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1. PRINCIPLES OF THE CBSE CURRICULUM, The curriculum refers to the lessons and educational content to be taught to a learner, in a school. In empirical terms, it may be regarded as the sum total of a planned set, of educational experiences provided to a learner by a school. It encompasses general, objectives of learning, competencies to be attained, courses of study, subject-wise, learning outcomes and content, pedagogical practices and assessment guidelines. The, curriculum provided by CBSE is based on National Curriculum Framework-2005 and, seeks to provide opportunities for students to achieve excellence in learning., , 1.1, , , Salient Features of the CBSE Senior Secondary School, Curriculum, The Curriculum prescribed by CBSE strives to:, 1., , provide ample scope for holistic i.e. physical, Intellectual and social, , 2., , emphasize constructivist rather than rote learning by highlighting the, , 3., , enlist general and specific teaching and assessment objectives to, , 4., , encourage the application of knowledge and skills in real life problem, , 5., , uphold the Constitutional Values by encouraging values-based learning, , 6., , promote Critical and Creative Thinking aligned to the 21st Century, , 7., , integrate innovations in pedagogy such as experiential learning,, , development of students;, , importance of hands-on experience;, , make learning competency based;, , solving scenarios;, , activities;, , Skills in classrooms;, , Sport & Art-Integrated Learning ,toy-based pedagogy, storytelling,, gamification etc. with technological innovations (ICT integration) to, keep pace with the global trends in various disciplines;, , 1
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1.2, , 1.3, , 8., , promote inclusive practices as an overriding consideration in all educational, , 9., , enhance and support learning by different types of assessments; and, , activities;, , 10., , integrate environmental education in various disciplines from classes I- XII., , 1., , achieve desired national level of competencies in cognitive, affective and, , 2., , facilitate acquisition of 21st Century Skills and enhance self and social, , 3., , promote Cooperative Learning, Collaborative Learning, Self-directed learning, , 4., , promote Authentic Assessments based on real world tasks involving meaningful, , 5., , promote Life Skills , inculcate values , foster cultural learning and, , Objectives of the Curriculum, psychomotor domains;, , awareness through thematic or multidisciplinary approach;, , etc. to facilitate realization of learning outcomes;, , application of knowledge and skills;, , international understanding in an interdependent society;, , 6., , acquire the ability to utilize technology and information for the betterment, , 7., , strengthen knowledge and attitude related to livelihood skills and promote, , 8., , develop the ability to appreciate art and showcase talents;, , 9., , of humankind;, , lifelong learning;, , promote physical fitness, health and well-being, , Curriculum Areas at Senior Secondary Level, , For the purpose of fostering competences in learners, the curriculum encompasses, seven major learning areas, which are: Languages, Humanities, Mathematics,, Sciences, Skill Subjects, General Studies and Health and Physical Education. These, areas are broadly divided into electives and compulsory areas as detailed below:-, , 2
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Languages, Electives, , Electives, , Skill Electives, General Studies, Health & Physical Education, *Work Experience, , Compulsory, , *Work experience is subsumed in Health and Physical Education, , 1.3.1 Elective Areas:, (i), , Languages include Hindi, English and other 30 languages. The curricula, in languages focus on listening, speaking, reading and writing skills, for developing effective communicative proficiency. Learners use, language to comprehend, acquire and communicate ideas., , (ii), , Humanities and Social Sciences- Geography, History, Economics,, Home Science, Sociology, Fine Arts, Political Science, and related, subjects promote the learning of history and culture, geographical, environment, global institutions, constitutional values and norms,, politics, economy, interpersonal and societal interactions, civic, responsibilities and the interplay of all these. Learners appreciate, and value every human’s right to feel respected and safe, and, in, this regard, also understand their Fundamental Rights and Duties and, behave responsibly. Learners learn to be tolerant and empathetic, towards others through the study of these subjects., , (iii) Sciences: Biology, Chemistry, Physics, Computer Science, and, Informatics Practices help in making students perceptive about matter, , and energy, nature, the environment, technological breakthroughs in, science. The focus is on knowledge and skills to develop a scientific, attitude and to use and apply such knowledge for improving the quality, of life. The Curriculum promotes the ability to engage with sciencerelated issues, and with the ideas of science, as a reflective citizen by, being able to explain phenomena scientifically, evaluate and design, , 3
