SOCIALLY USEFUL PRODUCTIVE WORK AND COMMUNITY SERVICE
CLASSES IX-X
Emphasis should be placed on work practice and SUBSIDARY CRAFTS/SERVICES
classroom discussions in these classes. A component
of Contemporary Studies may be correlated with (i) Health and Hygiene
SUPW.
Cleanliness of the neighbourhood, well and pond
Work practice will include one main craft or and the disposal of garbage; construction of toilet
equivalent service and at least one subsidiary craft or
facilities and compost pits; making tooth picks,
equivalent service.
tooth powder; soap; detergents; disinfectants;
first aid boxes; construction of wastepaper-
MAIN CRAFTS/SERVICES baskets; dustbins; garbage cans; brooms;
(i) Health and Hygiene brushes; cobweb cleaners; dusters; mops, etc.;
detection of adulteration.
Growing medical plants; eradication of
communicable diseases; paramedical service. (ii) Food
(ii) Food Distribution of fertilisers and insecticides;
processing and preservation of food;
Agro-industries; kitchen gardening; compost hydroponics; mushroom culture; khandsari, gur
culture; crop and seed production; repair of farm
and candy making; catering; making jam; jelly,
implements; soil conservation and desert control;
squashes, pickles, bari and papad, etc.; packing
horticulture; animal husbandry and dairying; bee
keeping; poultry farming; fish culture; bakery; food; marketing.
confectionery; cooking.
(iii) Shelter
(iii) Shelter Home, village and town-planning.
Pottery; Masonry work; Workshop practice Lac culture.
(mechanical); Workshop practice (electrical);
Workshop practice (electronics); Cane and Renovation and effecting minor repairs in
bamboo work; House-craft; Blacksmithy; buildings, fittings, furniture and household
Foundry work; Carpet weaving. articles. Decorating the home; gardening; surface
decoration; interior decoration; construction of
(iv) Clothing decorative pieces; plaster of Paris work; chalk
Production of cotton; wool; silk and other fibres; and candle making; making limestone.
Weaving; Dressmaking; Knitting; Hosiery work;
Embroidery work; Dress designing; Leatherwork. (iv) Clothing
Spinning of different fibres; Dyeing and printing;
(v) Cultural and Recreational
Repair of garments; Laundry work.
Making toys and puppets; Making and repairing
musical instruments; Making games material; (v) Cultural and Recreational
Printing; Bookbinding; Making stationery;
Photography. Stagecraft; making costumes; holding exhibitions.
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Further Suggestion on Socially Useful Productive to select one main craft and one subsidiary service
Work: OR one main service and one subsidiary craft per
year of preparation for the examination, i.e. Class
Given below is an indication of how Socially Useful
IX and X.
Productive Work can be combined with the 'sixth
subject' to be offered in the ICSE examination:
2. Internal Assessment
Allied Subject Craft - Socially Useful Productive Work
The Internal Assessments will consist of
1. Art (i) Pottery work assessment in (a) Socially Useful Productive
(ii) Sculpture: any medium Work (b) Community Service. The work
undertaken by the candidates during the two-year
(iii) Weaving: any medium preparation period in each will be assessed and
(iv) Block printing, screen- marked out of 50. From these assessments they
printing, batik, tie and will be placed in an order of merit list giving them
dye, etc. on any marks out of a total of 100. The Council reserves
material. the right to call for the records of the candidates'
(v) Embroidery. work.
(vi) Puppet or marionette 3. Socially Useful Productive Work
making.
(i) This will be taken to mean work practice in a
(vii) Printing from original
main or subsidiary craft. In contrast to
wood or lino block.
community service it implies the making of
2. Technical Drawing (i) Woodwork or Metal work. articles of social use or the practice of a skill.
Applications (ii) The areas of assessment of Socially Useful
3. Home Science (i) Laundry Work or Productive work may be classified as follows:
Practical Cookery
Marks
or Care of a House.
4. Cookery (i) Practical Cookery. (1) Preparation 05
5. Fashion Designing (i) Needlework and (2) Organisation 10
Dressmaking. (3) Skills 20
6 Music (a) Indian (i) Vocal, Instrumental,
(4) Research 10
Tabla,
(5) Interest 05
(b) Western (i) Piano or other instrument.
