cbse class 9/10 sallabus

PART–I

PRINCIPLES OF SCHOOL CURRICULUM

PRINCIPLES OF SCHOOL CURRICULUM

The CBSE’s School Curriculum gets its lead from the National Curriculum Framework

(NCF 2005).

The paramount guiding principles as proposed by NCF-2005 are

●      connecting knowledge to life outside the school,

●      ensuring that learning is shifts away from rote methods,

●      enriching the curriculum to provide for overall development of children rather than

remain textbook centric,

●      making examinations more flexible and integrated into classroom life and,

●      nurturing an over-riding identity informed by caring concerns within the democratic

polity of  the country.

According to NCF 2005 the greatest national challenge for education is to strengthen our participatory democracy and the values enshrined in the Constitution. Meeting this challenge implies that we make quality and social justice the central theme of curricular reform. Citizenship training has been an important aspect of formal education. Today, it needs to be boldly re-conceptualised in terms of the discourse of universal human rights and the approaches associated with critical pedagogy. A clear orientation towards values associated with peace and harmonious coexistence is not only desirable but also essential. Quality in education includes a concern for quality of life in all its dimensions. This is why a concern for peace, protection of the environment and a predisposition towards social change must be viewed as core components of quality, not merely as value premises.

Aims of Education

The Aims of Education are landscaped in the guiding principles of constitution which reflect a commitment to democracy and the values of equality, justice, freedom, concern for others' well-being, secularism, respect for human dignity, and human rights. Education should aim to build a commitment to these values, which are based on reason and understanding. The curriculum, therefore, should provide adequate experience and space for dialogue and discourse in the school to promote such a commitment in children.

Independence of thought and action points to a capacity of carefully considered, value- based personal & collective decision-making. Sensitivity to others' well-being and feelings, together with knowledge and understanding of the world, should form the basis of a rational commitment to values.

Ability to learn & re-learn is important as means of responding to new situations in a flexible and creative manner. The curriculum needs to emphasise the processes of constructing knowledge.

The ability to choose in life and the ability to participate in democratic processes depend on the ability to contribute to society in various ways. This is why education must develop the ability to work and participate in economic processes and social change. This necessitates the integration of work with education.

We must ensure that work-related experiences are sufficient and broad-based in terms of skills and attitudes, that they foster an understanding of socio-economic processes, and help inculcate a mental frame that encourages working with others in a spirit of cooperation. Work alone can create a social temper.

Appreciation of beauty and art forms is an integral part of human life. Creativity in arts,

literature and other domains of knowledge is closely linked.

CBSE School Curriculum -The underlying Values and Rationale

The core values of CBSE School Curriculum draw its strength, by keeping pace with the

21st century and the global trends of educational transformations, as well as keeping in view that India is an independent nation with a rich variegated history, extraordinarily complex cultural diversity, and commitment to democratic values and general well-being.

One of the basic aims of education is to nurture in the learner a sound mind and strong values driven character. Learners should be educated to uphold the democratic values, respect the Rules of Law, and support humanitarian ideals; they should engage in healthy practices to be able to develop robust and healthy physiques, learn how to think for themselves and be creative.

We aim at nurturing responsible citizens with a sense of patriotism and a global perspective. In principle, education is a learning progression to help learners explore their innate capacity and talents as well as develop their potential to improve and enhance sustainable nature of their living environment.

Keeping this in mind we need to have a rationale with core components as follows:

●      "Nurturing Life-skills" includes developing an improved self-esteem, building empathy towards others and different cultures, etc. Improving on their critical and creative thinking and making them better at problem solving with a balanced approach towards decision-making. The core life-skills must be integral to the whole process of education.

●      "Integration" includes creating harmony of sense with sensibility, a connection between knowledge and application, and integrating human sciences with technological innovations.

●      "Upholding Constitutional values" safeguarding values expressed in the Constitution- sovereignty, socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation.

●      "A global perspective" keeping pace with the 21st century and the global trends, enhance learner's ability to understand her status and position in the community and the world. Develop understanding how we all are interconnected and how we can bring about transformations as well as the individual's responsibility in this change process.

●      "Lifelong learning" to see education as a liberating process, leading to active exploration, problem solving, and the utilization of information and languages leading to socially transformative practices.

