective subjects
and also as an additional elective subject at +2 stage in combination with any of the subjects that are already
available in the Scheme of Studies of the Board.

Salient features of the Elective

• Introduction to the comprehensive understanding of the five principal mass media viz. Film, TV, Print,
Radio and Internet.
• Introduction to the Evolution of Mass Media
• To understand how the content of mass media shapes our thoughts, vision, ethics and action.
• Analysis of the ways in which content is created in media

Central Board of Secondary Education, Delhi 231

 • To understand creative and technical processes involved in filmmaking, television production, newsprint,
radio and the internet.
• Introduction to the organization of media and entertainment industries- the financial and commercial
part
• To delineate the roles and responsibilities of creative, technical and administrative people in media
• To familiarize with the career options in media and entertainment industry.
• To analyze the vital importance of mass media in the functioning of a secular, liberal, democracies like
India.
• To understand the Convergence of mass media as the futuristic trend opening up more and more exciting
career and creative opportunities.

Infrastructure Requirements in Schools

• Computers - an ideal ratio of 1 computer for every 5 students, with the following specifications:
- PCs or iMacs (latest those purchased in 2009) with a minimum of 1GB RAM and 100 GB HDD
with dual/quad core processors OR MacIntel processors (in the case of iMacs)
- Appropriate editing / sound softwares. These will be freely available softwares, which WWI will
select & recommend to the schools. These should be available at no cost or a minimal cost, if at
all.
• The computers, ideally, should be on a UPS or a backup power so as to not damage them in case of
power failures
• Handycams / Hand-held video cameras (Sony HC 96 or equivalent) with an ideal ratio of 1:10 (1
camera for every 10 students)
• A screening room equipped with a television set or projector and speakers for playback of video OR
screening images through a computer.

Qualification for Faculty

• An M. A. in mass communication preferably with B.Ed.
The Board would wish to extend the option to all the Senior Secondary Schools desirous to introduce this
new elective from the academic session 2011-12 in classes XI-XII (Subject Code 072) from April 2011.Schools
interested are requested to apply immediately for online subject affiliation and deposit affiliation fee in the form
of Bank Draft as per the details given in the e-affiliation section of our website www.cbse.nic.in.
The confirmation of submission of online application along with the fee in the form of Bank Draft drawn in
favor of The Secretary, CBSE may be sent to: Deputy Secretary, (Affiliation), Shiksha Kendra, 2, Community
Centre, Preet Vihar, Delhi-110092 with a copy to Mr. A H Ahmed, Assistant Education Officer, Shiksha
Sadan, 17, Institutional Area, Rouse Avenue, Delhi 110002.E Mail: alhilal.cbse@nic.in. This will facilitate
the necessary approval/ sanction for Senior Secondary Certificate Examination under All India Scheme w.e.f
2012-13 session.

232 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Board is going to organize a five day training programme for teachers from all the schools offering this
elective in the third week of May 2011 at Mumbai. The details regarding fee and exact dates of the programme
will be communicated to schools registered for this elective.
For further enquiries you may revert to the undersigned at sadhanap.cbse@nic.in or call on telephone no.
011-23234324, 23237780 or Mr. A H Ahmed, Assistant Education Officer at aeoasedof@gmail.com or call on
011-23237780

Yours sincerely,

(Vineet Joshi)
Chairman

Central Board of Secondary Education, Delhi 233

 CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development,
Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092,
Tel. 011-22050061

CBSE/SPORTS/2011-2012/Cir. 23 17.03.2011

All the Principals of

Independent Category of Schools
Affiliated to CBSE

Madam/Sir,

Subject: Physical Education and Discipline Specific Orientation Programs – June 2011.

I am pleased to inform you that the Board proposes to organise the following Orientation Programs for the
Physical Education Teachers’ of the Independent Category of Schools.

* Physical Education Orientation Program in association with the LNUPE Gwalior:

Dates: 15 to 30 June 2011 (15 Days)

Venue: LNUPE Gwalior
Course Fee: Rs 8500.00 (Rupees Eight Thousand Five Hundred) Includes Course Fee; Lodging; Boarding
and Study Material

Maximum 100 teachers, on first-cum-first basis, would be enrolled for the above program. The schools that
are interested in sending their teachers for the above program shall forward their request in writing along with
the name of the teacher, school name & address, e-mail & telephone numbers and the course fee draft favouring
“Registrar, LNUPE Gwalior” and payable at Gwalior, so as to reach undersigned latest by 15 May 2011. The
teachers that will be enrolled for the program will be informed through e-mail. They must report at LNUPE
Gwalior on 14 June and will be permitted to leave after 05.00 pm on 30 June 2011.

* Discipline Specific Orientation Programs in Athletics; Badminton; Basketball; Football; Table Tennis
& Volleyball in association with AFI; BAI; BFI; AIFF; TTFI & VFI:

Dates: 06 – 11 June 2011 (06 Days)

Venue: Ganga International School, New Delhi
Course Fee: Rs 6000.00 (Rupees Six Thousand) Includes Course Fee; Lodging; Boarding and Study Material

234 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Min. 25 & max. 50 teachers, on first-cum-first basis, would be enrolled for each of the above discipline/
program. The program will cover aspects like Rules & Regulations; Officiating; Coaching & Laying of play
field. The schools that are interested in sending their teachers for any of the above program, shall forward their
request in writing along with the name of the teacher, school name & address, e-mail & telephone numbers and
the course fee draft favouring “Pawan Ganga Educational Society” and payable at Delhi, so as to reach
undersigned latest by 05 May 2011. The teachers that will be enrolled for the program will be informed through
e-mail. They must report at the venue on 05 June and will be permitted to leave after 05.00 pm on 11 June 2011.
The program, in which the minimum required number of participants will not enrol, will not be held.
The Board and LNUPE/Federation shall award the certificate to all the candidates who successfully complete
the program.

Best wishes,

Veera Gupta
Secretary

Central Board of Secondary Education, Delhi 235

 CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development,
Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092,
Tel. 011-22050061

CBSE/SPORTS/2011-2012/Cir.49 18.08.2011

All the Principals of

Independent Category of Schools
Affiliated to CBSE

Madam/Sir,

Subject: CBSE Inter School Sports & Games Competitions – reg..

I am pleased to inform you that the CBSE Inter School Sports & Games Competition Calendar 2011-12 and
related information such as Rules etc has already been uploaded on the Board’s web site www.cbse.nic.in.

1. Please download the Sports Calendar and other details.

2. Read the Guidelines & Rules carefully before Organizing/Participation.

3. Carrom has been included as one of the discipline for competition.

4. Send your participation consent to the respective Organizing School without waiting for any formal
invitation for participation.

5. Incomplete Eligibility Performa/Entry Form in any respect is liable for disqualification of the Team/
Player.

6. Whatsoever the reason may be, on the spot entry and late entry will not be accepted. Further, postal
delay will not be considered as an excuse for accepting late entry.

7. No player will be permitted to participate at any of the levels without original documents. All are
advised to carry with them the Original Date of Birth Certificate; Identity Card in the prescribed CBSE
format and class X certificate issued by the Board.

8. Besides general rules; refer the rules of the discipline/specific sport/game in which you wish to participate.

9. No team shall be accompanied by more than two officials.

10. A copy of the CBSE Sports Rules & Regulations and Calendar may be forwarded to the Department of
Physical Education/Physical Education Teacher of the school for information.

236 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 11. Sports Fee:
All the Independent Category of Schools Affiliated to the Board and situated in India must remit Rs
5000.00 per year as mandatory Annual Sports Fee irrespective of the fact whether a particular school
takes part or not in any of the tournament.
The schools of CBSE Ajmer Region; Allahabad Region; Bhubaneswar Region; Chennai Region;
Guwahati Region, Panchkula Region & Patna Region must remit the Annual Sports Fee draft favoring
“Secretary, CBSE” with the respective CBSE Regional Office.
The schools of CBSE Delhi Region shall remit the Annual Sports Fee draft/cheque with the AEO
(Sports) CBSE, Preet Vihar, Delhi-110092.
The schools situated in the Gulf and in other countries need not remit sports fee to the Board.
For any query in regard to Sports & Games; you may contact the AEO (Sports) CBSE, Preet Vihar, Delhi-
110092.

Best wishes,

Veera Gupta
Secretary

Central Board of Secondary Education, Delhi 237

Website: www.cbse.nic.in 011-23220153
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi-110002
CBSE/ EO (COM.)/CIRCULAR/ 2011 31st March, 2011
Circular No.27/11

Subject: Introduction of e-Typewriting-English/Hindi from the academic ses-

sion 2011-12 of Class IX and 2012-13 of Class X

Dear Principal,
As you are aware that the CBSE offers Typewriting- English/Hindi (Code No. 354) as an additional subject
under Commerce Group at Secondary level. With the purpose to make it more functional to meet the increasing
use of computers in government and private offices, the Board has decided to replace the existing course of
Typewriting- English/Hindi with the course in e-Typewriting (Electronic Typewriting)- English and Hindi from
the academic session 2011-12 of Class IX and 2012-13 of Class X.
The detailed syllabus and the scheme of examination have been given as Annexure 1. Kindly bring this to
the notice of concerned teachers & students.

Yours Faithfully,

Shashi Bhushan
Director (Academic)

Annexure 1: Syllabus of e-Typewriting- English/Hindi

238 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Annexure 1

Syllabus of e-Typewriting- English/Hindi (Code No. 354)

Class IX-Class X
2011-2013

INTRODUCTION

With the advent of computers and internet connectivity, the information revolution has affected all facets of
life. Information plays a vital role in the conduct of business to initiate and maintain continuous contact with
customers/clients, suppliers, investors, govt. agencies, banks, insurance companies etc, and in order to exchange
information, letters, memos, notices, circulars, reports etc. are written regularly. As the information is mostly
fed directly through a keyboard, keyboard & word processing skills are of utmost importance for efficient and
effective information exchange.

In this context, e-typewriting is a primary skill in order to efficiently handle information. CBSE has decided
to meet this challenge in the emerging scenario in India which demands competence in terms of speed, accuracy
and information management skills. The conventional course in typewriting is renamed as e-Typewriting i.e.
Electronic Typewriting. Every care is being taken that the candidate is able to perform well in English along
with elementary hands on skill in Hindi as well through INSCRIPT keyboarding, which facilitates extension to
any other Indian language. Similarly, e-typewriting in Hindi would require some basic hands on skills in English
as well.

The students of e-typewriting course are also encouraged to acquire some basic Internet skills which will
only be for practice and not to be tested. It is expected that after doing this course the students will be able to get
jobs in the government and private offices, micro, small & medium enterprises in organized and unorganized
sectors, large industrial units, call centers, publishing houses, banks, insurance corporation offices and data
centers in educational institutions etc. The students can get self-employment by taking up job works from the
nearby offices, schools, colleges and universities. Besides opening up job opportunities, the Course also helps
in giving a competitive edge to the students in higher studies.

Learning Objectives of e-Typewriting course

After completion of this course, the students will be able to:

1. Use proper keyboarding techniques.

2. Improve speed and accuracy while keyboarding.
3. Create and edit a variety of documents using word processor and spreadsheet software.
4. Identify and correct common typing errors.

Central Board of Secondary Education, Delhi 239

 NOTE
This paper has been divided in two parts i.e. Theory and Practical. The division of marks of Theory and
Practical is as given below:
Theory 30 Marks
Practical 70 Marks
Total 100 Marks
1. As per CCE guidelines the syllabus for e-Typewriting - English/Hindi for classes IX & X has been
divided term wise.
2. The units specified for each term shall be assessed through both Formative and Summative Assessments.
3. In each term, there will be two Formative Assessments with each carrying a 10% weightage.
4. The Summative Assessment in the first term and second term will carry 30% weightage for each term.
5. In both Summative Assessments I and II, there will be one Theory Paper of 30 Marks of 2 hours duration
and one Practical Paper of 70 Marks of 1 hour duration.
6. The Formative Assessments 1&2 for the first Term and Formative Assessments 3 and 4 for the second
term will include assignments, observation, Viva/Oral Test and Practical.

Design of a Theory Question Paper

Class IX
Term I
Unit Title of the Unit Marks
No.
1. Introduction to e-Typewriting 10
2. Keyboard Layout (QWERTY & INSCRIPT) 10
3. Touch Typewriting 10
Total 30
Term II
Unit Title of the Unit Marks
No.
4. Introduction to Word Processing :
4.1 Creating, Saving and Opening a document in a Word Processor. 5
4.2 Text styles (Bold, Italic, and Underline); selecting font faces, size and color. 10
4.3 Text alignment, automatic page numbering, cut-copy-paste, Undo and Redo. 10
4.4 Preview & printing a document 5
Total 30

240 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Class IX
Term I
Theory Maximum Marks: 30

1. Introduction to e-Typewriting: 10 Marks

1.1 What is e-Typewriting, Importance of learning e-Typewriting, Types of Keyboards – Physical

Keyboard & Virtual Keyboard, Wireless & Wired Keyboard, Standard and Multimedia Keyboard.
2.1 Starting and shutting down a Computer and Printer: Steps to switch on and switch off a computer;
Difference between Turn Off, Stand By, Hibernate, and Restart.

2. Keyboard Layout (QWERTY & INSCRIPT) 10 Marks

2.1 QWERTY Keyboard Layout: General Keys, Function Keys, Lock Keys, Lock Indicators (Lights),
Cursor Control Keys, Numeric Keys, Numeric Keypad.
2.2 INSCRIPT Keyboard Layout: Importance of INSCRIPT Keyboard, Concept of using standard
QWERTY keyboard with INSCRIPT overlay. (Availability of INSCRIPT keyboard layouts at
http://tdil.mit.gov.in/isciichart.pdf) .

3. Touch Typewriting 10 Marks

3.1 Ergonomics: Layout, Correct sitting posture, Position of Keyboard, Mouse and Monitor.
3.2 Methods of Typewriting:

• Touch Method of Typewriting

• Sight Method of Typewriting

(Advantages and disadvantages of both the methods)

3.3 Positioning of fingers on the Keyboard according to touch method of Typewriting.

3.4 Use of Touch Typing Tutor Software (Online and Downloadable; Freeware and Open Source
Software) for practice.
3.5 Importance of Speed And Accuracy.

Class IX
Term II
Maximum Marks: 30
4. Introduction to Word Processing
4.1 Creating, Saving and Opening a document in a Word Processor 5 Marks
4.2 Text styles (Bold, Italic, and Underline); Selecting Font Faces, Size and Color. 10 Marks

Central Board of Secondary Education, Delhi 241

 4.3 Text Alignment, Automatic Page Numbering, Cut-Copy-Paste, Undo and Redo. 10 Marks
4.4 Preview & Printing a document 5 Marks
Note: Corresponding Keyboard shortcuts may also be used. Those will also be tested.

Class–X
Term I
Unit Title of the Unit Marks
No.
1. Word Processing Features:
1.1 Page-Setting (Size, Orientation and Margins); Setting Line Spacing &
1.1 Paragraph Spacing. 6
1.2 Inserting Special Characters and Symbols; Creating Bulleted & Numbered
1.2 List; Inserting Pictures & Using Find & Replace. 9
1.3 Creating a Table and Entering Data in it. 3
1.4 Using Superscript & Subscript; Using Spell Check and Grammar Check;
1.4 Adding Header and Footer. 9
1.5 Using Mail Merge 3
Total 30

Term II
Unit Title of the Unit Marks
No.
2. Introduction to Spreadsheet 10
3. Speed and Accuracy Calculation 10
4. Proof Reading and Correcting a Proof-Read Document 10
Total 30

Class X
Term I
Theory Maximum Marks: 30
1. Word Processing Features
1.1 Page-Setting (Size, Orientation and Margins); Setting 6 Marks
Line Spacing & Paragraph Spacing.

242 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 1.2 Inserting Special Characters and Symbols; Creating Bulleted & Numbered List;
Inserting Pictures & Using Find & Replace. 9 Marks.
1.3 Creating a Table and Entering Data in it. 3 Marks.
1.4 Using Superscript & Subscript; Using Spell Check and Grammar Check;
Adding Header and Footer. 9 Mark
1.5 Using Mail-Merge. 3 Marks
Note: Corresponding Keyboard Shortcuts may be used. These will also be tested.

Class X
Term II
Theory Maximum Marks: 30
2. Introduction to Spreadsheet 10 Marks

- Creating, Saving & Opening a Spreadsheet

- Selecting Cells and Ranges

- Entering Numbers & Text in Spreadsheet

- Simple Arithmetic Operations (+, -, *, /)

- Copying Data from Spreadsheet into a Word Processing Document

Note: Corresponding Keyboard shortcuts may also be used.

These will also be tested.

3. Typewriting Speed and Accuracy Calculation 10 Marks

- Tips for improving speed and accuracy

- Detection of Errors

- Penalty for Errors committed

- Calculation of Gross (Running) Speed

- Calculation of Net (Accurate) Speed

4. Proof Reading and Typing a Proof-Read Document 10 Marks

- Proof Reading & its importance

- Commonly used Proof Correction Signs

- Precautions in Proof Correction

- Typing a Proof Read Document

Central Board of Secondary Education, Delhi 243

 PRACTICAL WORK
CLASS IX
Term I Practical
1. Keyboard Operations:
a) Setting fingers on the Keyboard and practicing each row of the Keyboard. (Home, Upper, Bottom,
and Number Rows)
b) Practicing Numeric Keypad
c) Using Touch Typing Tutor Software for Practice.

Class IX
Term II
2. Document preparation (Simple letter): Documents like simple letters, paragraphs are required to be
created with the following features:
a) Word Processing Text Styles (B,I,U)
b) Selecting Font, Size and Color.
c) Text alignment,
d) Automatic Page Numbering,
e) Cut-Copy-Paste.
f) Word-Count.
3. Preview and printing of Documents
4. Common Errors and Remedial Practices
a) Common errors committed while typing
b) Accessing a dictionary
c) Using Spell Check and Grammar Check.
d) Use of Typing Tutor Software
e) Computer Assisted Typing Tests to assess typing performance
Note: Corresponding Keyboard shortcuts may also be practiced. These will be tested.

CLASS X
Term I Practical
1. Document preparation with advanced features
a) Setting Line Spacing & Paragraph Spacing
b) Adding Header and Footer

244 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 c) Using Spell Check and Grammar Check

d) Inserting Special Characters and Symbols

e) Creating Bulleted & Numbered list

f) Inserting Pictures

g) Using Find & replace

h) Using Superscript & Subscript

i) Page-Setting (Size, Orientation and Margins)

j) Creating a Table and Entering Data

k) Using Mail-Merge.

Note: Corresponding Keyboard shortcuts may also be practiced. These will be tested.

Class X
Term II Practical
2. Creating a Spreadsheet

a) Creating, Saving & Opening a Spreadsheet

b) Selecting Cells and Ranges

c) Entering Numbers & Text in Spreadsheet

d) Simple Arithmetic Operations (+, -, *, /)

3. Copying Data from Spreadsheet into a Word Processing Document

Note: Corresponding Keyboard shortcuts may also be practiced. These will be tested.

4. Accuracy and Speed Calculation

a) Detection of Errors

b) Calculation of Gross (Running) Speed

c) Calculation of Net (Accurate) Speed

d) Assignment of Marks

5. Proof-Reading of Documents

6. Typing Proof-Read Documents

Central Board of Secondary Education, Delhi 245

 Design of a Practical Question Paper

There is no pre-set question paper provided by CBSE for conduct of practical examination. Detailed
instructions on distribution of marks and conduct of practical examination have been provided, on the basis of
syllabus. The examiner is advised to set the question paper according to the prescribed curriculum and distribution
of marks.

It is important to note that the candidate in English Typewriting should have elementary typewriting
skill in Hindi Typewriting and vice versa. For this, along with typing speed test of English/Hindi
Typewriting, a minimum 10% speed will be tested for Hindi/English Typewriting respectively using virtual/
physical keyboard.

CLASS IX
Term I

(A) HANDS ON EXPERIENCE Maximum Marks: 70

For e-Typewriting-English
A document is required to be created for testing the following areas:
i. Typing Speed Test (English) 25 Marks
(A document of 100 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 10 words per minute).

ii. Typing Speed Test (Hindi) 5 Marks

(A test of expected minimum speed of 1 word per minute)

iii. Typing Accuracy Test 30 Marks

(A test of 10 minutes duration)

OR

For e-Typewriting-Hindi

A document is required to be created for testing the following areas:

i. Typing Speed Test (Hindi) 25 Marks

(A document of 75 words is to be typed and tested of 5 minutes duration with speed of minimum 5
words per minute)

ii. Typing Speed Test (English) 5 Marks

(A test of 1 word per minute)

iii. Typing Accuracy Test 30 marks

(A test of 10 minutes duration)

246 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

(B) Assignment File* 10 Marks
Total Marks: 70
Class IX
Term II

(A) HANDS ON EXPERIENCE Maximum Marks: 70 Marks

A document is required to be created for testing the following areas:

a) Creating, Saving and Opening a document,

b) Word Processing Text styles (B,I,U)

c) Selecting Font Face, Size and Color.

d) Text Alignment, Page Numbering, Cut-Copy-Paste.

e) Preview & Printing Document

For e-Typewriting-English

i. Typing Speed Test (English) 25 Marks

(A Document of 150 words to be typed and tested of 10 minutes duration with expected minimum speed
of 15 words per minute)

ii. Typing Speed Test (Hindi) 5 Marks

(A test of expected minimum speed of 2 words per minute)

iii. Typing Accuracy Test 30 Marks

(A test of 10 minutes duration)

OR

For e-Typewriting-Hindi

i. Typing Speed Test (Hindi) 25 Marks

(A document of 125 words is to be typed and tested of 10 minutes duration with expected minimum
speed of 10 words per minute)

ii. Typing Speed Test (English) 5 Marks

(A Test of expected minimum speed of 1 word per minute)

iii. Typing Accuracy Test 30 Marks

(A test of 10 minutes duration)

Central Board of Secondary Education, Delhi 247

(B) Assignment File* 10 Marks
Total Marks: 70

CLASS X PRACTICALS
Term I
(A) HANDS ON EXPERIENCE Maximum Marks: 70

A document is required to be created for testing the following areas:

i. Word Processing Features 30 Marks
(A document containing at least 10 features of word processor is to be typed) For e-Typewriting (English)

ii. Typing Speed and Accuracy Test (English) 25 Marks

(A document of 200 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 20 words/minute)

iii. Typing Speed and Accuracy Test Hindi) 5 Marks

(A document of 50 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 2 words/minute)

OR

For e-Typewriting (Hindi)

ii. Typing Speed and Accuracy Test (Hindi) 25 Marks
(A document of 175 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 15 words/minute)

iii. Typing Speed and Accuracy Test(English) 5 Marks

(A document of 50 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 2 words/minute)

(B) Assignment File* 10 Marks

Total Marks: 70

Class X
Term II
(A) HANDS ON EXPERIENCE Maximum Marks: 70
A document is required to be created for testing the following areas:
i. Spreadsheet/Word Processing Features 15 marks
(A document containing at least 10 features of spreadsheet and word processor is to be typed)

248 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

For e-Typewriting (English)

ii. Typing Speed and Accuracy Test (English) 10 marks

(A document of 250 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 30 words/minute)

iii. Typing Speed and Accuracy Test (Hindi) 5 marks

(A document of 50 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 5 words/minute)

iv. Proof Reading 15 marks

(A document containing at least 10 mistakes to be proof-read)

v. Typing a Proof-Read Document 15 marks

(A proof-read document with min. 10 correction symbols is to be typed)

OR

For e-Typewriting (Hindi)

ii. Typing Speed and Accuracy Test(Hindi) 10 marks

(A document of 225 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 25 words/minute)

iii. Typing Speed and Accuracy Test (English) 5 marks

(A document of 50 words is to be typed and tested for 10 minutes duration with expected minimum
speed of 3 words/minute)

iv. Proof Reading 15 marks

(A document containing at least 10 mistakes to be proof-read)

v. Typing a proof-read document 15 marks

(A proof-read document with min. 10 correction symbols is to be corrected)

(B) Assignment File* 10 Marks

Total Marks: 70

* The purpose of Assignment file extends much beyond the formality. The Assignment file should reflect and
measure a student’s continual improvement in e-Typewriting. An Assignment File must contain one document
per month (in total 3 documents per term). Every month, an initial document without carrying out corrections
is to be kept in the file which will be known as initial document. The same document should be typed by
carrying out corrections, which will be known as final document. Both of these documents must be duly
signed by the Instructor. (Private candidates may put self- attested test documents)

Central Board of Secondary Education, Delhi 249

 An analysis report, for each term, may be prepared by each student in the following format with self-assessment:

Month 1 Month 2 Month 3

Initial Final Initial Final Initial Final

document document document document document document

Speed

Accuracy

Word
Processing
/
Spreadsheet
features
used

An additional analysis report at the end of Second Term may be prepared by each student in the following
format with self-assessment of speed and accuracy:

Term 1 Term 2

Month 1 Month 2 Month 3 Month 1 Month 2 Month 3

Speed

Accuracy

State your inference about your project report:

These assignments will help the student to know whether s/he is continually improving his/her performance
or not. It will also help the teacher in analyzing the class performance.
To encourage self-assessment by student; it is suggested that marks be allotted only for completion of the
original work without assessing the speed and accuracy reported by the student.

REFERENCE:
e-Tutorials:
http://www.typeonline.co.uk/
http://www.powertyping.com/

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http://www.sense-lang.org
http://www.typefastertypingtutor.com/
http://www.typingweb.com/
Aasaan-Hindi-Typing-Tutor (free downloadable from many sites)

Speed Tests
http://speedtest.10-fast-fingers.com/gabe’s typometer (free downloadable from many sites)

Desirable Skills
The students of e-typewriting course are also required to acquire some basic Internet skills which will only be
for practice and not for testing:
• Use a web browser.
• Conduct a basic search using a search engine.
• Formulate Search query-Use NOT, AND, OR operators while searching to optimize search.
• Start an Email program.
• Understand the structure of an Email address.
• Compose and send an Email message.
• Send a carbon copy of a message to more than one recipient. (CC, BCC).
• Attach a document to a message.
• Open an e-mail message.
• Send a reply.
• Forward an e-mail message.
• Delete messages from a mailbox.
• Create and maintain lists of Email addresses.
 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

No. EO (Sc)/Acad/00/Env/122679-125178 Circular No. 16

Dated: 12.6.2001

All the Heads of Institutions

Affiliated to the Board

Subject: Environmental Protection through Eco-Clubs in Schools

Dear Principal,
You are aware that the Central Board of Secondary Education has included large number of concepts related
to protection and conservation of environment in its syllabi of different subjects. Realising the potential of
education as a powerful tool to reshape and re-orient the thinking of individuals, the Board firmly believes that
it has a significant role to play in not only spreading awareness about environmental problems but also inculcating
desired environmental ethics and values in the learners studying in the Schools.
The Board through its circulars to the schools has always emphasized on laying maximum stress on
environrnental conservation tlrough focusing on related concepts included in different subjects. The institutions
have been advised to undertake additional promotional activities like pollution control drive, adoption of trees
and organization of different competitions to further strengthen environmental consciousness and sensitivity in
the learners. It is encouraging to know that a large number of schools in the country have initiated many of such
activities through setting of eco-clubs in the schools. If such a club does not already exist in the school, you
are advised to initiate necessary action in this matter immediately.
In order to further strengthen the concept of eco-clubs in schools, the Board is organizing series of orientation
programmes, for incharge-teachers of Eco-clubs. The nodal officer of respective region will be shortly requesting
you to depute these teachers for the proposed programrnes. The Board is of the firm conviction that collective
and concefted effort in this matter can go in a long way in reshaping the thinking and lifestyles of would-be
citizens.
Your whole hearted co-operation in the matter is solicited.

Yours faithfully,

(G. BALASUBRAMANIAN)

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 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

NO.D(A)/PA/Env.Edn/05 1st February, 2005 CIRCULAR NO.08/2005

All the Heads of institutions

affiliated to CBSE

Subject : Introduction of Environmental Education as a compulsory subject

in schools from Classes I to XII – Reg

Dear Principal,

The issues of environmental concerns relating to depleting natural sources, eradication of many natural
species, increasing pollution, global warming resulting in ecological imbalances and natural calamities, health
concerns arising out poor wastage management systems and other diverse issues have attracted the attention of
the people worldwide. Educating the people of a nation on the above issues appears to be vital for the sustenance
of the globe in all its grandeur.

It is in this context, the Hon’ble Supreme Court of India has directed all educational agencies in the country
to make environmental education as a compulsory component of the system from the current academic year.
The NCERT has already brought out a curriculum for all classes from I to XII in compliance with the above
directions of the Hon’ble court.

The Board has therefore decided to introduce the environmental education as a compulsory subject for all
classes from I to Secondary and Senior Secondary level from the current academic year. While the Board will
come out with separate specific instructions shortly with regard to the syllabi, curriculum transaction and
evaluation procedures , the schools are advised to take the following initiatives with immediate effect while
planning their curriculum for the next academic year.

1. Environmental education will be a separate compulsory subject in the curriculum.

2. It will enjoy the same status as any other subject prescribed in the school curriculum.

3. The schools shall allot a minimum of two periods per week for the study of the above subject.

4. The schools will also provide adequate opportunities for integration of the environmental concerns
while transacting different disciplines.

5. The environmental sensitivities as reflected in the prescribed curriculum may also be reflected as a part
of the various co-scholastic activities carried out by the school both inside and outside the classrooms.

6. The students shall be evaluated by the schools in this subject as in any other subject and their achievements
may be reflected in the school achievement record in the form of grades.

Central Board of Secondary Education, Delhi 253

 7. The schools may avail the benefit and wisdom of the local resources engaged in environmental concerns
to enhance the knowledge and skill inputs of their teachers and students.
The Board will shortly send a copy of the syllabus of the above subject to all the affiliated schools. They
would also be made available in the CBSE website www.cbse.nic.in . The Board will shortly come with an
additional notification regarding introduction of the above subject in classes IX & XI from the ensuing academic
year and the students will be appearing in the Board’s examination in Class X & XII in the year 2007.
The cooperation and commitment of schools in effective implementation of the environmental education in
schools will go a long way in bringing about an attitudinal change among the citizens on the relevant issues. It
will further help in saving and cherishing the diverse gifts of nature the country has been bestowed with. The
Board seeks the cooperation of schools in meaningful implementation of the above in the curricular structure.

Yours faithfully,

(G.BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

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 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

D(A)/EVS/2005 Dated: 03.05.2005

Circular No. 24/2005
To
All the Heads of the
CBSE affiliated schools

Subject: Directives to schools regarding Environmental Education from Class I-VIII.

