ANNUAL

CURRICULUM
PLAN

CLASS IX

(SESSION: 2016-17)
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SCHOOL CURRICULUM GOALS

The Curriculum will adopt the following goals:

 To create a connect between learners’ spiritual, ethical, social, cognitive, mental and
physical growth and development;
 To nurture individuality and thus enhance one’s innate potentials;
 To foster constitutional literacy and tolerance for different cultures;
 To develop scientific outlook and transformative competences, in order to meet the
demands of changing society.

The aim of education is not just to let learners obtain basic knowledge but to make them life-
long learners. It is to nurture future citizens who are mentally and physically robust, assertive,
confident, empathetic and helpful to the community, intellectually inquisitive and reflective,
tolerant and with creative vision and global perspective.
Schools will accomplish such standards through the promotion of values based learning
activities which emphasize humanity, practicality, individuality, inclusiveness, and
modernity. Such activities involve collaborations between oneself and others, individuals and
the community, as well as humans and nature.

To achieve this, we must guide our learners to achieve the following curriculum goals:
 To enhance self-awareness and explore innate potential;
 To develop creativity and the ability to appreciate art and showcase one’s own talents;
 To promote capabilities related to goal setting, decision making and lifelong learning;
 To nurture assertive communication and interpersonal skills;
 To learn to be empathetic towards others, display dignity and respect to the opposite
gender, to contribute for the community, and focus on preserving environment;
 To foster cultural learning and international understanding in an interdependent
society;
 To strengthen knowledge and attitude related to livelihood skills;
 To acquire the ability to utilize technology and information for the betterment of
humankind;
 To inspire the attitude of functional and participatory learning; and
 To develop abilities related to thinking skills and problem solving.

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EXAMINATION SCHEDULE

SUMMATIVE ASSESSMENT SCHEDULE

As per CBSE guidelines:

The Summative Assessment I is to be held in the month of September and the Summative

Assessment II between 10th March and 20th March. The date sheet would be given to the

students when it is received from CBSE.

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 Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE) refers to a system of evaluation that covers all
aspects of students’ development. It is an assessment system which attempts to shift the emphasis from
Assessment to holistic learning. The major focus of CCE is on the continuous growth of a student to
ensure intellectual, emotional, physical, cultural and social development. The CCE based system of
assessment is divided into three parts:

Part 1 - Scholastic Area

For assessment in academic areas the academic year is divided into two terms. The First Term will be
from April to September and the Second Term from October to March. Each Term will have two
Formative Assessments (FAs) and one Summative Assessment (SA).

Formative Assessment – These are the Assessments conducted by the teacher to continuously
monitor student’s progress. The assessment would be in the form of pen-paper Assessments and also in
the form of quizzes, projects, practicals, oral Assessment etc.

Summative Assessment – The Summative Assessment is the terminal assessment of performance at

the end of instruction. It will be in the form of a pen-paper Assessment at the end of each term.

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

Term I FA1 FA2 SA1 Total (FA1 + FA2 + SA1)

10% 10% 30% 50%

Term II FA3 FA4 SA2 Total (FA3 + FA4 + SA2)

10% 10% 30% 50%

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 Part 2 - Co-scholastic Areas
(Skills and suggestive activities)

2(A) Life Skills:

Thinking Skills: Self Awareness, problem solving, decision making, critical and creative
thinking
Social Skills: Interpersonal relationships, effective communication and empathy
Emotional Skills: Managing emotions and dealing with stress

2 (B) Work Education.

2(C) Visual and Performing Arts.

2(D) Attitude and Values towards: Teachers, schoolmates, school programmes and Environment
and value systems.

Part 3(A) Co-scholastic Activities

(Any two to be assessed)

1. Literary and Creative Skills : Debate, declamation, creative writing, recitation,

essay writing, poster making, slogan writing etc.
2. Scientific Skills : Science Club, Projects, Maths Club, Science Quiz,
Science exhibition, Olympiads etc.
3. Information and PowerPoint presentation, website and
Commn. Tech. (ICT) : cover page designing communication, animation,
programming, E-books etc.
4. Organizational and Leadership Skill (Clubs): Eco Club, Integrity Club, Health and Wellness Club,
Leadership Skills Club etc.

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 Part 3(B) Health and Physical Activities
(Any two to be assessed)

1. Sports/Indigenous Sports 2. Yoga

3. First Aid 4. Gardening/Shramdaan

Grading System: The result of the assessment in all areas would be given in the form of grades.

Scholastic Areas/Activities Co-scholastic Areas/Activities

(Grading on 9 point scale) (Grading on 5 point scale)

Grade Marks Range Grade Point Marks Range Grade Point

A1 91 – 100 10.0 A 4.1 – 5.0

A2 81 – 90 9.0 B 3.1 – 4.0

B1 71 – 80 8.0 C 2.1 – 3.0

B2 61 – 70 7.0 D 1.1 – 2.0

C1 51 – 60 6.0 E 0 – 1.0

C2 41 – 50 5.0

D 33 – 40 4.0

E1 21 – 32 3.0

E2 00 – 20 2.0

Promotion Policy:

1. Every student is required to get a qualifying grade ‘D’ or above in all the subjects for the
purpose of promotion to next class.
2. A student getting ‘E1’ or ‘E2’ grade in scholastic areas in one or more subjects will be
eligible for improvement of performance (EIOP) and he/she will have to improve his/her
performance in one subsequent attempt to obtain qualifying grade ‘D’ in these subjects.

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ENGLISH COMMUNICATIVE (CODE: 101)

The overall aims of the course are:

 To enable the learner to communicate effectively and appropriately in real-life situations.
 To use English effectively for study purposes across the curriculum.
 To develop and integrate the use of the four language skills, i.e., listening, speaking,
reading and writing.
 To develop interest in and appreciation of literature.
 To revise and reinforce structures already learnt.

Teaching/Testing Objectives
READING
By the end of the course, students should be able to:
1. Read silently at varying speeds depending on the purpose of reading.
2. Adopt different strategies for different types of text, both literary and non-literary.
3. Recognise the organization of a text.
4. Identify the main points of a text.
5. Understand relations between different parts of a text through lexical and grammatical
cohesion devices.
6. Anticipate and predict what will come next in a text.
7. Deduce the meaning of unfamiliar lexical items in a given context.
8. Consult a dictionary to obtain information on the meaning and use of lexical items.
9. Analyse, interpret, infer (and evaluate) the ideas in the text.
10. Select and extract from text information required for a specific purpose (and record it in
note form).
11. Transcode information from verbal to diagrammatic form.
12. Retrieve and synthesise information from a range of reference material using study skills
such as skimming and scanning.
13. Interpret texts by relating them to other material on the same theme (and to their own
experience and knowledge).
14. Read extensively on their own.
WRITING
By the end of the course, students should be able to:
1. Express ideas in clear and grammatically correct English, using appropriate punctuation
and cohesion devices.
2. Write in a style appropriate for communicative purposes.
3. Plan, organise and present ideas coherently by introducing, developing and concluding a
topic.
4. Write a clear description (e.g. of a place, a person, an object or a system).
5. Write a clear account of events (e.g. a process, a narrative, a trend or a cause-effect
relationship).
6. Compare and contrast ideas and arrive at conclusions.

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7. Present an argument, supporting it with appropriate examples.
8. Use an appropriate style and format to write letters (formal and informal), biographical
sketches, dialogues, speeches, reports, articles, e-mails and diary entries.
9. Monitor, check and revise written work.
10. Expand notes into a piece of writing.
11. Summarise or make notes from a given text.
12. Decode information from one text type to another (e.g. diary entry to letter, advertisement
to report, and diagram to verbal form).
LISTENING
By the end of the course, students should be able to:
1. Adopt different strategies according to the purpose of listening (e.g. for pleasure, for
general interest, for specific information).
2. Use linguistic and non-linguistic features of the context as clues to understanding and
interpreting what is heard (e.g. cohesion devices, key words, intonation, gesture,
background noises).
3. Listen to a talk or conversation and understand the topic and main points.
4. Listen for information required for a specific purpose, e.g. in radio broadcast,
commentaries, airport and railway station announcements.
5. Distinguish main points from supporting details and relevant from irrelevant information.
6. Understand and interpret messages conveyed in person or by telephone.
7. Understand and respond appropriately to directive language, e.g. instruction, advice,
requests and warning.
8. Understand and interpret spontaneous spoken discourse in familiar social situations.
SPEAKING
By the end of the course, students should be able to:
1. Speak intelligibly using appropriate word stress, sentence stress and intonation patterns.
2. Adopt different strategies to convey ideas effectively according to purpose, topic and
audience (including the appropriate use of polite expressions).
3. Narrate incidents and events, real or imaginary in a logical sequence.
4. Present oral reports or summaries; make announcements clearly and confidently.
5. Express and argue a point of view clearly and effectively.
6. Take active part in group discussions, showing ability to express agreement or
disagreement, to summarise ideas, to elicit the views of others and to present own ideas.
7. Express and respond to personal feelings, opinions and attitudes.
8. Convey messages effectively in person or by telephone.
9. Frame questions so as to elicit the desired response, and respond appropriately to
questions.
10. Participate in spontaneous spoken discourse in familiar social situations.

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GRAMMAR
By the end of the course, students should be able to use the following accurately and
appropriately in context:
1. Verbs
Tenses:
 Present/Past Forms
 Simple/Continuous Forms
 Perfect Forms
 Future Time Reference
 Modals
 Active And Passive Voice
 Subject-Verb Concord
 Non-Finite Verb Forms (Infinitives And Participles)

2. Sentence Structure
 Connectors
 Types of Sentences
 Affirmative/Interrogative Sentences Negation
 Exclamations
 Types Of Phrases And Clauses
- Finite And Non-Finite Subordinate Clauses
- Noun Clauses And Phrases
- Adjective Clauses And Phrases
- Adverb Clauses And Phrases
 Indirect Speech
 Comparison
 Nominalisation

3. Other Areas
 Determiners
 Pronouns
 Prepositions

LITERATURE
By the end of the course, students should be able to understand, interpret, evaluate and
respond to the following features in a literary text:
1 Character, as revealed through
 Appearance And Distinguishing Features,
 Socio-Economic Background,
 Action/Events,
 Expression of Feelings,
 Speech and Dialogues.

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2 Plot/Story/Theme, emerging through main events,
 Progression of Events and Links Between Them;
 Sequence of events denoting theme.

3 Setting, as seen through time and place, socio-economic and cultural background, people,
beliefs and attitudes.

4 Form/Figures of Speech
 Rhyme
 Rhythm
 Simile
 Metaphor
 Alliteration
 Pun
 Repetition

Open Text-Based Assessment

The open Text-Based Assessment will be included in reading section for 10 marks, as a part
of SA-II. The ‘OTBA’ text will be based on the themes found in the course books. The
section will consists of a case study accompanied by 1-2 questions based on that text. The
aim is to test a student’s ability for analytical and critical thinking drawing inferences
expressing their point of view and justify them with suitable examples based on the case
studies and their own experiences based on their interaction with peers and society in general.
They will be assessed on the ability to understand and interpret the case study and offer
appropriate suggestions and opinions on the given issues. The role of teachers is to motivate
their learners and provide ample opportunities to apply their understanding of the given cases
to real life through group work and discussion. The students responses would consist of the
following:-
(i) Objectives of the case studies
(ii) Concepts involved
(iii) Application of concepts to the given situation
(iv) Description / explanation of the case and
(v) Analysis with different perspectives.

Assessment of Speaking and Listening Skills (ASL)

As a part of teaching a language, it is necessary that all the skills of a language i.e. reading,
writing, listening and speaking are given due weightage in all the four skills, both formatively
and summatively. Therefore, the CBSE had introduced the Assessment of Speaking and
Listening skills (ASL) in secondary Classes.

