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EFFECTIVE FROM, Kashmir Division / Jammu Division / Ladakh (Winter Zone), , Oct-Nov 2020-21, , Jammu Division (Summer Zone), , March-April 2021-22, , SYLLABI &, COURSES, OF STUDY FOR, , Class X, , Published By, , THE JAMMU & KASHMIR BOARD OF SCHOOL EDUCATION

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CONTENTS, , S.No Description P.No, Scheme of Studies 5 , 1. Compulsory Subjects , 1. (i) Urdu (Baharistan) (From Right to Left) , 93-100, Or Hindi (First Compulsory Language) 65-70, 2. General English (Second Compulsory Language) , 10-16, 3. Mathematics 17-20, 4. Social Science (History, Political Science, Geography, , 21-30, Economics, Disaster Management and Road Safety Education , 5. Science (Physics, Chemistry, Biology) 31-44, 2. Activity Related Areas:, 1. Work Experience 49-51, 2. Health and Physical Education 48-56, 3. Art Education 58-60, 3. Subject for Children with Speacial Needs (CWSN), 1. Painting 59, 2. Music 60, 3. Home Science 61-62, 4. Additional / Optional Subjects:, 1. Computer Science 45-51, 2. Hindi 65-70, 3. Dogri 71-72, 4. Sanskrit 73-74, 5. Bhoti 75-80, 6. Punjabi 81-83, 7. Persian (From Right to Left) 85-86, 8. Arabic 87-89, 9. Kashmiri (From Right to Left) 90-93, 10. Urdu (Baharistan) (From Right to Left) , 94-101, 11. Vocational (optional) subject/s, , DESIGNED BY: Showkat A Baba of Professional Graphics Srinagar M-7006609433 [email protected], , 3

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CONCESSION FOR CHILDREN WITH, SPECIAL NEEDS, The Jammu and Kashmir Board of School, Education vide notification No (F Acad. C) Disabled/, C/06. Dated 03-07-06 has given following concessions, to children with special needs., 1. Students with 40% disability (Deafness,, Dumbness, lower vision, Leprosy cured, hearing, impairment, Loco – motor disability, mental, retardation and mental illness) of permanent, nature shall have to secure only 28% marks, instead of 33%. This is applicable to both theory, and practicals., 2. No examination fee shall be charged to children, with special needs (Deafness, Dumbness, lower, vision, Leprosy cured, hearing impairment, Loco, – motor disability, mental retardation and mental, illness) in case where the disability is 50% or, more, of permanent nature., Note: Such children with special needs shall have to produce, certificate from District Medical Board (Competent Authority, appointed by the Directorate of Health Services Kashmir/Jammu, or documentary proof from the Department of Social Welfare, Jammu and Kashmir., The Certificate is to be attached with the Admission cum, Permission form., , 4

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SCHEME OF STUDIES, Every candidate shall be required to take up all the compulsory five subjects to pass/ qualify the, Class X from the course listed below. They can also offer one subject under additional / optional subjects., (A) Compulsory Subjects:,  Urdu or Hindi (First Compulsory Language),  General English (Second Compulsory Language),  Mathematics ,  Social Science (History, Political Science, Geography, Economics, Disaster Management and, Road Safety Education),  Science (Physics, Chemistry, Biology), (B) Additional / Optional Subjects:,  Urdu ,  Kashmiri,  Arabic,  Persian,  Hindi,  Dogri,  Sanskrit,  Bhoti,  Punjabi,  Computer Education/ Science., Note: No repetition of language is allowed, while opting for additional subject., (C), Activity Related Areas:,  Work Experience ,  Health and Physical Education ,  Art Education , Note: To be assessed/evaluated under C.C.E.Scheme., (D) Subjects for Children with Special Needs (CWSN), ,  Painting ,  Music,  Home Science, (E) Vocational (Optional) Subjects, , , 5

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Structure Of Scheme of Assessment, , The Assessment scheme for all the compulsory/main subjects carrying 100 Marks shall have an, 80 marks component for Board Examination as per the assessment scheme mentioned and a 20 marks, component for Internal Assessment., , Assessment Structure for Internal Assessment of 20 marks, , Learner assessment is a continuous process and an integral part of teaching learning. The purpose, of internal assessment is that the learning levels of the children improves and the examination scare that, haunts a good number of children is decreased if not completely defeated. The Assessment should be, competency-based, promotes learning and development for students, and tests higher-order skills, such as, analysis, critical thinking, and conceptual clarity., Teachers must assess the learners at each stage of the learning process and this shall help teachers, to focus on individual needs of the learners for better performance. In order to empower the school and, the teacher by providing some kind of autonomy in the assessment process, JKBOSE has decided to give, internal weightage of 20 Marks for all the main compulsory subjects offered at Secondary Level. The locus, is school and focus shall be teaching and learning. The school-based assessment will play the dual role of, providing a complete picture of students’ abilities or progress towards fulfilling the aims of education and, informing teachers’ of students’ progress and therefore supporting classroom learning. It shall also inform, the learner about his/ her progress over a period of time enabling them to develop strategies to improve, learning., The teachers should use different assessment strategies that connect teaching, learning and, assessment to real life settings and to assess and provide feedback on activities, surveys, demonstrations,, role plays, project works, assignments, presentations, innovations etc. in such a way that the learner doesn’t, feel that his/ her performance is being evaluated., In order to carry the said assessment in effective and desired manner, following scheme for the same shall, be followed:, Internal assessment shall carry 20 marks and shall have the following parts:, 1. Periodic Assessment, 2. Portfolio, 3., , Subject Enrichment Activity, , 1) Periodic Assessment, The periodic assessment shall carry 10 marks., These 10 marks shall be divided into two parts, (I), , Pen and Paper Assessment, , (II), , Multiple Assessment, , 6

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(I), , Periodic Pen And Paper Assessment (5 Marks), , This involves the pen & paper class evaluation. The exam shall be taken by the concerned subject teacher, of the concerned subject during class room transaction. The questions should be mainly short answer type., The student shall maintain separate test notebooks for applied learning subject, which shall be kept as a, record in the school after they are shown to the students and parents for transparency., The teachers should mark the test copies and declare the result not later than 4 days from the test. It will, be the Head’s/ Teachers duty to supervise and keep the records., The result should be communicated to the students and parents through a report card (School Based, Evaluation Card). The schools shall be closely monitored with regard to school based assessment. The, tests may cover the topics covered in each subject during the period in question as per the unit-wise, division of syllabus., [Note: Average of the tests would be taken and reduced to the weightage of only 5 marks for final, submission of marks)., , (II), , Multiple Assessments, , , , [5 Marks], , Multiple assessments approach relevant to particular learning results are advised throughout the curriculum, transaction. The teacher can make use of Quizzes, Oral Tests, Class discussion, Field-work, Visual, Representation, Concept Maps, Exit Cards, and Visual Expression etc., , 2., , PORTFOLIO , , (5 MARKS), , The portfolios is proposed to broaden the scope of learning of learners and achieve the curriculum, outcomes by examining a range of proof of children’s performances. Its use is being recommended as a, support to the new instructional approaches that emphasize student’s role in constructing knowledge and, understanding., A portfolio is generally a collection of purposely chosen student’s work showing a range of performances, that are collected over time and that represents the learner’s efforts, progress, growth and accomplishment, in key areas learning outcomes., Suggested elements to judge student’s portfolio, Organisation - Neatness and Visual Appeal, Completion of guided work focussed on specific curricular objectives, Evidence of student’s growth, Inclusion of all relevant work (Completeness), , 7

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Suggestive format for Portfolio, Tools, , S., No., , Nov., , Dec., A*/B*/C*, , 1, , Worksheets, , 2, , Essays, , 3, , Projects, , 4, , Models, , 5, , Map work, , 6, , Observation, , 7, , Pictures, , 8, , Experiences, , 9, , Anecdotal, records, , Jan, , Mar, , April, A/B/C, , May, , June, , July, A/B/C, , Aug, , Sept. Oct., A/B/C, , *A, *B, *C depicts grades, Note: Portfolios should be developed in an easy way. They should be meaningful, however,, simple and easily accessible and should not be a burden on students- both in terms of cost and, time., , 3. SUBJECT ENRICHMENT , , (5 MARKS), , The Subject Enrichment Activities must be conducted with rigor and focus on the below, suggested as follows:,  Languages provide ample space and autonomy to subject teachers to develop relevant listening, and speaking skills. Teachers need to use this opportunity to full advantage and use excerpts from, relevant suitable literature to develop vocabulary and heighten students’ awareness and sensitivity.,  The specified activities in practical work in Science and Mathematics need to be conducted in, the investigatory spirit incongruence to be the spirit of the subject. The focus must shift from, confirmatory nature of lab experiments to explorations that focus on the development of science, processes.,  Students need to be encouraged to raise questions, generate hypotheses, experiment, innovate and, find solutions to questions/problems encountered.,  The discipline of Social Science puts the responsibility on concerned teachers to help students to, design and execute related projects, relevant to social context, and development of Life Skills., , 8

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Grading in Internal Assessment, The Internal Assessment will have the following three grading scale, MARKS RANGE, , GRADER, , 14-20, , A, , 7-13, , B, , Below 7, , C (fail), , Note:, The concerned head of the Institution / subject teacher shal ensure to maintain the complete, record of the internal parameter-wise components of all the students individually for any future, clearifications., , 9

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ENGLISH, Objectives of Teaching English at the Secondary Level, Students are expected to, •, , listen to English with proper attention and understanding, , •, , listen to announcements, instructions, read-aloud texts, audio, videos for information, gist and details and, respond to questions accordingly, , •, , speak simple English correctly, , •, , speak on contemporary issues like social justice, environment, gender, etc., , •, , read English texts and comprehend them, , •, , read stories and literary texts, both fiction and non-fiction, with understanding for pleasure and enjoyment, and discuss them, , •, , understand and respond appropriately to what they hear, read and experience, , •, , use subject, or contexts, and content related vocabulary to express their understanding of the texts and tasks., , •, , interpret different texts including poems, prose, short stories, newspapers, news reports, essays, etc., , •, , develop an awareness of the nature of language and language-learning skills along with a more general, application (e.g., interfacing, analysing, synthesising material), , •, , enjoy and appreciate variety of language, , •, , appreciate differnt shades of literary nuances and devices such as onomatopoeic sounds, symbols, similes,, metaphors, alliteration, imagery, personification, allusions and the writer’s point of view, , •, , write simple and short paragraphs, narratives, etc. by planning revising, editing, rewriting and finalizing, , •, , write reports of functions related to school, family and community, , •, , write personal, official and business letters, articles, debates, paragraphs based on visual or verbal clues,, textual inputs, etc., , •, , evaluate and analyze content in print form such as texts, newspapers, magazines, blogs, etc., , •, , promote core values such as tolerance, appreciation of diversity and civic responsibility through debate,, discussion, etc., , •, , refer to dictionary, thesaurus, periodicals, and books for undstanding and writing purposes and uses them, in speech writing, , •, , form a sound base for the skills required to communicate in English, , •, , develop ability to use English effectively for practical communication in a variety of second language, situations, , 10