Dear Principal,
Kindly refer to the circular no: 08/2005 dated lst February, 2005 inviting your attention to the introduction
of Environmental education as a compulsory subject in schools. You are aware that it is being increasingly
realized all over the world that living a harmonious and healthy life on this planet Earth is man’s greatest need.
In keeping with this concern the Hon’ble supreme court had directed NCERT to develop a model syllabus of
Environmental Education as a compulsory subject in a graded manner. NCERT has recommended that a value
based action oriented course of Environmental education would lead from knowledge to feeling and finally to
appropriate action. There is a need to develop a graded, action oriented, value based course in Environmental
Education for a1l the classes I levels of schooling in such a way that it addresses the general environment
concerns without adding to the curricular load.
The Central Board of Secondary Education has already forwarded a syllabus of Environmental Education
in schools from classes I-XII which aims at generating among young learners an awareness of and sensitivity to
the total environment in a holistic manner.
The main focus of EE is to expose students to the actual world they live in. They have to be acquainted with
the environment related issues and problems. They must also be able to look at the environment problems and
concerns, analyse, evaluate, draw inferences and equip themselves to resolve them. Thus the objectives of EE
need to focus not only on knowledge but more importantly on generating awareness, developing attitudes,
values and skills and promoting education and action among children at all levels of school education. By
implication learning would not remain limited to the classroom alone but extend much beyond it.
I. Elementary Levels (Classes I & II)
1. Curriculum
In classes I & II, the curriculum for EE can become a part and parcel of language, mathematics and the
Art of Healthy and Prorluctive Living’
2. Text Books
There is no need for a separate text book for EE in these classes’

Central Board of Secondary Education, Delhi 255

 3. Transaction
ln Classes I & II the entire transaction needs to be woven around the child’s immdiate environment, and
it must also be built upon the child’s inherent curiosity, observation and the ability to corelate at that
age. There need to be numerous activities to enable children to translate awareness into effective
behavioural action.
4. Evaluation
Grading of children’s performance is preferred in assessing the qualitative aspects of the subject. At this
stage no formal evaluation is recommended.
II. Primary level (Classes III-V)
l. Curriculum
The curriculum of EE in standards III to V needs to place a greater emphasis on students carrying out
activities in their local environment and development of habits and values.
2. Text Books
In Classes III to V no separate text books need to be provided. The content and the themes for these
classes has already been detailed in the syllabus. The concepts could be developed fiom the existing
books of environmental sciences in order to usher in enhanced sensitivity to the themes outlined in the
syllabus.
3. Transaction
A greater focus is needed to develop skills, proper habits and positive attitudes towards environment.
Teachers may innovate and design activities suitable to their own surrounding and level of interest of
children.
4. Evaluation
The evaluation practices need to be both informal and formal in Classes III to V. The focus at this stage
would be on assessment of socio/emotional development and behavioural patterns of the learners besides
their cognitive learning. Continuous and comprehensive evaluation using learners profiles and assigning
them grades would be desirable. Periodical assessment may be utilized for diagnosis as well as for
planning remedial measures.
III. Upper Primary Level (Classes V I - VnD
1. Curriculurn
The curriculum of EE at the upper primary level needs to focus on affective and conative components
by providing additional inputs in the form of investigation, project work and co-scholastic activities.
2. Text Books
The information and the level of sensitivity required to be provided may need additional support in the
form of textual or other support materials. The content of EE for various classes has already been
enumerated in the syllabus document. The content needs to be further strengthened in its cognitive,

256 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 affective and conative components by providing additional inputs in the form of investigations, projects
and co-scholastic activities.
3. Transaction
Every child from the upper primary levels onwards should be provided with the opportunity to participate
in at least one nature/outdoor field visit experience.
The content and transaction of EE needs to recognize, acknowledge, respect and celebrate all forms of
diversity and local contextuality.
4. Evaluation
The assessment of learners’ achievement in EE would encompass all the three aspects of development,
i.e. cognitive, affective and conative. Both process and product evaluation techniques will need to be
used. These will help in ascertaining the growth, patterns, identification of strengths and weaknesses as
also in utilizing systematic feedback for development of environment friendly habits, positive attitudes
and desirable values amongst learners.
Continuous and comprehensive evaluation using learners’ profiles and assigning them grades would be
desirable.
Proper records of learners’ progress would need to be maintained and their profiles, so developed,
would be utilzed for effecting improvement leading to desirable understanding and behavioural actions
towards the environment.
The pedagogy of EE in all the classes will have to be based on local contextuality, indigenous knowledge,
experiential learning strategies, multi-disciplinary approaches, project based-methods and action oriented practical
assignments.
The Central Board of Secondary Education is also in the process of finalizing guidelines to teachers for
Classes I to VIII which will be available shortly.

Yours faithfully

(G. BALASUBRAMANIAN)
DIRECTOR (ACAD)

Central Board of Secondary Education, Delhi 257

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

O.CBSE/EE/2006 4th May, 2006

Circular No. 08/2006
All the Heads of the Institutions
Affiliated to CBSE

Subject: Introduction of Activity Based Manual in Environmental

Education for Class IX - reg

Dear Principal,
As you are aware the environmental concern such as depleting natural sources, eradication of many species,
increasing pollution, global warming resulting in ecological imbalances and natural calamities, health concems
arising out of poor wastage management systerns are matter of great concem to the world today.
The CBSE vide its circular no.24/2005 dated 3.5.2005 has already circulated directives to schools regarding
Environmental Education from Classes I-VIII. At present it is bringing out an Activity Based Manual for Class
IX which will be available shortly.
The manual consists of activities with specific objectives which can be conducted by the teachers as part of
their every day curricular and co-curricular periods.
The Board has recommended that atleast two periods per week should be allocated to the study of Environment
Education. The students should be assessed on a five point grading scale as part of continuous and comprehensive
evaluation which must be reflected in the grade card or progress report of the learner. This assessment will be
internal and school based.
Your cooperation and commitment on issues of environmental concern will go a long way in sensitizing
students and help them to develop positive and healthy attitudes towards matters of national and global importance.
The Board looks forward to your continued commitment in the implementation of environment education as
part of the school curriculum.

Yours sincerely

(VINEET JOSHI)
SECRETARY

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 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.

CBSE/ACAD/EO (L)/NUSSA/2009 Dated: 24.6.2009

Circular No. 22

All the Heads of the Institutions

Affiliated to CBSE.

Subject : National Urban School Sanitation Awards 2009 in the context of

setting up of ‘Health and Wellness Clubs and ‘Eco-Clubs’ in schools.

Dear Principal,
The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the ‘National
Initiative on School Sanitation’ and the aim is to inculcate good sanitation habits among the school children.
The Annual National Urban School Sanitation Awards(NSSUA) has been instituted by Ministry of Urban
Development along with German Technical Cooperation (GTZ) and Central Board of Secondary Education
CBSE to inspire, acquaint and celebrate excellence in Urban School Sanitation.
These Awards are instituted with the purpose of honouring urban schools who are taking significant steps
towards effective sanitation and improvement in service delivery leading to behavioral change.
The awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar
Navodaya Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools,
Army Schools etc.
Awards will be given in the following categories which schools can take up as part of Health and Wellness
Clubs and Eco-Clubs
 Awareness generation leading to behavioural change through students and community mobilization
 Technical innovation and interventions
 Improving sanitation facilities for the girl child
 Best performing Health and Wellness Clubs
 Sustainability of the effort
 Waste management and disposal
 Water conservation and waste water recycling and its utilization
 Conservation of green spaces
 Public Private Partnership

Central Board of Secondary Education, Delhi 259

Parameters for the Selection
1. Sustainability :Demonstrated success geared towards long term hygiene and safe sanitation.
2. Replicability: Potential for replication of practices and models that have resulted in better service
delivery.
3. Safe Hygiene Practices
4. Waste Segregation and Waste Management
5. Awareness Generation Efforts and impact leading to Behavioral Change
6. Water and Sanitation:Tangible Improvements in Service Delivery
7. Efforts towards Water Management
8. Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology and
Resources
9. Dynamism: Activity points scored by participation in various activities as organized from time to time
through website; www.schoolsanitation.com

Mechanism and Procedures

 MoUD, CBSE and GTZ have constituted an Advisory Group for deciding on Awards.
 Initial scrutiny will be done by Committee and then the final hundred entries will be submitted for
critical examination and final selection for the Awards by the Advisory Group.

The Awards will be in the form of certificates of excellence, mementos, citations, participation in a school
sanitation exchange programmes, joint development of pilot projects on zero waste producing concepts with
the schools and also special certificates to Principals, teachers and students associated with excellent Health &
Wellness Clubs and Eco Clubs.
You are requested to disseminate the information to all and participate in this initiative of National importance.
You are requested to send in CD-ROM addressed to the Nodal Officer, National Urban School Sanitation
Awards 2009 by courier at CBSE, Shiksha Sadan, 4th Floor, Room No. 404. Under no circumstances either
projects or models should be sent to the CBSE or GTZ Office. For more information about the National initiative
on Urban School Sanitation visit: www.schoolsanitation.com and for further queries, the Academic Branch at
CBSE may be contacted at telephone no. 011-23234324 (Dr. Sneha Singh / Syed Shaney Alam)

Yours sincerely,

(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)

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 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.

NO. CBSE/ACAD/CIRCULARS/2009 10th July, 2009

Circular No. 23

All the Heads of the institutions

Affiliated to CBSE.

Subject : ‘Kaun Banega Paryavaran Ambassador’

Dear Principal,
The Ministry of Environment and Forests, Government of India has launched a campaign titled ‘Kaun
Banega Bharat Ka Paryavaran Ambassador (KBPA)’ In Partnership With The Centre for Environment
Education (CEE) with a view to promote public awareness about environmental issues. The campaign was
inaugurated by Smt. Pratibha Devi Patil, Hon’ble President of India on July 5, 2008.
KBPA is a ‘nationwide campaign’ that is intended to mobilize opinion of the general public and particularly,
the students and children from about 2 lakh schools in the country to select/nominate an ambassador who would
be expected to espouse and promote the cause of environment.
The campaign is aimed at ‘spreading awareness and sensitivity’ about climate change, high consumption
lifestyle approaches, its causes and effects for school children in particular choosing the best choices and
options in lifestyle approaches for greater sustainability and growth.
The campaign is an initiative to develop an action based education programme that focuses on explaining
this complex and multi-dimentional concept in simple terms and easy to understand manner for the young
school going children (and public at large).
The campaign is an Initiative of Ministry of Environment and Forest, Government of India. This is
being facilitated and implemented by the Centre for Environment Education (CEE)

Broad Objectives:
The main objectives of the campaign are to:
 Increase schools’ participation in the campaign and to start the process to create 10 Youth CC Champions
(equal boys and girls) in every school outreached through this campaign
 Involve as many students (through the 200,000 schools outreached) as possible in selecting the Paryavaran
Ambassador.
 Initiate educational, action based activities at the school-level involving and taking forward the small
sustainable ideas to environment protection and link into the MoEF National Green Corps schools.

Central Board of Secondary Education, Delhi 261

  Equip children to champion the cause of climate change education and lifestyles consumption patterns.

The Paryavaran Ambassador campaign was conceptualized when Ministry of Environment and Forest
(MoEF) expressed the need for a celebrity / brand ambassador who could endorse communication and initiatives
taken by the MoEF as part of the programmes for promoting environmental protection / action. In view of this
a campaign related to climate change education initiative was conceptualized.
The campaign started in the year 2008 based on the – The United Nations Environment Programme (UNEP)
selected theme to draw attention to the carbon economy. In English, the theme was ‘CO2-Kick the Habit:
Towards a Low Carbon Economy’.
In the Phase I (2009-2013) of the campaign the Ambassador would start discussion on selection of School
Students as ‘YOUTH CLIMATE CHANGE CHAMPIONS (YCCC)’
 The idea is to turn selected students into Climate Change leaders who would represent India globally.
 The selected students would be trained and would be working on environmental projects on the priority
policies.

For more information, please log on to www.ceeindia.org . For further details of the campaign,please contact
CEE: 079-26858003/04/05; 011-26262878-79-81. (prarthana.borah@ceeindia.org; prabhjot.sodhi@ceeindia.
org; kartikeya.sarabhai@ceeindia.org;)
Regards,

Yours sincerely,

(DR.SADHANA PARASHAR)
EDUCATION OFFICER TO CHAIRMAN

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 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA,
NEW DELHI-110002

CBSE/CM/ACAD/2009 Circular No. 34

24.8.2009

All Heads of Institutions

Affiliated to the Board.

Subject : Schools Water Portal – A unique resource for teachers on Water

Education.

Dear Principal,
The Central Board of Secondary Education has included large number of concepts related to conservation
of natural resources in its syllabi of different subjects. The Board has also advised schools to set up Eco Clubs
as far as 08 years back. Moreover it has brought out Teachers’ Manual for Classes I – VIII priced at Rs. 30/- and
Class IX priced at Rs. 40/- which are available in the Publication Stores, CBSE, Shiksha Sadan, 17 Rouse
Avenue, Institutional Area, New Delhi-110002.
There are a number of activities related to the conservation of water as a natural resource in these
manuals :

Classes I–VIII Teachers’ Manual: Activities:

1. Class 3 : Activity 4 – Water for Life
2. Class 4 : Activity 5 – Safe Drinking Water
3. Class 5 : Activity 5 : Water Cycle in Nature
4. Class 6 : Activity 2 : Purifying Water by Solar Energy

Class IX Teachers’ Manual: Activities :

Chapter 1 :
Activity 1 : Transpiration and Water Cycle
Chapter 5 :
Activity 1 : Water Conservation

Water is one of our most precious natural resources, crucial for sustainability and growth. Water
mismanagement remains a key concern today and the importance of increasing water consciousness and values

Central Board of Secondary Education, Delhi 263

among our young ones cannot be overstated, especially the problems of dwindling freshwater resources,
contamination of water bodies, neglect of traditional water harvesting structures, the human and environmental
impacts of large dams etc. Though water as a theme, spans almost all subjects in the curriculum, many teachers
feel that transferring these concepts into their behaviour patterns and lifestyles continues to be a challenge.
Can water education be made fun? The schools water portal http://schools.indiawaterportal.org certainly
thinks so. National Knowledge Commission (NKC) and Arghyam, a non-profit trust, have created this national
web portal to equip the young generation with knowledge of water sector problems, their causes and practical
solutions. The National Knowledge Commission has created the ‘Schools Water Portal’ an excellent open
web based platform for sharing learning resources on water amongst educators, students, school management
and parents.
Education is a powerful tool to reshape and reorient the thinking of individuals. The Board firmly believes
that it has a significant role to play in not only spreading awareness about problems and challenges related to
natural resources but also inculcating desired ethics and values in the learners studying in schools.
This information may be brought to the notice of all teachers, students and parents so that it helps in creating
awareness and reinforcement of water values amongst the students.

Yours sincerely

(VINEET JOSHI)
CHAIRMAN

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 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2-COMMUNITY CENTRE, PREET VIHAR
DELHI - 110092
CM/EO/2010/ 30/07/2010
Circular No. 42
All Heads of Institutions of CBSE
affiliated schools under Regional Office (Delhi), (Panchkula) & (Allahabad)

Subject : Observance of “Clean Delhi Day” on 12th September, 2010

Dear Principal,

The citizens awareness campaign titled ‘Meri Dilli Meri Yamuna’ on March 16th 2010 was also launched
by Art of Living at Purana Qila. The organisation spearheaded a week-long cleanliness drive of the 8 Yamuna
ghats where thousands of volunteers cleaned the ghats, waded into the water and removed debris and waste and
also planted trees on the ghats to beautify them.

The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the
‘National Initiative on School Sanitation’ where the aim is to inculcate good sanitation practices in the school
children. The CBSE has also issued directives to schools to set up Health Wellness Clubs and Eco Clubs through
which it is expected that schools will mobilize students and community in awareness generation leading to
behavioral change in the areas of Sanitation and Safe Hygiene Practices, Waste Management and Disposal,
Water conservation and Waste Water Recycling and its Utilization, Conservation of Green Spaces, Innovation
and Sustainability and Water and Sanitation and efforts towards water management.

‘Meri Dilli Meri Yamuna’ work towards “3A’s” – Awareness, Action and Accountability – among multiple
stakeholders including citizens, the government, NGOs, educational institutions, corporate houses, who will all
be exhorted to play their part both in cleaning up and sustaining cleanliness of the Yamuna and will culminate
in a Clean-up drive of Delhi in September before the Commonwealth Games on 12th September. September
12th is being observed as CLEAN DELHI DAY.

The Delhi Government has given a great boost by adopting Meri Dilli Meri Yamuna’s Clean Delhi Drive
(CDD). The ‘Meri Dilli Meri Yamuna’ plans to undertake the cleanliness and awareness drive throughout
Delhi from the 6th-11th September. The city has been divided into various zones and the ‘Meri Dilli Meri
Yamuna’ has assigned coordinators for each of these zones who will be liaising with all civic agencies and
provide all possible logistical support to schools in their zone who register with Clean Delhi Drive (CDD)
through the registration form that will be available soon.

All the schools affiliated with the Board in the NCR are urged to undertake the worthy cause of engaging
with Clean Delhi Drive (CDD) purely on a voluntary basis.

Central Board of Secondary Education, Delhi 265

The volunteer schools are required to undertake the following as a participant:
• All children from the 3rd to the 8th standard to distribute information/ awareness pamphlets to atleast
50 people. The pamphlets to be given to them to take home and the children may distribute to their
neighbours, people who visit their home, shopkeepers in their local marketplaces, parents colleagues
etc.
• The schools are requested to adopt a site nearby and have the children (13 year -17 years) nurture it till
5th September. The site may be a park, a block of houses, a marketplace etc. One section of the school
can visit the adopted site with garbage bags etc and clean it. If required the MDMY will provide gloves
and masks for the children and the MDMY zonal CDD coordinators would also provide logistical
support where requested.
• 6th -11th September- On the decided date for each zone all the schools from the respective zone will go
to their adopted site and urge all the citizens to come out and celebrate their efforts of the children and
also urge the citizens to help maintain the sites and keep them clean.
Following this all schools are requested to nominate 10 students as Clean Delhi Captains who will pledge
to nurture the sites till the end of this academic year. They are expected to help keep the site clean by monitoring
the sites, visiting them once a week and urging the people to keep it clean and reporting to appropriate authority
if the site is not clean.
Clean Delhi Day
• 12th September- ‘Meri Dilli Meri Yamuna’ (MDMY) would invite all the participants of the Clean
Delhi Drive (CDD) to converge on to India Gate and celebrate their efforts and of course a cleaner city.
We would also like to honour the Clean Delhi Captains for their effort they pledge to undertake of
maintaining the sites.
A Registration Form and Reporting Form is enclosed which needs to be mailed to
ask.me.for.a.cleaner.delhi@gmail.com with a CC to sadhanap.cbse@nic.in The complete list of zones in which
Delhi is being divided for Clean Delhi Drive along with the names and contact no. of the Meri Delhi Meir
Yamuna (MDMY) zonal Clean Delhi Drive (CDD) Coordinators will be on the CBSE website as well as
www.mdmy.org

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN
Encl: 1.Registration Form
2.Reporting Form

266 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 SCHOOL REGISTERATION FORM

Name of the school

Address

School’s Contact No. School’s e-mail id

Name /Contact No. -

School Faculty In charge

Adopted Site Details:

(Market Place/Park/
Colony etc)

MDMY Support Required Publicity Material Flier Pledge Form

Site Identification

Confirmation for CDD

Presentation Day: Date: Time:

We agree to support the Clean Delhi Drive campaign and come out in support of the campaign on 12th
September for creating awareness in the society and share our experience through a brief report covering
the challenges and successes in conducting the campaign at the adopted site.

——————————————
Principal’s Signature

——————————————
School’s Seal and Stamp

Central Board of Secondary Education, Delhi 267

 REPORT ON THE “MERI DILLI MERI YAMUNA’ PROJECT

• School Name: .....................................................................................

.....................................................................................

.....................................................................................

• Contact Address: .....................................................................................

.....................................................................................

• Name of Teacher Incharge: .....................................................................................

• Adopted Site details: .....................................................................................

.....................................................................................

• No of students who participated: .....................................................................................

• Approx. No. of citizens reached: .....................................................................................

• Student & staff experience in terms of challenges & success of participating in CDD:

................................................................................................................................................................

• Before and after photos of the adopted site; students distributing the campaign material etc.

................................................................................................................................................................

• Name of 10 monitors and how they drove the campaign in their classes to be recognised by AOL and
Government of Delhi:

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

Note: We would like to know your views and experiences of the project and we will share these with various
government agencies. Therefore, we request you to send us the report under the following heads by 15th
September, 2010.

268 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
‘SHIKSHA SADAN’ 17, ROUSE AVENUE, NEW DELHI-110002

NO.CBSE/ACAD/EO/CIRCULAR/2011 Circular No -44

Dated 10th June, 2011
All Head of Independent Schools
Affiliated to the CBSE

Subject: Project: Green Olympiad 2011 and its linkage with CCE in School Curricular- reg.

Dear Principal,

TERI has been conducting Green Olympiad project in India and abroad for students of class VIII to X.
Since Environment education forms an integral part of school, society and life, the written test assesses the
Environment related sensitivity of the students. This effort (of TERI) aligns well with the existing school
curriculum on one side and the spirit of CCE re-initiated by the Board .Certification by agencies like UNESCO
and DESD further lends credibility to this project. In view of collective responsibility towards the social awareness,
the Board considers the Olympiad as relevant to address the challenges of 21st century through school education.

The Central Board of Secondary Education has agreed to conduct of the Green Olympiad 2011 organized
by TERI, across the country.

Kindly find the following important information and requirement:

1. The examination would be held on two different dates :
27th Aug 2011 and 24 the September 2011.
You may choose one date for your schools participation.
2. The last date for the registration is 23rd July 2011.
3. Registration form can be filled in Hindi or English. A scanned copy of each is enclosed. This can be
downloaded from www.teriin.org/olympiad also.
4. Students of class VIII to X are eligible to appear for the examination.
5. A minimum number of 20 students are required for the school to register for the examination.
6. A completely filled registration form has to be sent by hand/ post along with a BANK DRAFT in the
favour of TERI Delhi. The Environment Education and Awareness area.
The Environment Resource Institute (TERI)
Darbari Seth Block, IHC Complex.
Lodhi Road, New Delhi – 110003 India.

Central Board of Secondary Education, Delhi 269

 7. The Examination would consist of Objective type, Multiple choice Questions (MCQs). There is no
negative marking.
7. Duration of the examination is 2 hours.
8. In case of 500 and more student participants, the school can become a centre to conduct the examination.
10. The CBSE course for class VIII to X is the syllabus for the Examination, with focus on environmental
issues, concerns, awareness and information. Visit project website for the environment related updates.
For any further clarification, log on to www.teriin.org/olympiad copy to be sent to :-
This information can also be downloaded from the CBSE website www.cbse.nic.in.
You are requested to motivate the teachers to encourage as many students to participate in it. The activity
would build a human chain to support the conservation and protection of our surrounding environment in daily
routine.
Your effort and leadership in this regard would benefit the student to be responsible citizen in future as well.

Regards with Smile

(Dr. RASHMI SETHI)

EDUCATION OFFICER

270 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 2011
The Green Olympiad and Terraquiz (India's first Environment Olympiad for Schools)
Theme For Forest Wealth
Date of examination 27 August 2011/24 September 2011
(The school has to opt for any one of the dates, and indicate
the same in the registration form)
Time 10.00 a.m.–12.00 noon
Late date for receiving the Registration forms 23 July 2011

Please read the following instructions carefully before filling up the Registration Form:
• The examination is open ONLY to students from schools affiliated to recognized education boards and
educational trusts. Private coaching classes, tutorials or other similar entities are not eligible to participate in
this examination.
• The examination is open to students from classes 8 to 10. The examination can be taken either in English or
Hindi. Each school will be the center for its registered students.
• In order to register, each school has to ensure participation of a minimum number of 20 students. Roll
numbers will be notified on the project website, www.teriin.org/olympiad. Individual registration from
students will not be accepted.
• Each student has to pay Rs. 35/- as registration fee to his/her school. The school has to pay the total registration
fee (Rs. 35/- × number of participating students, minus the service charge for making the draft) through a
bank draft drawn in favour of TERI, payable at New Delhi. Cash/Cheques will not be accepted.
• The school can also retain Rs. 100 for every 20 students registered; and for more than 500 students, the
school can retain a sum of Rs. 2500/- for conducting the examination at its premises.
• School can also download the registration from the project website (www.teriin.org/olympiad). Registration
closes on 23 July 2011. Late entries will not be accepted.
• There are 2 dates for the examination. Schools can choose only one date for the examination, and tick the
same in the form itself. No requests for change will be accepted.
• All participants will receive participation certificates. Selected schools will also participate in TERRAQUIZ,
a televised quiz programme.
• The results can be accessed from the project website. TERI will not entertain any individual requests for
results at any time of the year. Complete marklist along with certificates for students will be dispatched to the
schools. The schools are urged to regularly check the project website, www.teriin.org/olympiad for latest
updates on the examination.
Please send in the completed Registration Forms, together with the bank draft drawn in favour of TERI,
payable at New Delhi, to:
Environment Education and Awareness Area
The Energy and Resources Institute (TERI) Tel. 2468 2100 or 4150 4900
Darbari Seth Block Fax 2468 2144 or 2468 2145
IHC Complex India +91 • Delhi 0(11)
Lodhi Road E-mail go@teri.res.in
New Delhi-110003. India Website www.teriin.org/olympiad

Central Board of Secondary Education, Delhi 271

 Registration Form SCHOOL CODE

Category
For office use only
Please fill in the registration form in BLOCK LETTERS only.
1. School name

2. Postal address

3. District and state

4. Pin code (compulsory) 5. STD code (compulsory)

6. Telephone(s) 7. Fax

8. E-mail

9. Name of the Principal

10. Has your school participated in the GREEN Olympiad before? If yes, mention the year/s...........................
11. Name of the coordinating teacher

12. Total number of students participating in the GREEN Olympiad 2011

13. Total number of students appearing in English Hindi

14. Please tick (✔) the convenient date for conducting the examination for your students.
27 August 2011 24 September 2011
15. Please attach the list of the participating students as per the following format:
Serial No. Name of the students (in BLOCK LETTERS) Class (8th, 9th, 10th)

..........................................................................
Personal telephone number of the
coordinating teacher or the Principal

........................................................... ..........................................................................
Signature of the coordinating teacher Signature of the Principal and School Seal

272 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 2011
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Central Board of Secondary Education, Delhi 273

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274 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Gram: CENBOSEC Ph: 011-22509252-59
Website: www.cbse.nic.in Fax: 011- 22515826

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092

CBSE/H(I&R)/NSSA/2011 29 June 2011

Circular No. 47/2011

All the Heads of Schools

affiliated to CBSE

Subject: Institution of Annual National School Sanitation Awards based on

“Online National School Sanitation Ratings”

Dear Principal,
The CBSE in collaboration with the Ministry of Human Resource Development (MoHRD), Ministry of
Urban Development (MoUD) and GIZ (formerly known as GTZ) has introduced the ‘National School Sanitation
Initiative’ with the aim is to inculcate good sanitation habits among the school children in order to inspire,
acquaint and celebrate excellence towards School Sanitation at the National Level.
The CBSE’s Comprehensive School Health Manuals also address the issue of Sanitation in Schools. Sanitation
is one of the six areas and themes that have been identified for a school to improve its performance in its
objective of becoming a Health Promoting School. These six themes are:
1. Food and Nutrition,
2. Knowing Your Body,
3. Personal, Environmental Hygiene and Sanitation.
4. Behaviour and Life Skills,
5. Physical Fitness and
6. Being Responsible and Safe.
Accordingly, Online School Sanitation Ratings have been instituted with the purpose of recognizing those
schools who are taking significant steps towards effective sanitation and improvement in service delivery leading
to the desired behavioural and attitudinal changes towards hygiene & sanitation. The Sanitation Ratings are
expected to infuse the required dynamism in the schools towards sanitation management.
As furtherance to the National School Sanitation Ratings it has been decided by the Ministry of Human
Resource Development, Government of India to institute National School Sanitation Awards on annual basis

Central Board of Secondary Education, Delhi 275

for those schools who have been rated online for sanitation and taken noteworthy steps towards betterment of
the sanitation scenario in their schools in varied ways.
The parameters and categories for the Awards are given in the National School Sanitation Manual. These
Awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar Navodaya
Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools, Army Schools
etc.
Awards will be given in the following categories which the schools can take up as part of Health & Wellness
Clubs as well as the Eco-Clubs:-
• Awareness Generation leading to Behavioural Change through Students and Community Mobilization
• Technical Innovation and Interventions
• Creation & Conservation of Green Spaces
• Public Private Partnership

Parameters for the Selection

1. Sustainability: Demonstrated success geared towards long term hygiene and safe sanitation.
2. Replicability: Potential for replication of practices and models that have resulted in better service
delivery.
3. Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology and
Resources
4. Dynamism: Online Sanitation Ratings of the School plus Activity Points scored by taking up
appreciable initiatives in the following areas :
• Improving Sanitation facilities for the Girl Child
• Best performing Health & Wellness Clubs
• Sustainability of the Effort
• Waste Management & Disposal
• Water conservation and Waste Water Recycling and its Utilization
• Safe Hygiene Practices
• Waste Segregation & Waste Management
• Awareness Generation Efforts and impact leading to Behavioural Change
• Water & Sanitation: Tangible Improvements in Service Delivery
• Efforts towards Water Management

Mechanism and Procedures

• MoUD, CBSE and GIZ have constituted an Advisory Group for deciding on the Awards.
• Initial scrutiny will be done by Committee and then the shortlisted entries will be submitted for critical
examination and final selection for the Awards by the Advisory Group.

276 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The Awards will be in the form of certificates of excellence, mementos, citations, participation in a school
sanitation exchange programme, joint development of pilot projects on zero waste producing concepts with the
schools and also special certificates to Principals, teachers and students associated with Health & Wellness
Clubs and Eco Clubs.
The call for entries would be published in the month of November every year and at that time requisite
entries could be submitted. The schools are expected to register themselves. The format for registration/
membership is available online. For more information about the National School Sanitation Initiative visit
www.schoolsanitation.com and/or the sanitation hyperlink on the CBSE website.
Looking forward to your whole hearted cooperation.

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 277

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

No. D(A)/05/ Circular No. 33/05

October 18, 2005
To
All Heads of the Institutions
Affiliated to CBSE
Subject: Encouraging Indian Classical Music and Culture
Dear Principal,
CBSE has been advocating the imperative need for holistic education for the all-round development of the
child. Besides scholastic areas schools should pay equal attention to co-scholastic activities such as music,
dance and art. Providing opportunities for children to nurture and develop their innate creative talents is a
responsibility of the school in particular and the society in general. Performing arts and fine arts help the
children develop aesthetics, balance and self-fulfillment.
In a fast changing social order that is characterized by global pressures and consumerism it is crucial to
strengthen the cultural roots by preserving, promoting and popularizing national heritage. The Ideal way to do
it is by encouraging the youth to develop a taste and interest in classical music and classical dance. The Society
for the Promotion of Indian Classical Music and Culture Among Youth (SPIC MACAY) has been rendering
yeomen service in this field for many years. It organizes musical concerts and dance events in difierent parts of
the county, creating opportunities for the youth and children to enjoy the live performances of renowned artists.
Besides providing an exposure for the students to classical music and dance, such events also inspire children to
appreciate the intrinsic value of our national heritage. These concerts also serve the purpose of refining and
elevating the taste of children in music and dance.
It is an opportunity that the affiliated schools should utilize to bring great artists to the portals of their
institutions. Clusters of schools in a locality or Sahodaya School Complexes wherever they are active may
organize SPIC MACAY cultural events/workshops to benefit a large section of student population. Schools
may get in touch with the following address for details:
Shri G. Mehrotra
Co-ordinator, SPIC MACAY
41/42, Lucknow Road
Delhi-110054
www.Spicmacay.som
email info@spicmacay.com
Yours sincenely,
(G. Balasubramanaian)

278 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI-110 002

ACAD/EO(COM)/(CBSE)/2010 7th Jan., 2010

Circular No. 02/10

All the Heads of the

CBSE Affiliated schools

Subject: Educational Campaign to preserve and protect heritage monuments

in the country.

