TNTET

Trends in physical growth —Hormonal influences on physical growth — Development of neurons Symbolic thinking and limits of logic —Sensory motor stage -Pre operational stage -Language Development —Influence of home environment, attitude of family members on cognitive development of the child-Identity status and psychological well being.

Self concept and Social Awareness —Sibling relationships —Peer relationship and play —Self awareness —Cultural influence on self - concept-corresponding stages of Erickson’s Psycho -social development Emotional development in a Social context affection - sympathy- laughter-anger, sadness, fear -Parent-child relationship -Emotional well being emotion and health.

Physical growth cycles -Body proportions -Muscles and fat -Capacity for attention and concentration -Selective attention -Memory strategies - processing speed and capacity -Thinking skills. Cognitive development. Concrete operational stage -Piaget’s tasks -concept of intelligence as a mental ability. Development of mental/intellectual abilities. Intelligence tests-Creativity in primary school Children.

Meaning of social development -social expectations -Children’s Friendships-factors in friendship and choices of companions social acceptance-the desire to belong -peer grouping-Effects of schooling on social, emotional, and cultural spheres -Pattern of emotional development-common emotional patterns -the role of maturation and - learning in emotional development how children develop likes and dislikes to subjects, teachers, school, other students -emotional balance impact of media on emotional development.

Meaning of moral development -factors in moral training of children - Honesty-Generosity-Children’s heroes and ideals -Meaning of discipline- essentials of discipline -media and their influences on moral development. Part (B): Learning.

Dynamic internal process -connecting old knowledge to new information-language learning -acquiring learning habits -learning to adapt to diverse situations in life -Nature of learning -learning through interactions.

Types of learning -Learning Hierarchy -signal learning stimulus -response learning-Motor and verbal chain learning -Multiple discriminations concept learning -Learning rules and problem -solving. Learning Levels from imprint to intuition - examples of learning at different levels. Approaches-Behaviourist-cognitivist and constructivist.

Concepts and constructs -concept-formation-Use of materials activities, scheme pictures, real life experiences-construct mental representations of external reality-connecting ideas generated by students due to exposure to peers, media and community-concept mapping.

Personal psychological, social, emotional factors and school related factors, Learning style; teaching strategies; media; technology; 1. Teaching Learning Process 2. Teacher’s personality traits.

Learners construct knowledge for themselves -constructing meaning is learning-focus on the learner not on the lesson taught- Personal and social construction of meaning -Learning to Learn making meaning Learning, a social activity-ZPD.

Active learner-Nurturing learners’ active and creative activities children’s voices and experiences -integrating their experiences with School Knowledge-Right to learn -Physical and emotional security for learning. Conceptual development -continous process -All children capable of learning-important aspects of learning -various ways of learning - Cognitive readiness for learning -Learning in and outside the school - knowledge and understanding -recreating knowledge -manifesto for learning.

SYLLABUS FOR CLASSES 1 TO 3 - ENGLISH Skill Competencies Learning Outcomes Class 1 Class 2 CG 1 - Develops listening and speaking skills that enable learners to participate effectively in day-to-day conversations, express needs, ideas, and feelings in English. LISTENING AND SPEAKING C1.1 Understands and responds to very familiar classroom language. C1.2 Repeats and recalls simple, familiar rhymes with actions. C1.3 Participates in simple oral exchanges using phrases and sentences. The children can • listen and respond to greeting. • listen to simple one step instructions (e.g., “Clap your hands”, “Draw a picture”, “Stand up”) and respond through actions or gestures. • listen to short rhymes or chants and repeat familiar lines with rhythm. • ask and answer simple questions like “What is your name?” The children can • greet others and introduce self, using 2–3 connected sentences • listen to two-step instructions and responds appropriately. • listen to short rhymes or chants and repeats with confidence. • describe a familiar object/picture in chunks / simple phrases (a long pencil, a big book.) • ask and answer simple questions (“What is this?”, “Where is your bag?”). C1.4 Recognises basic vocabulary supported by pictures and gestures. C1.5 Shows comprehension through actions (TPR: point, pick, colour). C1.6 Understands simple short stories when narrated with the support of pictures. • express simple ideas, likes, and feelings (“I like red”, “I am happy.”) • identify and point to familiar objects (body parts, classroom items, animals etc.,) when named. • listen to very short stories and identify main characters and events. • listen and identify letter sounds (A to Z) • use short polite words and phrases (“Please”, “Thank you”). • respond to simple questions about the characters, storyline, etc., in English or home language. • make short requests and responses (“Can I take this?” “Yes/No”). • make simple requests or give directions politely (“Please come here”, “Please wait”). • talk about daily routine, family, friends, pets etc., (I wake up at 6 o clock ./ I have a pet.) CG- 2 Begins to develop basic reading and writing skills in English to understand and convey meaning. READING C2.1 Recognises letters, their sounds, and familiar words, and begins to read. C2.2 Reads short and familiar texts with understanding and connects them to personal experiences. The children can • differentiate, recognise and read English letters in uppercase (capital) & lowercase (small) • recognise letters and their sounds A–Z (phonics foundation). • read simple CVC words (cat, sun, dog). • read very short formulaic expressions on familiar themes (“This is a cat. A red pencil”). • use pictures to guess the meaning of a word while reading. The children can • read words with common blends such as br, fr (e.g., brother, frog). • use phonics, sight words, and context to read unfamiliar words. • read short phrases and simple sentences and make meaning • read and answer wh-questions based on short reading passages. • read simple informational texts and match them with relevant pictures or details. • read a few short sentences based on a story. CG 3 Begins to develop basic reading and writing skills in English to understand and convey meaning. WRITING C3.1 Uses familiar words, phrases and simple 3-4 word sentences. The children can • trace / draw strokes / curves / simple images • trace, copy and write letters (uppercase & lowercase) with correct formation. • match pictures with their correct written words. • write their own names and names of family members The children can • label pictures with short descriptive phrases like a big ball, a red flower… • complete simple sentence frames like. I can . / I like . /I feel . • use basic punctuation (Capitals and full stop) and write short sentences. (eg. The cat is on the mat) • understand and write short answers to questions. • write 1-2 sentences in response to visual stimulus / pictures. FUNCTIONAL GRAMMAR AND VOCABULARY C3.2 Uses simple structures appropriate to context. The children learn and practise the use of functions like Greetings and leave taking - Hello / Good morning / Bye / See you. Introducing self and others - I am / My name is . / This is my ./ He is . Following instructions - Stand up. Sit down. Open your book. Naming and describing - This is a . / It is (big, red, small).He/She is . Asking and answering simple questions - What is this? / Where is your bag? Listening and responding to stories - He/She is . (identifying characters and actions) Reciting rhymes, chants, and songs - Repetitive pattern sentences – This is the way we….. Vocabulary categories: Class-appropriate high- frequency and thematic words drawn from learners’ immediate world such as self, family, classroom, time, garden, animals, food, and everyday experiences, including commonly used classroom and academic language. The children learn and practise the use of functions like Describing people & objects – He / She is . / It is . (tall, short, big, small, red, new…) Talking about routine, ability and location - I every day. play / read / I can . (jump / eat) / It is_ (in/on/under) the tree . Asking & answering Questions - What is this? / Where is my bag? / Who is he? Expressing likes / dislikes -I like ./ I don’t like . Classroom language: -Please give me . / Thank you. Asking permission - Can I ? (Can I go/come…? Can I take this?) Narrating past experience - Yesterday, I . (went, played, saw, visited…) Vocabulary categories: Class-appropriate high- frequency words and thematic vocabulary related to self, family and friends, home, weather and seasons, birds, shopping lists, and other familiar contexts from the learner’s everyday life. Commonly used action words and classroom language. CG -4 Nurtures basic human values, emotional well-being, and healthy life skills in young learners through joyful, art-based, movement-based, and play-based experiences. C4.1 Develops good habits, positive values, and emotional awareness in everyday situations The children can • participate joyfully in art, music, physical movement, and play activities by following simple rules and cooperating with peers. • show care, sharing and respect for others while expressing basic feelings in everyday situations. The children can • engage confidently in group activities involving art, games, and role-play by taking turns and working with others. • demonstrate good habits, empathy, and fairness during play and classroom interactions. Note : Arts: Poster making, Comic strips, Story illustration, Collage work (themes and values), Mask making (characters), Skits and short plays, Mime with narration, Role play, Monologue / character talk, Creative writing (stories, letters, diaries) Life Skills: Collaboration in group activities, Turn-taking, Following simple rules and instructions, Basic emotional expression, Listening and responding appropriately, Self-regulation (waiting, calming, stopping), Gross and fine motor coordination (through play and art), Simple cooperation, Routine building and healthy habits Values: Sharing, Kindness, Respect for others, Helping each other, Care for self and surroundings, Fairness in play, Inclusion and acceptance of differences, Responsibility for personal belongings, Joy in learning and participation, The syllabus integrates age-appropriate art activities, life skills and values within the content and across related curricular elements.

Skill Competencies Learning Outcomes Class 3 CG - 1- Strengthens listening and speaking skills to help learners understand texts, participate in conversations, describe events, and use polite language confidently in everyday situations. LISTENING AND SPEAKING C1.1 Understands stories, conversations, short texts, and identifies key ideas, details, characters and events. C1.2 Engages in conversations on familiar topics. C1.3 Describes people, places, events and processes with details. C 1.4 Uses polite expressions, requests, suggestions, accurately in familiar context or group activities. The children can • listen to simple stories and retell events in sequence, identify and name main characters • describe people, objects and places in 1-2 sentences • ask and answer questions with clarity and appropriate vocabulary. • present short, oral descriptions or show-and-tell independently and confidently. • use polite expressions in conversation. • participate in guided role-plays in familiar context. CG-2 Develops fluency and comprehension in reading English, enabling learners to read with accuracy, understanding, and purpose across different types of texts. READING C 2.1 Builds on phonological awareness by combining and separating sounds or syllables to read unfamiliar words. C 2.2 Understands and interprets the meaning, themes, and key ideas in stories, poems, and visual texts C 2.3 Shows curiosity and enjoyment in exploring and reading a wide range of children’s books independently. The children can • use phonics knowledge (long vowels, blends, digraphs) and picture clues to read unfamiliar words. • read short passages of 2-4 sentences, dialogues, poems, and informational texts and understand main ideas • identify characters and sequence of events in simple narrative texts. • infer meaning from pictures, titles, and text features (headings, labels, captions). • draw simple pictures to illustrate text • read and answer questions, based on a text. CG-3 Develops the ability to express understanding, experiences, feelings, and ideas effectively in writing, using appropriate vocabulary, structure, and conventions of English. WRITING 3.1 Writes meaningful paragraphs using familiar vocabulary and accurate grammar. 3.2 Begins to revise writing for simple punctuation marks and spelling 3.3 Writes small creative texts like short stories, diary entries, or poems with appropriate support. The children can • write simple sentences using pictures, prompts, or mind maps. • write 2-3 connected sentences on a familiar topic • write answers to comprehension questions in 2- 3 simple sentences. • attempt to write 2-3 sentences independently. • work in pairs / groups to revise writing for capital letters, punctuation and spelling of familiar words. FUNCTIONAL GRAMMAR AND VOCABULARY Language Functions and the structures to be used The children learn and practise the use of functions like Narrating /retell a story – Simple past:He played.., She ran… Sequence markers: first, next, then, finally Asking and answering factual questions : Who is…? What did…? Where is…? Describing people, places, events : Adjectives Exchanging personal information: Simple present: I like./ I go / Question forms: Do you ?/ What do you like? Talking about habits, current actions, past events: I play / I am playing ./ I played . Social interaction: I want . / How much is ? Vocabulary categories: Class- appropriate high-frequency words and thematic vocabulary related to feelings, professions and occupations, plants and animals, festivals and celebrations, transport, and other contexts familiar to learners. Commonly used classroom and academic language. CG – 4 Strengthens learners’ ethical awareness, social responsibility, and 21st-century life skills by engaging them in joyful, art based, creative, collaborative, and reflective experiences in diverse social contexts. 4.1 Develops values, life skills, and teamwork by engaging in creative and group activities in different situations. The children can • express feelings, ideas and opinions through art • work collaboratively in creative and physical activities by listening to others, sharing ideas, and completing tasks together. • identify and respond appropriately to emotions, showing empathy and respect in familiar situations. In this syllabus, learners acquire grammar naturally and implicitly through exposure to rich oral language. As they develop language skills, grammar is introduced gradually and functionally. Learners first encounter grammatical forms while using language for real purposes, such as describing experiences, asking questions, or narrating events. Plenty of practice activities emphasise meaning, choice, and accuracy rather than mechanical drills. Simple explanations or labels to clarify usage are provided later. When basic language patterns are established, learners are introduced to grammatical terms to clarify usage to the extent needed. Note: Arts : Drawing and colouring, Finger painting / thumb printing, Vegetable printing, Clay modelling (letters, objects, characters), Paper folding (simple shapes), Picture sequencing with drawings, Puppet play (sock, paper puppets) etc., Life Skills: Collaboration and teamwork, Empathy and perspective-taking, Problem-solving in group situations, Decision-making, Conflict resolution, Creative thinking, Critical reflection on actions, Leadership and shared responsibility, Time management in tasks and activit ies, Adaptability and resilience, Ethical reasoning Values : Respect for diversity, Responsibility and accountability, Honesty and integrity, Cooperation and mutual support, Fair play and justice, Gender sensitivity and equity, Care for the environment, Social responsibility, Self-discipline, Confidence with humility The syllabus embeds age-appropriate art activities, values and life skills within the content and across curricular components, fostering ethical behaviour, collaboration, creativity, and reflective thinking among learners.

Syllabus - English - Class - 4 Learners at this level understand language when articulated slowly and clearly in familiar contexts. They can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g personal and family information, school activities, local geography). They will be able to recognise stress and intonation patterns in words and sentences and their significance in understanding spoken language. They describe feelings and emotions, describe abilities and express likes and dislikes, personal experiences and observations of events in their surroundings using a wider range of sentence patterns. They speak and write and use a wider range of grammatical structures a nd vocabulary mostly accurately. They frame questions using appropriate sentence pattern/s They use phonic skills to decode and read unknown words with complex vowel sounds and consonant blends. They use appropriate stress and intonation while reading aloud/reciting. They use simple strategies while reading silently for understanding and pleasure. They summarise, recount, and predict based on their understanding. They consult a simple picture dictionary. They write in a well -formed hand. They complete guided writing tasks of 2 short paragraphs that require collecting of ideas, drafting, revising etc. using the concept of paragraph structure for different purposes. Area/ Skills Competency/objective Learning outcome Content / classroom procedure Evaluation Listening Listens to songs, poems and stories and perceives the stress in words and tunes of sentences. Understands English of grade level when spoken slowly and clearly in familiar contexts Can • recognize word stress and the intonation of sentences • follow English speech when spoken slowly and clearly Sings songs, recites poems to internalise word stress and intonation Appropriate AV materials: movies/ cartoons/ Children’s TV programmes / stories Says words and sentences with the proper stress and intonation Listens with enjoyment and discusses in class or groups. Responds with drawings and written comments Listening comprehension Listens to and comprehends stories, texts and other inputs appropriate for class level Waits for turn to speak and listens carefully to others before responding. Can understand and follow stories, instructions and conversations by • Drawing on previous knowledge • Asking questions to clarify meaning and checking their understanding • Discussing the key elements of story or text Can understand and recall • the sequence of main events in a story • the role and motivation of characters. • link direct events and cause and effect • factual details from the story Can Instructions for games/ word games to play in class. Games on word order with questions and answers. Stories with a focus on questions and answers Suitable audio-visual materials for listening to short bits of conversation or information. Stories /folktales told by teacher or through audio- visual means Discussion, role-plays, sequencing activities on theme, story being used in class. Classroom text to practice meaningful questions and answers requiring the use of linking to details and cause and effect. Follows instructions to play games Oral games like spotting the correct question Asks and answers peers’ questions about themselves, events or a story. Giving questions for answers and other tasks based on a story or the text Arranges pictures/ sentences in sequence based on the story. Enacts parts of the story as role-plays • listen with enjoyment to stories and respond to humour, suspense etc. in the story • listen attentively, taking turns to speak Understands and responds appropriately to classroom talk and activities Speaking Increased vocabulary of both content and structure words across domains based on the reading in class text and other material Express opinions and feelings about self, own abilities and likes and dislikes, experiences and events in their life using basic sentence patterns with some elaboration of details. Give instructions, make requests and ask and answer questions with a fair control over grammar and vocabulary; being more accurate when using short Can • describe people places animals and objects giving a few details • talk about activities using verbs in the past or present as appropriate Can • use polite forms of expression for greeting, thanking, apologizing, making requests or asking for help • speak about feelings and time • give 2/3 step Oral games and activities using charts, cards and audio-visual material Word games and quizzes Show and tell using objects or pictures Conversation activities like circle time -about people and activities and events at home and school describing using simple, single adjectives like colour, shape size etc. -expressing simple feelings like likes and dislikes or ability (can and cannot, do Names objects in a composite picture Says a few sentences about experiences at home and school Describes actions or happenings in a picture Role plays or plays games About the home and school and stories told or read in class Says 2 or 3 sentences on own likes or ability Answers simple questions sentences. Listens carefully to others and waits for turn to speak while participating in a conversation. directions clearly • talk about current and past activities in class in two or three sentences • respond to simple questions using descriptive sentences • interact in a conversation of three or four turns and speak three or four continuous sentences • take turns while participating in classroom talk/responding to questions and do not etc.) Conversation activities and games for turn taking Games for listening and responding to peers. on self, home, food, school etc. in sentences giving some detail. E.g. I wore a red dress yesterday My friend is tall and thin. She can run fast. Listens politely and without interruption to others while speaking Takes turns during circle time and classroom activities Reading Fluency Uses phonic skills to decode and read unknown words with complex vowels and consonant blends. Reads most word structures and many common words by sight. Can read texts with reasonable accuracy, proper intonation and Can • decode longer words using phonological knowledge • recognise the different spelling patterns for vowel sounds. Spelling and phonic activities and games based on stories, rhymes and poems to recognize and read longer words. Games, songs and drills • to recognize and Reads aloud in groups or individually Practices sight words through activities and songs Reads stories silently and retells them in class self-corrects using the reading strategies learnt Becomes quite familiar with printed texts, develops greater fluency in reading. Familiarises self with irregular words • read sight words appropriate for level • use the reading strategies - Eagle Eye, Lips the Fish, Stretchy Snake, Chunky Monkey, Skippy Frog, Trying Lion, Dot the Giraffe, Flippy the Dolphin. • read aloud, pausing at appropriate places • read irregular words by sight • read the calendar read sight words • to decode level- appropriate words to comfortably read the English text Word games that practice reading and increase exposure to irregular words Posters describing the reading strategies Standardized word lists and levelled readers to hone reading fluency Running Record Assessments – Levelled passages to assess reading fluency Reading Comprehension Reads and comprehends different kinds of grade level texts (narrative, informational, functional) Further develops reading comprehension to make inferences, predict, recount and summarise Can • identify main idea • find details in text • make inferences • predict • sequence events • summarise • draw conclusions • distinguish between fact and opinion Identify main idea and the author’s purpose Use illustrations to retell story and explain details Opinion questions Use cause – effect diagrams to examine an event in the story -wh questions to check comprehension Comprehension tasks similar to ones in the textbook on unseen text Makes connection with real life, and personal experiences Reads beyond prescribed textbook material • begin to understand how different texts are structured. • Understand the structure of a paragraph • interpret small and simple data tables, graphs and charts and decode information • infer the meaning of unfamiliar words by reading them in context e.g A veterinary doctor treat animals Can • draw parallels from personal life or surrounding environment • Can give examples from different sources • read and at least partially comprehend billboards, banners, Answer why and why not questions with a strong rationale Activities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from context captions and subtitles on television, news clippings and advertisements and newspaper headlines. Writing Writes with increasingly well- formed handwriting. Uses punctuation and correct spelling appropriate for grade level. . Begins to learn how writing is structured from reading Absorbs the process of writing by guided writing tasks that require collecting of ideas, drafting, revising etc. and that strengthen the concept of paragraph structure. Writes short pieces (5 or 6 sentences) for different purposes including imaginative or creative pieces. Can • write sentences with correct use of full stop or commas. • spell regular words and attempts to spell unknown word by segmenting • write four or five connected sentences on a topic • convey an idea or describe an object, place or person through a combination of 4 or 5 simple sentences organised in a logical paragraph. • write a narrative, descriptive or informational Dictation activities • For punctuation • Fill in structure (sight) words in a dictated paragraph of 2 or 3 sentences • Fill in content or semantic words in a dictated paragraph of 2 or 3 sentences Creative dictation activities to develop the idea of a paragraph Rearranges sentences of a story or everyday activity to make a paragraph Drawing a picture and writing sentences to Takes dictation of different types. Rearranges sentences to make a meaningful paragraph Draws and writes three or four sentences a person, animal, object or activity Writes a paragraph of 4 or 5 sentences. Revises and rewrites. Illustrates final draft for display paragraph. • Write lists, rules and regulations, short messages, billboard text, completes short dialogues. • write a friendly or personal letter. describe it. Writing 4 or 5 simple sentences about own experience or conveying information or story Revises writing and makes corrections/ changes with the help of peers or teacher Write a recipe Write an informal letter to a friend about your experiences during the summer holidays. Grammar Uses verb tenses such as present, present progressive past tense (some irregular), past progressive, simple future (will, going to) Common phrases and basic sentence patterns with a focus on word order of sentences of different kinds. Build on common and useful nouns, prepositions, adjectives, adverbs, pronouns and determiners and conjunctions Knows and uses different kinds of sentences in different Can describe using basic sentence patterns • Objects, places, people in greater detail • Actions (using simple verbs, common adverbs) • Events Can respond to and ask simple wh-questions and yes/no questions Games and activities to practice targeted grammar structures Worksheets for meaningful structure based practice Oral practice for verbalizing ideas in correct sentences Chooses correct sentence from a choice of two Completes sentences with own words Rearranges scrambled (4 or 5 words) sentences correctly Displays awareness of grammatical use in speaking and writing Corrects obvious errors in sentences contexts While learners will be able to use the above items in speaking or writing, they are not expected to display formal knowledge of terminology or rules Vocabulary - Increased vocabulary of common, frequently used semantic words and sight words appropriate to class and age Added words in the domains of general exposure Words connected with Math, Science and Social sciences concepts Uses dictionary and knowledge of alphabetical order to look up the word for meaning, alphabetical order (upto two initial letters) Can • identify and name items in word families and word groups • talk about activities using a greater range of vocabulary • use terms learnt in other subjects or vice versa • identify meaning of new words from dictionary • guess/infer the meaning of unfamiliar words by reading them Oral games and activities as well as charts, cards and audio-visual material Word games and quizzes Use given sight words in the right context Names objects in a composite picture Says a few sentences about experiences at home and school Describes activity in a picture in context e.g Grocer means the person who sells 'rations' Literary appreciation Reads of own free will regularly, choosing books with interest and appeal from the school or class library Reads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading Can • understand the organisation of a story, • develop positive reading attitudes and increased general knowledge • look at books with interest and attempts to read Teacher/ school provide suitable and well-chosen books in classroom or school library Teacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading

Syllabus - English - Class - 5 Learners at this stage can communicate outside of class with known persons, on familiar matters requiring a simple and direct exchange of information. They can describe in simple terms, with some details, aspects of their background, immediate environment and likes and dislikes. Learners will be able to understand language spoken clearly in familiar contexts. They follow dialogues or commentary in AV m aterials, appropriate for their level. They frame questions accurately while seeking information or for clarification of meaning. They listen and respond confidently and appropriately during pair and group work in class. They follow instructions, requests and questions and respond appropriately. They speak with appropriate stress, intonation and correct pronunciation. They express opinions and feelings, personal abilit ies; express likes and dislikes and agreement and disagreement. They describe personal experiences and events in their surroundings with some el aboration of details. They use formulaic expressions appropriately and speak fluently but with a few mistakes, using a wider range of gram matical structures and vocabulary. They use phonic skills to decode and read unknown words aloud. They read informational texts, short stories and poems for understanding and pleasure. They become aware of text structure and use this understanding to summarise, recount, predict, link cause and effect and make inferences. They consult a simple junior dictionary independently They compose a variety of short pieces by collecting ideas, drafting, revising etc. and apply the concept of paragraph structure. They write with a well-formed hand. Area/ Skills Competency/objective Learning outcome Content / classroom procedure Evaluation Listening Understands English Can • follow English speech when spoken clearly • ask for clarification of meaning Sings songs, recites poems Says words and sentences spoken clearly in a familiar to internalise word stress with the proper stress and context and intonation intonation Asks for clarification of meaning or Appropriate AV materials: Listens with enjoyment misunderstanding. movies/ cartoons/ and discusses in class or Understands English of Children’s TV programmes grade level when spoken clearly in familiar contexts / stories groups. Responds with drawings and written comments Listening comprehension Listens to and Can understand and follow stories, instructions and conversations by • Drawing on previous knowledge • Asking questions to clarify meaning and checking their understanding • Discussing the key elements of story or text Can understand and recall • the sequence of main events in a story • the role and motivation of characters. • link direct events and cause and effect Instructions for games/ Follows instructions to play games Oral games like spotting the correct question Asks and answers peers’ questions about themselves, events or a story. Giving questions for answers and other tasks based on a story or the text Arranges pictures/ sentences in sequence based on the story. Enacts parts of the story as role-plays comprehends stories, word games to play in texts and other inputs class. Games on word appropriate for class level order with questions and Follows dialogues or commentary in AV answers. materials appropriate for Follows dialogues or their age. commentary in AV materials and responds to Waits for turn to speak the information/ story and listens carefully to Listens to stories with a others before responding. focus on questions and answers Suitable audio-visual materials for listening to short bits of conversation or information. Stories /folktales told by teacher or through audio- visual means Discussion, role-plays, sequencing activities on • some details Can • listen with enjoyment to stories and respond to humour, suspense etc. in the story • listen attentively, taking turns to speak theme, story being used in class. Classroom text to practice meaningful questions and answers requiring the use of linking to details and cause and effect. Understands and responds appropriately to classroom talk and activities Speaking- Can be understood when Can • recognize and attempts to use stress and intonation in English speech • talk about activities using verbs in the past or present as appropriate • speak using basic sentence patterns Can express opinions and feelings using basic sentence patterns with adequate elaboration of details about: Fluency and grammatical awareness they speak English to others. Stresses most words they Oral games and activities using charts, cards and Names objects in a composite picture know correctly and attempts to speak with the correct intonation. audio-visual material Word games and quizzes Show and tell using Speaks 6 or 7 about experiences at home and school Speaks English with fair objects or pictures Describes actions or control over grammar and vocabulary being more accurate when using familiar types of Suitable AV materials for viewing, and commenting happenings in a pictureor movie and discusses giving own opinion sentences. Listens carefully to others and waits for turn to speak while participating in a conversation. • themselves, their abilities and likes and dislikes, • experiences and events in their life follow instructions, requests and questions, use formulaic expressions appropriately. Can • use polite forms of expression for greeting, thanking, apologizing, making requests or asking for help • give directions clearly talk about current and past activities in class in two or three sentences • comment on happenings in school, the outside world or movies seen • respond to questions Conversation activities like Role plays or plays games circle time About the home and -about people and school and stories told or activities and events at read in class home and school Says 2 or 3 sentences on describing using simple, own likes or ability single adjectives like colour, shape size etc. Answers simple questions on self, home, food, -expressing simple feelings school etc. in sentences like likes and dislikes or giving some detail. E.g. I ability (can and cannot, do wore a red dress and do not etc.) yesterday My friend is tall and thin. Conversation activities She can run fast. and games for turn taking using descriptive sentences Can • interact in a conversation of four or five turns and speak four or five continuous sentences • take turns while participating in classroom talk/responding to questions Games for listening and responding to peers. Listens politely and without interruption to others while speaking Takes turns during classroom activities and discussions Segments and uses phonic Can • decode longer words using phonic knowledge • recognises the different spelling patterns for vowel sounds and longer consonant blends. • read aloud, pausing at appropriate places and with expression Reads class texts and Reads aloud in groups or Reading skills to decode and read unknown words. Reads most structure and supplementary readers Revision of decoding skills individually Practices sight words many common words by and sight words through activities and Reading fluecy and sight. songs decoding skills Becomes quite familiar with printed texts and develops greater fluency Reads stories silently and retells them in class in reading. Reads silently. Reading Comprehension Develops comprehension Can • make inferences • predict • recount and summarise • understand how different texts are structured. • Understand the structure of a paragraph Can read class text or other books silently and comment on reading through discussions, enactments etc. or by completing worksheets focussed on comprehension Use illustrations to retell Oral wh questions to skills further to story and explain details check comprehension summarise, recount, predict, link cause and effect and make inferences based on what they read. Understands how different texts are structured. Consults a simple junior Activities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from Comprehension tasks similar to ones in the textbook on unseen text Shows comprehension dictionary to look up context through participation in meanings of unknown activities words. Enactments, role plays, games etc. Can consult dictionary when needed Dictionary based tasks Mechanics of writing/ handwriting Writes with increasingly well-formed handwriting. Uses punctuation accurately for grade level Improves ability to spell through segmentation and knowledge of suffixes and prefixes Can • write sentences with correct use of full stop or commas. • spell regular words and attempts to spell unknown word by segmenting • spell using prefixes or suffixes Dictation activities • For punctuation • Fill in structure (sight) words in a dictated paragraph of 2 or 3 sentences Fill in content or semantic words in a dictated paragraph of 2 or 3 sentences Takes dictation of different types. Writing Begins to learn how writing is structured from reading Absorbs the process of writing by guided writing tasks that require collecting of ideas, drafting, revising etc. Strengthens the concept of paragraph structure. Writes short pieces (5 or 6 sentences) for a wider range of purposes Can • write six or seven connected sentences on a topic • convey an idea or describe an object, place or person through a combination of 5 or 6 simple sentences organised in a logical paragraph. Creative dictation activities to develop the idea of a paragraph Rearranges sentences in a story or everyday activity to make a paragraph Drawing a picture and writing sentences to describe it. Writing 4 or 5 simple sentences about own experience or conveying information or story Rearranges sentences to make a meaningful paragraph Draws and writes three or four sentences a person, animal, object or activity Writes a paragraph of 4 or 5 sentences. Revises and rewrites. Illustrates final draft for display Revises writing and makes corrections/ changes with the help of peers or teacher Grammar Uses verb tenses such as present, present progressive past tense (some irregular), past progressive, simple future (will, going to) Common phrases and basic sentence patterns with a focus on word order of sentences of different kinds. Build on common and useful nouns, prepositions, adjectives, adverbs, pronouns and determiners and conjunctions While learners will be able to use the above items, they are not expected to display formal knowledge of terminology or rules Can describe using basic sentence patterns • Objects, places, people in greater detail • Actions (using simple verbs, common adverbs) • Events Can respond to and ask simple wh-questions and yes/no questions Games and activities to practice targeted grammar structures Worksheets for meaningful structure based practice Oral practice for verbalizing ideas in correct sentences Chooses correct sentence from a choice of two Completes sentences with own words Rearranges scrambled (4 or 5 words) sentences correctly Displays awareness of grammatical use in speaking and writing Corrects obvious errors in sentences Vocabulary - Increased vocabulary of common, frequently used semantic words and sight words appropriate Can • identify and name items Oral games and activities as well as charts, cards and audio-visual Names objects in a composite picture to class and age Added words in the domains of general exposure Words connected with Math, Science and Social sciences concepts in word families and word groups • talk about activities using a greater range of vocabulary • use terms learnt in other subjects or vice versa material Word games and quizzes Says a few sentences about experiences at home and school Describes activity in a picture Literary Appreciation Reads of own free will regularly, choosing books with interest and appeal from the school or class library Reads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading Can • understand the organisation of astory • develop positive reading attitudes and increased general knowledge • look at books with interest and attempts to read Teacher/ school provide suitable and well-chosen books in classroom or school library Teacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading

sense of quantity and its verbal expression. Competency Content Class-1 Class-2 C-1.1 Observes, describes and distinguishes spatial relationships of things around them • Observes different contexts and situations from the environment and use spatial vocabulary / concepts like on - under, above - below, far - near, top - bottom, inside - outside, before - after C-1.2 Describes noticed shapes and draws; learns perfect geometric shapes • Draws shapes of trees, flowers etc • Points to abstract shapes, learns their names • Describes familiar 3-D shapes • Draws views of familiar 3-D shapes C-1.3 Groups objects using two or more attributes or properties • Classifies objects such as leaves, seeds, beads, pebbles, buttons, etc based on colour, size (big-small, biggest-smallest) and shape (similar) • Classifies objects based on the observable attributes like flat and round • Classifies objects based on the features like rolling and sliding • Identifies straight lines and curved lines in objects found in the environment such as blackboard, pen, pencil, bangle, ball, etc. • Classifies objects such as chalk box, gift box, drum, ball, ice cone, Rubik’s cube etc based on flat and round/curved surfaces, straight and round/curved edges and corners • Identifies and names 3-D shapes • Classifies 2-D shapes based on their properties such as sides and corners • Identifies and names 2-D shapes • Formation of 2-D shapes from 3-D objects through shadows, impressions and tracing C-1.4 Observes, identifies, and extends basic patterns in everyday surroundings • Patterns in colours • Patterns in lines, dots etc • Patterns in body movements (shape and position) • Patterns in shapes • Block patterns C 1.5 Learns to order and arrange, developing ntuition of number • Compares “more” and “less” • Arranges by visual comparisons, understands “least” and “most” • Learns to count and arrange up to 20 Reorders quantities by number • Counts objects in groups of 10, 20, or 30, up to 99 • Arranges objects in multiples of 10s • Orders quantities by number, learns to arrange them in ascending / descending order C-1.6 Understands the process of counting in the given set of objects • Counts objects up to 50 • Counts objects up to 20 both forward and backward • Counts objects up to 99 both forward and backward C-1.7 Represents numbers up to 20 using the place-value system, reads number and number names, recognizes patterns in numbers; understands zero as a number • Reads and writes the numbers up to 50 • Patterns in numbers up to 20 • Introduction to zero (absence of quantity) • Reads and writes the numbers and number names up to 99 • Compares, orders and forms numbers up to 99 • Patterns in numbers up to 99 C-1.8 Develop and use strategies for number computations on addition, subtraction and understands situation that lead to multiplication and division • Estimates the sum and difference of numbers • Addition (sum not exceeding 20) • Subtraction (up to 20) • Estimates the sum and difference of numbers • Addition (sum not exceeding 99) • Subtraction (up to 99) • Multiplication as repeated addition (represents with objects and pictures) • Division as equal sharing (represents with objects and pictures) C-1.9 Measures the length, weight, and capacity of familiar objects in their surroundings using simple activities • Compares and orders objects based on length, weight and capacity (long - short; longest-shortest; tall - short; tallest-shortest; near – far; nearest – farthest; heavy - light; heaviest-lightest; thick - thin; thickest - thinnest; more - less; most • -least (capacity); more – less; most - least (quantity)) • Measures length, weight and capacity using non- standard tools • (hand span, cubit, foot span, pace, cups, containers and simple balance) C-1.10 Compare sequences and cycles of events and describe their duration using familiar units of time including years, months, weeks, days and hours • Sequence times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions • Long and short time activities • Days of the week • Months of the year • Clock time in hours • More time-Less time C-1.11 Handles simple transactions involving amounts up to ₹99 • Plays with coins and currency using stories • Different combinations of an amount up to ₹99 • Addition and subtraction problems involving money up to ₹99 C-1.12 Collects, records (using pictures/numerals) and interprets simple information by observing at visuals • Collects, represents and interprets simple data (for example, observes at different flowers in a picture of a garden and draws conclusions as more than / less than / equal to) • Represents and draws inferences from the data (for example, observing students arriving at school in different modes of travel as more than • / less than / equal to, most – least) C-1.13 Develops computational thinking through problem solving strategies • Assembling parts • Following instructions based on directions (straight, right, left, upward, downward) • Arranging pictures • Framing instructions based on directions (straight, right, left, upward, downward, east, west, north, south) • Puzzles (numbers, shapes and measurements)

them, including number facts and the concept of place value, simple fractions and their comparison. Competency Content Class-3 C-2.1 Represents numbers using the place-value system, understands the significance of zero, compares numbers, and reads the number names • Visualises numbers up to 999, learns to estimate them • Reads number names up to 999 based on place value • Learns to write numbers as combinations of different units • Compares and orders numbers up to 999; identifies intervals (in 10s and 100s) within which a given number lies • Reasons about quantities in hundred and tens • Forms greatest and smallest numbers with given digits • Plays with numbers and identifies patterns C-2.2 Represents and compares commonly used fractions in daily life (e.g.,1 , 1 ) 2 4 as parts of a whole,as points on a number line and as divisions of whole numbers • Identifies fractions used in everyday life using words • Understands fractions as equal share C-2.3 Visualises and recognizes relationships among operations and applies the four basic operations on numbers to solve real-life problems • Estimates the sum and difference of numbers • Recognises the relationship between addition and subtraction through contexts and activity • Addition and subtraction up to 999 • Skip counting and construction of multiplication tables of 2, 3, 4, 5 and 10 through equal groups • Multiplication of single digit numbers • Construction of division facts through equal sharing/ grouping and repeated subtraction) • Recognises the relationship between multiplication and division through contexts and activity • Constructs stories involving the operations C-2.4 Handles simple transactions involving money • Different combinations of notes up to Rs 500 • Addition and subtraction problems involving money C-2.5 Identifies, describes and extends simple number patterns, including odd and even numbers, square and triangular numbers • Patterns in numbers • Odd and even numbers • Recognizes the patterns in addition or subtraction of odd and even numbers

locations, recognises and constructs symmetrical forms. Competency Content Class-3 C-3.1 Identifies, compares and analyzes attributes of two-and three-dimensional shapes and uses appropriate vocabulary to describe their properties • Recognises shapes in different orientations • Properties of 2-D shapes (square, rectangle, triangle and circle) using sides and corners • Draws / makes the 2-D shapes • Classifying 3-D shapes based on faces (flat and curved surface), edges (straight and • curved) and corners • Models objects using these shapes • Tangrams C-3.2 Describes location and movement using common and mathematical language; understands the concept of a map • Using directions to orient and move • Describing position and location in a simple route map (home to school) C-3.3 Recognizes and creates symmetry, including reflection and rotation, in familiar two- and three-dimensional shapes • Appreciates symmetry through examples in nature • Symmetry C-3.4 Identifies, describes, and extends patterns in two-and three dimensional shapes • Repeating patterns

units, relating measure and number. Competency Content Class-3 C-4.1 Measures using both non-standard and standard units and understands the importance of standard units Need for standard measurements C-4.2 Selects and uses suitable units and tools for measuring • Decides which unit to use when • Length: metre, half metre, quarter metre, more than / less than 1 metre, using measuring tape different attributes of the objects and evaluates the conservation of attributes like length and volume • Conservation of length • Weight: kilogram, more than/ less than 1 kilogram, using simple balance • Capacity: more than / less than 1 litre, half litre, quarter litre, using measuring containers • Conservation of volume (same quantity of liquid in different containers) C-4.3 Develops strategies to estimate time • Reading a particular day and date • Number of days in each month • Number of days in a year • Clock time in hours and minutes

with opportunities for computational thinking. Competency Content Class-3 C-5.1 Collects data related to various daily life situations, represents it in tabular form and as pictograph, bar graphs and interprets it • Use tally marks to collect data, answers questions and classifies by grouping C-5.2 Develops the ability to systematically determine and list of all possible arrangements within given constraints • Systematic listing - listing of all possible choices C-5.3 Chooses suitable methods - mental computation, estimation or written calculation – for working with numbers, depending on the context • Multiple ways of adding • Multiple ways of subtracting • Solves puzzles \