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Skills, •, •, •, •, , Listening, Speaking, Reading, Writing, , Listening/ Speaking, Listening, While listening students should be able to, , Speaking, , •, •, •, •, •, •, , comprehend discourse such as lectures, conversations, interviews, and discussions, make notes and use them in answering questions about the passage, distinguish relevant from irrelevant information, identify the topic and the main idea in it, comprehend relationships between ideas, make inferences about spoken discourse, , Speaking should enable students to, •, •, •, •, •, •, •, •, •, , produce appropriate vocabulary, produce accurate grammatical forms, give an oral presentation in class using effective delivery strategies., present facts, ideas or opinions in an orderly sequence., make relevant comments on what is heard, seen or read, describe experience in simple and express intelligibly what is thought or imagined, respond appropriately in a particular situation., speak audibly with appropriate tone, intonation and pace, develop adequate speaking skills to communicate effectively to get engaged in meaningful, conversations, , Reading / Writing: Only a few tasks shall be set to test the reading skill. The skills of reading and writing shall be, tested in an integrated manner to reflect the way in which language is actually used. This is to allow writing tasks, to be stimulated by authentic reading texts rather than seeing the two activities as diverse elements. However, a, few tasks may be set to test the reading skill exclusively., , 11

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Reading, Reading should enable students to, •, , scan for and extract specific information from different texts (at least from the prescribed textbooks), , •, , organise the relevant information and present it in a logical manner/ given format, , •, , identify the main idea(s) in the text, , •, , identify specific details, , •, , discern main idea(s) from given information, , •, , distinguish fact from opinion, , •, , draw inferences based on information in the text, , •, , decode meanings of words in context, , •, , understand meanings of unfamiliar words, , •, , identify author’s purpose and tone, , Writing, The skill of writing should enable students to, , 12, , •, , write in a simple way, , •, , learn to use words economically, , •, , write sentences with simplicity and clarity, , •, , organise ideas and write short and coherent paragraphs, , •, , write texts, such as writing an essay, short letters, outline of short stories, paragraphs, reports,, articles, speech, etc., , •, , paraphrase and summarise in an appropriate form in response to a written- stimulus, , •, , use words in their proper contexts, , •, , use appropriate vocabulary, , •, , use a variety of accurate sentence structures;, , •, , use accurate grammatical structures

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Assessment in Listening and Speaking Skills, Guidelines for Internal Assessment,   , Apart from the prescribed textbook, the subject teachers can plan their own activities and create their own, material for assessing the listening and speaking skills., •, , Language learning projects / activities should not be confined to classroom teaching only but, should enable the students to deal with real life situations. The format and the variety of activities, should be extensive., , •, , The internal assessment based on different activities should be evaluated by the teacher, throughout the academic session. It may be preserved for three months after the declaration of, results or for check by the Board., , Suggested Activities, The suggested activities aim to improve the communication skills and personality of the students. These, should be followed by individual, peer and group talk., •, , Screening of relevant and age appropriate audio-videos of stories/documentaries/ discussions/, films, , •, , Listening to phone calls, , •, , Model Reading by teacher, , •, , Storytelling, , •, , Narrating incidents, , •, , Interviews, , •, , Group Discussions and Talk Shows, , •, , Role plays, , •, , Debates / Presentations, , •, , Convening meetings/talks in informal situations such as going to the shopkeeper, describing real, time events like festivals and matches, picnics, vacations and travelogue, , Parameters for Assessment, Interactive competence (initiation, turn taking, relevance to the topic), Use and delivery of words and expressions (coherence and speed of delivery), Vocabulary and Grammar (clarity, simplicity and precision), Pronunciation (accent , fluency), The details break-up of the internal assessment consisting of 20 Marks is given after the content page., , 13

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English, Design of Assessment for Class X, Theory Paper= 80 Marks, , , , Internal Assessment= 20 Marks, , Tulip Series Book - X, A Textbook of English for Class X, , , , Time=3 hrs., , Section A, Reading Comprehension 15 Marks, , 1. One seen poem to be attempted from the prescribed textbook followed by vsat, fill ups and, matching words and expressions, literary device/s, etc. , 1x 5 = 5 Marks, 2. One seen passage from the prescribed textbook to be attempted based on objective type,, comprehension questions, one word substitution, vocabulary, synonyms, antonyms and, inference. , 1x5= 5 Marks, 3. One unseen passage to be attempted followed by objective type, comprehension questions,, providing suitable title to the passage, one word substitution, vocabulary, synonyms, antonyms, and inference , , 1x 5 = 5 Marks, , Section B, Grammar, , , , , , 15 Marks, , Following questions to be attempted based on applied grammar, 4. Modals , , 2 Marks, , 5. Articles , , 2 Marks, , 6. Relative Clause , , 3 Marks, , 7. Narration, , 3 Marks, , , , 8. One contextualized passage/ story/ paragraph to be edited testing the use of tenses, punctuation, articles and, different parts of speech etc., , 5 Marks, , 14

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Section C, Writing Skills, , , , 9. Completing Dialogue writing with the help of hints , , 20 Marks, 3 Marks, , 10. One question to be attempted on notice writing with the help of hints. (50 words), 11.One question to be attempted on message writing with the help of hints (50words), , 3 Marks, 4 Marks, , 12. One letter to be attempted out of the given two (formal, informal and letter to an editor), , 5Marks, , 13. One speech/ article /paragraph to be attempted on a given topic out of two. The hint words will be, given. (80 -100 words) , , 5 Marks, , Section D, Literature, 14., , , , 30 Marks, , Three out of five Very Short Answer Type questions based on theme, central idea, literary devices, etc. to, be attempted from the poems. (20 -30) words , 3x2= 6 Marks, , 15. Four out of six Short Answer Type questions to be attempted from the chapters of the textbook. (40-60), words , , 3x4= 12 Marks, 16. One out of two Long Answer Type questions to be attempted from the play based on character/ scene/, theme/ plot, etc. (80-100) words, , , 1x6=6 Marks, 17. One out of three Long Answer Type questions to be attempted from the short story. (80-100) words , , , , 1x6=6 Marks, , Note: •, , The students must read the textbook thoroughly., , •, , The examiner will not ask very short questions from a poem in Literature Section if the poem or, the extract has been asked in the Reading Comprehension., , •, , The examiner will not ask short type questions in Literature Section from a chapter if the seen, passage from the prescribed textbook has been asked in Reading Comprehension., , •, , The chapter ‘The Ghat of the Only World’ will not be evaluated in the examinations., , 15

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Internal Assessment 20 Marks, The guidelines to evaluate the listening and speaking skills have been given in the objectives of teaching, English at secondary level., , Schedule, , , , The practice of listening and speaking skills should be done throughout the academic year., The final assessment of the skills is to be done as per the convenience and schedule of the, school., , Suggested Reading in Grammar, For grammar, teachers and students can refer to any standard grammar textbook for further, reading and clarification of concepts. Some of the books include:, • A Practical English Grammar by Thomson and Martinet (Oxford University Press), • High School English Grammar by Wren and Martin (S Chand Publishing), • English Grammar in Use by Raymond Murphy (Cambridge University Press), , 16

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MATHEMATICS, Total Marks 100, , , Units, Unit, Unit, Unit, Unit, Unit, Unit, Unit, , :- I, : II, : III, :IV, :V, :VI, :VII, , (External 80 Marks), (Internal 20 Marks) , Time: 3 Hours, , Number Systems, Algebra, Trigonometry, Coordinate Geometry, Geometry, Mensuration, Statistics and Probability, , 04, 23, 12, 06, 15, 10, 10, , Marks, Marks, Marks, Marks, Marks, Marks, Marks, , UNIT 1:- NUMBER SYSTEMS, Real Numbers (04 Marks), Euclid’s division lemma, Fundamental Theorem of Arithmetic –statements after reviewing work done earlier, and after illustrating and motivating through examples. Proofs of results-irrationality of,, decimal expansions of rational numbers in terms of terminating / non terminating recurring decimals., , UNIT II: - ALGEBRA, 1., , Polynomials (04 Marks), Zeros of a Polynomial. Relationship between zeros and Coefficients of a Polynomial with particular, reference to quadratic polynomials. Statement and simple problems on division algorithm for polynomials, with real coefficients., 2. Pair of Linear Equations in Two variables , ( 06 Marks ), Pair of Linear equations in two variables. Geometric representations of different possibilities of solutions/, inconsistency., Algebraic conditions for number of solutions. Solutions of pair of linear equations in two variables, algebraically – by substitution, by elimination and by cross multiplication. Simple situational problems, must be included. Simple problems on equations reducible to linear equations may be included., 3. Quadratic Equations , ( 08 Marks), 2, Standard form of a quadratic equations ax + bx + c = 0 ( a # 0 ). Solutions of quadratic equations, ( only real roots ) by factorization and by completing the square i.e. by using quadratic formula., Relationship between discriminant and nature of roots., Problems related to day to day activities to be incorporated., , 17