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 SPEAKING ASSESSMENT: PERFORMANCE DESCRIPTORS
INTERACTIVE
5 4 3 2 1
COMPETENCE
Task Contributions are highly Contributions are Contributions are Contributions are There is almost no
Management effective and fulfil the task. effective and fulfil the adequate and fulfil the limited and there is contribution and/or
Can fulfil the task. Can fulfil the task. Can fulfil functions some attempt at the task Contributions may not
communicative functions communicative functions of the level but may not which is not fulfilled be related to the task.
of the level with of the level. do so consistently. and/or may be
spontaneity. repetitive.
Initiation & Is prompt to initiate Is easily able to initiate Is able to initiate Struggles to initiate Does not initiate
Turn-taking discussions on the themes/ discussions on the discussions on the discussions on the discussions. Makes no
functions at the given level themes/functions at the themes/ functions at the themes/ functions at the effort to keep the
appropriately. Contributes given level appropriately. given level. Makes an given level. Makes little interaction going.
spontaneously to keep the Contributes effectively to effort to keep the effort to keep the
interaction going; takes keep the interaction interaction going; takes interaction going;
turn appropriately. going and takes turn turn.
appropriately.
Appropriacy Speaks with a clear sense Speaks with a fair sense Speaks with an Has unclear sense of Has hardly any sense of
& Relevance of purpose and audience in of purpose and audience awareness of purpose and purpose and may be purpose and cannot
both formal and informal in both formal and audience may not adapt unable to adapt adapt to register.
situations. Contributions informal situations. May register effectively. register.
are always appropriate to be less confident in Contributions are Contributions may
the context/situation. formal situations. appropriate to the not be connected to
context/situation. the context/situation.
FLUENCY 5 4 3 2 1
Cohesion & Presents information in a Presents information in a Presents information Presents information Presents information
Coherence Logical sequence of linked Logical sequence of generally in a logical order but without clear with no progression
Speed of utterances with a clear linked utterances with a but overall progression progression. Uses and/or little control of
Delivery connection between ideas, connection between may not always be clear. limited cohesive organisational features.
Sequence arguments and statements. ideas, arguments and Uses a range of Cohesive devices repetitively. May use only isolated
Uses a range of cohesive statements. Uses with devices but some Severe hesitation may words and phrases.
devices. Speaks fluently ease some cohesive over/under use. impede communication.
with minimal hesitation. devices. Speaks fluently Coherence may be Speed of delivery
Has intelligible speed of with some hesitation. affected by hesitancy or impedes understanding.
rephrasing. Intelligible
delivery. Has intelligible speed of
speed of delivery
delivery.

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PRONUNCIATION 5 4 3 2 1

Pronunciation, Has clear, natural Has pronunciation Is intelligible though Is not always intelligible Is not intelligible...
Stress & pronunciation that can that can be easily there are examples of and the listener may have
intonation be easily understood by understood by the some mispronunciation. to ask for repetition from
the listener. Varies listener. Varies Tries to speak, varying time to time. Flat
stress and intonation in stress and intonation stress and intonation intonation and/or
keeping with the task, in keeping with the according to task, Inappropriate stress for
content & meaning. task, content & content and meaning. the task, content or
meaning. meaning

LANGUAGE 5 4 3 2 1

Accuracy Uses a range of Uses a range of There may be some There are mistakes which Communicates
grammatical patterns grammatical patterns mistakes which affect affect meaning but there with fragments of
with accuracy, with accuracy, meaning but there is an is hardly an attempt to words and
including some including few attempt to correct most correct these mistakes. structures but does
complex forms. Makes complex forms and of these mistakes. not manage to
only negligible errors. makes only bridge the gaps or
noticeable errors. correct his/her
mistakes.

Range Uses an expressive and Uses an expressive Can use the language of Uses basic, simple words Uses simple,
appropriate range of and appropriate the level but is and phrases for the level. isolated words for
structures, words and range of words and repetitive. May search There may be an effort to the level. There is
phrases on topics phrases on topics for words with the risk find suitable words, little effort to find
appropriate to the level appropriate to the of the message which may hamper the words.
and to deliver an level. These may be becoming weaker. message.
effective message. repetitive.

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 ENGLISH COMMUNICATIVE (Code No. 101)
SYLLABUS
Summative Assessment (2016-17)
CLASS – IX
SECTION WISE WEIGHTAGE IN ENGLISH COMMUNICATIVE
Section Total Weightage
90
A Reading Skills 20
B Writing Skills with Grammar 25
C Literature Textbook and Long Reading Text 25
D Assessment of Speaking and Listening (ASL) 20
TOTAL 90

Note:
 It is a division of marks assigned to all the four skills of language. The distribution of marks for
Formative Assessments carrying 40% weightage may be done by the schools themselves. A variety of
activities to assess all the skills of language may be used for Formative Assessments.
 The Summative Assessment Question Papers, if developed by the schools themselves, may be for 70
marks to which 20 marks may be added for Assessment of Speaking and Listening skills making the
paper of 90 marks. The one third of the 90 marks i.e. 30 should be added each in both Summative
Assessments.
 Assessment of Speaking and Listening skills (ASL) will be done formally at the term end examination in
Summative – II. Schools can conduct ASL for Summative - I themselves as per the guidelines provided
by the CBSE. However, assessment of these skills may also be done under the Formative activities spread
over two terms.

There will be one written paper of English at the end of each term carrying 70 marks. The
time limit will be three hours.

SECTION A: READING 20 Marks 50 Periods

Qs 1-2. This section will have two/three reading passages. The arrangement within the reading section is as
follows:
SA – I:
Q.1: A Factual passage 300-350 words with eight very short answer type questions. 8 marks
Q.2: A Discursive passage of 350-400 words with four short answer type questions to test inference,
evaluation and analysis with four very short answer questions to test vocabulary.
12 marks
SA-II:
Q.1a: A Factual passage 200-250 words with five very short answer type questions with one question to
test vocabulary. 5 marks
Q. 1b:A Literary passage (Prose only – Fiction / Non-fiction) of 200-250 words with five short answer
type questions to test inference, evaluation and analysis with one question to test vocabulary.
5 marks
Q. 2: Open text-based assessment (OTBA) with 1–2 long answer questions to test analytical and critical
thinking skills. 10 marks

SECTION B: WRITING & GRAMMAR 25 Marks 60 Periods

Q. 3: Writing a diary/article in about 100–120 words will make use of visual or verbal cue/s and the
questions will be thematically based on MCB. 5 marks

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Q. 4: Writing a short story based on a given outline or clues in about 150 - 200 words. 10 marks

The Grammar syllabus will include the following areas in classes IX & X.
1. Tenses
2. Modals (have to/had to, must, should, need, ought to and their negative forms)
3. Use of passive voice
4. Subject – verb concord
5. Reporting
(i) Commands and requests
(ii) Statements
(iii) Questions
6. Clauses:
(i) Noun clauses
(ii) Adverb clauses of condition and time
(iii) Relative clauses
7. Determiners, and
8. Prepositions

The above items may be tested through test types as given below:
Q. 5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. 3 marks
Q. 6: Editing or Omission 4 marks
Q. 7: Sentences reordering or Sentence Transformation in context. 3 marks

SECTION C: LITERATURE TEXT BOOK & LONG READING TEXT

25 Marks 60 Periods

Q. 8. One out of two extracts from prose/poetry/play for reference to the context. Three very short answer
questions. 3 marks
One mark in each extract will be for vocabulary. One question will be used for testing local and global
comprehension and one question will be on interpretation.
Q.9. Four short answer type questions from the Literature Reader to test local and global comprehension of
theme and ideas (30-40 words each) 4x2 = 8 marks
Q.10. One out of two long answer type questions to assess how the values inherent in the text have been brought
out. Creativity, imagination and extrapolation beyond the text and across the texts will be assessed (80-
100 words). 4 marks
Q.11. One out of two very Long Answer Questions on theme, plot involving interpretation, inference and
character sketch in about 150-200 words based on the prescribed novel. 10 marks

Prescribed Books: Published by CBSE, New Delhi

Interact in English Series

 Main Course Book (Revised Editions)
 Workbook (Revised Editions)
 Literature Reader (Revised Editions)

Novel (either one)

 Gulliver’s Travels (unabridged) by Jonathan Swift
 Three Men in a Boat (unabridged) by Jerome. K. Jerome

Speaking and Listening Skills: 50 Periods

Since the introduction of Assessment of Speaking and Listening Skills (ASL) in classes IX and X, it has
become imperative to carryout speaking and listening activities in regular classroom teaching.

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 ENGLISH COMMUNICATIVE COURSE
Summative Assessment (2016-17)
CLASS IX
Text books
Literature Reader
Summative Assessment – I Summative Assessment – II
PROSE
1. How I Taught My Grandmother to Read 1. The Man Who Knew too Much
2. A Dog Named Duke 2. Keeping it from Harold
[Link] Seller
POETRY
1. The Brook 1. The Seven Ages
2. The Road Not Taken 2. Oh, I Wish I’d Looked After My Teeth
3. The Solitary Reaper 3. Song of the Rain
4. Lord Ullin’s Daughter
DRAMA
1. Villa for Sale 2. The Bishop’s Candlesticks
Main Course Book
1. People 1. Mystery
2. Adventure [Link]
3. Environment 3. Sports and Games
4. The Class IX Radio and Video Show
Long Reading Text/ Novel (either one) Gulliver’s Travels in four parts Unabridged
Gulliver’s Travels in four parts Unabridged Edition Edition (2005) by Jonathan Swift - Parts III &
(2005) by Jonathan Swift Parts I & II IV Three Men in a Boat Unabridged Edition
Three Men in a Boat Unabridged Edition (1889) by (1889) by Jerome K. Jerome - Chapters 11 – 19
Jerome K. Jerome - Chapters 1 – 10
WORK BOOK* - Suggested Break-up of Units for the Purpose of Classroom Teaching
only-NOT FORTESTING (see the note below)
Term –I Term – II
1. Verb Form 1. Connectors
2. Determiners 2. The Passive
3. Future Time Reference 3. Reported Speech
4. Modals 4. Prepositions

*Note on Workbook: The suggested split up of the units of the Workbook reflects a distribution for the purpose
of classroom teaching only. Since grammar and usage is not to be tested directly, but in an integrated
manner, the split up as shown above will not restrict questions in the grammar section of SA I and SA II
question papers to the specific units shown in the split up of Workbook units. Grammar will be tested by
recycling grammar items learnt over a period of time in a comprehensive manner. Teachers may adapt this
suggested distribution for classroom teaching making modifications according to their specific needs. Similarly
Formative Assessment of grammar items may also be carried out in an integrated manner along with the skills
of Reading, Writing, Speaking and Listening as well as Literature.

