COURSE STRUCTURE CLASS –X

Units Unit Name Marks

I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS AND PROBABILITY 11
TOTAL 80

S. No. Content Competencies Explanation

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS  Develops understanding  Describes

of numbers, including Fundamental
1. Fundamental Theorem of the set of real numbers Theorem of Arithmetic
Arithmetic - statements and its properties. with examples
after reviewing work done  Extends the  Prove algebraically
earlier and after illustrating understanding of the Irrationality of
and motivating through powers (radical powers) numbers like
examples and exponents. √2, √3, √5, 3 + 2√5
2. Proofs of irrationality of  Applies Fundamental etc.
√2, √3, √5 Theorem of Arithmetic to
solve problems related
to real life contexts.

UNIT II: ALGEBRA

1. POLYNOMIALS  develops a relationship  Find the zeros of

between algebraic and polynomial graphically
1. Zeros of a polynomial graphical methods of and algebraically and
2. Relationship between finding the zeroes of a verifying the relation
zeros and coefficients of polynomial. between zeros and
quadratic polynomials. coefficients of
quadratic polynomials.
2. PAIR OF LINEAR EQUATIONS  Describes plotting a  Find the solution of pair
IN TWO VARIABLES pair of linear equations of linear equations in
and graphically finding two variables
1. Pair of linear equations in the solution. graphically and
two variables and graphical  Models and solves algebraically
method of their solution, contextualised (substitution and
consistency/inconsistency. problems using elimination method)
equations (e.g.,
2. Algebraic conditions for
simultaneous linear
number of solutions.
equations in two
3. Solution of a pair of linear variables).
equations in two variables
algebraically - by
substitution, by elimination.
Simple situational
problems.

3. QUADRATIC EQUATIONS  demonstrates strategies  Solves quadratic

of finding roots and equations using
1. Standard form of a quadratic determining the nature factorization and
equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = of roots of a quadratic quadratic formula
0, (𝑎 ≠ 0). equation.  Determines the nature
2. Solutions of quadratic of roots using
equations (only real roots) discriminant
by factorization, and by  Formulates and solves
using quadratic formula. problems based on
Relationship between real life context
discriminant and nature of
roots.

3. Situational problems based

on quadratic equations
related to day-to-day
activities to be incorporated

4. ARITHMETIC  Develops strategies to  Applies concepts of

PROGRESSIONS apply the concept of A.P. AP to find the nth
to daily life situations. term and sum of n
1. Motivation for studying terms.
Arithmetic Progression  Application of AP in
real life problems
2. Derivation of the nth term
and sum of the first n terms
of AP and their application in
solving daily life problems.
 UNIT III: COORDINATE GEOMETRY

1. Coordinate Geometry  Derives formulae to  Solves problems

establish relations for using distance
1. Review: Concepts of geometrical shapes in formula and section
coordinate geometry. the context of a formula
Distance formula. Section coordinate plane, such
formula (internal division). as, finding the distance
between two given
points, to determine the
coordinates of a point
between any two given
points.

UNIT IV: GEOMETRY

1. TRIANGLES  works out ways to  Prove Basic

differentiate between Proportionality
Definitions, examples, counter
congruent and similar theorem and applying
examples of similar triangles.
figures. the theorem and its
1. (Prove) If a line is drawn
 establishes properties converse in solving
parallel to one side of a
for similarity of two questions
triangle to intersect the other
triangles logically using  Prove similarity of
two sides in distinct points,
different geometric triangles using
the other two sides are
criteria established different similarity
divided in the same ratio.
earlier such as, Basic criteria
2. State (without proof) If a line
Proportionality
divides two sides of a
Theorem, etc.
triangle in the same ratio, the
line is parallel to the third
side.
3. State (without proof) If in two
triangles, the corresponding
angles are equal, their
corresponding sides are
proportional and the
triangles are similar.
4. State (without proof) If the
corresponding sides of two
triangles are proportional,
their corresponding angles
are equal and the two
triangles are similar.
5. State (without proof) If one
angle of a triangle is equal to
one angle of another triangle
and the sides including these
angles are proportional, the
two triangles are similar.
2. CIRCLES  derives proofs of  Prove the theorems
theorems related to the based on the tangent
Tangent to a circle at point of tangents of circles. to a circle.
contact.  Applies the concept of
1. (Prove) The tangent at any tangents of circle to
point of a circle is solve various
perpendicular to the radius problems.
through the point of
contact.
2. (Prove) The lengths of
tangents drawn from an
external point to a circle are
equal.
UNIT V: TRIGONOMETRY

1. INTRODUCTION TO  Understands the  Evaluates

TRIGONOMETRY definitions of the basic trigonometric ratios
trigonometric functions  Describes
1. Trigonometric ratios of an (including the trigonometric ratios of
acute angle of a right-angled introduction of the sine standard angles and
triangle. Proof of their and cosine functions). solving related
existence (well defined) expressions
2. Motivate the ratios
whichever are defined at 0°
and 90°. Values of the
trigonometric ratios of 30° ,
45° and 60°.
3. Relationships between the
ratios.
2. TRIGONOMETRIC  Uses Trigonometric  Proves trigonometric
IDENTITIES identities to solve identities using
problems. 2 2
sin A + cos A = 1
1. Proof and applications of the and other identities
identity sin2 A + cos 2 A = 1.
2. Only simple identities to be
given.

3. HEIGHTS AND DISTANCES:  Applies Trigonometric  Find heights and

Angle of elevation, Angle of ratios in solving distances in real life
Depression. problems in daily life word problems using
contexts like finding trigonometric ratios
1. Simple problems on heights heights of different
and distances. Problems structures or distance
should not involve more than from them.
two right triangles. Angles of
elevation / depression
should be only 30°, 45°, and
60°.
 UNIT VI: MENSURATION

1. AREAS RELATED TO  Derives and uses  Visualises and

CIRCLES formulae to calculate evaluates areas of
areas of plane figures. sector and segment of
1. Area of sectors and
a circle
segments of a circle.
2. Problems based on areas
and perimeter
/circumference of the above
said plane figures. (In
calculating area of segment
of a circle, problems should
be restricted to central angle
of 60°, 90° and 120° only.

2. SURFACE AREAS AND  Visualises and uses  Evaluates the surface

VOLUMES mathematical thinking to areas and volumes of
discover formulae to combinations of
1. Surface areas and volumes calculate surface areas solids by visualisation
of combinations of any two and volumes of solid
of the following: cubes, objects (cubes, cuboids,
cuboids, spheres, spheres, hemispheres,
hemispheres and right right circular
circular cylinders/cones. cylinders/cones, and
their combinations).

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS  calculates mean,  Computes the mean,

median and mode for of a grouped
1. Mean, median and mode of different sets of data frequency distribution
grouped data (bimodal related with real life using direct,
situation to be avoided). contexts. assumed mean and
step deviation
method.
 Computes the
median and mode of
grouped frequency
distribution by
algebraic method

2. PROBABILITY  Applies concepts from  Determines the

probability to solve probabilities in simple
1. Classical definition of problems on the real-life problems
probability. likelihood of everyday
2. Simple problems on finding events.
the probability of an event.
 MATHEMATICS- STANDARD (Code – 041)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3 Hours Max. Marks: 80

S. %
Total Weightage
No. Typology of Questions
Marks (approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
43 54
1
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas

Applying: Solve problems to new situations by applying 19 24

2
acquired knowledge, facts, techniques and rules in a
different way.