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4. Arithmetic Progressions (AP) , , (05 Marks), Motivation for studying AP. Derivation of standard results of finding the nth term and sum of first n, terms., , UNIT III:- TRIGONOMETRY, 1. Introduction to Trigonometry , (07 Marks), Trigonometric ratios of an acute angle of a right angled triangle. Proof of their existence ( well defined);, motivate the ratios, whichever are defined at 0o and 900. Value ( with proofs ) of the trigonometric ratios, of 300, 450 and 600. Relationships between the ratios., Trigonometric Identities : Proof and applications of the identity sin 2 A + cos2 A = 1. Only simple identities, to be given. Trigonometric ratios of complementary angles., 2. Application to Trigonometry , , ( 05 Marks), Simple and believable problems on (heights and distances). Problems should not Involve more than two, right triangles. Angles of elevation/ depression should be only 300, 450, 600 ., , UNIT IV:- COORDINATE GEOMETRY, Lines ( in two- dimensions) , , ( 06 Marks ), Review the concepts of coordinate geometry done earlier including graphs of linear equations., Awareness of geometrical representations of quadratic polynomials. Distance between two points and, section formula ( internal ). Area of a triangle., , UNIT V:- GEOMETRY, 1. Triangles, (06 Marks), Definitions, examples, counter examples of similar triangles., 1. ( Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in, distinct points, the other two sides are divided in the same ratio., 2. ( Motivate ) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third, side., 3. ( Motivate ) If in two triangles, the corresponding angles are equal, their corresponding sides are, proportional and the triangles are similar., 4. ( Motivate ) If the corresponding sides of two triangles are proportional, their corresponding, angles are equal and the two triangles are similar., 5. ( Motivate ) If one angle of a triangle is equal to one angle of another triangle and the sides, including these angles are proportional, the two triangles are similar., , 18

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6. ( Motivate ) If a perpendicular is drawn from the vertex of the right angle to the hypotenuse, the, triangles on each side of the perpendicular are similar to the whole triangle and to each other., 7. ( Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their, corresponding sides., 8. ( Prove ) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on, the other two sides., 9. ( Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two, sides, the angles opposite to the side is right triangle., 2. Circles , , ( 05 Marks), Tangents to a circle motivated by chords drawn from points coming closer and closer to the point., 1. ( Prove) The tangent at any Point of a circle is perpendicular to the radius through the point of, contact., 2. ( Prove ) The lengths of tangents drawn from an external point to a circle are equal., 3. Constructions , 1. Division of a line segment in a given ratio ( Internally ), 2. Tangent to circle from a point outside it., 3. Construction of a triangle similar to a given triangle., , ( 04 Marks ), , UNIT VI :- MENSURATION, 1., Areas Related to Circles, ( 04 Marks), Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and, perimeter/ circumference of the above said plane figures., (In calculating area of segment of a circle, problems should be restricted to central angle of 600, 900 and, 1200 only. Plane figures involving triangles, simple quadrilaterals and circle should be taken), 2., , Surface Areas and Volumes , ( 06 Marks), 1. Problems on finding surface areas and volumes of combinations of any two of the following, cubes, cuboids, spheres, hemispheres and right circular cylinders/ cones. Frustum of cone., 2. Problems involving converting one type of metallic solid into another and other mixed problems., (Problems with combination of not more than two different solids be taken ), , 19

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UNIT VII: STATISTICS AND PROBABILITY, 1., Statistics , Mean, median, and mode of grouped data ( Bimodal situation to be avoided)., Cumulative frequency graph., , (06 Marks), , 2., Probability , Classical definition of Probability. Connection with probability as given in Class IX., Simple problems on single events, not using set notation., , (04 Marks), , Internal assessment : 20 Marks, i., Pen paper test, ii., Project work like meassurment of school campus, perimeter of boundary etc., iii., Attendence and participation., , 20

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Time: 3Hrs., , COURSE STRUCTURE SOCIAL SCIENCE CLASS X, , Max. Marks:100, , S.No, , Titles, , Periods, , 1., , India and the Contemporary World – II, (HISTORY), , 65, , Theory, (Marks), 25, , 2, , Contemporary India –II, , 55, , 20, , 3, , Democratic Politics – II, (POLITICAL SCIENCE ), , 55, , 20, , Economics,, Disaster Management and Road Safety Education, , 40, , 15, , ., , 215, , 80, , (GEOGRAPHY), , 4, , Internal Assessment, (Marks), , 20, , Title 1: India and the Contemporary World – II (HISTORY), Themes, , Learning Objectives, , Section 1: Events and Processes:, , 1., , , , , , , , The Rise of Nationalism in Europe:, The French Revolution and the Idea of the Nation, The Making of Nationalism in Europe, The Age of Revolutions:1830-1848, The Making of Germany and Italy, Visualizing the Nation, Nationalism and Imperialism, , 21, ,  Enable the learners to, , identify and comprehend, the forms in which, nationalism developed, along with the formation of, nation states in Europe in, the post-1830period.,  Establish the relationship, and bring out the difference, between European, nationalism and anti, colonial nationalisms.,  Understand the way, the idea of nationalism, emerged and led to the, formation of nation states in, Europe and elsewhere., , Total, Periods, 65, Breakup of, periods, , Total, Marks, 25, Breakup of, marks, , 14, , 06

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2., , Nationalism in India:, ,  The First World War, Khilafat and Non –, Cooperation,  Differing Strands within the Movement,  Towards Civil Disobedience,  The Sense of Collective Belonging, , Section 2: Livelihoods, Economies and Societies:, Any one theme Between 3 and 4:, , 3. The Making of a Global World:,  The Pre-modern world,  The Nineteenth Century (1815-1914),  The Inter war Economy,  Rebuilding a World Economy: The Post- War, Era, , OR, 4. The Age of Industrialization:, , , , , , , , Before the Industrial Revolution, Hand Labour and Steam Power, Industrialization in the colonies, Factories Come Up, The Peculiarities of Industrial Growth, Market for Goods, , 22, ,  Recognize the, characteristics of Indian, nationalism through, a case study of NonCooperation and Civil, Disobedience Movement,  Analyze the nature, of the diverse social, movements of the time.,  Familiarize with the, writings and ideals of, different political groups, and individuals.,  Appreciate the ideas, promoting Pan Indian, belongingness.,  Show that globalization, has a long history and, point to the shifts within, the process.,  Analyze the implication, of globalization for local, economies.,  Discuss how, globalization is, experienced differently, by different social, groups.,  Familiarize with the Proto Industrial phase and, Early – factory system.,  Familiarize with, the process of, industrialization and its, impact on labour class.,  Enable them, to understand, industrialization in the, colonies with reference, to Textile industries., , 10, , 05, , 13, , 06, , 11

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Section 3: Everyday Life, Culture and Politics:, , 5. Print Culture and the Modern World:, , , , , , , , , , , , The First Printed Books, Print Comes to Europe, The Print Revolution and its Impact, The Reading Mania, The Nineteenth Century, India and the World of Print, Religious Reform and Public Debates, New Forms of Publication, Print and Censorship, , Section 4: Modernization of Erstwhile Jammu &, Kashmir State., 6.Post Independence Era :Jammu and Kashmir on the, path of Modernisation, , , , , , , , , , Naya Kashmir Manifesto, Economic and Social Reforms, Agricultural and Infrastructural Development, Era of Cooperatives, New Space for Women, Health Care Facilities, Cultural Policies, ,  Identify the link between, print culture and the, circulation of ideas.,  Familiarize with pictures,, cartoons, extracts from, propaganda literature, and newspaper debates, on important events and, issues in the past.,  Understand that forms of, writing have a specific, history and that they, reflect historical changes, within society and shape, the forces of change., , 12, , 05, , 05, , 03, , Total, Periods, 55, , Total, Marks, 20, , Learning Objectives, , Breakup of, , Breakup of, , Periods, , Marks, ,  Understand the value, of resources and, the need for their, judicious utilization and, conservation, , 09, , 05, ,  To understand the impact, about various initiatives, taken in different fields, in Post Independence, Era.,  To analyze the impact of, different initiatives taken, , Title 2: Contemporary India – II (GEOGRAPHY), Themes, , , , , , , , , , , , 1. Resources and Development:, Types of Resources, Development of Resources, Resource Planning in India, Land Resources, Land Utilization, Land Use Pattern in India, Land Degradation and Conservation Measures, Soil as a Resource, Classification of Soils, Soil Erosion and Soil Conservation, , 23

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2. Forest and Wildlife *, , (To be assessed in Periodic tests), ,  Types of Resources Biodiversity or Biological, Diversity,  Flora and Fauna in India,  Vanishing Forests,  Asiatic Cheetah: Where did they go?,  The Himalayan Yew in trouble,  Conservation of forest & wildlife in India,  Project Tiger,  Types and distribution of forests and wildlife, resources,  Community and Conservation, 3. Water Resources: *, , (To be assessed in Periodic tests), ,  Water Scarcity and The Need for Water, Conservation and Management,  Multi-Purpose River Projects and Integrated, Water Resources Management,  Rainwater Harvesting, 4. Agriculture:,  Types of farming,  Cropping Pattern,  Major Crops,  Technological and Institutional Reforms,  Impact of Globalization on Agriculture, , 24, ,  Understand the, importance of forests, and wild life in one, environment as well as, develop concept towards, depletion of resources, , 06, ,  Comprehend the, importance of water, as a resource as well, as develop awareness, towards its judicious use, and conservation., , 07, ,  Explain the importance, of Agriculture in national, economy.,  Identify various types, of farming and discuss, the various farming, methods; describe the, spatial distribution of, major crops as well, as understand the, relationship between, rainfall regimes and, cropping pattern.,  Explain various, government policies for, institutional as well as, technological reforms, since independence., , 11, , 05

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5. Minerals and Energy Resources,  What is a mineral?,  Mode of occurrence of Minerals,  Ferrons and Non-Ferrons Minerals,  Non-Metallic Minerals,  Rock Minerals,  Conservation of Minerals,  Energy Resources, O Conventional and Non- Conventional, O Conservation of Energy Resources, 6. Manufacturing Industries:,  Importance of manufacturing,  Contribution of Industry to National Economy,  Industrial Location,  Classification of Industries,  Spatial distribution,  Industrial pollution and environmental, degradation.,  Control of environmental degradation., , 7. Life Lines of National Economy:,  Transport, Roadways, Railways, Pipelines,, Waterways, Airways,  Communication,  International Trade,  Tourism as a Trade, *Note: The chapters ‘Forest and Wildlife’ and, ‘Water Resources’ to be assessed in the Periodic, Tests only and will not be evaluated in Board, Examination, , 25, ,  Identify different types, of minerals and energy, resources and places of, their availability,  Feel the need for their, judicious utilization, ,  Bring out the importance, of industries in the, national economy as, well as understand the, regional disparities, which resulted due, to concentration of, industries in some areas.,  Discuss the need for, a planned industrial, development and, debate over the role of, government towards, sustainable development.,  Explain the importance, of transport and, communication in the, ever- shrinking world.,  Understand the role of, trade and tourism in the, economic development, of a country., , 09, , 04, , 07, , 03, , 06, , 03