Syllabus - Maths - Class – 4 Topic Sub Topic Learning Outcomes 1. GEOMETRY 1.1 Properties of 2 – D shaped objects 1.2 Creating shapes by combining different 2 – D shapes 1.3 Properties of 3 – D objects 1.4 Introduction to Symmetry 1.5 Iterative patterns in shapes • To learn names of shapes like triangle, square, rectangle, pentagon, circle etc., • To recognize these shapes in the objects around them. • Able to draw circles using objects like bangles , bottle caps etc., • Able to draw a 2D shapes free hand and with geometry tools. • To identify centre, radius and diameter of a circle. • To identify sides, diagonal, perimeter for a quadrilateral objects. • To measure and find out the differences among different quadrilateral objects • To understand the properties of 2D objects • Uses Tangram to create different shapes. • Able to fill space using tiles of geometrical shapes using one or two shapes • Able to choose a tile among a given number of tiles that can tile a given region both intuitively and experimentally. • To create 3D objects using Clay and paper foldinggiven nets • To compare and differentiate 2D and 3D objects • Able to explore intuitively the reflections through mirror, ink blots, paper cutting and paper folding. • Able to draw top view, front view and side view of simple objects. • To observes from the surrounding and from day to day life situations and identifies symmetrical objects. Eg: Vertical dissection of human body (externally), butterfly, petals of flowers, design of a fabric, starfish etc. • Collects/ records symmetrical objects whenever/ wherever they see • To draw such symmetrical objects and naming the same • Able to draw circles, spirals, ovals; • To differentiate and to compares the shapes drawn. • To explore visual examples of repeating patterns. 2. NUMBERS 2.1 Number Sequence up to 10000 • To read and write 4 – digit numbers (including odd and even numbers) • To write numbers with respect to place value expansion. 2.2 Comparing numbers 2.3 Addition and subtraction within 10,000 2.4 Multiplication (up to 2 digit number by 2 digit number and 3 digit number by single digit number) 2.5 Division: up to 4 digit number by single digit number. 2.6 Mental Arithmetic • Able to sequence an arbitrary array of numbers in ascending and descending order. • Able to form greatest and smallest numbers using given digits • To add and subtract up to four digit numbers by writing them vertically in the following two cases: without grouping, with grouping (sum should not exceed 10,000). • Able to do elementary multiplication of 2-digit by 2-digit and 3-digit by single digit numbers using lattice algorithm and the standard (column) algorithm • Able to reason out the results of operations down on specified numbers • Able to write tables up to 10 × 10. • To divide a given number by another number in various ways. • To apply the four operations to life situations. • To frame word problems. • To estimate sums, differences and products of simple two digit numbers to nearest tens or hundreds. • Able to add and subtract multiple of 10 and 100, mentally. • Complete multiplication facts by adding partial products, mentally (e.g, 7x6 = 5x6+2x6) 3. PATTERNS 3.1 Patterns in shapes 3.2 Patterns in numbers 3.3 Patterns in Geometry • Observes shapes sequence from kaleidoscope • Identifies the patterns in a sequence of shapes • Creates Patterns using shapes sequence • Able to identify patterns in multiplication and division: multiples of 9. • To cast out nines from a given number to check if it is a multiple of nine. • Able to identify patterns in multiplication and division by 10s, 100s. • Able to identify symmetry in geometrical patterns 4.MEAS UREMENTS 4.1 Length (m., cm., addition, subtraction, conversion and estimation of distance) 4.2 Weight (Using standard units Kg., gm., addition subtraction) • To understand relationship between meter and centimeter; • Able to Convertmeter into centimeters and vice versa. • To solve problems involving length and distances. • Able to estimate length of an objects in their surrounding up to 1 meter and distance between two given locations in their environment up to 100 meters • Weighs objects using a balance and standard units • Estimates the weight of an object and verifies using a balance 4.3 4.3 Volume (Using standard units L., ml., addition subtraction) • Able to measure volume of given liquid using containers marked with standard units • Able to estimate the volume of a liquid contained in a vessel and • verifies by measuring 5.MONEY 4.4 5.1 Estimating cost • Able to convert rupees to paise. • To add and subtract simple amounts of money in denominations of rupees and paise which are multiples of ten using column addition and subtraction with regrouping. • To learn to use operations to find totals, change, multiple costs and unit cost. • Able to estimate roughly the total cost. 6.TIME 4.5 6.1 Time manipulation • Understands days by week • to use knowledge of days of a week finds the day in previous or upcoming week • Computes the number of weeks in a year • Able to correlate the number of days in a year with the number of days in each month. • To read clock time to the nearest hours and minutes. • Able to express time, using the terms, ‘a.m.’ and ‘p.m.’[Ensure that the children learn the meaning of prime meridian and ante-meridian from geography/earth science] • Relates to 24 hour clock with respect to 12 hour clock • Able to estimate the duration of familiar events. • Able to compute the number of days between two given dates. • Use Calendar (interlinking with patterns) 7.FRACTION 7.1 Introduction to natural fractions 4.6 Symbolic representation of simple fractions • Able to observe items being a part or parts of a whole • Able to find the fractional part of a collection. • To identify the notation of fractions • Use the vocabulary as half , quarter, three-fourths, semi, partial and whole • Able to Define Fractions • To compare natural fractions and identifies greater and smaller • Relating parts to whole eg: Filling up water in a measured bottle partially / fixing up puzzles circularly/ vertically/ horizontally in places and completes the whole. • Identifies half, one fourth and three- fourths of a whole. 4.7 • Identifies the symbols, ¼ , ½ , ¾ • Explains the meaning of ¼ , ½ , ¾ • To appreciate equivalence of 2/4 and ½ and of 2/2, 3/3, 4/4 and 1 8.INFORMATION PROCESSING 8.1 Systematic Listing 8.2 Drawing inferences from the represented data: 8.3 Modellin g Route map: 4.8 Following and Devising Algorithms • Listing down all possible things for a given category, satisfying for multiple conditions that has conditions for exclusions.(eg: finding out all the possible ways of dressing using 4 shorts and four shirts, one each of colours red, blue, white and black, such that the colour of shorts and shirt is not the same, building towers with blocks of multiple colors; with many different restrictions on how they cannot be arranged; listing down all possible 3-5 lettered meaningful words that starts with letter ‘R’ and shouldn’t end with ‘M’ and ‘T’) • To collect and represent data in the form of bar graphs and pie-charts • Draws Inferences by discussing with the teacher • Able to locate short and long paths; • Able to find out and check for connectivity between places • Able to break down a big task to a list of small tasks(eg. A table to be moved to another room) • To equip them to write down a sequence of instructions; (eg: One group is to write down the sequence of task, one group is to carryout instruction; another group is to ensure that it is carried out correctly

Syllabus - Maths - Class - 5 Topic Sub Topic Learning Outcomes 1. GEOMETRY 1.1 Drawing 3–D shapes from 2–D Shapes 1.2 Introduction to angles 1.3 Area and perimeter( to be given in activities only) 1.4 Introduction to Fractals • To get the feel of perspective while observing drawings of 3-D objects in 2-D. • Able to explore intuitively rotations and reflections of familiar 2-D shapes. • Able to explore intuitively symmetry in familiar 3-D shapes like in alphabets. • Able to make the shapes of cubes, cylinders and cones using nets especially designed for this purpose • To get the feel of an angle through observation of objects in their environment and paper folding. • To learn the names of angles like acute, obtuse and right angle. • Able to identify right angles in the environment. • Able to classify angles into right, acute and obtuse angles. • To represent right angle, acute angle and obtuse angle by drawing through tracing. • To determine area and perimeter of simple geometrical figures (such as rectangle/square using standard units) • Observes and understands fractals Create model of fractals using clay, paper, glue and match stick 2. NUMBERS 2.1 Numbers beyond 10000 2.2 Place value and comparing numbers 2.3 Numbers and operations • To know numbers beyond 1000 being used in real life situation • To find place value in numbers beyond 10000. • Able to sequence an arbitrary array of numbers up to five digits in ascending and descending orders. • To form the greatest and smallest numbers using four and five digits. • To appreciate the role of place value in addition, subtraction and 2.4 Introduction to square numbers 2.5 Factors and multiples. 2.6 Mental Arithmetic 2.7 Systematic ordering: multiplication algorithms. • To multiply 3 digits by 2 digits • to use informal and standard division algorithm • To divide 4 digits by 2digits • To understand the term square numbers • To find out square numbers up to 100 • Understand the meaning of factors and multiples • To identify least common multiple(LCM) • Able to estimate sums, differences, products and quotients up to two digits numbers and verifies using approximation. • Logically find out something based on the condition.(Eg: the child should be able to investigate and find the number of possible routes from one location to another on a map/maze; find out different words that can be made using five given letters; meaningful) 3. PATTERNS 3.1 Patterns in shapes 3.2 Patterns in numbers 3.3 Patterns in Geometry 3.4 Iterative patterns • To create patterns using different colours and shapes • To identify patterns in square numbers and triangular numbers • To relate sequences of odd numbers between consecutive square numbers • Able to make border strip and tiling patterns. • To make patterns of shapes using different number of angles/ types of angles. • To get introduced to rotation of angles. • To find patterns by rotating angles • To make patterns using rotational angles • Able to find patterns in a collection of words 4. MEAS UREMENTS 4.1 Operations on Measured distance mass and capacity • Able to apply the four operations in solving problems involving length, weight and volume. • Able to relate commonly used larger and smaller units of length, weight and Volume and converts one to the other. • To appreciate the volume of a solid body: qualitatively and also by informal measurement. 5. MONEY 5.1 Operations on money 5.2 Comparing cost • To apply four operations in solving problems involving money. • To collect bills of items bought and compare costs of same items • To find and reasons out for being expensive and inexpensive • To use the vocabulary such as expensive, costly, cheap, affordable, luxurious, inexpensive[Textbook writer has to note the usage of 5.3 these words, such as when, where and why with examples of using • these words in real life situations]. 6. TIME 5.4 6.1 Time manipulation • To use addition and subtraction in finding time intervals in simple cases 7. INTERCONCEPTS 5.5 7.1 Integrating distance, money and time • Able to reason out in solving problems by comparing time, money and distance • Able to create problems integrating time, money and distance • To use fractions in the context of units of length,time and money. 8. FRACTION 8.1 Compare fractions 8.2 Equivalent fractions 8.3 Operations of fractions 5.6 Relationship between Fractions and Decimals • Finds a number corresponding to part of a collection in the form of fractions • To Compare different simple fraction ( ½ , ¼, ¾ etc) • To identify the terms like numerator and denominator. • To know types of fractions : Proper , Improper, mixed , like, unlike, equivalent • Able to compare like fractions with denominators up to 20. • Able to estimate the degree of closeness of a fraction to known fractions ( ½ , ¼, ¾ etc) • Able to do addition and subtraction of like fraction • Able to do multiplication of fractions by single digit numbers • To introduce the concept of decimal • Able to express a given fraction in decimal notation and vice versa 9. INFORMATION PROCESSING 9.1 Systematic Listing 9.2 Graphical representation of data 9.3 Modelling 5.7 Following and Devising Algorithms • Logically place numbers in a given condition.(eg:the child should be able to solve 4 by 4 Sudoku) • To collect two-dimensional quantitative data • To represent the data in the form of a table To draw a bar graphs and to represent a data and interprets it • Marking art using cutouts of circles, rectangles and triangles of different sizes • Create artistic chains with different coloured beads • To enable them to find out easy and difficult ways to solve tasks and justify with reasons the better way(eg. Arranging 50 books Ordered by number on them in 5 rows.) • Able to split bigger tasks into smaller, known tasks(eg. Multiplying • two three-digit numbers) 10. ALGEBRA 5.8 10.1 Introduction to variables, equality and inequality • Able to identify and use variables and =, <, > in simple expressions

Syllabus for Classes 1 & 2 Environmental Science CLASS 1 CLASS 2 Content Content CG-1: Children build awareness of parts of the body and motor coordination through different movements. MY BODY ▪ Movements of the body ▪ Paired and single parts ▪ Names of fingers-(finger rhymes) ▪ Right and Left palm, feet Top-bottom, right-left, center, front and back with reference to the body CG-2: Children enhance their sensorial awareness and discrimination skills through different activities. MY SENSES ▪ The five senses and organs involved ▪ Vocabulary to describe objects with the five senses CG-3: Children learn and practice self-care and safety routines and norms. SELF CARE ROUTINES ▪ Simple routines of body care ▪ Steps of hand washing ▪ Oral care ▪ Hair & Nail care Bath and washroom routines SAFETY ▪ Safety at home, school and community ▪ School & classroom safety norms ▪ Safety norms near water bodies CG-4: Children understand family roles and responsibilities and participate in family activities. MY FAMILY ▪ Members of my family ▪ Sharing and caring in the Family ▪ Participating in household Work ▪ Happy moments with family MY FAMILY ▪ Roles and responsibilities of family members for balanced work flow at home. ▪ Supportive behaviors with elderly people CG-5: Children familiarize themselves with the school environment, routines and community. MY SCHOOL ▪ Places and people at school Keeping the classroom neat and tidy. WITH MY CLASSMATES ▪ Getting to know and collaborating with classmates. CG-6: Children explore, categorize and creatively use common objects around them. THINGS AROUND ME ▪ Objects around me ▪ Line diagrams of objects in the house and school ▪ Simple toy making ▪ People who work with materials and their tools/ materials/ objects made THINGS AROUND ME ▪ Line and shapes diagrams of objects in the house and school ▪ Simple toy making ▪ Different designs of objects having the same use (e.g. Different kinds of water containers) ▪ An example of one object being used for many purposes- (e.g. rope) Pictures of objects like S shaped hooks, hangers CG-7: Children explore different materials around them and differentiate between living and non-living things. MATERIALS ▪ Different kinds of materials -clay, wood, metal, plastic, cloth LIVING & NON-LIVING THINGS ▪ Characteristics of living things ▪ Non -living things like soil, air and water support life All characteristics are necessary to categorize objects as living and non-living CG-8: Children explore plants in their surroundings through observation, description, comparison and develop an ethic of care for them. PLANTS ▪ Parts of a plant ▪ Commonly found flowers ▪ Flowers decorations ▪ Care for plants PLANTS ▪ Commonly found plants- trees, grasses, shrubs, creepers, climbers with labels ▪ Vocabulary to describe plants and leaves ▪ Uses of some plants ▪ Leaf mat, leaf rubbing, leaf decoration, patterns using leaves CG-9: Children identify different components of food--vegetables, fruits grains and animal products. FOOD ▪ My favourite food ▪ Fruits and vegetables ▪ Vegetable and fruit drawing with outlines ▪ Vocabulary to describe fruits and vegetables ▪ Ripe and raw fruits ▪ Healthy eating habits FOOD ▪ Path of food: Plants →farm→Shop/ market →Plate ▪ Food grains animal products, sprouts (with labels in English and the vernacular) Reiterate healthy eating habits CG-10: Children observe animals around them and appreciate their diversity and characteristics. ANIMALS ▪ Animals in the immediate environment ▪ Food, Movements, homes and young ones of some of them ▪ Picture story of an animal in the immediate environment Care of pet animals ANIMALS ▪ Animals in the immediate environment ▪ Learns the vocabulary to orally describe the body parts of animals observed in their immediate environment ▪ Leaf zoo Groups of animals CG-11: Children explore different modes of transport around them. TRANSPORT ▪ Different kinds of road transport ▪ Step wise drawing of vehicles- cycle, auto, car, bus, truck TRANSPORT ▪ Modes of transport Different kinds of trains CG-12: Children observe and describe different changes around them. CHANGES AROUND US ▪ Day and Night Sky – night animals and flowers that bloom at night ▪ Stages of growth of human- from infant to old people ▪ Stages of growth of a plant Changes over the years in how people travel. CG-13: Children understand the importance of nature’s gifts—sunlight, air, and water—and develop awareness of their uses, conservation, and make simple scientific observations NATURE’S GIFTS ▪ Importance of sunlight ▪ Day and Night Sky ▪ Main uses of air ▪ Uses of Water in Daily Life ▪ Life in Water ▪ Proper and Improper Use of Water and responsible use. ▪ Observation of some properties of air and water. WONDERS OF NATURE ▪ Light and shadow ▪ Uses of air ▪ Sources and journey of water ▪ Uses of soil Keeping air, water and soil clean. CG-14: Children identify different people in the community around them and understand their contribution to society. PEOPLE AND PLACES ▪ Composite picture of a market place ▪ People who help us Role play of people who help us with transport PEOPLE AND PLACES ▪ Composite picture of a locality Labels of different people who work ▪ A composite picture of a festival scene with dancers, musicians CG-15: Children perform different movements and work with patterns to bring focus and for sensory-motor integration. MOVEMENT and PATTERNS Classes can begin with simple movements for coordination and alertness and can end with pattern drawing. A compilation of simple movements (with illustrations where possible) and age- appropriate patterns to be given. These two activities bring focus and are useful for sensory-motor integration, which is very vital for development in this age group.

Syllabus for Class 3- Science THEME CLASS 3 C.G: Gets introduced to the life of plants -their structures and functions and how the soil and insects nourish them. 1. WORLD OF PLANTS • Parts of a plant and its functions • Requirements of plants to grow • Tree study C.G: Builds a relationship with food through an understanding of how food is grown and processed and makes healthy food choices. 2.FOOD WE EAT • Parts of plants eaten • Types of food eaten • Steps involved in growing food • From farm to table - e.g., steps in processing rice C.G: Gets introduced to various human body systems and their basic functions through simple activities and learns principles of good posture 3.THE HUMAN • Body Movements (Macro and Micro) BODY • Requirements of fitness • Joints and their movements • Principles of good posture C.G: Learns basic first aid for a few conditions and how to keep safe in various situations. 4.FIRST AID & SAFETY • Keeping safe when lost. • Safe and unsafe touch • Touching rules • Secrets • Respect C.G: Gets introduced to the world of animals through observational studies, understanding of behaviours and how their physical structures are related to their functions in the environment. 5.WORLD OF ANIMALS • Some aspects of the life of ants, butterflies and bees. • Identifying features of insects • Lifecycle of insects • Helpful and harmful insects. C.G: Appreciates designs both natural and man, correlates properties of materials with their use and makes simple objects with easily available materials. 6.MATERIALS and DESIGNS (NATURAL and MAN MADE) • Homes of birds • Shapes of utensils • Design for organizing and arranging things around us. • Design for inclusion of differently abled C.G: Experiments with soil, water and air to get introduced to the properties of elements. 7.ELEMENTS SOIL • Characteristics of soil- textures colour, ability to retain water • Experiment to compare how different kinds of soil retain water • sandy, clayey and fertile soils and their uses • art activities C.G: Explores functioning of systems around them in expanding circles starting with their local environment, interactions of biotic and abiotic factors in a pond ecosystem and cycles in nature -food chains and webs, the water cycle, and the life cycle of insects 8. PATTERNS AND INTERACTIONS IN NATURE MY ENVIRONMENT (Local Area) • Observation of the local area -natural and man-made features Documentation (both pictorial and written)

