Syllabus Viii 2021-22

Courses of Study
and
Scheme of Marking
Class-VIII
‘‘2021–22’’
M ANAGI N
GE G
E
CO
.V. COLL
M M I TTEE
D.A
ESTD 1886
Published by :
D.A.V. CENTRE FOR ACADEMIC
EXCELLENCE
(D.A.V. College Managing Committee)
Chitragupta Road, Pahar Ganj,
New Delhi-110 055
THINGS TO REMEMBER FOR A
QUALITY LIVING
• lR;a onA
Speak the truth.
• /e± pjA
Lead a religious life.
• ekr` nsoks HkoA

Treat your Mother as God.
• fir` nsoks HkoA

Treat your Father as God.
• vkpk;Z nsoks HkoA

Treat your Teacher as God.
• vfrfFk nsoks HkoA

Treat your Guest as God.
• vksýe~ vlrks ek ln~xe;A

relks ek T;ksfrxZe;A
e`R;kseZke`ra xe;A
O Lord ! lead me from Unreal
to Real, from Darkness to Light,
from Death to Immortality.
Contents
Courses of Study Pages
1. Hindi 3-7
2. Hindi (Lower) 8-12
3. English Course ‘A’ 13-21
4. Sanskrit 22-26
5. Mathematics 27-40
6. Science & Technology 41-61
7. Social Science 62-85
8. Dharamshiksha (Hindi Medium) 86-88
9. Dharamshiksha (English Medium) 89-91
10. Punjabi 92-96
1
fganh (Higher)
d{kk&VIII
Hkk"kk vfHkO;fDr dk ,d l'kDr ekè;e gS ftlosQ n~okjk ge
thou dks le>rs gSa] mlls tqM+rs gSa vkSj thou&txr dks izLrqr djrs
gSaA Hkk"kk fon~;kFkhZ osQ Jo.k] okpu] iBu ,oa ys[ku dkS'ky dk fodkl
djrs gq, lkfgR; esa vfHk:fp fodflr djus esa lgk;d gSA Hkk"kk
fon~;kfFkZ;ksa ds Kku {ks=k dks bruh O;kidrk iznku dj nsrh gS fd og
fdlh Hkh fo"k; osQ ckjs esa viuh Lora=k jk; cukus rFkk vfHkO;Dr
djus esa l{ke gksrk gSA
Hkk"kk f'k{k.k osQ mn~ns';
• nSfud thou esa Hkk"kk laca/h dkS'ky (Jo.k] okpu] iBu] ys[ku)
dk fodklA
• Hkk"kk ,oa lkfgR; dh fofo/rk ls ifjp;A
• Hkk"kk dk lkfgfR;d ,oa O;kogkfjd iz;ksx le>ukA
• O;kdj.k ds vuqlkj Hkk"kk&iz;ksx dh le>A
• lkfgR; dk vkuan izkIr djukA
• dforkvksa osQ Hkko ,oa f'kYi dks le>ukA
• ekSfyd ,oa l`tukRed ys[ku esa n{krk izkIr djukA
• lelkef;d izlaxksa@lanHkks± dks rkfoZQd <ax ls vfHkO;Dr djukA
• oSKkfud ,oa rduhdh 'kCnksa dks le>ukA
• o.kZu] fo'ys"k.k ,oa la'ys"k.k djus esa l{ke gksukA
vad foHkktu iz.kkyh

(okf"kZd ijh{kk)
vkarfjd ewY;kadu 20 vad
okf"kZd ijh{kk 80 vad
1- vkarfjd ewY;kadu 20 vad
(i) vkof/d ewY;akdu 05 vad
(rhu vkof/d ijh{kk vfuok;Z gS ftlesa ls fdUgha nks dk
vkSlr Hkkj fy;k tk,xkA)
3
(ii) cgqfo/ ewY;kadu 05 vad
• ekSf[kd& (vk'kq Hkk"k.k] dkO; ikB o nksgk xk;u]
vaR;k{kjh)
• ,dy ,oa lkewfgd xfrfof/& (lekpkj okpu] fHkfRr
if=kdk fuekZ.k] ,dy vfHku; o ,dkadh eapu)
• d{kk ifjppkZ& (fdlh Hkh lelkef;d fo"k; ij)
• iz'uksRrjh (fDot)
(ewY;akdu fcanq& fo"k;oLrq] fo"k;kuqdwyrk] y;&rky]
vkjksg&vojksg n~okjk dfork ikB] mPpkj.k] vfHkus;rk
laokn vfHkO;fDr ,oa lkekU; Kku)
(iii) iksVZiQksfy;ks 05 vad
• if=kdk @ dkWih
• l=k ds nkSjku miyfC/;ksa dk izek.ki=k ,oa Nk;k fp=k
lfgr mYys[k
• Lojfpr dfork] dgkuh] vkys[k ;k nSufUnuh ds y?kq
va'k
(ewY;akdu fcan&q j[kj[kko] iw.kZrk] LoPNrk] fo"k;kuqdy
w rk
,oa izLrqfr)
(iv) fo"k;xr lao/Zu xfrfof/ 05 vad

• Jo.k ,oa okpu xfrfof/
(ewY;akdu fcanq& Jo.k&'kCnksa vkSj inksa dks le>kus dh
;ksX;rk] nh?kZ ,oa tfVy dFkuksa ,oa fopkj&fcanqvksa dks
le>us dh ;ksX;rk] okpu&'kCnksa ds mPpkj.k dh 'kq¼rk
,oa /kjk izokg :i esa izLrqfr)
4
okf"kZd ijh{kk
[kaM&^d* (vifBr cks/) 10 vad
• vifBr xn~;ka'k (150&200 'kCn)
[kaM&^[k*
• O;kogkfjd O;kdj.k 20 vad
(Kku lkxj ,oa vH;kl lkxj ij vk/kfjr)
[kaM&^x* (ikB~; iqLrd)

I. dkO; [kaM 10 vad
• y?kwÙkjkRed iz'u I (25&30 'kCnksa esa)
2 + 2 + 2 = 6 (fodYi lfgr)
• fuca/kRed iz'u
4 × 1 = 4 (fodYi lfgr)
30 vad
II.xn~; [kaM 20 vad
• y?kwÙkjkRed iz'u I (25&30 'kCnksa esa)
2 + 2 + 2 = 6 (fodYi lfgr)
• y?kwÙkjkRed iz'u II (40&50 'kCnksa esa)
3 + 3 + 3 = 9 (fodYi lfgr)
• fuca/kRed iz'u
5 × 1 = 5 (fodYi lfgr)
[kaM&^?k* (jpukRed ys[ku)

• vuqPNsn ys[ku (80&100 'kCn) 05 vad
• i=k ys[ku (vkSipkfjd ,oa vukSipkfjd) 05 vad 20 vad
• lwpuk ys[ku (30&40 'kCn) 05 vad
• laokn ys[ku 05 vad
5
ijh{kk okf"kZd ikB~;ozQe
ikB~; iqLrosaQ&Kku lkxj ,oa vH;kl lkxj
ikB 1 ge iaNh mUeqDr xxu osQ (dfork)
vuqLokj] vuqukfld ^j* osQ fofHkUu :i] uqDrk
ikB 2 vly /u (dgkuh)
rRle&rn~Hko] fojke fpg~u] vifBr xn~;ak'k
ikB 3 vPNs iM+kslh osQ xq.k (fuca/)
milxZ] izR;;
ikB 4 nksigjh (dfork)
vyadkj (vuqizkl] miek] :id] ekuohdj.k)
ikB 6 vkJe osQ vfrfFk vkSj laLej.k (laLej.k)
Hkkookpd laKk] vifBr xn~;ak'k
ikB 7 vU;k; osQ f[kykiQ yM+kbZ (thouh)
okD;ak'k osQ fy, ,d 'kCn] okD;&'kqf¼dj.k
ikB 8 nksgs (in~;)
vyadkj (mRizs{kk] 'ys"k] ;ed] vfr'k;ksfDr)
ikB 9 tc Hkksykjke us iEi yxk;k (O;aX;)
fo'ks"k.k] izfo'ks"k.k
ikB 10 ckrphr dh dyk (fuca/)
laf/ (Loj laf/)
ikB 11 flrkjksa ls vkxs (thouh)
lekl (rRiq:"k] n~foxq] n~oan~o)
ikB 12 ikS/ks ds ia[k (Mk;jh)
fuikr] vifBr xn~;ak'k
ikB 13 lwj vkSj rqylh osQ in (in~;)
vaydkj (iqujko`fRr)
ikB 14 cgq dh fonk (,dkadh)
jpuk osQ vk/kj ij okD; Hksn
6
ikB 15 dkepksj (dgkuh)
lekl (vO;;hHkko] deZ/kj;] cgqozhfg)
ikB 17 lksuk (js[kkfp=k&laLej.k)
O;atu laf/
ikB 18 fuekZ.k (dfork)
vaydkj (iqujko`fRr)
ikB 19 thou dk lp (i=k)
O;atu laf/] vifBr xn~;ak'k
ikB 20 bZ";kZ % rw u xbZ esjs eu ls (fuca/)
vFkZ ds vk/kj ij okD;&Hksn
osQoy i<+us osQ fy, ikB
ikB 5 vkdk'k dks lkr lhf<+;k¡ (dgkuh)
ikB 16 ,d frudk (dfork)
(O;kogkfjd O;kdj.k)
• vuqLokj] vuqukfld ,oa uqDrk
• ^j* osQ fofHkUu :i
• milxZ] izR;;
• rRle] rn~Hko
• 'kCn HkaMkj (i;kZ;okph 'kCn] foykse 'kCn] okD;ka'k osQ fy,
,d 'kCn)
• laf/ (Loj ,oa O;atu laf/)
• lekl
• okD; fopkj (jpuk ,oa vFkZ osQ vk/kj ij)
• okD; 'kqf¼dj.k
• fojke fpg~u
• eqgkojs
• vyadkj
7
fganh
(r`rh; Hkk"kk)
fganh Hkk"kk f'k{k.k osQ mn~ns'; %
1- fganh Hkk"kk osQ izfr #fp tkxzr djuk ,oa mldh fof'k"V izo`Qfr
vkSj {kerkvksa dk cks/A
2- nSfud thou esa Hkk"kk lacaf/r dkS'ky (lquuk] cksyuk] i<+uk]
fy[kuk) dk fodklA
3- Hkk"kk osQ lkfgfR;d ,oa O;kogkfjd iz;ksx dh le>A
4- 'kCn&HkaMkj esa o`n~f/ djukA
5- oSKkfud ,oa rduhdh 'kCnksa dks le>ukA
6- izokgiw.kZ vFkZxzg.k] fparu&euu ,oa l`tukRed vfHkO;fDr dk
fodklA
7- jpukRed ,oa O;kogkfjd ys[ku gsrq izsfjr djukA
8- Lokè;k; dh izo`fÙk dk fodkl djukA
9- o.kZu] fo'ys"k.k ,oa la'ys"k.k djus esa l{ke gksukA
vad foHkktu iz.kkyh (okf"kZd ijh{kk)

1- vkarfjd ewY;kadu μ 20 vad
2- okf"kZd ewY;kadu μ 80 vad
vkarfjd ewY;kadu% 20 vad
1- vkof/d ijh{kk 05 vad
(rhu vkof/d ijh{kk vfuok;Z gSa ftuesa ls fdUgha nks dk vkSlr
Hkkj fy;k tk,xk)
2- cgqfo/ ewU;kadu 05 vad
• ekSf[kd (vk'kq okpu] dkO; ikB] vaR;k{kjh)
8
• ,dy o lkewfgd xfrfof/ (,dy vfHku; o ,dkadh
eapu] lekpkj okpu)
• d{kk ifjppkZ (fdlh Hkh lelkef;d fo"k; ij)
• iz'uksRrjh (fDot)
(ewY;kadu fcanq&fo"k;oLrq] fo"k;kuqdwyrk] y;&rky]
vkjksg&vojksg n~okjk dfork ikB] mPpkj.k] vfHkus;rk]
laokn vfHkO;fDr ,oa lkekU; Kku)
3- iksVZiQksfy;ks 05 vad
• if=kdk@dkWih
• l=k osQ nkSjku miyfC/;ksa dk izek.ki=k ,oa Nk;k fp=k lfgr
mYys[k
• Lojfpr dfork] dgkuh] vkys[k ;k nSufUnuh osQ y?kq va'k
(ewY;kadu fcan&q j[kj[kko] iw.kZrk] LoPNrk] fo"k;uqdy
w rk
,oa izLrqfr)
4- fo"k;xr lao/Zu xfrfof/ 05 vad
• Jo.k o okpu dkS'ky
(ewY;kadu fcanq& Jo.k&'kCnksa vkSj inksa dks le>us dh
;ksX;rk] nh?kZ ,oa tfVy dFkuksa ,oa fopkj&fcanqvksa dks
le>us dh ;ksX;rk] okpu&'kCnksa osQ mPpkj.k dh 'kq¼rk
,oa /kjk izokg :i esa izLrqfr)
okf"kZd ijh{kk 80 vad