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scientific enquiry, and interpret data and evidence scientifically., Students understand the importance of to apply scientific knowledge, in the context of real-life situations and gain competencies that, enable them to participate effectively and productively in life., (iv) Mathematics includes acquiring the concepts related to numbers,, operations, computation, measurement, geometry, probability, , and statistics, the skill to calculate and organize and the ability to, apply this knowledge and acquired skills in their daily life. It also, includes understanding of the principles of reasoning and problem, solving. Learners identify, integrate and apply numerical and spatial, concepts and techniques. They have clarity of concepts and are able, to connect them to the real world. Learners rationalize and reason, about pre-defined arrangements, norms and relationships in order to, comprehend, decode, validate and develop relevant patterns., , (v), , Business and commerce based electives- Business Studies,, Accountancy, Entrepreneurship, Economics and related subjects, help in gaining understanding about core business disciplines. They, understand the concept like, the exchange of items of value or, products between persons or companies and the meaning / relevance/, significance of any such exchange of money for a product, service, or, information., , (vi) Visual; Performing and Creative Arts- Subjects like Dance, Drama,, , Music, Heritage Crafts, Fine Arts, Sculpture and related subjects aim, to help learners cultivate an interest and appreciation for arts and, encourage them to enthusiastically participate in related activities,, thus, promoting abilities such as imagination, creativity, value arts,, and the cultural heritage., , (vii) Skill Electives help in development of professional competencies,, , which are analytical, applied and outcome based. Undergoing skills, training in schools can help students learn about a trade progressively, to create a product and also to become a problem solver in real life., , 4
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At present many Skill electives are being offered by the Board in the, fields of Hospitality and Tourism, emerging technology like Artificial, Intelligence, Geospatial Technology, Finance, Business, and Retail &, Insurance etc. Students can also choose subject from diverse areas, such as Fashion Design, Agriculture, Banking, Mass-Media Healthcare, and many more students., (viii) Health and Physical Education focuses on holistic development,, , both mental and physical, understanding the importance of physical, fitness, health, well-being and the factors that contribute to them., Focus of this area is on helping learners develop a positive attitude, and commitment to lifelong, healthy active living and the capacity to, live satisfying, productive lives with the help of health management,, indigenous sports, yoga, NCC, self-defense, fitness and lifestyle, choices., , These learning areas are to be integrated with each other in terms, of knowledge, skills (life and livelihood), comprehension, values, and attitudes. Learners should get opportunities to think laterally,, critically, identify opportunity, challenge their potential and be open, to challenges. Learners value and engage in practices that promote, physical, cognitive, emotional and social development and wellbeing., This enables learners to connect different areas of knowledge,, application and values with their own lives and the world around, them. The holistic nature of human learning and knowledge should be, brought forth throughout., (ix) General Studies: The purpose of orienting students to General, , Studies is to develop in them an appreciation for the holistic nature of, knowledge. In contemporary times, familiarity with General Studies is, indispensable because at the senior school stage there is an element of, specialization due to which the students do not get exposed to some vital, disciplines/areas of study that are not covered in their specialized field., The documents with details of Health and Physical Education and, General Studies are available on www.cbseacademic.nic.in, 5
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2. IMPLEMENTATION OF CURRICULUM, 2.1, , School Curriculum Committee, , , The Board mandates that all schools must setup a School Curriculum, Committee comprising teachers from each curricular area. The School, Curriculum Committee would define activities for pedagogical practices,, evolve a plan of assessment and mechanism of feedback and reflection, and ensure its implementation. The committee would also ensure that the, textbooks/ reference materials are age appropriate, incorporate inclusive, principles, gender sensitive, have valid content and do not contain any, material which may hurt the sentiments of any community. The committee, will then send the list of books to the Principal to take action as per, para 2.4.7 (b) of the Affiliation Byelaws, 2018.The committee would also, ensure that the reference materials reflect conformity with the underlying, principles of the Constitution of India and are compliant with NCF-2005., Issues of gender, social, cultural and regional disparities must be taken care, of in the curriculum transaction., , 2.2, , Pedagogical Leadership:, , Principals have a crucial role in the evolution of the teaching- learning, ecosystem as pedagogical leader of their schools. As pedagogical leaders,, they are expected to undertake the following:, a), , Lead, Guide and Support the teaching and learning processes in the, school by focusing on classroom specific requirements for transacting, the curriculum, so that both teachers and students perform at their, best., , b), , Direct the entire focus of all school activities towards the students’, learning and acquiring of necessary competencies. Every activity taken, up by the school, therefore, should be mapped for the competencies,, and for life skills, values, etc., being acquired by the students., , c), , 6, , Prepare Annual Pedagogical Plan of the school by designing and, developing annual plan for the school by giving equal importance to, elective and compulsory areas.