●      "Appreciating Individual Differences" to promote and nourish wide range of capacities and skills in learners. As intelligence is diverse in its dimension, pedagogy and evaluation should aim at making it possible for this diversity to bloom. Excellence in diverse areas should be accepted and rewarded.

CBSE School Curriculum Mission and Goals

The curriculum will adopt the following principles:

●      to facilitate learners' spiritual, ethical, social, cognitive, mental, and physical

growth and development;

●      to enhance learner's innate potentials;

●      to foster constitutional values and tolerance for different cultures;

●      to develop scientific outlook and transformative competencies to meet the demands

of the 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 promote capabilities related to goal setting, decision making and lifelong learning;

●      To nurture communication and interpersonal skills;

●      To learn to be empathetic towards others, display dignity and respect to all , 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 develop abilities related to thinking skills and problem solving.

●      To develop creativity and the ability to appreciate art and showcase one's own

talents;

Conception of Learning and Learning Environment

Learning occurs both at individual as well as peer group level and lies in the process of building knowledge and skills. Learning, in a purposeful way, takes place by a learner independently, in class with a teacher, in out of class interaction with the peer group and the larger community. Learning is an active and goal oriented process.

Learning environment must be physically, psychologically, and socially safe and it must motivate learners to develop effective study skills and to become lifelong learners.

Formulation of CBSE School Curriculum

The National Curriculum Framework (NCF 2005) is the framework on the basis of which the Central Board of Secondary Education formulates its own curriculum and syllabus document by adopting and adapting the guidelines and syllabus provided.

There are a number of underlying factors, which are evident in this document:

●      values and underlying principles of the Constitution;

●      learning outcomes of different levels Secondary;

●      possible innovative pedagogies for curricular transaction transformative and beyond

textbooks and classrooms;

●      collaboration between home and school;

●      project based learning to build research capabilities;

●      emphasis on inclusion strategies;

●      general and specific teaching and assessment objectives;

●      emphasis on multiple modes of assessment through descriptors of good performance;

●      provision of integrated activity based program on Environmental Education from

classes I-XII;

●      provision of NCC/NSS and other activities mentioned under physical education;

Curriculum Areas at Secondary Level

For the purpose of fostering core competence in learners, the curriculum encompasses six major learning areas, which are: Languages, Humanities, Mathematics, Science, Health and Physical Education, Performing and Visual arts. It refers to the content of learning, not the titles of subjects.

Major Contents of Each Curriculum Learning Area in Secondary Classes

1.    Languages include Hindi, English, and another 36 languages (detailed in Curriculum Volume II) and focus on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies.

2.    Humanities (Geography, History, Economics and Political Science) include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities, and the incorporation of the above-mentioned learning into one's life.

3.    Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include, instruction in these arts, aiming to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus promoting abilities such as imagination, creativity, valuing arts, and the cultural heritage.

4.    Science  (Biology,  Chemistry,  Physics  and  Computer  Sciences)  include  gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop a scientific attitude, use and application of such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover.

5.    Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving.

6.    Health and Physical Education focuses on the learning for holistic development, both mental and physical. Understanding the importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this curriculum is on helping learners develop a positive attitude and commitment to lifelong, healthy

active living and the capacity to live satisfying, productive lives with the help of

proper health management, sports, yoga, fitness and lifestyle choices.

These six learning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Learners should get opportunities to connect between different areas of knowledge and application. They should be encouraged to cognize and appreciate the interconnectedness of all knowledge and the enduring connection between knowledge and values. Their education should help them to connect the content of their learning areas and subjects with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth throughout.

Main Pedagogical Outcomes for Curriculum Learning Areas

1.    Learners  use  language  to  comprehend,  acquire  and  communicate  ideas  and information and to interact with others.

2.    Learners  identify,  integrate  and  apply  numerical  and  spatial  concepts  and techniques. They have clarity of concepts and are able to connect them to the real world.

3.    Learners understand and appreciate the physical, biological and technological world and acquire the knowledge, and develop attitude, skills and values to make rational decisions in relation to it.

4.    Learners understand their cultural, geographical and historical milieus and gain in depth knowledge, attitude, skills and values necessary to bring about transformation for a better India.