[kaM&d (vifBr cks/) 10 vad
• vifBr xn~;ka'k (150&200 'kCn)
[kaM&[k
• O;kogkfjd O;kdj.k 20 vad
(Hkk"kk ek/qjh ,oa Hkk"kk vH;kl ij vk/kfjr)
[kaM&x
• ikB~; iqLrd 30 vad
9
(d) oLrqfu"B iz'u 5 vad
• fjDr LFkkuksa dh iwfrZ (x| ,oa i|) (1×2¾2)
• ikB osQ vk/kj ij okD;ksa dk feyku (1×3¾3)
([k) vfry?kwÙkjkRed iz'u 5 vad
• fdlus] fdlls dgk (1×2¾2)
• ,d okD; esa mRrj (1×3¾3)
(x) y?kwÙkjkRed iz'u 16 vad
• iz'u&mRrj (ikB ij vk/kfjr) (2×5¾10)
(25&30 'kCn)
• iz'u& mRrj (ikB ij vk/kfjr) (3×2¾6)
(30&40'kCnksa esa)
(?k) foLr`r iz'u (ikB ij vk/kfjr) 4 vad
• (pkj&ik¡p iafDr;ksa esa) (4×1¾4)
[kaM&?k
jpukRed ys[ku 20 vad
• vuqPNsn ys[ku 5 vad
• i=k ys[ku 5 vad
• fp=k o.kZu 5 vad
• laokn ys[ku 5 vad
okf"kZd ijh{kk ikB~;ozQe vad
1- vifBr xn~;ka'k osQ vk/kj ij laf{kIr iz'uksÙkj (1×10¾10)
2- O;kogkfjd O;kdj.k 20 vad
• vuqLokj] vuqukfld o uqDrk 1 vad
• laKk (Hksn&lfgr)] loZuke 2 vad
• fo'ks"k.k&fo'ks"; 1 vad
• fozQ;k & la;qDr fozQ;k 1 vad
• dky o Hksn 1 vad
10
• i;kZ;okph 'kCn 2 vad
• foykse 'kCn 1 vad
• ^j* osQ fofHkUu :iksa dk iz;ksx 1 vad
• eqgkojs 1 vad
• fojke&fpg~u 1 vad
• okD;ka'k osQ fy, ,d 'kCn 1 vad
• laKk 'kCnksa osQ opu cnyuk 1 vad
• milxZ&izR;; 2 vad
• dkjd 2 vad
• v'kqf¼ 'kks/u 1 vad
• ekud :i 1 vad
3- ikB~;&iqLrd (Hkk"kk&ek/qjh) 30 vad
ikB 1 fnekxh yM+kbZ
ikB 2 ykSg iq#"k
ikB 3 isM+ (dfork)
ikB 4 iwjs ,d g”kkj (osQoy i<+us osQ fy,)
ikB 5 nks igyoku
ikB 6 unh ;gk¡ ij (dfork)
ikB 7 irhys dh e`R;q (osQoy i<+us osQ fy,)
ikB 8 ViosQ dk Mj
ikB 9 vtark dh lSj
ikB 10 ;s ckr le> esa vkbZ ugha----(osQoy i<+us osQ fy,)
ikB 11 fcjlk eqaMk
ikB 12 vxj u uHk esa ckny gksrs (dfork)
ikB 13 fiz;&ikS/k
ikB 14 cqn~f/eku jktk
ikB 15 v¡/sj uxjh
ikB 16 pk¡n dk oqQÙkkZ (dfork)
11
ikB 17 gkj dh thr
ikB 18 csV~fVuk dk lkgl
ikB 19 ykSV vk;k vkRefo'okl (osQoy i<+us osQ fy,)
ikB 20 dksf'k'k djus okyksa dh gkj ugha gksrh (dfork)
4- jpukRed ys[ku
(i) vuqPNsn (80&100 'kCn)
(d) [ksyksa dk egÙo
([k) ;k=kk dk o.kZu
(x) esjk fiz; R;ksgkj
(?k) iqLrosaQ gekjh ekxZn'kZd
(M) ifjJe liQyrk dk vk/kj
(p) izkr% dky dh lSj
(N) esjh fiz; Írq
(t) LoPN thou&LoLFk thou
(ii) i=k ys[ku
(d) vkSipkfjd&i=k
(vodk'k&izkfIr osQ fy, iz/kukpk;Z@iz/kukpk;kZ dks
izkFkZuk&i=k] {kek&;kpuk] 'kqYd&ekiQh vkfnA)
([k) vukSipkfjd&i=k
(fuea=k.k i=k] c/kbZ&i=k] Hkk"kk vH;kl esa fn, i=kksa
dk vH;kl vkfn)
(iii) fp=k&o.kZu
·osQoy n`f"Vckf/r Nk=kksa osQ fy, Mk;jh ys[ku fn;k
tk,xkA
(iv) laokn ys[ku
fu/kZfjr iqLrosaQ
1- Kku lkxj (d{kk vkBoha)
2- vH;kl lkxj
(izdk'ku foHkkx] Mhñ,ñohñ dkWyst izcU/dr`Z lfefr] ubZ fnYyh)
12
ENGLISH COURSE–‘A’
English Course ‘A’ is based upon an approach of teaching/
learning which helps to develop the learners’ communicative
competence. The aim of this course is to equip the learners
to use the language as a spring board to explore and study
other areas of knowledge and also in real life situations in
which they may be required to use English.
General Aims
(a) To enable the learners to communicate effectively in
English;
(b) To enable the learners to use the four language skills, i.e.,
listening, speaking, reading and writing,
(c) To enable the learners to use grammar structures and
other grammatical forms accurately and appropriately,
(d) To develop an interest in and appreciation of literature,
(e) To enable the learners to use language fluently,
appropriately and confidently in real-life situations.
(f) To develop curiosity and creativity through extensive
reading,
(g) To facilitate self-learning to enable them to become
independent learners,
(h) To review, organise and edit their own work and work
done by peers.
Learning Outcomes
Listening
By the end of the course, learners should be able to:
1. listen, converse and understand the topic and its main
points,
2. listen and extract information from any broadcast,
conversation etc.,
3. distinguish main points from supporting details,
13
4. distinguish relevant and irrelevant information,
5. understand and respond to an instruction, advice and
request in familiar and unfamiliar social situations.
Speaking
By the end of the course, learners should be able to :
1. speak appropriately, correctly and intelligently (take care
of stress & intonation),
2. speak with accuracy following the overall rhythm of spoken
English i.e., proper pause and sentence stress,
3. narrate incidents and events in a logical sequence,
4. present oral reports,
5. express and argue a point clearly and effectively,
6. convey messages effectively,
7. frame questions so as to get a desired response,
8. take an active part in group discussions, showing an ability
to express agreement or disagreement, to summarise
ideas, to elicit the views of others, and to present own
ideas,
9. express and respond to personal feelings, opinions and
attitudes,
10. participate in spontaneous spoken discourse in familiar
and unfamiliar social situations.
Reading
By the end of the course, students should be able to:
1. read silently as well as aloud at varying speed,
2. read for information,
3. read for thematic understanding,
4. read for distinguishing main ideas from supporting details,
5. read for recognizing new words in a context,
6. analyse, interpret and evaluate the ideas in a text and
make inferences,
14
7. read and complete the given summary,
8. read extensively for pleasure.
Writing
By the end of the course, students should be able to:
1. express ideas clearly, concisely, correctly and
appropriately,
2. Write letters (formal and informal) in an appropriate style
and format.
3. plan, organise and present ideas coherently by introducing,
developing and concluding a topic, e.g., articles, speech.
4. present an argument, supporting it with appropriate
examples.
5. recode information from one text type to another
(e.g., diary entry to letter).
6. write on themes based on specified topics (suggested),
7. Write a message, notice, e-mail and diary entry.
Literature
By the end of the course, students should be able to :
1. understand, interpret and evaluate a ‘character’ in a literary
text,
2. understand, interpret and evaluate plot/story/theme in a
literary text,
3. understand ‘form’ in a literary text such as rhyme, rhythm,
and literary devices.
Grammar
By the end of the course, students should be able to use the
following grammatical items appropriately and accurately in a
context:
1. Tenses
2. Narration
15
3. Modals
4. Subject-Verb Agreement
5. Complex sentences, compound sentences. Clauses should
be limited to the teaching of main and subordinate clauses.
Instead of classification of subordinate clauses students
should be taught to complete the sentences using ‘linkers’
followed by a clause.
6. Linkers
7. Passive and Active voice
8. Non-finites
9. Punctuation
10. Prepositions, Adverbs and Adjectives and determiners are
parts of integrated grammer.
EXAMINATION SPECIFICATIONS
The Annual examination will be conducted by DAVCAE
comprising the entire syllabus.
ANNUAL EXAMINATION
Division of Syllabus Marks Total Marks
Sections
A-Reading 20
B-Writing and Grammar 30
C-Literature 30 80
Internal Assessment [5+5+5+5] 20
Total 80+20 100
Note :
1. The question paper for the annual examination will be of
80 marks. 20 marks will be allotted for Internal Assessment.
2. Refer to the table given below for Internal Assessment.
16
INTERNAL ASSESSMENT
S.No. Tools of Internal Assessment Total
Weightage
20 Marks
1 Periodic Tests—Pen and paper test
(Three periodic tests will be conducted at
school and the average of the best two 5
scores will be reduced to 5 marks for internal
assessment)
2 Multiple Assessment for each students to be

done by using the tools of observation, oral
test, individual/group work, field work, class 5
discussion (Quiz, debates, roleplay, bulletin
board etc.)
3 Subject Enrichment Activities

(Assessent of speaking and listening skills) 5
Portfolio
1. Journal
2. Notebooks (to display exemplary work)
4 Assessing the Portfolio (Guidelines for

teachers)
• organisation :- (neatness & visual appeal) 5
• completion of guided work focused on
specific curriculum objective.
• evidence of students’ growth
• inclusion of relevant Art Integrated work.
SECTION – A (Reading ) 20 Marks

This section will have two unseen passages of a total length
of 450-600 words. The arrangement within the reading section
is as follows.
1. A factual passage of 200-250 words with eight Objective
Type questions (including 6 multiple choice questions and
other 2 based on True/False or gap filling). 8 Marks
17
2. A discursive passage of 250-300 words with four short
answer type questions to test inference, evaluation and
analysis and four objective type questions (including 2
multiple choice questions) to test vocabulary.
SECTION-B (WRITING AND GRAMMAR) 30 MARKS

For writing tasks, there will be an internal choice
3. Short composition of not more than 50 words. 4 Marks
(Notice, Message, E-mail and Dialogue completion)
4. Long composition of 100-120 words. 8 Marks
(Article, formal and informal letter, speech and diary entry)
Note : Question 4 will be based on the thematic content
of the Reader.
Marking Scheme for Q. 3 will be as follows :-

Content – 3 marks
Format – 1 mark
The marking scheme for Q. 4 will be as follows :-
Content – 3 marks
Fluency – 2 marks
Accuracy – 2 marks
Format – 1 mark
Ques. 5 to Ques 9-Grammar based Questions 18 marks
– A variety of 5 short questions will be evaluated. Text types
will include gap-filling, cloze (gap-filling exercises with
blanks at regular intervals), sentence completion,
re-ordering word groups in sentences, editing (error finding
and omission) and sentence transformation.
The grammar syllabus will allot marks for :
• verb forms
• Sentence Structures
• Topics as per Practice Book.
18
• Jumbled words in re-ordering exercise, to test syntax,
will involve sentences in a text. Each sentence will be
split into sense groups (not necessarily into single
words) and jumbled up.
Note : Ques 5 to ques 8 will be of 4 marks each.
Ques 9 (Sentence Re-ordering) will be of 2 marks.
SECTION-C (LITERATURE) 30 MARKS

10. Reference to context questions from a poem. (with internal
choice) 5 Marks
Five objective type questions (including 3 MCQs and 2
complete the sentences)
11. Reference to context questions from prose/play.5 Marks
12. Any 6 short answer questions (30-40 words) to be
attempted out of 7. 12 Marks
13. An extended question (with internal choice) to test global
comprehension or deeper understanding of the prescribed
texts like diary entry or informal letter. (100-120 words)
8 marks
SYLLABUS FOR ANNUAL EXAMINATION
I. ENGLISH LITERATURE
Chapter – 1 Fiction – Three Questions
Chapter – 2 Poetry – Granny’s Tree Climbing
Chapter – 3 Fiction – The Fun They Had
Chapter – 4 Fiction – Father’s Help
Chapter – 5 Poetry – My Mother
Chapter – 6 Fiction – The Luncheon
Chapter – 7 Poetry – The Children Song
Chapter – 8 Fiction – The Case of the Sharp Eyed
Jeweller
Chapter – 9 Poetry – Couplets
Chapter – 10 Fiction – The Undeserved Reward
Chapter – 11 Poetry – Bangle Sellers
Chapter – 12 Play – A Bad Dream
19
II. MY ENGLISH READER
Unit – 1 Changing Times
Unit – 2 Compassionate Souls
Unit – 3 Enterprise
Unit – 4 Nature
Unit – 5 Sports
Unit – 6 Tolerance
Suggested topics from Reader units to practise Q5.