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 Class IX (SA–I)
English Communicative 2016-17 (Code No. 101)

Typology Testing VSAQ Short Long Long Very Marks

competencies/learning 1 answer Answer answer Long
Mark Questions Question-I Question- Answer
outcomes 30-40 80-100 II Question
words words 100-120 150-200
2 marks 4 marks words words
5 marks (HOTS)
10 marks
Reading Conceptual understanding, decoding, analyzing,
Skills inferring, interpreting and vocabulary. 12 04 --- --- --- 20
Creative Expressing an opinion, reasoning, justifying,
Writing illustrating, appropriacy of style and tone, using
Skills and appropriate format and fluency. Applying 10 --- --- 01 01 25
Grammar conventions, using integrated structures with
accuracy and fluency.
Literature Recalling, reasoning, appreciating, applying
Textbook literary conventions, extrapolating, illustrating
and Long and justifying etc. Extracting relevant 03 04 01 --- 01 25
Reading information, identifying the central theme and
Texts sub themes, understanding the writer’s message
and writing fluently.
Total 25 x 01 = 08 x 02 = 01 x 04 = 04 marks 01 x 05 = 05 marks 02 x 10= 20 marks 70 Marks
25 marks 16 marks
Assessment Interaction, reasoning, 20 Marks
of Speaking diction, articulation, clarity,
and pronunciation and overall
Listening fluency
Skills
Total 90 marks

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 Class IX (SA–II)
English Communicative 2016-17 (Code No. 101)

Typology Testing VSAQ Short Long Long Very Marks

competencies/learning 1 answer Answer answer Long
Mark Questions Question-I Question- Answer
outcomes 30-40 80-100 II Question
words words 100-120 150-200
2 marks 4 marks words words
5 marks (HOTS)
10 marks
Reading Conceptual understanding, decoding, analyzing,
Skills+ inferring, interpreting, critical thinking and 10 ___ --- 02 --- 20
OTBA vocabulary.
Creative Expressing an opinion, reasoning, justifying,
Writing illustrating, appropriacy of style and tone, using
Skills and appropriate format and fluency. Applying 10 --- --- 01 01 25
Grammar conventions, using integrated structures with
accuracy and fluency.
Literature Recalling, reasoning, appreciating, applying
Textbook literary conventions, extrapolating, illustrating
and Long and justifying etc. Extracting relevant 03 04 01 --- 01 25
Reading information, identifying the central theme and
Texts sub themes, understanding the writer’s message
and writing fluently.
Total 23 x 01 = 04 x 02 = 08 01 x 04 = 04 marks 03 x 05 = 15 02 x 10= 20 70 Marks
23 marks marks marks marks
Assessment Interaction, reasoning, diction, articulation, 20 Marks
of Speaking clarity, pronunciation and overall fluency
and
Listening
Skills
Total 90 marks

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 English Curriculum Plan
Session (2016-2017)

Workbook/ MCB for Class Three Men A/V Experience and

Month Literature Reader F.A. - Task
Composition IX in a Boat Activity
April Prose-1 Lesson-1 Unit –1 : Chapter - Video Showing F.A.-I
How I Taught My Verb Forms People 1 to 3 ‘Adult Education’ and its Task-1 Group Activity
Grandmother to Read importance (Conversation on the basis of
Literature Lesson-1)
Composition Task-2
Diary Entry Activity: Find out famous Individual Activity (Diary
personalities of different Entry)
states and present a one
minute speech in front of
the class on the same (Each
student will be allocated a
particular state).

May Prose-2 Lesson-2 Unit -2: Chapter – Video Showing Task-3

A Dog Named Duke Determiners Adventure 4 to 6 Video Showing Adventure Pen-Paper Test
Sports. (Integrated Grammar Exercise)
Poetry-1 Composition
The Brook Article Writing Task-4
Poetry-2 Story Writing Activity: Make a poster on H.W. and C.W.
The Road Not Taken the topic – ‘Stop cruelty to (includes timely submission of
animals’. notebook for correction and
maintenance of note book)
Drama 1 Lesson-3 Unit – 3: Chapter – Video Showing F.A.-II
Villa for Sale Future Time Environment 7 to 8 Video Showing Global Task
July References Warming. Interdisciplinary Project
Poetry-3 Composition Activity: Write a poem on (Group)
The Solitary Reaper E-mail Writing the theme ‘Nature’.
Letter Writing

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 Workbook/ MCB for Class Three Men A/V Experience and
Month Literature Reader F.A. - Task
Composition IX in a Boat Activity
August Poetry-4 Lesson-4 Unit – 4: Class IX Video Showing F.A.-II
Lord Ullin’s Daughter Modals Radio Show Chapter - Stories with Moral Values Task
Composition 9 to 10 Interdisciplinary Project
Notice, Message Write an Essay\poem on the (Group)
topic : ‘India-The Next (Continued)
Global Destination’

September SUMMATIVE ASSESSMENT - I

Workbook/ Three Men

Month Literature Reader A/V Experience F.A. - Task
Composition in a Boat
October Poetry-5 Work Book Unit – 5: Chapter – Video Showing F.A.-III
The Seven Ages Unit-5 Mystery 11 to 13 Mystery of Bermuda Task-1
Connectors Triangle Individual Activity (Creative
Prose-3 Writing-Writing Stories)
The Man Who Knew Unit-6 Activity: Role play Task -2
Too Much The Passive depicting the stages of life Pen Paper test (Literature Based)
(Group Activity).

Composition
Debate Writing

November Prose-4 Unit-7 Unit- 6: Chapter- Video Showing Task-3

Keeping it from Harold Reported Speech Children 14 to 16 We are the world Group activity
(Role Play on MCB unit-4 & 5)
Activity: Read other Task-4
novels\stories written by H.W. and C.W.
Composition Jerome K. Jerome. (includes timely submission of
Speech Writing notebooks for correction and
Story Writing maintenance of note book)

19
 Workbook/ MCB for Class Three Men A/V Experience and
Month Literature Reader F.A. - Task
Composition IX in a Boat Activity
December Prose-5 Unit-8 Unit – 7: Chapter- Video Showing F.A.-IV
Best Seller Preposition Sports and Games 17 to 19 Unforgettable moments - Inter Disciplinary Project
Football (Individual)
Poetry-6
Oh, I Wish I’d Looked
After My Teeth
January Drama-2 Workbook Revision Video Showing F.A.-IV
The Bishop’s Revision Stories with moral values Inter Disciplinary Project
Candlesticks (Individual)
(Continued)

February REVISION FOR SUMMATIVE ASSESSEMENT – II

March SUMMATIVE ASSESSEMENT – II

20
हहिंदी

कऺा 9 व 01 में मातभ

ृ ाषा के रूऩ में हहिंदी का उद्देश्य: 






























हहिंदी - Formative Assessment

श्रवणव वाचन सिंबिंधी योग्यताएिं

श्रवण(सुनना) कौशऱ










21
श्रवण (सुनना) का मूलयािंकन

वाचन (बोऱना) कौशऱ















वाचन (बोऱना) का ऩरीऺण

चचत्रों के क्रम ऩर आधाररत वणणन :

ककसी चचत्र का वणणन :





22
 कौशऱों के अिंतरण का मूलयािंकन के लऱए माऩक्रम

श्रवण (सन
ु ना) वाचन (बोऱना)
1 1

2 2

3 3

4 4

5 5

ऩठन कौशऱ





















23
लऱखने की योग्यताएिं

































रचनात्मक अलभव्यक्तत

 वाद – वववाद

 कवव सम्मऱेन

आधार बबिंद ु



 कहानी सुनाना / कहानी लऱखना या घटना का वणणन / ऱेखन
आधार बबिंद ु


24
 


 ऩररचय दे ना और ऩररचय ऱेना -

 अलभनय कऱा -
रेखन
अॊकों
 आशु भाषण -
 सामूहहक चचाण -
मूलयािंकन के सिंकेत बबन्दओ
ु िं का वववरण
प्रस्तुतीकरण





ववषय वस्तु


भाषा

उच्चारण

इस अवस्था ऩर बऱ हदए जाने योग्य कुछ जीवन मल
ू य








25
 हहिंदी ऩाठ्यक्रम‘ – अ ’कोड सिंख्या(110)

कऺा नौवी हहिंदी‘ अ– ’सिंकलऱत ऩरीऺाओिं हेतु ऩाठ्यक्रम ववननदे शन 2016-2017

सिंकलऱत ऩरीऺा- 1 (भार 30%)(अप्रैऱ – लसतम्बर) हे तु भार ववभाजन

ववषय वस्तु उऩ कुऱ
भार भार
1

x 10 20
x 10
2 15 15
x
3
15
05

10
x
15
05 35

10
x
स) 05

x
4
10

x 20
05
x
x 05
90

26
 हहिंदी ऩाठ्यक्रम‘ – अ ’कोड सिंख्या(110)

कऺा नौवी हहिंदी‘ अ– ’सिंकलऱत ऩरीऺाओिं हेतु ऩाठ्यक्रम ववननदे शन 2016-2017

सिंकलऱत ऩरीऺा- 2 (भार 30%)(अतटूबर – माचण) हे तु भार ववभाजन

ववषय वस्तु उऩ कुऱ
भार भार
1

20
एक x 05
एक x 05
(स) भुक्त ऩाठ्मवस्तु ऩय आधारयत 2-5 दीघघ / रघु प्रश्न (5+5 10
2 15 15
x
3
15
05

10
x
15
05 35

10
x
स) 05

x
4
10

x 20
05
x
x 05
90

27
 30%

30%

-
40%
अॊतर्वघषम यचनात्भक कामघ

- 3 -
100%

(भल्
ू मऩयक प्रश्न ऩूयक ऩाठ्म ऩुस्तक ऩय आधारयत होगा |इसके लरए 5 अॊक ननधाघरयत हैं |)

हटप्ऩणी:

है |

28
 -

FA 1 FA 2 SA-I FA 3 FA4/ SA-II

10 IDP 30 10 IDP 30
10 10

 
 
 

 
 

 



FA 1 FA 2 SA-I FA 3 FA4/ SA-II

10 IDP 30 10 IDP 30
10 10

 
 
 
 
 
 

 



29
 FA 1 FA 2 SA-I FA 3 FA4/ SA-II
10 IDP 30 10 IDP 30
10 10
1  
2  
3  
4  
5 

FA 1 FA 2 SA-I FA 3 FA4/ SA-II

10 IDP 30 10 IDP 30
10 10
1    

2   
3     

4  
5  
6   
7   
8   

Project Roleplay Dramatisation

30
 –
II

1 x 20 1 x 17 = 2 x 14 = 5x3= 10 x 1 = 10 90
= 20 17 28 15

31
 –
II

1 x 10 1 x 17 = 2 x 14 = 5x5= 10 x 1 = 10 90
= 10 17 28 25
नौव ॊ हे तु प्रश्न x
श
केन्द्रित होग |

32
 ऩाठ्मक्रभ–र्वबाजन कऺा - नोव ॊ

(सत्र : 2016-2017)

माह ऩुस्तक नाम एविं ऩाठ नाम रचनात्मक कायण व द्रश्य , श्रव्य इकाई ऩरीऺा (ऩाठ्यक्रम)
सामग्री
अप्रैर क्षऺनतज  वरम ज वों के सॊयऺण ऩय FA I
(1) दो फैरों की कथा आधारयत चचत्र मा व डडमो  टास्क0-प्रेभचॊद द्वाया
(9) सखखमाॉ, सफद  कफ य के दोहों का व डडमो यचचत ककस कहान
(01) वाख  र्वलबरन भुिाओ के चेहये चचत्र ऩय नाट्म भॊचन
व्याकरण: अरॊकाय, milxZ] मा ऩ ऩ टी प्रदशघन  टास्क 2-
ÁR;;] lekl  भान सयोवय कभघबूलभ ननभघरा, दोहा वाचन
सेवासदन आदद ऩुस्तक ऩठन
 दोहा वाचन|
भई एवॊ कृनतका  जॊक फ़ूड की हाननमाॉ र्वषम  टास्क 3- लरखखत
जून (0) इस जर प्ररम भे ऩय व डडमो न्द्क्रर्ऩॊग ऩयीऺा क्षऺनतज (1,9)
व्याकरण: उऩसगघ, प्रत्मम,  फाढ़ ऩय आधारयत व डडमो  टास्क 4- गह
ृ कामघ
सभास न्द्क्रर्ऩॊग एवभ ् कऺा कामघ
क्षऺनतज  ‘नतब्फत सभाज की अवरोकन
(2) ल्हासा की ओय र्वशेषताएॊ’ से सम्फन्द्रधत कामघ  सुव्मवन्द्स्थत
(3) उऩबोक्ता प्रऩत्र  रेखन ऩुन्द्स्तका जाॊच
वाद की सॊस्कृनत  ऩान ऩय आधारयत भुहावये कामघ की ननमलभतता
O;kdj.k % i=] fuca/k]
vuqPNsn
जर
ु ाई क्षऺनतज  श्र कृष्ण फार रीरा ऩय
(11) सवैमे आधारयत व डडमो न्द्क्रप्स
(4) Lkakoys liuks dh  ककस स्वतॊत्रता सेनान की
;kn कपल्भ ( आनॊदभठ ,शहीद बगत
(12) कैदी औय कोककरा लसॊह, सुबाषचॊिफॉस)
(13) xzke Jh
 कृष्ण के फाररूऩ के अरम ऩद
मा सवैमे सॊचचत कयो जो
कृनतका
ऩुस्तक भें नाहो,
(2) भेये सॊग की vkSयतें
 ऩाठ भें आमे ऩमाघमवाच शब्द,
 प्रलसद्ध स्वतॊत्रता सेनाननमों की
सचू च चचत्र सदहत अरफभ फनाएॉ
अगस्त व्याकरण व्माकयण प्रऩत्र दोहयाई FA II अॊतर्वघषम
(2) अथघ की दृन्द्ष्ट से वाक्म यचनात्भक कामघ
बेद, प्रनतवेदन] vyadkj (साभूदहक)
क्षऺनतज, कृनतका ऩन
ु यावनृ त