Analysing:
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
support generalizations

Evaluating: 18 22
3 Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
 MATHEMATICS-BASIC (Code – 241)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3Hours Max. Marks: 80

Total %
S. Typology of Questions Weightage
No. Marks
(approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
1 60 75
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas

Applying: Solve problems to new situations by applying

2 12 15
acquired knowledge, facts, techniques and rules in a different
way.
Analysing:

Examine and break information into parts by identifying

motives or causes. Make inferences and find evidence to
support generalizations 8 10
3
Evaluating:

Present and defend opinions by making judgments about

information, validity of ideas, or quality of work based on a set
of criteria.

Creating:

Compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
PRESCRIBED BOOKS:
1. Mathematics - Textbook for class IX - NCERT Publication
2. Mathematics - Textbook for class X - NCERT Publication
3. Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
4. Guidelines for Mathematics Laboratory in Schools, class X - CBSE Publication
5. Laboratory Manual - Mathematics, secondary stage - NCERT Publication
6. Mathematics exemplar problems for class IX, NCERT publication
7. Mathematics exemplar problems for class X, NCERT publication.
 COURSE STRUCTURE
CLASS X (2025-26)
(Annual Examination)
Time: 03 Hours Marks: 80

Unit No. Unit Marks

I Chemical Substances-Nature and Behaviour 25
II World of Living 25
III Natural Phenomena 12
IV Effects of Current 13
V Natural Resources 05
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials
Unit I: Chemical Substances - Nature and Behaviour
Chemical Reactions and Equations: Chemical reactions, Chemical equation, Balanced
chemical equation, types of chemical reactions: combination, decomposition,
displacement, double displacement, precipitation, endothermic exothermic reactions,
oxidation and reduction.

Acids, Bases and Salts: Acids and Bases – definitions in terms of furnishing of H+ and
OH– ions, identification using indicators, chemical properties, examples and uses,
neutralization, concept of pH scale (Definition relating to logarithm not required),
importance of pH in everyday life; preparation and uses of Sodium Hydroxide, Bleaching
powder, Baking soda, Washing soda and Plaster of Paris.

Metals and Non-metals: Properties of metals and non-metals; Reactivity series;

Formation and properties of ionic compounds; Basic metallurgical processes; Corrosion
and its prevention.

Carbon and its Compounds: Covalent bonds – formation and properties of covalent
compounds, Versatile nature of carbon, Hydrocarbons – saturated and unsaturated
Homologous series. Nomenclature of alkanes, alkenes, alkyne and carbon compounds
containing functional groups (halogens, alcohol, ketones, aldehydes). Chemical
properties of carbon compounds (combustion, oxidation, addition and substitution
reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and detergents.

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 Theme: The World of the Living
Unit II: World of Living
Life processes: ‘Living Being’. Basic concept of nutrition, respiration, transport and
excretion in plants and animals.

Control and co-ordination in animals and plants: Tropic movements in plants;

Introduction of plant hormones; Control and co-ordination in animals: Nervous system;
Voluntary, involuntary and reflex action; Chemical co-ordination: animal hormones.

Reproduction: Reproduction in animals and plants (asexual and sexual) reproductive

health - need and methods of family planning. Safe sex vs HIV/AIDS. Child bearing and
women’s health.
Heredity and Evolution: Heredity; Mendel’s contribution- Laws for inheritance of traits:
Sex determination; brief introduction.

Theme: Natural Phenomena

Unit III: Natural Phenomena
Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of
curvature, principal axis, principal focus, focal length, mirror formula (Derivation not
required), magnification.
Refraction; Laws of refraction, refractive index.
Refraction of light by spherical lens; Image formed by spherical lenses; Lens formula
(Derivation not required); Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications
of spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in
daily life (excluding colour of the sun at sunrise and sunset).

Theme: How Things Work

Unit IV: Effects of Current
Electric current, potential difference and electric current. Ohm’s law; Resistance,
Resistivity, Factors on which the resistance of a conductor depends. Series combination
of resistors, parallel combination of resistors and its applications in daily life. Heating
effect of electric current and its applications in daily life. Electric power, Interrelation
between P, V, I and R.

Magnetic effects of current: Magnetic field, field lines, field due to a current carrying
conductor, field due to current carrying coil or solenoid; Force on current carrying
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conductor, Fleming’s Left Hand Rule, Direct current. Alternating current: frequency of AC.
Advantage of AC over DC. Domestic electric circuits.

Theme: Natural Resources

Unit V: Natural Resources
Our environment: Eco-system, Environmental problems, Ozone depletion, waste
production and their solutions. Biodegradable and non-biodegradable substances.

Note for the Teachers:

The NCERT text books present information in boxes across the book. These help
students to get conceptual clarity. However, the information in these boxes would not
be assessed in the year-end examination.

PRACTICALS

Practical should be conducted alongside the concepts taught in theory classes.

LIST OF EXPERIMENTS

1. A. Finding the pH of the following samples by using pH paper/universal indicator: Unit-I

a) Dilute Hydrochloric Acid
b) Dilute NaOH solution
c) Dilute Ethanoic Acid solution
d) Lemon juice
e) Water
f) Dilute Hydrogen Carbonate solution

B. Studying the properties of acids and bases (HCl & NaOH) on the basis of their
reaction with: Unit-I
a) Litmus solution (Blue/Red)
b) Zinc metal
c) Solid sodium carbonate

2. Performing and observing the following reactions and classifying them into: Unit-I
a) Combination reaction
b) Decomposition reaction
c) Displacement reaction
d) Double displacement reaction
 Action of water on quicklime
 Action of heat on ferrous sulphate crystals
 Iron nails kept in copper sulphate solution
 Reaction between sodium sulphate and barium chloride solutions
10
3. Observing the action of Zn, Fe, Cu and Al metals on the following salt solutions:
Unit-I
a) ZnSO4 (aq)
b) FeSO4 (aq)
c) CuSO4 (aq)
d) Al2 (SO4)3 (aq)
Arranging Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity
based on the above result.

4. Studying the dependence of potential difference (V) across a resistor on the current
(I) passing through it and determine its resistance. Also plotting a graph between V
and I. Unit-IV

5. Determination of the equivalent resistance of two resistors when connected in

series and parallel. Unit-IV
6. Preparing a temporary mount of a leaf peel to show stomata. Unit- II

7. Experimentally show that carbon dioxide is given out during respiration. Unit-II

8. Study of the following properties of acetic acid (ethanoic acid): Unit- I

a) Odour
b) solubility in water
c) effect on litmus
d) reaction with Sodium Hydrogen Carbonate

9. Study of the comparative cleaning capacity of a sample of soap in soft and hard
water. Unit- I

10. Determination of the focal length of: Unit-III

a) Concave mirror
b) Convex lens by obtaining the image of a distant object.
11. Tracing the path of a ray of light passing through a rectangular glass slab for
different angles of incidence. Measure the angle of incidence, angle of refraction,
angle of emergence and interpret the result. Unit - III

12. Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the
help of prepared slides. Unit-II

13. Tracing the path of the rays of light through a glass prism. Unit-III

14. Identification of the different parts of an embryo of a dicot seed (pea, gram or red
kidney bean). Unit-II

11
PRESCRIBED BOOKS:
 Science-Textbook for class IX-NCERT Publication
 Science-Text book for class X- NCERT Publication
 Assessment of Practical Skills in Science-Class IX - CBSE Publication
 Assessment of Practical Skills in Science- Class X- CBSE Publication
 Laboratory Manual-Science-Class IX, NCERT Publication
 Laboratory Manual-Science-Class X, NCERT Publication
 Exemplar Problems Class IX – NCERT Publication
 Exemplar Problems Class X – NCERT Publication
 Reading Material – Science – Class IX – CBSE

12
 Question Paper Design (Theory)
Class X (2025-26)
Science (086)
Theory (80 marks)

Competencies Total

Demonstrate Knowledge and Understanding 50 %

Application of Knowledge/Concepts 30 %

Formulate, Analyze, Evaluate and Create 20 %

Note:
 Typology of Questions: VSA including objective type questions, Assertion –
Reasoning type questions; SA; LA; Source-based/ Case-based/ Passage-based/
Integrated assessment questions.
 An internal choice of approximately 33% would be provided.