• The self-centred generation
• Media – Impact on Teenagers
• Good deeds reflect good character
• Caring for the elderly
• Success comes to those who will and dare
• Nature conservation
• Value of Games and sports in life
• Teolerance-Need of the hour
III. ENGLISH PRACTICE BOOK

Unit – 1 Tenses
Unit – 2 Narration
Unit – 3 Modals
Unit – 4 Subject – Verb Agreement
Unit – 5 Clauses and Complex Sentences
Unit – 6 Linkers
Unit – 7 Active and Passive Voice
Unit – 8 Non-finites
Unit – 9 Punctuation
Unit – 10 Reading for understanding
Unit – 11 Getting ready for class IX
20
IV. WRITING SKILLS
Notice Writing, Dialogue Completion, Message, Speech,
E-mail, Article, Formal Letter, Informal Letter.
Suggestions for Enhancement of Language Skills.
❖ Dictation / Spell check / Handwriting
Teachers may make use of words and passage suitable
for class VIII.
❖ Reading as an activity should take into account intonation,
stress and pronunciation. Reading may include :
(a) Text book reading
(b) Newspaper reading
(c) Reading of long text
(d) Any other suitable material
• Teachers can refer to pages 85-86 (Suggested
Reading) of the book ‘English Literature’ for Class VIII.
• There is no prescribed long reading text for Class VIII
students. However they should be encouraged to read
for pleasure.
❖ Recitation : The following parameters should be kept in
mind while evaluating recitation.
• Clarity and expression
• Tone and intonation
• Posture
Note : Teachers may conduct debates / declamation /
extempore / roleplay / weave a yarn for enhancing speaking
skills of the learners.
Prescribed Books :
1. English Literature (Class – VIII)
2. My English Reader (Class – VIII)
Listen & Comprehend (Audio CD)
3. English Practice Book (Class - VIII)
(Types of clauses not to be done)
21
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26
MATHEMATICS
General Instructions :
(1) Examination at the end of the year will be from the entire
syllabus and will be of 80 marks.
(2) Internal assessment will be of 20 marks, for which the
instructions are as follows :
S. Tools of Internal Total
No. Assessment Weightage
Out of
20 marks
1. Periodic Tests–Pen and paper Tests
(Three Periodic Tests will be conducted at
School Level as per their own schedule and 5
the average of best two scores will be
reduced to 5 marks for Internal
Assessment.)
2. Multiple Assessment for each student to
be done by using the Tools of Observation,
Oral Tests, individual/group work, field 5
work, class discussion (Quizzes, Debates,
Role Play etc.) and Bulletin board work etc.
3. Subject Enrichment Activities
5
Maths Lab Activities/Experiments
4. Portfolio
1. Journal 5
2. HW/CW Note Books (to display

Exemplary Work)
3. Art Integrated Activity/Multidisciplinary
HHW Project/Experiential Learning
Activity
27
Assessing the Portfolio (Guidelines for
Teachers)
• Organisation – Neatness and Visual
Appeal
• Completion of guided work focussed on
specific curriculum objectives.
• Evidence of Student’s growth.
• Inclusion of relevant work.
Weightage to form of questions

Form of Objective/one Case Study Very Short Short Long Total
Questions word answer Based Answer Answer Answer
(1 mark) Questions (2 marks) (3 marks) (5 marks)
(4 marks)
No. of 16 4 6 7 3 36
questions
Marks 16 16 12 21 15 80
Allotted
DETAILED SYLLABUS
The details of syllabus, Content, Number of periods and
marks allotted to each unit are as given below :-
S. Units Topics/Chapters No. of Marks
No. periods Allotted
1. Number 1. Squares and Square Roots 14
System 2. Cubes and Cube Roots 6 14
3. Exponents and Radicals 8
2. Commercial 4. Direct and inverse 10
Maths Variations 15
5. Profit, Loss and Discount 12
6. Compound Interest 12
3. Algebra 7. Algebraic Identities 12
8. Polynomials 10 15
9. Linear Equations in One
Variable 10
28
4. Geometry 10. Parallel Lines 10
11. Understanding 12 16
Quadrilaterals
12. Construction of 10
Quadrilaterals
16. Rotational symmetry 4
5. Graphs 13. Introduction to Graphs 5 5
6. Mensuration 14. Mensuration 15 9
7. Statistics & 15. Statistics & Probability 12 6
Probability
TOTAL 80
Unit 1. Square and Square Roots (14 Periods)

Square of a number, triangular numbers and numbers between
two consecutive square numbers, finding square root of a
number by the repeated subtraction method, finding square roots
of perfect squares by factorization.
Using division method, finding square roots of–
(i) Positive integers which are perfect squares.
(ii) Decimals which are perfect squares.
Finding square roots of numbers which are not perfect squares
by the division method up to three decimal places. Problems
based on square roots (simple problems only). Square roots of
other Numbers (not perfect squares) by estimation.
Learning Outcome
1. Students will be able to appreciate :
• Squares of even numbers are even
• Squares of odd numbers are odd
• Perfect squares and number ending in 2, 3, 7 or 8 is
never a perfect square.
• Concept of Pythagorean triplet
29
2. Students will be able to find square root of a number
• By prime factorisation
• By long division method
3. Students will be able to understand and apply the following
rules :
Rule 1. If a and b are perfect square numbers (b ≠ 0)
then,
ab  a  b
a a

b b
Rule 2. The pairing of numbers in the division method
starts from the decimal point.
For the integral part it goes from right to left and
for the decimal part, it goes from left to right.
Rule 3. If p and q are not perfect squares, then to find
p
p
/ q , we express q as a decimal and then apply
division Method.
Unit 2. Cubes and Cube Roots (8 Periods)
Cube of a number, Cube roots of perfect cubes by factorization
(cube root should not exceed two digits). Cube Root of a
Number through Estimation.
Learning Outcomes
1. Students will be able to understand :
• Cube and cube root of negative number is negative i.e.
3 x  3
x
• Cube of an even natural number is even and cube of
odd natural number is odd.
30
2. Students will be able to apply the following rules :
For any two integers a and b, we have
(i)
3
a a
(ii) 3  3
,b  0
b b
Unit 3. Exponents and Radicals (8 Periods)
Idea of rational exponents, Laws of exponents including rational
numbers as exponents, Idea of radicals and radicand.
Learning Outcomes
1. Students will be able to convert radical form to exponential
form and vice versa.
2. Students will be able to apply the following rules :
• If a is any positive rational number different from zero
and x, y are any rational numbers, then
(i) ax × ay = ax+y (ii) ax ÷ ay = ax – y
(iii) (ax)y = axy (iv) (a)0 = 1
Unit 4. Direct and Inverse Variations (10 Periods)

Direct variation, Inverse variation with examples. Problems on
Time and Work and Time and Distance.
Learning Outcomes
1. Students will be able to distinguish between Direct Variation
and Inverse Variation.
2. Students will be able to solve the problems on time and work
as well as time and distance using the concepts of direct
and inverse variations.
Unit 5. Profit and Loss and Discount (12 Periods)

Problems on profit and loss including discount (rebate), marked
price, selling price (only single discount to be discussed), G.S.T.
31
Learning Outcomes
The students will be able to :
1. understand concept of profit and loss.
2. calculate S.P. / C.P.
3. apply concept of discount.
4. understand G.S.T. and its calculation.
Unit 6. Compound Interest (12 Periods)
Meaning of Compound Interest. Calculation of amount and
compound interest by unitary method. Calculation of amount and
compound interest by formula up to three years. Interest
compounded annually, half yearly or quarterly up to three
conversion periods, Growth and Depreciation.
Learning Outcomes
Student will be able to :
1. distinguish between simple interest and compound interest.
2. calculate compound interest from amount, using formula or
otherwise.
3. calculate compound interest when compounded annually,
half-yearly and quarterly.
4. analyse and calculate growth and depreciation applicable in
various situations.
Unit 7. Algebraic Identities (12 Periods)

Study of the following identities :
1. (a + b)2 = a2 + 2ab + b2
2. (a – b)2 = a2 – 2ab + b2
2. (a + b) (a – b) = a2 – b2
The above identities may be verified through cardboard models.
Expansion of the square of a trinomial :
(a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
Product of two binomials :
(x + a) (x + b) = x2 + (a + b) x + ab
32
Factorization of Algebraic Expressions based on above
identities.
Learning Outcomes
After the completion of this chapter students will be able to :
1. distinguish between identity and equation.
2. learn the application of identities.
3. factorise algebraic expressions using the identities.
4. apply the identities in different practical situations.
Unit 8. Polynomials (10 Periods)
Idea of a polynomial in one variable and its terms, coefficients
and degree after converting it to standard form Division of a
monomial by a monomial.
Division of a polynomial in one variable by a monomial
or binomial. (Restricted to polynomials in one variable of
degree ‘4’).
Division of a polynomial by a linear polynomial by factor method.
Verification of Dividend = Divisor × Quotient + Remainder.
(Explain the cases of non-zero remainder and remainder equal
to zero).
Concept of factors of a polynomial when the remainder is zero.
Learning Outcomes
1. identify coefficients and degree of a polynomial.
2. divide a polynomial in one variable by a monomial or a
binomial.
3. verify the dividend by using Divisor × Quotient + Remainder.
4. understand and appreciate the factor of a polynomial when
remainder is zero.
Unit 9. Linear Equations in One Variable (10 Periods)

ax  b
Solving equations of the type  k ; cx + d ≠ 0
cx  d
33
Word problems on linear equations in one variable. Simple
problems from daily life situations like age, coins, number of
students of a class, speed, distance, formation of two digit
numbers etc. with special emphasis on ability to translate word
problems into mathematical statements.
Learning Outcomes
1. solve linear equation in one variable.
2. convert the language problem into a linear equation based
on different life situations.
Unit 10. Parallel Lines (10 Periods)
Definition, Angles made by a transversal with two parallel lines
& their properties.
Verification of the following properties :
1. Two lines parallel to the same line are parallel to each other.
2. Two lines perpendicular to the same line are parallel to each
other.
3. Division of a Line Segment :
I. To divide a line segment into a given number of equal
segments.
II. To divide a line segment in a given ratio internally
(constructions should be by using ruler and
compasses).
Learning Outcomes
After the completion of this unit students will be able to :
1. appreciate different types of angles and their relation when
a transversal intersects two parallel lines and vice-versa.
2. divide a line segment in equal parts using parallel lines with
the help of ruler & compass.
3. comprehend that two lines parallel/perpendicular to the
same line are parallel to each other.
34
Unit 11. Understanding Quadrilaterals (12 Periods)
Introduction to curves. Polygons and its types and properties.
Quadrilaterals and its special types (trapezium, parallelogram
rectangle, rhombus & square). Properties of special type of
quadrilaterals. (Example of kite may be given as a special type
of quadrilateral).
Verification of the following properties :
(i) Opposite sides of a parallelogram are equal.
(ii) Opposite angles of a parallelogram are equal.
(iii) Diagonals of a parallelogram bisect each other.
(iv) Diagonals of a rectangle are equal and bisect each
other.
(v) Diagonals of a rhombus bisect each other at right
angles.
(vi) Diagonals of a square are equal, perpendicular to each
other and bisect each other.
(Simple problems based on these properties involving one or
two logical steps).
Learning Outcomes
1. recognize different types of quadrilaterals i.e. trapezium,
parallelogram, rectangle, rhombus, square and kite.
2. understand the properties of parallelogram, rectangle,
rhombus and square.
3. distinguish between different type of quadrilaterals.
Unit 12. Construction of Quadrilaterals (10 Periods)