33
माह ऩुस्तक नाम एविं ऩाठ नाम रचनात्मक कायण व द्रश्य , श्रव्य इकाई ऩरीऺा (ऩाठ्यक्रम)
सामग्री

प्रथम सत्रीय ऩरीऺा

flrEcj
अक्टूफय क्षऺनतज  ऩक्षऺमों की आवाज ऩय आधारयत FA III
(5) नाना साहफ की ऑडडमो | टास्क -1
ऩुत्र भैना को बस्भ कय  र्वलबरन ऩक्षऺमों के चचत्र ऩ ऩ टी ऩय fyf[kr ifj{kk
ददमा गमा ददखाए जामेंगे, टास्क -2

(6) प्रेभचॊद के पटे जूते  अऩने ज वन के सऩने की व य यस ऩय आधारयत

अलबव्मन्द्क्त,ऩमघटक स्थरों के नाभ, कर्वता वाचन

0581 टास्क -3
 की क्राॊनत के क्राॊनतकारयमों से गह
ृ कामघ एवभ ् कऺा कामघ
सम्फॊचधत व डडमो न्द्क्रर्ऩॊग| अवरोकन
 वगघ ऩहे री कामघप्र ऩत्र  सुव्मवन्द्स्थत
गो कु र  रेखन ऩुन्द्स्तका
फ गो गा जाॊच कामघ की

नवम्फय क्षऺनतज  गाॊव के प्राकृनतक सोंदमघ को दशाघते टास्क -4

(14) चॊि गहना से हुए कुछ व डडमो न्द्क्रर्ऩॊग मा चचत्र| नुक्कड़ नादटका
रौटत फेय  गाॊव की वेशबष
ू ा, (L=h thou)
(15) भेघ आमे  लशऺा, प्रगनत, ऩॊचामतव ऩरयश्रभ आदद
र्वषम ऩय (प्रश्न भॊच)
कृनतका
(3) यीढ़ की हड्ड
ददसम्फय क्षऺनतज  फारश्रभ ऩय आधारयत व डडमो अथवा —FA IV
(7) भेये फचऩन के ददन कपल्भ अिंतववणषय रचनात्मक कायण
(8) एक कुता औय एक  र्वस्थाऩना की सभस्मा ऩय आधारयत (व्यक्ततगत)
भैना व डडमो न्द्क्रर्ऩॊग,कोई कपल्भ व्मन्द्क्त
(16) मभयाज की ददशा की ऩोशाक भहत्वऩूणघ है मा उसकी
(17) फच्चे काभ ऩय जा उऩरन्द्ब्ध”इस र्वषम ऩय वाद र्ववाद
यहे हैं  cky Je (ppkZ)
कृनतका
(4) भाटीवारी

जनवयी कृनतका दहॊदी सादहत्मकायों की तस्व यें ------------------------------

(5) ककस तयह ------------------
आखखयकाय भैं दहॊदी भें
आमा
पयवयी कृनतका क्षऺनतज व्याकरण
ऩुनरावनृ त
भाचघ द्ववतीय सत्रीय ऩरीऺा

34
MATHEMATICS (CODE: 041)

Objectives
 The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
 Consolidate the Mathematical knowledge and skills acquired at the upper primary stage.
 Acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and
symbols and underlying processes and skills.
 Develop mastery of basic algebraic skills.
 Develop drawing skills.
 Feel the flow of reason while proving a result or solving a problem.
 Apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
 To develop positive ability to think, analyze and articulate logically.
 To develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social
barriers, elimination of gender biases.
 To develop necessary skills to work with modern technological devices such as calculators, computers etc.
 To develop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns etc.
 To develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.
 To develop interest in the subject by participating in related competitions.
 To acquaint students with different aspects of mathematics used in daily life.
 To develop an interest in students to study mathematics as a discipline.

General Instructions:
 As per CCE guidelines, the syllabus of Mathematics for classes IX and X has been divided term-wise.
 The units specified for each term shall be assessed through both Formative and Summative Assessments.
 In each term, there will be two Formative Assessments, each carrying 10%.
 The Summative Assessment in term I will carry 30% weightage and the Summative Assessment in the II term will carry 30% weightage.
 Listed laboratory activities and projects will necessarily be assessed through Formative Assessments.

35
 QUESTIONS PAPER DESIGN 2016–17
CLASS–IX
Mathematics (Code No. 041) Time: 3 Hours Marks: 90
[Link]. Typology of Questions Very Short Short Long Total %
Short Answer-I Answer-II Answer Marks Weightage
Answer (SA) (SA) (LA)
(VSA) (2 Marks) (3 Marks) (4 Marks)
(1 Mark)
1. Remembering - (Knowledge based Simple recall questions, to
know specific facts, terms, concepts, principles, or theories; 1 2 2 3 23 26%
Identify, define, or recite, information)
2. Understanding- (Comprehension -to be familiar with
meaning and to understand conceptually, interpret, compare, 2 1 1 4 23 26%
contrast, explain, paraphrase, or interpret information)
3. Application (Use abstract information in concrete situation, to
apply knowledge to new situations; Use given content to
interpret a situation, provide an example, or solve a problem) 1 2 3 2 22 24%
4. High Order Thinking Skills (Analysis &Synthesis - Classify,
compare, contrast, or differentiate between different pieces of
information; Organize and/or integrate unique pieces of - 1 4 - 14 16%
information from a variety of sources
5. Creating, Evaluation and Multi-Disciplinary- (Generating
new ideas, product or ways of viewing things. Appraise, judge,
and/or justify the value or worth of a decision or outcome, or to - - - 2* 8 8%
predict outcomes based on values
Total 4x1=4 6x2=12 10x3=30 11x4=44 90 100%

Note: The question paper will include a section on Open Text based assessment (questions of 10 marks). The case studies will be supplied to students in
advance. These case studies are designed to test the analytical and higher order thinking skills of students.
*One of the LA (4 marks) will be to assess the values inherent in the texts.

36
 MATHEMATICS

COURSE STRUCTURE
(FIRST TERM)
CLASS -IX
First Term Marks: 90
Units Marks
I NUMBER SYSTEMS 12
II ALGEBRA 25
III GEOMETRY 37
IV COORDINATE GEOMETRY
11
V MENSURATION
Total (Theory) 90

COURSE STRUCTURE
(SECOND TERM)
CLASS -IX
Second Term Marks: 90
Units Marks
II ALGEBRA (contd.) 16
III GEOMETRY (contd.) 38
V MENSURATION (contd.) 18
VI STATISTICS 10
VII PROBABILITY 08
Total (Theory) 90

PRESCRIBED BOOKS:
1. Mathematics - Textbook for class IX - NCERT Publication.
2. Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
3. A Handbook for Designing Mathematics Laboratory in Schools - NCERT Publication
4. Laboratory Manual - Mathematics, secondary stage - NCERT Publication
5. Mathematics exemplar problems for class IX, NCERT publication.

37
 Mathematics Curriculum Plan
Session (2016-2017)

Sub Topics A/V F.A.-Task

Month

Topics

Experience &
Activities
 Review of representation of natural numbers, integers, and rational numbers on the number line. Worksheet F.A.-I
 Representation of terminating / non-terminating recurring decimals, on the number line through ‘Observe and Task -1.
successive magnification. Answer’ (Individual
 Rational numbers as recurring/terminating decimals. (types of activity)
 Examples of non-recurring / non-terminating decimals such as √2, √3, √5 , etc. Existence of non- numbers and
rational numbers (irrational numbers) such as √2, √3 and their representation on the number line.
relation Lab Activity
 Explaining that every real number is represented by a unique point on the number line and conversely,
Real Numbers

every point on the number line represents a unique real number. between - To Make
Chapter 1

 Rational numbers as recurring/terminating decimals. various types Spiral

April

 Existence of √x for a given positive real number x (visual proof to be emphasized). of numbers)
 Definition of nth root of a real number.
 Recall of laws of exponents with integral powers.
 Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive
at the general laws.)
 Rationalization (with precise meaning) of real numbers of the type (and their combinations)
1 1
and , where x and y are natural number and a and b are integers
a+b x x+ Y

 Definition of a polynomial in one variable, its coefficients, with examples and counter examples, its
terms, zeroes of a polynomial.
Polynomials
Chapter 2

 Degree of a polynomial.
 Constant, linear, quadratic and cubic polynomials; monomials, binomials, trinomials. Factors and
multiples.
 Zeroes/roots of a polynomial / equation
 State and motivate the Remainder Theorem with examples and analogy to integers.

38
 Sub Topics A/V Experience & F.A.-Task

Topics
Month
Activities

Quiz on Task- 2
 Statement and proof of the Factor Theorem. ‘Polynomials’ Group Activity Quiz on
 Factorization of ax2 + b x + c, a ≠ 0 where a, b and c are real numbers, topic real number and
and of cubic polynomials using the Factor Theorem polynomials.
Polynomials

 Recall of algebraic expressions and identities.

Chapter 2

Task -3 Individual Activity

(contd.)

 Verification of identities of the type (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz Pen paper test based on
+ 2zx, (x ± y)3 = x3 ± y3 ± 3xy (x ± y), x³ ± y³ = (x ± y) (x² ± x y + y²), x3 polynomials
+ y3 + z3 — 3xyz = (x + y + z) (x2 + y2 + z2 — x y — y z — z x) and their Task -4
May

use in factorization of polynomials. Simple expressions reducible to CW/HW (Includes timely

these polynomials. submission of notebooks for
correction and maintenance
of note books)
Co-ordinate

 The Cartesian plane

Chapter 3

Geometry

 Coordinates of a point
 Names and terms associated with the coordinate plane
 Plotting of points in the plane.

 History - Geometry in India and Euclid's geometry. Video on

 Euclid's method of formalizing observed phenomenon into rigorous Euclid’s Geometry
Introduction To Euclid's

mathematics with definitions, common/obvious notions,

axioms/postulates and theorems.
 The five postulates of Euclid.
Chapter 5

Geometry

 Equivalent versions of the fifth postulate.

June

 Showing the relationship between axiom and theorem, for example:

(Axiom) 1. Given two distinct points, there exists one and only one line
through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point
in common.