Syllabus For Class 4 and 5 - Science Sl.No Topic Science Class 4 Class 5 1 Plants 1.1 Flowering plants 1.2 Parts of flowers and their functions 1.3 Green and Non-green plants 1.4 Plants as Primary Producers(Food preparation in plants) 1.5 Edible Parts of plants- Root, Stem, Leaves, Flowers, Seeds 1.6 Exotic plants 1.1 Why do flowers have bright colours and smell? 1.2 Pollination 1.3 Life cycle of Flowering Plants 1.4 Dispersal of seeds 1.5 Cotyledons 1.6 Germination of seeds 1.7 Agriculture 1.7.1 Classroom agriculture 1.8 Types of soil -Sandy soil -Loamy Soil -Clayey Soil 1.9 Friends of farmer - Honey Bee - Earthworm - Dragon fly Sl.No Topic Science Class 4 Class 5 2 Animals 2.1 Animal group behaviour 2.2 Adaptation of animals 2.3 Special senses in ants and bats 2.4 Night active animals 2.5 Parental care (Kangaroo, Cow and Human) 2.6 Structure of insects (pictorial descriptions) 2.1 Honey Bee- Types, kinds and its uses, Apiculture-Social Life 2.2 Life cycle of butterfly 2.3 Reproduction in animals (i) Asexual ,Sexual, (ii) Oviparous animals (iii) Viviparous animals 2.4 Endangered Species (Red Book) 2.5 Sanctuaries and National parks 2.6 Prevention of cruelty to animals 3 My Food 3.1 Raw and cooked food (Activity-Salads Preparation) 3.2 Cooking Practices 3.3 Cooking Utensils 3.4 Food hygiene 3.5 Food during illness 3.6 No Wastage of food 3.1 Preservation and spoilage of food 3.2 Kitchen safety 3.3 Food Pyramid (what should we eat) 3.4 Obesity 3.5 Deficiency disease/ Malnutrition Sl.No Topic Science Class 4 Class 5 4 My body 4.1 Internal organs (Brain, Heart, stomach, Lung, Kidney, Muscles and Bones) 4.2 Teeth and its types (Milk and Permanent) 4.3 Importance of Oral Health 4.4 Good touch, Bad touch and Don’t Touch -Known and unknown persons 4.1 Organ Systems - Digestive System - Respiratory System - Circulatory System - Excretory System - Nervous System (Brain-Fore, Mid, Hind Brain) 5 Water 5.1 Change of state in water (Ice, Water and Steam) 5.2 Water cycle 5.3 Rain water harvesting 5.1 Fresh Water Management 5.2 Waste water management 5.3 Water Pollution: Causes and Prevention 5.4 Water borne Diseases Sl.No Topic Science Class 4 Class 5 6 Air 6.1 Air is a mixture 6.2 Composition and Proportions of components in Air 6.3 Effects of breathing Unclean Air 6.1 Atmospheric layers 6.2 Game with wind (air) 6.3 Air Pollution- Causes and prevention 6.4 Air borne diseases 6.5 Importance of air and wind energy (Wind mill) in daily life 7 Matter and Materials Basic concept 7.1Properties of Materials (Hard, Soft, Shiny, Dull, Smooth, Rough, Waterproof, Transparent, Flexible, Rigid ) 7.2 Transparent, opaque and Translucent objects /Reflection 7.1 Transformation of natural resources into materials for use (Fibre to fabric and Grain to food) 7.2 List out:- House hold things from Olden days and modern days 7.3 Conduct experimental set up to test floating, sinking and mixing using common objects Sl.No Topic Science Class 4 Class 5 8 Force, Work, and Energy 8.1 Work and Energy 8.2 Simple machines 8.1 Energy and Different forms of energy - Mechanical Energy, - Wind Energy, - Heat Energy, - Light Energy, (simple Explanation with simple examples) 8.2 Conservation of energy 8.3 Applications of energy 9 Transport ---- ---- 10 Day and Night ---- ---- Sl.No Topic Science Class 4 Class 5 11 Our Environment 11.1 Waste Management 11.2 3R - Reduce , Reuse, Recycle 11.3 Conserve the Environment 11.4 Environment friendly materials 11.1 Farms: - Dairy farm - Poultry farm 11.2 Manure 11.3 Vermi culture 12 Science in everyday life 12.1 Milk and its uses 12.2 What happens when food materials are being cooked? 12.3 Baking of bread, Biscuit and Cake 11.5 Uses of gadgets 12.1 Biography of Tamil Nadu Scientists - C V Raman- Why the sky is Blue ? - A.P.J Abdul Kalam 12.2 Learning scientific principles in daily life – Reversible and Irreversible Process 11.2 12.3 Quantity and quality of waste materials generated in school/home environment

Syllabus For Class 3 - Social Science Competencies Content Class - III CG - 1. Myself & Others - Exploring Self-identity and relationships with the world around C-1.1. Knowing self; developing a positive self-image • Knowing Myself o Feeling good about who I am o My strengths, interests, and abilities o Understanding my feelings and expressing them kindly Competencies Content Class - III C-1.2. Understand different components of the world related to self-identity C-1.3. Identify physical spaces related to self-identity • We are All Unique and Equal • Everyone is special in their own way. Similarities and differences among classmates. Treating everyone fairly and kindly • My Classroom Community o People in my classroom (friends, teachers, assistants) Working and learning together o Respectful Behaviour in Class: Listen to others; Always speak politely even when we disagree; Sharing, helping, and taking turns o Show tolerance and acceptance of differences • Safe and Healthy Boundaries o Understanding personal space o Classroom Do’s and Don’ts o Knowing when and how to ask for help • Family and Relationships o Identifying family members and valuing the role and contribution of each person in the family. • Being Together: o Experiencing gatherings in familiar settings such as school assemblies and neighbourhood festivals, family functions or fairs. • Feelings at Gatherings o Sharing what makes children feel happy, safe, and included during gatherings. Competencies Content Class - III • My Neighbourhood Community o Recognising the neighbourhood as a community and identifying important nearby places such as homes, parks, shops, and places of worship. • Learning from Others o Noticing what we learn from friends, family members, teachers, and other adults around us. CG - 2. Self-worth and rights - Understanding human needs and wants, self-worth and rights C-2.1. Human needs Understanding Myself and My Basic Needs Understanding Others and their needs and Relationships (Respect, empathy, and interdependence) • Understand the meaning of needs using simple examples. o Identify basic needs of all living beings (food, water, shelter). o Identify basic human needs (food, clothing, shelter, care, rest). o Recognise the difference between needs and wants. • Feelings and Emotions o Identify common positive and negative feelings. o Express feelings using words, drawings, or stories. o Understand that feelings can change. Competencies Content Class - III C-2.2. Understand human dignity in relation to self and others C-2.3. Identifies basic human rights in relation to self and others • Safety o Learn simple safety rules: o At home, school, On the road o Identify trusted adults for help. • Identity and Self-Worth o Recognise personal identity (name, family, likes). o Understand that everyone is special and valuable. o Learn to say “no” and ask for help when uncomfortable. • Goals and Achievement o Understand what a goal is. o Set simple short-term goals (finishing work, learning a skill). o Feel happy and proud when goals are achieved. CG – 3. Exploring the contributions of local institutions to school and community life. C-3.1. Awareness and recognition of local institutions. • Identify local institutions in the neighbourhood (school, post office, hospital, police station, library, temple, mosque, church, park). o Understand what these institutions do in simple terms. o Recognise how local institutions help people in everyday life. o Identify people who work in these institutions and their roles. o Show respect for community helpers and shared spaces. Competencies Content Class - III C-3.2. Recognise the people and institutions that help and maintain a community. Identifying the institutions that support us in daily life o School, Transport/Road, Sanitation, Hospital, Police Station, Fire Station, Bank, Post office. CG – 4. Exploring the role of Arts and Sports in community life. C-4.1. Understands the importance of art and entertainment in maintaining a harmonious community life. C-4.2. Identifies local art forms and sports forms. C-4.3. Recognises and appreciates the people who entertain us. ● Identifying and naming the games played - likes and dislikes. ● Identifying and naming the various art forms performed by the children - ● Identifying art forms the children watch and enjoy o At school. o At home - via media. o In the immediate environment ● Impact of sports and arts in human emotions. ● Identifying ways to thank the performers. Competencies Content Class - III CG - 5. Providing a basic understanding of History - from local to global C-5.1. Basic understanding of History. My Life and the Past Around Me C-5.2. Understanding the history of the State and neighbourhood C-5.3. History of Human kind. C-5.4. Natural History. • Personal history, imagination, and sense of time o Understanding past, present, and future through daily life examples. • Imagining how a daily-use object (toothbrush, comb, dress, pot, book) has changed over time • Listening to stories from home • Stories from everyday life in early Tamil society (homes, food, clothing, games). • Recognising that history can be learned through stories, objects, and people’s memories. CG - 6. Exploring the components of the Earth & the Natural environment C-6.1. Understanding of Earth and its components. C-6.2. Understanding of different components of the natural environment. C-6.3. Identifying the natural forms in the immediate environment. C-6.4. Understanding the impact of land forms in human evolution. ● Drawing attention to the features of various land forms in the immediate environment - like rivers, ponds, lakes, mountains, hills, fields, forests. ● Identifying the life forms in each of these land forms - like fish in water bodies, monkeys on hills etc. ● Connection of the land forms with human life - What purposes does it serve? Competencies Content Class - III CG - 7. Understanding the movement of the Earth and its impact on life C - 7.1. Understanding different movements of the Earth. C - 7.2. Understanding the impact of the movements on Earth’s life. ● Basic directions. ● Understanding directions through the Sun's direction. o Sun’s direction during different times of the day. ● Sketch the Classroom. ● Sketch the School. ● Sketch the shadow through the day. ● Seasonal lifestyle changes. o Clothing, Food, Festivals, Fruits & Vegetables ● Benefits of adapting to seasonal food and clothing. CG - 8. Learning about different modes of Transport & Communication C–8.1. Identifies and classifies various modes of transport (land, water, air). C–8.2. Recognises old and modern means of communication. ● Ancient modes of transport: Animals (Bullock cart, Horse Cart) Competencies Content Class - III CG 9: Exploring Space C-9.1. Understanding the various features of space. C-9.2. Describes the complete lunar cycle. ● Night sky observation. o Stars and Moon. Integration of Arts Learners engage in ● Drawing & painting (self, family, community, nature, landforms) ● Collage making (identity, festivals, environment, seasons) ● Clay modeling (people, objects, artefacts, landforms) ● Poster making (safety, dignity, environment, community roles) ● Puppet making, storytelling and simple role-play, Folk art, song and movement (local arts and traditions) ● Observation sketches (phases of the moon, weather, plants) ● Group murals, models, maps (classroom, school, neighbourhood, routes) ● Timelines, picture sequencing (personal history, then–now) ● Nature-based art (leaf rubbings, seed art, landscape art) Integration of Life Skills Learners develop ● Self-awareness and emotional understanding, empathy and caring for others ● Respecting personal and social boundaries ● Communication and cooperation through team work while exploring identity, relationships and community roles ● Decision-making, problem-solving and adaptability and coping with change through projects on environment, seasons, transport and local institutions ● Observation, inquiry and organisation of ideas and sequencing are nurtured through history, geography and space-related themes Integration of Values Learners develop ● Values such as equality, dignity, self-worth, self-respect, being respectful, inclusion, responsibility and care, kindness and compassion through lived classroom experience ● Respect for diversity while exploring families, communities and cultures ● Human dignity, safety, cooperation and mutual support through discussions on rights, well-being and institutions. ● Appreciation for labour, service and cooperation through engagement with community helpers and governance structures ● Environmental responsibility and sustainability through sustained interaction with nature, land forms, water and climate ● Cultural pride, harmony and gratitude through arts, sports, heritage and history Note: The syllabus integrates age-appropriate art activities, life skills and values within the content and across related curricular element

Syllabus For Class 4 - Social Science 1. Kingdoms of Rivers 1.1 Tamil kingdoms of Sangam Age 1.2 Cheras, Cholas, Pandyas and Pallavas 1.3 Administrative, economic and social conditions during Sangam period 1.4 Kuru Nila Mannargal 2. Five Landforms 2.1 Different types of landforms in ancient Tamil Nadu 2.2 Themes of classification 2.3 Physical features of Tamil Nadu 2.4 Lifestyles of people 3. Municipality and Corporation 3.1 Duties of municipality 3.2 Structure of local bodies 3.3 Functions of Corporation and Town panchayat 3.4 Sources of income for Municipality and Corporation 4. Philanthropists of Sangam Age 4.1 Seven philanthropists 4.2 Pegan 4.3 Pari 4.4 Adhiyaman 4.5 Valvil Ori Nedumudi kari 5. Physical Features of Tamil Nadu 5.1 Our state 5.2 Landscape of Tamil Nadu 5.3 Waterfalls of Tamil Nadu 5.4 Climate of Tamil Nadu Forests 6. Transport 6.1 Modes of transport 6.2 Roadways 6.3 Railways 6.4 Waterways 6.5 Airways Advantages of transport 7. Tamils around the world 7.1 Countries where Tamils live 7.2 Culture of Tamils in different countries Important places and currencies in different countries 8. The story of Madras Presidency 8.1 History of Madras Presidency States and districts that were parts of Madras Presidency 9. Rights and Duties of children 9.1 Citizen of a country 9.2 Right to survival 9.3 Right to development 9.4 Right to protection 9.5. Right to participation 8.2 9.6 Child labour

Syllabus For Class 5 - Social Science 1. Our Earth 1.1 Universe, Galaxies, Solar system 1.2 Earth, Monsoon, Continents and Oceans 2. Towards History 2.1 Prehistoric period 2.2 Stone age 2.3 Human Evolution 2.4 Cultivation 2.5 Excavations 3. Good Citizen 3.1 Citizens 3.2 Good values 3.3 Factors affecting values 4. The Atmosphere 4.1 Atmosphere, Hydrosphere, Lithosphere and Biosphere 4.2 Greenhouse effect 4.3 Latitude, longitude location of India 4.4 Monsoons, Pressure and Wind 3.4 Pollution, Rainwater harvesting 5. Ancient Excavation 5.1 Excavation 5.2 Archaeologists 5.3 Examples from the world for excavation Archaeological Sites from Tamil Nadu 6. Hydrosphere 6.1 Importance of Hydrosphere 6.2 Types of water bodies 6.3 Water cycle Water pollution 7. Continents of the World 7.1 Features of each continent 7.2 Countries in each continent Important places in each continent 8. Forts and palaces 8.1 Forts and Palaces in Tamil Nadu History of Forts and Palaces 9. Agriculture 9.1 Features 9.2 Types of farming and irrigation Crops cultivated in Tamil Nadu 10. Educational rights 10.1 Importance of education 10.2 Educational schemes Features of right to education acts

Meaning, concepts and principles of growth and development - Difference between growth and development-Impact of nature and nurture on child development - Stages: infancy, early childhood and adolescence and their dimensions of development: physical, cognitive, moral, emotional and social.

Psycho-social stages (Erikson), Cognitive development (Piaget),Moral development (Kohlberg), Socio-cultural approach to cognitive development (Vygotsky), Ecological systems theory (Bronfenbrenner).

Attention: Meaning, nature and determinants of attention – Sensation and perception – Laws of perception – errors in perception: Illusion and hallucination – Memory: Meaning, types of memory and strategies for improving memory – Forgetting.

Motivation: Meaning and definitions-Maslow’s theory of motivation and its educational implications – Level of aspiration – Learning: Theories of learning and its educational implications – Cognitive Theory: Jean Piajet - Behaviourist Theory: Pavlov’s Classical Conditioning, Skinner’s Operant Conditioning and Thorndike connectionism – Constructivist theory: John Dewey – Humanistic Theory: Carl Rogers. Page 1

Intelligence: Meaning definitions and types – Theories of Intelligence: Two factor, Thurston’s Group factor, Thorndike’s Multi-factor, Guilford’s Structure of Intellect, and Gardener’s Multiple Intelligence – Intelligence Quotient (IQ) – Assessment of Intelligence - Creativity: Concept, factors and process – Strategies for fostering creativity.

Personality: Meaning, definitions, and determinants of personality – Theories of Personality: Type, trait, and psychoanalytic – Assessment of personality: Projective and non-projective techniques – Adjustment mechanisms.

Agencies of Socialization: Family, School, Peer and Community – Role of play to children’s physical, social, emotional and cognitive development – Impact of media on childhood experiences and development.

Teaching and its relationship with learning and learner – Children With Special Needs (CWSN) - Inclusive Education – Understanding of pedagogic methods: Enquiry based learning, Project based learning, Activity based learning, Co-operative and collaborative learning, Individual and Group learning – Paradigms of organizing Learning: Teacher centric, Subject centric and Learner centric – Theory of instruction: Bruner – Phases of Teaching: Pre active, Interactive and Post active - 21 st Century teaching skills. Page 2

Learning resources – Self, Home, School, Community, Technology – Class rooms Management : Role of student, teacher and leadership style - Managing behavior problems: Guidance & Counselling - Punishment and its legal implications – Distinction between Assessment for Learning & Assessment of Learning - The Concept of ICT Tools: Computer, Internet, Text Documents, Spread sheets, Presentations.

Integrating with ICT and teaching – Integrating ICT in Assessment - Preparation of multimedia lessons in subjects and planning – Online learning courses for teachers professional development – Open education resources: ICT platforms and MOOC - Continuous Comprehensive Evaluation (CCE): Perspective & Practice – Understanding teaching & learning in the context of National Curriculum Framework (NCF, 2005) & Right to Education Act, 2009. Page 3

Syllabus - English - Class - 6 Learners at the intermediate language level begin to understand and communicate academic content with more sophisticated academic vocabulary and varied grammatical forms [eg. verb tenses]. They continue to develop the four skills through meaningful tasks or activities. Learners will be able to understand spoken English in a range of familiar contexts, namely, the main points and details of me ssages or announcements that are not very long and follow a conversation, commentary, lecture, speech or AV presentations. They speak with appropriate pronunciation, intonation and stress. They maintain interaction and communicate what they want to express in everyday contexts fairly effectively during pair /group work and interacting with their teacher. They speak with a deg ree of fluency on matters of personal interest, describe experiences and events, and justify their opinions by using more complex sentences, with some elaboration of details. They read most words by sight, only decoding very long and unknown words. They a re familiar with the appearance and organization of printed texts and read informational texts, short stories and poems for understanding and pleasure. They summarise, recount, predict, link cause and effect and make inferences based on understanding. They read literary texts and poems in class. They can appreciate concepts of plot, and character through guided tasks. They unde rstand and appreciate the use of poetic devices such as imagery, rhyme and rhythm. They read longer works or stories for pleasure They consult a dictionary independently. They can refer to books and articles. They compose a variety of short pieces like postcards and messages. They recognis e different kinds of paragraph structure such as narration, description and process and write three paragraph essays by collecting ideas, drafting, revising etc. and apply the concept of paragraph structure, on simple topics using familiar sentence patterns . They punctuate sentences using comma, full stops, question marks, exclamation marks and apostrophes. Area/ Skills Objective Learning Outcome Classroom transactions Evaluation Listening Understand spoken English in a range of familiar contexts. Can  Understand main points of messages, announcements, commentaries, short Listen to  Announcements over radio, TV,telephone, over audio visual systems or Listen and mark T/F; MCQ; label a diagram or complete III. Language - II English (Classes 6 - 8) - (Compulsory) Page 6 conversations, mini talks /lecture/speech or AV presentations on topics of academic / general nature  Locate specific details for various purposes those made by the teacher  Conversation or discussions in pairs/between small groups commentary over audio visual system  and comment, mark, label, answer, discuss or respond appropriately as required sentences, tables or mind maps. Use diagrams, mind maps to recount or summarize. Speaking Speak with appropriate pronunciation, intonation and stress in a range of familiar contexts. Can participate in teacher led or peer group conversations in class, using a range of structures, about  matters of personal interest  feelings/experiences and events  their opinions or ideas on topics of general interest Participate effectively in pair/group work using,  appropriate pronunciation  intonation  word and sentence stress. Group discussions, pair and share talk Short talks to whole class Express opinions and ideas in continuous speech for half a minute. Take turns to speak on a subject or event sentences/or suggest an alternate end to the story. Reading ReadingComprehension Readwords by sight and decoding only long and unknown words. Read texts for understanding Learners read stories and texts with appropriate speed and expression Can read stories or texts and  Understand the flow of plot, development of Read various kinds of age appropriate texts Sequence events or information to Read or recite aloud in class Page 7 information, short stories for pleasure and poems for enjoyment and appreciation. character and analysis of values/themes.  Predict events while reading  Identify with characters and find joy in reading  Appreciate the use of dialogues and settings  Link story to real life and find relevance Can read information texts and  Understand general meaning  Locate details,  link cause and effect  Extract information for own purpose  Make inferences  Understand basic paragraph organization Can understand the organization of elements in a dictionary, as words, phrase, sound, meaning, spelling and parts of speech. show chronology classify link cause and effect compare or contrast Read, discuss and write about plot, character and story in brief. Read information texts, discuss in groups and complete various activities like MCQ; mind maps; tables to transcode information etc. Activity types used in class: MCQ, true/ false, table filling, labeling, matching etc. Page 8 Dictionary skills Refer to a dictionary independently. Writing Writea variety of short pieces: messages, post cards and short essays of not more than three small paragraphs Can  write short messages and design relevant post cards based on familiar themes.  Plan, gather ideas with coherent information, draft, finally write and revise small coherent paragraphs using appropriate linking devices.  recognize different kinds of paragraph structures such as narration, description, and process  use appropriate punctuation devices, as, full stops, comma, exclamation marks, and apostrophes. Participate in process writing activities of various kinds to practice and improve writing skills Grammar Use a range of grammatical structures accurately to communicate meaning Use the appropriate structure and form for Can  connect grammar forms with meaning and function  use grammatical structures accurately appropriately in speech and writing  recognize and indicate Editing tasks of various types: correction, deletion, omission, transformation etc. based on grammar items highlighted in class or text Integrated grammar tasks Page 9 communicative purposes. Use the following Sentence types: imperative, statements, questions, exclamations, simple compound sentences using and, or, but, yet; simple complex sentences e.g. using who, which, that, because, Verb forms:
present and past (simple and continuous); Used to -for description, narration Future time: will & going to;
 common
Modals: can, could, would Use a range of frequently occurring nouns in sentences of their own Articles; basic determiners (e.g. any, some, a lot of); basic intensifiers: very, really Comparative and Superlative adjectives Simple adverbs of place, manner and time Prepositional phrases accurate or inaccurate use Page 10 (place, time and movement) Items listed below will not be tested in formal terms but only in use. Vocabulary Gather ideas/knowledge of passive vocabulary while they use active vocabulary in every day contexts, classroom situations. Use a range of commonly used words aptly in speech or writing Use dictionary to enhance the knowledge of word meaning and pronunciation Domains and themes: School; home environment; Personal: relationships, feelings, opinions Food: eating and cooking; likes and dislikes Can  Use words presented through texts in various classroom activities including word maze/puzzles/crosswords etc.  Use words through understating and knowledge of forms and families, prefix/suffix, simple idioms, figures of speech like simile and metaphor, collocation as well as meaningful phrases  Consult dictionary to learn and clarify knowledge and use of words tasks and word games such as word maze/puzzles/crosswords etc. pair/group activities that reinforce the use of chosen words in appropriate contexts language games to review knowledge of word meaning/word sound and word spelling Use of words in context Page 11 Sports and entertainment Environment: local; nature: landscape, animals, plants and biodiversity; protection, conservation, Culture: local, national, history, festivals Technology: communication, gadgets Travel Literary Appreciation Reads magazines and books from the school library or outside Can  talk about books with enjoyment and interest  base assembly programs, skits, plays etc. based on books read Take part in book clubs in school Talk about books in class, assemblies etc. Supplementary Reader Read supplementary reader silently and with an intention to enjoy the theme Can  speak or write about events, plots and characters in stories read.  convert stories into comic strips, plays etc.  review stories and books suggested for extensive reading Group discussions, class discussions Reviews, wall magazine, articles Maintain a notebook with a variety of responses to the stories in the reader Page 12