(iii) Preparation: It is important to select a craft
which is socially useful and within the
ASSESSMENT: (Classes IX and X) candidates' capabilities. It may be necessary to
Evaluation is an important aspect of planning and visit localities where certain crafts are
execution of the Socially Useful Productive Work and practiced and note details of the processes or
Community Service Programme in Schools. From the methods involved.
beginning of the programme each step needs (iv) Organisation: The candidates should be able
evaluation. An illustrative guide to the areas of to explain in writing, the tools, materials and
assessment and weightage to be given is contained in processes required as well as draw up a
the following paragraphs. timetable/ programme of work.
1. Selection of Socially Useful Productive Work (v) Skills: The manual skills of the candidates
and Community Service . should be assessed regularly and from the
Suggested lists of the Main Crafts/Services and finished product(s) and include the candidates'
Subsidiary Crafts/ Services have been given in abilities to follow processes/ methods of the
the syllabus booklet. Candidates will be required craft.
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(vi) Research: This is the candidates' ability to (ix) Interpretation of Grades:
analyse a process or method and suggest/
Grade Standard Points per
implement improvements and also to
grade
improvise wherever necessary.
A Very Good 10
(vii) Interest: This is an assessment of
candidates' industriousness, constancy and B Good 8
conscientiousness with regard to the work
undertaken. The candidates should be able to C Fair 6
adhere to the timetable/ programme of work D Satisfactory 4
drawn up by them.
E Unsatisfactory 2
(viii) Record Card: This should be kept for each
candidate and the assessment of Socially
Useful Productive Work entered in it. A
specimen of the record card is given below for
guidance.
NAME OF THE SCHOOL
Internal Assessment Card for Socially Useful Productive Work
Name of the Candidate: ___________________________________________________________________
Craft/Skill: _____________________________________________________________________________
ASSESSMENT RECORD
Date of Areas of Assessment
Assessment
Preparation Organisation Skills Research Interest
Grade Points Grade Points Grade Points Grade Points Grade Points
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4. Community Service: service in the home and to their
(i) This will be taken to mean work done in the neighbours. Such service may take the
home, school and outside which is beneficial form of helping parents in cleaning the
to the community. house, making the beds, assisting in the
kitchen, cleaning the backyard, helping in
(ii) The areas of assessment for community the garden, visiting the sick, teaching a
service may be as under: child or children in the neighbourhood,
Marks and so on.
(1) Preparation 05 Experiments should be tried in every
(2) Organisation 10 school in which there are day scholars.
(3) Skills 20 Parents should be asked to give each child
(4) Resourcefulness 10 a job of work to do which will last
between 20 minutes to half-an-hour each
(5) Interest 05
day.
(iii) Preparation: It is important to select a
(b) A diary should be kept for each child in
service that will be beneficial to the
which the parents enter each day:
community. It may be necessary to form
teams or squads and to select a leader. (i) Nature of work;
(iv) Organisation is the knowledge of the tools, (ii) Time allotted:
materials and methods/process by which the
work can be done, and the ability to draw up (iii) Remark of the parent;
a timetable or programme of work. (iv) Signature of the parent.
(v) Skills are the manipulative skills of doing the Thus, it will be possible for the school to
work. The quality of the candidates' work ensure that children do at least three to
should be assessed. three-and-half hours of Socially Useful
(vi) Resourcefulness is the ability to complete the Productive Work, per week.
work in spite of problems and difficulties (c) The number of hours as far as the
and to improvise wherever necessary. Community Service (Social Service) is
(vii) Interest is the assessment of the candidates' concerned, in the case of day scholars,
constancy, industriousness and will then be written the home and the
conscientiousness in doing the work and neighbourhood and may rightly be termed
their abilities to adhere to the timetable or 'Homework'. The remarks to be entered
programme drawn up by them. by the parent should be specified, so that
they may be converted into grades.