39
 Sub Topics A/V Experience & F.A.-Task

Topics
Month
Activities

 (Motivate) If a ray stands on a line, then the sum of the two adjacent LAB ACTIVITY
angles so formed is 180o and the converse. Prove that
Lines And Angles

 (Prove) If two lines intersect, vertically opposite angles are equal.  Sum of angles of a
Chapter 6

 (Motivate) Results on corresponding angles, alternate angles, interior triangle is 180o.

angles when a transversal intersects two parallel lines.  Vertically opposite
 (Motivate) Lines which are parallel to a given line are parallel. angles are equal
 (Prove) The sum of the angles of a triangle is 180 o.
 (Motivate) If a side of a triangle is produced, the exterior angle so formed
is equal to the sum of the two interior opposite angles
 (Motivate) Two triangles are congruent if any two sides and the included Group Activity on F.A. – II
angle of one triangle is equal to any two sides and the included angle of congruency Inter Disciplinary Project
the other triangle (SAS Congruence). (By paper cutting and
July

(Group Activity)
 (Prove) Two triangles are congruent if any two angles and the included pasting)
side of one triangle is equal to any two angles and the included side of
the other triangle (ASA Congruence).
Chapter 7
Triangles

 (Motivate) Two triangles are congruent if three sides of one triangle are
equal to three sides of the other triangle (SSS Congruence).
 (Motivate) Two right triangles are congruent if the hypotenuse and a side
of one triangle are equal (respectively) to the hypotenuse and a side of
the other triangle.
 (Prove) The angles opposite to equal sides of a triangle are equal.
 (Motivate) The sides opposite to equal angles of a triangle are equal.
 (Motivate) Triangle inequalities and relation between 'angle and facing
side' inequalities in triangles.
Chapter

 Area of a triangle using Heron's formula (without proof)

August

Areas

 Its application in finding the area of a quadrilateral

12
Septe
mber

SUMMATIVE ASSESSMENT – I

40
 Sub Topics A/V Experience & F.A.-Task

Topics
Month
Activities

 Recall of linear equations in one variable. Group Activity F.A.-III

 Introduction to the equation in two variables. Formation of linear Task- 1:
Linear Equations in

 Focus on linear equations of the type ax+ by+ c=0. equation from daily (Individual Activity)
Two Variables

 Prove that a linear equation in two variables has infinitely many life situations Puzzle on Basic Concepts of
Chapter 4

solutions and justify their being written as ordered pairs of real Linear Equations
numbers, plotting them and showing that they seem to lie on a line. Worksheet based on (Worksheet)
 Graph of linear equations in two variables. ‘Analysis from
 Examples, problems from real life, including problems on Ratio and Graph’
October

Proportion and with algebraic and graphical solutions being done

simultaneously.

 History Task-2
 Repeated experiments and observed frequency approach to (Group Activity):
Chapter 15
Probability

probability. To find experimental probability

 Focus is on empirical probability. (A large amount of time to be by tossing two coins.
devoted to group and to individual activities to motivate the concept; Task – 3
the experiments to be drawn from real - life situations, and from Pen Paper Test
examples used in the chapter on statistics). on (i) Linear Equations and (ii)
Probability
 Construction of bisectors of line segments and angles of measure 60 o,
Constructions

90o, 45o etc.

Chapter 11

 Construction of Equilateral triangles.

November

 Construction of a triangle given its base, sum/difference of the other

two sides and one base angle.
 Construction of a triangle of given perimeter and base angles.

41
 Sub Topics A/V Experience & F.A.-Task

Topics
Month
Activities

 (Prove) The diagonal divides a parallelogram into two congruent Video on Task -4 CW/HW
triangles. ‘Parallelograms’ (Includes timely submission of
 (Motivate) In a parallelogram opposite sides are equal, and conversely. note books for correction and
Quadrilaterals

 (Motivate) In a parallelogram opposite angles are equal, and maintenance of note books)
conversely.
Ch-8

 (Motivate) A quadrilateral is a parallelogram if a pair of its opposite

sides are parallel and equal.
 (Motivate) In a parallelogram, the diagonals bisect each other and
November

conversely.
 (Motivate) In a triangle, the line segment joining the mid points of any
two sides is parallel to the third side and (motivate) its converse.
Lab activity on
Areas of Parallelograms

Parallelograms on the
 Review concept of area, recall area of a rectangle.
and Triangles

same base and

Chapter 9

 (Prove) Parallelograms on the same base and between the same between the same
parallels have the same area. parallels have the
 (Motivate) Triangles on the same base and between the same parallels same area.
are equal in area and its converse

Demonstration of FA -4
Surface Areas
And Volumes

relation between Inter Disciplinary Project

December

Chapter13

 Surface areas and volumes of cubes, cuboids, spheres (including volume of cylinder (Individual Activity)
hemispheres) and right circular cylinders/cones and sphere of same
radius and same
height.

42
 Sub Topics A/V Experience & F.A.-Task

Topics
Month
Activities

 Through examples, arrive at definitions of circle, related concepts: radius, Videos on ‘Circles’
circumference, diameter, chord, arc, subtended angle.
 (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its Lab Activity
converse.
 (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and Prove
conversely, the line drawn through the center of a circle to bisect a chord is  Equal chords of a circle
Chapter 10 Circles

perpendicular to the chord. subtend equal angles at

 (Motivate) There is one and only one circle passing through three given non-collinear the center.
December

points.
 (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the  The angle subtended by
center(s) and conversely. an arc at the center is
 (Prove) The angle subtended by an arc at the center is double the angle subtended by it double the angle
at any point on the remaining part of the circle. subtended by it at any
 (Motivate) Angles in the same segment of a circle are equal. point on the remaining
 (Motivate) If a line segment joining two points subtends equal angle at two other points part of the circle.
lying on the same side of the line containing the segment, the four points lie on a circle.
 (Motivate) The sum of the either pair of the opposite angles of a cyclic quadrilateral is
180o and its converse.
 Introduction to Statistics. Group Activity
Chapter 15
Statistics

 Collection of data
January

Collection of data(Primary
 Presentation of data — tabular form, ungrouped /grouped, bar graphs, histograms (with and Secondary data),
varying base lengths), frequency polygons. present it graphically, find
 Mean, median and mode of ungrouped data. its mean median and mode
February

REVISION FOR SUMMATIVE ASSESSMENT – II

March

SUMMATIVE ASSESSMENT – II

43
SCIENCE (CODE: 086)

The subject of Science plays an important role in developing well-defined abilities in cognitive, affective and psychomotor domains in children.
It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility.
Whereas the upper primary stage demands that a number of opportunities should be provided to the students to engage them with the processes
of Science like observing, recording observations, drawing, tabulation, plotting graphs, etc., the secondary stage expects abstraction and
quantitative reasoning to occupy a more central place in the teaching and learning of Science. Thus, the idea of atoms and molecules being the
building blocks of matter makes its appearance, as does Newton's law of gravitation.
The present syllabus has been designed around six broad themes viz. Food, Materials, The World of The Living, How Things Work, Moving
Things, People and Ideas, Natural Phenomenon and Natural Resources. Special care has been taken to avoid temptation of adding too many
concepts than can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to emerge. The students should be
exposed to experiences as well as modes of reasoning that are typical of the subject.

General Instructions:

1. The units specified for each term shall be assessed through both Formative and Summative Assessments.
2. In each term, there will be two Formative Assessments each carrying 10% weightage.
3. The Summative Assessment in each term will carry 30% weightage.
4. Hands on Practical examination will be conducted through Formative Assessment in every term with 20% weightage of total term marks.
5. Assessment of Practical Skills through Practical Based Questions (PBQ) will carry 15 marks in every term end Summative Assessment.

44
 QUESTION PAPER DESIGN FOR SCIENCE (CODE NO. 086/090)
Class-IX (2016-17)
Time: 3 Hours Max. Marks: 90

[Link]. Typology of Questions Very Short Short Long Total %

Short Answer-I Answer-II Answer Marks Weight
Answer (SAI) (SAII) (LA) Age
(VSA) 2 Marks 3 Marks 5 Marks
1 Mark
1. Remembering (Knowledge based simple recall questions, to
know specific facts, terms, concepts, principles, or theories, 3 - 1 1 11 15%
Identify, define or recite, information)
2. Understanding (Comprehension - to be familiar with meaning
and to understand conceptually, interpret, compare, contrast, - 1 4 1 19 25%
explain, paraphrase, or interpret information)
3. Application (Use abstract information in concrete situation, to
apply knowledge to new situations, use given content to - - 4 1 17 23%
interpret a situation, provide an example, or solve a problem)
4. High Order Thinking Skills (Analysis &Synthesis - Classify,
compare, contrast, or differentiate between different pieces of - 2 - 1 9 12%
information, Organize and/or integrate unique pieces of
information from a variety of sources)
5. Inferential and Evaluative (Appraise, judge, and/or justify the
value or worth of a decision or outcome, or to predict outcomes - - 2+1* 2 19 25%
based on values)
Total (Theory Based Questions) 3x1=3 3x2=6 12x3= 36 6x5=30 75(24) 100%
Practical Based Questions (PBQs) 9x1=9 3x2=6 - - 15(12)
Total 12x1=12 6x2=12 12x3=36 6x5=30 90(36)

Note: The question paper of SA–II will include a section on Open Text Based Assessment (OTBA) of 10 marks. The case studies will be supplied in advance.
This material is designed to test the analytical and higher order thinking skills of students.
* One question of 3 marks will be included to assess the values inherent in the texts.

45
 SCIENCE (CLASS IX)
COURSE STRUCTURE
First Term Marks : 90

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 29
II Organisation in the Living World 18
III Motion, Force and Work 30
IV Food; Food Production 13
Total 90

Theme: Materials (22 Periods)

Unit I: Matter-Nature and Behaviour
Definition of matter, solid, liquid and gas, characteristics - shape, volume, density; change of
state-melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation,
sublimation.
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous
mixtures, colloids and suspensions.

Theme: The World of the Living (22 Periods)

Unit II: Organization in the Living World
Cell - Basic Unit of life : Cell as a basic unit of life, prokaryotic and eukaryotic cells,
multicellular organisms, cell membrane and cell wall, cell organelles and cell inclusions;
chloroplast, mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus, nucleus,
chromosomes – basic structure, number.
Tissues, Organs, Organ System, Organism:
Structure and functions of animal and plant tissues (only four types of tissues in animals;
Meristematic and Permanent tissues in plants).

Theme: Moving Things, People and Ideas (36 Periods)

Unit III: Motion, Force and Work
Motion: Distance and displacement, velocity, uniform and non-uniform motion along a straight
line, acceleration, distance-time and velocity-time graphs for uniform motion and uniformly
accelerated motion, derivation of equations of motion by graphical method, elementary idea of
uniform circular motion.
Force and Newton's laws: Force and Motion, Newton's Laws of Motion, Inertia of a body,
Inertia and mass, Momentum, Force and Acceleration. Elementary idea of conservation of
Momentum, Action and Reaction forces.
Gravitation: Gravitation, Universal Law of Gravitation, Force of Gravitation of the earth
(gravity), Acceleration due to Gravity, Mass and Weight, Free fall.

Theme: Food (10 Periods)

Unit V: Food Production
Plant and animal breeding and selection for quality improvement and management, Use of
fertilizers and manures, Protection from pests and diseases, Organic farming.

46
 PRACTICALS - FIRST TERM
(LIST OF EXPERIMENTS)
1. To test
a) The presence of starch in the given food sample,
b) The presence of the adulterant metanil yellow in dal.
2. To prepare:
a) A true solution of common salt, sugar and alum
b) A suspension of soil, chalk powder and fine sand in water
c) A colloidal solution of starch in water and egg albumin/milk in water and distinguish between
these on the basis of
• Transparency
• Filtration criterion
• Stability
3. To prepare
a) A mixture
b) A compound
Using iron filings and sulphur powder and distinguish between these on the basis of:
i. Appearance, i.e., homogeneity and heterogeneity
ii. Behaviour towards a magnet
iii. Behaviour towards carbon disulphide as a solvent
iv. Effect of heat
4. To carry out the following reactions and classify them as physical or chemical changes:
a) Iron with copper sulphate solution in water
b) Burning of magnesium in air
c) Zinc with dilute sulphuric acid
d) Heating of copper sulphate
e) Sodium sulphate with barium chloride in the form of their solutions in water
5. To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to record
observations and draw their labeled diagrams.
6. To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibers and nerve cells in
animals, from prepared slides and to draw their labeled diagrams.
7. To separate the components of a mixture of sand, common salt and ammonium chloride (or
camphor) by sublimation.
8. To determine the melting point of ice and the boiling point of water.
9. To establish relationship between weight of a rectangular wooden block lying on a horizontal table
and the minimum force required to just move it using a spring balance.
10. To determine the mass percentage of water imbibed by raisins .