Internal Assessment (20 Marks)

 Periodic Assessment - 05 marks + 05 marks

 Subject Enrichment (Practical Work) - 05 marks

 Portfolio - 05 marks

Suggestive verbs for various competencies

 Demonstrate Knowledge and Understanding

State, name, list, identify, define, suggest, describe, outline, summarize, etc.

 Application of Knowledge/Concepts

Calculate, illustrate, show, adapt, explain, distinguish, etc.

 Formulate, Analyze, Evaluate and Create

Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.

13
 CLASS X (2025-26)
GUIDELINES FOR INTERNAL ASSESSMENT: 20 MARKS

Type of Assessment Description Marks

Periodic Assessment Pen Paper Test. 5

Multiple Assessment Quiz, debate, role play, viva, group discussion, visual
expression, interactive bulletin boards, gallery walks, 5
exit cards, concept maps, peer assessment, Self-
assessment etc. through Interdisciplinary project
Subject Enrichment Project Work on Consumer Rights OR Social Issues OR 5
Activity Sustainable Development (Interdisciplinary)
Portfolio Classwork, Work done (activities/ assignments) 5
reflections, narrations, journals, etc. Achievements of
the student in the subject throughout the year
Participation of the student in different activities like
heritage India quiz

CLASS X
PRESCRIBED TEXTBOOKS

S.No. Subject Name of the Book Publisher

1 History India and the Contemporary World-II NCERT

2 Political Science Democratic Politics-II NCERT

3 Geography Contemporary India-II NCERT

4 Economics Understanding Economic Development NCERT

5 Disaster Management Together, towards a safer India- Part III CBSE

22
 ANNEXURE I
Project Work: Class IX

Project work Competencies

Every student must undertake one project on Disaster The students will develop the
Management following competencies:
Objectives: The main objectives of giving project work on  Collaboration
Disaster Management to the students are to:
 Use analytical skills.
 To create awareness in them about different disasters, their
consequences and management  Evaluate the situations
during disasters.
 To prepare them in advance to face such situations
 Synthesize the information.
 To ensure their participation in disaster risk reduction plans
 To enable them to create awareness and preparedness  Find creative solutions.
among the community.  Strategies the order of
 The project work helps in enhancing the Life Skills of the solutions.
students.  Use the right
 Various forms of art must be integrated in the project work. communication skills.

Guidelines:
To realise the expected objectives, it would be required of the principals / teachers to muster
support from various local authorities and organisations like the Disaster Management
Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States,
Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defence etc.
in the area where the schools are located.
The project carried out by the students should subsequently be shared among themselves
through interactive sessions such as exhibitions, panel discussions, etc.
The distribution of marks over different rubrics relating to Project Work is as follows:

S.no Aspects Mar

ks
a Content accuracy and originality 2
b Competencies exhibited and Presentation 2
c Viva-Voce 1

⮚ All documents pertaining to assessment under this activity should be meticulously maintained
by the schools.
⮚ A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions.
 calendar of activities.
 innovative ideas generated in the process.
 list of questions asked in viva voce.

23
⮚ It is to be noted here by all the teachers and students that the projects and models prepared
should be made from eco-friendly products without incurring too much expenditure.
⮚ The Project Report can be handwritten or digital.
⮚ The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners.
It will include self-assessment and peer assessment, and progress of the child in project-based
and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays,
group work, portfolios, etc., along with teacher assessment. (NEP-2020)
⮚ The Project work can culminate in the form of PowerPoint
Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story
telling/debate/panel discussion, paper presentation and whichever is suitable to Visually
Impaired Candidates.)
⮚ The record of the project work (internal assessment) should be kept for a period of three
months for verification, if any.

24
 ANNEXURE II
Class-IX
Interdisciplinary Project
Subject and Name of the Suggested Teaching Learning Time
Chapter No Chapter Learning Process Outcomes Schedule For
with Specific Completion
Competencies
History Forest Society Interdisciplinary project Compare the forest The schools
Chapter and Teachers can make use of situations prevailed to do IDP
IV Colonialism the pedagogies in in the pre- colonial, between the
facilitating the students in colonial and post- months of
completion of colonial era. April and
Interdisciplinary Project September
Constructivism Inquiry Evaluate the growth at the
based learning Cooperative &role of commercial School
Learning Research based forestry in different under the
learning. Experiential types of Vegetation. guidance of
learning. a teacher.
Art integration Analyse the reasons (Carryover
for rebellions in of project to
Multiple Assessment: Ex. home must
forest areas of south
Surveys / Interviews / be strictly
East-Asia with
Research work/ avoided)
specification to
Observation/ Story based
JAVA.
Presentation/ Art
integration/ Quiz/ Debate/
role play/ viva, /group To defend the role of
discussion, /visual government and the
expression/ interactive local communities in
bulletin boards/ gallery protecting the forest
walks/ exit cards/ concept cover.
maps/ peer assessment/ art
integration /Self-
assessment/ integration of
technology etc.
Geography Natural To devise ways to
Chapter 5 Vegetation protect the forest
and Wildlife vegetation and
wildlife in India.
Guidelines for Interdisciplinary Project:
It involves combining 2 or more disciplines into one activity-more coherent and integrated. The
generally recognized disciplines are economics, History, Geography, Political Science. A sample
plan has been enclosed. Kindly access the link given below-
https://docs.google.com/document/d/1668TKkRt80r4-kbjJ_Y7zg4mF3Vq1Y9k/edit
Plan of the project:
A suggestive 10 days’ plan given below which you may follow, or you can create on your own, based
on the templates provided below.
Process:
Initial collaboration among students to arrange their roles, areas of integration, area of
investigation and analysis, roles of students.
25
 Team leader: Main collaborator

Team members:

Note: Teacher to allocate the roles as per the abilities of the students.

 Final submission based on course deliverables as given in the template below the 10-day
plan.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics.
 Report, poster and video acknowledgements: reflections & expression of gratitude as
given in the template given below

Class IX Interdisciplinary project

10 days suggestive plan 10 periods

Day 1-2: Colonialism and Forest Society

Discuss the impact of colonialism on forest societies and explore the concept of forest as a
resource in colonialism. Group project: Research and present a PPT on the colonial forest
policy and its impact on forest societies.
Day 3-4: "Rebellion in the Forest"
Analyse the causes and effects of forest-based rebellions in history. Watch the following film
Group discuss about forest tribes of your state and the exploitations they face. Refer
Annexure V for Rubrics. https://www.youtube.com/watch?v=N6SR0REa_YA
Day 5-6: Forest Transformations in Java, Tropical Evergreen Forests
 Examine the impact of human activity on forests in Java.
 Explore how changes in land use, agriculture, and industry have impacted the forests.
Students can research the history of forest transformations in Java and their impact on
the environment.
 Study the transformation of forests in Java, from pre-colonial to post-colonial times.
Compare and contrast the conversion of forest into agricultural land and the need.
Through group discussions find solutions. Present an art integrated project.
 Discuss the characteristics of tropical evergreen forests, including their climate, soil, and
flora/fauna.
 Students can research specific examples of tropical evergreen forests and the
challenges they face, such as deforestation and climate change.
Group project: watch the video through the link https://www.youtube.com/watch?v=Ml0xvHsBigI
 Analyse and present the impact of forest transformations on society, economy and
environment in Java. Compare and contrast it with India.
 Present a PPT of your learnings. Refer Annexure V for rubrics
Day 7-8: Discuss how colonialism has affected the forest's biodiversity and the survival of
indigenous communities living in and around the forest
Group activity: Divide the group into smaller teams and assign them tasks related to
identifying the impact of colonialism on different types of forests. For example, one team can
research the impact of colonialism on forest fires, while another team can research the
impact of colonialism on the survival of indigenous plants and animals. Make the students
use cartoon strips to present their findings. Day 9-10: Make the students compile all the
findings of 8 days’ work and present them in PPT and through the template given in Annexure
IV.