Construction of a quadrilateral given–
(i) Four sides and one diagonal
(ii) Three sides and both diagonals
(iii) Two adjacent sides and three angles
(iv) Three sides and two included angles
(The sides should be in whole no. of cm or at least multiples
of ½ a cm. Angles should be multiples of 15°)
35
Learning Outcomes
1. construct a quadrilateral with given conditions.
2. comprehend whether construction of a quadrilateral with
given data is possible or not.
Unit 13. Introduction to Graphs (5 Periods)
Cartesian plane. Plotting a point on the Cartesian plane.
Independent and dependent variables. Drawing of graphs and
type of figure.
Learning Outcomes
1. understand the Cartesian plane and its various elements.
2. identify the coordinates of a point.
3. evaluate the distance of a point from x-axis and y-axis.
4. plot the point on a Cartesian plane.
5. join the points and identify the figure so formed.
6. identify abscissa and ordinates of a point.
Unit 14. Mensuration (15 Periods)
Area of trapezium, general quadrilateral and polygon. Surface
area of cuboid, cube and right circular cylinder. Volume of cuboid,
cube and right circular cylinder. Visualising solid shapes,
polyhedron. Mapping space around us.
Learning Outcomes
1. find the area of plane figure (trapezium & quadrilateral)
2. find the area of a polygon by dividing into various
quadrilaterals and triangles.
3. calculate the surface area of rectilinear solid figures.
4. calculate the volume of rectilinear solids i.e. cube & cuboids.
5. calculate the Surface Area of a right circular cylinder.
36
6. calculate the volume of right circular cylinder.
7. understand the formation of cubes, cuboid with the help of
nets.
8. locate and identify side view, top view and front view of solid
figures.
9. verify Euler’s formula for polyhedrons.
10. map the different routes in one’s surrounding.
Unit 15. Statistics & Probability (12 Periods)

Raw data, frequency, making frequency table from the given raw
data. Ungrouped and grouped data. Range, class size, class
limits, class marks. Grouping the given data into classes.
Drawing, reading and interpretation of histogram. Circle graphs
or pie chart and its drawing.
Probability, Chance, Experiment, Outcome, Event, Probability
of an event. Simple cases.
Learning Outcomes
After studying this chapter students will be able to :
1. understand the terms observation, raw data, range, class
marks, frequency, frequency table.
2. differentiate between raw data, ungrouped & grouped data.
3. representation the given data through pictorial
representations viz. histogram and pie chart and can
interpret the same.
4. define the term trial, outcome, probability.
5. find probability under different given situations.
Unit 16. Rotational Symmetry (4 Periods)
Rotational symmetry and its order, Centre of Rotation, Angle of
Rotation. Line symmetry and Rotational Symmetry. Rotational
symmetry should be limited to polygons and regular polygons
in case number of sides is more than 4.
37
Learning Outcomes
1. understand symmetry
2. distinguish between line symmetry and rotational symmetry
3. understand rotational turns about a fixed point
4. know the order of rotation of symmetry i.e. four in a square
and 3 in an equilateral triangle.
5. calculate the angle of rotation about a fixed point.
SOME SUGGESTED TOOLS FOR INTERNAL
ASSESSMENT
(A) Art Integration Activities
(1) Exploring triangular numbers using dot patterns.
(2) Making patterns using regular polygons. (For example:
Sierpinski triangle).
(3) Take a square sheet of area 132.25 cm2. Find the side of
a sheet & create a beautiful greeting card using
tessellations with a mathematical quotation.
(4) Mathematics Doodle
(B) Maths Lab Activities/Experiments
(5) Verify the following algebraic identities using geometrical
interpretation :
(i) (a + b)2 = a2 + 2ab + b2
(ii) (a – b)2 = a2 – 2ab + b2
(iii) a2 – b2 = (a + b) (a – b)
(iv) (x + a) (x + b) = x2 + (a + b) x + ab
(6) Activities based on the properties of angles made by a
transversal with two parallel lines.
38
(7) Pythagorean triplet (representing numbers expressible in
the form where ‘x’ is a natural number, on the

number line.)
(8) List your unit I marks in various subjects in tabular form &
convert the same in the form of a pie-chart.
(9) Collect bill/cash memo for your recent shopping and
calculate discount and G.S.T. (etc.) from it.
(10) A worksheet involving comparison of interests when it is
compounded annually, semi-annually and quarterly for the
same sum at the same rate and for the same time period.
Making a decision which option is better in different
situations.
(11) Reinforcement of special types of quadrilaterals and their
properties using Frayer’s Model.
(12) Mind map/Flow chart showing different types of
Quadrilaterals.
(13) Making 3-D models of prisms and pyramids using their
nets and verifying / obtaining Euler’s formula for these
solids.
(C) Project work/Experiential learning activities
(14) Life history of any Indian mathematician & his/her
contribution in the field of Mathematics (Project or PPT).
(15) Number patterns (specially involving squares and cubes
of numbers)
(16) Do a survey of your class and collect the data from all
students of your class who spent more than 4 hours in
watching TV. Represent the collected data in the form of
histogram by paper cutting & pasting.
39
(17) Calculate the surface area to be painted/white-washed in
each room of your house.
(18) Find no. of tiles used in your bathroom along with the cost
incurred.
(19) Find capacity of water tank [Cylinderical or cuboidal].
Estimate daily consumption of water in a household. Using
it find for how many days the water in the tank last.
(20) Mapping of your surroundings by making route maps
having proper scale factor and different landmarks shown
with appropriate symbols.
(21) Making a scrapbook of objects from our surroundings
having different types of quadrilaterals.
(D) Miscellaneous Activities
(22) Role play on Mathematical situation along with script
writing.
(23) Talk/Class Discussion on any one :
(a) Use of maths in different fields.
(b) Value of maths in your life.
40
SCIENCE & TECHNOLOGY
The three components of this course are :
Physics, Chemistry and Biology.
Learning Outcomes :
The teaching of Science, at this stage, will help the
learners to :
• develop a scientific attitude and temper
• understand scientific concepts, principles and
laws
• acquire the knowledge of scientific terms, facts,
definitions and processes
• develop experimental skills, rational thinking, ability
to analyse and sharpen their sense of enquiry
• develop measurement and observational skills
and to encourage the use of locally available
resources
• inculcate science and technology related values
• recognize the relationship of science, technology and
society
• appreciate the contribution of science towards
development and progress in all fields of life
• create awareness and concern for a healthy
environment and preservation of ecosystem.
General Instructions :
1. The annual exam will comprise of 100 marks wherein the
written exam will be of 80 marks and Internal Assessment
will be of 20 marks.
2. Periodic written tests are restricted to three in number in
an academic year. Average of the best two scores, in
these tests, is to be taken for final submission of marks.
41
3. These written tests are to be conducted by the school at
their own level, as per their own schedule.
4. Information given under the headings ‘Do You Know’, ‘Fact
Sheets’, ‘Case Study’ and ‘Something To Do’ at the end
the chapters would not be evaluated in any of the written
tests.
5. For annual examination, 80 marks assigned for the written
test, would be subdivided as follows :
Physics 30 marks
Chemistry 25 marks
Biology 25 marks
GUIDELINES FOR INTERNAL ASSESSMENT
The Internal Assessment, for 20 marks, is to be carried
out as given below :
Tools of Internal Assessment Weightage
of Marks
1. Periodic Tests
Three periodic tests (pen and paper test) 5
will be conducted at school level, as per
their own schedule, and the average of
the best two scores will be reduced
to 5 marks.
2. Subject Enrichment Activity
Term-I Term-II
Art Integration Activity Mobile Lab Kit Making
Students will be given Students will prepare, 5
an activity in which they under teacher’s guidance,
will use any form of Art their own Mobile lab Kit
to express/explain the and demonstrate a simple
scientific idea. science activity using it.
(10 Marks) (10 Marks)
42
3. Multiple Assessment Activity*
Students will be assessed using multiple tools of
observation such as Interdisciplinary project, Role 5
play, Group discussion, Debate, Quiz, Oral test,
Field work, Bulletin board making etc.
(10 Marks)
4. Portfolio: It includes Journal, Notebook work.
Criteria For Assessing Portfolio :
(i) Organisation–Neatness & visual appeal 5
(ii) Completion of work-Focus on specific objectives
(iii) Evidence of student growth
(iv) Inclusion of relevant work
*Some suggested Art integration Activities, Mobile Lab Activities and

Interdisciplinary Projects are given at the end of the document.
IMPORTANT NOTE
The following six chapters of Science textbook will NOT be
included for assessment in Annual Examination. However, they
will be a mandatory part of the internal assessment.
Chapter 8 : Conservation of Plants and Animals
Chapter 9 : Crop Production and Its Management
Chapter 17 : Stars and Solar System
Chapter 18 : Earthquakes
Chapter 19 : Pollution of Air
Chapter 20 : Pollution of Water
These chapters may be included in Internal Assessment
as follows :
• Include questions from any two of these chapters in
each of the periodic tests.
• Give an Art Integration Activity or Interdisciplinary Project
on topics from these chapters.
• Carry out Multiple Assessment based on these chapters.
43
DETAILED SYLLABUS
The details of the syllabus, i.e., contents, number of periods
and marks assigned to each chapter for the three
components of the syllabus, are given below :
PHYSICS (30 Marks)
Name of the Chapters No. of Marks
Periods Assigned
Allotted
Ch. 4 : Force and Pressure 8 5
Ch. 5 : Friction 10 5
Ch. 10 : Refraction and Dispersion 12 7
of Light
Ch. 11 : The Human Eye 6 4
Ch. 12 : Sound 6 4
Ch. 16 : Electric Current and Its
Chemical Effects 10 5
Ch. 17 : *Stars and Solar System 6 *For Internal
Ch. 18 : *Earthquakes 6 Assessment
only
64 30
CHEMISTRY (25 Marks)
Periods Assigned
Allotted
Ch. 3 : Metals and Non-Metals 12 8
Ch. 6 : Sources of Energy 6 5
Ch. 7 : Combustion 8 7
Ch. 13 : Synthetic Fibres and Plastics 8 5
Ch. 19 : *Pollution of Air 6 *For Internal
Ch. 20 : *Pollution of Water 6 Assessment
only
46 25
44
BIOLOGY (25 Marks)
Periods Assigned
Allotted
Ch. 1 : The Cell-Its Structure
and Functions 8 5
Ch. 2 : Microorganisms–Friends
and Foes 9 6
Ch. 8 : *Conservation of Plants 6 *For Internal
and Animals
Ch. 9 : *Crop Production and its 7 Assessment
Management only
Ch. 14 : Reproduction in Animals 10 7
Ch. 15 : Reaching the Age of
Adolescence 10 7
50 25
*Please refer to ‘IMPORTANT NOTE’ for guidelines for internal
assessment.
Chapter 1 : The Cell-its Structure and Functions (5 marks)

– Discovery of the cell (8 periods)
– The Cell-variation in cell number, shape and size in
living organisms
– Parts of cell
– Levels of organisation in an organism
– Comparison between plant cell and animal cell
– Well labelled diagrams of plant cell and animal cell
Learning Outcomes The learner will be able to :
1. comprehend and understand the basic unit of life.
2. differentiate between plant cell and animal cell
3. describe various cell-organelles and their functions in the
cell.
45
Chapter 2. Micro-organisms – Friends or Foes (6 marks)
– Introduction (9 periods)
– Types of microorganisms
– Diagram of Paramoecium and Euglena (Refer to Page 8)
– Viruses are unique
– Where do microorganisms live ?
– Role of microorganism in our life
– Microorganisms as our friends
– Microorganisms – The Foes
– Food poisoning
– Food preservation
Learning outcomes
The learner will be able to :
(1) know about the different types of micro organisms and
their habitats.
(2) compare the role of microorganisms as friends and foes
(3) understand the concept of food preservation and apply its
techniques.
Chapter 3 : Metals and Non-metals (8 marks)

– Classification of elements (12 periods)
– Occurrence of elements
– Minerals and ores
– Physical Properties
– Chemical Properties
– Reaction with oxygen, water, acids and alkalies
– Reactivity of metals
– Displacement reactions
– Noble Metals
– Uses of metals and non-metals
46
– Alloys – Composition and uses of alloys
Learning Outcomes :
The learners will be able to :
1. classify elements and learn about their occurrence in
nature.
2. understand the different physical properties of metals and
non-metals and their applications (based on these
properties).
3. differentiate between chemical behaviour of metals and
non-metals towards air, water and acids.
4. relate displacement reaction of metals with reactivity
series.
5. comment upon noble metals and uses of metals, non-
metals and alloys.
Chapter 4 : Force and Pressure (5 marks)
– Force (8 periods)
– Effects of force
– Factors associated with magnitude of force needed
– Balanced and unbalanced forces
– Types of forces
– Contact and non contact forces
– Pressure
– Applications of the concept of pressure in daily life
– Liquid pressure
– Properties of liquid pressure
– Atmospheric pressure
– Variation in air pressure
47
– Importance of atmospheric pressure
– Force and pressure : concept map
Learning Outcomes :

(1) define, identify and classify force and its types.
(2) understand the concept of pressure and its applications.
Chapter 5 : Friction (5 marks)

