www.CBSEPORTAL.COM - : (Download) NCERT Revised syllabus Of English (Class 9 to 12 )

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• (Download) NCERT Revised syllabus Of English (Class 9 to 12 )
• (डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 11-12) के संशोधित पाठ्यक्रम
• NCERT Diploma Course in Guidance and Counselling (2015)

(Download) NCERT Revised syllabus Of English (Class 9 to 12 ) Posted: 19 Oct 2015 05:16 AM PDT (Download) NCERT Revised syllabus Of English (Class 9 to 12 ) 1. ABOUT LANGUAGE, LANGUAGE LEARNING AND MULTILINGUALITY 1.0 Introduction This syllabus has primarily been conceptualised as a broad framework for teaching languages. We do hope that different states, districts and in some cases, maybe even some blocks, adopt and adapt this framework according to their local contexts, accommodating children with diverse abilities for their own area. All human beings use language for a variety of purposes. Even children with most diverse abilities such as visually or hearing impaired use as complex and rich a system of communication as any 'normal child' does. It is therefore not at all surprising that most people think that they know many things about language. This is indeed unfortunate. Language is not only a means of communication; it is also a medium through which most of our knowledge is acquired; it is a system that to a great extent structures the reality around us for representing it in our minds; it is a marker of our identity in a variety of ways; and finally, it is closely associated with power in society. We should also remember that we use language not only to talk to others but also to ourselves, and that indeed is a very important function of language. How else shall we clarify our thoughts if we don't learn to talk to ourselves in the first instance? We need language to understand different content areas such as History, Physics or Mathematics. Similarly, whether we see nature or society, we see it, to a large extent, in terms of our language. It is our language which tells us whether we see just barf or both 'ice' and 'snow' or above 20 words for a similar object as the Eskimos do. Any time a community wishes to fight for a separate state, it invariably brings in the issue of its language; many, in the case of India, would make serious efforts to have their language included in the 8th Schedule of the Constitution. And as far as the relationship of language with power is concerned, we all know that when we insist on a certain kind of pronunciation or writing system as being 'correct' and 'pure' and 'standard', we are in effect saying that if you wish to gain power in society, this is what you must do. Most children learn not just one but several languages before they come to school. The number of words a child knows before she comes to school is over 5000 or so. Multilingualism is thus constitutive of our identity. Even the so-called 'monolingual' in a remote village often controls a verbal repertoire that equips her to function adequately over a large number of communicative encounters. We should also note that several recent studies have effectively demonstrated the positive relationship of multilingualism with cognitive growth, social tolerance, divergent thinking and scholastic achievement. From the point of view of the science of language, all languages including what we call 'dialects', 'tribal', 'mixed' or 'impure' languages are equal; languages thrive in each other's company even when each one has its own quality and genius. In a multilingual class, it is absolutely imperative hat every child's language is respected and becomes a part of the teaching strategies. 1.1 Language Faculty All children learn not only the basic systems and subsystems of their language but also how to use them appropriately (i.e. they acquire not only linguistic but also communicative competence) before they are three years old. It is eminently possible to engage in a meaningful conversation with a three-year-old on any subject that falls within her cognitive domain. It therefore seems obvious that in addition to the rich and caring exposure that they receive, normal children may be born with an innate language faculty as Chomsky has argued. Even though all languages have different words for different objects and different kinds of phrases and expressions etc., we note that all have categories like Nouns, Verbs and Adjectives or either a Subject-Verb-Object (like English) or a Subject-Object-Verb (like Hindi) word order or that they will have several rules that cut across languages (see 1.2). The awareness that there is an innate Language Faculty has two important pedagogical consequences: given adequate exposure, children will acquire new languages with ease; the focus in teaching should be more on content than grammar. 1.2 Language as a Rule-governed System read more This posting includes an audio/video/photo media file: Download Now

(डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 11-12) के संशोधित पाठ्यक्रम Posted: 19 Oct 2015 04:51 AM PDT (डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 11-12) के संशोधित पाठ्यक्रम भूमिका संस्कृत विष्व की एक प्राचीनतम भाषा है। यह अधिकांष भारतीय भाषाओं की जननी एवं सम्पोषिका रही है। भारतीय संस्कृति, धर्म, दर्षन, अध्यात्म, इतिहास, पुराण, भूगोल, राजनीति एवं विज्ञान की मूल स्रोत संस्कृत भाषा आज भी भारत का गौरव एवं प्राण है तथा जीवन्त रचनात्मकता का साक्ष्य भी प्रस्तुत करती है। राष्ट्रीय भावात्मक एकता एवं अन्तर्राष्ट्रीयता की भावना के विकास में संस्कृत का योगदान विषिष्ट रहा है। विद्यार्थियों के सर्वांगीण विकास हेतु मानवीय मूल्यों की उदात्त व्याख्या कर 'वसुधैव कुटुम्बकम्' के आदर्ष की स्थापना करना संस्कृत की एक अनुपम देन है। अतः राष्ट्र की इस अमूल्य निधि को विद्यार्थियों के समक्ष प्रस्तुत करना आवष्यक है। संस्कृत को केवल एक प्राचीन भाषा मानना ही पर्याप्त नहीं है। आधुनिक संस्कृत अन्य भाषाओं की तरह भारतीय बहुभाषिकता की एक अभिन्न अंग भी है। जिस प्रकार संस्कृत अन्य भाषाओं के सीखने व बौद्धिक विकास में एक बहुभाषी कक्षा में सहायक सिद्ध होती है, ठीक उसी प्रकार संस्कृत सीखने में कक्षा में सहज उपलब्ध बहुभाषिकता का उपयोग किया जा सकता है। बहुभाषिकता के प्रति आदर एक ऐसा सषक्त दृष्टिकोण है, जिससे भाषा-षिक्षण की पूरी विधि ही बदल सकती है। श्रवण, भाषण, पठन एवं लेखन भाषा-कौषलों का विकास पाठांे पर ही आधारित होगा। यह आवष्यक है कि विद्यार्थियांे के लिए पाठ समग्र रूप मंे सार्थक हो, जिससे भाषा के सभी तत्व सहज ग्राह्य हो जायेंगे। इसी दृष्टिकोण से वरिष्ठ माध्यमिक स्तर पर (कक्षा ग्प्.ग्प्प्) ऐच्छिक विषय के रूप में संस्कृत के पठन-पाठन का प्रावधान किया गया है। सामान्य उद्देष्य इस स्तर पर संस्कृत के पठन-पाठन के उद्देष्य निम्नांकित हैं: विद्यार्थियों में संस्कृत साहित्य के प्रति अभिरुचि उत्पन्न करना तथा उसकी विविध विधाओं से परिचित कराना। स्स्कृत भाषा के सामान्य ज्ञान को सुदृढ़ करना तथा उसकी प्रकृति से विद्यार्थियों को परिचित कराना। स्स्कृत भाषा के विविध प्रयुक्तियों एवं शैलियों से विद्यार्थियों को अवगत कराना ताकि वे यथावसर उनका उपयोग कर सकें। अपने विचारों को संस्कृत भाषा में अभिव्यक्त करने की क्षमता विकसित कर सकना। विद्यार्थियों में राष्ट्रीय, सांस्कृतिक एवं सामाजिक चेतना जागृत करना। विद्यार्थियों में नैतिक मूल्यों का विकास करना। व्यक्तित्व के सर्वांगीण विकास हेतु विद्यार्थियों को प्रेरित करना। विषिष्ट उद्देष्य श्रवण  संस्कृत के सरल पद्यों, गद्यांषों एवं नाट्यांषों को सुनकर तथा अभिनय को देखकर अर्थग्रहण करते हुए रसास्वादन कर सकना। भाषण  सरल प्रष्नों के संस्कृत में उत्तर देने की क्षमता उत्पन्न कर सकना।  पठित विषयों पर सरल संस्कृत में अपने विचार व्यक्त कर सकना।  संस्कृत सुभाषितों को कण्ठस्थ कर सस्वर सुना सकना। read more This posting includes an audio/video/photo media file: Download Now