26
 Annexure III-A
Class X - Project
10 periods 5 marks
Every student must undertake one project on … The students will develop
the following
Consumer Awareness OR Social Issues OR Sustainable competencies:
Development
Objectives:  Collaboration
 The objective of the project work is to help students gain an  Use analytical skills.
insight and pragmatic understanding of the theme and see all
 Evaluate the situations
the Social Science disciplines from an interdisciplinary
during disasters.
perspective.
 Synthesize the
 It should also help in enhancing the Life Skills of the students. information.
 Students are expected to apply the Social Science concepts that  Find creative solutions.
they have learnt over the years to prepare the project report  Strategies the order of
 If required, students may go out for collecting data and use solutions
different primary and secondary resources to prepare the  Use right
project. communication skills
 If possible, various forms of art may be integrated in the project
work.
Guidelines:
The distribution of marks over different rubrics relating to Project Work is as follows:

S.no Rubrics Marks

a Content accuracy and originality 2
b Competencies exhibited and Presentation 2
c Viva-Voce 1

The project carried out by the students should subsequently be shared among themselves
through interactive sessions such as exhibitions, panel discussions, etc.

1. All documents pertaining to assessment under this activity should be meticulously maintained
by the schools.
2. A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions.
 calendar of activities.
 innovative ideas generated in the process
 list of questions asked in viva voce.
3. It is to be noted here by all the teachers and students that the projects and models prepared
should be made from eco-friendly products without incurring too much expenditure.
4. The Project Report can be handwritten or digital.
5. The Project Work needs to enhance cognitive, affective and psychomotor skills of the
learners. It will include self-assessment and peer assessment, and progress of the child in
project-based and inquiry-based learning, art integrated activities, experiments, models,
quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP- 2020)

27
6. Must be done at school only as specific periods are allocated for project work.

7. The Project work can culminate in the form of Power Point Presentation/ Exhibition/ Skit/
albums/files/song and dance or culture show/story telling/debate/panel discussion, paper
presentation and whichever is suitable to Visually Impaired Candidates.

8. Records pertaining to projects (internal assessment) of the students will be maintained for a
period of three months from the date of declaration of result for verification at the discretion
of the Board. Subjudice cases, if any or those involving RTI / Grievances may however be
retained beyond three months.
B
Interdisciplinary Project: Class X

Subject and Name of Suggested Teaching Learning Outcomes Time Schedule

Chapter No. the Learning Process with Specific For
Chapter Competencies Completion
History Making of a The teachers may use ⮚ Analyse the The schools
Chapter III Global World the following implication of do IDP
pedagogies in globalisation for local between the
facilitating the economies. months of
students in completion ⮚ Discuss how April and
of Interdisciplinary globalisation is September at
Project. experienced the School
1) Constructivism differently by under the
Geography Lifelines of 2) Inquiry based different social guidance of a
Chapter 7 National learning groups. Enumerates teacher.
Economy 3) Cooperative how transportation (Carryover of
learning works as a lifeline of project to
4) Learning station the economy. home must
5) Collaborative ⮚ Analyse and infer be strictly
learning the impact of avoided)
6) Videos/ Visuals/ roadways and
documentaries/ railways on the
movie clippings national economy.
7) Carousel technique
⮚ Analyses and infers
8) Art integrated
the challenges faced
learning Group
by the roadways and
Discussions
railway sector in
Multiple
India
Assessment:Ex.
Surveys/
Interviews/
Research work/
Observation/ Story
based
Economics Globalisation Presentation/ Art ⮚ Integrate various
Chapter 4 on and the integration/ Quiz/ dimensions of
Indian Debate/ role play/ globalisation in
Economy viva, /group terms of cultural /
discussion, /visual political/ social
expression/ /economical
interactive bulletin aspects)

28
 boards/ gallery walks/ ⮚ Appraise the
exit cards/ concept evolution of
maps/ peer Globalisation and
assessment/ art the global trends
integration /Self - ⮚ Investigate the
assessment/integrati factors that
on of technology etc. facilitated the
growth on MNC ‘s
Guidelines:
 It involves combining 2 or more disciplines into one activity-more coherent and integrated.
The generally recognized disciplines are economics, History, Geography, Political Science,
a sample plan has been enclosed) Kindly access the link given below

 Methodology (A sample interdisciplinary project plan Link has been provided to get an insight
about IDP.

 Topic: The Making of a Global World, Globalisation and Lifelines of Economy

https://docs.google.com/document/d/1dIwwFeaSrExJHMtkzcEuoq3ehh-7FtHM/edit
Plan of the project:
A suggestive 10 days’ plan given below which you may follow, or you can create on your own,
based on the templates provided below

Process:
Initial collaboration among students to arrange their roles, areas of integration, area of
investigation and analysis, roles of students

Class X: 10-day Suggestive plan for

Interdisciplinary Project

Day 1: Introduction to the Interdisciplinary Project and Setting the Context:

Brief overview of the project and its objectives to be given by the teachers.

History teacher to Introduce the historical context of World War II and its aftermath through
inquiry methods.
Make the students to Group discuss the impact of World War II on the global economy.
Teacher to refer annexure III for rubrics)
Day 2: The Great Depression:
Students to watch a video from the link, https://www.youtube.com/watch?v=62DxELjuRec and
https://www.youtube.com/watch?v=gqx2E5qIV9s and discuss the causes and consequences of
the Great Depression and the role of mass production and consumption in the Great
Depression. Present a group PPT /report on consequences of the Great Depression on the
global economy.

Day 3: India and the Great Depression:

Students to collect material related to India’s economic condition during the Great Depression
and relate it to the present economic condition of India and US. Students may collect
information through a visit to the library.
As a group activity they need to present a collage of their findings. (Refer Annexure V for

29
Rubrics)
Day 4: Rebuilding the World Economy and Interlinking Production across countries

 Teachers to use Jigsaw method to make the students to sit in groups and to give each group a
part of the handout with information about process taken to rebuild economy and how the
production across countries got interlinked. Make the groups to compile the information by
moving from group to group.
 Make them discuss the post-war recovery efforts and their impact on the global economy
 Study the role of the Bretton Woods Institutions in rebuilding the world economy and present
their learnings through Art Integrated Project. Refer Annexure V for rubrics.
Day 5: The Early Post-War Years: The role of roadways, railways, waterways and airways
in building the national economy
 The teacher distributes the Handout 1 given below to the groups and asks them to find
answers to the questions posed at the end of Hand out and present it in groups using Café
conversations mode. Refer Annexure III for rubrics.
 Study the challenges faced by the world in the early post-war years
Day 6: Post war settlement and Bretton Woods institutions
● Make the students read the material available online/in library and debate the impact of
Bretton Woods institutions in the post war economy. Refer Annexure V for Rubrics.