Dear Principal,
India has a rich heritage which includes a repository of archaeological treasures and incredible monuments.
This cultural history epitomised in heritage monuments stems from a historic past of ancient civilisation. The
Taj Mahal, Agra Fort and Fatehpur Sikri in Agra, the Konark Sun Temple, Khajuraho Temples, Mahabalipuram
Monuments, Thanjavur, Hampi Monuments as well as the Ajanta, Ellora and Elephanta Caves are some of the
monuments declared as World Heritage Monuments.
Every community and society has a very precious heritage which has to be and can be transferred to the next
generation and it is the responsibility of the civil society to transfer that heritage to the next generation.
According to the Ancient Monuments and Archaeological Sites and Remains Act, 1958 ( No. 24 of 1958),
if someone destroys, removes, injures, alters, defaces, imperils or misuses a protected monument s/he shall be
punishable with imprisonment which may extend to three months, or with a fine which may extend to five
thousand rupees, or with both.
It is disheartening to note that some people, forgetting that they are doing an irreparable damage to invaluable
archaeological masterpieces, inscribe their initials, names, places, addresses or messages on these national
treasures. The conservation and protection of these monuments cannot be neglected any further.
Indian Youth comprising of children in schools have a special duty towards raising awareness and protecting
the rich cultural heritage which is a part of the glorious history of our country. With a view to sensitize the youth
who are the future generation and inculcate in them a healthy value system towards their own heritage, it has
been decided to observe the 12th January 2010 as Heritage Day and to administer a heritage oath to entire
school community in the CBSE affiliated schools across India and abroad.
In order to further strengthen the commitment for protection of monuments, the oath taking will be repeated
on the National Education Day (Nov 11th) every year to commemorate the birth anniversary of Maulana Abul
Kalam Azad, the first Union Education Minister of India. The CBSE office is also writing separately to the
heads of these organizations so that these monuments are opened for visit by the school students on these days,
and guidance is made available to the students to carry out these activities.

Central Board of Secondary Education, Delhi 279

The text of the Oath is given below:

 I am proud of the rich culture and heritage of India.

 I will respect all monuments which are a part of my country’s heritage.
 I will not scribble, deface or encroach upon any monument.
 I pledge to render all possible help to conserve and preserve our heritage.
 I, along with my school mates will endeavor to save and protect the heritage site at
(………………………………………………..)
(Name of identified local heritage site).

Tie up with Local ASI office, State Archaeological Department or INTACH office
The Oath may be administered preferably at a local monument for which local ASI office, State Archeological
Department or INTACH office may be contacted by schools.
‘Adopt a Heritage’ Scheme
Further, in order to create awareness and a sense of belonging among youth and inculcate in young minds a
feeling for heritage, the CBSE desires to implement the scheme of ‘Adopt a Heritage’ in schools affiliated to
the Board.
Each student studying in Classes up to X can be involved in any of the following activities as part of the
Continuous and Comprehensive Evaluation Scheme which has been suggested by the Board:
 Adopting monuments or historical buildings of their neighbourhood for conservation as part of a project
in Social Science. (Guidelines annexed).
 Creating Awareness regarding the need to protect and preserve the cultural heritage of India.
 Organising ‘Heritage Walks’ and ‘Talks’ on the cultural and historical significance of monuments.
 Organising seminars, quizzes, skits, exhibitions or street theatre on the importance and protection of the
monuments located in their neighbourhood
 Taking up various community sensitization programmes to inculcate a sense of pride among the students,
teachers and the community.
I am sure that by taking up such activities schools will make a small but significant contribution in reviving
the past glory of our ancient monuments. This would help in developing young children into sensitive, responsible
and progressive citizens of the society. All schools need to take this message forward by involving students,
teachers and the community in this drive.
Yours faithfully,

Vineet Joshi
Chairman & Secretary

280 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 ANNEXURE
Guidelines on Social Science Project for Students Taking Care of Our heritage: Monuments and
Architecture of our past
The project will involve following activities related to the monuments located in the vicinity/City/ State and
Region:
 Collection of literature such as archival documents, design, photographs, history, stories, legends
associated with the monuments from different sources such as National /State Archives, Archaeological
Survey of India, INTACH etc. and hold exhibitions for students of other classes.
 Making a CD on a monument by taking viewers inside and around the monuments by showing its
features, fine architectural designs, kinds of trees planted around the monument, kind of people visiting,
condition at present, work undertaken to protect, and preserve it. Students can show interviews with
visitors, actual caretakers and those in authority by asking pertinent questions.
 They can act as volunteer guides for visitors by taking them around the monument and explain its
history, architectural features, connected stories, ethos etc. They can also distribute post cards, greeting
cards and posters to the visitors on these monuments designed and developed by them containing a
message on the relevance of our heritage in our lives and the ways of preserving and protecting them.

Central Board of Secondary Education, Delhi 281

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI-110 002
CBSE/EO (Com)/A/HIQ/2010 April 15, 2010
Circular No.17
All the Heads of the
CBSE Affiliated Schools
Subject: Heritage India Quiz – 2010-11
Dear Principal,
The CBSE Heritage India Quiz is one of the enrichment activities initiated by the Board with the objective
of inculcating among the students interest and appreciation for the rich heritage and diversity of our country.
Started in the year 2001, it has been generating tremendous enthusiasm among the student community. It is
needless to say that it has been the unstinted support and cooperation from schools that had enabled this success.
The trend needs to be continued and the schools are expected to participate with greater vigour in the Heritage
India Quiz to be conducted in the ensuing academic session 2010-11.
As in the previous years, the first edition of the CBSE Heritage India Quiz will start from August 2010.
Teams will be identified on the basis of their performance in the first round of written preliminary quiz to be
conducted in August, 2010. Each school will be represented by three students forming a team who may be
selected from classes IX to XII.
The written preliminary round will consist of multiple choice type questions in which the correct answer
has to be marked on the OMR answer sheet .The total of the scores obtained by the three participants will be the
marks scored by the team. The meritorious teams will participate in the Zonal Rounds which are proposed to be
conducted in September 2010. This will be followed by the National Rounds featuring the Pre Finals amongst
the teams qualifying in the Zonal Rounds and the National Finals for the best teams emerging out of the Pre
Finals. There are attractive prizes and trophies besides certificates instituted for the winners.
The registration of your school for the competition should be completed by 25th May, 2010. You may fill
up the enclosed proforma for the same and forward to (Ms.) Sugandh Sharma, Education Officer, Central Board
of Secondary Education, “Shiksha Sadan”, 17, Rouse Avenue, Institutional Area, New Delhi – 110 002 along
with the registration fee of Rs. 600/- through a DD in favour of Secretary, CBSE, Delhi. Second class rail
fare including reservation charges for three students and one school escort will be reimbursed to those
who will be participating in the National Round.
This information may be given wide publicity and disseminated to all the students.
Best Wishes,
Yours sincerely,

(C. GURUMURTHY)
DIRECTOR (ACADEMIC)

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 CBSE- HERITAGE INDIA QUIZ 2010-11
Registration Form
We wish to register our School team for the CBSE-Heritage India Quiz 2010-11. Particulars are given
below. (Please type or write in bold)
CBSE Regional Officer:______________
1. Name of the School

2. CBSE Affiliation No.

3. Complete Postal address of school (with pin code)

4. School Phone No. with STD/ISD Code)

5. Name of Principal

6. Principal’s Residential Address

(with pin code)
7. Principal’s Contact No.
Residential (With STD Code No)
Mobile No.

8. School E-mail address:

9. School Fax No.

(With STD Code No.)
10.* *Bank Draft Details (to be drawn in favour of Bank Name
Secretary, CBSE, DELHI)
Registration Fee of Rs. 600/-, Payable at Delhi Date
Draft No. _______________________

11. Signature of Principal

(with school seal and date)

The school will abide by the rules of CBSE Heritage India Quiz as framed by the CBSE.
Mail to:
(Ms.) Sugandh Sharma
Education Officer
Central Board of Secondary Education, “Shiksha Sadan, 17, Rouse Avenue, Institutional Area,
New Delhi – 110 002. Phone: 011-23220155
To reach by 25th May, 2010, please send by Speed Post to ensure timely and safe delivery.
IMPORTANT
The last date for registration of teams for CBSE Heritage India Quiz is 25th May, 2010.

Central Board of Secondary Education, Delhi 283

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA,
NEW DELHI-110002

CBSE/CM/2010 Dated: 18th August,2010

Circular No. 50/10

All Heads of Institutions

Affiliated to the Board

Subject: Promoting Indian Cultural Heritage through Classical Music and Dance

Dear Principal,

The Central Board of Secondary Education has always been advocating all-round development of personality
of students through holistic education. Recently introduced scheme of Continuous and Comprehensive Evaluation
demands equal attention to co-scholastic activities such as Music, dance, fine-arts and life-skills etc in addition
to achievement of students in scholastic domain. Providing opportunity to students to develop and nurture their
innate creative talent and skills is an essential responsibility of the school. Active participation in performing
arts and fine arts activities certainly help the students develop greater aesthetic sensibilities and self fulfillment.
In a fast changing technology centered society which is characterized by mechanical and programmed life-
styles, it is crucial to strengthen the cultural roots by creating awareness, promoting, popularizing and preserving
national heritage. This is likely to make the lives of individuals more enriching, fulfilling and self-satisfying.
The easiest way is to encourage the youngsters to develop an interest and taste in classical music, dance, folk
forms, theater, workshops, yoga and meditation etc.

The Society for the Promotion of Indian Classical Music and Culture among youth (SPIC MACAY) has
been rendering its services in this field for many years. It organizes musical concerts, dance events and other
similar cultural programmes for schools and colleges in different parts of the country, creating awareness and
opportunities for the youth to enjoy live performances of renowned artists. Besides providing an exposure for
the students to classical music, dance and other art forms, these events also inspire students to appreciate the
intrinsic value of our national heritage. Such events also serve the purpose of refining and elevating the interests
of students in music, dance and other areas of cultural heritage.

Schools are advised to utilize the opportunity to bring great artists to the portals of their institutions. Individual
schools, group of schools or Sahodaya school complexes may organize SPIC MACAY events/workshops to
benefit their students. Schools may contact at the following address for complete details.

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 Ms. Sumita Dutta/Ms. Meena Joshi
Co-ordinator-schools
41/42, Lucknow Road,
Delhi-110 054.
Tel: 011- 26596203/26596451
Mobile: Ms. Sumita Dutta:09873270070
Ms. Meena Joshi : 09873422533
Email: info@spicmacay.com

The information may be brought to the notice of concerned teachers, students and parents for organising
different events and carrying our related activities.

Yours faithfully,

(Vineet Joshi)
Chairman

Central Board of Secondary Education, Delhi 285

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA SADAN”, 17, ROUSE AVENUE,
INSTITUTIONAL AREA, NEW DELHI – 110 002
ACAD/EO(COM)/(CBSE/2010/ Circular No. 2
6th January, 2011.
All the Heads
of the CBSE affiliated schools

Subject: Celebration of Heritage Day on 12th January 2011: Reaffirming our

commitment to preserve and protect Heritage Monuments in the
country, reg.
Ref: Circular No. 02/7.01.2010 on Educational Campaign to Preserve and
protect heritage monuments in the country.

Dear Principal,
Your kind attention is drawn to the above cited CBSE circular through which schools were asked to create
awareness amongst the students regarding need to protect and preserve the monuments which are precious
cultural heritage of our society as well as evolve a sense of responsibility to transfer this heritage to the next
generation through observance of 12th January as heritage day and undertaking other programmes, such as
exhibitions, lectures, competitions, etc.
During the year, many activities were undertaken by the schools with the purpose to conserve the heritage,
such as
(i) Educational trips and heritage walks to local monuments.
(ii) Students interaction with officers of Archaeological Survey of India, tourists etc.
(iii) Observing oath taking ceremony against scribbling and defacing monuments.
(iv) Adopting local monuments and preparing report for their conservation.
(v) Forming heritage clubs in schools in coordination with organizations such as INTACH and organizing
seminars, exhibitions, heritage walks, competitions etc.
CBSE on its part has conducted CBSE Heritage India Quiz 2010 with more than 925 schools and three
thousand students who took the Preliminary written test held at 69 centers across India and abroad. The top 78
teams competed in the 12 regional rounds conducted in Chennai, Kochi, Patna, New Delhi, NOIDA, Vadodara,
Jaipur, Gurgaon, Amritsar and Bhubaneshwar out of which 12 teams qualified for Semi finals and 4 teams for
Finals.
As a part of project in Social science under formative assessment, the CBSE has especially emphasized on
‘Adopt a Heritage Scheme’ where the students are supposed to adopt a historical building in their neighbourhood

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and take every possible measure to protect and create awareness about it among the students as well as community
members.
Continuing the similar kinds of efforts this year also, the schools are advised to observe the Heritage Day by
administering an oath to all students on 12th January 2011. The schools will involve the students in the protection
of monuments in the country and encourage them to organize seminars, quizzes, skits and exhibitions on heritage
conservation. Organizing such activities aims to encourage them to respect all monuments and not to scribble,
deface or encroach upon them and ensure all measures to conserve them.
The text of the oath will be:
• I am proud of the rich culture and heritage of India.
• I will respect all monuments which are a part of my country’s heritage.
• I will not scribble, deface or encroach upon any monument.
• I pledge to render all possible help to conserve and preserve our heritage.
• I along with my school mates will endeavor to save and protect the heritage
• site at (………………………………………………..)
(Name of identified local heritage site).
Kindly bring this Circular to the notice of concerned students and teachers.

Yours faithfully,

Vineet Joshi
Chairman

Central Board of Secondary Education, Delhi 287

Phone No. 011-23220155 Email: sugandh.cbse@live.com

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organisation under the Ministry of Human Resource Development Govt. of India)
“Shiksha Sadan”, 17, Rouse Avenue, Institutional Area, ITO, New Delhi 110002

CBSE/EO(COM))/HIQ/2011 Circular No 40/11

May 12, 2011

All Heads of Institutions

Affiliated to CBSE.

Subject: Online Registration for CBSE Heritage India Quiz – 2011

Dear Principal,
The CBSE Heritage India Quiz is one of the enrichment activities initiated by the Board with the objective
of inculcating among the students interest and appreciation for the rich heritage and diversity of our country.
Started in the year 2001, it has been generating tremendous enthusiasm among the student community. It is
needless to say that it has been the unstinted support and cooperation from schools that had enabled this success.
The trend needs to be continued and the schools are expected to participate with greater vigour in the Heritage
India Quiz to be conducted in the ensuing Academic Session 2011-12.
The Board is going to conduct the 1st round of CBSE Heritage India Quiz in August 2011 in various cities of
India and abroad. Team will be identified on the basis of their performance in the first round of written preliminary
quiz 2011. Each school will be represented by three students forming a team who may be selected from classes
IX to XII.
The written preliminary round will consist of multiple choice type questions in which the correct answer
has to be marked on the OMR answer sheet. The total of the scores obtained by the three participants will be the
marks scored by the team. The meritorious teams will participate in the Zonal Rounds which are proposed to be
conducted in September 2011. This will be followed by the National Rounds featuring the Pre Finals amongst
the teams qualifying in the Zonal Rounds and the National Finals for the best teams emerging out of the pre
Finals. There are attractive prizes and trophies besides certificates instituted for the winners.
The schools that are interested to participate in Heritage India Quiz – 2011 may register online by entering
their user-id (affiliation number) and password (same which they used for online registration for Classes IX, X,
XI and XII). After login, you are required to fill in requisite details in the registration form generated online
which will appear on the screen. Please submit the registration form by clicking on the submit button. It may be
noted here that the details related to the name of the principal’s mobile number and choice of city can be edited
by the concerned school but after submission, the details once entered cannot be changed. Take a print out of
submitted registration form in A-4 size paper and attach a bank draft of Rs. 600/- towards the registration fees
drawn in favour of the “Secretary, CBSE, Delhi”. The downloaded registration form duly signed by the

288 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

principal of the school along with the DD in original should be sent to “Smt. Sugandh Sharma, Education
Officer (Commerce), CBSE, 17, Rouse Avenue, Kotla Road, New Delhi – 110002” immediately by speed
post so as to reach by 20th June 2011. The online registration will be considered only after receiving the registration
fees through demand draft. Second class rail fare including reservation charges for three students and one
school escort will be reimbursed to those, who will be participating in the national round. Though, the last date
of online registration is 15th June 2011, schools are advised to register at the earliest possible, to avoid last
moment delay. You may contact over 011- 23220155 or sugandh.cbse@live.com for any query in this regard.
This information may be given wide publicity and disseminated to all the students.
Click here for on-line registration

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

Central Board of Secondary Education, Delhi 289

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Email: cbsedli@nda.vsnl.net.in
Website: www.cbse.nic.in

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CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002.

CBSE/ACAD/NFCH/2011 March 4, 2011

Circular No. 15

All the Heads of Independent Schools

Affiliated to the CBSE

Subject: Regarding Project Assist of National Foundation for Communal

Harmony.

Dear Principal,
National Foundation for Communal Harmony is an autonomous organization under the Ministry of Home
Affairs, Government of India. It was set up in 1992 with the main objective of providing assistance to the
children rendered orphan or destitute during various communal disturbances.
The organization offers physical and psychological rehabilitation of children who are the victims of
communal, caste, ethnic and terrorist violence. Such children are provided with care, education and training. It
also undertakes activities for promoting communal harmony and national integration which include grant of
scholarships, fellowships and studies.

NFCH Vision
India free from communal
And all other forms of violence
Where all citizens
Especially children & youth
Live together in peace & harmony

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 NFCH Mission
Promoting communal Harmony,
Strengthening National Integration and
Fostering Unity in Diversity
Through collaborative social action,
awareness programs, reaching out to the
victims of violence especially children,
Encouraging interfaith dialogue for India's
Shared Security, Peace & Prosperity

Project Assist is the Flagship scheme of the Foundation which has provision of providing assistance to the
children rendered orphan or destitute in various communal, caste, ethnic or terrorist violence. The financial
assistance is provided to such children for their care, education and training.
The details for providing assistance to children (Eligibility criteria, Identification of eligible children
etc.) are available at www.cbse.nic.in under the link Project Assist of National Foundation of Communal
Harmony and also in the Annexure-1 enclosed.
I would like to request you to please bring it into the notice of all students, teachers, parents and other
members of the community. They may contact local authority mentioned in the link if they ever come across a
child deserving assistance. We should all endevour to work together to reach out to the victims of the violence
especially children and to encouraging interfaith dialogue for India’s shared security, peace & prosperity.

Yours sincerely,

(Vineet Joshi)
Chairman

Central Board of Secondary Education, Delhi 291

 Annexure-1
PROJECT 'ASSIST'
Project Assist is the Flagship scheme of the Foundation which has provision of providing assistance to the
children rendered orphan or destitute in various communal, caste, ethnic or terrorist violence. The financial
assistance is provided to such children for their care, education and training.
Part – A Details of the project
i) Eligibility criteria
• A child becomes an orphan or destitute in the sense that either both the parents or the surviving parent
or the main bread winner is killed or permanently incapacitated because of communal, caste, ethnic,
terrorist violence.
• Family is below poverty line as per the criteria laid down by the Planning Commission. The income
for determining the poverty line at the 1999-2000 prices is Rs.22,400/- per family per annum in the
rural areas and Rs.31,600/- per family per annum in the urban areas.
• Child is not receiving any assistance on regular basis from any other source (one time financial
assistance provided by a state government /union territory administration for such victim is not
considered as another source of assistance for this purpose).
• Assistance is admissible up to the age of 18 years. In exceptional cases, where the child is pursuing
some vocational or technical course, it can be extended upto the age of 21 years.
ii) Identification of eligible children
• District Committee under the District Magistrate/Collector or Deputy Commissioner, having members
such as Superintendent of Police, District Social Welfare Officer, District Education Officer, District
Child and Women Development Officer, identifies beneficiaries and verifies their eligibility.
• District Committee decides about the mode of assistance i.e. through child’s own family, relative,
educational institution, legal guardian, foster parents, children’s home etc.
• District Committee sends its recommendations to the Foundation in the prescribed form (Annexure-
II).
iii) Scale of assistance
General education In class A & B cities Rs. 800/- p.m. per child. At other places
Rs. 750/- p.m. per child
Professional/vocational education Rs. 150/- per month per child in addition to assistance for general
education
iv) Sanction and remittance
• District Magistrate/Collector/ Deputy Commissioner opens a separate bank account under the name
of “District Committee, National Foundation for Communal Harmony, District _____________.”

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 Account is operated jointly by any two of the officers nominated by the District Magistrate/Collector
viz. District Magistrate/Collector/ Deputy Commissioner, District Social Welfare Officer or the District
Treasury Officer.
• Assistance is payable in advance annually in the first quarter of the academic year. This is credited to
the account of the recipient maintained in a scheduled bank after due verification. (Since assistance
is being credited to the bank account of the child periodically, there is no need for identification
at the time of disbursement of assistance by the District Magistrate/Collector to avoid
inconvenience etc.).
• In the month of April every year, concerned District Magistrate/Collector/ Deputy Commissioner
shall send a report to the Foundation about position of funds sanctioned by the National Foundation
for Communal Harmony under the Project Assist during the last financial year and funds available, if
any, from earlier years in the following proforma.

Position of funds for the year ending ————

Details of amount received from Details of disbursement Reasons for

the Foundation for payment of non-payments of
assistance to children balance amount

Letter Date Amount Date of Amount Amount

No. (Rs.) payment paid (Rs.) balance(Rs.)

v) Recommendations for continuance of assistance

• District Magistrate/Collector/ Deputy Commissioner furnishes the following certificates to justify
continuation of assistance within one month of the commencement of the next academic session
every year. Fresh applications are not required and should not be sent with the proposal for
renewal of assistance.
a) Utilization certificate to the effect that the amount of financial assistance released till date under the
Project Assist has been disbursed on ____________ (date to be mentioned) to the beneficiary;
b) the child for whom financial assistance now being recommended, is actually studying in an educational
institution or is undergoing training for acquiring skills to better his/ her employment prospects. (Not
applicable if the child is below 5 years of age); and
c) continuance of further financial assistance to the child beyond __________ (period to be mentioned) is
considered essential and hence recommended.
• Current study certificate from the educational institution (specimen – A at Annexure II), photocopy
of annual examination result card and current income certificate of the family issued by the Tehsildar
(specimen – B at Annexure II). The income certificate once issued shall be valid for a period of three
years. In case, any parent or guardian of the child gets a job during that period that should be declared
voluntarily to the district authorities, who in turn would inform this to the Foundation immediately.
• Release of financial assistance is subject to furnishing of the above certificates/documents.

Central Board of Secondary Education, Delhi 293

 vi) Number of children getting assistance
• As on 31.03.2010, 10431children were covered under Project Assist in nineteen states and a union
territory.
• A sum of Rs. 4.84 crore was released as assistance to these children during 2009-10.
• Rs. 35.06 crore has been paid as assistance up to 31.03.2010.
• 486 fresh cases have been approved and 4302 cases renewed for grant of assistance under Project
Assist in the current financial year
vii) Group personal accident insurance for child victims
Insurance cover with the following benefits has been provided to all the children who are getting assistance
under the scheme of assistance w.e.f. 1.3.2002.
Event Compensation (in Rs.)
Death 25000
Loss of 2 limbs or one limb and one eye 25000
One hundred percent permanent disablement other than those 25000
mentioned above
Loss of one limb or one eye 12500
Reimbursement of medical expenses incurred by a child for treatment
in a hospital or nursing home and as an indoor patient for an injury
sustained in an accident (based upon medical certificate from the
consulting doctor) 500
Part – B Collaboration with Non-Governmental Organisations
The Foundation collaborates with the following organisations:
i. Aashwas, a unit functioning under the Assam Police, Guwahati Aashwas is an Assam Police Project
which is helping the Foundation by identifying child victims of militancy in Assam who are being
provided financial assistance.
ii Council for Rehabilitation of Widows, Orphans, Handicapped and Old Persons in Jammu & Kashmir,
Srinagar
Council for Rehabilitation of Widows, Orphans, Handicapped and Old persons, Govt. of Jammu &
Kashmir is working for victims of militancy. The council has been helping the Foundation in identifying
child victims of terrorism in the state of Jammu & Kashmir.
iii. Society to Save Victims of Violence and Terrorism, Kokrajhar, Assam The Society is collaborating with
the Foundation in implementation of the Project ‘Assist’ in the following districts of Assam:
1) Barpeta, 2) Baska, 3) Bongaigaon, 4) Chirang, 5) Darrang, 6) Dhubri, 7) Goalpara, 8) Kokrajhar, 9)
Nalbari and 10) Udalguri.

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 sugandh.cbse@live.com
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan ”, 17, Rouse Avenue, New Delhi-110002
CM/CBSE Heritage 20111024 Circular No.76/2011
October 2011
All the Heads of the
CBSE affiliated schools

Subject: Reinforcing Promotion of Indian Cultural Heritage education in Schools.

Dear Principal,

Kindly refer to the board’s Circular No. 50/10 dated 18th August 2010 on promoting cultural heritage
through Classical Music and Dance wherein schools were advised to organize SPIC MACAY events/workshops
and avail the opportunity to bring great artists to the portals of their institutes.

As you know that SPIC MACAY (Society for Promotion of Indian Classical Music and Culture Amongst
Youth) has been taking Indian Classical Music and Dance to thousands of schools and colleges across the
country for more than three decades. In recent years, with addition to music and dancetheatre, yoga, folk arts
and an overall lifestyle have also become the part of the SPIC MACAY movement. They conduct VIRASAT/
FEST, Conventions and talks which introduce students to several young, upcoming as well as senior renowned
artistes, giving them an opportunity to witness their insightful performances and interact with them. Such
enriching interactions help then in developing a wholesome understanding of not only the art form but also the
artiste as a practitioner of a certain way of life.

In order to join this movement of Promoting Cultural Heritage more effectively, it is suggested that Schools:

1. Setup “Heritage Clubs” with preferably one teacher and five students.

2. Conduct at least three events of SPIC MACAY out of the seven modules.

3. Weekly meetings could be held which could include a presentation by student(s) about some aspects of
Indian Heritage.

4. Selected students could be sent to participate in SPIC MACAY’s National School Intensive/ Rural
School Intensive/ Zonal/ State Conventions which would inspire them to take this movement forward
in their zones.

The schools are further advised to avail this great opportunity and contact at the following for more
information and assistance:

Central Board of Secondary Education, Delhi 295

 Mr Karan Nanda Ms. Sumita Dutta Ms. Meena Joshi
(9910023724) (09873270070) (09873422533)
Co ordinators – Schools, Coordinators – Schools, Coordinators – Schools,
41/42, Lucknow Road,
Delhi 110054
Tel: 01126596203/26596451
Email : cbse@spicmacay.com
With best wishes,

Yours faithfully,

VINEET JOSHI,
CHAIRMAN

296 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Website: www.cbse.nic.in Phone: 23220155
Email-id: sugandh.cbse@live.com
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan ”, 17, Rouse Avenue, New Delhi-110 002
CM/CBSE Heritage/ 2011 Circular No. 80/11
November 5, 2011
All the Heads of the
CBSE affiliated schools

Subject: Promoting Heritage Education Programmes in Schools.

Dear Principal,
As you are aware CBSE has recently launched several programmes to promote heritage education in schools
including the celebration of World Heritage Day, Adopt-a-Monument programme and functioning of Heritage
School Clubs. The Board firmly believes that heritage education is important for the following reasons:
• To bring history and the social science curriculum alive for the students through active learning and
doing.
• To promote awareness of and involvement in heritage to inculcate a respect for diversity, tolerance,
mutual understanding, patience and promotes peaceful co-existence in school children.
• To inspire young children and encourage them to build a future through an understanding of the past
and the present.
• To equip children to understand and explore their local heritage and gain a confident sense of self.
• To encourage children to learn about national heritage as well as gain exposure to different heritages
around the country.
Heritage is a conceptual identity of an area which includes not only built tangible heritage but has intangible
aspects like its language, lifestyles, ceremonies, festivities, work cultures inherent /specific of a community.
To create and enact a heritage education programme for your school, you need to draw a Plan of Action
comprising activities, programmes and projects planned through out the year depending on the resource
availability. Just a small local site visit can bring alive a number of aspects of a history textbook. For this, an
activity sheet would need to be designed and an expert found to conduct the walk. If no expert is available, a
teacher can lead the walk with a little research. For heritage education programmes we need to encourage
schools and teachers to use local resources and fall back on local monuments, museums and experts.
CBSE recently met with the Sahapedia team in New Delhi to discuss ways to popularize heritage education
in schools nation-wide. Sahapedia is an online encyclopedia on Indian culture and heritage whose main goal is

Central Board of Secondary Education, Delhi 297

to serve an educational resource for school students and researchers. In particular, Sahapedia is in the process of
developing modules for heritage education for school teachers that include learning modules/heritage workbooks,
heritage walks and heritage clubs. Please look at the concept note on Sahapedia and their heritage education
section called “Saha Learn”, attached herewith to understand their project in the fullest.
The Sahapedia team as part of the Heritage Education Group at CBSE, New Delhi, has developed a list of
ideas and guidelines herewith for your perusal to help you design a project for your school. We also request you
to first fill up the questionnaire that has been developed and uploaded along with this circular to understand the
state of heritage education in your school and the kinds of help you may need to start a programme. Kindly
submit this questionnaire online by 20th November 2011 to enable us to get back to you with desired help/
resources.
We at CBSE feel that heritage education is a very important part of the learning process. Shortly we may
also be starting a heritage corner on our website for better interaction with you on all aspects of heritage.. Please
also refer to Sahapedia’s current website: http://sahapedia.wordpress.com as a resource for your heritage education
programme. We look forward to your feedback and to your efforts at creating a heritage education programme
with your school.
Best wishes

Yours faithfully,

VINEET JOSHI,
CHAIRMAN
Encl.
Annexure 1: A Concept Note on Sahapedia
Annexure 2: Ideas and Guidelines for Heritage Education Activities

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 Annexure 1: A Concept Note on Sahapedia
Sahapedia
An Open Online Encyclopedia on Indian Culture and Heritage
Vision
Sahapedia is a definitive, multi-lingual encyclopedic web resource on Indian culture and heritage. It is an
informational and educational project that seeks to transform the way people access and create knowledge on
Indian cultural heritage. Sahapedia aims to foster knowledge, encourage engagement and generate action towards
understanding and revitalizing the diversity of Indian culture.
Background
India’s diverse knowledge traditions spanning several centuries and different disciplines are manifested in
a mode of interconnectedness and non-linearity. To provide an integral understanding of each discipline, tradition
and form, Sahapedia will provide multiple entry points such as articles, images, maps, audio-video material,
learning modules, blogs and social networking communities, thus exploring the full potential of the online
medium. Such an experience of Indian knowledge systems and heritage, integrating multiple formats, does not
presently exist in the web world.
By following a participatory mode of content generation, Sahapedia opens its doors to contributors from all
over South Asia and the world, and encourages contributors to engage in discussion on topics of their interest.
Sahapedia will contribute in two areas—culture and education. As a project on culture, Sahapedia will provide
information on various cultural forms and practices, and invites enthusiasts to write about little-known aspects
of culture. As an educational project, Sahapedia will be a valuable tool for educators as well as students at
various levels of their academic career.
Objectives
• To become the first-stop for reference on any aspect of India’s cultural heritage;
• To generate and share knowledge among users with varying levels of interest and expertise;
• To provide a unique experience of Indian history and culture on the web through multimedia content
and tools;
• To provide an inclusive space for dialogue among members of different communities and groups; and
• To become a forum for advocacy in the area of heritage conservation and revitalization.
The target audience includes students, teachers and scholars, heritage professionals, travelers, and
enthusiasts.
Domains Covered
1. Knowledge systems
2. History

Central Board of Secondary Education, Delhi 299

 3. Cultural practices
4. Built spaces and heritage sites
5. Natural Heritage
6. Literature
7. Festive events
8. Performing arts
9. Material arts
10. Museum and institutions
11. Culinary traditions
12. Film

How will Sahapedia be different from other comparable sites?