– Concept of friction (10 periods)
– Cause of friction
– Factors affecting friction
– Types of friction–static, sliding & rolling
– Friction – A necessity
– Friction – An evil or nuisance
– Increasing / Reducing friction
– Fluid friction
Learning Outcomes :
(1) identify various types of friction.
(2) appreciate that friction is a necessity as well as a nuisance.
(3) understand methods of increasing and decreasing friction.
Chapter 6 : Sources of Energy (5 marks)
(6 periods)
– Classification of sources of energy : On the basis of
occurrence, physical state and availability
– Fossil Fuels
– Wood as a fuel
– Coal : occurrence, formation and types
– Destructive Distillation and Its Products
48
– Uses of coke, coal-tar and coal gas
– Petroleum
• Occurrence of petroleum
• Refining of petroleum
• Petroleum products and their uses
• Natural gas
• Uses of natural gas
– Cleaner Fuels
Learning Outcomes :
1. classify the sources of energy on the basis of their
occurrence, physical state and availability.
2. understand what are fossil fuels, their occurrence in nature
and their processing.
3. know about different types of fuels.
4. understand the importance of cleaner fuels and alternative
sources of energy.
Chapter 7 : Combustion (7 marks)
– Combustion & combustible material (8 periods)
– Conditions required for combustion
– Types of combustion
– Fire control
– Incomplete combustion
– Flame
– Fuel and calorific value
– Characteristics of a good fuel
– Harmful effects of fuels
49
Learning Outcomes :
1. understand the term combustion and the conditions required
for combustion.
2. differentiate between types of combustion and understand
the consequences of incomplete combustion.
3. know about various methods used to control fire.
4. understand different zones of flame.
5. appreciate the properties of a good fuel.
Chapter 8. Conservation of Plants and Animals

(*For Internal Assessment only) (6 periods)
– Domestic consequences of deforestation
– Global consequences of deforestation
– Conservation of forests and wildlife
– Biosphere reserves
(Map of biodiversity hotspots not to be evaluated)
– National Parks
– Wildlife Sanctuaries
– Flora and fauna
– Endemic species
– Red Data Book
– Migration
– Reforestation
– Recycling of paper
Learning Outcomes :
(1) know deforestation and its consequences.
(2) understand the importance of migration and biodiversity.
(3) know about ways to conserve biodiversity.
50
Chapter 9. Crop Production and its Management
– Food from plants
– Agricultural Practices
– Preparation of Soil, Sowing, Soil Replenishment,
Irrigation, Traditional System of Irrigation, Modern
System of Irrigation, Crop Protection, Harvesting,
Storage.
– Crop Improvement
Learning Outcomes :
(1) understand the various agricultural practices
(2) appreciate and analyse the methods of crop improvement
and their protection
Chapter 10 : Refraction and Dispersion of Light (7 marks)
– Refraction of Light (12 periods)
– Refraction—its cause
– Refractive index, optical density
– Rules for refraction
– Refraction of light by a glass slab
– Dispersion of white light by a glass prism
– Rainbow
– Spherical lenses
– Basic terms related to lenses
– Image formation by convex and concave lenses
– Application of lenses
Learning Outcomes :
(1) understand the concept of refraction using various optical
devices and its causes.
51
(2) draw and identify images formed by concave and convex
lens for different positions of the object.
Chapter 11 : The Human Eye (4 marks)

– Structure of human eye (6 periods)
– Function of various parts of the human eye
– The blind spot
– How do we see colours ?
– Working of the human eye
– Range of vision
– Defects of vision
– Care of the Eyes
– Visually challenged persons—help for them
– Braille system
Learning Outcomes :

(1) draw the structure and appreciate the function of the human
eye.
(2) understand the various defects of vision and ways to take
care of eyes.
(3) be sensitized towards the resources available for visually
challenged.
Chapter 12 : Sound (4 marks)

– Sound and vibrations (6 periods)
– Sounds produced by humans
– Sounds produced by animals
– Propagation of sound
– Light propagates faster than sound
– Amplitude, time period and frequency of a vibration
52
– Loudness and pitch of a sound
– Audible and inaudible sounds
– Noise and music
– Noise pollution : sources and effects
– Measures to limit noise pollution
– Hearing impairment
Learning Outcomes :
(1) know the mechanism of production of sound by humans
and various animals.
(2) understand the mechanism of propagation of sound.
(3) identify causes and effects of noise pollution and ways to
limit noise pollution.
Chapter 13 : Synthetic Fibres and Plastics (5 marks)
– Natural fibres and synthetic fibres (8 peridos)
– (Rayon) or Artificial Silk, Nylon, Terylene, Poly Ethene
Tetraphthalate, (PET) and Acrylic fibres
– Advantages and disadvantages of synthetic fibres
– Plastics
– Characteristics of synthetic plastics
– Types of synthetic plastics
– Thermosetting
– Thermoplastics
– Plastics and the Environment
– Damage caused by plastic waste
– Measures to control the damage caused by plastic
waste
53
Learning Outcomes :
1. understand what are ‘synthetic fibres’.
2. know about different types of synthetic fibres and plastics
and their properties, advantages and disadvantages.
3. differentiate between thermoplastics and thermosetting
plastics.
4. know, and get sensitised, towards the damage caused by
plastic waste and measures to control this damage.
Chapter 14. Reproduction in Animals (7 marks)
– Definition of reproduction (10 periods)
– Asexual reproduction
– Sexual reproduction
– Reproductive patterns
– Reproductive systems
– Fertilization, development of the embryo
– How do hens lay eggs ?
– Viviparous and Oviparous animals
– Journey of young ones to adults (frogs)
– Diagrams of binary fission in Amoeba, multiple fission
in Plasmodium, budding in Hydra and Yeast, male and
female reproductive systems and human sperm.
Learning Outcomes :
(1) know the various modes of reproduction in animals.
(2) differentiate between oviparous and viviparous animals.
(3) differentiate between male and female reproductive
systems.
54
Chapter 15. Reaching the age of Adolescence (7 marks)
– Adolescence and Puberty (10 periods)
– Changes at puberty
– Sexual development : Development of sex organs,
development of secondary sexual characters, change
in hormonal balance the reproductive phase in human
beings
– Determination of sex of the child
– The Endocrine system
– Role of hormones in completing the life cycle of insects
and frogs
– Reproductive health: Nutritional needs of adolescents,
Personal hygiene, Physical exercise, Say ‘No to Drugs’.
Learning Outcomes :
(1) understand and analyse the problems of adolescence.
(2) understand the emotional and physiological changes that
take place during adolescence.
(3) know the importance of hormones in life cycle of different
organisms.
Chapter : 16 Electric Current and its Chemical Effects

– Conductors and Insulators (5 marks)
– Conduction through liquids (10 periods)
– Cause of conductivity of liquids
– Electrolytes
– Conversion of chemical energy into electrical energy
– Chemical effects of electric currents, their applications
– Faraday’s discovery
– Electromagnetic induction
55
Learning Outcomes :
(1) understand the concept of electrolyte, cause of
conductivity.
(2) know the chemical effects of electric current and its
applications.
(2) know about electromagnetic induction.
Chapter 17 : Stars and Solar System
(*For Internal Assessment only)
– Galaxy—Milky way galaxy (6 periods)
– Stars
– Constellations
– The moon—phases of the moon, the moon’s surface
– The solar system
– Sun
– Planets
– Terrestrial and Jovian planets
– Minor bodies in the solar system
– Artificial satellites and their applications
Learning Outcomes :
(1) understand various heavenly bodies like stars, planets
etc. and their characteristics.
(2) appreciate the concept of artificial satellites and their
applications.
Chapter 18 : Earthquakes
– Earthquakes and their effects
– Cause of an earthquake
56
– The Focus
– Predicting an earthquake
– Measuring an earthquake
– Protection against earthquakes; safety precautions
Learning Outcomes :
(1) understand earthquakes, their causes and effects.
(2) relate Richter scale readings with intensity of earthquake.
(3) acquire skills of Disaster Management.
Chapter 19 : Pollution of Air

– Pollution
– Air pollution; Causes of air pollution;
– Harmful effects of carbon monoxide, nitrogen dioxide
smog, chlorofluorocarbons (CFCs)
– Acid rain and its harmful effects
– Green House Effect and Global Warming
– Causes of increase in concentration of green house
gases
– Consequences of green house effect
– Global warming and its consequences
– Measures to check global warming
– Methods to control air pollution
Learning Outcomes :
1. understand air pollution and its causes.
2. know about the harmful effects of major air pollutants.
3. understand the phenomena of green house effect and global
warming; their causes and consequences.
4. know about different methods of controlling air pollution.
57
Chapter 20 : Pollution of Water
– Water pollution
– Causes of water pollution
– Potable water
– Purification of drinking water
– Methods to make water safe for drinking
– Treatment of major sources of water pollution
– Treatment of sewage
– Treatment of industrial waste
– Conservation of water
Learning Outcomes :
(1) understand water pollution and its causes.
(2) know about ways of purifying water.
(3) appreciate the need for control of water pollution.
(4) sensitize themselves and others towards water
conservation.
LIST OF SUGGESTED ACTIVITIES FOR SUBJECT

ENRICHMENT & MULTIPLE ASSESSMENT
Note : The list given here is only suggestive in nature. The
teachers/students can takeup other projects/activities in addition
to those suggested here.
1. (a) Prepare a temporary mount of onion peel and cheek
cells.
(b) Make a model of plant cell/animal cell using waste
materials.
2. (a) Spotting of different microorganisms – Amoeba,
Spirogyra, Paramoecium, Yeast, (either Slides /
Photographs)
58
(b) Include a photocopy of your ‘‘vaccination chart’’ in
PORTFOLIO. Prepare a ‘‘Survey report’’ on diseases
for which vaccination is done in India.
3. Laboratory Demonstration by teacher on different
physical and chemical properties of metals and non-
metals.
4. (a) Use pictures/science toons to show different types
of forces.
(b) Lab activities to show relation of–
(i) force and pressure
(ii) pressure and area
(c) demonstration showing properties of liquid pressure.
5. (a) Collection of interesting facts or situations to create
Power Point Presentation on–
(i) Methods to increase or decrease friction in day
to day life.
(ii) Advantages or disadvantages of friction
(b) Demonstration of an activity to show that force of
friction increases with increase in the weight of the
body.
6. (a) Graphical representation on Increase in cost of
Petrol/Diesel in last ten years.
(b) Survey–Visit a near by petrol station and collect data
for one month about number of vehicles that have
undergone pollution check on each day of that month.
7. (a) Activity showing different conditions required for
combustion.
(b) Collect information on different types of fire
extinguishers and write about them in a scrap file
with pictures of fire extinguishers.
59
(c) Activities showing presence of wax vapours in the
innermost zone of candle flame and unburnt particles
of carbon in the luminous zone of the candle flame
and to show that the non-luminous zone is the hottest
part of a candle flame.
8. (a) Take out a Rally to create awareness about
‘‘Importance of trees’’.
(b) Prepare recycled paper using scrap paper.
(c) Make a Picture Gallery on different types of species
of plants and animals.
(d) Design a Brochure on national Park / Bio-diversity
park / Wild life sanctuary.
9. (a) Compose a Song / Poem or Jingle to promote
Organic Farming or Green manuring.
(b) Design different agricultural implements using clay /
dough.
10. Lab demonstration on refraction of light through a glass
slab, glass prism and spherical lenses.
11. (a) Model of Human Eye using waste materials.
(b) Survey on ‘‘Defects of vision’’.
12. (a) In a scrap file, paste pictures of different muscial
instruments and give information about their special
characteristics.
(b) Power Point Presentation on ‘‘Cause and Effects of
Noise Pollution’’ and ‘‘Measures to be taken to
minimise ill-effects of Noise Pollution.’’
13. (a) Make a doll using waste plastic materials(bottle caps,
straws etc.) and adorn it using different types of
synthetic fibres/fabrics. [Click its photograph and place
it in the portfolio]
(b) Draw posters and write slogans (self created) on
‘‘Say NO TO Plastics’’.
60
14. (a) Write up on ‘‘Challenges faced by countries with over
population’’.
(b) Model on Life cycle of a frog.
15. (a) Poster making on ‘‘Say no to drugs’’.
(b) Short film / Skit / Street play / video on ‘Gender
sensitization’
16. (a) To prepare a continuity tester to check conduction
through liquids.
(b) Demonstration of electrolysis of water.
17. (a) Visit or collect information about any of the ancient
astronomical observatory built by Maharaja Jai Singh
and instruments/techniques used by astronomers of
those times.
(b) To make a collage on ‘‘Achievements of ISRO’’ till
date. [Sources-newspaper, Science magazine,
newsletters, journals etc.]
18. (a) On the map of world mark / indicate the place where
Tsunami has occured or is most likely to occur.
[To be included in portfolio]
(b) role play on ‘‘Do’s & Dont’s during an earthquake.’’
19. (a) Report on ‘Smoke Towers’’.
(b) Comparative Study of steps taken by the
Government against pollution of three polluted cities
of the world.
20. (a) Street play on ‘‘Jal hi Jeevan Hai’’.
(b) Case study on Conservation of water bodies.
61
SOCIAL SCIENCE
The Social Science syllabus has been divided into three units :
Geography Unit-I Resources and Development
History Unit-II Our Past-III
Political Science Unit-III Rule of Law and Social Justice
One written examination for the whole syllabus is to be
conducted at the end of the academic year (2021-2022) for 80
marks. Question paper for this annual examination will be sent
by DAVCAE. 20 marks have been allotted for internal
assessment as per details given below :
Guidelines for Internal Assessment
It is suggested that, the Internal Assessment is to be carried
out as given below :
Tools of Internal Assessment Total Weigtage