Syllabus - English - Class - 7 Learners will be able to understand clear, spoken English in everyday conversation, straightforward factual information in talks on common everyday topics, identifying the gist, main points and some details They understand clearly organized presentations and information content of recorded material about familiar subjects. They can speak in longer turns with pauses to reformulate or self-correct. They speak more accurately and fluently. They can give or seek personal views and opinions in informal discussion. They can participate in pair or group work in class. They can link simple sentences together to communicate short messages or talk about people and events. They understand the organization of texts and read silently for understanding, using a range of strategies. They summarise, predict, link cause and effect, make inferences, and distinguish between fact and opinion based on their understanding. They recognise different kinds of paragraph structure such as narration, description, discursive and process. They consult a dictionary and other reference books independently. They develop academic study and reference skills. They read literary texts and poems in class can understand concepts like plots or characters. They understand and appreciate the use of poetic devices such as imagery, rhyme and rhythm. They read longer texts or stories for pleasure. They compose and write a variety of short pieces like diary entries, messages and notices and by collecting ideas, drafting, revising etc. using appropriate paragraph structure. They write three or four paragraph essays using more complex sentence patterns on familiar topics and apply the concepts of paragraph structure. They punctuate sentences using comma, full stops, question marks, exclamation marks and apostrophes. They use a variety of grammatical structures, sentence patterns and words to express themselves. Area/ Skills Objective Learning Outcome Materials and classroom transactions Evaluation Listening Learners understand spoken English in a range of familiar contexts with fair degree of Can  understand clear spoken English of everyday conversation. Page 13 comprehension. .  Comprehend straightforward factual information in talks on common everyday topics  identify the gist, main points and some details of messages over radio,TV,telephone etc.  understand clearly organised presentations and information content of recorded materials about familiar subjects  enjoy mini talks /lecture/speech or AV presentations on topics of academic / general nature Speaking Learners speak in longer turns with pauses to reformulate or self- correct. They participate in informal discussions fluently and accurately. Can participate in teacher led or peer group informal discussions in class on ,  matters of current/general interest  feelings/experiences and events  several issues using complex structures (give & seek personal views and opinions) Page 14 Participate effectively in pair/group work using appropriate pronunciation, intonation  Use appropriate word and sentence stress to communicate effectively. Reading Learners read texts for understanding information using a range of strategies Read short stories for pleasure and poems for enjoyment and appreciation. Can interact with the text to -  understand the organisation of texts  predict content  recount details  summarize text  make inferences  link cause and effect  distinguish between fact and opinion Can understand and appreciate  the theme/emotions in poems  the poetic devices used e.g. imagery, rhyme & rhythm Can compose /create short poems on the same theme/sentiment Can understand  the flow of plot development Use of different kinds of activities to engage with a variety of texts. Some examples:  Rearranging sentences; paragraphs  Jigsaw reading  KWL  Tabulation of content; cause and effect; comparisons  Mind maps  Framing questions Age appropriate poems and stories for responding and retelling or reciting. Activities to engage with the poems and stories to understand theme, attitude, characters, plot etc. Predict story end midway while reading and /or suggest an alternate end to the story Use a table or mind map to reconstruct content Identifies and gives a personal response to the emotion and language in the poem Page 15 Dictionary Skills of character and analyse value/theme in stories  predict events  appreciate the use of dialogues and settings in the story  derive pleasure from understanding / associating similarity of the story to real life. Can  understand theorganisation of elements in a dictionary - words, phrase, sound, meaning, spelling and parts of speech.  refer to a dictionary independently. Uses head words to locate items Looks up information about words Writing Compose and write a variety of short pieces as diary entries, messages and notices. Attempt short essays of not more than three to four paragraphs. Can  recognize different kinds of paragraph structures such as narration, description, discursive and process.  plan, collect ideas, draft and finally revise short essays of 3-4 paragraphs using appropriate linking devices. Page 16  use more complex sentence patterns and apply the concept of paragraph structure to their writing  use appropriate punctuation devices, as, full stops, commas, question marks exclamation marks, and apostrophes. Grammar Learners use simple to complex grammatical structures Use a variety of frequently occurring nouns accurately and appropriately In addition to consolidating the items learnt earlier, the following will be introduced and recycled. • Advanced determiners • linking words • adverbs (place and types) • tense forms • passivation • adjectives (comparative and Can  use grammatical structures accurately appropriately in speech and writing  connect grammar forms with meaning and function  recognize and indicate accurate or inaccurate use Editing tasks of various types: correction, deletion, omission, transformation etc. based on grammar items highlighted in class or text Integrated grammar tasks Page 17 superlative forms) • reported speech grammar items above are to be taught for use and will not be tested in formal terms Vocabulary Gather ideas/knowledge of passive vocabulary while using active vocabulary in every day contexts and classroom situations. Use a range of commonly used words aptly in speech or writing Domains and themes: School; home environment; Personal: relationships, feelings, opinions Food: eating and cooking; likes and dislikes Sports and entertainment Environment: local; nature: landscape, animals, plants and biodiversity; protection, Can  use vocabulary and words presented through texts in various classroom activities  Participate in pair/group activities that reinforce the use of chosen words in appropriate contexts.  Use dictionary to enhance the knowledge of word meaning and pronunciation  Participate in language games to review knowledge of word meaning/word sound and word spelling. Word forms and families, prefix/suffix, simple idioms, figures of speech like simile and metaphor, collocation as well as meaningful phrases are practised and imbibed through tasks and word games such as word maze/puzzles/crosswords etc. Page 18 conservation, Culture: local, national, history, festivals Technology: communication, gadgets Travel Reading for pleasure Reads magazines and books from the school library or outside Can  talk about books with enjoyment and interest  base assembly programs, skits, plays etc. based on books read Take part in book clubs in school Talk about books in class, assemblies etc. Supplementary Reader Read supplementary reader silently Can  review stories and books suggested for extensive reading  speak or write about events, plots and characters in stories read.  convert stories into comic strips, plays etc. Group discussions, class discussions Reviews, wall magazine articles, Maintain a notebook with a variety of responses to the stories in the reader Page 19

Syllabus - English - Class - 8 Learners at this level consolidate their language skills to communicate confidently with fluency and accuracy, in real-life situations. Learners will be able to understand spoken language encountered in different contexts, follow clear speech in everyday conversation. They understand factual information about common topics, identifying the gist, main points and most details. They understand clearly organized, longer presentations and information content of recorded material about familiar and some unfamiliar subjects. They join in informal and formal interactions with spontaneity, expressing themselves fluently. They speak extensively and exploit a wide range of simple language to express much of what they want to communicate and participate effectively in pair or group work. They start, maintain, or end a short conversation on familiar themes, with some pauses to reformulate or self-correct. They link and express a connected, linear sequence of points using common connectors to link simple sentences in order to tell a story or describe an event or a process. Learners at this stage engage with the text to extract meaning. They understand factual / informational, in textbooks on subjects related to their interests/study. They recognize significant points in newspaper articles on familiar subjects and can understand the description of events, feelings and wishes and distinguish fact from opinion. They apply higher order thinking skills like analyzing, inferring, and linking ideas through reading texts of various kinds and understand how texts are structured. They read literary texts with understanding through the completion of interactive, guided tasks and appreciate the significance of dialogue and setting in stories. They talk or write briefly about characters, enjoy poems and express their personal response to the theme, emotion and appreciate the use of rhyme, rhythm and other poetic devices. Theydevelop study and reference skills like collecting and organizing information by summarizing, recounting, taking/making simple notes while listening or reading. They write short and longer pieces for a wide range of purposes. They take messages of enquiry or information, write notes or messages or formal letters giving or asking for information and state reasons for action or need. They write personal letters describing experiences, feelings and events in detail. They describe details of anecdotes or events, dreams, hopes and ambitions and write creatively. They describe the plot of a book or film and describe their reactions to it.They use a variety of grammatical structures, sentence patterns and words to express themselves in speech or writing. Page 20 Area/ Skills Objective Learning Outcome Materials and classroom transactions Evaluation Listening Listening comprehension Understandspoken language encountered in different real life contexts. Understand factual information about common topics in a simple talk or text read aloud. Understand clearly organized, longer presentations and information content of recorded material about familiar and some unfamiliar subjects. Can understand • Conversation within class groups • Announcements and messages on audio-visual systems or made by teacher. • Short interviews in audio- visual format. • The English news on familiar TV channels Can identify and understand • the main idea or gist • the main points • details that support main points Can identify and understand • general intent and purpose • the key points important details Listen and respond to / take notes /summarize Group discussions Audio announcements Interviews TV/radio news Listen and respond in various ways to short speeches by students, teachers, Audio materials or presentations Can respond to Class discussion Messages Can summarize and take notes Page 21 Speaking Join in informal interactions or conversation with spontaneity Participate actively in formal discussions on familiar themes Participate effectively in pair or group work. Can narrate or describe coherently Can participate in teacher led or peer group conversations in class about activities or events by • using physical strategies like nodding, showing interest • contributing own, thoughts, opinions or ideas • agreeing or disagreeing politely • taking turns Can • make a point clearly • ask relevant questions • intervene, question or answer politely • take turns without interrupting Can • keep to task in pair and group work • give others a hearing • contribute own ideas in a group discussion Can arrange a sequence of points of events logically and use linkers appropriately to • Tell a story • Describe an event or a process. Group discussions Class discussions Panel discussions Group work Pair and share ideas for talks Participate in story telling, debates and other such activities Participate actively in discussions in class, assemblies etc. Page 22 Reading Reading Comprehension Engage with the text on familiar subjects to extract meaning. Apply higher order thinking skills like analyzing, inferring, and linking ideas and understand how texts are structured. Develop study and reference skills Can • Understand information in texts on subjects of interest and study • Understand and extract significant points in newspaper articles • Understand description of events, feelings and wishes • Distinguish fact from opinion. Can • Perceive and understand the grouping or classification of information or ideas • understand the organization of ideas or information on the basis of classification, chronology, contrast and comparison and cause and effect. Can • collect and organize information • summarize and recount • make simple notes while reading. Comprehension tasks focusing on extracting significant details, text organization, Reading texts to understand paragraph organization principles like classifying, chronological arrangements, comparing, contrasting etc. Some examples of activities: • Rearranging sentences; paragraphs • Jigsaw reading • KWL • Tabulation of content; cause and effect; comparisons • Mind maps Framing questions Read reference books like encyclopedias, material on the Internet to collect information for a project Reads and demonstrates understanding of gist, details, and organization through various tasks Page 23 Reference skills Literature Read and understand literary texts Read and enjoy poems Can • Appreciate the significance of dialogue and setting in stories. • Understand motivation, role etc. of characters Can • Express personal response to the theme and emotion • Appreciate the use of rhyme, rhythm and other poetic devices. Make and use notes to speak or write Read, discuss and write about literary works of appropriate level Oral or written presentations on understanding and appreciation of the texts or poems Writing Write short pieces (40-50 words) Write longer piecesfor a wide range of purposes keeping purpose, audience and format in mind • Can take messages of enquiry or information • Can write notes, notices, messages or emails Can • Plan and collect information/ ideas • Select ideas/ information relevant to purpose • Write formal letters giving or asking for information and Context based activities with inputs for writing notes, notices, messages or emails Activities for each stage of the writing process. Visual or verbal inputs and cues for writing Special group or pair work Writes messages, notices, emails of appropriate length and content Writes informatively and creatively on various topics in different formats Page 24 state reasons for action or need • Write personal letters describing experiences, feelings and events in detail. • Write descriptive pieces with details of anecdotes or events, dreams, hopes and ambitions. • Write reviews describing their reactions to the plot and characters of a book or film. for drafting, editing and writing Creation of a class board magazine or other publishing outlets for giving genuine purpose for the writing Grammar Use a variety of grammatical structures and sentence patterns Uses a range of nouns with ease In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the upper primary stage. • determiners • linking words; • sentence modifiers • adverbs (place and types) • perfect tense forms • clauses • modal auxiliaries
• word order in sentence types Can • use the continuous and perfect tenses appropriately in basic sentence patterns and in the passive and reported speech. • use structure words like pronouns, adverbs and linkers appropriately in various kinds of sentences and in writing to create coherence • use most sentence patterns accurately Integrated exercise to practice acquired grammar Using a range of grammar structures accurately and appropriately while speaking or writing Integrated grammar tasks like editing, transcoding etc. Page 25 Vocabulary Gather ideas/knowledge of passive vocabulary while using active vocabulary in every day contexts and classroom situations. Use a range of commonly used words aptly in speech or writing Domains and themes: School; home environment; Personal: relationships, feelings, opinions Food: eating and cooking; likes and dislikes Sports and entertainment Environment: local; nature: landscape, animals, plants and biodiversity; protection, conservation, Culture: local, national, history, festivals Technology: communication, gadgets Travel Can • use words relating to familiar topics or subjects • make out meaning in context through knowledge of prefixes, suffixes, roots and word forms • spell most common words accurately Vocabulary extension activities based on word roots, collocation, prefixes and suffixes Integrated or context based tasks for use of words Page 26 Reading for pleasure Reads magazines and books from the school library or outside Can • talk about books with enjoyment and interest • base assembly programs, skits, plays etc. based on books read Take part in book clubs in school Talk about books in class, assemblies etc. Supplementary Reader Read supplementary reader silently Can • review stories and books suggested for extensive reading • speak or write about events, plots and characters in stories read. Can convert stories into comic strips, plays etc. Group discussions, class discussions Reviews, wall magazine articles, Maintain a notebook with a variety of responses to the stories in the reader Page 27

UPPER PRIMARY MATHS SYLLABUS TOPIC CLASS VI CLASS VII CLASS VIII NUMBER SYSTEM – I Numbers and operations.  Understand the concepts of numbers using place value (up to 8 digits), number names and numerals  Understand Indian and international representation of large numbers  Understand estimate large numbers (5 digits and beyond)  Identify smaller/larger numbers, compare using <, >, = symbols, arrange in ascending/ descending order.  Perform the four fundamental operations (answers not to exceed six digits) and applies the right operat ion in word problems.  Perform operations in the right ord er using BIDMAS rule Whole numbers  Understand the extension of natural numbers to whole numbers  To represent whole numbers on number line.  Understand the four properties of numbers with emphasis on terminologies (closure, commutativ e, associative, distributive properties over addition and multiplication identity in whole numbers over addition and multiplication). Arithmetic of Integers  Understand addition and subtraction of integers using number line.  Able to add and subtract integers using real life situation.  Able to multiply and divide integers by whole numbers.  Understand that division by zero is undefined  Able to multiply and divide integers by integers.  Solve word problems using the four fundamental operations on integers and applies appropriate operations in word problems. Properties of Integers  Understand closure, commutative, associative, distributive properties (multiplication over addition), additive and multiplicative identities, applied to integers.  Understand that all properties do not hold for all operations, and illustrate difference from whole numbers (example: closure property for subtraction) Decimal Numbers  Recall the notion of decimal point.  Understand place value in decimals.  Learn the concept of decimals as fractions with denominators of tens and it s multiples.  Represent decimal Numbers on Number line. Rational Numbers Rational Numbers  Understand the necessity for extending fractions to rational numbers.  Represent rational number on number line.  Understand that between any two rational numbers there lies another rational number Arithmetic of Rational Numbers  Learn to perform all four operations on rational numbers.  Able to solve word problems on all operations. . Properties of Rational numbers  Understand the four properties of rational numbers, additive identity and multiplicative identity. Simplify Expression with three brackets  Able to simplify expressions with utmost three brackets. Powers  Express numbers in exponential form with integers as exponents.  Understand the laws of exponents with integral powers.  Able to calculate square and square roots of integers. - Square roots using factor method and division method for numbers containing o more than 4 digits o not more than 2 decimal places (in case of imperfect squares)  To recognize cubes and cube roots (only factor method for numbers containing at most 3 digits).  Learn to estimate square roots and cube roots (Learning the process of moving nearer to the Page 28