NCERT Diploma Course in Guidance and Counselling (2015) Posted: 19 Oct 2015 03:46 AM PDT NCERT Diploma Course in Guidance and Counselling (2015) OBJECTIVE The course aims to train in-service teachers, teacher educators, school administrators and untrained guidance personnel as counsellors/teacher counsellors to guide and counsel students in school and other related settings. DIPLOMA COURSE IN GUIDANCE AND COUNSELLING (DCGC) NCERT, through the Department of Educational Psychology and Foundations of Education (DEPFE), has been training the in-service school teachers, teacher educators, school administrators as well as untrained guidance personnel through its diploma courses for many years. In order to make the course accessible to larger numbers, this course has now been redesigned with components of both distance as well as face-to-face modes. The course is developed and offered by DEPFE, NIE, New Delhi and Regional Institutes of Education of NCERT at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong. COURSE STRUCTURE: Theory: The course consists of core components in guidance and counselling processes and procedures, major theories of human adjustment and career development, and their application in counselling, psychological assessment and appraisal, and use of career information in guidance and counselling practices. The content also includes counselling for special groups of students, crisis situations and other issues arising from multicultural forces, globalisation, industrialisation etc. that have implications for guidance and counselling practices. Practical Work: The course includes intensive training in practical work integrated with the theory components which is later conducted and supervised in schools. Enrichment lectures,  seminars, workshops, demonstrations, self-study and reflective sessions are also important features of the practical training. Field visits and tours are also arranged to provide candidates with the first-hand experience of working of guidance institutions and professionals. read more

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www.CBSEPORTAL.COM - : (Download) NCERT Revised syllabus Of English (Class 11 to 12 )

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• (Download) NCERT Revised syllabus Of English (Class 11 to 12 )
• (Download) NCERT Revised syllabus Of Accountancy (Class 11 to 12 )
• (डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 9-10) के संशोधित पाठ्यक्रम

(Download) NCERT Revised syllabus Of English (Class 11 to 12 ) Posted: 17 Oct 2015 04:15 AM PDT (Download) NCERT Revised syllabus Of English (Class 11 to 12 ) Introduction English in India is no longer a language of the colonial masters. In some important domains of activity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways it has enriched Indian languages, which in turn have made significant contributions to English in India and as it is used abroad. The attitudes of the contemporary Indians towards English are significantly more positive than what we for example find in the Constituent Assembly Debates of 1946-1949. English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. and is therefore a passport  to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and Indian languages. It is indeed unfortunate that English has so far remained associated with the rich, elite or upper middle class. It should be the effort of the Indian educational system to reach English to every Indian child and to ensure that she/he gains a sufficiently high level of proficiency in it and not suffer discrimination for lack of it. The teaching and learning of English today is characterised by the diversity of schools and linguistic environments, and by systemically pervasive classroom procedures of teaching a textbook for success in an examination. The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. We need to develop a focus in which the research on language learning is integrated with language teaching. From the research in language learning, we know that children have an innate faculty to construct grammatical systems on their own. What we need to do in the classrooms, and to the extent possible, outside them is to create sociocultural contexts that would encourage children to participate actively in understanding and creating appropriate communicative practices. It is extremely important that textbook writers and teachers realize that children learn as much outside as in the classroom, particularly in the case of language since it is there all around them all the time. Playgrounds, street hangouts, recreation centres, picnics, adventure tours etc are all important sites of language learning from a socio-cultural perspective. If these considerations inform the new textbooks, they are bound to look different. It would be largely unnecessary and futile to teach isolated grammatical items to students. Grammars would emerge from an active engagement in communicative practices. Input rich methodologies (such as the whole language, the task-based and the comprehensible input approaches) aim at exposure to the language in meaning-focused situations so as to trigger the formation of a language system by the learner. Input-rich communicational environments are a prerequisite to language learning since languages are learnt implicitly by comprehending and communicating messages, either through listening or reading for meaning. A comprehensible input rich curriculum lays the foundation for spontaneous language growth, and different language skills develop simultaneously in communicative sociocultural contexts rather than in any linear order as reflected in the traditional LSRW approaches. The learner can receive meaningful language input that is appropriate to his/her age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India. There is substantial evidence available now to show that Indian English as used by fluent educated Indian speakers does not differ in any significant way from standard varieties of English in UK or USA. There is no doubt that there are significant differences at the phonological and lexical levels. But that is also true of British and American English within those countries. Indian English can be considered a distinct variety with an identity and status of its own, and should serve as a model in teaching-learning situations. What is to be taught and how? The goals of a language curriculum are twofold: attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. One hopes that by the time a student finishes her school, she would become an autonomous learner. This argues for a language-across-the-curriculum approach that breaks down barriers between English and other languages and subject areas. At the initial stages, English may be one of the languages for learning activities designed to enhance children's awareness of their immediate surroundings. It is at this stage that the use of the languages of children may turn out to be most productive for teaching English. It is important to note that children effortlessly learn several languages if adequate comprehensible input is available in anxiety free situations. It is also important to note that simultaneous exposure to several languages does not, as many people tend to believe, 'confuse' children. These facts would constitute significant guidelines for teaching strategies in the classroom. Input-rich communicational environments are essential for language learning. Inputs include textbooks, learner-chosen texts, class libraries, parallel books and materials in more than one language, media support (learner magazines/newspaper columns, radio/audio cassettes), and authentic materials. Themes/sub-themes should be in conformity with the learners' immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values enshrined in the Constitution of India, including the Fundamental Rights and Duties. The various sub-themes to be included are personal relationships, the neighbourhood, the larger community, the nation, the world, etc. In addition to textual materials, various other inputs can be brought into the language classroom, which include cards, charts, advertisements, texts produced by children, brochures, pamphlets, radio, T.V. news, etc. In the case of textbooks, it is imperative that layout and illustrations etc are treated as integral to the text rather than as mere cosmetic add-ons. Language and Knowledge read more This posting includes an audio/video/photo media file: Download Now