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Title 3. Democratic Politics – II (POLITICAL SCIENCE), , Total Periods 55, , Total Marks 20, , Themes, , Breakup of Periods, , Breakup of, Marks, , 07, , 05, , 08, , 05, , 1. Power Sharing:,  Case Studies of Belgium and Sri Lanka,  Why power sharing is desirable?,  Forms of Power Sharing, 2. Federalism:,  What is Federalism?,  What make India a Federal Country?,  How is Federalism practiced?,  Decentralization in India, 3. Democracy and Diversity: *, (To be assessed in Periodic tests only),  Case Studies of Mexico,  Differences, similarities and divisions,  Politics of social divisions, 3. Gender, Religion and Caste:,  Gender and Politics,  Religion, Communalism and Politics,  Caste and Politics, , 5. Popular Struggles and, Movements:*, (To be assessed in Periodic tests only ),  Popular Struggles in Nepal and Bolivia,  Mobilization and Organization,  Pressure Groups and Movements, , 26, , Learning Objectives,  Familiarize, with, the, centrality of power sharing, in a democracy.,  Understand the working, of spatial and social power, sharing mechanisms,  Analyse federal provisions, and institutions.,  Explain decentralization, in rural and urban areas.,  Analyse the relationship, between social cleavages, and political competition, with reference to Indian, situation.,  Identify and analyse, the challenges posed by, communalism to Indian, Democracy.,  Recognize the enabling, and disabling effects of, caste and ethnicity in, politics.,  Develop a gender, perspective on politics.,  Understand the vital role, of people’s struggle in the, expansion of democracy., , 05, , 07, , 05, , 03

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6. Political Parties:, , , , , , , , Why do we need Political Parties?, How many Parties should we have?, National Political Parties, State Parties, Challenges to Political Parties, How can Parties be reformed?, , 7. Outcomes of Democracy:,  How do we assess democracy’s, Outcomes?,  Accountable, responsive and, legitimate government,  Economic growth and development,  Reduction of inequality and poverty,  Accommodation of social diversity,  Dignity and freedom of the citizens, , 8. Challenges to Democracy:*, (To be assessed in Periodic tests only ),  Thinking about challenges,  Thinking about Political Reforms,  Redefining democracy, , Addendum, The Jammu and Kashmir Reorganization, Act, 2019, , *Note:, ,  Analyse party systems in, democracies.,  Introduction to major, political parties,, challenges faced by them, and reforms in the country, ,  Evaluate the functioning, of democracies in, comparison to alternative, forms of governments.,  Understand the causes, for continuation of, democracy in India.,  Distinguish, between, sources, of, strengths and weaknesses, of Indian democracy.,  Reflect on the different, kinds of measures, possible to deepen, democracy.,  Promote an active and, participatory citizenship.,  Understanding of the Reorganization Act, 2019,  Knowledge about the, different provisions of the, act, , 09, , 06, , 03, , 02, , 05, , 03, , 02, , The chapters “Democracy and Diversity”, “Popular Struggles and Movements” and “Challenges to Democracy” to be assessed in the Periodic Tests only and will not be evaluated in JK, BOSE Examination., , 27

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Title 4. Economics, Disaster Management and Road Safety Education, Themes, Unit 1: Understanding J & K Economy,  Contribution of Major Sectors in the, J and K,  Economic Importance of Primary Sector,  Agriculture Allied Sectors, Majors Crops ,, Live Stock, Horticulture,  Fisheries, Forest, Mining, Quarrying,  Economic Importance of Secondary Sector,  Economic Importance of Tertiary Sector,  Hurdles in Economic Development, Unit 2: Employment Generation,  Potential and Scope for Employment, generation,  Special Industry Initiative (SII J&K),  Towards Employment Initiative,  Sectoral Initiatives taken by the, Government for employment, Unit 3. Financial Literacy, , (Stock market operations), to be assessed in periodic tests., , Learning Objectives,  Concept of GDP and the, contribution of various, sectors to GDP, , 28, , Total Marks, (15), , Breakup of, Periods, , Breakup of, Marks, , 09, , 05, , 08, , 05, ,  Concept and, Understanding of different, Sectors of Economy,  Major issues in Economic, Development, ,  Significance of, Employment generation.,  To Understand, How Different Initiatives, taken to boost the, Economy,  The learner should, be able to understand, how the stock markets, operate., , Unit 4. Protecting Ourselves from, Disasters*,  Survival Skills: Search and Rescue Skills,  Safe Construction Practices: Various, Structural Safety Measures taken up for, Constructing Disaster Resistant Building,  Emergency Communication during a, Disaster,  Sharing Responsibility :Role of, Individual, Community NGOs, Local and, State Bodies,  Ill effects of Polythene, , Total, Periods, 40, , 04, , 09,  Understanding of Role and, Responsibilities during the, Disasters.,  Promotion of Skills by, Active and Participatory, Approach in Management, of Disasters., , 05

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Unit 5. Road Safety Education, (to be assessed in periodic tests.),  Introduction,  Why do Children have Accidents,  Who can Prevent Accidents,  Road Safety : Motor Vehicle, (Amendment) Bill 2016,  Traffic Authorities in India,  Traffic Offence and Penalties in India,  4Es to prevent Accidents,  Road Safety Education Examples of, Good Practices, ,  Understanding about the, Road Mishaps and the, Preventive Measures about, Accidents,  Knowledge about the, different Provisions and, the Acts of Road Safety., , 10, , Suggestive Projects for Class – X (Social Science), , 1. Eminent women freedom fighters from different parts of India and present information through, photographs, illustrations, writings, speeches, etc., 2. Collect information on the conditions of the peasantry, city dwellers, kings and nobility before, the revolution and the kinds of inhuman practices that were followed in France/German, 3. Prepare the following documents to organize a session of Parliament for a Parliamentary, democracy., a. Officials required – Composition of the House., b. Seating plan diagram, c. A Bill on any current economic or social value, for example child labour laws, women’s, reservation, free medical care bill., d. Documents on procedures, e. A debate/speech on any issue either from the government or opposition side., 4. Write a report on how man’s interaction with nature has resulted in different hazardous situations, such as, a. Deforestation and soil erosion causing floods and droughts., b. Faulty constructional practices leading to disastrous impact on life and property during, cyclones and earthquakes., c. Water scarcity in rural and urban areas., d. Uncontrolled growth of settlements on hazardous hill slopes causing landslides., 5. Design posters/slogans/skits/songs for generating awareness about Road Safety among other, school children., , 29

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6. Interview any of the Govt./Non-Government functionaries in your locality on their role in, Disaster Management:, Senior District Magistrate, Additional District Magistrate, Sarpanch, Head of any NGO – dealing in Disaster Management, Police inspector,\, Superintendent of Police, Civil Defence Warden., Prescribed Books:, 1- A textbook of History for Class 10th (India and the Contemporary World-II), 2- A textbook of Geography for Class 10th (Contemporary India-II), 3- A textbook of Political Science for Class 10th (Democratic Politics-II), 4- A textbook of Economics, Disaster Management, and Road Safety Education for Class 10th, Published by Jammu & Kashmir Board of School Education., , 30

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SCIENCE, AIMS, The aims are to:, 1. Provide, through well designed studies of the experimental and practical science, a worthwhile, educational experience for all students, whether or not they intend to go on to study science beyond the, secondary stage and in particular, to enable them to acquire sufficient understanding and knowledge, to., 1.1 Become confident citizens in a technological world, and to take interest in matters of scientific, importance, 1.2 Recognize the usefulness and limitations of scientific method and to appreciate its applicability in, other disciplines and in everyday life., 1.3 Be suitably prepared for studies beyond the secondary stage in pure sciences or in applied sciences or, in science – dependent course., 2. Develop abilities and skills that:, 1.1 are relevant to the study and practice of science., 1.2 are useful in everyday life., 1.3 encourage efficient and safe practice., 1.4 encourage effective communication., 3., , Develop Attitude relevant to science such as:, 1.1 concern for accuracy and precision., 1.2 objectivity, 1.3 integrity, 1.4 enquiry, 1.5 initiative, 1.6 inventiveness, , 1., , Stimulate interest in and care for the environment, , 2., , Promote an awareness that:, 2.1 Scientific theories and methods have developed and continue to do so as a result of cooperative, activities of groups and individuals., 2.2 The study and practice of science are subject to social, economic, technological ethical and, cultural influences and limitations., 2.3 The application of science may be both beneficial and detrimental to the individual, the community, and the environment., , 31

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2.4 Science transcends national boundaries and that the language of science, correctly and rigorously, applied is universal, , Domains, The three domains in Science (Physics, Chemistry and Biology) are:, (a) Knowledge with understanding., (b) Handling information and solving problems., (c) Experimental skills and investigations., Description of each domain is given below., (a) Knowledge with understanding, 1. Scientific phenomena, facts, laws, definitions, concepts, theories., 2. Scientific vocabulary, terminology, conventions (including symbols, quantities and units)., 3. Scientific instruments and apparatus including techniques of operation and aspects of safety., 4. Scientific quantities and their determination., 5. Scientific and technological applications with their social, economic and environmental, implications., The curriculum objectives define the factual material that candidates may be required to recall and, explain. Question testing these objectives will often begin with one of the following words; define state,, describe, explain or outline etc., (b) Handling Information and Solving Problems, Students should be able, in words or using other written forms of presentation (i.e. symbolic, graphical, and numerical)., 1. locate, select, organize and present information from a variety of sources;, 2. translate information from one to another;, 3. manipulate numerical and other data;, 4. use information to identify patterns, report trends and draw inferences;, 5. present reasoned explanations for – phenomena, patterns and relationships;, 6. make predictions and hypotheses;, 7. solve problems;, These skills cannot be precisely specified in the curriculum objectives because question testing such, skills are often based on information which is unfamiliar to the candidate. In answering such question,, candidates are required to use principles and concepts that are within the syllabus and apply them in a, logical, deductive manner to a novel situation., Question testing these skills with often being with one of the following words; Discuss, predict,, suggest, calculate or determine etc., , 32