UPPER PRIMARY DRAFT SYLLABUS TOPIC CLASS VI CLASS VII CLASS VIII NUMBER SYSTEM – I Numbers and operations.  Understand the concepts of numbers using place value (up to 8 digits), number names and numerals  Understand Indian and international representation of large numbers  Understand estimate large numbers (5 digits and beyond)  Identify smaller/larger numbers, compare using <, >, = symbols, arrange in ascending/ descending order.  Perform the four fundamental operations (answers not to exceed six digits) and applies the right operation in word problems.  Perform operations in the right order using BIDMAS rule Whole numbers  Understand the extension of natural numbers to whole numbers  To represent whole numbers on number line.  Understand the four properties of numbers with emphasis on terminologies (closure, commutative, associative, distributive properties over addition and multiplication identity in whole numbers over addition and multiplication). Arithmetic of Integers  Understand addition and subtraction of integers using number line.  Able to add and subtract integers using real life situation.  Able to multiply and divide integers by whole numbers.  Understand that division by zero is undefined  Able to multiply and divide integers by integers.  Solve word problems using the four fundamental operations on integers and applies appropriate operations in word problems. Properties of Integers  Understand closure, commutative, associative, distributive properties (multiplication over addition), additive and multiplicative identities, applied to integers.  Understand that all properties do not hold for all operations, and illustrate difference from whole numbers (example: closure property for subtraction) Decimal Numbers  Recall the notion of decimal point.  Understand place value in decimals.  Learn the concept of decimals as fractions with denominators of tens and its multiples.  Represent decimal Numbers on Number line. Rational Numbers Rational Numbers  Understand the necessity for extending fractions to rational numbers.  Represent rational number on number line.  Understand that between any two rational numbers there lies another rational number Arithmetic of Rational Numbers  Learn to perform all four operations on rational numbers.  Able to solve word problems on all operations. . Properties of Rational numbers  Understand the four properties of rational numbers, additive identity and multiplicative identity. Simplify Expression with three brackets  Able to simplify expressions with utmost three brackets. Powers  Express numbers in exponential form with integers as exponents.  Understand the laws of exponents with integral powers.  Able to calculate square and square roots of integers. - Square roots using factor method and division method for numbers containing o more than 4 digits o not more than 2 decimal places (in case of imperfect squares)  To recognize cubes and cube roots (only factor method for numbers containing at most 3 digits).  Learn to estimate square roots and cube roots (Learning the process of moving nearer to the Test of divisibility  Recall the concepts of factors and multiples with the aid of multiplication tables up to 10.  Understand the rules of divisibility test and apply it to numbers 2, 3, 4, 5, 6, 8, 9, 10 and 11. Prime numbers  Recall the classification of even and odd numbers.  Understand the concept of Prime and composite numbers Factorization  Factorize 2-digit numbers.  Learn prime factorization of a given number Arithmetic of Decimals  Add and subtract decimal numbers.  Able to apply the appropriate operation in word problems- addition and subtraction of decimals.  Multiply and divide decimal numbers.  Able to solve word problems based on decimal numbers (all operations). required number).  Able to calculate in easy ways and estimate the answer using all four fundamental operations  Able to approximate numbers up to three digits. NUMBER SYSTEM-II LCM &HCF  Understand the concepts of HCF and LCM  Understand the concept of co-prime numbers.  Calculate HCF and LCM by prime factorization method and divisio n method.  Deduce the relationship between LCM and HCF and the product of two numbers.  Able to solve word problems involving HCF and LCM Introduction of Integers  Understand the necessity for extension of whole numbers to negative numbers.  Understand that the collection of positive integers, negative integers and zero forms integers.  Represent integers on the number line.  Compare integers and arrange them in ascending / descending order. Page 29 Arithmetic of Fractions  Revise notion of fractions and fraction addition/subtraction  Understand mixed and improper fractions and convert from one to th e other  Able to multiply and divide fractions by other fractions  To find the reciprocal of a fraction.  Able to solve word problems that involve fractions (with all four operations). II.Measurement s Metric Measures  Recall the conversion of units of length, weight and volume restricting to the units mentioned below. (km, m, cm, mm and similarly units that are in common use in weight and volume).  Able to understand the use of decimal point to convert smaller to larger units  Able to add and subtract quantities with different unit with appropriate conversion Measures of Time  Able to read time on a clock (Eg.1:15 min. as quarter pass one)  Use both 12-hour and 24-hour formats to read time and convert from one to another.  Able to find the duration between 2 time instances.  Able to convert from one unit of tim e to the other – seconds to minutes and hours and vice – versa, days to weeks, years, leap year and vice – versa. Area and Perimeter Area and Perimeter  Revise the concepts of Perimeter and Area of Square, Rectangle, Right triangle and combined shapes.  Determine the area of Parallelogram, Rhombus, and Trapezium. Circle  Determine the area and circumference of Circles and its parts. Area of Pathway  Calculate the area of Pathway inside and outside the given rectangles and circles applying the concept of area of rectang le and circle respectively. Circles  To know the parts of a circle and identify and compare the relationship between radius and diameter.  Introduce the concept of segment and chord.  Find the length of arc, area of sector. . Area and Perimeter of combined Plane Figures.  Recall the concepts of area & perimeter for various quadrilaterals  Calculate the area of simple combined figures (Not more than three figures placed in juxtaposition) 3-Dimensional Shapes  Understand representation of 3-dimensional shapes in 2D  Understand representation of 3D objects with Cubes. Page 30 Arithmetic of Fractions  Revise notion of fractions and fraction addition/subtraction  Understand mixed and improper fractions and convert from one to the other  Able to multiply and divide fractions by other fractions  To find the reciprocal of a fraction.  Able to solve word problems that involve fractions (with all four operations). II.Measurement s Metric Measures  Recall the conversion of units of length, weight and volume restricting to the units mentioned below. (km, m, cm, mm and similarly units that are in common use in weight and volume).  Able to understand the use of decimal point to convert smaller to larger units  Able to add and subtract quantities with different unit with appropriate conversion Measures of Time  Able to read time on a clock (Eg.1:15 min. as quarter pass one)  Use both 12-hour and 24-hour formats to read time and convert from one to another.  Able to find the duration between 2 time instances.  Able to convert from one unit of time to the other – seconds to minutes and hours and vice – versa, days to weeks, years, leap year and vice – versa. Area and Perimeter Area and Perimeter  Revise the concepts of Perimeter and Area of Square, Rectangle, Right triangle and combined shapes.  Determine the area of Parallelogram, Rhombus, and Trapezium. Circle  Determine the area and circumference of Circles and its parts. Area of Pathway  Calculate the area of Pathway inside and outside the given rectangles and circles applying the concept of area of rectangle and circle respectively. Circles  To know the parts of a circle and identify and compare the relationship between radius and diameter.  Introduce the concept of segment and chord.  Find the length of arc, area of sector. . Area and Perimeter of combined Plane Figures.  Recall the concepts of area & perimeter for various quadrilaterals  Calculate the area of simple combined figures (Not more than three figures placed in juxtaposition) 3-Dimensional Shapes  Understand representation of 3-dimensional shapes in 2D  Understand representation of 3D objects with Cubes.  Understand the concept of area and perimeter of plane figures.  Learn to find the area and perimeter of square, rectangle, right triangle and combined shapes. Conversion of Square units  Convert Square units (Eg. cm2 to m2) III. ALGEBRA Introduction to Algebra  Introduction to variable through patterns and through appropriate word problems and generalizations.  To generate such patterns with more examples.  To solve unknowns through examples with simple contexts (single operations). Algebraic Expressions  Identify constants and variables in a given term of an algebraic expression and coefficients of the terms.  Identify like and unlike terms.  To learn to write the degree of expressions like 2xy , xyzetc.  Able to add and subtract algebraic expressions with integer coefficients  Able to form simple expressions with two variables. Solving simple linear equations  Solve simple linear equations (in contextual problems) (avoid complicated coefficients).  Represent inequalities of a single variable graphically. Exponents  Understand the laws of Exponents (through observing patterns and arrives at generalization.)  m n mnaa a  where m,n ϵ N  ()m n mnaa  where m,n ϵ N Revision  Recall addition and subtraction of expressions. Algebraic Expressions  Able to multiply algebraic expressions with integer coefficients  Able to divide algebraic expressions by monomial  Able to understand and avoid some common errors (e.g. 2 ,7 7xx x xxy xy  ) (x+2 = 2x / xy) (x) = 2xy Identities  To recall the identities for 2 22 2( ), ( ),ab ab a b  Able to apply identities in problems  Numerical examples and applies it in sums Factorizations  Able to recognize (simple cases only) expressions that are factorizable of the following types (a+b)3 ,(a-b)3, (x+a)(x+b)(x+c) Solving linear equations  Able to solve word problems that involve linear equations (with simple coefficients) Graphs:  Able to plot the points in the graph.  Able to plot graphs of simple linear functions (ex: y=5x) Page 31  m mn n a aa  where m,n ϵ N, m>n.  Find units digits of large numbers represented by exponents (ex: 23 50) by observing patterns Algebraic identities  To deduce identities with geometrical proofs, numerical examples and apply it in sums 22 2 22 2 22 () 2 , () 2 , ( ) ( ). ab a a bb ab a a bb a b abab       Able to recognize (simple cases only) expressions that are factorizable of the following types 22 2() , () ,a xy xy a b  IV. LIFE MATHEMATICS Ratio and Proportion  Understand the concept of Ratio  Understand that Proportion is same as the ratio of two.  Able to calculate the needed quantity using unitary method (with only direct variation implied). Shopping  Able to prepare a bill.  To Verify the bill amount. Profit and loss  Able to calculate cost price, Selling Price and Profit/Loss. Recall: Ratio and Proportion  To recall the concept of ratio and proportion. Inverse and Direct Proportion  Understand the concept of inve rse proportion  Able to differentiate direct and inverse proportion and calculate the needed quantity using direct and inverse proportion. Fraction and decimal into percentage  Understand percentage as a fraction with denominator 100.  Able to convert fractions and decima ls into percentages and vice-versa  To solve word problems based on percentage. Simple Interest  Able to calculate simple interest. Revision  Profit, Loss and simple interest. Application of percentage, profit & loss, overhead expenses, Discount, tax.  Solve problems involving applications of Percentages, Profit & Loss, overhead expenses, Discount, tax. Compound Interest  Able to find compound interest through patterns and use it in simple problems. (Compounded yearly up to 3 years or half-yearly up to 3 steps only).  Able to differentiate between simple and compound interest  Find the difference between CI and SI for 2 years and 3 years. (The numbers used for calculation purpose should be easy - otherwise, calculator can be used.) Compound variation  Do problems on compound variation  Solve Time and Work problems– Simple and direct word problems. V.GEOMETRY Introduction to point , line, ray , segment and planes Properties of Parallel lines  Understand the properties of angles in Properties of Triangles  Recall the properties of triangles. Page 32  m mn n a aa  where m,n ϵ N, m>n.  Find units digits of large numbers represented by exponents (ex: 23 50) by observing patterns Algebraic identities  To deduce identities with geometrical proofs, numerical examples and apply it in sums 22 2 22 2 22 () 2 , () 2 , ( ) ( ). ab a a bb ab a a bb a b abab       Able to recognize (simple cases only) expressions that are factorizable of the following types 22 2() , () ,a xy xy a b  IV. LIFE MATHEMATICS Ratio and Proportion  Understand the concept of Ratio  Understand that Proportion is same as the ratio of two.  Able to calculate the needed quantity using unitary method (with only direct variation implied). Shopping  Able to prepare a bill.  To Verify the bill amount. Profit and loss  Able to calculate cost price, Selling Price and Profit/Loss. Recall: Ratio and Proportion  To recall the concept of ratio and proportion. Inverse and Direct Proportion  Understand the concept of inverse proportion  Able to differentiate direct and inverse proportion and calculate the needed quantity using direct and inverse proportion. Fraction and decimal into percentage  Understand percentage as a fraction with denominator 100.  Able to convert fractions and decimals into percentages and vice-versa  To solve word problems based on percentage. Simple Interest  Able to calculate simple interest. Revision  Profit, Loss and simple interest. Application of percentage, profit & loss, overhead expenses, Discount, tax.  Solve problems involving applications of Percentages, Profit & Loss, overhead expenses, Discount, tax. Compound Interest  Able to find compound interest through patterns and use it in simple problems. (Compounded yearly up to 3 years or half-yearly up to 3 steps only).  Able to differentiate between simple and compound interest  Find the difference between CI and SI for 2 years and 3 years. (The numbers used for calculation purpose should be easy - otherwise, calculator can be used.) Compound variation  Do problems on compound variation  Solve Time and Work problems– Simple and direct word problems. V.GEOMETRY Introduction to point , line, ray , segment and planes Properties of Parallel lines  Understand the properties of angles in Properties of Triangles  Recall the properties of triangles. Understand fundamental geometrical terms -points, lines, rays, segments and planes.  Understand collinear points and concurrent lines, point of concurrency  Understand parallel and perpendicular lines. Angles and their types  Understand the concept of angles.  Identify vertex, arms and measure of angles.  Understand right, acute, obtuse and straight angles.  Understand complementary & supplementary angles and find complementary and supplem entary angles for the given angles. Types of Triangles  Able to recognize different kinds of triangles based on (a) length of sides (b) measures of angles. Symmetry  Able to find symmetrical objects in Surrounding.  Learn types of symmetry PRACTICAL GEOMETRY Constructions  Identify Geometrical instruments.  Able to measure and draw line segment.  Able to construct parallel and perpendicular lines using set square.  Able to draw given angles using protractor. intersecting lines, adjacent angles on a straight line, parallel lines and transversal lines. Properties of Triangles  Able to apply angle sum property of a triangle. Congruence triangles properties  Know the concept of congruency.  Know the criteria for congruency of triangles. (SSS, SAS, ASA, RHS). PATTERNS AND RELATIONS- Symmetry through transformation  Recall the types of Symmetry through diagram  Learn Symmetry through transformations (Translation, reflection, rotation and their combination) PRACTICAL GEOMETRY- Constructions Construction using scale and compass.  Construct the perpendicular bisector of the given line segment.  Construct the angle bisector of the given angle.  Construct special angles without protractor - 90, 60, 30, 120.  Construction of triangles: given SSS , SAS, ASA.  Construct circles and concentric circles.  Know the concept of similarity of triangles.  Know the criteria for similarity of triangles. (SSS, SAS, ASA, RHS).  Understand theorems based on properties of triangles and apply them to appropriate problems.  Understand Pythagoras theorem and solve problems using it. Concurrent Points of a triangle with definition  Understand the concurrency of medians, altitudes, angle bisectors and perpendicular bisectors in a triangle. Construction of Quadrilaterals: trapezium, parallelogram, rhombus, rectangle and square  Able to construct quadrilaterals: trapezium, parallelogram, rhombus, rectangle and square Page 33 VI.STATISTICS Introduction  Understand the necessity to collect data.  Organize collected discrete data using tally marks and a table.  Able to form a frequency table. Pictograph  Able to interpret a pictograph and understand the need for scaling. Bar graph  Able to interpret data from bar graphs.  Able to construct bar graphs from th e given data. Collection and organization of discrete data  Collect and organize continuous data. Mean, Median, Mode  Calculate Mean, Median, Mode of ungrouped data and understand what they represent Formation of frequency table  Recall formation of frequency table. Representation  Draw Histogram, frequency polygon for grouped data  Construct simple Pie- charts for the given data. VII. INFORMATION PROCESSING Systematic Listing, Completion and Counting,  Able to order number/colour systematically  Able to solve Sudoku & magic triangles by systematic completion  Able to count more figures in a figure in a systematic way. Modelling  Tree diagrams for numerical expressions; what regrouping does to the shape of the tree. Iterative patterns and processes  Euclid's algorithm, Euclid's game: (Ref:https://en.wikipedia.org/wiki/Eu clidean_algorithm) Following and Devising Algorithms  Sorting given information on different attributes.  Disordering given ordered information. Systematic Listing, Counting, Reasoning  Tetraminoes: make all the shapes. (How many up to rotations and flips). Modelling  Simple road map of town; roads carry costs; cost of routes; minimal cost paths. Iterative patterns and processes  Given table, find the function.  Pascal's triangle. Following and Devising Algorithms  Making "best" schedules, time-tables, deciding order of tasks under given set of constraints.  Creating and using flowcharts. Systematic Listing, Counting, Reasoning  Determine the number of possible orderings of an arbitrary number of objects, describe procedures for listing and counting all such orderings. Modelling  Games like SETS: https://en.wikipedia.org/wiki/Set_game  Map colouring using examples. Iterative patterns and processes  Given description of simple physical/biological system, predict future behaviour.  Devising and breaking simple codes. Following and Devising Algorithms  Best ways of packing objects into a bag / box.  Shopping to a budget, with constraints on money, weight, volume. Page 34

SYLLABUS Subject : Science Class : VI Topic Content -- Physics Unit–1 Measurement 1.1 Concepts of Measurements; Fundamental units (Length, time and mass) 1.2 Definition 1.3 Methods of Measurement of Length, Mass and Time 1.4 Multiples and sub multiples of units. 1.5 Volume of regular and irregular object. 1.6 SI system 1.7 Beam balance & Electronic balance Numerical problems Unit–2 Forces and Motion 2.1 Motion and Rest 2.2 Types of Forces 2.3 Effects of Forces 2.4 Types of Motion 2.5 Measuring speed and Units of speed; 2.6 Problems related to Speed 2.7 Distance and Time 2.8 Science today - Robot 2.9 Numerical problems Unit–3 Heat 3.1 Sources of Heat - Sun, combustion or burning, friction, electrical heat 3.2 Heat Definition 3.3 Hot and cold objects - Temperature 3.4 Flow of Heat (Hot to cold) Thermal Equilibrium Sources of heat 3.5 Expansion in solids 3.6 Cubical and linear 3.7 Uses of Thermal Expansion 3.8 Reasoning questions based on expansion 3.9 Numerical problems Unit–4 Electricity 4.1 Sources of Electricity 4.2 Primary and Secondary cells 4.3 An electric circuit Symbols of electric components 4.4 Open & Closed Circuits, Series & Parallel Circuits 4.5 Conductors and Insulators. Unit–5 Magnetism 5.1 Discovery of magnets 5.2 Magnetic and non magnetic materials 5.3 Magnetic poles 5.4 Properties of Magnets 5.5 Storage and Usage of Magnets 5.6 Science today - Flying Trains Page 35 Chemistry Unit–1 Matter around us 1.1 Classification of matter; Introduction 1.2 Solids, liquids, gases 1.3 Pure substances and mixed substances 1.4 Need for Separation 1.5 Definition of Separation; Separation of substances 1.6 Hand picking 1.7 Winnowing 1.8 Sieving 1.9 Threshing 1.10 Churning 1.11 Magnetic Separation 1.12 Sedimentation 1.13 Decantation 1.14 Filtration 1.15 Food Adulteration Unit–2 Changes around us 2.1 What is change? 2.2 Change of state 2.3 Classification of changes 2.4 Slow and fast changes 2.5 Reversible and irreversible 2.6 Desirable and undesirable 2.7 Physical and chemical changes 2.8 Natural and man–made 2.9 Solute, solvent, solution Unit–3 Air 3.1 Atmosphere 3.2 Composition of air 3.3 Importance of air for survival of plants and animals 3.4 Burning and combustion 3.5 Uses of air 3.6 Experimental verification of N2, CO2 and O2 in Air Unit–4 Water 4.1 Availability of water 4.2 Sources of water 4.3 Composition of water 4.4 Importance of water 4.5 Water vapour - transpiration 4.6 Water cycle 4.7 Water distribution and treatment systems 4.8 Water conservation Page 36 Unit–5 Chemistry in Everyday life 5.1Fertilizers 5.2 Cements 5.3 Gypsum / Epsom 5.4 Plaster of Paris 5.5 Soaps and Detergents 5.6 Phenols 5.7 Adhesives Biology Unit–1 Living world of Plants 1.1 The habitat of the living plants - Habitat 1.2 Types aquatic, Terrestrial, deserts, mountains 1.3 Plants adaptation and modifications of plants 1.4 Tendrils, Climbers, Thorns 1.5 Plants form and function 1.6 Morphological structure and function of root, stem and leaves Unit–2 Living World of Animals 2.1 Bio diversity 2.2 Habitat 2.3 Unicellular and multi cellular organisms 2.4 adaptation in Animals E.g. Camel Unit–3 Health and Hygiene 3.1 Nutrients (carbohydrates, proteins, fats, vitamins and minerals) 3.2 Health and Nutrients 3.3 Balanced diet 3.4 Malnutrition 3.5 Physical exercise and rest 3.6 Personal cleanliness (Introduction for Bacteria and Virus) 3.7 Importance of a Balanced diet 3.8 Deficiency and its diseases Unit–4 The Cell 4.1 Structural Organization of a Cell 4.2 The cell 4.3 Types of cells Unit–5 Human Organ System Organ systems of human body 5.1 Skeletal system 5.2 Skeletal system 5.3 Muscular system 5.4 Circulatory system 5.5 Respiratory system 5.6 Digestive system 5.7 Nervous system 5.8 Excretory system 5.9 Sensory system 5.10 Endocrine system Unit–6 Our 6.1 The Ecosystem 6.2 Food and Food Web Page 37 Environment 6.3 Waste and Management 6.4 Biodegradable and Non- Biodegradable wastes 6.5 Pollution\ 6.6 Types of pollution Unit–7 Plants in Daily Life 7.1 Plants as Food 7.2 Fibre yielding plants 7.3 Ornamental plants 7.4 Timber yielding plants 7.5 Medicinal plants 7.6 Spices 7.7 Interrelationship between plants and animals Page 38