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d), , Promote innovative pedagogy, with special focus on integrating art,, sports and ICT (Information and Communication Technology) with, education, and use active and experiential learning methods in the, classrooms., , e), , Ensure joyful learning at all levels through use of such innovative, , f), , Develop school specific resources for teaching and learning, in the, , g), , Ensure proper in-house training of teachers in the school to enable, , h), , To be up to date with all new ideas and tools, etc. being used in, , i), , To make efforts to learn from the best practices of other schools, by, , pedagogy., , form of lesson plans, e-content, use of mathematics and science kits, developed by NCERT, etc., , them to unleash their own unique capabilities and creativity in their, classrooms., , education at the global level and constantly innovate the pedagogy, of the school., , arranging for discussions with Principals of such schools, or through, observation visits of teachers to other schools., , Respecting the autonomy of every school, the Board has not laid down, the structure or format of the annual pedagogical plan. A schools needs to, prepare its unique, implementable and innovative annual plan. This plan, must be with realistic timelines that should include administrative inputs, and detailed pedagogical aspects., , 2.3, , Pedagogical Practices by Teachers, , , The pedagogical practices should be learner centric. It is expected, of a teacher to ensure an atmosphere for students to feel free to ask, questions. They would promote active learning among students with a, focus on reflections, connecting with the world around them, creating and, constructing knowledge. The role of a teacher should be that of a facilitator, who would encourage collaborative learning and development of multiple, , 7
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skills through the generous use of resources via diverse approaches for, transacting the curriculum., Teachers should follow inclusive principles and not label children as ‘slow, learners’ or ‘bright students’, or ‘problem children’. They should instead, attend to the individual difference of students by diagnosing and modifying, their pedagogic planning. As far as possible, Arts should be integrated in, teaching, especially while teaching the concept which students find difficult, to understand., , 2.4, , Competency based Learning:, , To face the challenges of 21st Century, education should be competency based, and Principals as Pedagogical Leaders must create conducive environment, for development of competencies among the students. Competency based, Learning focuses on the student’s demonstration of desired learning, outcomes as central to the learning process. Learning outcomes are, statements of abilities that are expected students will gain as a result of, learning the activity. Learning outcomes are, thus, statements of what a, learner is expected to know, understand and/or be able to demonstrate after, completion of a process of learning. Therefore, the focus is on measuring, learning through attainment of prescribed learning outcomes, rather than, on measuring time. Experiential and active learning are the recommend, pedagogies for Competency Based Learning. Experiential Learning promotes, critical thinking, creativity and effective study skills among students., Learning Outcomes sugested by NCERT for classes’ I-X must be adopted by, all the schools and teaching-learning process may be changed in the light, of these outcomes. The schools are expected to have well-defined Learning, objectives mapped with the stipulated learning outcomes for every grade, that are observable and measurable, and empower learners to focus on, mastery of valuable skills and knowledge. It is expected that teachers will, provide meaningful and joyful learning experiences to the students by, adopting variety of innovative pedagogies or instructional activities and, go beyond textbooks. Schools are expected to track the attainment of, Learning Outcomes in each learner and ensure that no child is left behind., , 8
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2.5, , Lesson/ Unit Plan, , Specific Lesson Plans for the topics are to be prepared by the teachers., These plan may have the following parts:, , , Specific Learning Outcomes;, , , , Pedagogical Strategies;, , , , Group activities/experiments/hands-on-learning;, , , , Interdisciplinary Linkages and infusion of Life-skills, Values, Gender, sensitivity etc.;, , , , Resources (including ICT);, , , , , Assessment items for measuring the attainment of the Learning, Outcome, , , , Feedback and Remedial Teaching Plan., , , , Inclusive Practices, , 2.6, , Classroom and School Environment, , School environment should be conducive for holistic development of the, students. The school should focus on health and hygiene by adopting, inclusive practices. As part of the policy the school should adopt practices, which will promote mental health. In this direction, the schools may follow, the guidelines issued by the Board on making the school a No-Anger Zone or, Anger Free Zone. The board has developed school health manuals which are, available on www.cbseacademic.nic.in. The time table in the school should, take care of proper rest and intake of healthy foods and the children learn, subjects with relaxation. School must also ensure that Children avoid the, intake of junk food and should ban it around school premises. Intake of the, healthy foods should be encouraged with activities described in circular, issued by CBSE., , The surroundings and daily life activities and situations are the best, , 9