47
 SCIENCE (CLASS IX)
COURSE STRUCTURE
Second Term Marks: 90

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 18
II Organisation in the Living World 26
III Motion, Force and Work 36
IV Our Environment 10
Total 90

Theme: Materials (28 Periods)

Unit I: Matter-Its Nature and Behaviour
Particle nature, basic units: Atoms and molecules. Law of constant proportions. Atomic and
molecular masses.
Mole Concept: Relationship of mole to mass of the particles and numbers. Valency. Chemical
formula of common compounds.
Structure of atom: Electrons, protons and neutrons; Isotopes and isobars.

Theme: The World of the Living (23 Periods)

Unit II: Organization in the Living World
Biological Diversity: Diversity of plants and animals - basic issues in scientific naming, basis of
classification. Hierarchy of categories / groups, Major groups of plants (salient features)
(Bacteria, Thallophyta, Bryophyta, Pteridophyta, Gymnosperms and Angiosperms). Major
groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).
Health and Diseases: Health and its failure. Infectious and Non-infectious diseases, their causes
and manifestation. Diseases caused by microbes (Virus, Bacteria and Protozoans) and their
prevention; Principles of treatment and prevention. Pulse Polio programmes.

Theme: Moving Things, People and Ideas (24 Periods)

Unit III: Motion, Force and Work
Floatation: Thrust and Pressure. Archimedes' Principle; Buoyancy; Elementary idea of Relative
Density.
Work, Energy and Power: Work done by a Force, Energy, power; Kinetic and Potential
energy; Law of conservation of energy.
Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing
in humans; ultrasound; reflection of sound; echo and SONAR. Structure of the Human Ear
(Auditory aspect only).
Theme: Natural Resources (15 Periods)
Unit IV: Our Environment
Physical Resources: Air, Water, Soil.
Air for respiration, for combustion, for moderating temperatures; movements of air and its role in
bringing rains across India.
Air, water and soil pollution (brief introduction).Holes in ozone layer and the probable damages.
Bio-geo chemical cycles in nature: Water, Oxygen, Carbon and Nitrogen.

48
 PRACTICALS - SECOND TERM
LIST OF EXPERIMENTS

1. To verify the Laws of reflection of sound.

2. To determine the density of solid (denser than water) by using a spring balance
and a measuring cylinder.
3. To establish the relation between the loss in weight of a solid when fully immersed
in
a. Tap water
b. Strongly salty water, with the weight of water displaced by it by taking at least
two different solids.
4. To observe and compare the pressure exerted by a solid iron cuboid on fine sand/
wheat flour while resting on its three different faces and to calculate the pressure
exerted in the three different cases.
5. To determine the velocity of a pulse propagated through a stretched string/slinky.
6. To study the characteristic of Spirogyra/Agaricus, Moss/Fern, Pinus (either with
male or female cone) and an Angiospermic plant. Draw and give two identifying
features of the groups they belong to.
7. To observe the given pictures/charts/models of earthworm, cockroach, bony fish
and bird. For each organism, draw their picture and record:
a. One specific feature of its phylum.
b. One adaptive feature with reference to its habitat.
8. To verify the law of conservation of mass in a chemical reaction.
9. To study the external features of root, stem, leaf and flower of monocot and dicot
plants.
10. To study the life cycle of mosquito.

49
 SCIENCE (NCERT) CURRICULUM PLAN
(SESSION: 2016-2017)

MONTH CHAPTER SUB - TOPICS AUDIO VISUAL F.A. –TASK

NAME EXPERIENCE/
ACTIVITY
April Chapter no:1 Definition of matter; Video on F.A.-I
Matter in our solid, liquid and gas; Characteristics of solid, Task: 1 Group
surroundings characteristics - liquid and gas Activity
shape, volume, Practical No. 4,8 Role Play activity
density; change of to explain the
state-melting forces of attraction
(absorption of heat), between particles
freezing, of different states
evaporation, of matter and
condensation, explain their
sublimation. properties
Chapter no:2 Nature of matter: -Video on Tyndall Effect.
Elements, -Lab Experiments
Is matter compounds and Practical No. 2,3,7
around us mixtures, solution,
pure? colloids and
suspension,
Heterogeneous and
Homogenous
mixtures
Chapter no: Plant and animal [Link] on Task:2
15 breeding and Crop variety improvement – Individual
selection for quality hybridization and genetic Activity
Improvement improvement and modification
in Food management, use of 2. Video to show cropping Worksheet
Resources fertilizers, manures pattern- mixed, inter and (Flowchart
protection from crop rotation based) on
pests and diseases : Lab experiment improvement in
organic farming Practical No. 1 food resource
May & Chapter no:5 Cell as a basic unit Video on Task :3
June of life: prokaryotic Cell structure and function of Pen Paper Test
Cell-The and eukaryotic cells: various cell organelles on Ch. Cell
Fundamental multicellular Lab experiment
Unit of Life organisms : cell Practical No. 5 & 10
membrane and cell
wall , cell organelles
; chloroplast ,
mitochondria,
vacuoles,
endoplasmic
reticulum, golgi
apparatus, nucleus,
chromosome basic
structure, number

50
 Chapter no:6 Organ, organ Video to show plant tissue TASK:4
system, Organisms, Video to show animal tissue H/W and C/W
Tissues Structure and Lab experiment (includes timely
functions of animal Practical No. 6 submission of
and plant tissues ( Assessment notebook for
four types in Diagram based activity correction and
animals; maintenance of
meristematic and note book)
permanent tissues in
plants
July Chapter no:8 Concept of Distance Role play to explain concept F.A.-II
and Displacement, of Task Group
Motion velocity, uniform 1. Distance and displacement Activity
and non-uniform 2. Speed and velocity Interdisciplinary
motion along a Project
straight line,
Concept of speed,
velocity,
acceleration
Graphs distance-
time, velocity-time
Equations of
motion,
Elementary idea of
uniform circular
motion

Chapter no:9 Concept of Force Video on laws of motion

and Motion,
Laws of Newton’s Laws of Video on inertia and
Motion Motion momentum
Concept of Inertia,
Mass,
Concept of Assessment
Momentum, Worksheet based on topic
Conservation of ‘Laws of Motion’
Momentum
Concept of action
and reaction force

August Chapter Universal law of Video on law of gravitation

no:10 gravitation Lab Experiment – 9
Force of Gravitation Assessment
Gravitation of Earth, Worksheet based on topic
Concept of ‘Gravitation’
Acceleration due to
Gravity,
Concept of Mass,
Weight and free fall

September SUMMATIVE ASSESSMENT – I

51
October Chapter Concept of thrust and Video on Archimedes’ F.A.-III
no:10 pressure Principle Task -1
Archimedes’ Principle, Individual
Floatation Concept of buoyancy, Activity
Concept of Density, Lab Experiment –2,3,4
Concept of Relative Worksheet based
Density on conversion of
energy
Chapter no:7 Diversity of plants and Video to show
animals-basic issues in Plant division Task-2 Group
Diversity in scientific naming, basis Animal phylum Activity
living being of classification. Lab experiment
Hierarchy of categories Practical No. 6 & 7 Putting up a
/groups. Major groups display on the
of plants (salient Bulletin Board
features) ( Bacteria, on Biodiversity
Thallophyta,
Bryophyta,
Pteridophyta,
Gymnosperm,
Angiosperm. Major
group of animals
(salient features) (
Non-chordates upto
phyla and Chordates
upto classes
Chapter Health and its failure.
no:13 Infectious and non-
Video to show
infectious diseases, Task-3
Types of diseases
Why do we their causes and Pen paper test on
Mode of transmission of
fall ill? manifestation. Diseases Ch. Why do we
diseases
caused by microbes fall ill?
Lab experiment
(Virus, Bacteria, and
Practical No. 10
Protozoans) and their
Assessment:
prevention. Principle of
Flow chart based
treatment and
worksheet
prevention Pulse Polio
programs
November Chapter Concept of work Video on Law of
no:11 done by a force, Conservation of Energy Task:4
energy , H/W and C/W
Work, Kinetic and Potential (includes timely
Energy energy, submission of
&Power Law of conservation of notebook for
energy, correction and
Introduction to power maintenance of
Commercial unit of note book)
Energy
December Chapter Nature and propagation Lab Experiment – 1, 5
no:12 in various media , Page no.36
Speed of sound,
Sound Concept of range of Worksheet based on topic
hearing in humans, Sound
Concept and uses of

52
 ultra sound Video on Ultrasound and
Reflection of sound SONAR
echo and SONAR
Function & Working
of Human Ear.
Particle nature, basic Videos to explain atomic
Chapter no:3 units: Atoms and mass.
Atoms & molecules. Law of Lab Experiment:
Molecules conservation of mass, Practical No. 8
Law of constant
proportion, atomic and Assessment:
molecular masses. Task: Crossword puzzle
Chemical formulae, on structure of atom
ions and their types,
atomic mass unit and
mole concept, Dalton’s
Atomic theory.
Valency, relationship
of mole to mass of the
particles and numbers
Chapter no:4 Electrons , protons and Video on different models
neutron, Various of atoms.
Structure of models of atoms like Video on applications of
Atom (a) Thomson’s model isotopes.
of atom
(b) Rutherford’s model Chart making on symbols-
of an atom atomic number and mass
(c) Bohr’s model of an number of elements 1-20.
atom.
Electronic
configuration, Valency,
atomic number, atomic
mass and isobars and
isotopes.
January Chapter PHYSICAL Video to show F.A-1V
no:14 RESOURCES: Air, Movement of winds Individual
water, Soil. Air for Ozone layer and depletion Interdisciplinary
Natural respiration, for Biogeochemical cycle Project
resources combustion, for water, oxygen carbon,
moderating nitrogen.
temperatures,
movement of air and its Assessment:
role in bringing rains MCQ based worksheet
across India.
Air, water and soil
pollution. Holes in
ozone layer and the
probable damages.
Biogeochemical cycle
in nature: water ,
oxygen, carbon,
nitrogen
February REVISION FOR SUMMATIVE ASSESSMENT - II
March SUMMATIVE ASSESSMENT II

53
SOCIAL SCIENCE (CODE: 087)

Objectives
The main objectives of this syllabus are:
 to develop an understanding of the processes of change and development-both in terms of time
and space, through which human societies have evolved.
 to make learners realise that the process of change is continuous and any event or phenomenon
or issue cannot be viewed in isolation but in a wider context of time and space.
 to develop an understanding of contemporary India with its historical perspective, of the basic
framework of the goals and policies of national development in independent India, and of the
process of change with appropriate connections to world development.
 to deepen knowledge about and understanding of India’s freedom struggle and of the values and
ideals that it represented, and to develop an appreciation of the contributions made by people of
all sections and regions of the country.
 to help learners understand and cherish the values enshrined in the Indian Constitution and to
prepare them for their roles and responsibilities as effective citizens of a democratic society.
 to deepen the knowledge and understanding of India’s environment in its totality, their
interactive processes and effects on the future quality of people's lives.
 to facilitate the learners to understand and appreciate the diversity in the land and people of the
country with its underlying unity.
 to develop an appreciation of the richness and variety of India’s heritage-both natural and
cultural and the need for its preservation.
 to promote an understanding of the issues and challenges of contemporary India-environmental,
economic and social, as part of the development process.
 to help pupils acquire knowledge, skills and understanding to face the challenges of
contemporary society as individuals and groups and learn the art of living a confident and stress-
free life as well as participating effectively in the community.
 to develop scientific temper by promoting the spirit of enquiry and following a rational and
objective approach in analysing and evaluating data and information as well as views and
interpretations.
 to develop academic and social skills such as critical thinking, communicating effectively both
in visual and verbal forms- cooperating with others, taking initiatives and providing leadership
in solving others' problems.
 to develop qualities clustered around the personal, social, moral, national and spiritual values
that make a person humane and socially effective.