(Download) NCERT Revised syllabus Of Accountancy (Class 11 to 12 ) Posted: 17 Oct 2015 04:00 AM PDT (Download) NCERT Revised syllabus Of Accountancy (Class 11 to 12 ) Rationale The course in 'Accountancy' is introduced at + 2 stage of Senior Secondary education, as formal commerce education is provided after first ten years of schooling. With the fast changing economic scenario and business environment in a state of continuous flux, elementary business education along with accountancy as the language of business and as a source of financial information has carved out a place for itself at the Senior Secondary stage. Its syllabus content should give students a firm foundation in basic accounting principles and methodology and also acquaint them with the changes taking place in the presentation and analysis of accounting information, keeping in view the development of accounting standards and use of computers. Against this background, the course puts emphasis on developing basic understanding about the nature and purpose of the accounting information and its use in the conduct of business operations. This would help to develop among students' logical reasoning, careful analysis and considered judgement. Accounting as an information system aids in providing financial information. The emphasis at Class XI is placed on basic concepts and the process of accounting leading to the preparation of accounts for a sole proprietorship firm. Computerised accounting is becoming more and more popular with increased awareness about use of computers in business. Keeping this in view, the students are exposed compulsorily to the basic knowledge about computers and its use in accounting in the same year. In Class XII, Accounting for Not-for-Profit Organisations and Partnership Firms are to be taught as a compulsory part. Students will also be given an opportunity to understand further about Computerised Accounting System, as an optional course to Company Accounts and Analysis of Financial Statements. Objectives  To familiarise the students with accounting as an information system;  To acquaint the students with basic concepts of accounting and accounting standards;  To develop the skills of using accounting equation in processing business transactions;  To develop an understanding about recording of business transactions and preparation of financial statements;  To enable the students with accounting for reconstitution of partnership firms;  To enable the students to understand and analyse the financial statements; and  To familiarise students with the fundamentals of computerised system of accounting. Course Structure Accountancy syllabus has been divided into four-semester course at the higher secondary stage. Each semester would be for about six months duration. CLASS XI Semester I: Financial Accounting-I Semester-II: Financial Accounting-II CLASS XII Semester III: Accounting for Not-for-Profit Organisations and Partnership Firms Semester IV: Company Accounts and Financial Statement Analysis CLASS XI Semester I: Financial Accounting - I (Total Periods 104) Unit I: Introduction to Accounting (Periods 12)  Accounting – Meaning, Objectives, Accounting as source of information, Internal and External users of accounting information and their needs.  Qualitative Characteristics of Accounting Information – Reliability, Relevance, Understandability and Comparability.  