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experiential teachers for the students. Teachers must make efforts to, draw examples and group activities from daily life observations within the, classroom/within the school and surroundings, and encourage presentations, and reflection by the students once the activity is completed, to develop, the skills of critical thinking and communication., , Children learn a lot through peer learning. To promote peer learning,, flexible seating arrangements may be made available during the classroom, transactions. The seating should also take care of the needs of the students, with disabilities as well. Learning should focus on individual differences, and promote collaborative learning. The classroom activities must be, connected to the immediate environment of children. The school should, maintain connection with the parents and the progress of children should, be communicated to the parents, and, if needed remedial measures be, taken up for improving the learning outcomes., , 2.7, , Creating Cross-Curricular Linkages, , , Creating cross-curricular linkages are vital to learning as they help to, connect prior knowledge with new information. For example, Mathematical, data handling and interpretation can be effectively applied in geography, and science. Children can write better-framed answers in history,, geography and science when they have learnt how to write explanations/, short descriptions in a language. Similarly, Life Skills like empathy, problem, solving and interpersonal communications can be easily integrated with, the study of literature and other areas. Universal Values, Life Skills and, Constitutional Values with emphasis on realization of Fundamental Duties, may be incorporated depending upon context in almost all the subjects., , 2.8, , Special emphasis on Integrating Arts in education:, , , All disciplines being pursued by students at all stages require creative, thinking and problem-solving abilities. Therefore, when Art is integrated, with education, it helps the child apply art-based enquiry, investigation and, exploration, critical thinking and creativity for a deeper understanding of, the concepts/topics. Secondly, Art Integrated learning is a strong contender, , 10
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for experiential learning, as it enables the student to derive meaning and, understanding, directly from the learning experience. Thirdly, this kind of, integration not only makes the teaching and learning process joyful, it also, has a positive impact on the development of certain life skills, such as,, communication skills, reflection and enquiry skills, un-conditioning of the, mind leading to higher confidence levels and self-esteem, appreciation for, aesthetics and creativity, etc. Fourthly, this kind of integration broadens, the mind of the student, and enables him/her to see the multi-disciplinary, links between subjects, topics, and real life. Schools are, thus, required to, take up the integration of Art with the teaching learning process., It must be understood that Art Education and Art Integrated Education, may be mutually exclusive, but they build upon each other and strengthen, each other. Art Education is not only relevant for developing creativity and, appreciation of art among students, but is also necessary for inculcating artbased enquiry skills in the students. Art Education is a necessary precursor, for the adoption of Art Integrated learning., , 2.8.1 Art Education and Art Integration:, , , The following two-pronged approach is followed during a session:, (i), , Art education continues to be an integral part of the curriculum, as, a compulsory area at Secondary level. The schools may also promote, and offer Visual and Performing Arts based subjects at the Secondary, and Senior Secondary level., , (ii), , Art needs to be integrated with the teaching and learning process of, all subjects from classes 1 to 12, to promote active and experiential, learning for “connecting knowledge to life outside the school, ensuring, that learning shifts away from rote methods and for enriching the, curriculum, so that it goes beyond textbooks.”, , 2.8.2 Art Integrated Pedagogy:, While preparing its annual pedagogical plan under the leadership of the, Principal of the school, the school must plan out in detail the Art Education, , 11
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to be imparted at various levels, and how that Art can be integrated with, classroom learning of various subjects. The focus must be on mutually reinforcing Art as a subject and Art as a tool for learning, with efforts towards, seamless integration. Team teaching (combination of subject teachers and, Art teachers) would also strengthen the integration., For implementing this in classrooms, the subject teacher picks the topic/, concept/idea that she wants to teach by integrating art. The teacher can, do this jointly with the Art teacher too. Then, the subject teacher collaborates with the Art teacher to align the pedagogy. Next, the teacher teaches, the topic/concept/idea ensuring active learning and ensuring that both the, subject and Art are integrated well and there is learning in both areas. Finally, the teacher prepares a rubric to assess the student in both the areas, – that is, the topic taught and the Art used., , 2.9, , 21st Century Skills:, , , There is an increased awareness among the educators of the need to, integrate what are called as 21st Century skills in educational systems., There are three key 21st century skills i.e. Learning Skills, Literacy Skills, and Life Skills., , , , , 12, , Learning skills include:, •, , Critical Thinking, , •, , Creativity, , •, , Communication, , •, , Collaboration, , Literacy skills include:, •, , Information literacy, , •, , Media literacy, , •, , Technology literacy