• Unprecedented focus on India and the region of South Asia to respond to global interest in the country
and the region;

• Sahapedia will be a total web experience with multiple types of content (jpeg-s, doc-s, mp3-s, pdf-s,
avi-s etc.);
• Sahapedia has launched an oral history initiative in which audio recordings are made of important
thinkers and creators in various fields in many languages. This audio archive will be free and available
to all users;

• A unique workspace featuring several tools to allow users to access, create, analyze and order content;

• Quality features and content contributed by editorial team;

• Content in major regional languages of India;

• Cultural mapping on India that does not at present exist on the internet;

• Mobile and web-based applications; and

• Providing a personalized experience through personal gallery spaces and social networking opportunities.

About Sahapedia

Sahapedia is a not-for-profit venture registered under Societies Act 1860. It was started by SAHA: Stirring
Action on Heritage and the Arts, CMC Limited (A TATA Enterprise) and the International Institute of Information
Technology (Hyderabad).
President: Mr. S. Ramadorai (Vice Chairman, TCS and Advisor to Prime Minister, National Skill
Development Council)

300 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Vice President: Dr. Sudha Gopalakrishnan (Scholar on Comparative Drama and Founder Mission Director,
National Mission for Manuscripts)
Contact us
Dr. Sudha Gopalakrishnan
Executive Director, Sahapedia
CMC, 5th Floor, PTI Building,
Parliament Street, New Delhi-1
Phone no.: +91-23736151-58, ext. 650
Email: sudha.gopalakrishnan@sahapedia.org.in

Visit us at http://sahapedia.wordpress.com

Central Board of Secondary Education, Delhi 301

 Annexure 2
Ideas and Guidelines for Heritage Education Activities
Heritage education is not merely recreation for students but should be an important part of their learning
process. It will help them understand history and society and will inculcate values of respect for diversity and
tolerance. While it is important to highlight aspects of national heritage, it is also important to bring local
heritages into the purview of heritage education programmes. Very limited resources are required for the most
basic heritage education programmes. More involved programmes require some investment. But most heritage
activities, like heritage walks and heritage clubs, require little capital investment but can go a long way in
helping children experience culture and heritage and bring alive many of the things they read in their history
textbooks.
Suggestions:
1. Heritage walks in historical areas of cities/towns/World Heritage Sites
2. Nature walks/excursions to local parks, areas of bio-diversity, even agrarian sites
3. Site visits to museums, interpretation centres, archaeological sites.
4. Organising SPICMACAY events and workshops. Please refer to Board’s Circular No. 50/10/18.08.2010
5. Essay competitions on literature (in English and local languages) and talks by writers. Students should
be encouraged to read and write creatively in their local language. An introduction to the heritage of the
language would be very useful – this can be done by a writer or a poet in the said language or a teacher
who is fluent in it.
6. Small research projects for students that can be put up as mini-exhibitions/bulletin board displays on
heritage
7. Involving students in documenting local living heritage like festivals, performing arts or craftsmen and
women
8. Establishment of heritage clubs for heritage debates, quizzes, discussions and activities like presentations,
field trips and documentation
9. Adopt-a-Monument scheme where students/heritage clubs can adopt a local monument, clean up its
environs, investigate its local official and oral history, study the monument and make drawings of its
details as well as overall plan, understand the challenges in its conservation and upkeep and campaign
for its preservation.
10. Painting and drawing competitions for students at built heritage sites.
11. Workshops with artists and craftsmen and women, both traditional and contemporary to help students
understand the basic vocabulary and techniques involved.
12. Workshops with experts which involve hands-on learning. For example, a local classical or folk musician
could conduct a workshop over five sessions to introduce students to the basic vocabulary of their

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 musical form so that whenever students have occasion to hear the music, they can understand its basic
outlines.

13. Traditional recipes may be collected by the students from their parents and grandparents and a show-
and-tell can take place introducing the importance of the recipes and their relevance to certain occasions
like festivals or seasons. Comparisons of names for different fruits, vegetables and spices in different
local languages can be done.

14. Encouraging students to trace and write their own family histories and traditions, to understand historical
change through this
15. Site visits for students to crafts centres, textile loom units, handicraft workshops and factories to
understand craft and industrial heritage.

16. Students may be asked to create a nature trail in their own school premises (if possible), marking trees,
plants and other flora.

17. Theatre workshops in which students are encouraged to learn the nine emotional states and how to
express them, how to make and use traditional puppets as well as other aspects of Indian performance
theory.
Basic steps involved in creating a heritage education programme

1. Have a thorough understanding of heritage education programmes around the country and the world

2. Make a thorough survey of local resources – including potential sites, experts and sources of information
like publications, photographs etc. The ‘local’ is an excellent resource for heritage education – including
local languages, writers, film, folk traditions, festivals and more as may be relevant.
3. Identify an activity relevant to the target class group’s textbook. For instance, if the students are learning
about the Delhi Sultans, the Tughlaqs, a site visit to a monument from that period may be relevant. If the
school is near a Tughlaq monument, then that might be used. But if not, a local monument of the same
time period may be selected as it may be helpful for students to understand what was happening in their
area at the time of the Tughlaqs.

4. Select a date and time for the activity and prepare a pre-activity worksheet or small warm-up exercise
like writing a short essay using their imagination, or making presentations on different aspects of the
site they are about to visit.

5. Prepare an activity sheet for the site or activity itself. For instance, if you are taking the students to a
site, prepare a worksheet that they have to fill there complete with a drawing exercise. Or if you are
holding a workshop on dance, ask them to write about their impressions and what they learnt at the end.
6. Prepare a post-activity exercise like making a presentation on the activity or putting together a little
heritage corner in the school with drawings and write-ups and objects that they collected or made.

7. Establish a heritage club with atleast 20-30 students and establish a weekly or bi-weekly time to meet.
Prepare a charter with the students of what the club will do with targets for activities.

Central Board of Secondary Education, Delhi 303

Guidelines for conducting heritage walks for the students
Heritage walks/tours equip children to understand and explore their local heritage and gain a confident
sense of self. The child also learns about national heritage and is exposed to different heritages around the
country.
Pre Heritage walk activities
1. Interaction of the faculty/parents with the students on the selection of the heritage site/museum to be
visited.
2. Audio-visual presentation of the site and its significance-designed in accordance to the CBSE curriculum
of the class.
3. Students should make their own presentation based on pre-visit research and on their textbooks on
various aspects of the site and its history/heritage.
4. Hand-out of dummy models of the architectural elements (ex. Arches, pillars and sculptures extra)
among students for a better understanding of the structure(s).
5. Hand-out CDs and print-outs with diagrammatic representation of the site along with photographs to
students.
6. To get questionnaires (specific to the site) completed by each student to understand their aptitude and
interest.
During Heritage walk activities
1. Assistance by faculty/parents (student faculty ratio-8:1).
2. Site tour with special reference to practical understanding of the structure and its significance. It may be
conducted by an expert or a trained teacher.
3. Arrangement of on-site activities (quiz/painting competition/clay modeling/debates and extempore/
photography etc in accord to the specific age group and general interest.).
4. To again get questionnaires (specific to the site) completed by each student to trace their progress and
emphasise certain aspects of the site like natural heritage, architecture, structural engineering and how
people lived there (if applicable).
Post Heritage Walk activities
1. Students who performed particularly well in the activities may be given certificates recognizing their
efforts.
2. A group of students may be assigned to maintain a heritage corner for the school as it is important to
recall the visit for students. This could include drawings, essays and objects.

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 CENTRAL BOARD OF SECONDARY EDUCATION
DELHI

No. D(A)/05 Circular No. 30

Date: 11.7.2005

All Heads of Institutions

Affiliated to CBSE

Subject: Drug Awareness Programme

Dear Principal,
Drug Abuse has been considered as an important curricular concern in school education for quite some time
that there is a need for proper networking among different agencies to facilitate effective organization of
programme drug abuse. Various media reports also underline the urgent need to address the issue at school level
in a system population gets inundated with a lot of information coming from different sources, it becomes the
responsibility providing the right information as well as skills to make a wise choice for a healthy living. One of
the speed Adolescence Education is “to make the learners aware of the causes and consequences of drug abuse
and rational attitude as well as the skills to say ‘no’ to drugs”.
Schools should make concerted efforts to integrate both curricular as well as co-curricular approach
components that are already incorporated in different subjects can be highlighted for raising the awareness of
student abuse and the ways of preventing drug abuse.
Apart from the curricular intervention, co-curricular activities through an informal mode can also be organized
to opportunities for students to acquire the basic life skills to behave assertively and to say ‘No’ to drugs. Some
action in this regard are suggested below:
 Sensitization through formal and informal discussions.
 Awareness raising among students by organizing interactive sessions with experts in the field.
 Strengthening the counselling component by sensitizing school counsellors to handle issues connected.
 Educating children by involving local nodal agencies working in the field of Narcotics Control, Social
Justice.
 Empowering children by organizing specifically designed co-curricular activities such as role play,
value etc.
Schools can add to this list of activities depending on their local needs and availability of resources. Timely
empower the children so that they do not fall victims to the obnoxious habit of substance abuse. TheBoard will
realize the importance of addressing this serious concern by putting in action.

Central Board of Secondary Education, Delhi 305

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

No.: D(A)/ARSH/2005/ December 7, 2005

Circular No. 38/2005

To
All Heads of Institutions
Affiliated to the CBSE

Subject: Programme for CBSE affiliated schools on Adolescence

Reproductive and Sexual Health Education (ARSH Project)

Sir,
The Govt. of India have in collaboration with UNFPA has drawn up a National Action Plan for infroduction
of Adolescence Reproductive and Sexual Health Education (ARSH) with the following objectives:
1. Facilitating adolescents to understand the perspective of physical, biological and emotional changes.
2. To initiate a sense of self awareness among adolescents to understand others.
3. To help adolescents to manage their emotions effectively.
4. To empower them with social skills that will help in building positive relationship with others.
5. To enable them to resist peer group pressure.
6. To acquire information and education on sex and reproductive health.
7. To help them to avoid vulnerability to risky behavior.
8. To enable them to resist sex exploitation and general based violence.
9. To understand the consequence of substance abuse and adopt preventive measures.
10. To help them to understand the seriousness of the epidemic HIV/AIDS.
The strategies for introduction of the above objectives will include:
 Awareness building
 Co-curricular activities
 Integration in the school curriculum
 Development of life skills
The CBSE would be shortly initiating a series of advocacy programmes to principals to understand and
effectively implement the objectives of the above project in their respective schools. This programme would

306 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

further be followed up by training of Master trainers and building an appropriate school environment for the
students to understand and practice the objectives of the project.
The advocacy programme of the principals would be conducted in various cities shortly and the Heads of
Institutions are advised to participate in the training programmes as and when they are informed. The advocacy
and the training for teachers would be carried out by a team of Resourcee persons who have been specifically
identified for this project.
The Heads of Institutions are requested to extend their full cooperation and support for successful
implementation of the project.

Yours faithfully,

(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

Central Board of Secondary Education, Delhi 307

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

ACAD/EO/2006 Circular No. 09

Dated: 31.5.2006

All the Heads of the Institutions

Affiliated to CBSE

Subject: Comprehensive School Health Programme and Creating Health Club in the school.

Dear Principal,
Childhood and adolescence form the most joyful period of an individual’s life. They are times of immense
creative energy, self-discovery and exploration of the world. They can also be fraught with feelings of isolation,
loneliness and confusion. They can be due to various factors relating to the physical, social, emotional, mental,
and spiritual well being of the younger generation. Schools, families and communities need to play a positive
and responsible role in bringing up young children in a healthy environment which would enable each one to
maximize their potential.
Schools can be dynamic settings for promoting health, for enabling children to grow and mature into healthy
adults. Yet the potential of the school to enhance health is often underutilized. ‘School Health’ has largely
remained confined to medial check-ups of children or some hours of health instruction in the curriculum. There
is a growing recognition that the health and psychosocial well-being of children and youth is of fundamental
value and the schools can provide a strategic means of improving children’s health, self-esteem, life skills and
behaviour. Although schools have undertaken many initiatives in promoting school health, the comprehensiveness
and sustainability in these initiatives is not clearly laid out. The need of the hour is a comprehensive school
health policy integrated within the school system.
The Central Board of Secondary Education suggests that schools plan out a Comprehensive School Health
Programme which could be initiated through HEALTH CLUB in each school to begin with.
Need For Creating Health Clubs in Schools
Healthy living in case of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be assumed.
An important dimension is that of experience and development of health skills and physique through practical
engagements with play, exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting activities
related to various dimensions of health and wellness. A Health Card needs to be created for students which
would form a continuous part of their growth and development. This could form an effective monitoring and
feedback system for the overall health of a child during his schooling.

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Constitution of a Health Club
 Principal as Convener
 Counselor/Psychologist/P.T. Teacher/Nodal Teacher as Secretary
 Student representative (one boy and one girl from each level)
 Identified teachers from each level
 Parent for each level (preferably a doctor)
Responsibilities of the Health Club
 As an organizer of all health relevant activities (at least 8-10 activities in the year at each level)
 As a Resource Centre for the overall well being of students
Objectives of the Health Club
 To create Health Cards for each student
 To create a health newspaper at least twice a year/poster competition related to health issues
 To conduct surveys on health related concerns
 To organize ‘health walks’ as part of social campaigns
 To organize health fairs and immunization projects
 To tap the local resources in the community to arrange health talks
 To render service in any area affected by a disaster or a calamity
 To create health help line within the school to distess, cope with emotional and social behaviour and to
clarify misconceptions regarding sexual and reproductive health
 To teach the students techniques of yoga and meditation from an early age
 To inculcate in the students healthy and positive ways of living
 To teach health songs on various health topics
 Celebration of important days (World Health Day, April 7)
 Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December 1)
etc.
The Board is suggesting a plethora of activities in Annexure A for various levels which can be conducted as
part of co-curricular inputs during the calendar year. The activities mentioned here are recommended as pointers
and many more can be added as per local needs and requirement. The Board is also in the process of preparing
a Manual on a Comprehensive School Health Program which will be available shortly.
Any further suggestions on this issue are always welcome.
Yorus sincerely
(VINEET JOSHI)
SECRETARY

Central Board of Secondary Education, Delhi 309

 Annexure A
COMPREHENSIVE SCHOOL HEALTH PROGRAMME
Suggested Activities for promoting Health in School

I-IV V-VIII IX-XII

Module I  Yoga and meditation  Yoga and meditation  Yoga and meditation
Know yourself  Drawing a picture of  Assembly themes  Yoga and meditation
oneself Health Mela
 Pasting a photograph  Tapping resources  Health Newsletter
Palm Printing/Foot from neighbourhood/
Printing community for health,
hygiene & personality
 Rhythmic Exercises  Introspection diary  Class Boards
Poem/Rhymes/ Decoration
Recitation
 Role Play on Body  Survey of eating joints  House Boards
Parts for their nutritive content Decoration
 Matching of Flash  Health Card  Creating recipes
Cards
 Self awareness/diary  Any other  Effective use of
Home Science lab.
 Sensitivity based  Health Card
Theatre
 Check up by doctors/  Any other
dentists
 Health Card
 Counselling
 Ten Sentences on
oneself Physical/
Social/Society
 Likes and dislikes
 My list of favourites
 Any other
Module 2  Collection of pictures  Nutritive Recipe  Extempore
Food and of nutritive/junk food Competition
Nutrition

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 I-IV V-VIII IX-XII

 Class party and  Orientation program for  Debate

discussion on food parents and students on
items good food habits
 Dietary charts for  APMI (plus, minus and  Slogan writing
the week interesting) on generally
observed health problems
 Jigsaw puzzle  Survey based on balanced  Theatre
presentation diet of different regions/
communities
 Four corners  Any other  Collage making
 Power point  Panel discussion
presentation
 Mandatory to bring  Any other
one nutritive item
 Research on food
items, balances items
 Mothers’ recipt book
 Any other
Module 3  Tick mark of self  Board Display  Resource persons
Hygiene check list from NGO’s
 Presentation  Research Projects  Panel Discussion
Planting
 Value based  Skits
assemblies
Personal and  Shramdaan (cleaning  Eco-clubs  Eco-clubs
Environmental up of your class at
the end of the day)
 Picking up wrappers/  Celebrating Environment  Planting Sapling and
foils etc. after the Friendly Day Trees
break
 Creating shramdaan  Preparing Recycled  Rain Water Harvesting
clubs Paper
 Posters  Visiting a Heritage Site  No Polybag Zone

Central Board of Secondary Education, Delhi 311

 I-IV V-VIII IX-XII

 Outdoor excursions  Any other  Adopting a National

(Speed, stamina, Heritage Spot
strength)
Module 4  Warming up exercises  Competitive Sports  Inter House Competitions
Physical fitness before the beginning based on Aerobics/Yoga/
of each physical Gymnastics
education period
Pranayam
 Yoga  Team building adventure  Team building
treks
 Physical education  Leadership camps  Leadership Camps
periods must for all
schools/all classes
 Drills/aerobics  Health Walks for  Running for a Cause
followed by social issues
presentations at the
end of every month
 Skill based  Swimming  Any other
programmes - camps
 March/run for health  Any other
 Any other
Module 5  Extempore dialogue  Transport drill  Fire Brigade
Safety Measures - delivery Demonstration
Fire, Accidents,
Emergencies  Ground rules  Sports Day  Disaster Management
preparation in classes
 Safety activities -  First Aid  Self defence techniques
sports field/activity
period (to be made
by students
 Travelling indepen-  Showing movies on  Traffic rules
dently (phone fire safety drill
numbers/residential
numbers
 Learning to  Bravery Award  Theatre-visit to
communicate Rehabilitation Centre
problems Circle time)

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 I-IV V-VIII IX-XII

 Campaigns  Research based projects  Sensitization Programs

on substance Abuse
 Vigilance committee  Sexual health education  Interpersonal
issues related to gender relationships
sensitivity
 Evacuation skills  Parental sessions
 Laboratory Safety drill
Module 6  Consequences games  Learning to say ‘no’  Handling Peer Pressure
Behavioural and
Life Skills  Learning to say “NO”  Mentoring  Question Box Activity
 Think pair share  Interactive Bulletin Board  Situation Analysis and
Case Studies of
sensitive issues
 Handling peer  Quiz Contest  Peace March to mark
pressure a social event or issue
 Identification of good  Poster making/Painting  Panel Discussion with
touch and bad touch Competition Eminent Psychologists
 Group Games on  Guest Speakers from
Adolescent issues the experts (Doctor)
 Visit to a rehabilitation
centre

Central Board of Secondary Education, Delhi 313

 CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002

CBSE/ACAD/CIRCULAR/2007 14th March, 2007

Circular No. 17

To,
All Heads of the Institutions
Affiliated to CBSE

Subject : Importance of Nutrition for Bone Health.

Dear Principal
Bone Health is a neglected area and has resulted in various problems both for adults and young children.
The major causes for the poor bone health in India are genetic predisposition, lower bone mineral density
due to deficiency of calcium and vitamin D, inadequate exposure of body surface area to direct sunshine even
though the country has plenty of sunshine throughout the year, clothing pattern, relatively pigmented skin, poor
diet, lack of availability of foods fortified with essential vitamins and minerals and lack of physical activity.
Childhood and adolescence is the time when bones are beginning to be modeled until around the age of 30
when peak bone mass is achieved. Diet in the modeling phase is extremely important. A critical element that
helps absorb deposition of dietary calcium into bone mass is vitamin D. Deficiency of vitamin D is one of major
contributory factor responsible for lower bone mineral density (BMD).
A related bone problem is flurosis. It is prevalent in 17 States and has affected 66 million people including
about 6 million children below the age of 14. It results from consuming ground water with excessive fluoride
leading to bone disorders. Inadequate exposure of body surface area to direct sunshine, clothing pattem, relatively
pigmented skin, environmental pollution, faulty housing architecture which does not allow enough sunshine,
poor diet and lack of required food fortification, are among the major factors responsible for compromised bone
health.
It is important to pay attention to bone health right for childhood. It is in this regard, schools may be advised
to take steps regarding the following aspects:
1. Schools should promote outdoor physical activity after 9.00 a.m. and before 4.00 p.m. for adequate
exposure to sunshine. Sunshine is the most important source of vitamin D.
 Vitamin D helps absorption of calcium. The main source of vitamin D is the exposure to sunlight.
Exposure of legs and arms to sunlight for about 25 minutes between 9 AM and 4 PM is adequate.
 Physical activity at all ages, particularly weight bearing activity, is important for bone health. It also
reduces the risk of falling by strengthening muscles and maintaining balance.

314 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

  Calcium is critical for sound bone health. Foods containing calcium like milk, leafy green vegetables,
etc. should be a part of the normal daily diet.
2. During the educational programs, schools should emphasis the importance of calcium and viranin D
and thus the schools play a crucial role in creating awareness on such vital issues by sharing this message
with the entire student community as well as the parents.

With regards,

Yours sincerely

(C. GURUMURTHY)
DIRECTOR (ACADEMICS)

Central Board of Secondary Education, Delhi 315

 CENTRAL BOARD OF SECONDARY EDUCATION
2 Community Centre, Preet Vihar, Delhi-110092

No. CBSE/ACAD/HEALTH/2007 20th June, 2007

Circular No. 29

All Heads of the Institutions

Affiliated to CBSE

Subject : Comprehensive School Health Programme

Dear Principal

The Central Board of Secondary Education in continuation of its Circular No. 09 dated 31.5.2006 regarding
Comprehensive School Health Programme and creating Health Club in schools would like to reiterate and
create awareness about the following issues:
1. School must have by now initiated the creation of Health Clubs to implement the Comprehensive School
Health Programme.
(i) Health and Wellness Clubs in schools need to focus on over all well being comprising mental and social
health of the child. These would opt as nodal centres for creating an enabling environment in the school
ensure an ambience of wellness and fostering preventive health care.
(ii) The Constitution, responsibilities and objectives of a Health Club have already been stated in the previous
circular.
(iii) Activities for promoting health and wellness to schools have also been stated in the circular.
2. Comprehensive School Health Manual
The Comprehensive School Health Manual addresses a basic gap in schooling that has crept in over the
years. This is largely to do with the aspect of school health which has somehow been relegated to sporadic
health chcck ups or in some cases a few hours of health instruction in the curriculum. It is Imperative that
something is done urgently to take up the issue of holistic health in school going children, which includes
physical, mental, emotional and psychosocial health. The School Health Policy and now the Manual proposes
to view health holistically, utilize all educational opportunities for health promotion including formal and informal
approaches in curriculum and pedagogy. Providing a safe school environment, on activity oriented health
education curriculum to avoid health-related risk behavior, ensuring physical fitness activites and sports, providing
nutritious snacks in the school canteen ensuring access to primary health care services, providing emergency
care for illness or injury, providing counselling services and Integrated family and community activities and a
staff health promotion policy are some of the expectations that a school should fulfill as was advised earlier. In
the circular issued to all schools regarding setting up of Health Clubs.
Comprehensive School Health Manual will be available to all schools by August 2007.

316 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

3. Health Websites
Ths Ministry of Health and Family Welfare (MOHFW), Govemment of Indla has commissioned a website
on Healthy Living (www.healthy-India.org) to address the concerns in India on the lifestyle related preventable
diseases.
The objectives of the website are:
(a) to harmonize the burden of preventable chronic diseases in the country by creating awareness
(b) to bring in the need for a healthy lifestyle
(c) to create Agents of Change among school children with regard to health issues
(d) to encourage the setting up of a health fostering school
(e) to create awareness regarding canteens as social responsible outlets which inculcate healthy eating
behaviours
(f) to ensure that there is enough emphasis on physical activity in schools and an enjoyment of this physical
activity.
The website has been so designed that it is user-friendly and contains a number of dynamic sections for
interactive sessions.
As India advances economically and gains greater control over traditional health threats, diseases, ‘related
to distorted lifestyles and unheatthy living habits are rapidly growing as major publie health problems. Imbalanced
diet, physical inactivity, tobacco consumption and alcohol abuse are leading to many Indians suffering from
diabetes, heart disease, cancer and lung disease. Many of these diseases are preventable. Such preventive efforts
are best started in childhood and in schooling years.
Armed with appopriate health information people can project and promote their personal health and families
concreate healthy living conditions for individuals at all ages. Schools and colleges are important stakeholders
in disseminating healthy lifestyle information to children and youth.
Healthy India endeavours to advance consciousness of disease prevention opportunities, encourage the
detection and treatment of chronic diseases, and foster healthy living through information and resourees on
healthy lifestyle viz. Healthy Diet; Physical Activity; Dealing with Tobacoo and Alcohol related health problems;
Yoga and Stress Management; Diabetes; Cancers; Heart Attacks and Strokes.
We would request you to Encourage students, teacher’s and staff to adopt healthy life style practices suggested
in this useful site (www.healthy-India.org) and practice the provided advise therein.

Yours Sincerely

(VINEET JOSHI)
SECRETARY

Central Board of Secondary Education, Delhi 317

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

No. CBSE/ACAD/HEALTH MANUAL/2008 24th June, 2008

Circular No. 27/08

All the Heads of the Institutions

Affiliated to CBSE

Subject : Comprehensive School Health Programme and Release of School

Health Manuals in Four Volumes.

Dear Principal
Children are the greatest asset of a country and those in school have a right to happy and healthy life within
the school environment as well as at home. Investment in the health of children is an investment in the future of
the nation. It is essential to build on the components of knowledge relating to health and nutrition, develop
healthy attitudes and enhance life skills to overcome the multiple health concerns affecting school going children
both in the urban and remote areas of the country.
This is further to our circulars (No. 09 dated 31.5.2006 and No. 29 dated 20.6.2007) on Comprehensive
School Health Programme in which the Board has requested schools to set up ‘Health Clubs’ in order to
implement the Comprehensive School Health Programme. It is heartening to note that some of the schools
affiliated with the board have responded positively in this regard.

Comprehensive School health Programme and Health Manuals

The objectives of the School Health Club as mentioned in the earlier circular are also being reiterated:
 To create Health Cards for each student.
 To create a health newspaper at least twice a year/poster competition related to health issues.
 To conduct surveys on health related concems.
 To organize, health walks, as part of social campaigns.
 To organize health fairs and immunization projects.
 To tap the local resources in the community to arrange health talks
 To render service in any area affected by a disaster or a calamity.
 To create health help line within the school to distress, cope with emotional and social behaviour and to
clarify misconceptions regarding adolescent health.

318 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

  To teach the students techniques of yoga and meditation from an early age.

 To inculcate in the students healthy and positive ways of living.

 To teach health songs on various health topics.

 Celebration of important days (World Health Day, April 7).

 Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December l) etc.

Health Manuals
The Comprehensive School Health Manuals address a basic gap in schooling that has crept in over the
years. School Health has somehow been relegated to sporadic health check-ups or in some cases a few hours of
health instruction in the curriculum. It was imperative that something is done urgently to take up the issue of
holistic health in school going children which includes physical, mental, emotional and psychological health.
The school Health Policy and now the Manuals propose to view health holistically, utilize all educational
opportunities for health promotion including formal and informal approaches in curriculum/pedagogy. Providing
a safe school environment an activity oriented health education curriculum to avoid health-related risk behavior,
ensuring physical fitness activities and sports, providing nutrituous snacks in the school canteen, ensuring
access to primary health care services and integrated family and community activities and a staff health promotion
policy are some of the expectations that a school should fulfill.

There are four Manuals in this package. The first Manual-Vol I is addressed to all stakeholders concerned
with school health. The other three Manuals are activity based manuals for teachers. Vol II is Teachers Activity
Manual which consist of activities for Primary Level (Classes I-V), Vol III is Teacher’s Manual for Upper
Primary Level (Classes VI-VIII) and Vol IV is Teachers’ Manual for Secondary and Senior Secondary Level
(Classes IX-XII)). The activities revolve around six different themes - Knowing your Body, Food and Nutrition,
Personal and Environmental Hygiene, Physical Fitness, Being Responsible and Safe and Behaviour and Life
Skills. The objectives of the modules and activities is to focus on the different aspects of growth and age
appropriate development of the child.

The Manuals are holistic in their approach since they deal with not only physical health but also mental,
social, emotional and spiritual well being. Their uniqueness lies in their participative and interactive approach.
The activities mentioned can be easily incorporated in the classroom transaction, keeping in mind that hands on
learning is internalized faster than conventional learning. It is also recommended that teachers may modify or
customize the activities according to their social, cultural and demographic needs.
The activities for teachers in each Section are suggestive and it is earnestly hoped that they will carry on the
spirit of each section through curriculum plus intervention strategies within the school. The activities are learner
centred and will help to empower them to construct knowledge for themselves in a classroom or out of the class
setting.

The graded activities provided in the manual follow outcome based approach to learning, teaching and
assessment. They are positive in attitude and stress on developing health promoting habits from an early age
which emphasizes the concept of learning throughout life.

Central Board of Secondary Education, Delhi 319

 For the success of the school health programme it has to be developed and implemented by a strong indigenous
group committed teachers under the guidance of the dynamic head of the organization as well as a committed
management. A special feature of this development would be a cooperative, caring and concerned
atmosphere which it is hoped will be the key note of the school learning environment while implementing the
progrramme.

The integration of school and community efforts should be related where the school is regarded as a social
unit providing a focal point from which the school may reach out to the family to the local community and to the
community at large as a whole which in turn may support the efforts of the school.

It is hoped that the Health Manuals will foster the need to provide for a healthy environmel for each child
studying in a school and in that sense the CBSE Comprehensive School Health Program is dedicated to all
children.

The Health Clubs can be used to conduct the activities which are detailed in the School Health Manuals in
four Volumes being released to all the schools. One set of the four volumes is being sent to all schools free of
cost, however. for additional volumes the school will have to make a request as these will be priced documents.
These will be available fiom the Stores, CBSE, 17 Institutional Area, Rouse Avenue, New Delhi as well as from
the Regional Offices.

(VINEET JOSHI)
SECI ETARY

320 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. CBSE/EO(L:)/ACAD/2008 1st Sept., 2008

Circular No.: 33/08
All Heads of the Institutions
Affiliated to CBSE
Subject: Creating a Healthy School Environment

Dear Principal,
One of the lofty aims of education is to shape young individuals into caring, thinking sensitive and value
enriched citizens of the country. These are achievable when the schools provide a nurturing environment and
create a value based climate within the school.
The schools affiliated to CBSE are seen as powerful resources of Human Resource Development. This is
possible and can be ensured only if the schools themselves are convinced of the positive benefits of a value
enriched environrnent.
The conflicting role models tlrown up by the social context as well as the explosion of media often result in
giving out ambiguous signals to young minds. It thus becomes even more mandatory that the schools serve as
agents of change and transformation by bringing out the best from within each child. The inspiration, motivation
and upliftment of spirit should go hand in glove with transaction of academic knowledge.
The Central Board of Secondary Education has received feedback about certain schools where the school
authorities forcibly keep the children back in Classes IX & XI under various pretexts. This has been viewed
very seriously. The Board requires all heads of institutions to reflect on the long term objectives of imparting
holistic education in schools. It is impossible to create vibrance and a joyful and friendly learning ambience to
ensure there is collaborative synergy between learners, teachers, heads of the institutions, parents and the
management of the school.
Unless the heads of schools realize their own responsibility towards all these stakeholders there will be a
serious backlash from all these quarters. Cases of indiscipline, rowydism, bullying, smoking and other kinds of
drug abuse in some institutions have also been reported to which a blind eye is turned by the school authorities.
The Adolescence Education Programme and the Life Skills Programme as well as the Comprehensive
School Health Progranme advocated by the Board focuses on the growing concerns of adolescence which
need to be addressed with an urgency and immediacy and unless stringent action is taken at the right point of
time in collaboration with the parents of the adolescents it may become a matter of serious concern. Life Skills
Education is an excellent tool for bringing about positive behavioural changes in individuals.
It is essential that all stakeholders involved in imparting value based education within the school enviromnent
should come together to find an answer to some of these areas that ultimately concern all of us.