COURSE STRUCTURE (CLASS IX)

Time: 3 Hrs. Marks: 90
No. Units Term – I Term - II
I India and the Contemporary World – I 23 23
II Contemporary India – I 23 23
III Democratic Politics – I 22 22
IV Economics 22 12+10 (OTBA)
V Disaster Management (Through Project & - -
Assignments)
Total 90 90
The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests
for which Board has already issued guidelines to the schools. The Summative Assessment will comprise
of Theory paper as per the prescribed design of the Question Paper.

54
Unit 1: India and the Contemporary World - I 40 Periods

Themes Objectives
Term I  In each of the themes in this unit students would be made
Two themes from the first sub-unit and one each from the second and third sub-units familiar with extracts of speeches, political declarations, as well
could be studied. as the politics of caricatures, posters and engravings.
Sub-unit 1.1 : Events and processes: Students would learn how to interpret these kinds of historical
In this unit the focus is on three events and processes that have in major ways shaped evidences.
the identity of the modern world. Each represents a different form of politics, and a  Familiarize students with the names of people involved, the
specific combination of forces. One event is linked to the growth of liberalism and different types of ideas that inspired the revolution, the wider
democracy, one with socialism, and one with a negation of both democracy and forces that shaped it.
socialism.  Show how written, oral and visual material can be used to
Two themes of the following: recover the history of revolutions.
I. The French Revolution:  Explore the history of socialism through a study of the Russian
(a)The Ancient Regime and its crises. (b) The social forces that led to the revolution. revolution.
(c) The different revolutionary groups and ideas of the time. (d) The legacy.  Familiarize students with the names of people involved, the
(Compulsory Chapter-1) different types of ideas that inspired the revolution.
II. Socialism in Europe and the Russian Revolution:  Discuss the critical significance of Nazism in shaping the
(a)The crises of Tzarism. (b) The nature of social movements between 1905 and 1917. politics of modern world.
(c) The First World War and foundation of Soviet state. (d) The legacy.  Familiarize students with the speeches and writings of Nazi
(Chapter 2) leaders.
III. Nazism and the Rise of Hitler:
(a)The growth of social democracy (b) The crises in Germany. (b) The basis of Hitler's
rise to power. (c) The ideology of Nazism. (d) The impact of Nazism.
(Chapter 3)
Map Work - Theme one only (3 marks)
Term II
Sub-unit 1.2: Livelihoods, Economies and Societies:
The themes in this section will focus on how different social groups grapple with the
changes in the contemporary world and how these changes affect their lives.

55
Themes Objectives
Any one theme of the following:  Discuss the social and cultural world of forest communities
IV. Forest Society and Colonialism: through the study of specific revolts.
(a)Relationship between forests and livelihoods. (b) Changes in forest societies under  Understand how oral traditions can be used to explore tribal
colonialism. revolts.
Case Studies: Focus on two forest movements one in colonial India (Bastar) and one in  Point to the varying patterns of developments within pastoral
Indonesia. (Chapter 4) societies in different places.
V. Pastoralists in the Modern World:  Look at the impact of colonialism on forest societies, and the
(a)Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What happens to implication of scientific forestry.
pastoralism under colonialism and modern states?  Show the different processes through which agrarian
(b)Case studies: Focus on two pastoral groups, one from Africa and one from India. transformation may occur in the modern world.
(Chapter 5)
VI. Peasants and Farmers:  Consider what happens to pastoralists and pastoralism in the
(a) Histories of the emergence of different forms of farming and peasant societies. (b) modern world, with the formation of modern states, marking of
Changes within rural economies in the modern world. Case studies: focus on boundaries, processes of sedentarization, contraction of pastures,
contrasting forms of rural change and different forms of rural and expansion of markets.
societies (expansion of large-scale wheat and cotton farming in USA, rural economy
and the Agricultural Revolution in England, and small peasant production in colonial  Understand how agricultural systems in India are different from that
India) (Chapter 6) in other countries.
Map Work Based on theme 4/5/6. (Internal choice will be provided)  Familiarize students with the idea that large scale farming, small
(3 marks) scale production, shifting agriculture operate on different principles
Term II and have different histories.
Sub-unit 1.3: Everyday Life, Culture and Politics:
The themes in this unit will consider how issues of culture are linked up to the making
of contemporary world.  Suggest how sports also have a history and that it is linked up with
Any one of the following: the politics of power and domination.
VII. History and Sport: The Story of Cricket:  Introduce students to some of the stories in cricket that have
(a) The emergence of cricket as an English sport. (b) Cricket and colonialism. historical significance.
(c) Cricket nationalism and de-colonialization. (Chapter 7)  Show how clothing has a history, and how it is linked to questions of
VIII. Clothing: A Social History: cultural identity.
(a) A short history of changes in clothing. (b) Debates over clothing in colonial India.  Discuss how clothing has been the focus of intense social battles.
(c) Swadeshi and the movement for Khadi. (Chapter 8)

56
Unit 2: Contemporary India - I

Themes Objectives
Term I To understand the major landform features and the underlying
1&[Link] - Size and Location & Physical Features of India: relief, structure, major geological structure; their association with various rocks and
physiographic units. (Chapter 1&2) minerals as well as nature of soil types.
3. Drainage: Major rivers and tributaries, lakes and seas, role of rivers in the To identify the various factors influencing the climate and explain
economy, pollution of rivers, measures to control river pollution. the climatic variation of our country and its impact on the life of the
(Chapter 3) people.
Map Work (3 marks) To understand the river systems of the country and explain the role
Term II of rivers in the evolution of human society.
4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall and To explain the importance and unifying role of monsoons.
temperature distribution; seasons; climate and human life. (Chapter 4) To find out the nature of diverse flora and fauna as well as their
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as distribution.
altitudinal variation, need for conservation and various measures. Major species, their To develop concern about the need to protect the bio-diversity of our
distribution, need for conservation and various measures. country.
6. Population: Size, distribution, a-ge-sex composition, population change-migration To analyse the uneven nature of population distribution and show
as a determinant of population change, literacy, health, occupational structure and concern about the large size of our population;
national population policy adolescents as under-served population group with special To understand the various occupations of people and explain various
needs. (Chapter 6) factors of population change;
Map Work (3 marks) To explain various dimension of national policy and understand the
needs of adolescents as under served group.

Project/Activity: Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular
region, and whether they have some commonality with other regions of India. Collection of material by learners on the flora and fauna of the
region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being
made to save them.
Posters:
River pollution, Depletion of forests and ecological imbalance.

57
Unit 3: Democratic Politics - I 40 Periods

Themes Objectives
Term I  Develop conceptual skills of defining democracy
1&[Link] in the Contemporary World & What is Democracy? Why  Understand how different historical processes and forces have promoted
Democracy?: What are the different ways of defining democracy? Why has democracy democracy.
become the most prevalent form of government in our times? What are the alternatives  Developing a sophisticated defence of democracy against common
to democracy? Is democracy superior to its available alternatives? Must every prejudices
democracy have the same institutions and values?  Develop a historical sense of the choice and nature of democracy in India.
(Chapter 1&2)  Introduction to the process of Constitution making
(Part 1.3 and 1.4 (pages 10-18 of prescribed NCERT Textbook) will be assessed  Develop respect for the Constitution and appreciation for Constitutional
through formative assessment only) values
3. Constitutional Design: How and why did India become a democracy? How was the  Recognise that constitution is a living document that undergoes changes.
Indian constitution framed? What are the salient features of the Constitution? How is  Introduce the idea of representative democracy via competitive party
democracy being constantly designed and redesigned in India? politics
(Chapter 3)  Familiarise with our electoral system and reasons for choosing this
Term II  Develop an appreciation of citizen’s increased participation in electoral
4. Electoral Politics: Why and how do we elect representatives? Why do we have a politics
system of competition among political parties? How has the citizens’ participation in  Recognise the significance of the Election Commission
electoral politics changed? What are the ways to ensure free and fair elections?  Provide an overview of central governmental structures
(Chapter 4)  Sensitise to the key role of the Parliament and its procedures
5. Working of Institutions: How is the country governed? What does Parliament do in  Distinguish between nominal and real executive authorities and functions
our democracy? What is the role of the President of India, the Prime Minister and the  Understand the parliamentary system of executive’s accountability to the
Council of Ministers? How do these relate to one another? (Chapter 5) legislature
6. Democratic Rights  Develop citizens awareness of their rights
Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by  Introduction to and appreciation of the Fundamental Rights
the citizen under the Indian constitution? How does the judiciary protect the  Recognition of the ways in which these rights are exercised and denied in
Fundamental Rights of the citizen? How is the independence of the judiciary ensured? real life situations.
(Chapter 6)  Introduction to judicial system and key institutions like the Supreme Court,
High Courts and National Human Rights Commission.

58
Unit 4: Economics 40 Periods

Themes Objectives
Term I  Familiarising the children with some basic economic concepts
1. The Story of Village Palampur: Economic transactions of Palampur and its through an imaginary story of a village.
interaction with the rest of the world through which the concept of production
(including three factors of production (land, labour and capital) can be introduced.
(Chapter 1)
2. People as Resource: Introduction of how people become resource / asset;  Familiarisation of a few population related concepts and sensitization
economic activities done by men and women; unpaid work done by women; of child that people as asset can participate and contribute in nation
quality of human resource; role of health and education; unemployment as a form building.
of non-utilisation of human resource; socio-political implication in simple form.
(Chapter 2)
Term II
3. Poverty as a Challenge: Who is poor (through two case studies: one rural, one  Understanding of poverty as a challenge and sensitization of the
urban); indicators; absolute poverty (not as a concept but through a few simple learner;
examples) – why people are poor? ; unequal distribution of resources; comparison  Appreciation of the government initiative to alleviate poverty;
between countries; steps taken by government for poverty alleviation.
(Chapter 3)
4. Food Security in India: Source of Food grains, variety across the nation,
famines in the past, the need for self sufficiency, role of government in food  Exposing the child to an economic issue which is basic necessities of
security, procurement of food grains, overflowing of granaries and people without life;
food, public distribution system, role of cooperatives in food security (food grains,  Appreciate and critically look at the role of government in ensuring
milk and vegetables ration shops, cooperative shops, two-three examples as case food supply.
studies) (Chapter 4)

59
Suggested Activities / Instructions:
Theme I: Give more examples of activities done by different workers and farmers. Numerical problems can also be included. Some of the ways
through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.
Theme II: Discuss the impact of unemployment. Debate on whether all the activities done by women should be included or not. Is begging an
economic activity? Discuss. Is it necessary to reduce population growth or family size? Discuss.
Theme IV: Visit a few farms in a village and collect the details of food grains cultivated. Visit a nearby ration shop and collect the details of
goods available. Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and
go.

Unit 5: Disaster Management 25 Periods

Term I
1. Introduction to Disaster Management (Chapter 1)
2. Common Hazards - Prevention and Mitigation (Chapter 2)

Term II
3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3)
4. Community Based Disaster Management (Chapter 4)

Note: Projects, activities and other exercises in Unit 5 should encourage students to place 'Disasters' and "Disaster Management" in:
(i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class
IX.
(ii) Other problems faced by our country and the world from time to time.

PRESCRIBED BOOKS:
1. India and the Contemporary World - I History - Published by NCERT
2. Contemporary India - I Geography - Published by NCERT
3. Democratic Politics - I Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE

60
 Social Science Curriculum Plan 2016-17

Name of the Book A/V Experience and F.A - Task

Month

and Activities
Name of the Chapter

Democratic Politics – I Video on development of F.A-I Task-1 (Group

Ch-1 Democracy in the Contemporary World democracy in the world. Activity) Making album/
*What are the different ways of defining democracy? Debate on the topics- collage / bulletin board
*Why has democracy become the most prevalent form "Does UN appear to be a topics (any one):
of government in our times? democratic organ?" What makes a government
"Democracy is the best democratic?
form of government". What makes a government
non-democratic?
Contemporary India - I What are the reasonable
April

Ch-1 India - Location and Size Video on Location and demands of people in
*Relief, structure, major physiographic units. Size of India. India?