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(c) Experimental Skills and Investigations, Students should be able to, 1. use techniques, apparatus and materials;, 2. make and record observations, measurements and estimates;, 3. interpret and evaluate experimental observations and date;, 4. plan, investigate and/or evaluate methods and suggest possible improvements (including the, selection of techniques, apparatus and materials)., , 33

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SCIENCE, , Maximum Marks 100, Theory Marks: 80 (Physics + Chemistry + Biology: 26+26+28), Internal Assessment: 20 Marks , , Time allotted: 3 hrs, , Section – I (Physics) , , Marks :26, , Unit 1:- Light- Reflection and Refraction , Marks 08, Reflection of light, spherical mirrors; image formation; use of spherical mirrors., Sign conventions for spherical mirrors; relation between focal length and radius of curvature;, mirror formula (only relation) (Numerical Problems); magnification., Refraction of light, refraction through a glass slab, refractive index, Conditions for no refraction., Spherical lenses, image formation, sign conventions, lens formula (only relation) (Numerical, Problems), Magnification (Numerical Problems), Power of a lens (Numerical Problems)., Unit 2: The Human Eye and the Colorful World , Human eye; power of accommodation; defects of vision and their correction., Glass prism (refraction and dispersion)., Atmospheric refraction – twinkling of stars and color of sun at sunrise and sunset., , Marks 05, , Unit 3 :-Electricity , Marks 06, Concept of electric charge;, Electric current; electric potential and potential difference;, Ohm’s law and experimental verification ; resistance and its dependence; combination of resistances, (series and parallel) (Numerical Problems), Heating effect of current – Electric power and energy (Numerical Problems), Unit 4: Magnetic Effects of Current, , Marks 04, Orested Experiment; Magnetic field and field lines., Magnetic field due to a current carrying current – Straight, coil (loop) and solenoid (qualitative, only)., Force on a current carrying conductor in a magnetic field., Electric Motor; Domestic electric circuits., , 34

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Unit 5:Sources of Energy , Marks 03, Various sources of energy; conventional sources of energy; improvement in technology for using, conventional source of energy (Biomass and wind energy)., Non- conventional sources of energy (Solar energy, Energy from sea)., Nuclear energy (Nuclear fusion and nuclear fissions)., Lasting of energy sources., , SECTION – II (CHEMISTRY), , Marks 26, , Unit 1: Chemical Reactions and Equation , Marks 05, Chemical equation, writing of chemical equation; Balancing chemical equations., Types of chemical reactions, viz. Combination reactions; Decomposition reactions; Displacement, reactions; Double displacement reactions; Oxidation and reduction., Effects of oxidation and reduction reactions in everyday life, viz, corrosion and rancidity., Unit 2: Periodic Classification of Elements , Marks 04, Early attempts regarding classification of elements; like Dobereiner’s triads, Newland’s law of, octaves (non evaluating)., Mandeleev’s periodic table, its achievements and limitations., Modern periodic table; position of elements, trends in modern periodic table viz, Valency, Atomic, size, Metallic and non- metallic properties., Unit 3:- Carbon and its Compounds , Marks 06, Bonding in Carbon, Covalent bond, Allotropes of carbon;, Versatile nature of carbon; Saturated and unsaturated hydrocarbons; chains; branches and rings,, homologous series and its characteristics; nomenclature of Carbon compounds., Chemical properties of carbon compounds viz. combustion; oxidation; addition and substitution, reactions., Important Carbon compounds like Ethane and Ethanoic acid Properties of Ethanol and Ethanoic, acid., Soaps and Detergents., , 35

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Unit 4: Metals and Non metals , , , Marks 06, Physical prosperities of metals and non- metals., Chemical properties of metals like action of water, air, acids, salts; Reactivity series of metals., Cause of reactivity of metals and non- metals.Properties of Ionic compounds., Occurrence of metals; their extraction, enrichment of ores. Extraction of metals in accordance, with activity series; refining of metals., Corrosion of metals and its prevention., Unit 5: Acids, Bases and Salts, , Marks 05, Idea about acids and bases; chemical properties of acids and bases viz. Action of metals, metal, carbonates, metal hydrogen carbonates (only in case of acids), metallic acids; non- metallic acids, and bases., Similarities in acids and bases; reaction of acids and bases with water., Strength of acid and base solutions; pH, its importance., Idea of salts, their family and pH.Chemicals from common salts like Sodium hydroxide, Baking, soda and Washing soda; Hydrated salts, Plaster of Paris., , SECTION – III (BIOLOGY), , Marks: 28, , Unit I: - Life Processes , Marks 7, • What are life Processes?, • Nutrition – Autotrophic Nutrition, Heterotrophic Nutrition. How do animals obtain their nutrition?, Nutrition in Human beings., • Respiration., • Transportation: Transportation in Plants., • Excretion: Excretion in Human beings, Excretion in Plants., Unit II:- Control and Co-ordination , , Marks 4, • Animals – Nervous System, What happens in Reflex Action? Human Brain; How are these tissues, protected? How does Nervous tissue cause action?, • Coordination in Plants, immediate response to stimulus, movements due to growth., • Hormones in Animals., , 36

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Unit III:- How do Organism Reproduce , Marks 5, • Do organisms create exact copies of themselves? The importance of variation. , • Modes of reproduction used by unicellular organisms. Fission. Fragmentation, Regeneration., Vegetative Propagation, Budding, Spore Formation., • Sexual Reproduction: Why the sexual mode of reproduction? Sexual reproduction in flowering, plants, Reproduction in human Beings. Male Reproductive System, Female Reproductive System., What happens when the egg is not fertilized? Reproductive Health., Unit IV: Heredity and Genetics , , Marks 4, • Accumulation of variation during reproduction., • Heredity: Inherited traits, Rules for the interitance of traits, Mendel’s contribution. How do these, traits get expressed? Sex determination., • Acquired and Inherited traits., • Speciation., • Classification, tracing evolutionary relationships, fossils, evolution by stages. Evolution should, not be equated with progress., Unit V:- Our Environment , Marks 4, • What happens when we add our waste to the Environment?, • Ecosystem – What are its components? Food chains and Webs., • How do our activities effect the environment? Ozone layer and how it is getting depleted. Managing, the garbage we produce., Unit VI:- Management of Natural Resources, , Marks 4, • Why do we need to Manage our Resources?, • Forests and Wild life, Stake holders, Sustainable Management, Dams, Water harvesting. Coal and, petroleum., • An overview of Natural Resources Management., , 37

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PRACTICAL WORK, List of Practicals , , Section – I, (PHYSICS), , Section 1, 1. Verify the laws of reflection using mirror strips., 2. Verify the laws of refraction using glass slab, and find the refractive index of the material., 3. Show that the image is as far behind the plane mirror as the object is in front of it., 4. Trace the path of rays through a glass prism and measure the angle of deviation. (2 obs)., 5. Using a glass prism, Prove that, 6. Find the focal length of convex mirror using the candle wire gauge and screen., 7. Trace the path of a ray of light through a glass slab and show that the angle of incidence is equal, to the angle of emergence., 8. Verify Ohm’s law (3 observations)., 9. Prepare an electromagnet and observe the relation between the direction of current and polarity of, the electromagnet., 10. Draw the magnetic lines for a bar magnet using a compass needle., Project work, 1. To construct an Astronomical Telescope using two convex lenses., 2. Prepare a model showing the production of thermo electric energy., 3. To generate wind energy using a wind mill., 4. Prepare an electromagnet., 5. To prepare a model to demonstrate Orested experiment., , 38

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SECTION – II, (CHEMISTRY), , 1. Determine the pH of water obtained from different sources (at least four), 2. Determine the pH of juice obtained from different fruits., 3. Simple volumetric acid – base titrations., 4. Preparation of soap., 5. Preparation of hydrogen gas by the action of diluted sulphuric acid oil and study the properties., 6. To test the conductivity of various salt solutions., Project work, 1. Make a list that contains., Five elements in the free state and, Five elements in the combined state., 2. To frame modern periodic table., 3. To make models of alkanes., , SECTION – III, (BIOLOGY), , Biology (Section III), 1. Identification of organs through charts/ Models of the following., a. Digestive system in humans., b. Circulatory system in humans., c. Nervous system in human beings., d. Respiratory system in human beings., 2. To study the reproductive organs of a flower., 3. To measure the body temperature and observe pulse rate., 4. To measure the blood pressure using sphagnometer., 5. To show that green plants synthesize carbohydrates., 6. To prepare and study the temporary mount of Lactobacillus., 7. To study the microorganism in stagnant water under microscope., 8. To study Mendelian ratios using pea seeds., , 39

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Project work, a. Preparation of vermicompost (earth worms)., b. Making a herbarium (At least 10 aquatic and 10 terrestrial plants)., c. Effects of water pollution, Or, Air Pollution, , Or, , Noise pollution, , COURSE WORK, (SCIENCE), , School based assessment under (Continuous and Comprehensive Evaluation):, While unit tests and term tests to be conducted by the schools under the scheme of Continuous, and Comprehensive Evaluation are for Testing and coaching for the Board Examination, the course work, component has been designed to provide a Frame work to create scientific temper amongst the students by, developing in them attitudes relevant to science like., 1. Concern for accuracy and precision., 2. Objectivity., 3. Integrity., 4. Enquiry., 5. Initiatives and, 6. Inventiveness, The course work allows particular emphasis on ‘Practical work’ and experimental skills as identified, in Domain ‘C’ on page under Aims of science., In order to develop and assess these skills students may be asked to carry out atleast two exercises/, assignments/ project work on the themes drawn from the syllabi for Physics, Chemistry and Biology, exercise given under assessment of course work., The assessment in grade is to be communicated to the Board as per guidelines laid down in the Continuous, Comprehensive Evaluation Scheme and directions given by the Board from time to time., Note While the themes for course may be drawn from the syllabi, some of the theme are given for, guidance., , 40