SYLLABUS Subject: Science Class: VII Topic Content- Physics Unit–1 Measurement 1. Idea of derived quantities and Units (Area, Volume, Density of solids and liquids) 2. Explanation and Me asuring Astronomical distance. 1 AU & 1 light year. 3. Numerical problems Unit–2 Forces and Motion 1. Distance - Displacement 2. Speed - velocity 3. Measure and calculate the speed of moving objects 4. Acceleration 5. Distance -Time Graphs 6. Speed -Time Graphs 7. Centre of gravity and three states of equilibrium 8. Science today - Typical Speeds 9. Numerical problems Unit–3 Heat & Temperature 1. Units of Temperature 2. Measuring temperature: Clinical and Laboratory thermometer 3. Thermometric liquids 4. Thermodynamic scales Celsius, Fahrenheit, Kelvin and Rankin 5. Numerical problems Unit–4 Electricity 1. Electric Current - Conventional Current and Electron Flow 2. Types of Cell 3. Describe simple electric circuit 4. Open circuit and Closed circuit 5. Explain the classification of materials based on electrical properties Page 39 6. Explains heating effect and magnetic effect of electric current Unit–5 Light 1. Sources of Light 2. Rectilinear propagation of Light - Pinhole Camera 3. Reflection - Types and Laws of Reflection 4. Shadows 5. Colours in Spectrum 6. Plane Mirror and Reflection 7. Colours - Dispersion of Colours and sunlight 8. Newton’s Disc 9. Synthesis of Colours 10. Numerical problems Unit–6 Universe and Space Science 1. Basic concepts of Universe 2. milky way 3. Evolution of universe of current theory 4. Building blocks of Universe 5. Satellites 6. Natural and Artificial 7. ISRO Chemistry Unit–1 Matter around us 1. Effect of temperature on Solid, liquid and gases 2. Elements and compounds 3. Occurrence of Elements and Compounds in nature 4. Elements in human body 5. Elements in air 6. Atom, Molecules of Elements and Compounds 7. Symbols of some common elements 8. Chemical Formula 9. Atomicity of elements Unit–2 Changes around us 1. Physical change 2. Crystallization Page 40 3. Melting 4. Evaporation 5. Freezing 6. Sublimation 7. Condensation 8. Chemical change 9. Rusting of iron 10. Burning 11. Curdling 12. Chemical reaction of Baking Soda with lemon juice 13. Conditions needed for a chemical change Indicators of a chemical change 14. Periodic and non–periodic change 15. Endothermic and Exothermic change 16. Fermentation Unit–3 Atomic Structure 1. Structure of an atom 2. Sub–atomic particles and its properties 3. Atomic Number and Atomic mass 4. compounds mixture and its types 5. symbols 6. Valency Unit–4 Polymer Chemistry 1. Synthetic fibers 2. Types and uses 3. Polymers 4. Plastics 5. Types and uses 6. Hazardness of Plastics 7. PLA Plastics 8. Various methods of disposing Plastics 9. Biodegradable plastics 10. Plastic eating Bacteria 11. Glass - Types and uses Page 41 Unit–5 Chemistry in Everyday life 1. Medicines 2. Antibiotics 3. Analgesics 4. Antipyretic 5. Antiseptics 6. Antihistamine 7. Antacids 8. ORS 9. Combustion and its types 10. Flame and its structure 11. Fire control 12. Fire extinguishers Biology Unit–1 Reproduction and Modification in Plants 1. Reproduction in plants 2. Sexual Reproduction 3. Pollination 4. Types of Pollination 5. Pollinators 6. Fertilization 7. Asexual Reproduction 8. Modification of roots, stems, leaves Unit–2 Health and Hygiene 1. Taking care of our body 2. Taking care of our teeth, our eyes, hair hygienic habits 3. Communicable diseases (Bacteria and Virus) 4. Non Communicable diseases 5. Any 3 safety and first aid (cuts and burns) Unit–3 Cell Biology 1. Plant and animal cell comparison 2. Cell as a fundamental unit of life (cell to organism) 3. Human cells related to functions Structure and function of all cell organelles (in brief.) Page 42 Unit–4 Basis of Classification 1. Need for classification 2. The 5 kingdom classification 3. Binomial Nomenclature (Introduction) Unit–5 Animals in Daily Life 1. Animal products (Food, Clothing) 2. Animal Fibers (wool, silk) 3. Hazards in silk and wool industries (ANTHRAX) 4. Sericulture and Ahimsha/Peace silk 5. Poultry farming 6. Animal protection and maintenance Page 43

SYLLABUS Class: VIII Subject: Science Topic Content Physics Unit–1 Measurement 1.1 Unit Systems 1.2 Temperature 1.3 Electric current 1.4 Amount of substance 1.5 Luminous intensity, Plane Angle and Solid Angle 1.6 Type of Clocks 1.7 Accuracy in Measurement 1.8 Approximation and Rounding off 1.9 Numerical problems Unit–2 Force and Pressure 2.1 Forces 2.2 Definition 2.3 Action of force and it effects 2.4 Pressure 2.5 Pressure exerted by liquids and gases 2.6 Pressure exerted by air 2.7 Atmospheric pressure 2.8 Pascal’s law, application 2.9 Surface tension & viscosity 2.10 Friction, applications 2.11 Factors affecting Friction 2.12 Friction - necessary 2.13 Increasing and reducing friction 2.14 Numerical problems Unit–3 Light 3.1 Types of mirror (Spherical and Parabolic mirror) 3.2 Images of spherical mirrors 3.3 Parts of curved mirrors (Centre of curvature, principal focus, pole, principal axis, focal length) 3.4 Application of mirrors 3.5 Laws of reflection 3.6 Regular and Irregular reflections 3.7 Multiple reflections 3.8 Multiple images (Periscope, Kaleidoscope) 3.9 Refraction 3.10 Snells’ law 3.11 Dispersion of Light Page 44 3.12 Numerical problems Unit–4 Heat 4.1 Effects of Heat 4.2 Transfer of Heat 4.3 Conduction, Convection and Radiation 4.4 Calorimetry and Calorimeter 4.5 Thermostat 4.6 Thermos flask Unit–5 Electricity 5.1 Electric charges at rest 5.2 Types of charges 5.3 Transfer of charges 5.4 Electroscope 5.5 Gold leaf electroscope 5.6 Lightning and Thunder 5.7 Earthing 5.8 Lightning arresters 5.9 Types of circuits – Simple, Series, Parallel 5.10 Effect of electric current 5.11 Chemical effect 5.12 Electro plating 5.13 Heating effect – Electric fuse 5.14 Numerical problems Unit–6 Magnetism 6.1 Magnets and its types 6.2 Field around a bar magnet 6.3 Tracing magnetic field using compass needle 6.4 Types of magnetic materials 6.5 Magnetic properties 6.6 Earth’s magnetism 6.7 Uses of magnets Unit–7 Sound 7.1 Wave motion 7.2 Medium of Propagation 7.3 Sound produced by vibrating body 7.4 Human ear and hearing 7.5 Larynx, windpipe, vocal cord 7.6 Musical instruments 7.7 Properties of soun d (Pitch , frequency and Timbre, Audibility and range) 7.8 Noise and noise pollution 7.9 Numerical problems Unit–8 Universe and Space Science 8.1 History of Chandrayaan and Mangalyaan probe 8.2 Rocket parts and fuels 8.3 Launching of rockets 8.4 NASA Page 45 Chemistry Unit–1 Matter around us 1.1 Compounds in solid state 1.2 Compounds in liquid state 1.3 Compounds in gaseous state 1.4 Uses of compounds in day to day life 1.5 Metals, non–metals and metalloids 1.6 Symbols of elements Unit–2 Changes around us 2.1 Chemical reactions based on – contact, Solution of reactants, Electricity, Heat, Light and Catalyst 2.2 Effects of chemical reactions – biological effects, environmental effects, production of heat, light, sound and pressure Unit–3 Air 3.1 Oxygen, Carbon dioxide and Nitrogen - Occurrence, Physical and chemical properties 3.2 Nitrogen fixation 3.3 Global warming 3.4 Acid rain Unit–4 Water 4.1 Composition 4.2 Preparation and Properties 4.3 Universal solvent 4.4 Potable water 4.5 Common pollutants 4.6 Controlling water pollution 4.7 Water treatment methods 4.8 Hardness of water 4.9 Removal of hardness Unit–5 Atomic Structure 5.1 Laws of chemical combination 5.2 Various views of Atomic structure 5.3 John Dalton 5.4 J.J.Thomson 5.5 Cathode ray experiment 5.6 Limitation of Thomson model 5.7 Valence 5.8 Writing Molecular formula 5.9 Ions, Types of ions 5.10 Different valent ions 5.11 Reactants, products and balancing simple equations 5.12 Information conveyed by chemical equation 5.13 Simple problems Unit–6 Acids, Bases and Salts 6.1 Definition of acids and bases 6.2 Properties of Acids and Bases Page 46 6.3 Uses of Acids and Bases in daily life 6.4 Neutralization Reaction 6.5 Natural indicators Unit–7 Chemistry in Everyday life 7.1 Hydrocarbons 7.2 Natural gas 7.3 Producer gas 7.4 Coal gas 7.5 Water gas 7.6 Bio gas 7.7 Coal and its types 7.8 Petroleum 7.9 Refining of petroleum 7.10 Characteristics of ideal fuel 7.11 Specific energy/Calorific value 7.12 Octane number 7.13 Cetane number 7.14 Solar energy as a non–depleting fuel 7.15 Applications of solar energy Biology Unit–1 Plant Kingdom 1.1 Binomial nomenclature 1.2 Bentham and Hooker. system of Classification 1.3 Algae, Fungi 1.4 Bryophytes, Pteridophytes 1.5 Gymnosperms 1.6 Angiosperms 1.7 Monocotyledons 1.8 Dicotyledons 1.9 Medicinal plants Unit–2 Micro Organisms 2.1 Virus, bacteria, algae, fungi and protozoa 2.2 Uses of microorganisms in medicine, agriculture, industry and daily life 2.3 Harmful microorganisms 2.4 Microbes in food process 2.5 Relationship between man and microbes 2.6 Balances, imbalances and uses 2.7 Effect of Prions and Virions on Human Unit–3 Reaching the Age of Adolescence 3.1 Adolescence and puberty 3.2 Secondary sexual characters 3.3 Role of hormones in reproduction 3.4 Reproductive phase of life in human 3.5 Menstrual Cycle 3.6 Reproductive Health 3.7 Nutritional needs for Adolescence 3.8 Personal hygiene for Adolescence Page 47 Unit–4 Movements in Animals 4.1 Movements of animals (Earthworm, cockroach, birds, fish and snakes) 4.2 Human body and its movements 4.3 Joints and types of joints 4.4 Skeleton 4.5 Muscles movement and types Unit–5 Organization of Life 5.1 Organization–– Cells; T issues; Organs; O rgan system 5.2 Diffusion, Osmosis and Osmoregulation 5.3 Homeostasis 5.4 Design of the body – based on function – some examples 5.5 Cellular respiration 5.6 Metabolism Unit–6 Conservation of Plants and Animals 6.1 Deforestation, Afforestation and Reforestation 6.2 Endangered species 6.3 Red data book 6.4 Wildlife sanctuary and National parks 6.5 In–situ, Ex–situ Conservation 6.6 PBR (Peoples Bio diversity Register) 6.7 Bio Magnification 6.8 Blue Cross Unit–7 Crop Protection and Management 7.1 Agricultural practices 7.2 Basic practices of crop protection 7.3 Preparation of soil and sowing 7.4 Irrigation 7.5 Weed Management 7.6 Harvesting equipments 7.7 Storage 7.8 Rotation of crops 7.9 Seed Bank 7.10 Seed Balls 7.11 Preservation of Seeds 7.12 Heirloom Seed 7.13 Bio indicators 7.14 List of agricultural research i nstitutions – IARI, ICAR, KVK 7.15 Foliar Sprays (EM, Vermi wash, Panchgavya) 7.16 Bio Predators /Bio pesticides, Bio repellants and Bio fertilizer Page 48

SYLLABUS Class: VI Title Sub Title HISTORY What is History? - Some Major Indian Excavated Sites - Sources of History - A Mighty Emperor Ashoka Human Evolution - Stages of Human Evolution - Migration of Homo sapiens from east Africa to other parts of the world. - Hunting and Food Gathering - Stone Tools and Weapons - Invention of the Wheel - Pot Making - Ancient Rock Paintings - From Nomadic to Settled Life : The World’s Earliest Farmers - Pre-Historic Rock Art of Tamilnadu Indus Civilisation - Discovery of a lost city – Harappa - Sites in Indian borders - Time Span of Indus Civilisation - Unique Features of Harappan Civilisation - Streets and Houses - Drainage System - The Great Bath (Mohenjo-daro) - The Great Granary (Harappa) - The Assembly Hall - Trade and Transport - Dockyard at Lothal - Leader in Mohenjo-Daro - Technology - Apparel - Love and peace - Ornaments - Occupation - Pottery - Religious Belief - Toy Culture - General Facts about Indus Civilisation Ancient Cities of Tamilagam - Poompuhar - Poompuhar Port - Madurai - Kanchi Social Science Page 49 Vedic Culture in North India and Megalithic Culture in South India - Vedic Age - Who were the Aryans? - Aryans and their Home in India - Sources – Vedic Literature - Archaeological Sources - Vedic Culture – Polity and Society - King - Social Organization - Status of Women - Economic life - Religion - Education – Gurukula System of Education - Age – based Ashramas - Contemporary culture in South India and Tamil Nadu - Megalithic / Iron Age in Tamil Nadu - Some of the Megalithic / Iron Age Archaeological Sites in Tamil Nadu -Adichanallur – Thoothukudi District - Keezhadi – Sivagangai District - Porunthal – Dindigul District - Paiyampalli – Vellore District - Kodumanal – Erode District Great Thinkers and New Faiths - Intellectual Awakening - Sources - Literary Sources - Causes for the Rise of Intellectual Awakening and the Birth of Buddhism and Jainism - Origin of Jainism - Mahavira (The Great Hero) - Unique Teachings of Jainism - Tri – rathnas or Three Jewels - Jain Code of Conduct - Digambaras and Svetambaras - Digambaras - Svetambaras - Reasons for the Spread of Jainism - Influence of Jainism (Samanam) in Tamil Nadu - Buddhism – Gautama Buddha - Four Great Sights - Enlightenment - Buddha’s four Noble Truths - Eight fold path - Teachings of Buddha - Buddhist Sangha - Buddhist Sects - Causes for the Spread of Buddhism - Jainism &Buddhism - Similarities and disimilarities - Influence of Buddhism in Tamilnadu - The Woodpecker and the lion (A Jataka Story) Page 50 From Chiefdoms to Empires - Importance of Sixth century BC (BCE) - Role of iron in a changing society - Gana – Sanghas and Kingdoms - Janapadas and Mahajanapadas - Sixteen Mahajanapadas – (“Great Countries”) - The Causes for the Rise of Magadha - Dynasties of Ancient Magadha - Haryanka Dynasty - Shishunaga Dynasty - Nanda Dynasty - Mauryan Empire – Sources - Mauryan Empire – India’s First Empire - Chandragupta Maurya - Bindusara - Ashoka - Chandasoka (Ashoka, the wicked) to Dhammasoka (Ashoka the righteous) - Edicts of Ashoka - Mauryan Administration – Centralized administration – King - Revenue system - Judicial System - Military Administration - Municipal Administration (Cities and Towns) - Currency - Trade and Urbanization - Stupas - Monolithic Pillar – Sarnath - Beginning of Rock cut Architecuture - Reasons for the Decline of the Mauryan Empire - Elsewhere in the World Society and Culture in Ancient Tamizhagam: The Sangam Age - The Sangam Age - Sources – Inscriptions - Cheras -Prominent Chera Rulers - Cholas -Kallanai - Pandyas -Prominent Pandya Rulers - Royal Insignia - Minor Chieftains – Ay, Velir and Kizhar - Sangam Polity – Kingship - The Court - Army - Law and Justice - Local Administration - Important Towns - Thinai (tract)-based Sangam Society Page 51 - Status of Women -Women Poets of Sangam Age - Religious Beliefs and Social Divisions -Veerakkal/Natukkal - Dress and Ornaments - Arts - Occupation - Festivals and Entertainments - Trade -Malabar Black Pepper - Major Ports - Main Exports - Main Imports -Muziris – First Emporium - Trade Contact with Overseas Countries - Kalabhras The Post-Mauryan India - Introduction - Sources Archaeological Sources Inscriptions / Copper Plates - Coins - Literary Sources - Foreign Notice - The Sungas and Kanvas in the North - The Sungas - Importance of the Sunga Period - The Kanvas - The Kanva rulers were - Satavahanas in the South - Contributions of Satavahanas Literature - Art and Architecture - ndo-Greeks, Indo-Parthians, Sakas and Kushanas Indo-Greeks and Indo-Parthians -Rulers of Indo Greeks - Contributions of Indo-Greeks -Rulers of Indo-Parthians (Pahlavas) - Sakas - Kushanas - The Kushana Kings Kanishka - Conquests - Religious Policy - Art and Literature The Age of Empires: Guptas and Vardhanas Introduction - Sources - Archaeological Sources - Literary Sources - Foundation of the Gupta Dynasty - Chandragupta I (319–335 AD(CE) - Samudragupta (335–380 AD(CE) -Prashasti - Consolidation of Gupta Dynasty - Chandragupta II (380 - 415AD(CE) -Fahien - Gupta Polity Page 52 - Society and Economy - Land and Peasants - Trade and Commerce -Nalanda University - Metallurgy - Society - Slavery - Religion - Art and Architecture - Literature - Mathematics, Astronomy and Medicine - Vardhana Dynasty - Conquest of Harshavardhana - Administration - Religious Policy - Art and Literature South Indian Kingdoms - South Indian Kingdoms - The Pallavas - Pallava Genealogy (Prominent Kings) - Pallava’s Contribution to Architecture - Mahendra Style - Mamalla Style - Rajasimha Style - Nandivarma Style - Society and Culture - Education and Literature - Pallava Art - The Chalukyas - Sources - The Chalukyas of Vatapi - Western Chalukyas of Kalyani - Contributions to Art and Architecture - The Rashtrakutas - Rashtrakuta Kings - Contribution of Rashtrakutas to literature, art and architecture Literature - Art and architecture - Kailasanatha Temple – Ellora (near Aurangabad, Maharashtra) - Elephanta Island - Pattadakal Page 53 Subject: GEOGRAPHY Class: VI Title Sub Title Geography The Universe and Solar System 1.Universe 2. The Solar System The Sun Planets - Mercury (The Nearest Planet) - Venus (The Hottest Planet) - Earth (The Living Planet) - Mars (The Red Planet) - Jupiter (the Largest Planet) - Saturn (The Ringed Planet) - Uranus (The Somersaulting Planet) - Neptune (The Coldest Planet) - The Dwarf Planets - The Moon - Earth’s Satellite - Asteroids - Comets - Meteors and Meteorites 3. Motions of the Earth - Shape and Inclination of the Earth - Rotation - Revolution 4. Spheres of the Earth - Lithosphere - Hydrosphere - Atmosphere - Biosphere - Land and Oceans 1.First order landforms 2. Second order landforms 2.1 Mountains 2.2 Plateaus 2.3 Plains 3. Third order landforms 4. Oceans 4.1 The Pacific Ocean 4.2 The Atlantic Ocean 4.3 The Indian Ocean 4.4 The Southern Ocean 4.5 The Arctic Ocean Page 54 Resources 1. Natural Resources Classification of Natural Resources A. On the Basis of Origin I. Biotic Resources II. Abiotic Resources B. On the Basis of Development C. On the Basis of Exhaustibility D. On the Basis of Distribution E. On the Basis of Ownership I. Individual Resources II. Community – Owned Resources III. National resources IV. International resources 1. Man- Made Resources 3. Human Resource - Gandhian thought on Resources - Resource planning / Management Conservation of resources Asia and Europe Asia - Location and Area - Boundaries - Political Divisions - Physiographic Divisions 1.The Northern lowlands 2.The Central High Lands 3.The Southern Plateaus 4.The Great Plains 5.The Island Groups - Drainage - Climate - Natural Vegetation - The Natural Regions (Flora & Fauna) -Fact: Desert - Resource Base and Economic Activities of Asia Mineral Resources - Agriculture - Fishing - Industrial Regions - Trasport - Roadways - Railways - Waterways Page 55 -Cultural Mosaic Of Asia - Population - Religion & Language - Art and Architecture - Food - Dance and Music - Festivals: - Land of contrasts - Location and size - Fact - The Netherlands - Fact - Fiord - Physical Divisions 1. The North Western highlands 2. The Central Plateaus 3. The Alpine Mountain System: 4. The North European plain - Drainage - The Important Rivers in Europe - Climate - Natural vegetation - Resources Base and Economic Activities of Europe - Industries - Cultural Mosaic of Europe - Religion & Language - Art and Architecture - Food and Festivals - A Comparison of Asia and Europe - Globe - Directions - Globe - Lines on the Globe - Latitudes - Northern Hemisphere & Southern Hemisphere - Important lines of latitude - Torrid Zone - Temperate Zone - Frigid Zone - Longitudes - Eastern Hemisphere - Western Hemisphere - Significant Lines of Longitude Greenwich Meridian - International Date Line - Longitude and Time - Earth Grid - Local Time - Indian Standard Time - Standard Time - Time Zones Page 56 Understanding Disaster - Disaster - Natural Disasters – Earthquake -Volcanoes -Tsunami -Cyclones -Floods Landslide -Avalanche -Thunder and lightning - Man-made disasters – Fire -Destruction of buildings -Accidents in industries -Accidents in Transport -Terrorism -Stampede - Tsunami and floods - Tsunami - Do’s and Don’ts - Floods - Types of floods - Causes of floods - Effects of floods - Do’s & Dont's - During floods - Disaster Risk Reduction (DRR) - Case Study -Chennai flood – 2015 - Forecasting and Early Warning Page 57 Subject: CIVICS Class: VI Title Sub Title Understanding Diversity 1. Understanding diversity 2. Diversity in India 2.1 Land Forms and Lifestyle Diversity 2.2 Social Diversity 2.2.1 Interdependence and Co-existence 2.2.2 Family and Society 2.3 Religious Diversity 2.4 Linguistic Diversity 2.5 Cultural Diversity 2.5.1 Popular Dances and Music of India 3. Unity in Diversity Achieving Equality 1. Prejudice 1.1 Causes for Prejudice 2. Stereotypes 3. Inequality and Discrimination 3.1 Caste Discrimination 3.3 Religious Discrimination 3.2 Gender Discrimination 3.4 Socio-Economic Inequality 3.5 Remedial Measures for Abolishing Inequality and Discrimination 3.6 Constitution of India and Equality National Symbols - Other Symbols of our Country National flag - National Emblem - National Anthem - The rules to be observed while singing the Anthem - National song - National pledge - National Micro organism - Currency of India (INR) - National calendar - National Holidays Independence Day - Republic Day - Gandhi Jayanthi The Constitution of India Fundamental Rights and Duties Members in constituent Assembly Objectives of constitution Drafting Committee Page 58 Democracy - Democracy - Representative Democracy - Aims of Democracy - Oldest Democracies in the World - World Democracy Local Bodies – Rural and Urban - The List of corporations in Tamil Nadu - The Elected Representatives - Panchayat Union - District Panchayat - Functions of the village Panchayat- Obligatory Functions - Discretionary Functions - Functions of the City Municipal - Corporation - Revenue of the Village Panchayat - Revenue of the City Municipal Corporation - Role of women in the Local Self Government - Local Body Election -Local Bodies of Tamil Nadu (At present) - Works carried out by local bodies durings natural disasters and outbreak of diseases. Road Safety - Caution and care, make accident rare - Three types of traffic signs – Mandatory, Cautionary and Informatory - Cross roads and pedestrian crossing - Always use pavements - Pedestrian Do's & Don't s - Staying safe on a bicycle - While commuting in School transportation Dos - As pillion rider/co-passengers - Play at safe places Page 59 Subject: ECONOMICS Class: VI Title Sub Title Economics – An Introduction - Sandhai, Barter system - Consumer Goods - Villages are the backbone of our country - Primary activities - Secondary activities - Tertiary activities Page 60