Central Board of Secondary Education, Delhi 321

 This may be brought to the notice of all teachers, students and parents tluough staff meetings/assembly
meetings, circulars and advisory issued and reinforced from time to time.

Yours sinceiely,

(VINEET JOSHI)
SECRETARY

322 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

CBSE/EO(SCIENCE)/ACAD/ Dated: 25.9.2008

Circular No. 36/08

All the Heads of the Institutions

Affiliated to the Board

Subject: All Heads of Institution Affiliated to Board:Observing Food Safety and Quality Day
Dear Principal
The NCF 2005 on Health and Physical Education holds that Health is a critical input for the overall
development of the child and it influences enrolment retention and school completion rates significantly. One
of the major contributors to the health of a child is food quality and safety. Thus in envisaging suitable education
as a right for every individual child, the importance of food safety and quality is rightly emphasized especially
in the back drop of growing concerns over junk food and product adulteration.
Appropriately, therefore, the Ministry of Food Processing Industries is observing the year 2008-09 as Food
Safety and Quality Year and 16th October, 2008 as “Food Safety and Quality Day”.
The entire student community along with the teachers and the parents need to be sensitized on the topic by
creating awareness through seminars, workshops, essay writing competition, quiz. discussions and lectures.
Hence you are requested to organize the programmes as mentioned above on 16th october, 2008 at school
level and detailed report in this regard may be sent to the undersigned.

Yous faithfully,

(C. GURUMURTHY)
DIRECTOR (ACADEMC)

Central Board of Secondary Education, Delhi 323

 CENTRAL BOARD OF SECONDARY EDUCATION
2 COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

NO. CBSE/ACAD/CSHP/2008 6th Nov., 2008

Circular No. 49

All the Heads of the Institutions

Affiliated to the Board

Subject: Follow up on Comprehensive School Health Programme.

Dear Principal
The Central Board of Secondary Education has recommended the setting up Health and Wellness Clubs and
launched the four manuals in the package of Comprehensive School Health Manuals (vide circular no. 27
dated 24th June, 2008).
We hope that you have received the following four volumes of the Comprehensive School Health Manuals:
1. Comprehensive School Health Teachers Activity Manual (Volume I)
2. Teacher’s Manual for Classes I-V
3. Teachers’Activity Manual for Classes VI-VIII
4. Teachers’Activify Manual for Classes IX-XII
In continuation of the above the Board would like to bring to you an advisory on some of the components
related to health such as Physical Fitness, Substance Abuse and Emotional Concerns.
1. Physical Fitness:
a. There should be at least 30 minutes of Physical Activities or games with maximum health benefits for
Classes I-VIII every day.
b. For Classes IX-XII it should be ensured that all the students participate in Physical Activity/Games/
Mass P.T./Yoga with maximum health benefits for at least 2 periods per week (90-120 min/week).
c. In case the school has constraints of space, climatic conditions, presence of enough PE Teachers, or
coaches it may consider indoor activities which would provide maximum health benefits (Aerobics/
Meditation & breathing exercises/Yoga).
d. Mass P.T. in the morning keeping in view the climate conditions is another alternative the school can
use.
e. Too much of time being spent by children at house in watching TV or playing computer games needs to
be carefully monitored by the parents. An advisory can be sent by schools to parents and reinforced in
the beginning of every term.

324 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 f. Parental Awareness programmes regarding Adolescent concerns including the above may be held at
regular intervals by the schools.
2. Eating Habits and Diet:
School canteens should provide healthy snacks which can be monitored by the Health Clubs of the schools.
Doctors/Nutritional Experts/Dieticians/Counsellors/Nurses/Home Science Departrnent may be involved in
designing the recipes for the menu (healthy, nutitious, wholesome) and monitoring quality of the food items.
Junk/fast food needs to be replaced completely with healthy snacks. Carbonated and aerated beverages may be
replaced by juices and diary products (Lassi, Chach, Flavored milk etc.)
3. SubstanceAbuse:
Passive smoking is as harmful as indulging in active tobacco use. Awareness regarding the hazardous effects
of passive smoking need to be created among the students and this may also be apart of the Parental Awareness
programmes. Awareness on recent laws enacted on prohibition of Tobacco products in public places needs to be
created among students.
Heads of Institutes should ensure that no Tobacco products should be sold either by minor or by major
children in the vicinity of the educational institutes. Regular vigilance against smoking at home and school
needs to be emphasized. The matter can be discussed in PTA meetings with parents. Project work on Substance/
Tobacco abuse may be assigned to students as part of school assignment across disciplines and ‘No Tobacco
Week’ may be celebrated in school. A substance abuse control committee at school level involving PTA member’s
local leaders and students may also be initiated.
Value Education and Value Enhanced Life Skills should form a part of the larger curriculum plus activities
in the schools. Schools should also be able to integrate unstructured programmes on Value Education through
their Literary Clubs, Health Clubs and Eco Clubs.
4. EmotionalHealth:
There is a need for Value Education aided Conceptual Framework of Life Skills related to values for sensitizing
teachers and learners to the Universal Skills such as Thinking Skills (Creative and Critical Thinking, Self
Awareness, Problem Solving, Decision Making), Social Skills (Interpersonal Relationships, Effective
Communication, Empathy) and Emotional Skills (Managing feeling/Emotions, Coping with Stress).

YounsincerelY

(DR. SADHANA PARASHAR)

EDUCATION OFFICER(L)

Central Board of Secondary Education, Delhi 325

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center, Preet Vihar, Delhi-110092

CBSE/ACAD/HEALTH/2009 June 19, 2009

Circular No. 18

All the Heads of Independent Schools

Affiliated to the CBSE

Subject : Observation of International Day against Drug Abuse and Illicit

Trafficking on 26th June, 2009

Dear Principals,
The Central Board of Secondary Education, as part of its Comprehensive School Health Programme and
Adolescence Education Programme has reinforced the concept of Health Promoting Schools.
A Health Promoting School fosters health and learning with all the measures at its disposal and creates
conditions that are conducive to health through policy, services and creating a healthy school environment. It is
hoped that schools affiliated to CBSE are creating awareness regarding the major causes of death, disease and
disability such as tobacco use, HIV/AIDS/STDs, sedentary life style, drugs and alcohol, violence and injury
and unhealthy nutrition. Schools are expected to influence positive health related behaviour by capacity building
in the domain of behavior, beliefs, skills, attitudes and values.
Health and Wellness Clubs in schools must be engaged with the six themes: Knowing Your Body, Food
and Nutrition, Personal and Environmental Hygiene, Physical Fitness, Being Safe and Responsible and
Behavior and Life Skills.
Each year, 26th June is observed as the International Day against Drug Abuse and Illicit Trafficking. On
this occasion Board expects schools to renew their resolve to fight this menace collectively by organizing
awareness campaigns, conducting seminars and workshops and holding cultural Programmes and
exhibitions etc.
Given below are compulsory guidelines for ensuring Tobacco Free Schools:
1. Display of “Tobacco Free School” or “Tobacco Free Institution” board at a prominent place on the
boundary wall outside the main entrance.
2. No sale of tobacco products inside the premises and within the radius of 100 yards from school/
educational institutions and mandatory signage in this regard shall be displayed prominently near the
main gate and on boundary wall of school/ institution.
3. No smoking or chewing of tobacco inside the premises of institution by students/ teachers/ other staff
members/ visitors.

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 4. Display of sign boards “No Smoking Area- Smoking here is an offence”, of 60x30cm size inside the
institution (as mandated by law).
5. Posters with information about the harmful effects of tobacco should be displayed at prominent places
in the school/ institutions. Students should be encouraged to make their own posters on tobacco control
themes.
6. A copy of the Cigarette and other tobacco products Act (COTPA) 2003 needs to be available with
the Principal/Head of School/Institution. (May be downloaded from the website of the Ministry of
Health & Family Welfare – www.mohfw.nic.in)
7. A “Tobacco Control Committee” needs to be in place. It may be chaired by School Head/Principal,
with members comprising of a science teacher, or any other teachers, school counselor (if available), at
least two NSS/NCC/Scout students, at least two parents representatives, area MLA, area SHO,
Municipal Councilor, member of PRIs, any other member. The committee shall monitor the tobacco
control initiatives of the school/ institute. The committee shall meet quarterly and report to the district
administration.
8. Integrate tobacco control activities with the ongoing School Health Programme and Health and
Wellness Clubs.
9. Promote writing of Anti-tobacco slogans on the School/ Institute stationery.
10. The Principal/Head of School/Institute shall recognize tobacco control initiatives by students/ teachers/
other staff and certificates of appreciation or awards may be given.
The guidelines may be followed meticulously and awareness regarding them may be brought to the notice
of all concerned including students, teachers, parents as well as all other stakeholders.

Yours sincerely,

(Dr. Sadhana Parashar)

Education Officer (L)

Central Board of Secondary Education, Delhi 327

 CENTRAL BOARD OF SECONDARY EDUCATIOCENTRAL EDUCATION
“Shiksha Kendra”, 2, Community Center, Preet Vihar, Delhi-110092

CBSE/ACAD/HEALTH/2009 November 20, 2009

Circular No. 58

All the Heads of Independent Schools

Affiliated to the CBSE

Subject : Guidelines on Protection from Exposure to Tobacco Smoke.

Dear Principals,
Tobacco is the foremost cause of preventable death and disease in the world today. India is the second
largest consumer of tobacco products in the world. National Family Health Survey – 3, 2006 indicates an
increasing prevalence of tobacco consumption in India, with 57% male and 10.9% females reportedly consuming
tobacco in some form. Global Youth Tobacco Survey (GYTS), 2006 also indicates that approx. 14% children in
the age group of 13-15 years are consuming tobacco in some form and that the age of initiation into tobacco has
come down. Moreover, tobacco is responsible for almost 40% of overall health problem and 50% of all cancer
related deaths in the country. Every year more than 8 lakh people die due to tobacco related diseases.
The Central Board of Secondary Education as part of the Adolescent Education Programme and
Comprehensive School Health Programme has been constantly endeavouring to raise awareness regarding
prevention of students from becoming addicted to tobacco as well as the dangers of exposure to tobacco smoke.
The WHO Framework Convention on Tobacco Control (FCTC) under Article-8 has brought out Guidelines
on protection from exposure to tobacco smoke which are enclosed for perusal and dissemination.
The guidelines may be followed meticulously and awareness regarding them may be brought to the notice
of all concerned including students, teachers, parents as well as all other stakeholders.

Yours sincerely

(Dr. Sadhana Parashar)

Education Officer (L)

Encl : Guidelines on Protection From Exposure to Tobacco Smoke

328 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 GUIDELINES ON PROTECTION FROM
EXPOSURE TO TOBACCO SMOKE
Objectives of the guidelines
All the organization need to meet their obligations under Article 8 of the WHO Framework Convention, in
a manner consistent with the scientific evidence regarding exposure to second-hand tobacco smoke and the best
practice worldwide in the implementation of smoke free measures, in order to establish a high standard of
accountability for in promoting the highest attainable standard of health. The objective is also to identify the
key elements of legislation necessary to effectively protect people from exposure to tobacco smoke, as required
by Article 8.

Underlying considerations
The development of these guidelines has been influenced by the following fundamental considerations.
(a) The duty to protect from tobacco smoke, embodied in the text of Article 8, is grounded in fundamental
human rights and freedoms. Given the dangers of breathing second-hand tobacco smoke, the duty to
protect from tobacco smoke is implicit in, inter alia, the right to life and the right to the highest attainable
standard of health, as recognized in many international legal instruments (including the Constitution of
the World Health Organization, the Convention on the Rights of the Child, the Convention on the
Elimination of all Forms of Discrimination against Women and the Covenant on Economic, Social and
Cultural Rights), as formally incorporated into the preamble of the WHO Framework Convention and
as recognized in the constitutions of many nations.
(b) The duty to protect individuals from tobacco smoke corresponds to an obligation by governments to
enact legislation to protect individuals against threats to their fundamental rights and freedoms. This
obligation extends to all persons, and not merely to certain populations.
(c) Several authoritative scientific bodies have determined that second-hand tobacco smoke is a carcinogen.
Some Parties to the WHO Framework Convention (for example, Finland and Germany) have classified
second-hand tobacco smoke as a carcinogen and included the prevention of exposure to it at work in
their health and safety legislation. In addition to the requirements of Article 8, therefore, Parties may be
obligated to address the hazard of exposure to tobacco smoke in accordance with their existing workplace
laws or other laws governing exposure to harmful substances, including carcinogens.

STATEMENT OF PRINCIPLES AND RELEVANT DEFINITIONS UNDERLYING PROTECTION

FROM EXPOSURE TO TOBACCO SMOKE
Principle 1
Effective measures to provide protection from exposure to tobacco smoke, as envisioned by Article 8 of the
WHO Framework Convention, require the total elimination of smoking and tobacco smoke in a particular space
or environment in order to create a 100% smoke free environment. There is no safe level of exposure to tobacco

Central Board of Secondary Education, Delhi 329

smoke, and notions such as a threshold value for toxicity from second-hand smoke should be rejected, as they
are contradicted by scientific evidence. Approaches other than 100% smoke free environments, including
ventilation, air filtration and the use of designated smoking areas (whether with separate ventilation systems or
not), have repeatedly been shown to be ineffective and there is conclusive evidence, scientific and otherwise,
that engineering approaches do not protect against exposure to tobacco smoke.

Principle 2
All people should be protected from exposure to tobacco smoke. All indoor workplaces and indoor public
places should be smoke free.

Principle
Legislation is necessary to protect people from exposure to tobacco smoke. Voluntary smoke free policies
have repeatedly been shown to be ineffective and do not provide adequate protection. In order to be effective,
legislation should be simple, clear and enforceable.

Principle 4
Good planning and adequate resources are essential for successful implementation and enforcement of
smoke free legislation.

Principle 5
Civil society has a central role in building support for and ensuring compliance with smoke free measures,
and should be included as an active partner in the process of developing, implementing and enforcing legislation.

Principle 6
The implementation of smoke free legislation, its enforcement and its impact should all be monitored and
evaluated. This should include monitoring and responding to tobacco industry activities that undermine the
implementation and enforcement of the legislation, as specified in Article 20.4 of the WHO Framework
Convention.

Principle 7
The protection of people from exposure to tobacco smoke should be strengthened and expanded, if necessary;
such action may include new or amended legislation, improved enforcement and other measures to reflect new
scientific evidence and case-study experiences.

Definitions
In developing legislation, it is important to use care in defining key terms. Several recommendations as to
appropriate definitions, based on experiences in many countries, are set out here. The definitions in this section
supplement those already included in the WHO Framework Convention.

“Second-hand tobacco smoke” or “environmental tobacco smoke”

Several alternative terms are commonly used to describe the type of smoke addressed by Article 8 of the

330 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

WHO Framework Convention. These include “second-hand smoke”, “environmental tobacco smoke”, and
“other people’s smoke”. Terms such as “passive smoking” and “involuntary exposure to tobacco smoke” should
be avoided, as experience in France and elsewhere suggests that the tobacco industry may use these terms to
support a position that “voluntary” exposure is acceptable. “Second-hand tobacco smoke”, sometimes abbreviated
as “SHS”, and “environmental tobacco smoke”, sometimes abbreviated “ETS”, are the preferable terms; these
guidelines use “second-hand tobacco smoke”.
Second-hand tobacco smoke can be defined as “the smoke emitted from the burning end of a cigarette or
from other tobacco products usually in combination with the smoke exhaled by the smoker”.
“Smoke free air” is air that is 100% smoke free. This definition includes, but is not limited to, air in which
tobacco smoke cannot be seen, smelled, sensed or measured.

“Smoking”
This term should be defined to include being in possession or control of a lit tobacco product regardless of
whether the smoke is being actively inhaled or exhaled.

“Public places”
While the precise definition of “public places” will vary between jurisdictions, it is important that legislation
define this term as broadly as possible. The definition used should cover all places accessible to the general
public or places for collective use, regardless of ownership or right to access.

“Indoor” or “enclosed”
Article 8 requires protection from tobacco smoke in “indoor” workplaces and public places. Because there
are potential pitfalls in defining “indoor” areas, the experiences of various countries in defining this term should
be specifically examined. The definition should be as inclusive and as clear as possible, and care should be
taken in the definition to avoid creating lists that may be interpreted as excluding potentially relevant “indoor”
areas. It is recommended that “indoor” (or “enclosed”) areas be defined to include any space covered by a roof
or enclosed by one or more walls or sides, regardless of the type of material used for the roof, wall or sides, and
regardless of whether the structure is permanent or temporary.

“Workplace”
A “workplace” should be defined broadly as “any place used by people during their employment or work”.
This should include not only work done for compensation, but also voluntary work, if it is of the type for which
compensation is normally paid. In addition, “workplaces” include not only those places at which work is
performed, but also all attached or associated places commonly used by the workers in the course of their
employment, including, for example, corridors, lifts, stairwells, lobbies, joint facilities, cafeterias, toilets, lounges,
lunchrooms and also outbuildings such as sheds and huts. Vehicles used in the course of work are workplaces
and should be specifically identified as such.
Careful consideration should be given to workplaces that are also individuals’ homes or dwelling places, for
example, prisons, mental health institutions or nursing homes. These places also constitute workplaces for
others, who should be protected from exposure to tobacco smoke.

Central Board of Secondary Education, Delhi 331

“Public transport”
Public transport should be defined to include any vehicle used for the carriage of members of the public,
usually for reward or commercial gain. This would include taxis.

INFORM, CONSULT AND INVOLVE THE PUBLIC TO ENSURE SUPPORT AND SMOOTH
IMPLEMENTATION
Raising awareness among the public and opinion leaders about the risks of second-hand tobacco smoke
exposure through ongoing information campaigns is an important role for government agencies, in partnership
with civil society, to ensure that the public understands and supports legislative action. Key stakeholders include
businesses, restaurant and hospitality associations, employer groups, trade unions, the media, health professionals,
organizations representing children and young people, institutions of learning or faith, the research community
and the general public. Awareness-raising efforts should include consultation with affected businesses and
other organizations and institutions in the course of developing the legislation.
Key messages should focus on the harm caused by second-hand tobacco smoke exposure, the fact that
elimination of smoke indoors is the only science-based solution to ensure complete protection from exposure,
the right of all workers to be equally protected by law and the fact that there is no trade-off between health and
economics, because experience in an increasing number of jurisdictions shows that smoke free environments
benefit both. Public education campaigns should also target settings for which legislation may not be feasible or
appropriate, such as private homes.
Broad consultation with stakeholders is also essential to educate and mobilize the community and to facilitate
support for legislation after its enactment. Once legislation is adopted, there should be an education campaign
leading up to implementation of the law, the provision of information for business owners and building managers
outlining the law and their responsibilities and the production of resources, such as signage. These measures
will increase the likelihood of smooth implementation and high levels of voluntary compliance. Messages to
empower non-smokers and to thank smokers for complying with the law will promote public involvement in
enforcement and smooth implementation.

ENFORCEMENT
Duty of compliance
Effective legislation should impose legal responsibilities for compliance on both affected business
establishments and individual smokers, and should provide penalties for violations, which should apply to
businesses and, possibly, smokers. Enforcement should ordinarily focus on business establishments. The
legislation should place the responsibility for compliance on the owner, manager or other person in charge of
the premises, and should clearly identify the actions he or she is required to take. These duties should include:
(a) a duty to post clear signs at entrances and other appropriate locations indicating that smoking is not
permitted. The format and content of these signs should be determined by health authorities or other
agencies of the government and may identify a telephone number or other mechanisms for the public to
report violations and the name of the person within the premises to whom complaints should be directed;
(b) a duty to remove any ashtrays from the premises;

332 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 (c) a duty to supervise the observance of rules;
(d) a duty to take reasonable specified steps to discourage individuals from smoking on the premises. These
steps could include asking the person not to smoke, discontinuing service, asking the person to leave the
premises and contacting a law enforcement agency or other authority.

Mobilize and involve the community

The effectiveness of a monitoring-and-enforcement programme is enhanced by involving the community
in the programme. Engaging the support of the community and encouraging members of the community to
monitor compliance and report violations greatly extends the reach of enforcement agencies and reduces the
resources needed to achieve compliance. In fact, in many jurisdictions, community complaints are the primary
means of ensuring compliance. For this reason, smoke free legislation should specify that members of the
public may initiate complaints and should authorize any person or nongovernmental organization to initiate
action to compel compliance with measures regulating exposure to second-hand smoke. The enforcement
programme should include a toll-free telephone complaint hotline or a similar system to encourage the public to
report violations.

Outcomes
(a) Reduction in exposure of employees to second-hand tobacco smoke in workplaces and public places;
(b) Reduction in content of second-hand tobacco smoke in the air in workplaces (particularly in restaurants)
and public places;
(c) Reduction in mortality and morbidity from exposure to second-hand tobacco smoke;
(d) Reduction in exposure to second-hand tobacco smoke in private homes;
(e) Changes in smoking prevalence and smoking-related behaviours;
(f) Economic impacts.

Central Board of Secondary Education, Delhi 333

 CENTRAL BOARD OF SECONDARY EDUCATIOCENTRAL EDUCATION
“Shiksha Kendra”, 2, Community Center, Preet Vihar, Delhi-110092

CBSE/ACAD/2009/ 06/11/2009
Circular No. 48

All the Heads of CBSE

Affiliated Independent Schools

Subject : Discrimination against Children Living with HIV.

Dear Principal,
The Central Board of Secondary Education as part of its Adolescence Education Programme for the last
few years has been addressing the adolescent needs and concerns. The Adolescence Education Programme
helps to create adolescents as agents of change in society as young people are a resource to be nurtured, trained
and developed into productive citizens and leaders of tomorrow. The CBSE firmly believes that children have
the right to a safe and supportive environment, to accurate and age appropriate information, to guidance in
skills building and empowerment, to positive role models and friendly health services and counseling.
The objectives of the Adolescence Education Programme (AEP) are :
 To develop value enhanced Life-Skills for coping and managing concerns of Adolescence through Co-
Curricular Activities (CCA).
 To provide accurate knowledge to students about process of growing up, HIV/AIDS and Substance-
Abuse.
 To develop healthy attitudes and responsible behaviour towards process of growing up, HIV/AIDS and
Substance – Abuse.
 To enable them to deal with gender stereotypes and prejudices.

The CBSE so far has conducted Adolescence Education Programmes in 5500 independent unaided schools
affiliated to the Board.
There have been recent incidents reported in Maharashtra, Andhra Pradesh, Karnataka, Kerala and elsewhere
in India which have put the spotlight on educational setting and prejudices people harbour against HIV positive
persons, especially children. In these incidents, when school authorities or NGOs made an effort to assimilate
HIV infected or affected children into regular schools, parents objected and even withdrew their children from
the schools on the grounds that HIV positive children would infect their children. Such instances violate the
Constitutional Rights of Children. Children infected with HIV should be treated as other children are and have
an equal right to be admitted in all schools affiliated to the CBSE.
Schools are advised to conduct parental advocacy workshops regarding issues of adolescence, to sensitize

334 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

parents and create awareness regarding the need for empathy and sensitive handling of people living with HIV
to ensure that HIV +ve people especially children are not stigmatized or victimized due to their infection.
While counseling parents and other stakeholders, a talk may be included about stigma and discrimination
experienced by people living with HIV; and the need to avoid such behavior. Parents and other stakeholders
should be counseled by trained professionals, doctors or psychologists to address the many myths and
misconceptions about HIV +ve people. Care should be taken to protect the identity and confidentiality of
students studying in their schools in case they or their parents suffer from HIV AIDS.
Number of NGOs working on Child Rights have jointly compiled Citizens Report which is based on first
person interaction with the concerned stakeholders at the state, district and village level. The Report analyses
the perception of different stakeholders and response to the issue and comes up with certain recommendations.
Children living with HIV/AIDS have as much a right to study in schools as other children and they should
be treated with the same love and kindness as other students are.
This may be ensured by all schools affiliated to CBSE in the larger context of Human Rights and Child
Protection. In case of the need for more information on inclusion of HIV +ve children in schools, the NAZ
Foundation (India) Trust may be contacted at www.nazindia.org.
All Heads of schools are advised to ensure equal rights to education to children living with HIV and also
ensure that they are not discriminated against in the school on account of their condition.

Yours sincerely

(VINEET JOSHI)
CHAIRMAN & SECRETARY

Central Board of Secondary Education, Delhi 335

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Center, Preet Vihar, Delhi-110092

CBSE/ACAD/HEALTH/2009 November 20, 2009

Circular No. 58

All the Heads of Independent Schools

Affiliated to the CBSE

Subject : Guidelines on Protection from Exposure to Tobacco Smoke.

Dear Principals,
Tobacco is the foremost cause of preventable death and disease in the world today. India is the second
largest consumer of tobacco products in the world. National Family Health Survey – 3, 2006 indicates an
increasing prevalence of tobacco consumption in India, with 57% male and 10.9% females reportedly consuming
tobacco in some form. Global Youth Tobacco Survey (GYTS), 2006 also indicates that approx. 14% children in
the age group of 13-15 years are consuming tobacco in some form and that the age of initiation into tobacco has
come down. Moreover, tobacco is responsible for almost 40% of overall health problem and 50% of all cancer
related deaths in the country. Every year more than 8 lakh people die due to tobacco related diseases.
The Central Board of Secondary Education as part of the Adolescent Education Programme and
Comprehensive School Health Programme has been constantly endeavouring to raise awareness regarding
prevention of students from becoming addicted to tobacco as well as the dangers of exposure to tobacco smoke.
The WHO Framework Convention on Tobacco Control (FCTC) under Article-8 has brought out Guidelines
on protection from exposure to tobacco smoke which are enclosed for perusal and dissemination.
The guidelines may be followed meticulously and awareness regarding them may be brought to the notice
of all concerned including students, teachers, parents as well as all other stakeholders.

Yours sincerely

(Dr. Sadhana Parashar)

Education Officer (L)

Encl : Guidelines on Protection From Exposure to Tobacco Smoke

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 GUIDELINES ON PROTECTION FROM EXPOSURE TO TOBACCO SMOKE

Objectives of the Guidelines

All the organization need to meet their obligations under Article 8 of the WHO Framework Convention, in
a manner consistent with the scientific evidence regarding exposure to second-hand tobacco smoke and the best
practice worldwide in the implementation of smoke free measures, in order to establish a high standard of
accountability for in promoting the highest attainable standard of health. The objective is also to identify the
key elements of legislation necessary to effectively protect people from exposure to tobacco smoke, as required
by Article 8.

Underlying considerations

The development of these guidelines has been influenced by the following fundamental considerations.

(a) The duty to protect from tobacco smoke, embodied in the text of Article 8, is grounded in fundamental
human rights and freedoms. Given the dangers of breathing second-hand tobacco smoke, the duty to
protect from tobacco smoke is implicit in, inter alia, the right to life and the right to the highest attainable
standard of health, as recognized in many international legal instruments (including the Constitution of
the World Health Organization, the Convention on the Rights of the Child, the Convention on the
Elimination of all Forms of Discrimination against Women and the Covenant on Economic, Social and
Cultural Rights), as formally incorporated into the preamble of the WHO Framework Convention and
as recognized in the constitutions of many nations.

(b) The duty to protect individuals from tobacco smoke corresponds to an obligation by governments to
enact legislation to protect individuals against threats to their fundamental rights and freedoms. This
obligation extends to all persons, and not merely to certain populations.

(c) Several authoritative scientific bodies have determined that second-hand tobacco smoke is a carcinogen.
Some Parties to the WHO Framework Convention (for example, Finland and Germany) have classified
second-hand tobacco smoke as a carcinogen and included the prevention of exposure to it at work in
their health and safety legislation. In addition to the requirements of Article 8, therefore, Parties may be
obligated to address the hazard of exposure to tobacco smoke in accordance with their existing workplace
laws or other laws governing exposure to harmful substances, including carcinogens.

STATEMENT OF PRINCIPLES AND RELEVANT DEFINITIONS UNDERLYING PROTECTION

FROM EXPOSURE TO TOBACCO SMOKE

Principle 1

Effective measures to provide protection from exposure to tobacco smoke, as envisioned by Article 8 of the
WHO Framework Convention, require the total elimination of smoking and tobacco smoke in a particular space

Central Board of Secondary Education, Delhi 337

or environment in order to create a 100% smoke free environment. There is no safe level of exposure to tobacco
smoke, and notions such as a threshold value for toxicity from second-hand smoke should be rejected, as they
are contradicted by scientific evidence. Approaches other than 100% smoke free environments, including
ventilation, air filtration and the use of designated smoking areas (whether with separate ventilation systems or
not), have repeatedly been shown to be ineffective and there is conclusive evidence, scientific and otherwise,
that engineering approaches do not protect against exposure to tobacco smoke.

Principle 2

All people should be protected from exposure to tobacco smoke. All indoor workplaces and indoor public
places should be smoke free.

Principle

Legislation is necessary to protect people from exposure to tobacco smoke. Voluntary smoke free policies
have repeatedly been shown to be ineffective and do not provide adequate protection. In order to be effective,
legislation should be simple, clear and enforceable.

Principle 4

Good planning and adequate resources are essential for successful implementation and enforcement of
smoke free legislation.

Principle 5

Civil society has a central role in building support for and ensuring compliance with smoke free measures,
and should be included as an active partner in the process of developing, implementing and enforcing legislation.

Principle 6

The implementation of smoke free legislation, its enforcement and its impact should all be monitored and
evaluated. This should include monitoring and responding to tobacco industry activities that undermine the
implementation and enforcement of the legislation, as specified in Article 20.4 of the WHO Framework
Convention.

Principle 7

The protection of people from exposure to tobacco smoke should be strengthened and expanded, if necessary;
such action may include new or amended legislation, improved enforcement and other measures to reflect new
scientific evidence and case-study experiences.

Definitions

In developing legislation, it is important to use care in defining key terms. Several recommendations as to
appropriate definitions, based on experiences in many countries, are set out here. The definitions in this section
supplement those already included in the WHO Framework Convention.

338 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

“Second-hand tobacco smoke” or “environmental tobacco smoke”

Several alternative terms are commonly used to describe the type of smoke addressed by Article 8 of the
WHO Framework Convention. These include “second-hand smoke”, “environmental tobacco smoke”, and
“other people’s smoke”. Terms such as “passive smoking” and “involuntary exposure to tobacco smoke” should
be avoided, as experience in France and elsewhere suggests that the tobacco industry may use these terms to
support a position that “voluntary” exposure is acceptable. “Second-hand tobacco smoke”, sometimes abbreviated
as “SHS”, and “environmental tobacco smoke”, sometimes abbreviated “ETS”, are the preferable terms; these
guidelines use “second-hand tobacco smoke”.

Second-hand tobacco smoke can be defined as “the smoke emitted from the burning end of a cigarette or
from other tobacco products usually in combination with the smoke exhaled by the smoker”.

“Smoke free air” is air that is 100% smoke free. This definition includes, but is not limited to, air in which
tobacco smoke cannot be seen, smelled, sensed or measured.

“Smoking”

This term should be defined to include being in possession or control of a lit tobacco product regardless of
whether the smoke is being actively inhaled or exhaled.

“Public places”

While the precise definition of “public places” will vary between jurisdictions, it is important that legislation
define this term as broadly as possible. The definition used should cover all places accessible to the general
public or places for collective use, regardless of ownership or right to access.

“Indoor” or “enclosed”

Article 8 requires protection from tobacco smoke in “indoor” workplaces and public places. Because there
are potential pitfalls in defining “indoor” areas, the experiences of various countries in defining this term should
be specifically examined. The definition should be as inclusive and as clear as possible, and care should be
taken in the definition to avoid creating lists that may be interpreted as excluding potentially relevant “indoor”
areas. It is recommended that “indoor” (or “enclosed”) areas be defined to include any space covered by a roof
or enclosed by one or more walls or sides, regardless of the type of material used for the roof, wall or sides, and
regardless of whether the structure is permanent or temporary.