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1. To demonstrate propagation of waves through, (i), Stretched rope, (ii), Water surface, and, (iii) Slinky., 2. To determine distance of distinct vision., 3. To construct simple working models of microscope and telescope., 4. To measure and record (tabulation) temperature of different metal placed in the sun and interpret, the experimental data., 5. Construct a model of a solar cooker using aluminium foil as a concave reflector (or any other, suitable reflecting surface) and demonstrate its use., 6. Construct a model of windmill and show its usage or develop a working model using unconventional, source of energy and show its usage in day-today life., 7. Measure the temperature of four different substances (sand, saw dust, wheat, floury charcoal, powder or any metal powder) given to your keep the materials in Sun for ten minutes then record, their temperature. List the materials in descending order of their temperatures., 8. Take a beaker half filled with water and a solar cooker (or any other improvised model of the solar, cooker) containing some water and measure the initial temperature of water in beaker and water in, solar cooker. Then keep them in sun light or about 10 minutes. Measure the final temperature of, both, Record the difference. Draw your own conclusions., 9. To collect different samples of water from different sources and to test them with soap solution to, identify them as hard and soft water., 10. To remove temporary hardness of water by boiling., 11. To show the presence of:, (i), Water vapour., (ii), Dust particles and, (iii) Carbon dioxide atmosphere., 12. To identify the product of combustion of different kinds of fuels., 13. To find what happens to iron in presence of air and water and identify the conditions under which, iron can be protected from rusting., 14. Study of cell division stage from permanent slides or from tip of shoot and root., 15. To show that Light is necessary for photosynthesis., 16. To show oxygen evolves during photosynthesis., 17. Study of micro organism in pond/ sewer water under the microscope., 18. Study of curd (for bacteria) under the microscope., , 41

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19. To show that green plants synthesis carbohydrates., 20. You are given a weighed mass of a fresh plant material. Dry the plant in oven and calculate the, percentage of water content in the given sample., Note:, 1. Private students are exempted from undertaking course work., 2. Grade awarded to candidates appearing under exemption category (students who appeared as, regular student but failed), shall be carried forward., , 42

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ASSESSMENT, , A. (Board Examination), 1. Theory, In theory the subject shall have 80 marks spread over one single question paper containing three, sections, viz, Section – I based on the syllabus of Physics and Section – II based on the syllabus of, Chemistry and Section – III based on the syllabus of Biology having a weightage of 80 marks and 3 hours, duration., Section I (Physics) , :, 26 marks, Section II (Chemistry), :, 26 marks, Section III (Biology) , :, 28 marks, Each section shall contain, (i), Three long answer questions with internal choice each in 5 marks, 3 x 5 = 15 marks, (ii), 7 short answer questions with internal choice each of 3 marks , 7 x 3 = 21 marks, (iii), 6 very short answer question each of 02 marks , 6 x 2 = 12 marks, (iv), 32 multiple choice items each of 01 mark , 32 x 1 = 32 marks, Total marks for Physics, Chemistry and Biology Section: 80 marks, II. Practicals, , External Assessment, , There shall be practical paper conducted by concerned subject teacher carrying of 15 marks and 3 hours, duration containing three sections one each for assessing practical skill in Physics, Chemistry and Biology., Each section will contain 2 practical/ exercises and every student shall be required to do one practical/, exercise from each section. Each practical/ exercise in each of the section shall be of 5 marks., (A) The experimental skills underlying each practical/ exercise are to be assessed in the following, manner;, (i) Using and organizing techniques, apparatus & materials. , 01 marks, (ii) Handling experimental observations and data (Calculation/ result) , 08 marks, (iii) Interpretation/ Inferences , 01 mark, (B) Viva – Voce: , 03 marks, For Viva – voce only such Questions are based on the practical (s) exercise (s). The student attempts, may be asked. The questions asked should pertain to Concept/ Formulas/ Principles/ procedure of, experiment, precautions etc., , 43

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(C) Note book/ Practical record: , 02 marks, Marks are to be awarded on the basis of regularity in submitting the record work; Number of practicals, recorded; general neatness; recording experiments in proper manner., Note:, The practical files / assessment records of all the candidates shall be maintained individually by, the concerned subject teacher and shall kept these records upto six months after the commencement of, examination for record purposes., , Internal Assessment, , School based Assessment (portfolio / Assignment/ Project work): , 05 Marks, Every student shall have to work on at least one piece of work of his/ her choice during the academic, session., Book Prescribed:, A Textbook of Science for Class X Published by J&K Board of School Education., , 44

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COMPUTER SCIENCE, Maximum : 100 Marks, Theory : 40 marks, Practical : 60 Marks, Time : 1 Hour, Unit I : IT Basics, Unit II : IT Tools, MS Access, Unit III : IT Tools, HTML, Unit IV : IT Applications, Unit – I : IT Basics, Internet World Wide Web, Web Servers, Web Browsers, HTML, Web address, e-mail address,, URI, HTTP., Services available on Internet: Information retrieval, Electronic Mails, Locating sites using search, engines and finding people on the net, Chat, Video Conferencing FTP, downloading and Uploading files, from or to remote site, Newsgroup., Unit – II : IT TOOLS, MS-Access, Basic concepts and need for a database. Creating a database, Setting the Primary Key Inserting, data into a database, Inserting and deleting fields. Inserting and deleting Records, Data Validation: Field, Size, Default Value, Validation Rule, Validation Text, Required, Allow Zero length., Unit-III: HYPER TEXT MARKUP LANGUAGE, Basic Concept of Web Browsers with emphasis on popular browsers, Internet Explorer and, Netscape navigator., , 45

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HTML Fundamentals:, Introduction to Web Page Designing using HTML, Creating and saving an HTML document,, elements in HTML container and Empty elements, Designing Web pages using the following elements., HTML, HEAD, TITLE, BODY (Attributes: BACKGROUND, BGCOLOR, TEXT, LINK, ALINK,, VLINK, LEFTMARGIN, TOPMARGIN), FONT (Attributes: COLOR, SIZE, FACE), BASEFONT, (Attributes: COLOR, SIZE FACE), CENTER, BR (Break) HR, (Horizontal Rule. Attributes: SIZE,, WIDTH, ALIGN, NOSHADE, COLOR), COMMENTS; for com-ments, H1, H6 (Heading), P (Paragraph)., B( Bold), I (Italics), U (Underline), UL & OL (Unordered list & Ordered List Attributes: TYPE, START,, LI (List Item), Insertion of images using the element IMG (Attributes: SRC, WIDTH, HEIGHT, ALT, ALIGN), Internal and External Linking between Web pages: Significance of linking, A–Element (Attributes:, NAME, HREF, TITLE, ALT), Unit IV – IT Applications, Students are suggested to work on the following areas using Access and HTML on topics, implementing the tools covered in the course., Domains:, Database, Personal Data Management System, Employee Payroll, Stock Inventory, Website Designing, Travel and Tourism, Rule India, Environment and Pollution., Note:, 1. Teachers are requested to demonstrate some other popular software for word processing., Presentation, Spreadsheet, Database management, System which support Hindi and/ or some other, Indian Language (s). (Leap, Office is an example of Office suit with Indian Language support)., 2. Students are suggested to prepare some documents/ presentations of their IT Application report, file, in Indian Language (s)., , 46

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PRACTICALS, , Internal One Practical Paper , Duration of examination , Distribution of Marks, (a) Hands on Experience , (i), Using Internet , (ii), MS- Access , (a) (b) IT Application Report File , (b) (c) Viva- voce , , : , : , , 30 Marks, 2 hours, , : , :, : , : , : , , (2 Exercises), 05 Marks, 10 Marks, 10 Marks, 05Makrs, , Design of Practical Question Paper, There is no pre- set question paper provided by the Board for conducting practical examination., This flexibility has been provided to give more freedom to the examiners for the improvement of practical, examination, keeping in view the resources and other facilities available in the laboratory of the School., However, detailed instruction on the basis of syllabus, distribution of marks and conduction of practical, examination has been provided. Examiners can set the question paper according to the prescribed, curriculum and distribution of marks., (A) Hands on Experience , 15 Marks, (i), Using Internet , 05 Marks, A problem using Internet , Send e- mail, (ii), MS- Access , 10 Marks, A problem in MS Access related to some of the tools given below to be tested during Examination., Creating an entering data into a database, Setting the primary key., Data Validation., Note:-Printouts of the documents should be attached with the answer sheets., (B) IT Application Report file: Students are supposed to marks a IT Application Report File containing, real life assignment using., MS – Access, Documents of MS Access (At least 5) , 10 Marks, Viva – voce , 05 Marks, , 47

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External One Practical Paper, Duration of Examination , , Marks , , : , : , , 2 Hours, 30, , Distribution of marks, (a) Hands on Experience (2 Exercises) , (i), Using Internet , (ii), HTML , (b) IT Application Report File , (c) Viva , , 04 Marks, 11 Marks, 10 Marks, 05 Marks, , Design of Practical Question Paper, There is no pre-set question paper provided by the Board for conducting practical examination., This flexibility has been provided to give more freedom to the examiners for the improvement of practical, examination, keeping in view the resources and other facilities available in the laboratory of the school., However, detailed instruction on the basis of syllabus, distribution of marks and conduction of practical, examination has been provided. Examiners can set the question paper according to the prescribed, curriculum and distribution of marks., (A) Hands- on Experience , , 15 Marks, (i)Using Internet , 04 Marks, A problem using internet., Searching pm a given topic and collecting relevant information., (ii) HTML, , 11 Marks, A problem on Web page designing (Minimum 2 pages) to be given which will cover some of the, following HTML elements:, • HTML, HEAD, TITLE, BODY, • FONT, • CENTER, BR, HR, B,I,U,P, • Comments, The students are supposed to know the tools and style for desiging the real life applications., • Designing Web Pages for their School., • Designing Web Pages for their personal interest., Break up of Marks (HTML), , 48