Day 7: Decolonization and Independence - The Role of World Trade Organization:

 The students will read the handout 2 given below and present a role play of the support
rendered by the World Trade Organisation in building new nations. Refer Annexure V for
rubrics
 Introduction to the World Trade Organization
 Study the role of the WTO in promoting fair trade practices
 Discuss the efforts made towards decolonization and independence of nations
Day 8: End of Bretton Woods and the Beginning of Globalisation:
● The students will read material given in the link
https://www.imf.org/external/about/histend.htm#:~:text=End%20of%20Bretton% 20Woods
%20system,-The%20system%20 dissolved&text=In% 20August% 201971 %2C%20U.S.
%20Pr esident,the%20breakdown%20of%20the%20syste m.
● Organise an interview with a financial expert/economist/ lecturer/professor. Based on the
information they gathered, the students can submit a report on the findings.
● Discuss the reasons for the end of the Bretton Woods system

Day 9: Impact of Globalization in India and role of waterways and airways

https://www.jagranjosh.com/general-knowledge/new-economic-policy-of-1991-objectives-
features-and-impacts-1448348633-1
● The students will read the material given in the above link and design a report on what would
have happened to India if this stand wasn’t taken and present it as a radio talk show. They
will link the role of waterways and airways in the achievement of India in globalisation.
● Study the impact of globalisation on the Indian economy
● Discuss the challenges faced by India in the process of globalisation

Day 10. Final presentation

Conclude the interdisciplinary project and summarize the key takeaways.

30
 Handout 1 for Day 4 of Inter Disciplinary Project of Class X

Title: The Role of Waterways and Airways in Post-World War II- World and India
Introduction: After the end of World War II, the world faced significant economic, social, and political
changes. The role of waterways and airways in shaping the post-war world and India is crucial to
understand. In this handout, we will discuss the impact of waterways and airways on the global
economy and how it helped India in its development.
Waterways: In the post-World War II era, waterways played a crucial role in the movement of
goods and people. The improvement of ports and waterways allowed for more efficient
transportation of goods and helped to spur economic growth.
The increased demand for goods and services, combined with the development of shipping
technologies, allowed for the expansion of international trade. This helped to boost the world
economy and allowed for the growth of industries in many countries, including India.
In India, the development of waterways and ports helped to improve the country's economy. The
country's long coastline and several rivers made it an ideal location for the transportation of goods.
The growth of ports and waterways in India allowed for the movement of goods from one part of
the country to another, helping to spur economic growth and development.
Airways: After World War II, the development of air transportation revolutionized the world's
economy. The expansion of air travel allowed for faster and more efficient transportation of goods
and people, which helped to boost the world economy.
In India, the growth of airways helped to connect different parts of the country and made it easier
for people and goods to move from one place to another. This helped to spur economic growth
and development in India.
The growth of air transportation in India also allowed for the expansion of international trade.
Indian businesses could now easily access foreign markets, which helped to boost the country's
economy.
Conclusion:
The role of waterways and airways in the post-World War II world and India was crucial in shaping
the economic and social landscape of these countries. The development of these transportation
modes helped to spur economic growth and allowed for the expansion of international trade.
Understanding the impact of waterways and airways on the world and India is crucial in
understanding the economic and social changes that took place after World War II.
Questions:
1. Mention the role of major ports in imports and exports.
2. Emergence of Deccan airways changed the entire functionalities of domestic airways.
Substantiate the statement
3. The waterways and airways contribute to the economic growth of India. Substantiate your
answer.

31
 Handout 2 for day 7 of Inter Disciplinary Project of Class X

Title The Role of the World Trade Organization (WTO) in Building New Nations Post-
Colonialization
Introduction: After the end of colonialism, many countries faced significant economic and political
challenges as they worked to establish themselves as independent nations. The World Trade
Organization (WTO) played a crucial role in helping these countries to rebuild their economies and
participate in the global economy. In this handout, we will discuss the role of the WTO in building
new nations post- colonialization.
What is the WTO?
The WTO is an international organization that was established in 1995 to promote international trade
and help countries participate in the global economy.
The WTO provides a forum for countries to negotiate and enforce international trade agreements
and helps to ensure that trade is conducted in a fair and predictable manner. The organization also
provides technical assistance and advice to help countries improve their trade policies and
participate in the global economy.
How has the WTO helped new nations post-colonialization?
After colonial rule ended, many countries faced significant economic challenges as they worked to
establish themselves as independent nations. The WTO helped these countries to participate in
the global economy by providing a forum for trade negotiations and by helping to enforce
international trade agreements.
The WTO also provided technical assistance and advice to help these countries improve their trade
policies and participate in the global economy. This helped to spur economic growth and
development in these countries and allowed them to become more integrated into the global
economy.
By participating in the global economy, new nations post-colonialisation was able to expand their
markets, attract foreign investment, and improve their economic performance. The WTO played a
crucial role in helping these countries to build their economies and establish themselves as stable,
independent nations.
Conclusion:
The WTO played a crucial role in building new nations post-colonialization by helping these
countries to participate in the global economy. The organization's trade negotiations, enforcement
of international trade agreements, and technical assistance helped to spur economic growth and
development in these countries. Understanding the role of the WTO in building new nations post-
colonialization is important in understanding the economic and political changes that took place
after the end of colonial rule.

32
 ANNEXURE IV

Suggested Template for Presentation by the Students - Class IX & X

Name of the Students (Team):
Class : Section:
Topics of Interdisciplinary
Project:
Title of the Project:
Objectives:
Multiple Assessment:
Ex. Surveys / Interviews / Research work/ Observation/ Story based Presentation/ Art integration/
Quiz/ Debate/ role play/ viva, /Group discussion /visual expression/ interactive bulletin boards/
gallery walks/ exit cards/ concept maps/ peer assessment/ art integration /Self-assessment/
integration of technology etc.
Evidences: Photos, Excerpts from Interviews, observations, Videos, Research References, etc.
Overall presentation: Link of PPT, shared documents, can be digital/handwritten, as per the
convenience of the school.
Acknowledgement:
References
(websites, books, newspaper
etc.)
Reflections:

ANNEXURE V

Rubrics for Interdisciplinary Project

Rubrics Marks allocated

Research Work 1

Collaboration & Communication 1

Presentation & Content relevance 1

Competencies- Creativity, Analytical skills, 2

Evaluation, Synthesizing,
Total 5

33
 सं #ृ तम् (स*ेषणा/कम्)
िवषय-कोड् -सङ् 9ा - 119
क<ा - दशमी (2025-26)

आहy-अAाः - 80+20

वािष;कमू•ाAनाय िनिम;ते Bhनपgे च•ारः भागाः भिवŸ_% –

‘क’ भागः अपिठतावबोधनम् 10 अAाः

‘ख’ भागः रचनाsककाय;म् 15 अAाः
‘ग’ भागः अनुBयुEतDाकरणम् 25 अAाः
‘घ’ भागः पिठतावबोधनम् 30 अAाः

भागानुसारं िवषयाः अAिवभाजनं च 80 अAाः

v. सं . िवषयाः BhनBकाराः मू•भारः

‘क’ भागः
अपिठतावबोधनम् 10 अAाः
1. एकः ग,ांशः (80-100 शwप’रिमतः) अित-लघूuराsकौ 2×1=2
पूण;वाEयाsकौ 2×2=4
शीष;कम् (लघूuराsकः) 1×1=1
भािषककाय;म् (ब†िवक¸ाsकाः) 3×1=3
पूण;भारः 10 अAाः