“Workplace”

A “workplace” should be defined broadly as “any place used by people during their employment or work”.
This should include not only work done for compensation, but also voluntary work, if it is of the type for which
compensation is normally paid. In addition, “workplaces” include not only those places at which work is
performed, but also all attached or associated places commonly used by the workers in the course of their
employment, including, for example, corridors, lifts, stairwells, lobbies, joint facilities, cafeterias, toilets, lounges,
lunchrooms and also outbuildings such as sheds and huts. Vehicles used in the course of work are workplaces
and should be specifically identified as such.

Central Board of Secondary Education, Delhi 339

 Careful consideration should be given to workplaces that are also individuals’ homes or dwelling places, for
example, prisons, mental health institutions or nursing homes. These places also constitute workplaces for
others, who should be protected from exposure to tobacco smoke.

“Public transport”

Public transport should be defined to include any vehicle used for the carriage of members of the public,
usually for reward or commercial gain. This would include taxis.

INFORM, CONSULT AND INVOLVE THE PUBLIC TO ENSURE SUPPORT AND SMOOTH
IMPLEMENTATION

Raising awareness among the public and opinion leaders about the risks of second-hand tobacco smoke
exposure through ongoing information campaigns is an important role for government agencies, in partnership
with civil society, to ensure that the public understands and supports legislative action. Key stakeholders include
businesses, restaurant and hospitality associations, employer groups, trade unions, the media, health professionals,
organizations representing children and young people, institutions of learning or faith, the research community
and the general public. Awareness-raising efforts should include consultation with affected businesses and
other organizations and institutions in the course of developing the legislation.

Key messages should focus on the harm caused by second-hand tobacco smoke exposure, the fact that
elimination of smoke indoors is the only science-based solution to ensure complete protection from exposure,
the right of all workers to be equally protected by law and the fact that there is no trade-off between health and
economics, because experience in an increasing number of jurisdictions shows that smoke free environments
benefit both. Public education campaigns should also target settings for which legislation may not be feasible or
appropriate, such as private homes.

Broad consultation with stakeholders is also essential to educate and mobilize the community and to facilitate
support for legislation after its enactment. Once legislation is adopted, there should be an education campaign
leading up to implementation of the law, the provision of information for business owners and building managers
outlining the law and their responsibilities and the production of resources, such as signage. These measures
will increase the likelihood of smooth implementation and high levels of voluntary compliance. Messages to
empower non-smokers and to thank smokers for complying with the law will promote public involvement in
enforcement and smooth implementation.

ENFORCEMENT

Duty of compliance

Effective legislation should impose legal responsibilities for compliance on both affected business
establishments and individual smokers, and should provide penalties for violations, which should apply to
businesses and, possibly, smokers. Enforcement should ordinarily focus on business establishments. The
legislation should place the responsibility for compliance on the owner, manager or other person in charge of
the premises, and should clearly identify the actions he or she is required to take. These duties should include:

(a) a duty to post clear signs at entrances and other appropriate locations indicating that smoking is not

340 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 permitted. The format and content of these signs should be determined by health authorities or other
agencies of the government and may identify a telephone number or other mechanisms for the public to
report violations and the name of the person within the premises to whom complaints should be directed;
(b) a duty to remove any ashtrays from the premises;
(c) a duty to supervise the observance of rules;
(d) a duty to take reasonable specified steps to discourage individuals from smoking on the premises. These
steps could include asking the person not to smoke, discontinuing service, asking the person to leave the
premises and contacting a law enforcement agency or other authority.

Mobilize and involve the community

The effectiveness of a monitoring-and-enforcement programme is enhanced by involving the community
in the programme. Engaging the support of the community and encouraging members of the community to
monitor compliance and report violations greatly extends the reach of enforcement agencies and reduces the
resources needed to achieve compliance. In fact, in many jurisdictions, community complaints are the primary
means of ensuring compliance. For this reason, smoke free legislation should specify that members of the
public may initiate complaints and should authorize any person or nongovernmental organization to initiate
action to compel compliance with measures regulating exposure to second-hand smoke. The enforcement
programme should include a toll-free telephone complaint hotline or a similar system to encourage the public to
report violations.

Outcomes
a) reduction in exposure of employees to second-hand tobacco smoke in workplaces and public places;
b) reduction in content of second-hand tobacco smoke in the air in workplaces (particularly in restaurants)
and public places;
c) reduction in mortality and morbidity from exposure to second-hand tobacco smoke;
d) reduction in exposure to second-hand tobacco smoke in private homes;
e) changes in smoking prevalence and smoking-related behaviours;
f) economic impacts.

Central Board of Secondary Education, Delhi 341

 CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under the Union Ministry of Human
Resource Development Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI–110301

CBSE/AFF./CIRCULAR/2010 Dated: 08.09.2010

Circular No. 01

All the Heads of Schools

Affiliated to the CBSE in Delhi.

Subject: Campaign for controlling Dengue

Dear Principal,
1. Current reports indicate that the dreaded viral disease “dengue” may strike our country with unprecedented
fury. In the city of Delhi alone, about 50 persons are affected daily. The figures are likely to go higher
and are expected to peak in September/October. This is the time, when Commonwealth Games are to be
conducted in Delhi. Control of dengue, especially in Delhi is therefore a national challenge. CBSE
schools can play very significant and effective roles in meeting this national challenge.
2. Dengue is a viral disease having no effective vaccine. It is spread through mosquitoes. Prevention and
control of mosquito population is the easiest and most effective way to contain dengue. This year,
intermittent rains and a warm humid weather have provided mosquitoes with ideal conditions to multiply.
3. Wide and enthusiastic public participation is the key to success for any antivector campaign. To make
this happen in Delhi, each student has to act as an “informed champion” of the anti-vector campaign.
This will help us to instill the values of civic sense and societal commitment among school children
apart from securing to them practical knowledge on issues of environment, sanitation, public health etc.
All schools should therefore consider this challenge as an opportunity.
4. The most important measures each school should take is to appoint a “nodal teacher” to organize various
activities in the anti-vector campaign. There should be at least one period every week earmarked for
dengue awareness for every class. Schools can organize talks by entomologists, public health specialists
on various aspects of the topic. Students can be encouraged to undertake projects on dengue or mosquito
control as part of the study. There is lot of material available in newspapers, magazine and internet on
the topic, which could be used for organizing debates, quiz competitions etc. Each student should be
tasked to identify 4 to 5 breeding sites like coolers, plastic cups, uncovered water tanks, flower pots in
schools, their respective homes, public places etc. Organizations working in schools like eco clubs,
scouts, NCC etc could be increasingly involved in the campaign. The extent of participation of each
student may be a benchmark for assessing the student’s performance in extra curricular activities. Each
school should forward a report of the campaign at the close of every fortnight.

342 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 5. You are requested to take initiatives to spread awareness of the dreaded viral disease “Dengue” among
teachers, students and parents of your school and encourage maximum public participation by joining
the mass movement to control “Dengue” in the city of Delhi.

A small write up on dengue and mosquito control is attached herewith.

With regards,

Yours faithfully,

(Joseph Emmanuel)
Deputy Secretary(Affiliation)

Encl : as above

Central Board of Secondary Education, Delhi 343

 WRITE UP ON DENGUE AND MOSQUITO CONTROL

Dengue fever is a disease caused by a family of viruses. It is an acute illness of sudden onset that usually
follows a benign course with symptoms such as headache, fever, exhaustion, severe muscle and joint pain,
swollen glands (lymphadenopathy), and rash. The presence (the “dengue triad”) of fever, rash, and headache
(and other pains) is particularly characteristic of dengue. Other signs of dengue fever include bleeding gums,
severe pain behind the eyes, and red palms and soles. Dengue strikes people with low levels of immunity.
Because it is caused by one of four serotypes of virus, it is possible to get dengue fever multiple times.
Dengue is a vector borne disease. The virus is contracted from the bite of a striped Aedes aegypti mosquito
that has previously bitten an infected person. After being bitten by a mosquito carrying the virus, the incubation
period ranges from three to 15 (usually five to eight) days before the signs and symptoms of dengue appear.
Dengue starts with chills, headache, pain upon moving the eyes, and low backache. Painful aching in the legs
and joints occurs during the first hours of illness. The temperature rises quickly as high as 104 F (40 C), with
relative low heart rate (bradycardia) and low blood pressure (hypotension). The eyes become reddened. A
flushing or pale pink rash comes over the face and then disappears. The glands (lymph nodes) in the neck and
groin are often swollen.
The Aedes aegypti mosquito flourishes during rainy seasons but can breed in water-filled flower pots,
plastic bags, and cans year-round. One mosquito bite can inflict the disease. The virus is not contagious and
cannot be spread directly from person to person. There must be a person-to-mosquito-to-another-person pathway.
Currently, there is no vaccine available for dengue, although research and trials are on. The easiest and most
effective strategy against dengue is the control of the vector population. Vector control typically has three
components. First is prevention of breeding. Anything around us, that can collect rain water and act as a small
or big water receptacle, in myriad forms, like abandoned used tyres or used plastic cups, empty coconut shells,
desert coolers left with water, flower vases, flower pots, uncovered water tanks, unlifted garbage can act as
breeding sites for mosquitoes. Such potential sites are to be minimized in all places around us – our homes,
schools, theatres, auditoriums, offices, hostels etc. through continuous and conscious efforts. But breeding
can’t be stopped completely even with best of efforts. Mosquitoes still breed in places escaping our notice.
Application of larvicides on breeding sites, which have escaped our notice is the second step. In places, where
adult mosquitoes are numerous, which are sure to breed and proliferate, use of insecticide by fogging can be
effective.
Any of the vector control methods can be effective only with public participation. Mosquitoes need to be
fought against cohesively and valiantly. Individual alertness, on the part of every person is the need of the hour.
A mass movement has to be created for this purpose.

344 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Website: www.cbse.nic.in 23237779

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt.of India).
‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi -110002

CBSE/ACAD/HEALTH/2010 July 28,2010

Circular No. 38
All the Heads of Independent Schools
Affiliated to the CBSE

Subject: Observation of International Day against Drug Abuse and Illicit

Trafficking on 26th June, 2010.

Dear Principals,
As you are aware that each year 26th June is observed as the International Day against Drug Abuse and
Illicit Trafficking. Kindly refer to our earlier circular no.18 dated June19, 2009 whereby all schools affiliated to
CBSE had been asked to observe the day in a befitting manner by organizing activities like awareness campaigns,
conducting seminars and workshops and holding exhibitions etc.
You are hereby requested to send a report on the specific activities conducted in your school on this occassion
such as debates, elocution, essay writing, poster making competition and other suitable extra curricular activities.

Yours Sincerely

(C.Gurumurthy)
Director (Academic)

Central Board of Secondary Education, Delhi 345

 CENTRAL BOARD OF SECONDARY EDUCATION
2 COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

D(A)PA/38/2003 Circular No. 21

5th September, 2003

All Heads of the Institutions

Affiliated to CBSE

Subject: Life Skills Education for Class VI.

Dear Principal
The Board has introduced Life Skills Education as an integral part of the curriculum of class VI. The
schools are advised to adopt an inter-disciplinary approach for transacting the curriculum of Life Skills Education.
The transaction should be both through formal modes of learning as well as through co-curricular activities and
other informal approaches to learning.
The student may be evaluated through letter grading which could be reflected in the Continuous and
Comprehensive Evaluation Certificate being provided to the students by the schools.
The objectives of introducing the Life Skills Education is to empower the affective domain of the learners
so that they are able to develop a sense of self-confidence, eco-sensitivity and right approaches to life processes
etc. Development of basic life skills is central to the transaction of this curriculum so that the learners developed
as competent and contributive citizens. The textual material titled “Life Skills Education-Class VI” has been
developed by the Board which is available in all our Regional Offices. The cost of the book is Rs.36/-. You are
advised to ensure that all the students of your institution are benefited by the effective use of this book.
The Board is in the process of developing textual materials for the other classes and the same will be
communicated to you shortly.

Yours sincerely

G Balasubramanian
Director (Academic)

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 CENTRAL BOARD OF SECONDARY EDUCATION
ACADEMIC BRANCH, SHIKSHA SADAN
17, ROUSE AVENUE, NEW DELHI-110002

D(A)PA/LS/04 Circular No. 11/04

26th February, 2004
To
All Heads of the Institutions
Affiliated to the Board

Subject: Life Skills Education for Class VII

Dear Principal,
As you are aware, the Board had already introduced the subject of Life skill education as a part of the
curriculum in class VI last year. The Board had also brought out the textual material for the students both in
English and Hindi. There has been an overwhelming response to this course from various stakeholders keeping
in view that the inputs of life skill education are quite relevant, meaningful and contextual to the learners. It was
also felt that it facilitated the learners to fight the consumerist tendencies and to face life with a sense of
confidence, conviction and skill. As a follow up of the initiatives already taken, the Board has now brought out
necessary textual materials for class VII both in English and Hindi version. You are requested to kindly bring it
to the notice of all concerned in the school.
The pedagogy to be adopted for teaching life skill education has to be interactive, experimental and facilitative.
The spirit of the above subject should be extended beyond the classrooms walls and scope should be provided
for the same in the co-curricular and extra-curricular activities. The subject has to be evaluated in context and as
a part of the continuous and comprehensive evaluation. The Board feels the introduction of the above subject
with your cooperation would facilitate in imbibing right attitudes for the holistic growth of the learners.

Yours sincerely

G. Balasubramanian
Director (Academic)

Central Board of Secondary Education, Delhi 347

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

No. D(A)/PN 2005 25th January, 2005

Circular No. 04/2005
To
All Heads of the Institutions
Affiliated to CBSE

Subject: Life Skills Education - Reg.

Dear Principal,
As you are aware, the Board had introduced the concept of Life Skill Education in class VI from the
academic year 2003-04 and in class VII in 2004-05. The Board had also prepared guidelines to schools with
regard to the content and pedagogy of the subject.
Life Skill Education is based on the need for providing a holistic approach of the educational content as it is
based on the belief that every child is unique and possesses an inner potential that seeks to unfold in the process
of growth. The choice of subjects in the process of learning, vocations pursued, interests developed and the
goals set for life are and but an expression of this urge of the inner potential to manifest in diverse forms. The
educational system has to facilitate to unravel this potential and help the younger generation as balanced
individuals with competence to face the challenges of life.
The Board feels that it is important to provide adequate focus on leaming of life skills by devoting at least
two periods per week. The following suggestions may help you in effective implementation of the Life skills
curriculum in your school environment:
 Life skills could be taught as an independent discipline in the content areas identified by the Board.
 It could be integrated as well in the teaching of other disciplines of learning to provide.
 Students could be assigned simple studies and projects based on Life skills.
 Special lectures could be organized to sensitize the students on Life skills.
 Cooperation and participation of parents could be sought in developing right attitudes to life.
Evaluation Life skills
 Life skills are not to be evaluated through a terminal written examination.
 They should be assessed as a part of the continuous and comprehensive evaluation.
 Students should be graded based on their skills and attitudes, and only positive interests of the learners
are to be reflected

348 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

No. EO(H&L)/SSC/07/ March 15, 2007

Circular No. 13
To
All Heads of the Institutions
Affiliated to CBSE

Subject: Strengthening of Sahodaya Movement

Dear Principal,
Sahodaya, a concept literally meaning ‘Rising Together’ came into being in the year 1986, to facilitate
synergy of ideas among the schools of CBSE family aimed at excellence in education. A Sahodaya School
complex is a group of neighbourhood schools voluntarily coming together to share their innovative practices in
all aspects of school education including curriculum design, evaluation and pedagogy and also providing support
services for teachers and shudents. It is indeed an interactive platrorm for schools to deliberate upon the different
policies and guidelines of the Board and provide effective feedback on their implementation to establish new
benchmarks of quality. There is no doubt that much more knowledge is generated when a team or group committed
to a common goal undertakes the task of re-modelling and re-fashioning in a spirit of caring and sharing. Thus
Sahodaya introduces the relevance of cooperative learning and collaborative networking. This is further facilitated
by the annual Sahodaya Conference held every year to critically examine the relevant issues and evolve a viable
and effective framework of action.
At present there are around 130 Sahodaya School Complexes active across the country with a network
involving over 2500 schools. This unique movement has provided an opportunity to institutions to become
proactive and enterprising in varied fields of school education.
The diverse array of activities carried out by SSC’s include the following:
(a) Orientation programmes, seminars and workshops for teachers/students/principals on various themes.
(b) Joint programmes for home examinations, sports and cultural activities, interschool competitions,
exhibitions etc.
(c) Discussion on implementation of circulars and guidelines issued by the Board from time to time.
(d) Taking up community development projects on adolescence education progmmme, road safety, consumer
awareness, peace education etc.
It is necessary to strengthen the Sahodaya Movement by taking it to remote and unrepresented areas. To
facilitate the creation of new Sahodaya School Complexes the procedure to be followed is outlined below in
easy steps:

Central Board of Secondary Education, Delhi 349

STEP 1: 5-10 schools which are located geographically close to each other can come together. The Principal
of any one school may convene a meeting of the Principals of all member schools to elect a President,
Secretary, Treasurer and other office bearers on a rotation basis. They may give a name to their
Sahodaya Cluster. In one district, there could be more than one Sahodaya Cluster depending on the
number of schools and geogaphical locations.
STEP 2: The members may draw up a set of bye-laws for the Sahodaya School Complex delineating the aims
of the voluntary body, the functions, duration of office etc. of office bearers, list of main activities,
periodicity of meetings, subscription etc.
STEP 3: An account in a local bank may be opened in the name of the Sahodaya School Complex to be
operated jointly by any two office bearers. The account should be audited annually and details circulated
to all the members.
STEP 4: An action plan for the whole year may be prepared in consultation with all the members. Duties for
carrying out different programmes may be allocated among members. The members should meet at
least once a month to review the activities and to take up for discussion any issue of academic nature.
STEP 5: Once a Sahodaya Complex has been formed, the Secretary may send the details with names, addresses,
phone numbers and E-mail IDs of the President and Secretary to EO (H&L), CBSE, Preet Vihar at
the following email IDs:
manicbse@yahoo.co.in
and
sluliniy@gmail.com
The details may also be sent by post to:
Shri P. Mani
Education Officer (H&L)
Central Board of Secondary Education
“Shiksha Kendra’’, 2, Community Centre
Preet Vihar, Delhi-110092.
Reports and write ups on the activities conducted by SSC’s with photographs may also be sent to the above
address for the information of the Board and for publication in CENBOSEC. All the SSCs that are already well
established and functioning actively may also send details of their address, phone nos. etc. to the above address/
e-mail IDs so as to help the Board prepare a National Directory of Sahodaya School Complexes.
It is hoped that more and more schools would join this movement and make significant contibution to the
collective growth and development of the CBSE family in particular and school education in general.

Yours sincerely,

(C. GURUMURTHY)
Director (Academic)

350 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

No. EO(H&L)/SSC/07/ March 15, 2007

Circular No. 13

To

All Heads of institutions

affiliated to CBSE

Subject: Strengthening of Sahodaya Movement

Dear Principal,
Sahodaya, a concept literally meaning ‘Rising Together’ came into being in the year 1986, to facilitate
synergy of ideas among the schools of CBSE family aimed at excellence in education. A Sahodaya School
Complex is a group of neighbourhood schools voluntarily coming together to share their innovative practices in
all aspects of school education including curriculum design, evaluation and pedagogy and also providing support
services for teachers and students. It is indeed an interactive platform for schools to deliberate upon the different
policies and guidelines of the Board and provide effective feedback on their implementation to establish new
benchmarks of quality. There is no doubt that much more knowledge is generated when a team or group
committed to a common goal undertakes the task of re-modelling and re-fashioning in a spirit of caring and
sharing. Thus Sahodaya introduces the relevance of co-operative learning and collaborative networking. This
is further facilitated by the annual Sahodaya Conference held every year to critically examine the relevant
issues and evolve a viable and effective framework of action.
At present there are around 130 Sahodaya School Complexes active across the country with a network
involving over 2500 schools. This unique movement has provided an opportunity to institutions to become
proactive and enterprising in varied fields of school education.
The diverse array of activities carried out by SSC’s include the following:
(a) Orientation programmes, seminars and workshops for teachers/students/Principals on various themes.
(b) Joint programmes for home examinations, sports and cultural activities, inter school competitions,
exhibitions etc.
(c) Discussion on implementation of circulars and guidelines issued by the Board from time to time.
(d) Taking up community development projects on adolescence education programme, road safety, consumer
awareness, peace education etc.
It is necessary to strengthen the Sahodaya Movement by taking it to remote and unrepresented areas. To
facilitate the creation of new Sahodaya School Complexes the procedure to be followed is outlined below in
easy steps:

Central Board of Secondary Education, Delhi 351

STEP 1: 5-10 schools which are located geographically close to each other can come together. The Principal
of any one school may convene a meeting of the Principals of all member schools to elect a
President, Secretary, Treasurer and other office bearers on a rotation basis. They may give a name
to their Sahodaya Cluster. In one district, there could be more than one Sahodaya Cluster depending
on the number of schools and geographical locations.
STEP 2: The members may draw up a set of bye-laws for the Sahodaya School Complex delineating the
aims of the voluntary body, the functions, duration of office etc. of office bearers, list of main
activities, periodicity of meetings, subscription etc.
STEP 3: An account in a local bank may be opened in the name of the Sahodaya School Complex to be
operated jointly by any two office bearers. The account should be audited annually and details
circulated to all the members.
STEP 4: An action plan for the whole year may be prepared in consultation with all the members. Duties
for carrying out different programmes may be allocated among members. The members should
meet at least once a month to review the activities and to take up for discussion any issue of
academic nature.
STEP 5: Once a Sahodaya Complex has been formed, the Secretary may send the details with names,
addresses, phone numbers and E-mail ids of the President and Secretary to EO (H&L), CBSE,
Preet Vihar at the following e-mail ids:
manicbse@yahoo.co.in
and
shaliniy@gmail.com
The details may also be sent by post to:
Shri P. Mani
Education Officer (H&L)
Central Board of Secondary Education
“Shiksha Kendra”, 2, Community Centre
Preet Vihar, Delhi – 110 092.
Reports and write ups on the activities conducted by SSC’s with photographs may also be sent to the above
address for the information of the Board and for publication in CENBOSEC. All the SSCs that are already
well established and functioning actively may also send details of their address, phone nos. etc. to the
above address/e-mail ids so as to help the Board prepare a National Directory of Sahodaya School
Complexes.
It is hoped that more and more schools would join this movement and make significant contribution to the
collective growth and development of the CBSE family in particular and school education in general.

Yours sincerely,

(C. GURUMURTHY)
Director (Academic)

352 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI

CBSE/ACAD/H(I&R)/SAHODAYA/2010 18.11.2010
Circular No. 75

All the Chairpersons of

Sahodaya School Complexes.

Subject : 17th National Annual Conference of Sahodaya School Complexes

2010 to be held from 19th – 21st December, 2010 at Bangalore.
Dear All,
The Central Board of Secondary School launched a networking concept among its schools called
“SAHODAYA” in the year 1986. The concept of Sahodaya is imbued with the spirit of ‘caring & sharing’ and
is meant to facilitate closer networking and collaboration among the schools of the CBSE family aimed at
excellence in education.
The Sahodaya School Complex is a group of neighborhood schools who voluntarily come together to share
best practices and innovative strategies in various aspects of school education including curriculum design,
evaluation and pedagogy and also in providing support to teachers by regular capacity building exercises. Some
Sahodaya clusters also engage with parents and leaders in the community to build partnerships and network for
a larger cause.
At present there are around 250 active Sahodaya School Clusters across the country with the networking of
4500 schools. In order to bring Sahodaya members on a common platform the Board conducts a National
Annual Conference of Sahodaya School Complexes every year on an identified theme of current educational
relevance. Besides facilitating broad interactions among practitioners, it also serves as an effective channel of
interaction between schools and the CBSE and thereby helps the Board in formulating its policies in a progressive
and pragmatic manner. The deliberations on the issues arising out of the conference theme trigger meaningful
thought processes which are then encapsulated in the form of Recommendations and disseminated to the other
members of the Sahodaya.
The Board proposes to conduct the 17th National Annual Sahodaya Conference at Bangalore on 20th and
21st December 2010, with a pre-conference dinner on 19th December, 2010. The detailed schedule will be
communicated shortly and will also be available on the Bangalore Sahodaya Schools Complex website at
www.bangaloresahodaya.org. The theme of the conference is “Managing Change for Better Learning”. The
sub-themes for the conference will be the following:
1. School Based Assessments
2. Addressing Resistance to Change
3. Teacher empowerment

Central Board of Secondary Education, Delhi 353

 4. Supporting teachers in implementing CCE
5. Embedding Technology in CCE Environment
6. Strengthening Formative Learning
7. Responding to diversity through CCE
8. Aptitude and Proficiency – Going beyond Achievement
9. Dimensions of Co-scholastic Skills
10. Life Skills Education
You are requested to kindly depute two or three principals from your Sahodaya School Complex to attend
the proposed conference. In the event of more Principals from your Sahodaya School Complexes intending to
attend, you may send the list to the undersigned marking a copy to the host Sahodaya before 30th November,
2010. The delegates would be required to report at the venue by 5.00 pm in the evening of 19th December, 2010
for registration so that they can attend the formal inauguration at 6.00 pm to be followed by pre conference
dinner and leave only after the conclusion of the conference on 21st December, 2010.
The proposed venue for the conference is NIMHANS Convention Centre, PB No. 2900, Hosur Road,
Bangalore-560029. It is located 45 kms from Airport. The contact person for the conference is: Mr. Praseed
Kumar (PRO) and tel.no. 080-26995010-11, 26562121, 26995000 or Fax No. : 080-6564830. Please note
that the travel expenditure and the board and lodging expenses have to be borne by the individual
participant Sahodaya Complex and the Board will not reimburse any expenditure.
The SSC Bangalore will be sending you complete details of the conference in due course. A separate website
is also being created so that you can make online registration www.bangaloresahodaya.org. Details of the same
will be communicated to you by SSC Bangalore. The details will also be available on CBSE website
www.cbse.nic.in shortly.
The Board looks forward to your active participation in the conference.
With regards,

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

354 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Rkkj luCkkslsd fnYyh&92
Gram: CENBOSEC, Delhi-92
Email: cbsedli@nda.vsnl.net.in
Website: www.cbse.nic.in

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CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002.

CBSE/ACAD/AEO/SAHODAYA/2011 30.09.2011
Circular No.71
All the Chairpersons of
Sahodaya School Complexes.

Subject: 18th National Annual Conference of Sahodaya School Complexes

2011 to be held from 27th – 28th December, 2011 at Chennai
(26th –Pre Conference Dinner)

Dear All,
The Central Board of Secondary School launched a networking concept among its schools called
“SAHODAYA” in the year 1986. The concept of Sahodaya is imbued with the spirit of ‘caring & sharing’ and
is meant to facilitate closer networking and collaboration among the schools of the CBSE family aimed at
excellence in education. The Sahodaya School Complex is a group of neighborhood schools who voluntarily
come together to share best practices and innovative strategies in various aspects of school education including
curriculum design, evaluation and pedagogy and also in providing support to teachers by regular capacity
building exercises. Some Sahodaya clusters also engage with parents and leaders in the community to build
partnerships and network for a larger cause.
At present there are around 250 active Sahodaya School Clusters across the country with the networking of
4500 schools. In order to bring Sahodaya members on a common platform the Board conducts a National
Annual Conference of Sahodaya School Complexes every year on an identified theme of current educational
relevance. Besides facilitating broad interactions among practitioners, it also serves as an effective channel of
interaction between schools and the CBSE and thereby helps the Board in formulating its policies in a progressive
and pragmatic manner. The deliberations on the issues arising out of the conference theme trigger meaningful
thought processes which are then encapsulated in the form of Recommendations and disseminated to the other
members of the Sahodaya.

Central Board of Secondary Education, Delhi 355

 1. Eighteenth National Annaul Conference of Sahodaya Schools Complexes
The Board proposes to conduct the 18th National Annual Sahodaya Conference at Chennai on 27th and
28th December 2011 with a pre-conference dinner on December 26th 2011. The detailed schedule will
be communicated shortly and will also be available on the Chennai Sahodaya Schools Complex website
at www.chennaisahodaya.org. The theme of the conference is “Quality Improvements in Schools”.
The sub-themes for the conference will be the following:
i. Secondary Education in Context of Reforms
ii. From Constructivism to Connectivism
iii. Networking through Sahodaya Complexes
iv. Child Centered Education and Pedagogy
v. Assessment for Learning
vi. Implementing the Right to Education Act-2009
vii. Improving the Quality of Teachers
viii. Harnessing Mass Media for Education.
ix. Capacity Building through PPP
You are requested to kindly depute two or three principals from your Sahodaya School Complex to
attend the proposed conference. In the event of more Principals from your Sahodaya School Complexes
intending to attend, you may register on the enclosed registration form and mail it to the undersigned
marking a copy to the host Sahodaya before 30th November, 2011.
2. Networking of Sahodayas through Central Sahodaya Database This year the CBSE has also begun a
Project on Networking Sahodayas in collaboration with the Gurgaon Chapter of Sahodaya School
Complexes. Those Sahodayas who have active website may also like to register their complex at
www.sahodayaschools.org . The stepwise procedure to get registered is detailed out in the Annexure ‘A’
enclosed.
3. Process of Creating a Sahodaya School Complex
If you do not have Sahodaya Complex in your city, you may collaborate with your neighboring schools
to create a new Sahodaya School Complex. The procedure to be followed is outlined below in easy
steps:
i. 5-10 schools which are located geographically close to each other can come together. The Principal
of any one school may convene a meeting of the Principals of all member schools to elect a
President, Secretary, Treasurer and other office bearers on a rotation basis. They may give a
name to their Sahodaya Cluster. In one district, there could be more than one Sahodaya Cluster
depending on the number of schools and geographical locations.
ii. The members may draw up a set of bye-laws for the Sahodaya School Complex delineating the
aims of the voluntary body, the functions, duration of office etc. of office bearers, list of main
activities, periodicity of meetings, subscription etc

356 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 iii. An account in a local bank may be opened in the name of the Sahodaya School Complex to be
operated jointly by any two office bearers. The account should be audited annually and details
circulated to all the members.
iv. An action plan for the whole year may be prepared in consultation with all the members. Duties
for carrying out different programmes may be allocated among members. The members should
meet at least once a month to review the activities and to take up for discussion any issue of
academic nature.
v. Once a Sahodaya Complex has been formed, the Secretary may send the details with names,
addresses, phone numbers and E-mail ids of the President and Secretary to Director Central
Board of Secondary Education September 30, 2011 Page 3 of 5 (Training), CBSE, at the following
e-mail id: cbsecp@gmail.com . The details may also be sent by post to: Al Hilal Ahmed,Assistant
Education Officer, Central Board of Secondary Education “Shiksha Sadan”, 17, Institutional
Area, Rouse Avenue, Delhi–110002.
Please note that the travel expenditure and the boarding and lodging expenses have to be borne by the
individual participant Sahodaya Complex and the Board will not reimburse any expenditure. The SSC Chennai
will be sending you complete details of the conference in due course. A separate website is also being created so
that you can make online registration. Details of the same will be communicated to you by SSC Chennai. The
details will also be available on CBSE website www.cbse.nic.in shortly. The Board looks forward to your active
participation in the conference.
With regards,

Yours sincerely,

(Dr Sadhana Parashar)

Director (Training)

Central Board of Secondary Education, Delhi 357

 Annexure ‘A’
Procedure for networking the Sahodaya website to the Central Sahodaya Database.
Step 1. Log on to www.sahodayaschools.org

Step 2. On the home page click on ‘Register Now’ tab

Step3. ‘Register Now’ form will open, fill the relevant information in the form and click Submit button
given at the bottom of the page

Step 4. After submission of the form you will receive a welcome mail on your email id which will confirm
your email id, password and your membership on the website

Step 5. Click member login button to open your account

Note: Please note that this site will only connect Sahodaya school cluster websites and not individual schools.
Your individual schools will find a place under the SSC website.