5.    Learners  rationalize  and  reason  about  pre-defined arrangements,  norms  and relationships in order to comprehend, decode, validate and develop relevant patterns.

6.    Learners think laterally, critically, identify opportunity, challenge their potential and are open to challenges. They are aware of consequences and take ownership of their deeds.

7.    Learners interact harmoniously with people and cultures from across the globe and are tolerant and empathetic towards others.

8.    Learners involve themselves in cultural pursuits as well as appreciate, respect and acknowledge the artistic, cultural and intellectual work of others.

9.    Learners value and engage in practices that promote personal, physical as well as mental and cognitive development, and wellbeing.

10.   Learners appreciate and value everyone's right to feel respected and safe, and, in this regard, also understand their constitutional rights as well as duties, and behave responsibly.

Implementation of Curriculum

Formulating a comprehensive and all-encompassing School Curriculum Plan (Syllabus) is an essential way forward to this Curriculum document. Schools will establish a School Curriculum Committee, which will have teachers representing each subject. This committee will define activities for pedagogical practices, and evolve a plan for the teaching learning process, evaluation and be able to provide feedback for reflection. Subject experts, scholars and professionals may also be invited to join the committee in advisory capacity,

when necessary. These committees must ensure and record that the text books selected for classes I-VIII (other than NCERT books) do not contain any material which may hurt the sentiments of any community. The books should also reflect gender sensitivity and be in conformity with the underlying principles of the Constitution of India.

This Committee will consolidate the efforts of all school staff as well as resources provided, to develop a comprehensive school-based curriculum, giving due importance to both Scholastic as well as Co-Scholastic areas.

The School Curriculum Plan (Syllabus) will include:

●       Pedagogical goals of the school for the session

●       Subject specific pedagogical objectives

●       Mapping of units with pedagogical objectives

●       Resources/activities to achieve the unit wise pedagogical objectives

●       Pedagogical outcomes

●       Assessment directives

●       Feedback rubrics

This Plan will also contain specified descriptions on how to infuse the core areas (including Life Skills Education, Values Education, Gender Sensitivity, Environmental Education, Information Technology Education, Human Rights Education, Health and Wellness Education) into the teaching of each subject. It is a good idea to involve parents in formulating this plan. The plan is an effective tool to let parents connect and support the pedagogical practices of the school.

Lesson/ Unit Plans

Lesson plans for the topics will be prepared by the teachers within their faculty. This will be supported by the School Curriculum Plan (Syllabus). Some important components of this plan can be:

●       Specific learning outcomes

●       Unit/topic learning contexts

●       Pedagogical strategies

●       Flow of lesson/unit (including activities/ experiments/hands-on-learning)

●       Formative assessment tasks

●       Remedial teaching plan

●       Interdisciplinary Linkages

●       Infusion of Core (Life-skills, Values, Gender sensitivity etc.)

●       Resources (including ICT)

The component of remedial teaching is to be drafted keeping in view differentiated instructional requirements of the individual learners. As the learning difficulties are observed, the remedial teaching must be taken up. This should be planned with a mutual understanding with the parents who should be informed about how the remedial instruction is being provided.

Creating Cross-Curricular Linkages

Cross-curricular linkages are vital to learning as it is important to be able to connect prior

knowledge and experiences and new information with experiences. Such connections are essentially required for being able to make sense of our world and foster learning capacity.

Linkages between subjects also help learners more effectively apply and embed skills and knowledge in meaningful and purposeful contexts. For example, mathematical data handling and interpretation can be effectively applied in geography and science; learners can write better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in a language; learning to make well-formed strokes can help learners illustrate their science diagrams with great perfection. Role- plays in language classrooms can act as effective tools once the learners have been exposed to dramatics. Strong links such as these can undoubtedly enhance learning in all subjects. They help learners connect, with a greater range, of the skills, attitude and knowledge they are acquiring in specific subjects. Creating cross-curricular linkages can help learners reflect on their learning. Aspects of learning such as problem solving, reasoning, creative thinking can be used across the curriculum.

Teachers should involve learners in cross-curricular (Interdisciplinary) projects thus helping

them recognise these underpinning skills and how to use them in a variety of contexts.

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