‘ख’ भागः
रचनाsककाय;म् 15 अAाः
2. औपचा’रकम् अथवा अनौपचा’रकं पgम् िनब{ाsकः 10×½=5
(म•जूषायाः सहायतया ’रEत'ानपूित;माjमेन
पूणm पgं लेखनीयम्)
3. ?चgवण;नम् अथवा अनु¾ेदलेखनम् पूण;वाEयाsकः 5×1=5
4. कथापूित;ः/ सं वादपूित;ः िनब{ाsकः 10×½=5
(म•जूषायाः सहायतया ’रEत'ानपूित;माjमेन
पूण;ः सं वादः लेखनीयः / पूणा; कथा लेखनीया)
पूण;भारः 15 अAाः

10
 ‘ग’ भागः
अनुBयुEतDाकरणम् 25 अAाः
5. स{यः लघूuराsकाः 4×1=4
6. समासाः ब†िवक¸ाsकाः 4×1=4
7. Byयाः ब†िवक¸ाsकाः 4×1=4
8. वा¬प’रवत;नम् लघूuराsकाः 3×1=3
9. समयः लघूuराsकाः 3×1=3
10. अDयािन लघूuराsकाः 4×1=4
11. अशुि^-सं शोधनम् ब†िवक¸ाsकाः 3×1=3
पूण;भारः 25 अAाः
‘घ’ भागः
पिठतावबोधनम् 30 अAाः
12. ग,ांशः अित-लघूuराsकौ 2×½=1
पूण;वाEयाsकौ 2×1=2
लघूuराsकौ (भािषककाय;म्) 2×1=2
13. प,म् (hलोकः/ hलोकौ) अित-लघूuराsकौ 2×½=1
पूण;वाEयाsकौ 2×1=2
लघूuराsकौ (भािषककाय;म्) 2×1=2
14. नाट् यांशः अित-लघूuराsकौ 2×½=1
पूण;वाEयाsकौ 2×1=2
लघूuराsकौ (भािषककाय;म्) 2×1=2
15. Bhनिनमा;णम् पूण;वाEयाsकाः 5×1=5
16. अ§यः अथवा भावाथ;ः (’रEत'ानपूित;माjमेन) िनब{ाsकः 4×½=2
17. Bसaानुसारम् अथ;चयनम् ब†िवक¸ाsकाः 4×1=4
18. पाठाधा’रत-कथापूित;ः िनब{ाsकः 8×½=4
(म•जूषापदसहायतया ’रEत'ानपूित;ः)
पूण;भारः 30 अAाः
सEूणHभारः 80 अLाः

11
 23नप6-2ा8पम् /सं रचना
सं #ृ तम् (स*ेषणा/कम्)
िवषय-कोड् -सङ् -ा - 119
क1ा – दशमी (2025-26)

BhनBकारः Bhनानां सङ् ~ा िवभाग- BितBhनम् आहyाAाः

सङ् ~ा अAभारः
ब†िवक¸ाsकाः 1 अAः 3+4+4+3+4=18 5 1 18

अित-लघूuराsकाः ½ अAः 2+2+2=6 3 ½ 3

अित-लघूuराsकाः 1 अAः 2=2 1 1 2

िनब{ाsकः ½ अAः 10+10+4+8=32 4 ½ 16

(’रEत'ानपूित;माjमेन)
दीघ€uराsकाः 1 अAः 5+2+2+2+5=16 5 1 16

दीघ€uराsकाः 2 अAौ 2=2 1 2 4

लघूuराsकाः 1 अAः 1+4+3+3+4+2+2+2=21 8 1 21

आहyाAाः 80

12
 सं #ृ तम् (स*ेषणा/कम्)
िवषय-कोड् -सङ् 9ा - 119
क1ा - दशमी (2025-26)
वािषH कं मूNाLनम्

‘क’ भागः
अपिठतावबोधनम् (10 अLाः)
1. एकः अपिठतः ग,ांशः 10
80-100 शwप’रिमतः ग,ांशः, सरलकथा
Ø एकपदे न पूण;वाEयेन च अवबोधनाsकं काय;म् (2+4)
Ø शीष;कलेखनम् (1)
Ø ग,ांशाधा’रतं भािषकं काय;म् (3)
भािषककाया;य तpािन -
ü वाEये कतृ-; िvयापदचयनम्
ü िवशेषण-िवशेŸचयनम्
ü पया;य-िवलोमपदचयनम्
‘ख’ भागः
रचनाXककायHम् (15 अLाः)
2. सAे ताधा’रतम् औपचा’रकम् अथवा अनौपचा’रकं पgलेखनम् 5
(म•जूषायाः सहायतया ’रEत'ानपूित;माjमेन पूणm पgं लेखनीयम्)
3. ?चgाधा’रतं वण;नम् अथवा अनु¾ेदलेखनम् 5
(म•जूषायाः सहायतया ?चgवण;नम् अनु¾ेदलेखनं वा करणीयम्)
4. सं वादपूित;ः / कथापूित;ः (कथा छाgIरानुगुणम् एव भवेत्।) 5
(म•जूषायाः सहायतया ’रEत'ानपूित;माjमेन पूण;ः सं वादः / कथा लेखनीया।)
‘ग’ भागः
अनुZयु[त\ाकरणम् (25 अLाः)

5. स_{काय;म् 4
Ø oरस_{ः - वृि^ः, यण्, अयािदः, पूव;•पम् (1 अAः)
Ø DÄनस_{ः - परसवण;ः (अनुoार'ाने प•चमवण;J Bयोगः), तुगागमः,
वग„यBथमवण;J तृतीयवणf प’रवत;नम्। (1 अAः)
Ø िवसग;स_{ः - उ•म्, र•म्, िवसग;लोपः, िवसग;J 'ाने स्,श्,ष् (2 अAौ)
6. समासाः - (वाEयेषु समIपदानां िवQहः िवQहपदानां च समासः) 4
Ø तtु षः – िवभ_Eतः, नञ्, उपपदः (2 अAौ)
Ø WÒः (1 अAः)

13
 Ø अDयीभावः (अनु, उप, सह, िनर्, Bित, यथा) (1 अAः)

7. Byयाः 4
Ø कृ Óyयौ – तDत्, अनीयर् (1 अAः)
Ø ति^ताः – मतुप्, ठक् , •, तल् (2 अAौ)
Ø &gीByयौ – टाप्, ङ…प् (1 अAः)

8. वा¬प’रवत;नम् - के वलं लट् लकारे (कतृ-; कम;-िvया) 3

9. समयः - अAानां 'ाने शwे षु समयलेखनम् 3

(सामाn-सपाद-साध;-पादोन)

10. अDयािन 4
इव, उ|ैः, एव, नूनम्, इतIतः, िवना, तु, सहसा, वृथा, शनैः, इित, मा, यत्, अथ
स”ित, इदानीम्, अधुना, यावत्-तावत्, बिहः, कदािप, तु, च, अिप, पुरा, अg-तg,
यथा-तथा, कदा, अ,, hवः, परhवः,Ëः, परËः, िकमथ;म,् कु g, यिद-तिह;, अतः।
11. अशुि^-सं शोधनम् (वचन-?लa-पु ष-लकार-£Lट् या सं शोधनम्) 3

‘घ’ भागः
पिठतावबोधनम् (30 अLाः)
12. ग,ांशम् अ?धकृ y अवबोधनाsकं काय;म् 5
BhनBकाराः – एकपदे न पूण;वाEयेन च Bhनोuरा?ण
भािषककाय;म् –
Ø वाEये कतृ-; िvयापदचयनम्
Ø िवशेषण-िवशेŸचयनम्
Ø पया;य-िवलोमपदचयनम्
13. प,म् (hलोकम्/hलोकौ) अ?धकृ y अवबोधनाsकं काय;म् 5
BhनBकाराः – एकपदे न पूण;वाEयेन च Bhनोuरा?ण
भािषककाय;म् –
Ø वाEये कतृ-; िvयापदचयनम्
Ø िवशेषण-िवशेŸचयनम्
Ø पया;य-िवलोमपदचयनम्
14. नाÍांशम् अ?धकृ y अवबोधनाsकं काय;म् 5
BhनBकाराः – एकपदे न पूण;वाEयेन च Bhनोuरा?ण
भािषककाय;म् –
Ø वाEये कतृ-; िvयापदचयनम्
Ø िवशेषण-िवशेŸचयनम्
Ø पया;य-िवलोमपदचयनम्
15. वाEयेषु रेखािAतपदािन अ?धकृ y Bhनिनमा;णम् 5
16. एकJ hलोकJ अ§यः अथवा भावाथ;ः 2