358 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Registration Form
Eighteenth Annual National Conference of Sahodaya Schools Complexes
26 to 28 December 2011, Chennai
NAME:
TITLE SURNAME FIRST NAME MIDDLE NAME
Sahodaya Represented: City:
School
Contact Details: Complete Mailing Address:

Work Phone: Home Phone:

Fax: Mobile:
E-mail:
Homepage: http://
Accompanying Principal(s)
Name(s):

Accommodation Booking
(please tick):
A Through Conference
Manager at Hotel
*Reservation Number Assigned:
Payment due:_____________
B Not Required
*Only for confirmed bookings
Date:
Conference Participants Signature
Please register online for participation at http://www.chennaisahodaya.org
Secretary, Sahodaya Schools Complex, Chennai Chapter,
BHAVAN’S RAJAJI VIDYASHRAM
“Bhavani Campus”, No. 6 Kilpauk Gardern Road ,Kilpauk, Chennai 600 010
Phone: 91-44-2644 2823/2618 Fax: 91-44-26604466
Mail a soft copy also to :
Al Hilal Ahmed, Assistant Education Officer,
Central Board of Secondary Education, “Shiksha Sadan”, 17, Institutional Area,
Rouse Avenue, Delhi – 110 002, cbsecp@gmail.com, Phone 011-23237780
Please Write Registration Form for participation in 18th National Conference at Chennai as the subject
of the Mail

Central Board of Secondary Education, Delhi 359

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi

CBSE/Sports Scholarship/ Date: 14.11.05

Circular No. 36

To

All Heads of the Schools

Affiliated with the CBSE
Subject: Introduction of Chacha Nehru Sports Scholarships for Sports Talents
Sir/Madam,
I wish to apprise you that the Central Board of Secondary Education (CBSE) has started Chacha Nehru
Sports Scholarships for Sports Talents. The salient details of the scholarships are as under:
Objective:
The aim is to identify, recognize, nurture and develop the extraordinary talent among the students studying
in class VIII onwards in sports and games. This will help in the development of sports activities at the school
level and buttress the importance of mental and physical health among the children. The financial support in the
form of scholarship will motivate the students to excel in their sports activities.
Numbers and Value of each scholarship:
There are 50 scholarships each year at the rate of Rs.500/- per month to all identified sports talents in class
IX-XII based on the performance at national level in various disciplines of CBSE Inter School Sports and
Games. Cunently, there are 14 disciplines and number of scholarships available in each discipline is enclosed
(Annexure I).
Duration:
The scholarship shall be awarded from the commencement of Class IX (or higher class) and up to class XII
(max. four years) subject to fulfillment of following conditions.
 Visible level of improvement in performance in the skills of the concerned discipline.
 Passing of each level of classe examination.
 A candidate selected for the award in Class VIII but has not qualified for admission to Class IX shall not
be eligible for the award.
 A candidate who has been discontinued from the rolls of an institution or has been rusticated shall
forfeit the award.
 The awards are generally not transferable.

360 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

  Inability of the student to pursue the discipline due to health or medical reasons shall lead to disconti-
nuation of the award.
 A candidate who has failed in Class IX (or any other class) shall not be eligible for the award for a
second running year in the same. The candidate can seek renewal of scholarship subsequent to passing
such Class and producing documentary evidence.
However, if under age category 16 some students are selected, the scholarship in such case shall be till the
completion of Class XII studies.
Eligibility
The students must be Indian National studying in schools located in India and should not be in receipt of
any other scholarship for the same or similar purpose from any other agency (Govt. or Non-Govt.). The student
must be participant of the CBSE Inter School Sports and Games Competition, 2005 onwards at the national
level.
Selection of the Scholar
The students shall be identified at the CBSE Inter School Sports and Games Competitions on the basis of
their overall performance and score at the national level. In respect of team games, a core committee of minimum
three members shall identify the scholar. All the scholarships shall be identified by February 28 of the preceding
academic year of the award.
I would request you to inform and keep abreast the students about the above scholarship. The details are
available on the website www.cbse.nic.in.

Yours faithfully

(Vineet Joshi)

Secretary

Annexure: Number or Scholarship available in each sports discipline.

Central Board of Secondary Education, Delhi 361

 CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2 COMMUNITY CENTRE, PREET VIHAR,
DELHI-110092

CM/CBSE/ACAD/EO/2009/ Dated : 20/11/2009

Circular No.: 57

All the Heads of CBSE

Affiliated Schools

Subject : Physical Education Programme in Primary Schools

Dear Principal,
The Central Board of Secondary Education in collaboration with British Council and under the directives of
MHRD, Government of India has recently launched the Physical Education Programme. The programme aims
at strengthening the delivery of the Physical Education in the primary School based on specially designed cards
and sports equipment for the different age groups from classes 1 to 5.
The objectives of the Physical Education Programme are :
1. to offer support by introducing new teaching approaches and activities for primary age group physical
education lessons.
2. to provide a new range of educational resources for Physical Education.
3. to offer training to all of the primary staff who deliver primary physical education lessons.
4. to assist schools to deliver elements of the Physical Education curricula.
5. to act as a research based project that will demonstrate the wider benefits that Physical Education can
have on the whole child education outcomes.

The CBSE has produced a Physical Education Teacher Training Manual and a set of Physical Education
Cards for schools affiliated to CBSE. These Physical Education Cards are meant for teachers teaching at the
primary level and are an effective tool for strengthening the transaction of Physical Education in schools.
They can be used for providing inclusive and interesting experiences to the children at the primary school
stage and facilitating the process of engaging with them intensively in games and activities focused particularly
on agility, balance, coordination, speed and strength. Each Physical Education Card is devoted to a particular
set up activities which aims at agility, balance and coordination for classes I-III and agility, balance, coordination
speed and strength for classes IV and V. These features make this teaching-aid material special and have convinced
the stakeholders that if these Cards are used effectively, the transaction of this curricular area will result in
achieving desired outcomes leading to behavioural modification.

362 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 Each Card is aimed at providing the essential information needed for engaging all students of the concerned
class in the selected game/activity. The title of the Card specifies the abilities to be focused by the particular
activities, the activities to be organized, the process of organizing the activities, equipment that will be needed,
safety measures to be taken and the skills to be developed. Besides the link of the activities with the existing
curriculum the links with other school subjects or crosscurricular links and the process of self assessment are
also detailed.
The CBSE has also brought out a Teachers’ Manual for implementation of the Physical Education Cards
which will help teachers in organizing physical activities and lessons built around it. There is also a section on
organizing activities for differently abled children as well as assessment in Physical Education in the Teachers’
Manual.
The Physical Education Teachers’ Manual is priced at Rs. 150/- and PEC of Physical Education
Cards is priced at Rs. 250/-. These are available at the Publication Store, CBSE, Shiksha Sadan, 17,
Rouse Avenue, New Delhi-110002 as well as the Regional Offices.
The Physical Education Cards (PEC) need to be implemented at primary level by not only the Physical
Education teachers but also teachers of other subjects. Hence it is recommended that each teacher teaching a
class should have a set of Physical Education Cards. Teacher training for implementing these cards will be done
by the CBSE through the Asstt. Education Officer (Sports). Those interested in teacher training may get in
touch with Mr. Pushkar Vohra, AEO(Sports), CBSE, 2 Community Centre, Preet Vihar, Delhi-110 092 at telephone
no. 011-22050061 and e-mail at sportskpfit@sify.com or sportskpfit@hotmail.com.
This may be brought to the notice of all teachers and students concerned.

Yours sincerely

(VINEET JOSHI)
SECRETARY & CHAIRMAN

Central Board of Secondary Education, Delhi 363

 CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development,
Govt. of India)
“Shiksha Kendra” 2, Community Centre, Preet Vihar, Delhi-110092
Tel. 011-22050061

CBSE/Sports/2010-2011/Cir.No. 71 27.10.2010

All the Heads of the Institutions

Affiliated to CBSE

Subject: Physical Education & Sports in Schools – reg..

Dear Principal,
Schools are dynamic settings for promoting health and wellness through various correlated areas such as
Physical Education and Sports as well as through Health and Wellness Clubs. There is a growing awareness that
the health and psycho-social well-being of young children is of paramount importance and schools can provide
a strategic means of improving children’s health, self-esteem, life skills and behaviour.
Healthy living incase of school children is the prime concern of all stakeholders including principals, parents,
teachers and the community. To achieve this objective collective responsibility needs to be assumed. An important
dimension is that of experience and development of health skills and physique through practical engagements
with play, exercises, sports and practices of personal and community hygiene.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th
June, 2007, Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008 and Circular No. 57
dated 20.11.2009) has directed schools to set up Health and Wellness Clubs which can be used to conduct the
activities which are detailed in the School Health Manuals in four volumes already released to all the schools.
It is well established that participation in Physical Education & Sports activities is highly beneficial to one’s
health and it leads to improved performance by students in schools, in addition to helping them in developing
many life skills.
Children lead happier lives as a result of being actively involved in sporting activities and it has long been
established that fitness and improved academics performance go hand in hand. Physical Education and Sports
activities during the school hours reduce boredom and help keep students attentive in the classrooms.
Keeping in view the above, the Central Board of Secondary Education has time and again recommended for
providing compulsory time schedule for Physical Education & Sports activities for the students of all classes.
The Board is of the firm opinion that the Physical Education & Sports programs teach important conflict
resolution skills including team work, fair play and communication leading to reduced violent behaviour among
children. Further, children who participate in Physical Education & Sports develop a positive attitude towards
their every day life activities.

364 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 In the above background, it is advised that the following in respect of the Physical Education & Sports may
be strictly adhered to:
a. There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X everyday.
b. For Classes XI – XII it should be ensured that all the students participate in Physical Activity/Games/
Mass P.T / Yoga with maximum health benefits for at least two periods per week (90-120 min / week).
c. In case the school has constraints of space, climatic conditions, presence of enough PE Teachers, or
coaches it may consider indoor activities which would provide maximum health benefits (Aerobics /
Meditation / Yoga & Asanas).
d. Mass P.T. in the morning keeping in view the climate conditions is another alternative the school can
have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on participation and
performance in by choosing any two activities from the 13 activities given for Classes VI-VIII and 08 activities
given for Classes IX-X.
It is earnestly hoped that all schools will follow these directives to ensure that all students draw maximum
health benefit in terms of physical fitness and team building as well as collaborative skills.
This may be brought to the notice of all teachers, students and parents.

Yours sincerely,

VINEET JOSHI
CHAIRMAN

Central Board of Secondary Education, Delhi 365

 CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of
Human Resource Development Govt. of India)
“SHIKSHA KENDRA”, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI–110301
Tel : 011-2205003
CBSE/Sports/2010-2011 30.03.2010
All the Principals of
Independent Category of Schools
Aff iliated to CBSE
Madam/Sir,
Subject: Physcial Education Teachers Orientation Program-June 2010.
I am pleased to inform you that every year the Board in association with LNUPE Gwalior organises the
Physical Education Teachers Orientation Program that updates the teachers with the changing trends in the field
of Physical Education & Sports. This year too the Orientation Program is being organised in the month of June
2010. The details of the proposed program are as follow:
Dates : 01 to 15 June 2010
Venue : LNUPE Gwalior
Course Fee: Rs 7500.00 (Rupees Seven Thousand Five Hundred only) Included Course Fee: Lodging:
Boarding and study material
For the above program, maximum 100 teachers will be enrolled on first-cum-first basis.
The schools that are interested in sending their teachers for the above program shall send their request in
writing along with following details and the course fee draft so as to reach undersignec latest by 10 May 2010.
1. Name of the School
2. Name of the Teacher
3. Address, Telephone & Mobile Numbers, E-mail
4. Demand draft of Rs 7500.00 favouring “Registrar, LNUPE Gwalior” and payable at Gwalior
The teachers that will attend the program will be provided stay in the University’s International Hostel.
They must report at LNUPE Gwalior on 31.05.2010 and will be permitted to leave after 05.00 pm on 15 June
2010.
For any query in this reqard you may contact undersigned on telephone number 011-22050061
Best wishes
Pushkar Vohra AEO (Sports)
Copy to :
1. Vice Chancellor, LNUPE Gwalior
2. Registrar, LNUPE Gwalior

366 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092
NO.D(A)/PA/SCHOOL SAFETY/04 26th July, 2004
Circular No: 28/2004
To
All the Heads of Institutions affiliated to the Board

Subject : Safety in schools –Reg.

Dear Principal,
As you are aware, the school in any city is a place of vital importance. It is a place of vibrant activity.
Thousands of small children assemble for many hours of the day for active interaction. It is important that the
schools should own the moral responsibility for safe housing of the students during the period of their stay in
the school. It is said that accidents do not happen, but they are caused. Advanced planning, effective
implementation strategies, development of right attitude for safety, coordination and cooperation with agencies
working in this area are important for ensuring the safety in schools.
The Board, on its part, has stipulated certain conditions in the Byelaws of Affiliation with regard to the
nature and housing of the building and safety measures to be taken in the schools. Though these are periodically
supervised during the time of inspection, the schools should take up the responsibility of continuous verification
of these rules as well as other rules prescribed by the local authorities to ensure the safety of the children being
housed in these buildings.
In a school environment, there are several areas where safety concerns exist. It is not possible to identify
and list them as most of them may be school specific and need the attention of the school managers and local
authorities. However, there are certain broad preventive measures which are common and necessary for all
schools. They have been given in the form of a questionnaire and the schools will do well to do some introspection
in these areas and take necessary steps. These have to be addressed not necessarily because they exist in the
rules book, but all of us have a genuine and humane concern for the younger generation of the country. It is a
moral obligation the schools owe to their primary stakeholders.
Some of the issues the Board would like to bring to the immediate attention of the school authorities are:
Fire Safety Management
1. How safe is your school from fire hazards? Does your school have a fire safety certificate? Is it current
and validated periodically?
2. Do you have adequate fire fighting systems in place to meet any emergency?
3. Are you in touch with local fire fighting agencies for mock drill training to a crisis management group?
4. What emergency steps are in place in the school for fire safety management?

Central Board of Secondary Education, Delhi 367

 5. Is there a trained management team available in the school for initial fire hazard management? Are you
in touch with the local fire safety authorities for training and retraining the people?
Structural Safety
1. Does your school have any temporary structure or any class-room/other room which has thatched roofing
and which is inflammable? Are you aware such inflammable structures are not permissible under the
rules?
2. Is your school situated in old or dilapidated buildings? Has it been brought to the notice of the local
authorities or management so that adequate steps are taken for relocating the school?
3. Has your building been certified as safe for housing the students by the local authorities?
4. Are there any cracks in the school structures and are steps being taken to repair them?
5. Is your school located near any rail track? Has the impact of such locations being examined by the local
authorities for the safety of the students?
Earthquake Management
1. Is your school situated in the earthquake risk zone?
2. Have necessary steps been taken during construction of the building for earthquake safety for the building?
3. How safe is your construction to face a natural disaster of this kind? Do you need to make modifications
in consultation with local authorities?
4. What emergency steps are in place in the school for disaster preparedness?
5. Is there a trained disaster management group available in school for initial response? Are you in touch
with the local disaster management authorities for training and retraining them?
Flood/Cyclone Management
1. Is your school situated near seashore or a river?
2. Have you any contingency plans to meet floods, cyclones, cloud bursts and heavy rains?
3. Is there a transport mechanism in place for emergency transport of students or do you have any contacts
for their arrangements?
Landslide Management
1. Is your school situated on hilltops or where there is a possibility of landslide?
2. What is the frequency of such slides and is your building safe according to the local authorities?
Management from Industrial Products
1. Is your school located near an industry or a chemical factory producing fatal chemical products? Are
you aware of the nature of products? Is your school safe from any eventualities from the leakage of
chemicals in this area?
2. Do you have first aid and other medical systems in place to safeguard your students? Are you aware of
the procedures to be adopted in case of any emergency?

368 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Electrical Safety
1. How safe are the electrical systems in your school? Are they being checked periodically?
2. Have you ensured limited access to the area of electrical installation only to those who are required?
Stampede Management
1. What is the possibility of any stampede outside your school during any emergency? How would you
ensure that students and others do not become victims of a stampede?
2. How safe are the staircases in your school? What alternate mechanisms would you adopt to manage a
stampede in the staircase?
Safety from Constructional Hazards
1. Does your school have any ongoing construction?
2. Have you obtained necessary permission from the local authorities for the same?
3. Have the constructions been planned during the lean time of students’ presence in the school?
4. Have you put barricades and signboards in the construction area prohibiting the movement of students?
5. Are there water storage sources for such constructions and have they been covered to prevent small
children from any possible mishap?
Safety in the Playground
1. Is your playground safe for the students to play games? Are they being maintained well?
2. Who ensures that there are no hazardous materials like rusted nails etc., on the ground that will physically
hurt them?
3. Do you have a swimming pool? Have you taken adequate precautions for the safety of the students? Are
lifeguards available to help the students?
4. What management systems you have in place to meet any emergency?
Water Safety
1. Is the drinking water safe in the school plant? Is the water source well protected?
2. Is the water provided to the students tested by the local authorities periodically?
3. Do you ensure safe potable water always?
4. Do you have a water management system in the event of a fire? Is there access to such sources?
Laboratory Safety
1. Are the laboratories in your school positioned as per rules?
2. Is there space for free mobility for students in case of an emergency?
3. Are the chemicals and instruments kept safely beyond the access of others?
4. Is there a first aid box available in your lab?

Central Board of Secondary Education, Delhi 369

 5. Do you have an exhaust facility for the gases?
6. Have you displayed the first aid procedures for the students in the laboratory?
7. Is your school team trained to meet any emergency in the laboratory?
Transport Management and Safety
1. Is your school owning/ running buses on lease for students?
2. Have you complied with the rules and regulations stipulated by the local transport authorities?
3. Are your teachers’ delegated responsibilities for transport management?
4. Are your drivers trained and have a regular license?
5. Do they ensure whether the students are cautioned to keep a safe distance before starting the bus?
6. Are there speed governors in your school buses?
7. What controls do you exercise on contractors/ lessees for the safety of the mode of transport?
8. Have your students been trained in orderliness in buses? Have they been exposed to traffic rules?
Trauma Management
1. Do you have a trauma management team to meet any accident or disaster?
2. Do you have the contacts available for trauma management?
3. Are you or any senior persons in the school aware of the telephone number of the hospitals, ambulance
and the fire stations near your school?
4. Do you have a small school nursing room?
Safety of the Challenged
1. How many physically challenged students are studying in your school?
2. Are you aware of their limitations and procedures to help them in the event of any emergency?
3. Are there any designated official in the school who is entrusted with the exclusive responsibility of their
needs in any emergency?
The above questionnaire needs to be answered by each and every school. The Heads of institutions would
discuss the issues in the school managements and take appropriate steps in this regard. They should also discuss
these issues in their staff meetings to bring greater awareness among the staff and to increase their sensitivity to
these issues.
Kindly acknowledge this letter.
Yours faithfully,

(G.BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)

370 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. D(A)/05/1E/ May 27, 2005

Circular No. 27/2005
To
All Heads of Institutions
Affiliated to CBSE
Subject: Inclusive Education of Children with Disabilities
Dear Principal,
Worldwide there is a conscious shift away from special schooling to mainstream schooling of education for
children with disabilities. The Ministy of Human Resource Development, Govemment of India is taking various
initiatives with the objective of making all the schools in the county disabled-friendly. In this context the
Central Board of Secondary Education would like to provide the following guidelines to all its affiliated schools
for achieving this worthy objective:
1. Disabled students should have barrier-free access to all the educational facilities and services in the
school including hostels, libraries, laboratories and buildings.
2. Special attention may be given for the availability of appropriate study material for the disabled. Talking
Text Books, Reading Machines and Computer with speech software may be progressively introduced
and made available for the use of the disabled.
3. Steps may be taken to provide adequate number of Braille books in the school library.
4. Other support services like sign language interpreters, transcription services and loop induction system
may also be progressively provided for the hearing handicapped students.
5. Special attention may be paid to provide adequate and appropriate transportation facilities to the disabled
students.
6. Teachers may also be sensitized to the requiremens of children with special needs by organizing service
training programmes in inclusive education at the elementary and secondary level.
The Board would appreciate the cooperation of schools in implementation of the above.

Yours sincerely,

(G Balasubramanian)
Director (Academic)

Central Board of Secondary Education, Delhi 371

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

NO. CBSE/AFF/2005 15.10.2005

1. Commissioner, Kendriya Vidyalaya Sangathan, New Delhi

2. Commissioner, Navodaya Vidyalaya Samit, New Delhi.
3. All Directors of Education of States where Government schools are affiliated the CBSE.
4. All the Heads of the Institutions of private independent schools affiliated the CBSE.

Subject: Promotion of education for girl child in the school-registration

Sir/Madam,
You may be aware that in many countries available indicators show that the girl child is discriminated
against from the earliest stages of life, through her childhood and into adulthood. It may not be out of place to
mention here that India is one of those countries in the world in which men outnumber women. The reasons for
this can be attributed to, among other things, indifferent attitudes and practices aginst girl child including their
health and well being.
It has generally been observed that girl child is discriminated against in the matter of education also. The
ratio of drop-outs for girls at different levels of education is more than that for the boys. To remedy the situation,
the Central Board of Secondary Education has already made a provision in its Examination Bye-Laws that girl
candidates, who are bonafide residents of the National Capital Territory of Delhi can appear in Class X, and
Class XI Examinations of the Board as Private Candidates. In order to further promote education for girl child,
an amendment in the Affiliation Bye-Iaws of the Board has now been made that all the affiliated schools will
grant full waiver of all fees (including tuition fee and all other fees under any head except the meals and
transportation fee) charged by them fiom class VI onwards to each girl student who is also the single child of a
parent. Similarly, it will be appreciated if the schools also consider extending 50% concession in the fees for
every girl student who is one of two daughters who are also the only two children in a family. In addition to
above, the school on its own can also waive such fees like transportation and meal fee (as applicable).
It has been decided by the Board that the above provisions will be made applicable to all schools affiliated
with the Board. However, already affiliated schools will have a choice to implement these either with immediate
effect or from the next academic session commencing from 1.04.2006. In case of schools seeking affliation
with CBSE, the implementation will be with immediate effect.
For implementation of these provisions, it is advised that the schools may accept the status of the girl
children on the basis of a simple affidavit sworn by the parents. Such parents may also be informed very
categorically that they shall intimate the school immediately about any change in the single status of girl child/
children in the family, if and when it occurs, and it shall be their sole responsibility. The schools may also

372 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

intimate to the parents that in case it is detected at any time that the affidavit sworn in by them was false,
appropriate action will be taken by the school agains them and the CBSE will also consider withholding
certificates.
In the light of the above, the Managements & Heads of the Institutions of all the affiliated schools are
requested to take, appropriate action, and to submit their ‘Quarterly Report on Fee Concession’, as per enclosed
format. The schools that have applied for affiliation with the Board are also requested to be ready for implementing
the above provision for promotion of education for the girl child from the month they receive affiliation with
the Board and start sending quarterly reports in the format. To start with the report for the quarter ending
September 2005 may be sent to the Joint Secretary (Affiliation), Cental Board of Secondary Education, Delhi
before 30th Novenrber, 2005. It is hoped that all the affiliated schools will take pride in the implementation of
the above provisions in the interest of education of girl children and non-implementation of these provisions
will attract necessary action under Affiliation Bye-Laws of the Board.

Yours faithfully,

(VINEET JOSHI)
SECRETARY
EncL: As above.
Copy to: Joint Secretary (SE), Govt. of India, Ministry of Human Resource Development, Department of
Secondary & Higher Education, Shastri Bhawan, New Delhi.

Central Board of Secondary Education, Delhi 373

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

CE/PA/2006/10984-17984 30th March, 2006

To
All the Heads of Institutions
Affiliated to CBSE

Subject: Admission to Class XI - Coercion to change subjects

Dear Principal,
As you may be aware, many schools follow the practice of starting class XI along with other classes in the
month of April in the new academic session to utilize the period before summer vacation for instructional
purposes. Academically, this seems to be correct practice so that the children may remain busy with meaningful
activities. So the schools admit students of class XI provisionally before the announcement of the results of
class X Board examination and accordingly allow them the subjects choice/stream as per their performance in
pre-boards and unit tests.
It has come to the notice of the Board that some schools resort to the unpsychological practice of forcing
students to change their subjects/streams in class XI after the class X results are announced. Students are often
forced to change from Science subjects to Commerce or Humanities subjects.
Once the students get admission to class X with a particular combination of subjects, they buy the text
books and start attending the classes for nearly a month. A forced change of subjects later demoralizes the
students, causing mental and emotional stress. Further, parents are compelled to take on the additional burden
of buying a second set of books for the newly allotted subjects.
It is an unhealthy and unfair practice and it has to be discouraged. Hence schools are instructed not to force
the students to change their subjects in class XI once they have been admitted with a particular combination of
subjects. If there is any change in subject(s), the request has to come from tlre student and it has to be dealt as
per the Clause 26 of Chapter 4 of the Examination Bye Laws.

Yours faithfully,

(PAVNESH KUMAR)
CONTROLLER OF EXAMINATIONS

374 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

QUARTERLY REPORT ON FEE CONCESSION FOR THE QUARTER
ENDING_______________________________

1. Name of the school with complete postal

address

2. Status of the school -

Middle/Secondary/Senior Secondary

3. Total No. of students in the school

4. Total No. of girl students in the school

5. No. of girl students in the school from class VI to XII

6. No. of Girl students in the school from class IX to XII

7. Out of No. of girls students indicated at

6. above, the No. of girls students who
are the only child in the family

8. Break up and amount of fee Heads of Amount (Rs.)

concessions offered quarterly to all girl Fees
students mentioned at 7 above. 1. Tuition fee
(If the school is given such a 2. etc.
concession) 3.etc.

9. Cumulative total of fee concession

granted (Rs.) till the quarter
ending ______________

10. Any other remarks

Signature

Name of the Principal

Seal of the school

Central Board of Secondary Education, Delhi 375

 CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092

ACAD/EO/CIRCULAR/2006 Circular No. 10

Dated: 31.5.2006

All Heads of the Institutions

Affiliated to CBSE

Subject: Inviting participants for the International Choir Music Contest held
by Art Child International Organisation - Reg.

Dear Principal,

The Art Child International, Paris has invited children between age group of 8 and 14 years to participate in
the International Choir Music Contest to be held sometime in 2007. The theme of this contest is Peace and each
work should reflect the national culture of participating groups. India will be represented in the International
Contest by a Music Choir Group selected at national level.

The rules and conditions for paticipating in this national level contest areas follows:

 Contestants must

- be a children’s group

- compose a work of Peace that is original (lyrics and music) and representative of their national cultue
 For the purpose of this contest, “choir music” represents a song with lyrics, with or without accompanying
music, polyphonic or not, and performed by a group of children.

 The children’s group must be involved in creating the world the lyrics of the song must be composed by
the children, however, the music score can be jointly composed with adult supervision and any
accompanying music can be composed by an audit.

 Performance of the work shall be by the children who composed the work; however, adults may
accompany the group musically during the performance and record them.

 “Children’s group’’ refers to a group of at least 15 children singing together, not counting soloists.

 The work must represent the national culture of the participating groups, this factor is important to keep
in mind while selecting the melody and instruments used to compose the work.

 Maximum song length should be 5 to 6 minutes.

376 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 The schools interested to participate in the contest may give their details in the Proforma enclosed in a CD.
The CDs may be submitted on or before June 25, 2006 to Dr. Sadhana Parashar, Education Officer, CBSE,
Shiksha Sadan, 17 Rouse Avenue, Institutional Area, New Delhi-l10002. These will be then scrutinized and the
selected schools will be informed accordingly to prepare the choir compositions in VCD/DVD and send it by
October 30, 2006. Three of the selected groups will be asked to perform before the National Selection panel set
up by the Ministry.

Yours sincerely

(DR. SADHANA PARASHAR)

EDUCATION OFFICER
ENCL : PROFORMA FOR SCHOOL

Central Board of Secondary Education, Delhi 377

 PROFORMA FOR SCHOOL
Name of the School:

Name of the Choir:

Full postal address of the School:

Pin Code:

Telephone No. (with STD Code)

Fax No.

E-mail:

Name of the Principal

Name of the Music/Choir-Teacher:

Whether the school has a Choir

Whether the School-Choir performance is

being sent in CD:

If yes, when was it formed?

Whether the school choir has participated

in any event/functions?

If yes, please give the details of participation:

Principal’s Signature
Date:
City:

378 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION

E.O. (H&L)/A/061 Circular No. 11/2006

June 7, 2006

All Heads of Institutions

Affiliated to CBSE
Subject: National campaign to harness the creative and innovative spirit of
school children - a collective endeavour of CBSE and National
Innovation Foundation (NIF)
Dear Principal,
You may please recall that CBSE had made a maiden attempt last year jointly with NIF to organize a
competition for children’s ideas, innovations and/or traditional knowledge practices learned from elders to be
sent to NIF in the fifth national competition. We got some very interesting responses. More than hundred entries
were received which may not be very large in terms of the numbers but in terms of quality offered a wide range
from about twenty states of India.
What is even more remarkable is that NIF considers some of the ideas worth patenting in the names of the
children. This adds a new dimension to the very process of education. Once our children think about making
inventions and innovations at an early age, they will certainly grow into very creative citizens of the country
and make major contribution towards the goal of making India innovative.
We want to launch this competition once again in this year. Some of you may have seen a special issue of
Honey Bee newsletter brought out last year on the creativity of children. We will try to bring out a special issue
this year also. In addition, we have requested NIF to prepare a multimedia CD on children’s creativity, which
you may like to procure for use by children in your schools. This will inspire not only children but also the
teachers since the credit goes to them for encouraging children to develop out of the box thinking.
I request you to encourage children to start thinking in terms of new ideas, innovations and/or traditional
knowledge based products/practices which solve problems of every day life around us, save energy, or generate
new ways of sustainable living.
The entries can be sent to:-
National Coordinator (Scouting & Documentation)
New Innovation Foundation
Satellite Complex, Bungalow No. l
Premchand Nagar Road, Jodhpur Tekra
Ahmedabad-380015
Tel. 079/26732095, 26732456, 26753338, 25753501
campaign@nifindia.org; www.nifindia.org
Fax 079/26731903
Central Board of Secondary Education, Delhi 379
 I hope that you will talk about this contest to your children in general assembly and encourage them to
stretch their imagination for making India innovative.
The CD containing innovative practices and entries received from CBSE school students will be available
to schools shortly. Priced at Rs. 200/- per CD. It can be had from the address given above.
Looking forward to having your enthusiastic cooperation in your collective endeavour to unfold the creative
genius of our children, who are the future leaders of our society,
With Best Wishes,

Yours sincerely,

(P. Mani)
Education Officer (H&L)

380 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2 Community Centre, Preet Vihar, Delhi-110092

CBSE/DS (CONF.)/ROD 2006 19.7.2006

To

All the Regional Officers,

CBSE, Regional Office

Subject: Status of the school with regard to minority institutions affiliated to CBSE

Sir,
Reference office Order No. Admn. II/Minority Cell/006/7181-7280 dated 3.7.2006 is being issued to all the
affliated schools to know the status of the school with regard to minority institutions affliated to CBSE. Five
copies of the letter along with the necessary proforma are sent herewith.
You are requested to send the letters to all the affiliated schools of your region after getting the photocopies
of this letter and proforma.
The information is required by l7th August, 2006. It is therefore requested that the letter may be sent to the
schools as early as possible.