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Life skills include:, •, , Flexibility, , •, , Leadership, , •, , Initiative, , •, , Productivity, , •, , Self-awareness, , Schools must focus on enhancing the skills required for a successful adult, life in 21st Century. It is important that the students are able to think, scientifically, mathematically or artistically to face the real-life challenges, in an information and technology driven world and enhance their inherent, potential. CBSE has publised a handbook on 21st century skills available at, its website. Schools may further refer to it., , 2.10, , Inclusive Education:, , , Inclusive approach in education is a prerequisite for ensuring full, participation of all students with equal opportunity in all areas without, any discrimination. Inclusive attitude in all staff and faculty members is, crucial for successful inclusive education. Therefore, all the members, of teaching and non-teaching staff should be sensitized on the issues of, inclusive education. Students without disabilities should also be sensitized., Schools must organize these sensitization programmes with the support of, experts from respective field of disabilities. Capacity Building Programmes, on Inclusive Education may be organized in collaboration with the CBSECentres of Excellence. Board has made the appointment of special educator, mandatory to all the schools affiliated to the CBSE. Special Educators, must possess the qualification as prescribed by the Rehabilitation Council, of India. (CBSE Circular No. 31/2015). CBSE has published a handbook on, Inclusive Education available at its website., , 13
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3. SCHEME OF STUDIES, Class XI and XII is a composite course. Students need to take only those subjects in, class XI which he/she intends to continue in class-XII. Students can offer a minimum, of 5 or more subjects in class XI. They need to continue the same subjects in class XII., , 3.1, , Combination of Subjects: Subjects can be offered as, under:, Subject, , Name of Subjects, , Subject 1, , Hindi Elective or Hindi Core or English, Elective or English Core, , Subject 2, , Any one Language from Group – L not opted as, Subject 1, OR, Any one Elective from the Group – A, , Subject 3,, , Any three electives either from Group – A Or, Group-S, OR, , Subject 4,, and, Subject 5, , Any three from Combination of Group – A and, Group – S, , Compulsory, , , , Additional Subject Optional, , Subject 6, , Any one elective or Language from any, subject group not opted as subjects 1-5, , Subjects of, Internal Assessment, , Subject 7, to 9 (to be, taken by, all Regular, Candidates), , *Work Experience, Health and Physical Education, General Studies, , *Work experience is subsumed in Health and Physical Education, a), , 14, , Hindi or English must be one of the two languages to be studied in, class XI and XII. Hindi and English can also be offered simultaneously., In Hindi and English, two courses have been provided for class XI
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and XII keeping in view the varying backgrounds of the students, and a student may either opt Hindi Elective (Code 002) or Hindi, Core (Code 302) and English Elective (Code-001) or English Core, (Code-301). However, the same language cannot be offered both at, Core and Elective levels., , , In addition to above, the following combinations cannot be taken together;, , , , 3.1.1.1 Business Studies (Code 054) and Business Administration (Code, 833), , , , 3.1.1.2 , Out of three Computer Science/IT related subjects i.e., Informatics Practices (065), Computer Science (Code 083), and, Information Technology (Code 802), a candidate can opt only for, one subject., , , , 3.1.1.3, , Biology (Code 044) and Biotechnology (Code 045), , , , 3.1.1.4, , Mathematics (Code 041) and Applied Mathematics (Code 241), , b), , The first 5 subjects in the chronological order of filling the subjects, , c), , A candidate can also offer an additional elective which may either be, , d), , While transacting the Curriculum, due emphasis should be laid on, , in the online registration system/ Mark Sheet are considered as Main, subjects., , a language at elective level or, any other elective subject., , National Identity and Values Education. Schools are expected to draw, their own programmes in this area in accordance with the guidelines, given from time to time by the Board. Likewise, programmes in, General Studies and Health and Physical Education be planned in, accordance with the guidelines brought out by the Board., , e), , For candidates who take 6 subjects (5 main and 1 additional subject), and pass in all 6 subjects, the percentage is to be calculated by the, employer/institution/university according to the norms of employer/, institution/university in which the candidate will be seeking admission., , 15
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f), , If a student has taken 6th subjects, and if he/she fails in any one, of first five subjects, the same will be replaced by the 6th subject, provided the candidate satisfies the scheme of studies i.e. after, replacement either Hindi or English remains as one of the main five, subjects., , g), , Skill electives can be offered along with any subject, as per the, , h), , Board is extending several exemptions/concessions to candidates, , scheme of studies., , with disabilities as defined in the “THE RIGHTS OF PERSONS WITH, DISABILITIES ACT 2016”. Exemptions/Concessions extended to Persons, with Benchmark Disabilities for Class X & XII Examinations conducted, by the Board and the Standard Operating Procedure for availing these, concessions are available on :, https://www.cbse.gov.in/cbsenew/Examination_Circular/2019/5_, CIRCULAR.pdf, Schools and candidates may also refer to the circulars issued by the, Board from time to time on this matter., , i), , For Regional Languages, the Board prescribes the textbooks being, followed in classes XI and XII in the respective State Boards where, the language is taught. Schools are also advised to bring to the notice, of CBSE the changes, if any, brought out at the commencement of, the session by the respective State Boards, in the textbooks of the, language of their State. Schools are directed to strictly follow the, textbooks prescribed by CBSE in its curriculum. Changes, if any, can, be adopted only when CBSE notifies them. School will be responsible, for any issue arising out of School not following Boards’ directives., , 16