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Visual effect , :, 4, Linking , :, 2, Tools used , :, 5, Note: Printouts of the documents should be attached with the answer sheets., (B) IT Application Report File , 10 Marks, Students are supposed to mark a IT application Report File containing real life presentations., Report File must have printouts of the following., HTML source code along with browsers view (at least 10), Web Pages (Minimum 5) designed for the school (Both HTML code and the browser view)., (C) Viva , 05 Marks, WORK EXPERIENCE, The nature of essential activities at the secondary stage (Classes IX – X) will remain the same as, proposed for class VI to VIII. However, their complexity will increase by adding more dimensions with a, definite prevocational focus and on the job work., 1) Use of bus and railway time tables., 2) Milking of dairy animals., 3) Reception work in school., 4) Preparation & distribution of midday meal/snacks in composite schools., 5) Preparation of teaching aids preferable low cost/ no cost teaching/ learning material and equipment, for self and lower classes., 6) Helping school authorities in organizing exhibitions, picnics, tour and excursions etc., 7) First aid activities like counting of pulse, taking of temperature and bandaging of wounds after, their cleaning., 8) Helping traffic police regulation of traffic., 9) Plantation of shady/ fuel, ornamental/avenue trees., 10) Preparation of family budget and maintenance of daily household accounts, 11) Acquaintance with common fertilizers and practices and their application with appropriate, equipment., 12) Acquaintance with common pests and plant diseases and use of simple chemical and plant, protection equipment., 13) Handling farm animals for feeding, washing or general examination., 14) Preparation of soak- pit for collecting liquid from the cattle shed., 15) Studying the nutrition and health status of people in a village/city, slum/tribal area., , 49

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16) Helping in community programmes and enhancing the nutrition. Health and environmental status, of the community through door-to-door contact programmes., 17) Digging branch latrines during festivals and maintaining them hygienically., 18) Participation in adult literacy programmes., 19) Helping in child- care., 20) Volunteer work in hospital and fairs, floods and famines and in an accident, etc., Note work practice at this stage may also take the form of project with sequential activities relating, to vocations in production or services sector. Each student should be required to take two projects in and, outside the school, depending upon the availability of resources and time. Students should be required in, and outside the school depending upon the availability of resource and time, select project in such a way, that at least two need areas are covered. The projects should provide vocational orientation., A list of project is given below, 1. Raising of flowers, vegetables, plants and their seedlings in nurseries., 2. Repair and maintenance of equipment for plant protection., 3. Prefabrication of irrigation channels., 4. Developing plants by vegetative propagation- budding, grafting, cutting, layering, etc., 5. Raising poultry birds (1) for eggs, (2) for table purposes., 6. Making bakery and confectionery products., 7. Food preservation – making of jam, jelly, tomato, ketchup – pickles., 8. Project relating to non-conventional sources of energy – Sun, wind, tides, bio-gas, etc., 9. Cookery skills., 10. Bee – keeping, bottling and marketing of honey., 11. Silkworm rearing for sale or yarn making., 12. Mushroom cultivation for consumption, preservation or sale., 13. Fish rearing in small ponds., 14. Post – harvest technology and safe storage of food grains., 15. Use of bacterial fertilizers., 16. Preparation of milk products., 17. Plant protection against pests and diseases., 18. Soil testing reclamation measures., 19. Preparation of stationery items such as files, file- boards, registers, writing pads, stamping ink, etc., 20. Toeing and dyeing and screen- printing as commercial ventures., 21. Garment making, , 50

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22. Repair and maintenance of domestic electrical gadgets., 23. Preparing electric extension boards for use in home/school or for sale., 24. Motor – winding as trade., 25. Photography- commercial., 26. Preparation of decoration pieces of a more sophisticated nature out of Plaster of Paris., 27. Mat and carpet weaving., 28. Doll- making., 29. Hand embroidery., 30. Typewriting with adequate proficiency., 31. Stenography., 32. Preparation of nutritious snacks., 33. Preparation of a variety of teaching aids for use in school., 34. Plumbing., 35. Running a cooperative store., 36. Running a student’s bank., 37. Running a book bank., , 51

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HEALTH AND PHYSICAL EDUCATION, SPECIFIC OBJECTIVES:, , Health Education, 1) To develop favourable attitude towards good health habits., 2) To prepare the individual for contribution towards the solution of common health problems., 3) To prepare the individual to contribute to environmental hygiene., 4) To develop active in good posture, exercise, rest, sleep, & food., 5) To develop favourable for participating in immunization programmes., 6) To develop favourable attitude to observe safety rules in and out of home., 7) To develop favourable attitudes towards health living through observance of health habits and such, practices that contributes to good health., 8) To acquaint the individual with harmful effects of smoking, drinking and abuse of drugs., 9) To develop favourable attitude to cooperate with health, police and other organizations in the interest, of efficient service to the community., 10) To enable the individual to make right decision relating to principles and practices of consumer health., 11) To enable the individual to practise and acceptable health habit and shun from practices and habits,, like smoking, drinking etc., Physical Education, 1) To promote physical fitness and organic efficiency., 2) To develop awareness regarding importance of physical fitness and organic efficiency in individual, and social life., 3) To develop awareness regarding transfer of fundamental process to physical activities of one’s, choice., 4) To develop interest in exercise, sports and games for self- satisfaction in present later life., 5) To enable an individual to give evidence of talent and such traits as self- mastery, discipline,, courage, confidence and efficiency., 6) To enable an individual to display sense of responsibility, patriotism, self- sacrifice and service to, the community in a better way., 7) To develop awareness to good posture so that one may strive to maintain good posture., 8) To enable an individual to lead an enthusiastic and active life., 9) To enable an individual to practise socially acceptable behaviour pattern in an impressive manner., , 52

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HEALTH EDUCATION, , There shall be one paper of 100 Marks of 3 hrs. duration., 1. Personal Health, Signs and symptoms of diseases, desirable practices to prevent diseases AIDS and Venerable, diseases., 2., , 3., , Environment Health, (i) Protection of water against contamination., (ii) Use of water for drinking and cooking., (iii) Air; factors of air pollution., Food and Nutrition, Balanced diet from locally available food; food habits; healthy cooking practices; food preservation, and conservation., , 4., , Control of Diseases, Participating in popularization of immunized programme, precautions against communicable, diseases and epidemics, participating in naturalization of natural calamities like floods, droughts,, cyclones, etc., , 5., , Consumer Education, Making wise decision in respect of various consumer products on the basis of their claims the form, of advertisement; developing skills of distinguishing between a quack and a medical practitioner., , First – Aid Home Nursing, Various steps of safety, first – aid home nursing., (a) Organisation of first – aid teams., (b) Preparing and using first – aid kit., (c) Participation in safety measure against fire, air- aids and other measures. Knowledge of causes, and condition of athletic injuries and developing code of conduct for safety and safety measures., 7. Physical Education, 1. Athletics, a) Repetition of skills & techniques of the events learnt in the previous class., b) Hurdles – 11o m. Low (3 height), Warming up exercises, running over the sticks, setting, leading action., c) Conditioning Specializing; Sprints; endurance run jumps, throw., 6., , 53

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1., (a), (b), (c), , MAJOR GAMES (ANY TWO), , Badminton, Repetition of skill learnt in the Previous class., Drills to develop techniques of spin service, flat Service; floating; pushing; drop., Game practice., , 2. Basket – Ball, (a) Repetition of skills learnt in the previous class., (b) Practicing drills and offensive and defensive., (c) Positional play., (d) Training for endurance and speed., 3., (a), (b), (c), (d), , Cricket, Repetition of skills learnt in the previous class., Specific drills to develop offensive and defensive tactics., Training – Endurance, Practice matches., , 4. Foot – Ball, (a) Repetition of skills learnt in the previous class., (b) Specific drills to develop techniques Kicking; Trapping, Shooting into goal, Dribbling, Goal, Keeping., (c) Position play pushing, Kicking, Dribbling, Scooping, Goal Keeping, Goal Shooting., (d) Positional play., (e) Offensive and defensive tactics- Training- Endurance, Speed & Moves., (f) Training for endurance and speed., (g) Regulation., 5., (a), (b), (c), (d), (e), (f), , Hand Ball, Repetition of skills learnt in the previous class., Specific drills to develop techniques- passing, Shooting, Goalkeeping, Blocking., Offensive and defensive tactics., Positional play., Training to develop different moves, speed and endurance., Regulation games., , 54

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6. Hockey, (a) Repetition of skills learnt in the previous class., (b) Specific drills to develop Techniques, Passing, Hitting., 7., (a), (b), (c), (d), , Kabaddi, Repetition of skills learnt in the previous class., Specific drills to develop techniques., Offensive and defensive tactics., Regulation game., , 8., (a), (b), (c), (d), , Kho – Kho, Repetition of skills learnt in the previous class., Skills – single and double chain dodging., Practice of skills., Regulation game., , 9. Volley- Ball, (a) Repetition of skills learnt in the previous class., (b) Skills – Passing, (i) Upper hand pass and turn., (ii) Upper hand pass with back and side roll., (iii) Blocking., (c) Positional play., (d) Offensive and defensive tactics., (e) Regulation game., , BOYS, III. Gymnastics:, Repetition of skills learnt in the previous class:, A. Skills part, Floor Exercises:, 1. Combination of previously learnt exercises., 2. Flip – flop through teaching stages with the help of a teacher., 3. Forward salto with take – off from the spring board., Note: Skill No 2 & 3 should only be taught keeping in view the capability of an individual., , 55

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Parallel Bars, (i) Upper arm swing., (ii) Back upraise., (iii) Up start., (iv) Swing in support position., Vaulting Horse, (i) Mastery over the teaching stage of straddle vault on long Horse., (ii) Complete straddle vault on long Horse., Horizontal Bar, (i) One leg up- start., (ii) One leg circle backward., B. Conditioning Exercises, This aspect should in include various exercises to develop strength, endurance, speed, agility, flexibility, and coordination., , GIRLS, Gymnastics, Repetition of skills learned in the previous class., A. Skill Part, Floor Exercises, 1) Mastery over the previously learnt skills with emphasis on dancing movements incorporating with, music., 2) Flic- flac through various teaching stage keeping in view the capability of an individual., Balancing Beams, 1) Combination of various movements., 2) Various kinds of jumps on balancing beam., 3) Straddle legs sitting on balancing beam., , 56

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Vaulting Horse, 1. Mastery over the various stages of handspring., 2. Complete handspring, keeping in view the capability of an individual., B. Conditioning Exercises:, This aspect should include various exercises to develop strength, endurance, speed, flexibility agility,, rhythm and coordination., IV. Yogic Exercises, 1. Shalabhasan, 2. Garabhasan, 3. Naukasan, 4. Shirshasan, 5. Hjoolasan, 6. Brishabhasan, 7. Oordh Sarvangasan, 8. Hast-Padangushasan, 9. Uttan-Kooramasan, 10. Surya–Namaskarm, V. Combative, A. Wrestling, 1. Repeating the previous skills learnt in the previous classes., 2. Pinning holds., (a) Single arm roll, (b) Single arm roll with one leg., (c) Double arm roll from underneath., (d) Cradle., (e) Crought lift., (f) Break down and counter for above holds., 3. Regulation Bouts, I. B. Dagger Fight (Jambia), (a) Repetition on the strokes and defense skills learnt in the previous class., (b) Stroke to a part of the body and defense. Fight after dagger release., (c) Repetition on the strokes and defense skills learnt in the previous class., , 57