Yours faithfully,

(SHAUKATALI)
HEAD (MINORITY CELL)
Encl: as above

Central Board of Secondary Education, Delhi 381

 CENTRAL BOARD OF SECONDARY EDUCATION
“SHIKSHA KENDRA”, 2 COMMUNITY CENTRE,
PREET VIHAR, DELHI-110092

Proforma for submission of infomation regarding Minority Status of the School

l. (A)AffiliationNo: (B) SchoolNo...........................
2. Name andAddress ofthe School:
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
State: ................................................................... Pin Code: ...................................................................
3. Telephone with STD Code:
Office: STD Code ................................ Telephone: .................................
Fax: ..............................
E-mail: ....................................................................................................................................................
4. Status of the School: Middle/Secondary/Sr. Secondary
5. Affiliation Details:
Type of Affiliation : Provisional/Permanent
Date of Affiliation with CBSE : dd/mm/yy .........................
Date of Affiliation till : dd/mm/yy .........................
6. Whether the school has got Minority Status from the State Govt.? Yes/No
If Yes, a copy of the letter may be enclosed.
7. Whether the School is being run by a group of persons of Minority Community? Yes/No
(a) If Yes, Name and Address of the Trust/Society running the School.
................................................................................................................................................................
................................................................................................................................................................
(b) Enclose List of Members of Trust/Society and School Managing Committee
(b) with religion of each mentioned against.

382 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 8. No. of Students in the the School:
(a) Total No. of Students : ....................................
(b) Total No. of Students from Minority Community : ....................................
(b) (Community wise)
9. No. of Teachers in the School:
(a) Total No. of Teachers : ....................................
(b) Total No. of Teachers from Minority Community : ....................................
(b) (Community wise)
10. (a) Pass percentage of overall results of Class X & Class XII Examination for the last five years.

Class X Registered Appeared Passed Pass%

2002
2003
2004
2005
2006

Class XII Registered Appeared Passed Pass%

2002
2003
2004
2005
2006

(b) Pass percentage of overall results of students from Minority Community of Class X & Class XII
Examination for the last five years. (If possible Community wise)

Class X Registered Appeared Passed Pass%

2002
2003
2004
2005
2006

Central Board of Secondary Education, Delhi 383

 Class XII Registered Appeared Passed Pass
2002
2003
2004
2005
2006

Certified that the above information is correct to the best of my knowledge.

Signature of Principal with Seal and

Telephone No.

384 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 QUARTERLY REPORT ON FEE CONCESSION FOR THE QUARTER BNDING

1. Name of the school with complete postal address

including Pin code
2. Status of the school-Middle/Secondary/Senior Secondary
3. Total No. of students in the school
4. Total No. of girl students in the school
5. No. of girl students in the school from class VI to XII
6. Out of No. of girls students indicated at 5 above, the
No. of girls students who are the only child in the family
7. Break up and amount of fee concessions offered Heads of Amount (Rs.)
quarterly to all girl students mentioned at 6 above. Fees
l. Tuition fee
2. etc.
3. etc.
8. Cumulative total of fee concession granted (Rs.) till the
quarter ending
9. Out of No. of girl students indicated at 5 above, the No.
of girl students who also have only one female sibling
(irrespective of whether they are studying in the same
school or elsewhere)
l0. Whether school is extending 50/0 fee waiver to both Yes/No
the girl students mentioned at 9 above
11. Break up and amount of fee concessions offered Heads ofAmount (Rs.)
quarterly to all such girl students mentioned at 10 above. Fees
(if the answer to 10 above is yes) 1. Tuition fee
2. etc.
3. etc.
12. Cumulative total amount of fee concession granted (Rs.)
till the quarter ending (if the answer to 10 above is yes)
13. Grand total of fee concession granted (Rs.) till the
quarter ending..........................................
(Row8+Row12)
14. Any other remarks

Signature
Name of the Princinal
Seal of the school

Central Board of Secondary Education, Delhi 385

 CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2 Community Center, Preet Vihar, Delhi 110092

ACAD/EO(COM)/ 2008 15-04-2008

Circular No.14/08

The Heads of all CBSE

affiliated schools

Subject: Guidelines in Sociology (Code no.039) subject for Project Work and
Marks distribution for class XI for the academic session 2008-09.

Dear Principal,

Consequent upon revision of syllabus as per National Curriculum Framework 2005 the new textbooks in
Sociology have been introduced in class XI in the year 2006-07 and in class XII in the year 2007-08.

Sociology as a discipline also is more a mode of enquiry rather than a fixed body of knowledge and hence
the importance of Project Work. Projects in Sociology are not only a tool facilitating construction of knowledge
by the students and fostering creativity in them, but also a major contributor in infusing the right attitude for
social issues and concerns in an individual and capacity building for problem solving.

It has, therefore, been decided to introduce Practical Project Work in the subject of Sociology for 20 marks
in class XI for the academic year 2008-09 and the theory paper will consist of 80 marks. The same pattern will
be introduced in class XII in the subsequent year. Thus, the Sociology paper (code 039) in class XII examination
2010 will consist of 80 marks in theory and 20 marks in practical project both of which will be externally
evaluated.

The apportionment of the 20 marks prescribed for the Practical Project Work which will be evaluated by the
external examiner is as follows :

Practical examination

Max. Marks 20 Time allotted : 3 hrs.

A Project (undertaken during the academic year at school level) 07 marks
i. Statement of the purpose 2 marks
ii Methodology/Technique 2 marks
iii Conclusion 3 marks
B Viva-based on the project work 05 marks

386 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

C Research design 08 marks
iv. Overall format 1 mark
v. Research Question/Hypothesis 1 mark
vi. Choice of technique 2 marks
vii. Detailed procedure for implementing of technique 2 marks
viii. Limitations of the above technique 2 marks
B&C to be administered on the day of the external examination

Scheme of examination for class XI in 2008-09 and for class XII 2010 and onwards (academic session
2009-10) along with detailed guidelines on various components, conduct of the activity and evaluation of the
projects for both Class XI & class XII are enclosed as Annexure I & II respectively.
This circular may be brought in the notice of the concerned teachers.

Yours faithfully,

(C. GURUMURTHY)
DIRECTOR (ACAD.)

Central Board of Secondary Education, Delhi 387

 Annexure I
Class XI (For session ending examination 2009 and onwards)

1. One paper theory 80 marks Time : 3 hours

Unitwise Weightage

Units Marks

A. Introducing Sociology 34

I Society, Sociology and relationship with other social sciences 6

II Basic Concepts 8

III Social Institutions 10

IV Culture and Society 10

V Practical Sociology : Methods & Techniques Evaluated through practicals

B. Understanding Society 46

VI Structure, process and stratification 10

VII Social change 10

VIII Environment and Society 10

IX Western Social Thinkers 8

X Indian Sociologists 8

The appointment of 20 marks prescribed for the Practical Project Work is as follows :

Practical Examination
Max. Marks 20 Time allotted : 3 Hrs.
A. Project (undertaken during the academic year at school level ) 07 marks
i. Statement of the purpose : 2 marks
ii. Methodology/Technique : 2 marks
iii. Conclusion : 3 marks

388 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 B. Viva-based on the project work 05 marks
C. Research design 08 marks
i. Overall format : 1 mark
ii. Research Question/Hypothesis : 1 mark
iii. Choice of technique : 2 marks
iv. Detailed procedure for implementation of technique : 2 marks
v. Limitations of the above technique : 2 marks

Class XII (For session ending examination 2010 and onwards)

1. One paper theory 80 marks Time : 3 hours

Unitwise Weightage
Units Marks
Indian Society 32
I Introducing Indian Society Non-evaluative
II Demographic Structure & Indian Society 6
III Social Institutions-Continuity and change 6
IV Market as a Social Institution 6
V Pattern of social Inequility and Exclusion 6
VI Challenges of Cultural Diversity 8
VII Suggestions for Project Work Non-evaluative
Changes and Development in Indian Society 48
VIII Structural Change 6
IX Cultural change 6
X The Story of Democracy 6
XI Change and Development in Rural Society 6
XII Change and Development in Industrial Society 6
XIII Globalization and Social Change 6
XIV Mass Media and Communications 6
XV Social Movements 6

Central Board of Secondary Education, Delhi 389

 The apportionment of 20 marks prescribed for the Practical Project Work which will be evaluated by the
external examiner is as follows :

Practical Examination

Max. Marks 20 Time allotted : 3 hrs.

A. Project (undertaken during the academic year at school level) 07 marks

i. Statement of the purpose : 2 marks
ii Methodology/Technique : 2 marks
iii Conclusion : 3 marks
D. Viva-based on the project work 05 marks
E. Research design 08 marks
i. Overall format : 1 mark
ii. Research Question/Hypothesis : 1 mark
iii. Choice of technique : 2 marks
iv. Detailed procedure for implementation of technique : 2 marks
v. Limitations of the above technique : 2 marks

B & C to be administered on the day of the external examination.

390 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 CENTRAL BOARD OF SECONDARY EDUCATION
“Shiksha Kendra”, 2 Community Centre, Preet Vihar, Delhi-110092

No. CBSE/AFF/CIR/2006-16906-26945 28.11.2006

All the Heads of schools

affiliated with the CBSE.
Subject: Availing of broad-band connectivity by schools
Dear Principal,
As you are aware, Internet has emerged as the fastest medium of communication of the day. Therefore, to
take the benefits of advancement of technologies to its member institutions, CBSE has been sending all its
circulars through e-mail, and also updates its website regularly with the current information about the activities
of the Board. Further the Ministry of HRD, Govt. of India has recently launched an Education Portal on the
internet to facilitate the students and teachers community in the country. The website could be accessed at the
url: (l) http://wwwsakshat.ac.in (2) http//sakshat.ignou.ac.in/sakshat/index.aspx (3) http://sakshat.gov.in. This
portal will prove immensely useful to the students, particularly those who are at senior secondary level. The
education portal of MHRD can be easily accessed through broad-band connectivity.
In view of the immense potential of internet as the fastest medium of communication and also as a huge
treasure of information, it is highly desirable that all the CBSE affiliated schools acquire broad-band connectivity
either from MTNL/BSNL or from Private Service Providers. The broad-band connectivity has the feature of
‘Intemet always on’. Also it is cost effective as well as it has the facility to use phoneline and internet
simultaneously, which is not available on normal dial-up connectivity.
In order to make use of the potential of advanced communication facilities and also to access the treasure of
information, it is requested that all the schools affiliated with CBSE may acquire broad-band connectivity on
priority. A list of locations where broad-band connectivity has already been made available by BSNL has been
put up on the CBSE website. The schools which have acquired broad-band connectivity or are acquiring broad-
band connectivity in near future may send this information to the Board alongwith their e-mail addresses and
website addresses through e-mail cbse.aff@nic.in to update the CBSE schools directory for facilitating internet
users to access schools website through CBSE site also.
Your positive response will go a long way in sharing education resources efficiently.
With regards,

Yours faithfully,

(VINEET JOSHI)
SECRETARY

Central Board of Secondary Education, Delhi 391

 POLICY PAPER FOR HELP-LINE F’OR WOMEN AND GIRL
STUDENTS FOR PREVENTION OF SEXUAL HARASSMENT
RELATED INCIDENTS IN SCHOOLS
A. General Points
Broadly speaking this exercise would involve three areas:
1. Redressal
2. Preventive Measures
3. Administrative Action
For the purpose of redressal of complaints, the Board has already (vide its circular dated 29th October
2001) from the Joint Secretary (Affl.), advised schools to set up a Cell and send the action taken report on a
quarterly basis to the Joint Secretary (Aff1.) who has been appointed the Nodal Officer.
More important than this is the sensitization process of the women employees and girl students on how to
prevent sexual harassment. For the same purpose it is felt that there is a need to conduct taining programmes:
 to have printed information in the form of book lets/brochrues for free distribution to the target group.
 to have nodal officers in the schools.
 It is further suggested in this regard that the CBSE has an ongoing programme on adolescents and aid
education which vitally deals with the physical, social and emotional aspects of the adolescents. It
would be most appropriate to broad base and establish inter-linkages with this ongoing programme for
the benefit of girl students specially in the backward states. Merely coining definitions of sexual
harassment will be futile unless the girls are able to understand the real meaning behind this and it
seems that this objective can be achieved once they are given education by various means not only
about the physical and biological growth and related aspects, but are also able to discern for themselves
the ‘right and wrong behaviour’ of the opposite sex. Therefore, it is felt that a proper blending of these
two areas is necessary whereby a girl becomes completely aware of all aspects of growth and abuse.
Regarding the literature and other information to be distributed it is proposed that the literature should not
restrict itself to only defining sexual harassment and its categorization but also highlight the fact that the harassed
can also go a closer in terms of low morale, poor public image, high costs of hiring and training new employees
and high legal costs and fines. As already mentioned above, it is very important to make clear that sexual
harassment can be prevented. Besides other conditions it is also important to notify that conditions in respect of
work, leisure, health and hygiene also need to be ensured, so that women do not feel any hostility shown
towards themselves.
It is very important to decide the following:
1. Time frame for the redressal of complaints ideally should be fixed for three months after which
administration should be answerable to the Committee explaining reasons for delay.

392 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 2. Nature of punishment: this should be decided depending upon the gravity of the offence and taking the
complainant’s view point into consideration.

3. Compensation: This action needs to be decided in view of the nature of offence and the opinion of the
complainant.

4. Identification and publicity of the harasser: The identification and publicity of the harasser will have a
salutary impact. The name of the harasser and action taken against him can be put up on prominent
places in the offices for the information of others. These steps may deter many others also.

B. Adolescent Sexualig

Growing up is a natural, normal process. Every living being undergoes certain changes, intrinsic and extinsic
at various stages of development. The period between the age 12 to 18 years is called adolescence, which is
marked by certain physical, sexual, social and emotional changes.

At the onset of adolescence, girls and boys attain puberty i.e. they begin to develop several characteristics
of adults, some of the physical changes accurring in boys during this phase are: growth of hair on face and body,
cracking of voice, increase in hight and weight and rapid growth of sex organs. Girls also experience similar
changes such as development of breast, broadening of hips, growth of pubic hair and softening of voice. Under
Sexual development, girls experience menstruation and boys experience nocturnal emission. All these changes
occur as a result of release of sex hormones in the body.

Sexual behaviour is an aspect of the total personality which is shaped not only by one’s biological self but
the psychlolgical, subcultural and ethical forces operative in the environment. These, therefore are needs to be
viewed in totality. Most of the common problems of adolescent sexuality derive from the fact that there is
widespread ignorance of body chages and natural processes that occur during puberty.

Myths and misconceptions

Adolescence is marked with several questions that can be fear and anxieties. Most parents and teachers
avoid answering these questions. There are several myths and misconceptions related to sex and sexuality
which effect choices of the individuals.

Problems of Adolescent Sexuality

Development problems

1. Variations in attaining pubertal landmarks

In girls and boys the period of attaining pubertal changes will differ. One may mature faster than the
other yet both are considered to be normal.

2. Mensturation (Girls)

For those who have been given no guidance, it causes deep-seated worry and anxiety arising from
ignorance, superstitious talk and the fear of an incurable disease.

Central Board of Secondary Education, Delhi 393

 3. Breast Development/Dress (Girls)
Generally a girl tends to worry about the size of her breasts. The need to be attactive and to dress like
others of her age-group is dominant at his age.
4. Nocturnal Emission (Boys)
Spontaneous erection and the first involuntary discharge of semen in boys (popularly known as ‘wet
dreams’) generally occurs at night when the conscious mind is rest. The youngster may experience fear
and disbelief in such situation.
5. Masturbation
- Boys begin to masturbate generally after they have heard what is self-stimulation.
- No physical harm is caused by masturbation which may be described as a ‘universal phenomenon’
among boys-chiefly between 15 to 20 years of age.
- Thousands of guilt-ridden, misinformed teenagers fear loss of virility.
- For emotionally disturbed youngsters masturbation often provides an escpe from real-life problerns.
6. Acne
Boys and girls worry about pimples that are caused by hormonal imbalances characteristic of their
period.
Psyclin-scoled Problems/Pre-marital sex.
A majority of those who indulge in premarital sex duo so because they have been persuaded to and are
unaware of or unconcerned about the consequences of such a relationship.
Teenage Preganancy
It possesses a serious health hazard-physically and emotionally, such as pregnancy and Sexually Transmitted
Diseases (STD)
 Young people need to have scientific knowledge of sexually transmitted diseses.
 Awareness of their own responsibility in infecting others.
 An understanding of the emotional factors that lead to promiscuous behaviours and its consecuences.
Smoking, Drugs, Alcohol
 Most adolescents experiment with cigarettes, drugs and alcohol at this stage.
 Teenagers whose core-personality development is marred by insecurity, distrust, fear and anger, tend to
get habituated more easily.
Teacher care
 With appropriate education and understanding, the teacher should explain how biological factors related
to sexual growth and development are inter-linked with powerful emotional drive.
 Myths and misconceptions need to be cleared with accurate and specific information.

394 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

C. Child Sexual Abuse

Child sexual abuse is the physical or mental violation of a child with sexual intent usually by an older
person who is in position of trust and power vis-a-vis the child.

Child Sexual Abuse includes

 An adult exposing his/her genitals to a child or persuading the child to do the same.

 An adult touching a child’s genitals or making the child touch the adult’s genitalia.

 An adult involving a child in pornography (which includes exposing a child to pomographic material).

 An adult having oral, vaginal or anal intercourse with a child.

 A verbal on other sexual suggestion made to a child by an adult.

 An adult persuading children to engage in sexual activity.

Alarms signals

There may be sudden behavioural and physical changes in children. These should be taken as warning
signs. Look for :

 Anxiety

 Low self-esteem

 Depression

 Excessive carrying

 Sleep disturbances

 Withdrawing from family and friends

 Irritability

 Hostility

 Change in appetite

 School problems

 Running away

 Self-destructive behaviours

 Bed-wetting

 Anger

Central Board of Secondary Education, Delhi 395

  Isolation
 Fear
 Sadness
 Guilt
 Shame
Teacher care
 Believe the child
 Try to remain calm
 Praise the child for telling
 Reassure the child
 Make it clear that whatever happened is not his or her fault
 Listen to the child
 Respect the child’s privacy. Be careful not to discuss the incident in front of people who do not need to
know what happened.
 Be responsible. Report the incident and arrange a medical checkup.
Don’t
 Don’t panic or over react when the child talks to you about the experierce.
 Don’t scold the child. The child needs help and support to make it through this difficult time.
 Don’t blame the child.
 Teach the child how to say ‘no’ to an older penon if he/she touches him/her in a way that makes him/her
feel uncomfortable, or if an adult wants to have his private parts touched, fondled etc.
 Be familiar with child’s friends and their activities.
 Encourage the child to talk about all issues.
 Believe what the child tells and be alert to small changes in his/her behaviour.
 Observe the teenager or adult who is paying an unusual amount of attention to the child.
 Ask the child not to go near strangers or be friendly to them if they/offer chocolates, toffees etc.
 Teach children the difference between good touches and bad touches.

The effects of child sexual abuse are long lasting and may leave deep scars on the child’s personality.
Healing is an important process which must begin as early as possible.

396 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

  Depression and feeling of isolation are very common signs of child sexual abuse. Help the child to get
over depression and seek professional help. Raising his/her sense of self esteem is an important way of
dealing with depression and isolation.

 During abuse a child has an overwhelming sense of power lessness and loss of control. Help the child
regain his/her confidence and sense of control in every situation.

 Expressing anger over the abuse is an important step in self-healing. Help the child vent anger at the
abuser but also teach him/her to exercise control.
 It is important to rid the child of guilt and shame by convincing him/her that the abuser was wholly
responsible for the abuse.

 Remernber the child who was violated needs to be forgiven, accepted and loved. But not the abuser and
others.

Myths and facts about sexual abuse:

Myths Facts

Children are rarely abused. Children are the most vulnerable section of our
society because of their dependence on elders.

Child sexual abuse occurs mostly in poor, illiterate Child sexual abuse occurs in all strata of society
families. because children irrespective of their family
background are equally vulnerable

Children should not be allowed to play outside since Most children are sexually abused inside their
molestation, sexual abuse generally occurs on homes, and the abuser is an acquaintance,
playgrounds or other public places. relative, a family friend, a servant or the driver.

Children are of the fantasizing about being sexually Children are ignorant about sex and so cannot
assaulted fantasize about being raped or sodemised.

Usually the mother is aware of the fact that her child is Most mothers are not aware of the fact that their
being sexually abused. children are being abused, the reason being that
children are afraid of disclosing their abuse to
anyone.

Reporting of child sexual abuse causes more harm than If child sexual abuse is not reported then the
good. same abuser may harm other children.

Child sexual abuse victims generally capatilize on the A child who has been sexually abused suffers a
sympathy and throw tantrums’ great deal of emotional trauma and may have
occasional outbursts. This is not an effort to
capitalize on the sympathy but an effort to cope
with the trauma

Central Board of Secondary Education, Delhi 397

A child should be encouraged to forget the abuse, as Child sexual abuse always has extremely
there are no really harmful effects of child sexual abuse negative effects. If a child is not encouraged to
disclose then it may lead to severe behavioural
disorders

Children who disclose the fact that they had been sexually Children are scared of their abusers as the
abused and then retract it, are only looking for attention abusers being adult are in a position of power.
So if a child retracts his/her statement then it is
because of fear and bewilderment

398 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 POLICY PAPER FOR HELP-LINE FOR
WOMEN AND GIRL STUDENTS FOR PREVENTION OF
SEXUAL HARASSMENT RELATED INCIDENTS IN SCHOOLS

A. General Points
Broadly speaking this exercise would involve three areas :
1. Redressal
2. Preventive measures
3. Administrative Action

For the purpose of redressal of complaints, the Board has already (vide its circular dated 29th October,
2001) from the Joint Secretary (Affl.), advised schools to set up a Cell and send the action taken report on
quarterly basis to the Joint Secretary (Affl.) who has been appointed the Nodal Officer.
More important than this is the sensitization process of the women employees and girl students on how to
prevent sexual need to conduct training programmes:
– to have printed information in the form of booklets/brochures for free distribution to the target group.
– to have nodal officers in the schools.

It is further suggested in this regard that the CBSE has an ongoing programme on adolescents and aids
education which vitally deals with the physical, social and emotional aspects of the adolescents. It would be
most appropriate to broad base and establish inter-linkages with this ongoing programme for the benefit of girl
students specially in the backward states. Merely coining definitions of sexual harassment will be futile unless
the girls are able to understand the real meaning behind this and it seems that this objective can be achieved
once they are given education by various means not only about the physical and biological growth and related
aspects, but also able to discern for themselves the ‘right and wrong behaviour’ of the opposite sex. Therefore,
it is felt that a proper blending of these two areas is necessary whereby a girl becomes completely aware of all
aspects of growth and abuse.
Regarding the literature and other information to be distributed it is proposed that the literature should not
restrict itself to only defining sexual harassment and its categorisation but also highlight the fact that the harassor
can also be a looser in terms of low morale, poor public image, high costs of hiring and training new employees
and high legal costs and fines. As already mentioned above, it is very important to make clear that sexual
harassment can be prevented. Besides other condition it is also important to notify that conditions in respect of
work, leisure, health and hygiene also need to be ensure so that the women do not feel any hostility towards
themselves.
It is very important to decide the following:

Central Board of Secondary Education, Delhi 399

 1. Time frame for the redressal of complaints: Ideally it should be fixed for three months after which
administration should be answerable to the Committee explaining reasons for delay.
2. Nature of punishment : This should be decided depending upon the gravity of the offence and taking
the complainant’s view point into consideration.

3. Compensation : This action needs to be decided in view of the nature of offence and the opinion of the
complainant.

4. Identification and publicity of the harasser : The identification and publicity of the harasser will
have a salutary impact. The name of the harasser and action taken against him can be put on prominent
places in the offices for the information of others. These steps may deter many others also.

B. Adolescent Sexuality

Growing up is a natural, normal process. Every living being undergoes certain changes, intrinsic and extrinsic
at various stages of development. The period between the age 12 to 18 years is called adolescence, which is
marked by certain physical, sexual, social and emotional changes.

At the onset of adolescence, girls and boys attain puberty i.e. they begin to develop several characteristics
of adults. Some of the physical changes occurring in boys during this phase are: growth of hair on face and
body, cracking of voice, increase in height and weight and rapid growth of sex organs. Girls also experience
similar changes such as development of breasts, broadening of hips, growth of pubic hair and softening of
voice. Under sexual development, girls experience menstruation and boys experience nocturnal emission. All
these changes occur as a result of release of sex hormones in the body.

Sexual behaviour is an aspect of the total personality which is shaped not only by one’s biological self but
the psychological, sociocultural and ethical forces operative in the environment. It therefore needs to be viewed
in totality. Most of the common problems of adolescent sexuality derive from the fact that there is widespread
ignorance of body changes and natural processes that occur during puberty.

Myths and Misconceptions

Adolescence is marked with several questions that lead to fear and anxieties. Most parents and teachers
avoid answering these questions. There are several myths and misconceptions related to sex and sexuality
which effect choices of the individuals.

PROBLEMS OF ADOLESCENT SEXUALITY

Development Problems

1. Variations in attaining pubertal landmarks: In girls and boys the period of attaining pubertal changes
will differ. One may mature faster than the other yet both are considered to be normal.

2. Menstruation (girls): For those who have been given no guidance, it causes deep-seated worry and
anxiety arising from ignorance, superstitious talk and the fear of an incurable disease.

3. Breast development/dress (girls): Generallya girl tends to worry about the size of her breasts. The ned

400 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

 to be attractive and to dress like others of her age-group is dominant at his age.

4. Nocturnal emission (boys): Spontaneous erection and the first involuntary discharge of semen in boys
(popularly known as ‘wet dreams’) generally occurs at night when the conscious mind is at rest. The
youngster may experience fear and disbelief in such situation.
5. Masturbation:
• Boys begin to masturbate generally after they have heard that it is self-stimulation.
• No physical harm is caused by masturbation which may be described as a ‘universal phenomenon’
among boys – chiefly between 15 to 20 years of age.
• Thousands of guilt-ridden, misinformed teenagers fear loss of virility.
• For emotionally disturbed youngsters masturbation often provides an escape from real-life
problems.
6. Acne: Boys and girls worry about pimples that are caused by hormonal imbalances characteristic of
this period.
Psycho-social problems/pre-marital sex: A majority of those who indulge in premarital sex do so
because they have been persuaded and are unaware of or unconcerned about the consequences of such
a relationship.
Teenage pregnancy: It poses a serious health hazard – physically and emotionally.
Sexually Transmitted Diseases (STD):
• Young people need to have scientific knowledge of sexually transmitted diseases.
• Awareness of their own responsibility in infecting others.
• An understanding of the emotional factors that lead to promiscuous behaviour and its consequences.
Smoking, Drugs, Alcohol
• Most adolescents experiment with cigarattes, drugs and alcohol at this stage.
• Teenagers whose core-personality development is marred by insecurity, distrust, fear and anger,
tend to get habituated more easily.
Teacher care:
• With appropriate education and understanding, the teacher should explain how biological factors
related to sexual growthand development and inter-linked with powerful emotional drive.
• Myths and misconceptions need to be cleared with accurate and specific information.

C. Child Sexual Abuse

Child sexual abuse is the physical or mental violation of a child with sexual intent usually by an older
person who is in position of trust and power vis-a-vis the child.

Central Board of Secondary Education, Delhi 401

 Child sexual abuse includes:
• An adult exposing his/her genitals to a child or persuading the child to do the same.
• An adult touching a child’s genitals or makiing the child touch the adult’s genitalia.
• An adult involving a child in pornography (which includes exposing a child to pornographic material).
• An adult having oral, vaginal or anal intercourse with a child.
• A verbal or other sexual suggestion made to a child by an adult.
• An adult persuading children to engage in sexual activity.
Alarm Signals
There may be a sudden behavioural and physical changes in children. These should be taken as warning
signs. Look for:
• Anxiety
• Low self-esteem
• Depression
• Excessive crying
• Sleep disturbances
• Withdrawing from family and friends
• Irritability
• Hostility
• Change in appetite
• School problems
• Running away
• Self-destructive behaviours
• Bed-wetting
• Anger
• Isolation
• Fear
• Sadness
• Guilt
• Shame

402 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh

Teacher Care
• Believe the child
• Try to remain calm
• Praise the child for telling
• Reassure the child
• Make it clear that what happened is not his or her fault.
• Respect the child’s privacy. Be careful not to discuss the incident in front of people who do not need to
know what happened.
• Be responsible. Report the incident and arrange a medical checkup
Don’t
• Don’t panic or over react when the child talks to you about the experience.
• Don’t scold the child. The child needs help and support to make it through this difficult time.
• Don’t blame the child.
• Teachthe child how to say ‘no’ to an older person if he/she touches him/her in a way that makes him/her
feel uncomfortable, or if an adult wants to have his private parts touched, fondled etc.
• Be familiar with child’s friends and their activities.
• Encourage the child to talk about all issues.
• Believe what the child tells and be alert to small changes in his/her behaviour.
• Observe the teenager or adult who is paying an unusual amount of attention to the child.
• Ask the child not to go near strangers or be friendly to them if they offer chocolates, toffees etc.
• Teach children the difference between good touches and bad touches.
The effects of child sexual abuse are long lasting and may leave deep scars on the child’s personality.
Healing is an important process which must begin as early as possible:
• Depression and feeling of isolation are very common signs of child sexual abuse. Help the child to get
over depression and seek professional help. Raising his/her sense of self esteem is an important way of
dealing with depression and isolation.
• During abuse a child has an overwhelming sense of powerlessness and loss of control. Help the child
regain his/her confidence and sense of control in every situation.
• Expressing anger over the abuse is an important step in self-healing. Help the child vent anger at the
abuser but also teach him/her to exercise control.
• It is important to rid the child to guilt and shame by convincing him/her that the abuser was wholly
responsible for the abuse.

Central Board of Secondary Education, Delhi 403

 • Remember the child who was violated needs to be forgiven, accepted and loved. But not the abuser and
others.
Myths and Facts about sexual abuse:

Myths Facts

Children are rarely abused Children and the most vulberable section of our
society because of their dependence on elders

Child sexual abuse occure mostly in poor, Child sexual abuse occurs in all strate of society
illiterate families because children irrespective of their family
background are equally vulnerable

Children should not be allowed to play outside Most children are sexually abused inside their homes,
is molestation, sexual abuse generally occurs and the abuser is an acquaintance, relative, a family
on playgrounds or other public places friend, a servant or the driver

Children are often fantasizing about being Children are ignorant about sex and so cannot fatisize
sexually assaulted about being raped or sodomised

Usually the mother is aware of the fact that Most mothers are not aware of the fact that their
her child is being sexually abused children are being abused, the reason being that
children are afraid of disclosing their abuse to anyone

Reporting of child sexual abuse causes In child sexual abuse is not reported then the same
more harm than good abuser may harm other children

Child sexual abuse victims generally capitalize A child who has been sexually abused suffers a great
on the sympathy and throw tantrums deal of emotional trauma and may have occasionally
outbursts. This is not an effort to capitalize on the
sympathy but an effort to cope with the trauma

A child should be encouraged to forget the Child sexual abuse always has extremely negative
abuse, as these are no really harmful effects effects. If a child is not encouraged to disclose then it
of the child sexual abuse may lead to severe behavioural disorders

Children who disclose the fact that they had Children are scared of their abuses as the abusers
been sexually abused and then retract it, are being adults are in a position of power. So if a child
only looking for attention retracts his/her statement then it is because of fear
and bewilderment

404 dsUnzh; ek/;fed f'k{kk cksMZ] fnYyh