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a. Subjects Offered, , LIST OF SUBJECTS, LANGUAGES (GROUP – L), S No CODE NAME, 1, , Theory, , Practical, , IA, , 080, , ---, , 020, , 080, , ----, , 020, , 080, , ----, , 020, , 080, , ----, , 020, , 080, , ---, , 020, , 080, , ---, , 020, , 080, , ----, , 020, , 080, , ---, , 020, , 001, , ENGLISH ELECTIVE, , 301, , ENGLISH CORE, , 002, , HINDI ELECTIVE, , 302, , HINDI CORE, , 003, , URDU ELECTIVE, , 303, , URDU CORE, , 022, , SANSKRIT ELECTIVE, , 322, , SANSKRIT CORE, , 5, , 104, , PUNJABI, , 080, , ----, , 020, , 6, , 105, , BENGALI, , 080, , ----, , 020, , 7, , 106, , TAMIL, , 080, , ----, , 020, , 8, , 107, , TELUGU, , 080, , ----, , 020, , 189, , TELUGU TELANGANA, , 080, , -----, , 020, , 9, , 108, , SINDHI, , 080, , -----, , 020, , 10, , 109, , MARATHI, , 080, , -----, , 020, , 11, , 110, , GUJARATI, , 080, , -----, , 020, , 12, , 111, , MANIPURI, , 080, , -----, , 020, , 13, , 112, , MALAYALAM, , 080, , ----, , 020, , 14, , 113, , ODIA, , 080, , ----, , 020, , 15, , 114, , ASSAMESE, , 080, , ----, , 020, , 16, , 115, , KANNADA, , 080, , ---, , 020, , 17, , 116, , ARABIC, , 080, , ----, , 020, , 18, , 117, , TIBETAN, , 080, , -----, , 020, , 2, , 3, , 4, , Any One, , Any One, Any One, , Any One, , Any One, , 17
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19, , 118, , FRENCH, , 080, , -----, , 020, , 20, , 120, , GERMAN, , 080, , -----, , 020, , 21, , 121, , RUSSIAN, , 080, , ----, , 020, , 22, , 123, , PERSIAN, , 080, , ----, , 020, , 23, , 124, , NEPALI, , 080, , ----, , 020, , 24, , 125, , LIMBOO, , 080, , ----, , 020, , 25, , 126, , LEPCHA, , 080, , ----, , 020, , 26, , 192, , BODO, , 080, , ----, , 020, , 27, , 193, , TANGKHUL, , 080, , ----, , 020, , 28, , 194, , JAPANESE, , 080, , ---, , 020, , 29, , 195, , BHUTIA, , 080, , ----, , 020, , 30, , 196, , SPANISH, , 080, , ----, , 020, , 31, , 197, , KASHMIRI, , 080, , ----, , 020, , 32, , 198, , MIZO, , 080, , ----, , 020, , Theory, , Practical, , IA, , Academics Electives (GROUP-A), S No CODE NAME, 1, , 027, , HISTORY, , 080, , --, , 020, , 2, , 028, , POLITICAL SCIENCE, , 080, , --, , 020, , 3, , 029, , GEOGRAPHY, , 070, , 030, , --, , 4, , 030, , ECONOMICS, , 080, , ---, , 020, , 5, , 031, , 030, , 050, , 020, , 030, , 050, , 020, , 030, , 050, , 020, , 030, , 050, , 020, , 030, , 050, , 020, , 036, , CARNATIC MUSIC VOCAL, CARNATIC MUSIC MEL., INS., CARNATIC PER. INS., MRIDANGAM, HINDUSTANI MUSIC, VOCAL, HINDUSTANI MUSIC, MEL. INS., HINDUSTANI PER. INS., , 030, , 050, , 020, , 037, , PSYCHOLOGY, , 070, , 030, , ---, , 032, 033, 034, 035, , 6, 18, , Any, One
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7, , 039, , SOCIOLOGY, , 080, , --, , 020, , 8, , 041, , MATHEMATICS, , 080, , --, , 020, , 241*, , 080, , --, , 020, , 070, , 030, , ---, , 9, , 042, , APPLIED MATHEMATICS, PHYSICS, , 10, , 043, , CHEMISTRY, , 070, , 030, , ----, , 11, , 044, , BIOLOGY, , 070, , 030, , ----, , 045, , BIOTECHNOLOGY, , 070, , 030, , ----, , 12, , 046, , ENGINEERING GRAPHICS, , 070, , 030, , ----, , 13, , 048, , PHYSICAL EDUCATION, , 070, , 030, , ----, , 14, , 049, , PAINTING, , 030, , 070, , ---, , 050, , GRAPHICS, , 030, , 070, , ---, , 051, , SCULPTURE, , 030, , 070, , --, , 052, , 030, , 070, , ---, , 080, , ---, , 020, , Any One, , Any One, , Any, one, , 15, , 054, , APPLIED/ COMMERCIAL ART, BUSINESS STUDIES, , 16, , 055, , ACCOUNTANCY, , 080, , ---, , 020, , 17, , 056, , KATHAK – DANCE, , 030, , 070, , ----, , 057, , 030, , 070, , ----, , 058, , BHARATNATYAM –, DANCE, KUCHIPUDI – DANCE, , 030, , 070, , ---, , 059, , ODISSI – DANCE, , 030, , 070, , ----, , 060, , MANIPURI – DANCE, , 030, , 070, , ---, , 061, , KATHAKALI – DANCE, , 030, , 070, , ----, , 18, , 064, , HOME SCIENCE, , 070, , 030, , ---, , 19, , 065, , 070, , 030, , ---, , 083, , INFORMATICS PRACTICES, COMPUTER SCIENCE, , 070, , 030, , ---, , 066, , ENTREPRENEURSHIP, , 070, , ----, , 030, , 20, , Any one, , Any one, , 19
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21, , 073, , 070, , ----, , 030, , 074, , KNOWLEDGE TRADITION & PRACTICES OF INDIA, LEGAL STUDIES, , 22, , 080, , ---, , 020, , 23, , 076, , NATIONAL CADET CORPS (NCC), , 070, , 030, , ----, , Skills Elective (Group-S), S. SUB. NAME, No. CODE, , JOB ROLES, , MARKS, DISTRIBUTION, THEORY, , 1., 2., , 801, 802, , 3., 4., , 803, 804, , 5., , 805, , 6., 7., , 806, 807, , 8., , 808, , 9. 809, 10. 810, 11. 811, 12. 812, 13. 813, 14. 814, 15. 816, 16. 817, , 20, , RETAIL, INFORMATION, TECHNOLOGY, WEB APPLICATION, AUTOMOTIVE, , SALES ASSOCIATE, IT HELPDESK ASSISTANT, WEB DEVELOPER, AUTOMOTIVE SERVICE TECHNICIAN, FINANCIAL MARKETS EQUITY DEALER/, MUTUAL FUND, MANAGEMENT, AGENT, TOURISM, TOUR GUIDE, BEAUTY & WELLBEAUTY THERAPIST, NESS, AGRICULTURE, AGRICULTURE, EXTENSION WORKER, FOOD PRODUCTION TRAINEE COMMIE, FRONT OFFICE, COUNTER SALES, OPERATIONS, EXECUTIVE, BANKING, SALES EXECUTIVE, (BANKING PRODUCT), MARKETING, MARKETING EXECUTIVE, HEALTH CARE, GENERAL DUTY, ASSISTANT, INSURANCE, SALES EXECUTIVE, (INSURANCE), HORTICULTURE, FLORICULTURIST, (PROTECTED)/, ENTREPREEUR, EXECUTIVE ASSISTYPOGRAPHY, & COMPUTER, TANT, APPLICATION, , PRACTICAL, , 60, 60, , 40, 40, , 60, 60, , 40, 40, , 60, , 40, , 60, 60, , 40, 40, , 70, , 30, , 60, 60, , 40, 40, , 60, , 40, , 60, , 40, , 60, , 40, , 60, , 40, , 60, , 40, , 60, , 40