(viii) A record card on the lines suggested for
Socially Useful Productive Work should be
(d) A suggested five points "remarks" scale is
kept.
given below:
(ix) A practical scheme for day schools is given
A- Very good
below:
B- Good
(a) In the case of day schools, parents should
be involved in making their children C- Fair
aware of their responsibilities in the home
D- Satisfactory
and to persons in the area in which they
live. They should be encouraged to render E- Unsatisfactory
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(e) The class teacher should be required to Socially Useful Productive Work and Community
enter the "grades" in a special register Service for Class X. The Head of the School will
against each child. At the end of the be responsible for the correct entering of the result
month/term these grades may be of each candidate in term of grades A, B, C, D or
converted into points thus: E based in the following scale and standard:
Standard Grade Points Grade Standard
Very Good A 10 A Very Good
Good B 8 B Good
Fair C 6 C Fair
Satisfactory D 4 D Satisfactory
Unsatisfactory E 2 E Unsatisfactory
5. Mark Sheets
The completed mark sheets will have to be sent to the
The Council will provide Mark Sheets to Heads of Council at least one month before the commencement
Schools to submit the result of each candidate in of the written examination.
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CONTEMPORARY STUDIES (OPTIONAL)
(Recommended to form a component of SUPW)
The aim of the section on Contemporary Studies is (iv) Participate in meaningful, interactive exposure to
to provide to all students a comprehensive programmes that provide sensitization to
appreciation of the contemporary world and society poverty, exploitation and injustice.
and enable them to:
Note: Pupils are to be provided a general
(i) Understand modern development. appreciation of the following topics with a view to
cultivate and inculcate values promoting sustainable
(ii) Acquire skills that are necessary to withstand the
societal practices.
interrelationships in society, politics and natural
environment.
(iii) Appreciate the constraints and opportunities that
enable a social order to evolve.
CLASS IX
1. Environment 4. Quality of Life
Civic Sense, Health and Hygiene Importance of effective use of time; hobbies,
Types of pollution and effective measures for interests and importance of group activities.
prevention of pollution. Doing the right things and doing things right.
Conservation of natural resources. Cultivation of attitudes that enhance sustainable
living practices.
Waste products management.
Striving to achieve excellence.
Respect for laws regulating community living.
5. Culture, ‘Sanskars’ and Values
Respect for other’s freedom.
Tenets of important religions in India supporting
Concern for public property. the cultivation of values and sustainable living
Need for inculcating hygienic habits. practice (Two stories/parables each of the holy
books).
Importance of vaccination.
Role of caste and religion in politics with
2. Population Education reference to India, Japan and US.
Family planning, small family norms, gender Prejudice and Stereotyping - stereotyping
mechanism, ways to overcome stereotyping.
equality. Female infanticide, abortion laws/
euthanasia. 6. The Role of Family
3. The cultivation of Aesthetics Definition of family.
Appreciation of art, music, poetry, literature and Classification of family: nuclear, extended and
drama. joint.
Cultivation of soft sensibilities and promotion of Changing family values.
values that enhance appreciation of new living Collective impact of values acquired in the family
practices. on society.
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CLASS X
4. India and the world
1. Consolidating Nationhood
India's positioning with respect to other countries.
Appreciation of the Fundamental Duties and
Rights as provided in the Constitution. Partnerships between the countries of Asia and
the Pacific and their influences on India and its
Citizen’s role in nation building. people.
Role of taxes - direct and indirect. 5. Globalisation
Concerns related to lack of participation in the Understanding of globalization as a worldwide
national processes such as elections aspiration linking humane values.
Awareness of consumer rights in order to avoid Modernism and Internationalism.
exploitation. Global Broadcasting and journalism, role of news
agencies, effects of the global reach of
2. The Role of Media broadcasting, risk to cultural values due to
Press, film and television. bombardment by foreign-based media.
6. Concerns today
Media as a vehicle of social change.
Nuclear disarmament – CTBT.
Impact of media on young people.
Human rights, Gia hypothesis, Malthus and
Press reporting: biases & censorship. Darwanism.
Feasibility of restrictions. Advantages and disadvantages to the consumer of
Sensationalization of news, exploitative practices. a competitive market.
Press Council – its structure and role. Dehumanization due to technological advances.
Advertising and its impact.
3. Cultural Diversity - India
Impact of society moving towards ‘quick fix’
Study of some major tribes of India and a broad solutions leading to corrupt practices.
understanding of their social beliefs and
Underemployment and Unemployment.
practices.
The ethical and moral impact of the Internet.
The need for sustaining cultural diversity.
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