Syllabus VII – History Sources of medieval India - Sources - Primary sources - Secondary sources - Inscriptions - Coins - Religious Literature - Secular Literature - Travellers Travelogues Emergence of new kingdoms-North India - Origin of the Rajputs - Pratiharas - Palas - Dharmapala (A.D. (CE) 770-810) - Mahipala I (988-1038) - The Chauhans - Contribution of Rajputs to Art and Architecture - Contribution of Palas to Culture - Advent of Islam - Mahmud of Ghazni - Muhammad of Ghor - The Battle of Tarain Emergence of new kingdoms-South India - 1. The Later Cholas - Revival of the Chola Rule - Decline of the Chola Empire - Administration - Local Governance - Uttiramerur Inscriptions - Revenue - Social structure based on Land relations - Irrigation - Religion - Temples - Cholas as patrons of Learning - Trade II. The Later pandyas - Revival of Pandya Kingdom (A.D. (CE) 600-920) - Rise of later Pandyas (1190-1310) - Sadaiyavarman Sundarapandyan Page 61 - Polity and Society - State - Royal officials - Administrative divisions - Village Administrations - Irrigation - Religion - Temples - Trade Delhi Sultanate - Slave Dynasty - Qutb-ud-din-Aibak (1206-1210) - Iltutmish (1210-1236) - Razia (1236-1240) - Ghiyas-ud-din Balban (1266-1287) - Khalji Dynasty (1290-1320) - Jalal-ud-din Khalji (1290-1296) - Ala-ud-din Khalji (1296-1316) - Tughluq Dynasty (1320-1414) - Ghiyas-Ud-din (1320-1324) - Muhammad-bin-Tughlaq (1325-1351) - Firoz shah Tughlaq (1351-1388) - Timur’s Invasion (1398) - Sayyid Dynasty (1414-1451) - Lodi Dynasty (1451-1526) Vijayanagar and Bahmani Kingdoms - Foundation of Vijayanagar Empire - End of Sangama Dynasty - Rise of Saluva Dynasty - Krishnadevaraya - A great Builder - Patron of Literature, art and Architechture - Battle of Talikota and the Decline of Vijayanagar - Aravidu Dynasty - Vijayanagar Adminsitration - Structure of Governance - Economic Condition - Agriculture - Cottage Industries - Trade - Contribution to Literature - Contribution to Architecture - Bahmani Kingdom - Foundation and Consolidation of the Bahmani Kingdom - Ala –ud-din Hasan Bahman Shan (1347-1358) - Muhammad shah I (1358 – 1375) - Successors of Muhammad Shah I - Mahmud Gawan - Decline of Bahmani Kingdom - Contribution of Bahmani Sultans - Education Page 62 The Mughal Empire - Babur (1526-1530) - Ancestry and His early Career - Foundation of the Mughal Empire - Humayun (1530-1540 and 1555- 1556) - Sher Shah (1540-1545) - Akbar (1556-1605) - Accession to Throne - Conquests of Woman rulers - Battle of Haldighati - Commercial access to Arabia, Southeast Asia and China - Military Campaigns in the North – West (1585-1605) - Akbar’s Religious Policy - Contributions to Cultue - Jahangir (1605-1627) - Shah Jahan (1627-1658) - Aurangzeb (1658-1707) - Relationship with Rajputs and Marathas - The Mughal Administration - Central Administration - Provincial Administration - Local Administration - Army - Mansabdari System - Land Revenue Administration - Religious Policy - Art and Architecture Rise of Marathas and Peshwas - Factors responsible for the rise of Marathas - Geographical Features - Bhakti Movement and the Marathas - Literature and Language of the Marathas - Shivaji - Shivaji’s Confrontation with sultan of Bijpur - Consolidation of Maratha Power - Shivaji and Aurangzeb - Maratha Administration under Shivaji - Army - Ashtapradhan - Shambhuji - Shahu Maharaja Peshwas - Bajirao (1720-1740) - The Prominent Maratha Families - Balaji Bajirao (1740-1761) - Maratha administration under Peshwas The Fall of Marathas Page 63 New Religious Ideas and Movements - Bhakti Movement: The Beginnings - 1. Devotional Movement in Tamizhakam - (Azhwars and Nayanmars) - (a) Adi Shankara - (b) Ramanuja - 2. Bhakti Movement in North India - (a) Exponents of Bhakti Movement - 3. Sufism in India - 4. (a) Kabir - (b) Guru Nanak - Guru Nanak’s Teachings: - 5. Impact of the Religious/ Bhakti Movement Art and Architecture of Tamil Nadu - Pallava Epoch - Pandya Temples in the Pallava Epoch - Sculptures - Paintings - The Early Chola Epoch - Later Chola Epoch - Thanjavur Big Temple - Dharasuram - Gangaikonda Cholapuram - Later Pandyas - Vijayanagara Epoch - Modern Period (After A.D. 1600) Jainism, Buddhism and Ajivika Philosophy in Tamil Nadu - Sources and Literature: Jainism - Jain Literature - 1. Agama Sutras - 2. Non-Agama Literature - Jains in Tamil Nadu - The Sittanavasal Cave Temple - Jains in Kanchipuram - (Tiruparuttikunram) - Kazhugumalai Jain Rock-CutTemple - Jain Temples in other parts of - Tamil Nadu - Contribution to Education - Buddhism - Buddhist Literature - Buddhism in Tamizhakam - Viharas Ajivika Philosophy Page 64 Geography Interior of the Earth - Interior of the Earth - 1. The Crust - 2. The Mantle - 3. The Core - The Earth Movements - Cause of Earthquake - Effects of Earthquake - Distribution of Earthquakes - Volcanoes - Causes of Volcanic Activity - Nature of Volcanic eruptions - Types of Volcanoes - 1. Active Volcano - 2. Dormant Volcano - 3. Extinct Volcano - Distribution of Volcanoes in the world - 1. Circum Pacific Belt - 2. Mid Continental belt - 3. Mid Atlantic Belt. Landforms (i) The Endogenic Process (ii) The Exogenic Process - Landforms - River - Glacier - Continental Glacier - Mountain or Valley Glacier - U Shaped Valley - Wind - Sea waves Page 65 Population and Settlement - The Races - Caucasoid - Negroid - Mongoloids - Australoids - Races of India - Religion - Classification of Religion - Language - Languages of India - Settlement - Old House Types - Patterns of settlements - Compact settlements - Dispersed Settlements - Rural settlement - Factors Influencing Rural Settlement - Pattern of Rural Settlement - Wet Point Settlement - Dry Point Settlement - Urban Settlements - Classification of Urban Settlements - Town - City - Mega City - Megalopolis - Conurbation - Satellite Town Smart City Resources - Importance of resource - 1. Biotic resources - 2. Abiotic resources - 3. Renewable resources - Solar energy - Wind Energy - Hydropower - Non-renewable resources - Metallic resources - Iron - Copper - Gold - Bauxite - Silver - Manganese - Non-Metallic resources - Mica - Limestone - Fossil Fuel resources - Coal - Petroleum - Natural gas Page 66 Tourism - The Basic components of Tourism - Attractions - Accessibility - Amenities - Type of Tourism - Religious Tourism - Historical Tourism - Eco-Tourism - Adventure Tourism - Recreational Tourism - International Tourism - Basic elements of Tourism attractions - Geographical Components of Tourism - Tourism attractions in India - Religious Tourism - Hill stations in India - Water falls in India - Wild life and Bird sanctuaries - Beaches - Tourist Attraction in Tamil Nadu - Religious Tourism - Hill Stations in Tamil Nadu - Water falls in Tamil Nadu - Wild life and Bird Sanctuaries in Tamil Nadu - Wildlife Sanctuaries - Bird Sanctuaries in Tamil Nadu - National Parks In Tamil Nadu - Beaches in Tamil Nadu - Environmental Impact of Tourism - Positive Impacts - Negative Impacts Page 67 Exploring Continents – North America and South America - A. North America - Location and Area - Boundaries - Political Division - Physiography - 1. The rocky Mountains - The Great Plains - The Appalachian Highlands - The Coastal Plains - Drainage - Climate - Natural vegetation - Agriculture - Wheat - Maize - Barley and Oats - Cotton - Sugarcane - Soyabeans - Potatoes and Sugar beet - Fruits - Cattle rearing - Dairy farming - Fisheries - Minerals - Industries - Major Industries in North America - 1. Iron and Steel Industry - 2. Heavy Engineering Industries - 3. Wood pulp and paper Industry - 4. Textile Industry - 5. The Meat- Packing Industry - Population - Population distribution - Transport - Trade - B. South America - Location - Physiography - The Andes Mountains - The River Basins (or) the central Plains - The Eastern Highlands - Climate - Drainage - Natural Vegetation - Wildlife - Agriculture - Wheat - Sugarcane - Maize - Coffee and Cocoa - Cotton - Barley, Rye and Oats Page 68 - Animal rearing - Fisheries - Minerals - Iron Ore - Manganese - Petroleum - Copper - Bauxite - Industries - Trade - Transport - Roadways - Railways - Waterways - Airways - Population - Population distribution Map Reading - Maps - Types of Maps - Maps on the basis of scale - Types of Atlas - Maps on the basis of content - Element of Maps - Title - Direction - Scale - Legend (or) key - Conventional signs and symbols - Uses of Maps - Comparison of Map and Globe Natural Hazards- Understanding of disaster Management in Practice - Hazard - Disaster - Types of Disasters - Natural Disasters - Tsunami - Effects - Flood - Effects - Cyclone - Effects of Cyclone - Man –made Disasters - Pre-Disaster Phase - During Disaster Phase - The Post – Disaster Phase - Warning system in India - Disaster Management in India - Disaster Management in TamilNadu - State Disaster Management Plan - General Survival Techniques Page 69 (Civics) Equality - What is Equality? - Importance of Equality - Kinds of Equality - Social Equality - Civil Equality - Political Equality - Gender Equality - Human Dignity - Equality of Opportunity and Education - Equality in Indian constitution Political Parties - What are Political Parties? - Importance of Political Parties - Characterisitcs of Political Parties - Types of Party System - Party System in India - Criteria for Recognition - Majority Party - Minority Party - Opposition Party - Coalition Government - Electrol symbols and its importance State Government - Difference between Parliament and State Legislature - Election Procedures - Powers and functions of Governor and Chief Minister - Three main organs of the government – the legislative, executive and Judiciary Media and Democracy - What is Media? - Personal Communication - Mass Communication - Importance of the Media - Media and Public Opinion - Ethic and Responsibility - Role of Media in Democracy - Local Media Women Enpowerment - Social Aspects of Gender - Woman’s Education - The Unmatched Importance of Female Education - Role of woman in the economic development - Benefits of Economic Empowerment of Woman - The need for Economic Empowerment of woman Page 70 Market and Consumer Protection - Features of Market - Classification of Markets - I. On the Basis of Geographical Location - II. On the basis of Time - III. On the Basis of Nature of Transaction - IV. On the basis of Regulation - V. On the basis of nature of competition - Monopoly - Monopolistic Competition - Oligopoly - 1. Who is a consumer? - 2. Who is not a consumer? - 3. What is Unfair Trade Practice? - Consumer Protection - The Consumer Protection Act, 1986(COPRA) - Consumer protection Act of 2019 - Highlights of the New Act - Consumer courts in India Road Safety - Road safety - Need for safety on Roads - Causes for Road Accidents - Distracted driving - Reckless driving - Night driving - Tailgating - Heavy Traffic - Avoidance of safety gears - Impatience of Pedestrians - Other causes - Road safety rules - Preventive Measures - Individuals - Parents and Teachers - Media - Traffic signs - Road safety week Page 71

STD – 8 SOCIAL SCIENCE HISTORY UNIT CONTENTS 1 ADVENT OF THE EUROPEANS Introduction – Sources of Modern India – Advent of the Europeans 2 FROM TRADE TO TERRITORY Introduction – Establishment of Political Power by the English East India Company – Carnatic wars – Mysore and its Resistance to British Expansion – Anglo – Maratha Wars – The British Administrative Organization in India – The Subsidiary Alliance – Doctrine of Lapse 3 RURAL LIFE AND SOCIETY Introduction – The Land Revenue Policy under the British – Peasants Revolts 4 PEOPLE’S REVOLT Introduction – Origin of Palayam – Early revolts of South India – Vellore Revolt (1806) – The Revolt of 1857 5 EDUCATIONAL DEVELOPMENT IN INDIA Introduction – Education in Ancient India – Education in Medieval India – Modern System of Education – Educational Development of Independent India – National Policy on Education – Sarva Shiksha Abhiyan (SSA) and Rastriya Madhyamik Shiksha Abhiyan (RMSA) – Educational Development in Tamil Nadu 6 DEVELOPMENT OF INDUSTRIES IN INDIA Introduction – Traditional Crafts of India – Decline of Indian Industries – Beginning of Modern Industries – Industrial Growth in India – Phase of Industrial Development in India – Modernisation 7 URBAN CHANGES DURING THE BRITISH PERIOD Introduction – Ancient Towns – Medieval towns – Modern towns – Unique features of urbanization under the British – Creation of Municipalities and Corporation – Administration of the Presidency Towns – Origin and Growth of Madras – Madrasapatnam – Making of Chennai – Bombay – Calcutta 8 STATUS OF WOMEN IN INDIA THROUGH THE AGES Introduction – The position of women – Major Social Evils – Role of Social Reformers – Women in the freedom movement – Impact of reform movement – Women in Independent India Page 72 GEOGRAPHY UNIT CONTENTS 1 ROCKS AND SOILS Introduction – Rocks – Rock Cycle – Soil and its Formation 2 WEATHER AND CLIMATE Introduction – Weather – Climate – Elements of weather and climate – Rainfall – Humidity – Wind 3 HYDROLOGIC CYCLE Introduction – Water on the Earth – Components of Hydrologic Cycle – Precipitation 4 MIGRATION AND URBANISATION Introduction – Migration – Urbanisation 5 HAZARDS Introduction – Hazards – Major Hazards in India – Need for Prevention Measures 6 INDUSTRIES Introduction – Industry – Economic Activity – Factors responsible for location of Industries – Classification of Industries – On the basis of Size and Capital – On the basis of Ownership 7 EXPLORING CONTINENTS AFRICA, AUSTRALIA AND ANTARTICA Introduction – Africa – Australlia – Antarctica 8 MAP READING Introduction – Components of map-Types of Maps CIVICS UNIT CONTENTS 1 HOW THE STATE GOVERNMENT WORKS Introduction – The State Executive – The Legislature – Judiciary of State 2 CITIZENS AND CITIZENSHIP Introduction – Citizen and Citizenship – Acquisition of Indian citizenship – Loss of Indian Citizenship – Single citizenship – Rights and Duties of Citizen – Qualities of good citizen – Global citizenship 3 UNDERSTANDING SECULARISM Introduction – Objectives of Secularism – The Characteristic Features of a Secular State – Importance of Secularism – Constitution and Secularism Page 73 4 HUMAN RIGHTS AND UNO Introduction – Where do Human Rights come from – Basic Characteristics of Human Rights – Kinds of Human Rights – Human Rights Commission – Human Rights Organisation – Child Rights 5 ROAD SAFETY RULES AND REGULATIONS Introduction – Importance of Road Safety – Reason for the Road Accidents – Safety Measures – Traffic Signs – Traffic Rules in India – Steps taken by the Government to prevent Road Accidents – Decade of Action for Road Safety 2011 – 2020 6 DEFENCE AND FOREIGN POLICY Introduction – Indian Defence Services – Indian Armed Forces – Paramilitary Defence Forces – Central Armed Police Forces – Foreign Policy of India – Panchsheel – Non-Alignment – India’s Relation with Neighbouring Countries – SAARC – BCIM – BIMSTEC - BBIN 7 THE JUDICIARY Introduction – Evolution of Indian Judiciary – Judiciary and Constitution – Structure of courts in India – Role of the Judiciary – Supreme Court of India – High Court – Independent and impartial function of Judiciary – The Litigation Process ECONOMICS UNIT CONTENTS 1 MONEY, SAVINGS AND INVESTMENTS Introduction – Evolution of Money – Major stages of Evolution of Money – Value of Money – Nature of Money – Functions of Money – Savings in Banks and Investments – Black Money 2 PUBLIC AND PRIVATE SECTORS Introduction – Public and Private Sector – History of Public Sector - Indicators of Socio-Economic Development – Definition of Private Sector – Functions of Private Sector Page 74