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17. 818, , 60, , 40, , FIELD TECHNICIAN-OTHER HOME, INSTALLATION TECHNICIAN, ANIMATOR, ASSISTANT TAX CONSULTANT / GST ACCOUNTS ASSISTANT, COST ACCOUNTING JR. ACCOUNTANT, OFFICE PROCEEXECUTIVE ASSISDURES & PRACTICES TANT, SHORTHAND (ENSTENOGRAPHER, GLISH), SHORTHAND (HINDI) STENOGRAPHER, AIR-CONDITIONING SERVICE TECHNICIAN, & REFRIGERATION, MEDICAL DIAGNOS- MEDICAL LAB TECHNICIAN, TICS, , 60, , 40, , 60, , 40, , 50, 60, , 50, 40, , 60, 60, , 40, 40, , 60, , 40, , 60, 60, , 40, 40, , 60, , 40, , 28. 829, , TEXTILE DESIGN, , 60, , 40, , 29. 830, , DESIGN, , DESIGN ASSISTANT, (APPAREL / TEXTILE), ASSISTANT DESIGNER, , 50, , 50, , 30. 831, , SALESMANSHIP, , SALES EXECUTIVE, , 60, , 40, , 31. 833, , BUSINESS EXECUTIVE, , 70, , 30, , ASSISTANT DIETICIAN, , 70, , 30, , MEDIA ASSISTANT, , 70, , 30, , LIBRARY ASSISTANT, , 70, , 30, , 35. 837, , BUSINESS ADMINISTRATION, FOOD NUTRITION &, DIETETICS, MASS MEDIA, STUDIES, LIBRARY &, INFORMATION, SCIENCE, FASHION STUDIES, , 70, , 30, , 36. 841, , YOGA, , ASSISTANT FASHION, DESIGNER, YOGA INSTRUCTOR, , 50, , 50, , 37. 842, , EARLY CHILDHOOD, CARE & EDUCATION, ARTIFICIAL, INTELLIGENCE, (NEW), , EARLY CHILDHOOD, EDUCATOR, , 50, , 50, , 50, , 50, , 18. 819, 19. 820, 20. 821, 21. 822, 22. 823, 23. 824, 24. 825, 25. 826, 26. 827, 27. 828, , 32. 834, 33. 835, 34. 836, , 38. 843, , GEOSPATIAL, TECHNOLOGY, ELECTRICAL TECHNOLOGY, ELECTRONIC TECHNOLOGY, MULTI-MEDIA, TAXATION, , GIS OPERATOR, , 21
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The curriculum and the study material for the Skill Electives are available on the CBSE, academic website under the tab ‘Skill Education’ and can be accessed through the, link: http://cbseacademic.nic.in/skill-education.html., , 3.3., , Medium of Instruction, , The medium of instruction in general in all the schools affiliated with the, Board shall either be Hindi or English., , 4. STRUCTURE OF ASSESSMENT SCHEME, The Assessment scheme will have theory, internal assessment or practical components, as per syllabus given for each subject. Board shall conduct Annual examinations for, class XII, As the Board is progressively allowing more space to 'learning outcome based' assessment in place of textbook driven assessment, question papers of Board examinations, will have more questions based on real-life situations requiring students to apply,, analyse, evaluate and synthesize information as per the stipulated outcomes. The, core-competencies to be assessed in all questions, however, will be from the prescribed syllabus and textbooks recommended therein. This will eliminate predictability and rote learning to a large extent., , 4.1, , , Annual examination:, For Class XII, , The Board Examination will cover the entire syllabus of Class-XII as per, syllabus for each subject. Grades shall be awarded on the basis of 9-point, grading system in each elective subject. For awarding the grades, the Board, will put all the passed students in a rank order and will award the grades as, follows:, , 22, , A-1, , Top 1/8th of the passed candidates, , A-2, , Next 1/8th of the passed candidates, , B-1, , Next 1/8th of the passed candidates, , B-2, , Next 1/8th of the passed candidates
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C-1, , Next 1/8th of the passed candidates, , C-2, , Next 1/8th of the passed candidates, , D-1, , Next 1/8th of the passed candidates, , D-2, , Next 1/8th of the passed candidates, , E*, , , *Essential Repeat, Notes:(i), , Minor variations in proportion of candidates to adjust ties will be, , (ii), , In case of a tie, all the students getting the same score will get the, , made., , same grade. If the number of students at a score point needs to be, divided into two segments, the smaller segment will go with the, larger., , (iii) Method of grading will be used in subjects where the number of, candidates who have passed is more than 500., , (iv) In respect of subjects where the total number of candidates passing, as subject is less than 500, the grading would be adopted on the, pattern of grading and distribution in other similar subjects., , , , For Class XI:, , The assessment scheme will be similar to class XII Board examination and, shall be carried out at school level. However, the grading in class XI will be, as follows:, Grading Scale for Elective Areas (Class-XI), (School will award grades as per the following grading scale), MARK RANGE, , GRADE, , 91-100, , A1, , 81-90, , A2, , 71-80, , B1, , 23
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61-70, , B2, , 51-60, , C1, , 41-50, , C2, , 33-40, , D, , 32 and below, , *Essential Repeat, , Absolute grading is suggested for class XI keeping in view the number of, students appearing from any particular school as against positional grading, used for class XII., , 4.2, , Internal Assessment:, , Internal Assessment in different subjects will be as per details given in the, syllabus for each subject., , 4.3, , Assessment of Compulsory Areas, , Assessment of compulsory Areas may be continuously done by collecting, information, reflecting on and using that information to review children’s, progress and to plan future learning experiences. The documented data,, after interpretation, should be reflected in the Report Card of the children, in the form of grades., , In the existing scheme of assessment, these activities will be graded, on a 8-point grading scale (A1 to E) for classes XI –XII and will have no, descriptive indicators. The students shall be assessed on three areas i.e., Health and Physical Education with Work Experience and General Studies., Work Experience is subsumed in the Health and Physical Education. No up, scaling of grades will be done., The concerned teacher would make an objective assessment of the level, of performance/ participation demonstrated by a student throughout the, academic year and finally assign grades., , , Parameters of Assessment, , Marks and grades on the basis of 9-point grading system may be awarded in, , 24