(20 marks)
1. Periodic Tests - Pen and paper test
(Three periodic tests will be conducted
at School level as per their own 5 Marks
schedule and the average of the best
two scores will be reduced to 5 marks
for internal assessment).
2. Assessment using multiple
strategies for example, Quiz,
Debate, Role play, Group Discussion, 5 Marks
Visual Expression, Interactive Bulletin
Boards, Gallery walk, Exit Cards,
Concept Maps, Peer Assessment,
Self-Assessment etc.
3. Subject Enrichment Activities 5 Marks
(Project Work)
62
4. Portfolio 5 Marks
• Class work
• Work done
(Activities/Assignments)
• Reflections, Narrations, journals
etc.
• Achievements of the student in the
subject throughout the year.
• Participation of the student in
different activities like quiz on
Heritage India etc.
Assessing the Portfolio (Guidelines for
teachers)
• Organization-Neatness and visual
appeal
• Completion of guided work focused
on specific curriculum objectives
• Evidence of student growth
• Inclusion of relevant work
(completeness)
DETAILED SYLLABUS
The details of syllabus, content, number of periods and marks
allotted to each unit for each of the three components–
Geography, History and Political Science of syllabus are given
below :
Chapter Name of the Chapter No of Teaching Marks Allotted
No. Periods
GEOGRAPHY-UNIT-I: RESOURCES AND DEVELOPMENT
1. Resources : Utilization 6 4
and Development
2. Natural Resources : 9 7
Land, Soil and Water
3. Natural Resources : 7 5
Vegetation and Wildlife
63
4. Mineral and Energy 4 To be Done as
Resources Project Work only
5. Agriculture 12 6
6. Manufacturing To be Assessed in
Industries Periodic Tests only
13 and will not to be
evaluated in the
Annual Examination
7. Human Resources 9 5
Total 60 27
HISTORY-UNIT-II: OUR PASTS-III
8. The Modern Period 4 3
9. Establishment of 12 5
company Rule in India
10. Colonialism: Rural and 9 4
Tribal Societies
11. The first war of 7 6
Independence-1857
12. Impact of British Rule 4 To be Done as
on India Project Work only
13. Colonialism and Urban 7 To be assessed in
Changes periodic tests only
and will not be
evaluated in the
Annual Examination
14. The nationalist 15 6
Movement (1870-1947)
15. India Marches ahead 8 3
Total 66 27
POLITICAL SCIENCE-UNIT-III: RULE OF LAW AND SOCIAL JUSTICE
16. Our constitution 10 6
17. Fundamental Rights,
Fundamental Duties and
Directive Principles of State 9 4
Policy
18. The Union Government: 9 5
The Legislature
The executive
64
The Judiciary
21. Social Justice and the 4 To be done as
Marginalised project work only
22. Safeguarding the 5 To be Assessed in
Marginalised periodic tests only
and will not to be
evaluated in the
Annual Examination
Total 54 26
The distribution of marks over different aspects relating to

Project work is as follows :
S.No. ASPECTS Marks
1. Content accuracy, originality and analysis 2
2. Presentation and creativity 2
3. Viva Voce 1
The project carried out by the students should subsequently be
shared among themselves through interactive sessions such
as exhibitions, Scrap books, ppt, panel discussions, etc.
Weightage to the type of questions
Type of Questions VSA 1 SA LA Map Total
Mark 3 Marks 5 Marks
No. of Questions 20 8 6 2 36
Total Marks 20 24 30 6 80
*Easy-30%
*Average-50%
*Difficult-20%
Learning Outcomes :
After studying the prescribed syllabus, the learners will be
able to :
• recognize the importance of the issues included in the
textbook and relate those to their daily life.
65
• learn the need of conservation of resources and the
concept of sustainable development.
• comprehend the relation between resources and
development.
• gain knowledge about the different sources of information
of modern period and reflect on them.
• have an idea of the various historical developments that
took place in the Modern period of Indian history.
• explain the process of the establishment of colonial rule
in India and its impact.
• appreciate the contribution of various social reformers,
struggle for freedom by nationalist leaders and the people
of India as a whole.
• realize the social, political and economic developments
after independence.
• appreciate the ideals of democracy and the importance
of the rules and laws included in the Constitution of
India.
• explain the process of functioning of different institutions
of the government and their interdependence on each
other.
• realize the need for social justice and equality for
marginalized and minority groups.
• form their own opinion about different issues included in
the textbook.
• develop map skills to identify and locate the various
regions/states in India and different countries in the
World.
• imbibe social and constitutional values like democratic
way of life, secularism, social justice, and
humanitarianism, dignity of labor and scientific attitude.
66
UNIT WISE SYLLABUS
GEOGRAPHY
Unit-I–Resources and Development
Ch-1 Resources : Utilization and Development (6 Periods)
Contents: (4 Marks)
• Utilization of Resources
• Classification of Resources : based on renewability, origin,
occurence and development of resources.
• Sustainable development and conservation
Learning Outcomes : After studying the lesson the learners
will be able to :
• Explain the meaning of resources, classification and uses
of resources.
• Realize the need and methods of conservation of resources
and the meaning of sustainable development.
Ch-2 Natural Resources : Land, Soil and Water (9 Periods)
Contents : (7 Marks)
• Land Resources – land use
• Soil Resources
– factors affecting soil formation
– soil conservation
• Water Resources
• Pollution of water and its conservation
will be able to :
1. explain the significance of natural resources like land, soil
and water.
2. compare the land use patterns of selected countries.
3. recognize the factors influencing soil formation, the causes
of soil erosion, need and ways for the conservation of soil.
67
Ch-3 Natural Resources : Vegetation and Wildlife (7 Periods)
• Natural Vegetation
• Classification of forest
(a) Tropical hardwood forest
(b) Mediterranean forest
(c) Temperate softwood forest
• Advantages of forest
• Wildlife
(a) National park
(b) Wildlife Sanctuary
will be able to :
1. Learn about the different types of forests, wildlife, national
parks and sanctuaries.
Ch-4 Mineral and Energy Resources (4 Periods)
*Note: This chapter is meant only for project work and is not
to be included in annual written examination but to be taught
and discussed in the class and various projects-based activities
on the topic to be carried out by the students with the help of
teacher.
Contents :
• Mineral Resources
• Types of Mineral – metallic, non-metallic and mineral
fuels
• Distribution of Mineral Resources
• Distribution of Minerals in India
• Conservation of Minerals (India and World)
• Types of Energy Resources—Conventional and
Non-conventional sources of energy
• Conservation of energy resources
will be able to :
1. explain the occurrence of different minerals, the
classification of mineral resources and its distribution in
India/world.
68
2. understand the need to conserve mineral and energy
resources and suggest measures for it.
Ch-5 Agriculture (12 Periods)
• Importance of agriculture
• Factors affecting agriculture
• Types of agriculture : subsistence and commercial
with their sub types.
• Major crops : geographical requirements and the main
countries of production.
(a) Cereals (b) Fibre crops (c) Beverage crops
• Agricultural development
• Comparative study of agricultural farms in USA and
India.
will be able to :
1. Explain the meaning and importance of agriculture. Factors
affecting, agriculture and types of agriculture practiced in
different parts of the world.
2. Classify different crops on the basis of geographical
conditions and main areas of their production.
3. Compare the development of agriculture in developed and
developing countries (USA and India).
Ch-6 Manufacturing Industries (13 Periods)
Note : This chapter is meant only to be assessed in periodic
tests and will not be evaluated in the Annual Examination.
Contents :
• Importance of Manufacturing industries
• Classification of industries
(a) On the basis of size
(b) Nature of finished products
(c) Sources of Raw Material
(d) Ownership
• Factors Influencing location of an industry
(a) Geographical
69
(b) Non-Geographical
• Some major industries of the world
(a) Iron and Steel Industry
(b) Cotton Textile Industry
(c) Information Technology
will be able to :
1. Explain the meaning of manufacturing industry, Industrial
development, industrial region, information technology,
classify industries and understand the factors that influence
location of an industry.
2. Explain important facts of the following industries–
(a) Iron and steel industry (Jameshedpur)
(b) Cotton textile industry (Ahmedabad and Osaka)
(c) Information technology (Bengaluru and Silicon Valley)
Ch-7 Human Resources (9 Periods)
Contents (5 Marks)
• Concept of human resources
• Distribution of population
• India : Land – Man Ratio
(a) Density of population : states with low, moderate
and high density
• Factors affecting distribution of population
(a) Physical Factors
(b) Economic Factors
• Growth of population
• Composition of human resources
(a) Age Structure
(b) Sex Ratio
(c) Literacy Rate.
will be able to :
1. Explain the concept of human resource and the factors
affecting distribution and density of population.
70
2. Explain the various attributes of composition of population
i.e., age structure, sex ratio and literacy rate.
MAP WORK
GEOGRAPHY (4 MARKS)
Test Items for Identification
Note : On outline Political map of the world
Ch-2 Natural Resources: Land, Soil and Water
(a) Areas of High Rainfall-Equatorial regions of South
America, Africa and South East Asia.
(b) Areas of Low Rainfall-Tropical deserts-Sahara,
Arabian Plateau, Central and Western Australia,
Kalahari, Central and Northern Eurasia, Central Asia,
Polar Regions, etc.
Ch-3 Natural Resources : Vegetation and Wildlife
(a) Tropical Evergreen Forests
(i) Amazon basin in South America
(ii) Congo basin (Ivorycoast, Ghana, Nigeria,
Cameroon, Gabon in Africa)
(iii) S.E. Asian countries, India-Western Ghats, N.E.
India, Andaman and Nicobar Islands, Kerala
(b) Tropical Deciduous Forests
(i) India in Asia
(ii) Central parts of America
(c) Mediterranean Forests
(i) Shores of Southern Europe and Northern Africa
(ii) S.W. part of South Africa
(d) Temperate Softwood Forests
(i) Northern Canada
(ii) Higher latitudes of Europe and Asia
HISTORY
Ch-8 The Modern Period (4 Periods)
• Sources of information – British Documents, Books,
71
Letters, Writings, Speeches, Newspapers, Administrative
Reports, Internet, Database Old buildings, Artifacts, and
people.
will be able to :
• Explain the changes in the Modern period of Indian
history through the given sources of information.
Ch-9 Establishment of Company Rule in India(12 Periods)
• Trading companies
• The East India Company
• The Carnatic Wars
(a) First Carnatic War
(b) Second Carnatic War
(c) Third Carnatic War
• Conquest of Bengal
• Battle of Plassey
• Battle of Buxar
• Dual Government in Bengal
• Anglo-Mysore Wars
(a) The First Anglo-Mysore War
(b) The Second Anglo-Mysore War
(c) The Third Anglo-Mysore War
(d) The Fourth Anglo-Mysore War
• Anglo-Maratha War
(a) First Anglo-Maratha War
(b) Second Anglo-Maratha War
(c) Third Anglo-Maratha War
• Anglo-Sikh Wars
(a) First Anglo-Sikh War
(b) Second Anglo-Sikh War
will be able to :
72
• Explain the role of East India Company in establishing
new trading centers in India.
• Explain systematic expansion of East India Company
in India, that led to establishment of British Empire.
Ch-10 Colonialism : Rural and Tribal Societies (9 Periods)
• Colonial agrarian policy and its impact
(a) Zamindari System
(b) Ryotwari System
(c) Mahalwari System
• Growth of Commercial Crops
• Condition of the Farmers
• Revolts by Farmers
• Colonialism and Tribal Societies
• Impact on the Tribal Life
• Tribal Revolts
• Effects of Colonialism on Crafts and Industries,
• Modern Industries in India.
will be able to :
• Explain different Land Revenue Systems and their
impact, revolt by the farmers.
• Analyze reasons behind the exploitation of tribal and
their revolts.
• Recognize the impact of colonialism on Indian crafts
and industry and development of modern industries in
India.
Ch-11 The First War of Independence–1857 (7 Periods)
• Uprising of 1857
• Causes of the Revolt :
(a) Political Causes
73
(b) Economic Causes
(c) Social and Religious Causes
(d) Military Causes
(e) Immediate Causes
• Course of the revolt
• Suppression of the revolt
• Causes of the failure
• Results of the revolt of 1857.
will be able to :
• Explain the causes of 1857 revolt, its nature, important
centers and leaders involved in the revolt.
• Assess the reasons for the failure of the 1857 revolt.
• Appreciate the outcome of the Revolt known as ‘First
War of Independence’.
Ch-12 Impact of British Rule on India (4 Periods)