Task – 2 (Individual
Economics Activity)
Ch-1 The Story of Village Palampur Video on Green Map Making and Filling,
*Economic transactions of Palampur. Revolution. Worksheet.
*Its interaction with the rest of the world through Survey on Disparities in Geography Ch. 01
which the concept of production. Income & Standard of
*Three factors of production -land, labour and capital. Living.
India and the Contemporary World - I Video on French Task-3 Pen Paper Test
Ch-1 French Revolution Revolution ( Ch-1 of History French
*The Ancient Regime and its crises. Crossword Puzzle Revolution)
*The social forces that led to the revolution.
Terms/concepts used in
*The different revolutionary groups and ideas of the
time. the lesson – French
*The legacy to the world. Revolution

Contemporary India - I Task-4 Home work and

Ch-2 Physical Features of India. Class work (Includes
Video on Physical
May & June

*Relief, structure, major physiographic units. maintenance of notebooks

Features of India.
and timely submission of
Democratic Politics - I notebooks for correction.)
Ch-2 What is Democracy? Why Democracy?
*What are the alternatives to democracy?
*Is democracy superior to its available alternatives?
*Must every democracy have the same institutions
and values?
Newspaper Clipping-
Disaster Management Collect a recent disaster
Ch. 1. Introduction to Disaster Management clipping and discuss the
Ch-2 Common Hazards - Prevention and Mitigation. impact on the area and
how to control it?

61
 Democratic Politics - I Video on constitutional
Ch-3 Constitutional Design design (record of
*How and why did India become a democracy? constitution assembly,
*How was the Indian Constitution framed?
drafting committee)
*What are the salient features of the Constitution?
*How is democracy being constantly designed and Project work /making a
redesigned in India? scrap book on the
comparison between
Nelson Mandela and F.A-II Interdisciplinary
Mahatma Gandhi Project (Group)
July

Contemporary India - I
Ch-3 Drainage Video on Drainage pattern
*Major rivers and tributaries, lakes and seas. of Indian Rivers Video on
*Role of rivers in the economy.
River Ganga and
*Pollution of rivers, measures to control river pollution.
Brahmaputra Delta Group
Economics Discussion –‘Sharing of
Ch-2 People as Resource River Waters’
*Introduction of how people become resource
*Economic activities done by men and women; unpaid Graph Analysis Topic-
work done by women; quality of human resource; Literacy rates in India
*Role of health and education
India and the Contemporary World - I Video on Hitler and
Ch-3 Nazism and the Rise of Hitler Spread of Nazism
August

*The growth of social democracy.

* The crises in Germany. Worksheet on Nazism and
*The basis of Hitler's rise to power. the Rise of Hitler
*The ideology of Nazism.
*The impact of Nazism.
Sep
t.

SUMMATIVE ASSESSMENT - I
Democratic Politics -I
Ch-4 Electoral Politics in Democracy. Video clips on Various phases
*Why and how do we elect representatives? of Election in India
*Why do we have a system of competition among
political parties? Chart making (topic- Election
*How has the citizens’ participation in electoral process in India)
politics changed?
*What are the ways to ensure free and fair
elections?
Contemporary India - I Video on Climate factors.
Ch-4 Climate Video on monsoon and its
OCTOBER
October

*Factors influencing the climate. theories.

*Monsoon- its characteristics, rainfall and
temperature distribution. Activity on Picture
*Climate and human life. Identification on climate and
dwelling of people. (Based
upon ch-4 of geography)
Economics
Ch-3 Poverty as a Challenge.
Group Discussion topic-
*Who is poor (through two case studies: one rural,
one urban); indicators; absolute poverty (not as a Poverty-its causes and ways to
concept but through a few simple examples) alleviate it.
*Why people are poor? unequal distribution of
resources; comparison between countries; steps
taken by government for poverty alleviation.

62
 India and the Contemporary World- I F.A-1II
Ch-6 Peasants and Farmers Task-1
*Histories of the emergence of different forms of Video clips on Farmers of India, Pen Paper Test ( Chapter 5
farming and peasant societies. Europe and America of geography)
*Changes within rural economies in the modern
world. (Natural Vegetation and
*Case studies: focus on contrasting forms of rural Wildlife)
change and different forms of rural societies
(expansion of large-scale wheat and cotton farming Task 2 Group Activity
in USA. Prepare a case study on the
*Rural economy and the Agricultural Revolution in life of a peasant.(Ch.6
England, and small peasant production in colonial
Farmers and Peasants)
India)
Contemporary India - I Video on Wild life in India
November

Ch-5 Natural Vegetation and Wildlife

*Vegetation types, distribution as well as altitudinal Video on Biomes of India
variation, PPT on natural vegetation and
*Need for conservation and various measures. wildlife. Task – 3
*Major species, their distribution, need for (Individual Activity)
conservation and various measures. Activity -Prepare a scrap book Make a project report on
Disaster Management on migratory birds visiting our
Ch-3 Man made disasters - Nuclear, Biological the causes and
and Chemical. country. consequences of chemical
Ch-4 Community Based Disaster Management. disaster that occurred in
2009 at Jaipur.
Task-4 Home work and
Class work (Includes
maintenance of notebooks
and timely submission of
notebooks for correction)
India and the Contemporary World -I
Ch-7 The Story of Cricket
*The emergence of cricket as an English sport. Debate topic- Is excess of
* Cricket and Colonialism. money in cricket spoiling the
*Cricket nationalism and de-colonialization. game?
Democratic Politics -I F.A-IV
Ch-5 Working of the Institutions Interdisciplinary Project
* How is the country governed? Video clips on working of (Individual)
*What does Parliament do in our democracy? Parliament
December

*What is the role of the President of India, the

Prime Minister and the Council of Ministers? Worksheet on Ch-5 of
*How do these relate to one another? political science (Working of
Contemporary India - I the Institutions)
Ch-6 Population
Group Discussion on the
*Size, distribution, age-sex composition.
following topics:-
*Population change-migration as a determinant
of population change, literacy, health. 1. Girl Child to be protected
*Occupational structure and national population 2. More People More Income
policy. [Link] India – A boon or
*Adolescents as under-served population group bane
with special needs.

63
 Democratic Politics -I
Ch-6 Democratic Rights
*Why do we need rights in a constitution? Video on Human Rights and
*What are the Fundamental Rights enjoyed by Fundamental Rights
the citizen under the Indian constitution?
*How does the judiciary protect the Fundamental Debate-Job reservations are
Rights of the citizen? not a violation of the "Right to
*How is the independence of the judiciary
January

Equality."
ensured?

Economics
Ch-4 Food Security Picture reading and story
*Source of Food grains. telling
*Variety across the nation.
Topic: Public Distribution
*Famines in the past.
System: A solution to poverty
*The need for self sufficiency.
and hunger
*Role of government in food security
February

REVISION OF SUMMATIVE ASSESSMENT –II

March

SUMMATIVE ASSESSMENT - II

64
 Computer Curriculum Plan
Session (2016-2017)

Topic A/V Experience Assess-

Chapter
Month

and Activities ment

Syllabus

 Characteristics of Computer  Finding out S.A. I

 Components of a computer-CPU (CU & ALU), about the input,
Basics of Information

memory, storage devices & I/O Devices output and

 Difference between Primary & Secondary storage devices
Technology

Memory.  Categorizing the

April

 Units of Memory (Bytes, KB, MB, GB) various

 I/O Devices-Keyboard, Mouse, Printer, softwares into
joystick, Scanner, Microphone, OCR, MICR, system,
Light pen, Digital Camera etc. application and
 Types of Software -System Software, utility
Application Software and Utility software
 Basic concepts of an Operating System.  PPT on finding S.A. I
 Need of an Operating System the differences
Processing Tools

 Functions of Operating System- File among various

Information

Management, Processor Management, Memory Operating

May

Management and Device Management Systems

 Types of Operating Systems-Interactive, Real
Time & distributed
 Examples of Various Operating Systems
available
 The basic components of a GUI Windows  Setting System S.A.- I
desktop, Frame, Title Bar, Menu Bar, Status Date and Time
Bar, scrollbars.  Changing
Information Processing Tools

 Basic operations of left & right buttons of

screensaver
mouse.
 Creating shortcut of a file/folder  Creating,
renaming,
 Basic tools like text editor, painting tool, and
copying and
(Contd.)

calculator.
July

 Different types of menu & menu selection deleting folders

 Running an application, setting system date & Changing
time. mouse settings
 Concept of folders and directories  Identifying title
bar, menu bar,
 Creating/ moving /renaming/ deleting files &
status bar,
folders
 Minimize, Restore and Maximize forms of scrollbars in a
windows. window

65
 Topic A/V Experience Assess-

Chapter
Month
and Activities ment
Syllabus

 Word Processor  Writing Letter,  S.A.- I

 Creating & saving a document. correcting
 Editing & Formatting a document spelling and
 Formatting Paragraphs with line or grammar and
spacing. applying
 Adding Headers and Footers formatting.
 Numbering Pages,  Writing Class in
Office Tools


August

Using Grammar & Spell Check utilities header and page

 Using Subscript & superscript, inserting number in
Symbols footer
 Print Preview & Printing a Document.  View the letter
 Inserting Pictures & Tables. in Print Preview
 Deleting Rows & Columns in a table.  Insert personal
information of 5
students in the
form of a table.
 What is Computer Networking?  PPT on wired S.A.- I
Communication

 Types of Networking- LAN, MAN,

Technology

and wireless
WAN, Internet, Interspace. technologies
 Wired Networking Technologies like Co-
axial Cable, Ethernet Cable, Optical Fibre
September

 Wireless Networking Technology like

Bluetooth, Infrared & Wifi.
 Difference between Data and Information S.A.- I
Techno-
Content

 Introduction to Multimedia (Picture/

logy

image, Audio, Video, Animation)

SUMMATIVE ASSESSMENT - I
The Concept of Slide Shows  Creating a S.A.- II
 Basic elements of a slide. presentation on
 Different types of slide layouts responsibilities
 Creating & saving a presentation.
Presentation Tools

of a Discipline
 Different Views of a slide.
Prefect using the
October

 Editing & formatting a slide.

 Adding titles, subtitles, text, & method of design
background. template
 Watermarks, Header, Footer.
 Inserting pictures from files.
 Animating pictures and text with sound
effects
 Grouping & Ungrouping Objects.

66
 Topic A/V Experience Assess-

Chapter
Month
and Activities ment
Syllabus

 What are spreadsheets?  Calculating total, S.A.- II

 Concepts of Worksheets & Workbook. average,
 Creating & saving a Worksheet. maximum and
 Entering numbers, text, date/time, series minimum marks
using AutoFill. of math’s subject
 Editing & Formatting a worksheet in SA-I
including changing color, size, font,
alignment of text, inserting or deleting  Creating a donut
Spreadsheet Tool

cells, rows & columns, chart for the

November

 Entering Formula in a cell, using latest cricket

operators (+,-,*, /) in formulae. match. Taking
 Using Simple statistical functions- SUM names of Indian
( ), AVERAGE ( ), MAX ( ), MIN ( ), IF players and runs
( ). scored by each
 Inserting tables in worksheet. player. Title will
 Embedding Charts of Various types: be cricket score
Line, Pie, Scatter, Bar and Area in a distribution,
Worksheet. Indian cricket
team as sub-title.
Place the legend
on the left side.
 Use auto-format  Writing a letter S.A.- II

Processing
December

Mail Merge to convey thanks

Word


Tools

Track Changes to 5 parents for

 Review Comments participating in
 Insert drawing tools, shapes & PTA using mail
mathematical symbols. merge feature.
 Benefits of ICT in Education, S.A.- II
Impacts of
January

Societal

Healthcare, Governance, Business,

IT

design & Manufacturing Plagiarism,

Privacy etc.
February

REVISION
March

SUMMATIVE ASSESSMENT - II

Note: Teaching will also include how to find ‘knowledge’ within the ocean of ‘information’
called Internet. They will be made aware about the best educational resources online. The
students should be aware of all the care and caution required to be a social networker.

67