14
 (म•जूषायाः सहायतया ’रEत'ानपूित;माjमेन पूण;ः अ§यः भावाथ;ः वा लेखनीयः)
17. Bसaानुसारम् अथ;चयनम् (पाठान् आधृy ब†िवक¸ाsकाः Bhनाः) 4

18. पाठाधा’रत-कथापूित;ः (म•जूषापदसहायतया ’रEत'ानपूित;ः) 4

आह>ाAाः - 80

परीFायै िनधाKLरताः पाठाः

पाठसङ् -ा पाठनाम पाठसङ् -ा पाठनाम

Zथमः पाठः वाङ् मयं तपः सcतमः पाठः साधुवृिeं समाचरेत्
िfतीयः पाठः नाga hागसमं सुखम् अiटमः पाठः ितk[कु रल्-सूg[त-सौरभम्
तृतीयः पाठः रमणीया िह सृgiटः एषा नवमः पाठः सुpागतं भो! अkणाचलेऽgsन्
चतुथHः पाठः आuा गुvणां िह अिवचारणीया दशमः पाठः कालोऽहम्
पxचमः पाठः अyासवशगं मनः (के वलम् आw`रकमूNाLनाय)
षiठः पाठः राiटंz सं र{मेव िह एकादशः पाठः िकं िकम् उपादे यम्
(के वलम् आw`रकमूNाLनाय)

अवधेयम् -
* परीlायै अनुBयुEतDाकरणJ अंशानां चयनं यथास˜वं ‘म?णका-िWतीयो भागः इित’ पाठ् यपुIकात्
करणीयम्। यिद ततः न स˜वित तिह; ‘म?णका-अ‚ासपुIकम् िWतीयो भागः’ इyˆात् चेतुं शEयते।

िनधाH`रत-पा?पुaके -
1. ‘म?णका’- िWतीयो भागः, पा¤पुIकम् (Bकाशनम् - के Ðीय माjिमक ?शlा बोड;, भारतम्)

2. ‘म?णका-अ‚ासपुIकम्’ - िWतीयो भागः (Bकाशनम् - के Ðीय माjिमक ?शlा बोड;, भारतम्)

15
 आNLरक-मूPाAनम्
(20 अLाः)
उ•े ‰ािन
❖ छाgाणां सृजनाsकlमतायाः िवकासः।
❖ •वण-भाषण-पठन-लेखनकौशलानां िवकासः।
❖ ?च%नlमतायाः आsिवhवासJ च सं वध;नम्।

v. गितिवधयः उदाहरणािन अAाः िनदf शाः मू•ाAनिबšवः

सं .
1. आव?धक-परीlाः ?ल?खतपरीlा 05 िव,ालयेन समये समये परीlासु यg िव,ा?थ;नः
(पी’रयोिडक् - ?ल?खतपरीlाणाम् •ेLठाः अAाः Jुः तयोः
असैˆÔट) आयोजनं करणीयं भवित। Wयोः परीlयोः एव
अ?धभारः QहीतDः।
अिप च आव?धकपरीlासु
अिप Bhनेषु
आ%’रकिवक¸ाः दे याः।
मू•ाAनसमये यिद छाgः
सवा;न् Bhनान् उuरित
तिह; छाgिहताय यg
अ?धकाः अAाः स_%
तेषाम् एव मू•ाAनं
करणीयम्।
2 ब†िवधमू•ाAनम् v कlायां पािठतJ 05 कlायां पािठत-पाठJ vमौ?लकता
पाठJ िवषयJ वा ब†िवधं vिवषयसz^ता
लघुमू•ाAनम् मू•ाAनम् अपे?lतम् vशु^ता
v िनग;तपgा?ण अ_I। अनेन िव,ा?थ;नां vसमयब^ता
v Bhनोuरी िविवधकौशलानां मू•ाAनं vBIुतीकरणम्
v मौ?खकŠ परीlा भवेत्।
v Bितयोिगताः
v Bhनम•चJायोजनम्
3. िनवेशसू?चका v कlाकाय;म् 05 िव,ा?थ;?भः कlायां कृ तानां v सुलेखः
(पोट; फो?लयो) v सामूिहक-मू•ाAनम् काया;णाम् उपल¡ीनां च v तƒाsकता
v oमू•ाAनम् सं रlणं सं योजनं च v Bामा?णकता
v िव,ा?थ;नः िवषयगताः स_•चकायां पgाव•ां वा v समयब^ता
उपल¡यः करणीयम्। एतेन समQं
मू•ाAनं Bमा?णक•ेन
भिवतुं शEनोित।

16
4. भाषा-सं वध;नाय ❖ कथा 05 v छाgाः कामिप कथां v उ|ारणम्
गितिवधयः ❖ सं वादः/ वाता;लापः •ावियतुं शEनुव_%। v शु^ता
(क) •वण- ❖ भाषणम् v ?शlकः कमिप िवषयं v समयब^ता
भाषण-कौशलम् ❖ नाटकम् सूचिय•ा परPरं सं वादं v BIुतीकरणम्
❖ वाता;ः कारियतुं शEनोित। (आरोहावरोह-गितयित-
❖ आशुभाषणम् v दूरदश;ने वाता;वली Bयोगः)
❖ सं \ृ तगीतािन इyा~ः सं \ृ त-
❖ ¨ोको|ारणम् काय;vमः Bसा’रतः
❖ Bहे?लकाः भवित तं ªLटुं छाgाः
Bेरणीयाः।
v •वण-कौशल-
मू•ाAनाय ?शlकः
oयम् अिप कथां
•ाविय•ा ततः सz^-
Bhनान् BLटुं शEनोित।
(ख) v िविवधिवषयान् आधृy v छाgाः यथाशEयं v िवषय-सz^ता
लेखनकौशलम् मौ?लकलेखनम् कlायामेव लेखनकायm v शु^ता (िवशेषतः
यथा – दे शः, माता, कु यु;ः। प•चमवण;JBयोगः)
िपता, गु ः, िव,ा v िटÖणी-पु_Iकायाः v समयब^ता
पया;वरणम्, योगः, िनमा;णम्। v सुलेखः
समयJ सदुपयोगः, v वैय_Eतकपरीlणम्। v BIुतीकरणम्
?शlा, अनुशासनम्
इyादयः।
v शै?lकÕमणJ
सं \ृ तेन
Bितवेदनलेखनम्।
v दै न?šनीलेखनम्।
v सAे ताधा’रतं
कथालेखनम्।
v ?भिuपिgकायाः
िनमा;णम्।
v •ुतलेखः।
v सू_Eतलेखनम्।
अवधातDम् – उपयुE
; त-गितिवधयः उदाहरण•पेण Bदuाः स_%। एतदित’र¬ एता£शाः अnगितिवधयः अिप
भिवतुमह;_%।

**************************************

17
 ह िंदी पाठ्यक्रम -अ

हिषय कोड - 002

कक्षा 10िी िं (2025-26)