*Note : This chapter is meant only for project work and is not
to be included in annual written examination but to be taught
and discussed in the class and various projects-based activities
on the topic to be carried out by the students with the help of
teacher.
Contents :
• Education under the British Rule.
• Impact of British System of Education
(a) Positive
(b) Negative
• Social Impact
• Socio-Religious Reforms
(a) Shri Narayan Guru
(b) Jyotiba Phule
(c) Veeresalingam Kundukuri
(d) Periyar E.V. Ramasamy
(e) Swami Dayanand Saraswati
74
(f) Dr. Bhimrao Ambedkar
(g) Mahatma Gandhi
• Impact of the reform movements
will be able to :
• Explain the education policy of the Britishers and its
impact in India.
• Recognize the role of different social reformers in the
Indian society.
• Assess the impact of social reforms in Indian Society.
Ch-13 Colonialism and Urban Change (7 Periods)
Note : This chapter is meant to be assessed in periodic tests
only and will not be evaluated in the Annual Examination.
Contents :
• De-urbanisation
• Urbanisation of Calcutta and Delhi
• Police in Delhi
• Railways under the British
• British impact on Indian painting, literature and
architecture.
will be able to :
• Describe the process of De-urabanisation.
• Explain the process of urbanization of Calcutta and
Delhi.
• Explain the formation of Police System in Delhi.
• Recognise the reasons for introduction of railways by
the British in India.
• Assess the impact of the British policies on Indian
painting, literature and architecture.
Ch-14 The Nationalist Movement (1870-1947) (15 Periods)
• Formation of Indian National Congress
• Partition of Bengal
75
• Formation of Muslim League
• Morley-Minto Reforms
• Home Rule League
• Lucknow Pact 1916
• Arrival of Mahatma Gandhi on the Indian Political Scene
• Montague Chemsford Reforms/Government of India
Act 1919
• Rowlaltt Act
• Jallianwala Bagh Massacre
• The Non-Cooperation Movement
• Chauri Chaura
• Peasants and Workers Movements
• Simon Commission
• Lahore Session
• Civil Disobedience Movement
• Revolutionary Movement for India’s Independence
• Government of India Act, 1935
• Quit India Movement
• Subash Chandra Bose
• Towards Independence
will be able to :
• Access the circumstances that led to the formation of
Indian National Congress.
• Recognise the role of moderates and radicals in the
Indian freedom struggle.
• Explain the different developments in nationalist
movement from 1870-1947.
• Appreciate the role of Mahatma Gandhi, Subhash
Chandra Bose, and other national leaders and the
significance of mass movements.
76
Ch-15 India Marches Towards Independence (8 Periods)
• Main features of the Indian Independence Act, 1947
• Indian Constitution
• India On the Path of Progress
• Indian Democracy
• India’s Foreign Relations
• Indian Society
• Challenges to Indian Democracy
• What is India Vision 2020
will be able to :
• recall the main features of the Indian Independence
Act 1947.
• realise the significance of Indian Constitution and
working of Indian democracy.
• explain the path of India’s economic and agricultural
growth.
• highlight the main features of India’s foreign policy
and India Vision 2020.
MAP WORK
HISTORY (2 MARKS)
(For locating and labelling of the following items)
Note : On outline Political Map of India
Chapter 11 : The First War of Independence-1857
• Meerut
• Delhi
• Gwalior
• Kanpur
• Lucknow
• Barrackpore
• Jhansi
77
Chapter 14 : The Nationalist Movement (1870 – 1947)
• Bombay – Formation of INC
• Lucknow – Lucknow Pact
• Amritsar – Jallianwala Bagh Massacre
• Dandi – Dandi March
• Surat – Moderates and radical split
• Calcutta – Call for Swaraj made in Congress Session
• Champaran – First movement for peasants by Gandhiji
• Chauri Chaura-Incident due to which Non-Cooperation
Movement was called off
POLITICAL SCIENCE
Chapter-16 Our Constitution (10 Periods)
• Rules and Laws
• The Constitution and its need
• Values and Vision of the Indian Constitution
• Preamble : The soul of Indian Constitution
• Basic Features of Our Constitution
(a) Uniqueness
(b) The Lengthiest Constitution
(c) Written Constitution
(d) Rigid and Flexible
(e) Procedures of Amendment
(i) By Simple Majority
(ii) By Special Majority
(iii) Special Majority and Ratification
(f) India is a Sovereign, Socialist, Secular and
Democratic Republic
(g) Parliamentary form of government
(h) Federal and Unitary
(i) Universal Adult Franchise
(j) Single Citizenship
(k) Single Integrated Judicial System
will be able to :
78
• explain the meaning and need of the constitution.
• Identify the important features, ideals and values
contained in the constitution.
• Assess the importance of the rule of law.
Ch-17 Fundamental Rights, Fundamental Duties and
Directive Principles of State policy. (9 Periods)
• Fundamental Rights
(a) Right to Equality
(b) Right to Freedom
(c) Right against Exploitation
(d) Right to Freedom of Religion
(e) Cultural and Educational Rights
(f) Right to Constitutional Remedies
• Restrictions on Fundamental rights
• Fundamental Duties
• Directive Principles of State Policy
• Secularism
• Indian Secularism
will be able to :
• Describe the Fundamental Rights and Fundamental
duties as enshrined in the Constitution of India.
• Explain the significance of Directive Principles of state
policy.
• Realize the importance and uniqueness of Indian
secularism.
Ch-18 The Union Government : The legislature(9 Periods)
• Structure of Indian Government
• The Union Legislature : Parliament
• Lok Sabha — The House of the People
(a) Qualifications
(b) Tenure
(c) Powers and functions of the speaker
79
• Rajya Sabha : The Council of States
(a) Qualification
(b) Election and Tenure
(c) Presiding officer
• Powers and functions of Union Parliament
(a) Legislative powers
(b) Control over the Executive
(c) Financial power
(d) Power to amend the Constitution
(e) Judicial powers
(f) Electoral function
will be able to :
• realise the need for federal structure in India.
• explain the significance of division of powers, subjects
between different levels of government, the
composition, functions of Union Parliament (Lok
Sabha & Rajya Sabha), the role of Speaker in Lok
Sabha and Chairman in Rajya Sabha.
Ch-19 The Union Government : The Executive (8 Periods)
• Parliamentary form of Government
• Nominal Executive
• Real Executive
• The President
(a) Qualifications for the Office
(b) Tenure
(c) Election of the President
(d) Impeachment
(e) Succession to Presidency
(f) Emoluments and Immunities
• Powers and Functions of the President
(a) Executive Powers
(b) Legislative Powers
(c) Financial Powers
80
(d) Judicial Powers
(e) Emergency Powers
• The Vice President of India
• The Union Council of Ministers
(a) Functions of the Union Council of Ministers
(b) Functions of the Prime Minister.
will be able to :
• Explain the nature and working of the Parliamentary
system of government, differentiate between real and
nominal Executive.
• Comprehend the process of election of the President
of India and its impeachment.
• Understand the powers and functions of the President
and Vice President.
• Able to identify the composition, powers and functions
of the council of Ministers and Prime Minister of india.
• Value the significanceof coalition government in the
present day politics.
Ch-20 The Union Government : The Judiciary (9 Periods)
• Independence of Judiciary
• Types of Cases
• Single Unified and Integrated Judicial System
• Supreme Court of India
(a) Organization/Composition
(b) Qualification of Judges
(c) Tenure and Removal from Office
(d) Salary and allowances
• Powers and Functions of the Supreme Court
(a) Original Jurisdiction
(b) Appellate jurisdiction
(c) Advisory Jurisdiction
(d) Supervisory Jurisdiction
(e) Court of Record
81
(f) Protector of the Fundamental Rights
(g) Guardian of Our Constitution
(h) Judicial Review
• High Court
(a) Organization/Composition
(b) Qualifications
(c) Emoluments
(d) Tenure and Removal
• Powers and Functions of the High Court
• Subordinate Courts
– Civil Courts
– Criminal Courts
– Revenue Courts
• Lok Adalats
• Public Interest Litigation
will be able to :
• Explain the concept and importance of independent
judicial sytem in India.
• know about the jurisdiction and function of Supreme
Court, High Courts and Subordinate Courts.
Ch-21 Social Justice & the Marginalised (4 Periods)
(Project only)
Note : This chapter is meant only for project work and is not
to be included in annual written examination but to be
taught and discussed in the class and various project-
based activities on the topic to be carried out by the
students with the help of teacher.
Contents :
• Meaning of marginalised groups
• Scheduled castes and Scheduled tribes
• Reservation
• Other backward classes
• Minority groups
82
will be able to :
• Explain the meaning of marginalised groups and their
problems, Constitutional provisions for safeguarding their
interest.
• Appreciate the steps taken by the government for the
welfare of the minorities and the marginalized groups.
Ch-22 Safeguarding the Marginalised (5 Periods)
Note : This chapter is meant to be assessed in periodic tests
only and will not be evaluated in the Annual Examination.
Contents :
• Meaning of Marginalisation
• Constitutional Provisions
(I) Fundamental Rights
(a) Right to Equality
• Protective decriminalized
• Untouchability
(b) Right against exploitation
(c) Special provisions for Minorities
(II) The Directive Principles of State Policy
• Protecting the rights of marginalized
– Reservation
– Prevention of Atrocities Act 1989
• Measures taken by the government for rehabilitation of
Manual Scavengers.
• Programmes launched by the government for the
upliftment of the weaker sections.
• People’s aspirations and our National Goals.
will be able to :
• Explain the concept of social justice, problems faced
by marginalized groups and steps taken for their
welfare.
• Analyse the importance of policy of reservation.
83
LIST OF SUGGESTED CLASS ACTIVITIES/
PROJECTS/EXPERIMENTS/PRACTICALS FOR
INDIVIDUAL WORK/GROUP WORK/PORTFOLIO &
SUBJECT ENRICHMENT BASED ON ART
INTEGRATION, ICT SKILLS & EXPERIENTIAL
LEARNING
Note : The List given here under is only suggestive in nature.
The teachers / students can do other projects / activities in
addition to those suggested here.
Geography
Explore the various items made up of minerals and their alloys
in your home and surroundings.
1. Items used in construction, handicraft, bridges and utility
products.
2. Things made of minerals used for domestic purpose.
3. Click photograph of each item.
4. Classify them into metallic and non-metallic minerals.
Activity assignment
1. Prepare a Brochure/foldable on metallic and non-
metallic minerals on the basis of minerals identified by
you.
2. Minimum 5 metallic and 5 non-metallic items are
required.
Project–Conservation of energy
1. Collect the electricity bills of your house.
2. Compare the consumption of electricity in different
seasons.
3. Convert the data into bar graph and compare it on the
basis of season.
4. Find out the causes of more consumption of energy in
a particular month/season.
5. Collect the data of energy consumption by each
electronic device in your house.
84
6. Find out the solution for reducing energy consumption
in your house.
7. Take energy conservation steps at home.
8. Analyse its impact on the electricity bill.
9. Give more suggestions to reduce energy consumption
and try to imbibe habits of saving energy.
Note : Project can be prepared on any creative format.
SUGGESTED PROJECTS IN HISTORY