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each compulsory area (General Studies, Health and Physical Education) for, classes XI and XII as detailed below:, Grading for General Studies:, Grade, , Description, , A1, A2, , Top1/8th of the passed candidates, Next 1/8th of the passed candidates, , B1, , Next 1/8th of the passed candidates, , B2, , Next 1/8th of the passed candidates, , C1, , Next 1/8th of the passed candidates, , C2, , Next 1/8th of the passed candidates, , D1, , Next 1/8th of the passed candidates, , D2, , Next 1/8th of the passed candidates, , E, , Essential Repeat, , Distribution of Periods/ Grades for Internal Assessment in Health and Physical, Education (with Work Experience subsumed in it), Strand, 1. GAMES, a) Athletics/ Swimming, b) Team Games, c) Individual Games/, Activity, d) Adventure Sports, , Periods, (Approx.), , 90 periods, , Grades*, While filling online data,, following grades may be filled, against HPE:, Class XI-XII: Grade (A-E) on, 9-point scale, (A1,A2,B1,B2,C1,C2,D1,D2,E), , 2. Health and Fitness, , 50 periods, , 3. SEWA, , 50 periods, , 4. Health and Activity Card 10 periods, Total, 200 Periods, (Approx.), , While filling online data,, following grades of SEWA shall, be filled against Work Education, / Work Experience:, Class XI-XII: Grade (A-E) on, 9-point scale, (A1,A2,B1,B2,C1,C2,D1,D2,E), - Enclosed separately, -, , 25
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* Refer the detailed HPE guidelines available on www.cbseacademic.nic.in with the, amendment given above., , 4.4 Design of the Question Paper for Board examination:, To ensure flexibility in the assessment at Board examination, the detailed, design of the paper is not included in the curriculum document. The details, of design of the Q.P shall be subsequently notified with the sample question, paper. However the Board examination shall test as per weightage allocated, to each area or unit given in the respective subject., , 4.5 Development of competencies through Student, Enrichment activities:, In the recent pas board has been organizing various activities for promoting, various 21st century skills. Following are some such activities introduced, with the intention of enhancement of the skills and values., S. No., , Student Enrichment Activity, , Skills/Values to be Enhanced, , 1, , Story Telling Competition, , •, , 2, , Reading Week, , Thinking Skills: Creative,, Analytical, Evaluative, , •, , Communication Skills, , 3, 4, , Fastest Reading Contest, Aryabhata Ganit Challenge, , •, , Linguistic Skills, , •, , Reasoning Abilities, , •, , Problem Solving Skills, , •, , Critical thinking, , •, , Analytical thinking, , •, , Ability to manipulate precise, and intricate ideas, , •, , Ability to construct logical, arguments, Values of respect for diversity, and tolerance, , 5, , 26, , CBSE Heritage India Quiz, , •, •, , Awareness about preserving, Indian heritage and, monuments, , •, , Critical thinking skills, , •, , Appreciation for rich, heritage and diversity of the, country
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6, , Science Exhibition, , •, , Critical and Creative Thinking Skills, , 7, , Science Literacy Promotion Test, , •, , Problem Solving Skills, , •, , Scientific Temperament, , •, , Connecting Science to day to day, life, Creative Thinking Skills, , Expression Series, , •, , 9, , Eco-Club Activities, , •, •, , 10, , Swachhata Abhiyan, , Communication Skills, Awareness about, Environmental, Conservation and, Protection, , •, •, , Cleanliness Habits, Spirit of Patriotism and Unity, , 8, , 11, , Ek Bharat Shrestha Bharat, , 12, 13, , Rashtriya Ekta Diwas, Inter School Band Competition, , •, , Creative Skills, , 14, , Fit India School Week, , •, , Healthy life style, , 15, , CBSE Inter-School Sports &, Games, Competitions, , •, , Attention and concentration powers, , 16, , International Day of Yoga, , 17, , Matri bhasha Diwas, , •, , Awareness of Linguistic and, Cultural traditions, , •, , Values of Tolerance and Dialogue, , •, , Communication Skills, , Addition in the last table in both the Senior secondary and Secondary Curiculum, 18, , The Constitution Day, , importance of Constitution, its history,, structure and implications to citizens, orientation to composite, diversity of our nation, , culture, , and, , awareness of Fundamental Rights and Duties, as enshrined in the Indian Constitution., , 27
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19, , Art Integrated Project, , application of art-based enquiry, investigation, and exploration, critical thinking and, creativity for a deeper understanding of the, concepts/topics, promotes experiential learning as it enables, to derive meaning and understanding, directly from the learning, enables students to see the multi-disciplinary, linkages between subjects, topics, and real, life., , Schools are encouraged to participate in these activities of the Board for making, students future ready., , 4.5.1 Rules regarding Admission and Examination, Regarding eligibility for Admission, Eligibility for Examination, Scheme of, Examination and related information, please see the Examination Bye-Laws, of CBSE available on www.cbse.nic.in, , 28