परीक्षा ेतु पाठ्यक्रम हिहनदे िन

ििंड भारािंक

क अपहठत बोध 14

ि व्याि ाररक व्याकरण 16

ग पाठ्यपुस्तक एििं पूरक पाठ्यपुस्तक 30

घ रचनात्मक लेिन 20
 भारािंक-{80(िाहषजक बोडज परीक्षा )+20 (आिं तररक परीक्षा)
हनधाजररत समय- 3 घिं टे भारािंक-80

िाहषजक बोडज परीक्षा े तु भार हिभार्न

ििंड – क (अपहठत बोध)

हिषयिस्तु उप भार कुल भार

1 अपमठत गद्याों ि व काव्याों ि पर बोध, म ोंतन, मवश्ले षर्, सराहना आमद पर बहुमवकल्पीय,
अमतलघूत्तरात्मक एवों लघूत्तरात्मक प्रश्

अ एक अपमठत गद्याों ि लगभग 250 िब्दोों का इसके आधार पर एक अोंकीय तीन 7 14

बहुमवकल्पी प्रश् (1x3=3), अमतलघूत्तरात्मक एवों लघूत्तरात्मक प्रश्न (2×2=4) पूछे

जाएाँ गे

ब एक अपमठत काव्याों ि लगभग 120 िब्दोों का इसके आधार पर एक अोंकीय तीन 7

बहुमवकल्पी प्रश् (1x3=3), अमतलघूत्तरात्मक एवों लघूत्तरात्मक प्रश्न (2×2=4) पूछे
जाएाँ गे

2 व्याकरर् के मलए मनधाड ररत मवषयोों पर मवषयवस्तु का बोध, भामषक मबोंदु/ सोंर ना आमद पर
अमतलघूत्तरात्मक/लघूत्तरात्मक प्रश्। (1x16)
(कुल 20 प्रश् पूछे जाएाँ गे, मजनमें से केवल 16 प्रश्ोों के उत्तर दे ने होोंगे)

ििंड – ि (व्याि ाररक व्याकरण) 16

1 र ना के आधार पर वाक् भेद (1x4=4) (5 में से 4 प्रश् करने होोंगे) 4

2 वाच्य (1x4=4) (5 में से 4 प्रश् करने होोंगे) 4

3 पद परर य (1x4=4) (5 में से 4 प्रश् करने होोंगे) 4

12
 4 अलों कार- (अथाड लोंकार : उपमा, रूपक, उत्प्रेक्षा, अमतियोक्ति, मानवीकरर्) (1x4=4) 4
(5 में से 4 प्रश् करने होोंगे)

3 ििंड – ग (पाठ्यपुस्तक एििं पू रक पाठ्यपु स्तक)

अ गद्य ििंड पाठ्यपु स्तक (हक्षहतर् भाग 2 ) 11

1 मक्षमतज (भाग 2 ) से मनधाड ररत पाठोों में से गद्याों ि के आधार पर मवषयवस्तु का ज्ञान, 5
बोध, अमभव्यक्ति आमद पर एक अोंकीय पााँ बहुहिकल्पी रश्न पूछे जाएाँ गे। (1x5)

2 मक्षमतज (भाग 2 ) से मनधाड ररत पाठोों में से मवषयवस्तु का ज्ञान, बोध, अमभव्यक्ति 6
आमद पर तीन प्रश् पूछे जाएाँ गे।(मवकल्प समहत- 25-30 िब्द-सीमा वाले 4 में से 3
प्रश् करने होोंगे) (2x3)

ब काव्य ििंड (पाठ्यपु स्तक) (हक्षहतर् भाग 2 ) 11

30
1 मक्षमतज(भाग 2 ) से मनधाड ररत कमवताओों में से काव्याों ि के आधार पर एक अोंकीय 5
पााँ बहुहिकल्पी रश्न पूछे जाएाँ गे (1x5)

2 मक्षमतज (भाग 2 ) से मनधाड ररत कमवताओों के आधार पर मवद्यामथड योों का काव्यबोध 6

परखने हे तु तीन प्रश् पूछे जाएाँ गे। (मवकल्प समहत-25-30 िब्द-सीमा वाले 4 में से
3 प्रश् करने होोंगे) (2x3)

स पू रक पाठ्यपु स्तक (कृहतका भाग – 2) 8

कृमतका (भाग 2 ) से मनधाड ररत पाठोों पर आधाररत दो प्रश् पूछे जाएाँ गे। (4x2) 8
(मवकल्प समहत-50-60 िब्द-सीमा वाले 3 में से 2 प्रश् करने होोंगे)

4 ििंड – घ (रचनात्मक लेिन)

i मवमभन्न मवषयोों और सोंदभो पर मवद्यामथड योों के तकडसोंगत मव ार प्रकट करने की क्षमता 6

को परखने के मलए सोंकेत-मबोंदुओों पर आधाररत समसाममयक एवों व्यावहाररक जीवन
से जु डे हुए तीन मवषयोों में से मकसी एक मवषय पर लगभग 120 िब्दोों में अनु च्छे द
ले खन (6 x1 = 6)

ii अमभव्यक्ति की क्षमता पर केंमद्रत औप ाररक अथवा अनौप ाररक मवषयोों में से मकसी 5 20
एक मवषय पर लगभग 100 िब्दोों में पत्र (5 x 1= 5)

iii रोजगार से सोंबोंमधत ररक्तियोों के मलए लगभग 80 िब्दोों में स्ववृत्त लेखन (5 x 1= 5) 5
अथवा
मवमवध मवषयोों पर आधाररत लगभग 80 िब्दोों में ई-मे ल ले खन (5 x 1= 5)

iv मवषय से सोंबोंमधत लगभग 40 िब्दोों के अोंतगडत मवज्ञापन लेखन (4 x 1 = 4) 4

13
 अथवा
सोंदेि ले खन लगभग 40 िब्दोों में (िु भकामना, पवड-त्योहारोों एवों मविे ष अवसरोों पर
मदए जाने वाले सोंदेि) (4 x 1 = 4)

कुल 80

आिं तररक मूल्ािंकन अिं क 20

अ सामहयक आकलन 5

ब बहुहिध आकलन 5

स पोटज फ़ोहलयो 5

द श्रिण एििं िाचन 5

कुल 100

हनधाजररत पु स्तकें :
1. हक्षहतर्, भाग–2, एन.सी.ई.आर.टी., नई मदल्ली द्वारा प्रकामित नवीनतम सोंस्करर्
2. कृहतका, भाग–2, एन.सी.ई.आर.टी., नई मदल्ली द्वारा प्रकामित नवीनतम सोंस्करर्

नोट – हनम्नहलक्तित पाठोिं से रश्न न ी िं पू छे र्ाएाँ गे –

हक्षहतर्, भाग – 2 काव्य खोंर्  दे व- सवैया, कमवत्त (पूरा पाठ)
 मगररजाकुमार माथुर – छाया मत छूना (पूरा पाठ)
 ऋतुराज – कन्यादान (पूरा पाठ)

गद्य खों र्  महावीरप्रसाद मद्ववेदी – स्त्री-मिक्षा के मवरोधी कुतकों का खोंर्न (पूरा

पाठ)
 सवेिर दयाल सक्सेना- मानवीय करुर्ा की मदव्य मक (पूरा पाठ)

कृहतका, भाग – 2  एही ठै यााँ झुलनी हे रानी हो रामा! (पूरा पाठ)

 जाजड पों म की नाक (पूरा पाठ)

कक्षा दसिी िं ेतु रश्न पत्र का हिस्तृत रारूप र्ानने के हलए कृपया बोडज द्वारा र्ारी आदिज रश्न पत्र
दे िें।

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

14