Chapter-12 Impact of British Rule on India
Project-1 The poster will be consisting of two parts
(i) Positive impact of British system of Education
(ii) Negative impact of british system of Education
Project-2 Scrap File on Social Reformers and their work
Project-3 Map work on Social Reformers using Stamp Size
pictures pasted on Map in their respective states.
SUGGESTED PROJECTS/ACTIVITIES IN
POLITICAL SCIENCE
Chapter-21 Social justice and Marginalised
1. Prepare a photo album or power point presentation or film
on Tribal History, Culture, Festivals, Occupation, Dance
Forms, Food, Dresses, Jewellery, Art & Craft.
2. Brochure making on famous personalities belonging to SC
& ST communities of India, those who have achieved
excellence in different spheres of life.
3. Dance presentation–any type of dance forms belonging to
the tribes of North-Eastern states of India.
4. Clay modelling on Tribal jewellery, sculpture, tools,
weapons, utensils, art & craft etc.
5. Placards on different tribal groups of India with labelling
their geographical locations.
85
uSfrd f'k{kk
eq[; mn~ns';%
1- Nk=k&Nk=kkvksa esa bZ'oj HkfDr osQ Hkko mRiUu gksaxsA muesa ekrk&firk]
xq#tuksa ,oa ekuoek=k osQ izfr lEeku vkSj o`QrKrk dks vaoqQfjr ,oa
iYyfor djus osQ Hkko gksus pkfg,A
2- /kfeZd #fp dk lao/Zu ,oa vPNh vknrsa O;ogkj esa lfEefyr gksuh
pkfg,A
3- fon~;kfFkZ;ksa dks ns'k] /eZ] lqlaLdkj] lqf'k{kk ,oa fo'odY;k.k ds
izfr drZO;fu"B cuuk pkfg,A
4- osnkfn mRre xzUFkksa osQ Lokè;k; ds izfr :fp tkxzr gksuh pkfg,A
5- oSnd laLo`Qfr ,oa lH;rk osQ izfr vkReh;rk osQ Hkko izxk<+ ,oa
lqn`<+ gksus pkfg,A
6- ns'k /eZ dh lsok esa thou yxkus okys rFkk mÙke xzUFkksa dh jpuk
}kjk Kku dk lao/Zu djus okys egkiq#"kksa osQ pfj=k ls ifjfpr gksuk
pkfg,A
7- Nk=kksa esa izk.khek=k osQ izfr n;k] la;e] lnkpj.k] mnkjrk vkfn osQ
Hkko gksus pkfg,A
8- ijLij I;kj ls jguk] ,d&nwljs osQ lq[k&nq%[k esa lgHkkxh gksuk]
lcdh mUufr esa viuh mUufr le>uk vkfn lnkpj.k ls lkekftdrk
dh Hkkouk dks ewyc¼ djukA
9- futh LokFkZ dk R;kx] pkfjf=kd mUufr] lfg".kqrk ,oa jk"Vªh; fu;eksa
osQ ikyu ls jk"Vª dh mUufr esa ;ksxnku djukA
10- egkekjh] vdky] nqfHkZ{k] HkwdEi vkfn ls ihfM+r yksxksa dh lgk;rk
djuk] mUgsa buls cpkus osQ fy, dne mBkuk] buls cpus osQ fy,
lEcaf/r fo'ks"kKksa osQ fn'kkfunsZ'kksa dk ikyu djuk vkSj djkukA
vkUrfjd ewY;kadu (20 vad)
1- bdkbZ ijh{kk 5 vad
(bdkbZ ijh{kk,¡ rhu gksaxhA nks loZJs"B ijh{kkvksa dk ewY;kadu fd;k
tk,xk] ftuosQ vkslr 5 vad fn, tk,¡xsA)
86
2- cgqfo/ ewY;kadu 5 vad
(d) voyksdu
([k) ekSf[kd
(x) oS;fDrd@lkewfgd dk;ZA
(?k) ifjppkZ
(Ä) cká xfrfof/;k¡
3- fuos'k&lwfpdk(iksVZ&iQksfy;ks) 5 vad
fp=kkRed xfrfof/;k¡&iqLrd ij vk/kfjr vè;kidksa ds funsZ'kkuqlkj&
1- vksýe~ èot dk fuekZ.k
2- LoPNrk vfHk;ku
3- o.kZ O;oLFkk
4- egkiq:"kksa dk thou pfj=k
5- gou esa iz;qDr vko';d oLrqvksa dh lwph
6- d{kk dk;Z@x`gdk;Z
4- fo"k; lao/Zu& 5 vad
1- ;ksxklu
2- i×p egk;K (fof/ ,oa ea=kksPpkj.k)
3- lkfRod vkgkj] lR; Hkk"k.k
4- okn&fookn izfr;ksfxrk
5- ys[ku
6- izsjd izlax
ozQe la- ikB dk uke vad dkyka'k
foHkktu foHkktu
1- vksýe~ èot (vFkZ] ,oa egÙo) 3 2
2- bZ'oj dk loZJs"B ukeμ 4 3
(vksýe~ dk egÙo o ti osQ ykHk)
87
ozQe la- ikB dk uke vad dkyka'k
foHkktu foHkktu
3- vkRecks/ μ (vFkZ] HkkokFkZ ,oa d.BLFkhdj.k) 2 1
4- xhrk osQ nks 'yksd μ (vFkZ ,oa mn~ns';) 4 2
5- xk;=kh ti dk izHkko 5 3
(xk;=kh ea=k dh efgek] vFkZ ,oa ykHk) 3
6- laLo`Qr Hkk"kk (vko';drk egÙo ,oa mi;ksfxrk) 5 3
7- jk"VªHkk"kk fgUnh (vko';drk] egÙo ,oa LFkku) 6 3
8- i×p egk;K (uke] ifjHkk"kk] mn~ns'; ,oa ykHk) 6 3
9- Mh-,-oh- xku (vFkZ] HkkokFkZ ,oa d.BLFkhdj.k) 2 2
10- ;ksx dh igyh lh<+h&;e (;ksx ,oa ;eksa osQ vFkZ ,oa egÙo) 6 3
11- ;ksx dh f}rh; lh<+h ^fu;e*μ (;ksx osQ vuqlkj fu;eksa osQ 6 3
vFkZ ,oa egÙo)
12- o.kZ O;oLFkk dk Lo:iμ (Hksn ,oa vko';drk) 4 3
13- vkJe O;oLFkk μ (Hksn] vFkZ ,oa egÙo) 4 3
14- ^fdl nj tkmQ¡* μ (HkkokFkZ ,oa d.BLFkhdj.k) 2 2
15- vk;Z lekt osQ fu;e (7&10 fu;e) 5 3
(O;k[;k] egÙo ,oa oQ.BLFkhdj.k)
16- lR;kFkZ izdk'kμ 6 3
(vFkZ] egÙo ,oa lHkh leqYyklksa dh fo"k;&oLrq)
17- Mh-,-oh- laLFkk,¡ 4 2
(Mh-,-oh- dh LFkkiuk] fo'ks"krk,¡] mís'; ,oa ;ksxnku)
18- MkW- esgjpUn egktuμ 4 3
(tUe] f'k{kk ,oa Mh-,-oh- esa ;ksxnku)
19- jk"Vªh; xhr μ (vFkZ ,oa oQ.BLFkhdj.k) 2 2
fu/kZfjr iqLrd %
uSfrd f'k{kk (Hkkx 8)
(izdk'ku foHkkx] Mh-,-oh- dkWyst izca/dr`Z lfefr] ubZ fnYyh)
88
DHARMA SHIKSHA
(ENGLISH MEDIUM)
I. Weightage to form of questions :
Type of Questions MCQ SA I SA II LA Total
No. of Questions 10 6 11 5 32
Total Marks 10 12 33 25 80
II. Weightage to Content : Annual Examination 2021-2022
Allotment of total
S. Name of Units/Chapters teaching periods Weightage
No. month wise Marks
1. All about God April : 2 6
2. The Vedas
3. What do the Vedas June : 4 6
Teach us ? 6
4. What is Dharma? July : 4 9
5. The Five Yajnas 6
6. A Balanced life. August : 4 6
Its Four stages
7. Rishi Dayanand : September : 5 8
The Founder of
Arya Samaj
8. The ten commandments October : 3 7
of Arya Samaj
9. Beliefs and precepts November : 4 8
of Swami Dayanand
10. The Martyrs of Arya December : 4 8
Samaj
11. Mahatma Hansraj and January: 3 10
Value-based Education
Total 80
89
III. Weightage of marking
(a) Theory : The Written Examination will be of 80 marks.
(b) INTERNAL ASSESSMENT
Tools of Internal Assessment Total
Weightage
(20 Marks)
• Periodic Tests – Pen and paper test. The 5 Marks

periodic tests will be conducted at School
and the average of the best two will be
reduced to 5 marks for internal
assessment.
• Multiple Assessment for each student to 5 Marks
be done by using the tools of observation,
oral test, individual/group work, field work,
class discussion (Quiz, debates, role play,
bulletin board etc.)
• Subject Enrichment Activities : 5 Marks
(Assessment of speaking and listening
skills)
• Portfolio 5 Marks
1. Journal
2. Notebook (to display exemplary work)
Assessing the Portfolio (Guidelines
for teacher)
• Organisation: (Neatness & visual appeal)
• Completion of guided work focused on
specific curriculum objective.
• Evidence of students growth
• Inclusion of relevant work.
90
IV. List of selected topics for Projects/Activities
Subject Enrichment Activities : 5 marks
1. Recitation of two Geeta Shlokas (compulsory) 2 M
2. Write a brief note on Vedas-meaning & types 3M
3. Gyatri Mantra-meaning, importance and how
and when should it be performed 5M
4. DAV Song – Recitation (given in students diary) 3 M
5. Cross words puzzle on five Yajnas/Ashram
Dharmas/Varna System 3M
6. Enacting real life situation based on Dharma/
Religion/Caste 3M
7. Yajna : meaning, importance, connotations
and types. 5M
8. Shloka Recitation and performance of
Havan (compulsory) 2M
9. Stories related to Moral Values 3M
10. Rhythmic Singing of National anthem 3M
11. 10 Commandments/principles of Arya Samaj 5M
12. Enact on any harmful social customs of India 5M
91
92
93
94
95
96
TEN PRINCIPLES OF
THE ARYA SAMAJ
1. God is the primary source of all true knowledge and
of all that can be known through it.
2. God is Existent, Intelligent and Blissful. He is

Formless, Almightly, Just, Merciful, Unborn, Infinite,
Unchallengeable, Beginningless, Incomparable, the
Support and Lord of all, Omniscient, Imperishable,
Immortal, Fearless, Eternal, Holy and the Maker of
the universe. To Him alone worship is due.
3. The Vedas are scriptures of true knowledge. It is

the duty of all Aryas to read them, hear them being
read and recite them to others.
4. We should always be ready to accept the truth and

give up untruth.
5. All actions should be performed in conformity with

Dharma, that is, after due consideration of right and
wrong.
6. The primary aim of the Arya Samaj is to do good

for all, that is, to promote their physical, spiritual
and social well-being.
7. We should treat all people with love, fairness and

due regards for their merit.
8. One should aim at dispelling ignorance and

promoting knowledge.
9. One should not only be content with one’s own

welfare, but should look for it in the welfare of others
also.
10. One should regard oneself under restriction to follow

altruistic rulings of the society, while all should be
free in following the rules of individual welfare.

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Courses of Study

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Courses of Study Pages

2. Hindi (Lower) 8-12

3. English Course ‘A’ 13-21

6. Science & Technology 41-61

7. Social Science 62-85

8. Dharamshiksha (Hindi Medium) 86-88

9. Dharamshiksha (English Medium) 89-91

10. Punjabi 92-96

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2 Multiple Assessment for each students to be

3 Subject Enrichment Activities

4 Assessing the Portfolio (Guidelines for

SECTION – A (Reading ) 20 Marks

SECTION-B (WRITING AND GRAMMAR) 30 MARKS

Marking Scheme for Q. 3 will be as follows :-

SECTION-C (LITERATURE) 30 MARKS

Suggested topics from Reader units to practise Q5.

III. ENGLISH PRACTICE BOOK

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2. HW/CW Note Books (to display

Weightage to form of questions

Unit 1. Square and Square Roots (14 Periods)

Unit 4. Direct and Inverse Variations (10 Periods)

Unit 5. Profit and Loss and Discount (12 Periods)

Unit 7. Algebraic Identities (12 Periods)

Unit 9. Linear Equations in One Variable (10 Periods)

Unit 12. Construction of Quadrilaterals (10 Periods)

Unit 15. Statistics & Probability (12 Periods)

the form where ‘x’ is a natural number, on the

(b) Value of maths in your life.

*Some suggested Art integration Activities, Mobile Lab Activities and

Chapter 1 : The Cell-its Structure and Functions (5 marks)

Chapter 3 : Metals and Non-metals (8 marks)

The learners will be able to :

Chapter 5 : Friction (5 marks)

Chapter 8. Conservation of Plants and Animals

Chapter 11 : The Human Eye (4 marks)

The learners will be able to :

Chapter 12 : Sound (4 marks)

Chapter : 16 Electric Current and its Chemical Effects

Chapter 19 : Pollution of Air

LIST OF SUGGESTED ACTIVITIES FOR SUBJECT

Tools of Internal Assessment Total Weigtage

The distribution of marks over different aspects relating to

Ch-12 Impact of British Rule on India (4 Periods)

SUGGESTED PROJECTS IN HISTORY

• Periodic Tests – Pen and paper test. The 5 Marks

2. God is Existent, Intelligent and Blissful. He is

3. The Vedas are scriptures of true knowledge. It is