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VI. Swimming (Optional), 1. Repeat the skills learnt earlier, 2. Develop the skills of all the four stroke., 3. Simple ways of entry in the water (life/ saving), 4. Release from the victim., 5. Simple method of carry – Head Cross Chest., 6. Methods of resuscitation., , 59

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ART EDUCATION, There shall be one paper of 100 marks and 3 hours duration., 1. Two Dimensional or Pictorial Activities., (i) Study of visual resources and their expression., (ii) Study of line, strokes, marks, tones, textures, etc., While organizing two dimensional spaces with, 2 dimensional and 3 dimensional shapes and forms., (iii) Creative use of perspective in spatial relationship., (iv) Creative use of colour to show space, atmosphere, etc., (v) Use of contrast as an expressive element of art., 2. Study and use of various media and techniques to the extend of their availability., (i) Crayon, charcoal pencil colours and gouacha, acryline colour and other unconventional source of, colours and tools on various surface such as papers, canvases, hard- board, simple marking cloth, pasted on paper etc., (ii) Collage and mosaic work with coloured papers, 3. Group Activities, (i) Organizing display and exhibitions of student’s periodical and sessional work., (ii) Organizing inter-school art exhibitions (not with a view to competition and prize distribution but, with a view to widen interaction)., (iii) Planning and arranging cultural evenings, musical concerts, film shows and other performances, (including other regional and folk community art forms)., (iv) Participating in study trips to museums, botanical, gardens, zoological gardens, and art galleries, and art institution etc. for greater awareness of the environment & cultural varieties., 4. Theoretical understanding of Art, (i) Short notes with suitable reproductions on important aspects of Indian Art and Culture., (ii) Important contemporary Artists and Art movements., , 60

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PAINTING, , There shall be one paper of 100 marks and 3 hours duration., Painting of Memory, Simple composition in (Water/ Poster/ Pastel) Colours on given subject based on sketching from, life., , Or, , ART AND DRAWING, , There shall be one paper of 100 marks and 3 hours duration based on the following contents:, I. Design and colour design, Principles of ornament naturalistic, conventional, abstract arrangement of the forms and details,, compressing, repetition, alternation, symmetry, radiation, balance proportion, variety, rhythm, contrast,, fitness, and utility ornamental filling of given spaces mander, unit repeat, drop, repeat all over pattern,, border designs, angle and elbows. Centre chands and corners, tracing and transferring of design suitable, embroidery, carpentry, namda making, gabba, applique, and hook work, car co printing, wall decoration,, and stenciling., II., Colour, Difference in spectrum colours and pigment colours, practice in pigment colours, primary, secondary, and tertiary colours, preparation of tints and shades, colour harmony and contrast, juxtaposition of colours, mixing and matching of colours., Medium to be used: Tempera powder colours, pastel colour and water colour ., , Or, Geometrical Design, Solid Geometry and Scale drawing, I., Geometrical Design, Banded design based on Geometrical form all over geometrical patterns, designs suitable for sealing, covers such as Khutamband, Bandircom, Chargola, Latic, design (woollen pingraz) based on geometrical, form such as stars, lyzones etc., Medium to be used: Water colour, Pastel colour., I.1 1.1 Solid Geometrical Drawing, Drawing from cube, prism, cone, pyramid, cylinder in different angles showing deviation and plan, according to scale., , 61

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III. Scale Drawing, Preparation of simple scale and diagonal scales, drawing from simple carpentry articles showing, plan, side elevation and from elevations such as paper trays, teapots, sitting garden bench, stool, chair etc., , MUSIC, , There shall be one theory paper of 25 marks and 2 hours duration and a practical paper of 75 marks, and 3 hours duration., , THEORY PAPER, , Marks: 25 , Time: 2 Hours, 1. Definition of the following terms:, Sangeet Shruti, Swras and its kinds, Septak (Mander, Madha and Tar Sthai Antra Rag Thath, Laya,, its kinds,Pakar, Vadiswra Aavadi and Varj)., 2. To write Teen Taal, Dadra and Katherawa in Singal lays., 3. The Main parts of Musical instruments in practice., 4. Short life histories of Pandit V.N. Bakhandy, Pandit, V.B. Paluskar and Amir Khursoo., 5. Writing of Ragas or Gats in Notation., PRACTICAL EXAMINATION, Marks: 75 , Time : 3 Hours, 1. Handing of Tanpuri or any Musical Instrument: Sitar, Rabab, Israj, Flute, Santoor., 2. To sing or play paltas (Alankars)., 3. To sign or play the following ragas with atleast two Tans or Todas: Bhoopali Khamaj or Bilwal., 4. To sing a folk song and a devotional song., 5. To give the Tal beats of Teental Dardra and Khaiva in Singal laya., Note: The students have to pass theory and practical Examination Separately., , 62

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HOME SCIENCE, , There shall be one theory paper of 80 marks and 3 hours duration and practical examination of 20, marks and 3 hours duration., Theory: 80 Marks , Time: 3.00 hrs., Practical: 20 Marks (Internal assessment), , Marks 40, PART-I, Unit I- NUTRIENTS & THEIR FUNCTIONS , Marks 10, Functions and sources of Carbohydrates, Proteins & Fats. Importance of Vitamins & their sources:- Water, soluble Vitamins B Complex & Vitamin C, Fat Soluble Vitamins A & D., UNIT II- MEAL PLANNING , Marks 10, Concept of a Balanced Diet. Basic five food groups and their nutritional contribution in the diet. Concept, of Meal Planning and the factors affecting meal planning., UNIT III- HUMAN DEVELOPMENT , Marks 10, Concept of growth. Concept of development. Difference between Growth & Development. Factors, affecting Growth. Age span of different developmental periods from Infancy to Adolescence., UNIT IV- PLAY , Marks 10, Meaning of Play. Importance of Play. Selection of Play equipment’s for children between birth to 3 years., Types of Play-Active and Passive-Brief explanation with examples., PART-2, , , , Marks 35, , UNIT V- FABRICS , , 10 Marks, , Definition of Fibre. Definition of Fabric .Classification of fibres on the basis of their origin. Selection of, fabric based on climate. Age, Fashion, occasion & budget. Removal of common stains-Ink, Blood, Curry,, Mud & Tea., UNIT VI SEWING EQUIPMENT , Marks 10, Lists of Sewing Equipments. arts of a sewing machine. Care and upkeep of Sewing Machine. Common, defects and remedies of sewing Machine. Basic embroidery equipments. Names of Traditional embroidery, stitches of J&K., UNIT- VII INTERIOR DECORATION , , Marks 10, , Factors affecting selection of furniture. Role of Colours in Interior Decoration. Concept of Colour wheel., Arrangement of furniture in different rooms. Bedroom, Drawing Room, Dining Room., , 63

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UNIT VIII CONSUMER EDUCATION , , 10 Marks, , Rights and Responsibilities of Consumer. Problems faced by Consumer. Malpractices of Traders, (Adulteration, Faulty weights & Measures)., , PRACTICALS, (Internal assessment) : 20 Marks, , Time 3.00m hrs, 1. Preparing play equipment out of locally available material., 2. Collect and identify different fabrics from market., 3. Removal of common stains., 4. Diagrammatic representation of Sewing Machine with labelling of its parts., 5. Floor decoration using Rangoli Patterns., 6. Flower arrangement for different rooms., 7. Diagram of Colour wheel., 8. Samples of Embroidery Stitches, , Scheme of Assessment, , LAT (5 Marks), , SAT (3 Marks), , VSAT (2 Marks), , MCQ’s 1 Mark each, , 3 Questions x5=15 Marks, , 9 Questions x3=27 Marks, , 9 Questions x2=18 Marks, , 20 Questions x1=20 Marks, , , , 64, , Total number of questions=41

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Published by J&K Board of School Education, , 86

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ARABIC, Arabic , , :, , 10th, , Paper , , :, , (Additional Optional), , Max. Marks :, , 50, , Time Allowed 2 Hours, The paper shall have four sections with the weightage of marks shown against each section:, Section-A, , (Reading Comprehension) , , 10 Marks, , Section-B, , (Writing Skills) , , 10 Marks, , Section-C, , (Grammar) 10 Marks, , Section-D, , (Literature) 20 Marks, , Scheme of Assessment, Section-A, 1. Paragraph/Passage reading which is followed by six question and out of six students has to answer five question. Each question carries two marks. , (2x5=10 Marks), , Section-B, Section B has three questions (2,3, and 4)., 1. It has based on translation from English to Arabic. Students has to translate five sentences and, each carries one marks. , (1x5=5 Marks), 1. It is based on fill ups. It has three fill ups and each carries one marks, , (1x3=3 Marks), , 1. It is based on correction of sentences. It has two marks. It is based on the two incorrect sentences, and each carries one marks , (1x2=2 Marks), , Section—C, Section C has two questions (5 and 6), 1. It is based on definition and illustration of grammatical terms , , (5x1=5 Marks), , 2. It is internally divided into two parts: part-I and part-II, 1. Part-I of Question 6 is based on conjugation of verbs in past tense , , (2.5 Marks), , 1. Part-II of Question 6 is based on names of days of the week/months of the year/numbers from, one to ten (2.5 Marks), , 88

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Section-D, Section-D is based on literature. It has four questions (7,8,9 and 10), 1. It is based on translation of Arabic Prose Passage taken from Text Book. The students has to, translate it into Urdu or English , (10 Marks), 1. It is based on explanation of verses taken from the poetry section of text book, , (05 Marks), , 1. It is based on multiple choice questions. The students is asked to select the two correct options, from the given options , (02 Marks), 1. It is based on three fill ups. The content is taken from the prose part of the text book , (03 Marks), , 89

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Jammu and Kashmir Board of School Education, Srinagar Kashmir, , PROFESSIONAL, GRAPHICS, +91-9419974394