Basic Accounting Terms – Asset, Liability, Capital, Expense, Income, Expenditure, Revenue, Debtors, Creditors, Goods, Cost, Gain, Stock, Purchase, Sales, Loss, Profit, Voucher, Discount, Transaction, Drawings. Unit II: Theory Base of Accounting (Periods 12) Accounting Principles – Meaning and Nature. Accounting Concepts: Entity, Money Measurement, Going Concern, Accounting Period, Cost Concept, Dual Aspect, Revenue Recognition (Realisation), Matching, Accrual, Full Disclosure, Consistency, Conservatism, Materiality. Accounting Standards – Concept and List of Indian Accounting Standards. Accounting Mechanism – Single Entry and Double Entry. Bases of Accounting – Cash Basis, Accrual Basis. Unit III: Recording of Business Transactions (Periods 20)  Voucher and Transactions: Origin of Transactions – Source documents and Vouchers, Preparation of vouchers; Accounting equation approach – Meaning and Analysis of transactions using accounting equation; Rules of debit and credit.  Recording of Transactions: Books of original entry – Journal, Special purpose books: (i) Cash book – Simple, Cashbook with bank column and Petty cashbook, (ii) Purchases book, Sales book, Purchases returns book, Sale returns book; Ledger: Meaning, Utility, Format; Posting from journal and subsidiary books; Balancing of accounts.  Bank Reconciliation Statement: Meaning, Need and Preparation, Correct cash balance. Unit IV: Trial Balance and Rectification of Errors (Periods 20)  Trial Balance: Meaning, Objectives and Preparation.  Errors: Types of Errors; Errors affecting trial balance; Errors not affecting trial balance.  Detection and Rectification of Errors (one sided and two sided); uses of suspense account. Unit V: Depreciation, Provisions and Reserves (Periods 20) Depreciation: Meaning and Need for charging depreciation, Factors affecting depreciation, Methods of depreciation — Straight line method, Written down value method (excluding change in method), Method of recording depreciation – charging to asset account, creating provision for depreciation/ accumulated depreciation account; Treatment of disposal of an asset. Provisions and Reserves: Meaning, Importance, Difference between provisions and reserves, Types of reserves: Revenue reserve, Capital reserve, General reserve, Specific reserve and Secret reserve. Unit VI: Accounting for Bills of Exchange Transactions (Periods 20) Bills of exchange and Promissory note: Definition, Features, Parties, Specimen and Distinction. Important Terms: Term of Bill, Concept of Accommodation Bill, Days of grace, Date of maturity, Bill after date, Negotiation, Endorsement, Discounting of bill, Dishonour, Retirement and Renewal of a bill. Accounting treatment of bill transactions. Semester II: Financial Accounting - II (Total Periods 104) Unit VII: Financial Statements (Periods 38) Financial Statements: Meaning and Users. Distinction between capital expenditure and revenue expenditure. Trading and Profit and Loss Account: Gross profit, Operating profit, Net profit. Balance Sheet: Need, Grouping, Marshalling of assets and liabilities, Vertical presentation of financial statement. Adjustments in preparation of financial statements with respect to Closing stock, Outstanding expenses, Prepaid expenses, Accrued income, Income received in advance, Depreciation, Bad debts, Provision for doubtful debts, Provision for discount on debtors, Managers' commission. Preparation of trading and profit and loss account and balance sheet of sole proprietorship. Unit VIII: Accounts from Incomplete Records (Periods 30)  Incomplete Records: Meaning, Uses and Limitations.  Ascertainment of profit/loss by Statement of Affairs method.  Preparation of trading and profit and loss account and balance sheet.  Ascertaining missing figures in Total debtors account, Total creditors account, Bill receivables, read more This posting includes an audio/video/photo media file: Download Now

(डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 9-10) के संशोधित पाठ्यक्रम Posted: 17 Oct 2015 03:45 AM PDT (डाउनलोड) एनसीईआरटी संस्कृत ( कक्षा 9-10) के संशोधित पाठ्यक्रम भूमिका संस्कृत विष्व की एक प्राचीनतम भाषा है। इसका साहित्य ऋग्वेद-काल से लेकर आज तक अबाध गति से प्रवाहित है। ज्ञान-विज्ञान के विभिन्न क्षेत्रों में जितने ग्रन्थ इस भाषा में लिखे गए हैं उतने किसी अन्य प्राचीन भाषा में नहीं प्राप्त होते। अधिकांष भारतीय भाषाओं में संस्कृत शब्दांे की बहुलता है। अतः संस्कृत भाषा का ज्ञान अन्य भारतीय भाषाओं के सीखने में सहायक सिद्ध होता है। संस्कृत भाषा और साहित्य का राष्ट्रीय एकता की दृष्टि से बहुत महत्त्व है। संस्कृत साहित्य की मूल चेतना, (विविधता को बनाए रखते हुए) भारत को एक राष्ट्र के रूप में देखने की है। भारतवर्ष में क्षेत्रीय विषमताओं के होने पर भी जिन तत्त्वों ने इस देष को एक सूत्र में बाँध रखा है उनमें संस्कृत भाषा तथा इसका साहित्य प्रमुख है। संस्कृत साहित्य ने उत्तर-दक्षिण या पूर्व-पष्चिम का भेदभाव मिटाकर प्रत्येक नागरिक को भारतीय होने का स्वाभिमान प्रदान किया है। इस भाषा में भारतीय सभ्यता, धर्म, दर्षन, इतिहास, पुराण, भूगोल, राजनीति एवं विज्ञान का प्रचुर साहित्य प्रत्येक विधा में तथा समकालीन साहित्य भी विपुल मात्रा में उपलब्ध है जिसका अनुषीलन समाज के लिए अत्यन्त उपयोगी है। संस्कृत को केवल एक प्राचीन भाषा मानना ही पर्याप्त नहीं है। आधुनिक संस्कृत अन्य भारतीय भाषाओं की तरह भारतीय बहुभाषिकता की एक अभिन्न अंग है। जिस प्रकार बहुभाषी कक्षा में अन्य भाषाओं के सीखने में संस्कृत सहायक होती है उसी प्रकार संस्कृत भाषा को सीखने में अन्य भाषाओं का सहयोग भी लिया जा सकता है। बहुभाषिकता के प्रति आदर एक ऐसा सषक्त दृष्टिकोण है, जिससे भाषा-षिक्षण की पूरी विधि ही बदल सकती है। इसी दृष्टिकोण से माध्यमिक स्तर पर (कक्षा प्ग्दृग्) संस्कृत के पठन-पाठन के लिए पाठ्यक्रम विकसित किया गया है।   सामान्य उद्देष्य माध्यमिक स्तर पर संस्कृत के पठन-पाठन के निम्नलिखित उद्देष्य हैं: संस्कृत भाषा का सामान्य ज्ञान कराना जिससे संस्कृत के सरलांषों को सुनकर या पढ़कर विद्यार्थी समझ सकें एवं मौखिक तथा लिखित अभिव्यक्ति कर सकें। स्स्कृत साहित्य के प्रति विद्यार्थियों में अभिरुचि उत्पन्न करना। संस्कृत साहित्य की प्रमुख विधाओं की प्रतिनिधि रचनाओं (प्राचीन एवं अर्वाचीन) से विद्यार्थियों का परिचय कराना। विद्यार्थियों में राष्ट्रीय, सांस्कृतिक, सामाजिक एवं नैतिक मूल्यों को विकसित करना। विषिष्ट उद्देष्य श्रवण  कक्षा में अध्यापक अथवा सहपाठी द्वारा पढ़े गए पाठ अथवा कहे गए विचारों को ध्यानपूर्वक सुनना तथा सार ग्रहण करते हुए अपेक्षित क्रिया करना।  रेडियो तथा दूरदर्षन द्वारा प्रसारित संस्कृत कार्यक्रमों को ध्यानपूर्वक सुनना तथा समझना।  सहपाठी तथा अध्यापक के कथनों को सुनकर प्रष्न पूछना। वाचन (भाषण)  पठित सामग्री पर पूछे गए प्रष्नों का उत्तर दे सकना।  अपने विचारों को प्रकट करते समय उचित शब्दों पर बलाघात करते हुए बोल सकना।  प्रष्नवाचक आदि भावों को समाहित करते हुए अपने विचारों को स्पष्टता, तथा विनम्रता के साथ प्रकट कर सकना। पठन  संस्कृत के गद्य तथा पद्य खण्डों तथा नाट्यांषों का स्पष्ट तथा शुद्ध पाठ करते हुए सारांष समझ सकना।  संस्कृत वाक्यों का प्रवाह के साथ पाठ कर सकना।  पाठ्यपुस्तक में प्रयुक्त छंदों (पद्यों) का लय के अनुसार सस्वर पाठ करना। read more This posting includes an audio/video/photo media file: Download Now

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www.CBSEPORTAL.COM - : (Download) NCERT Revised syllabus Of History (Class 9 to 10 )

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• (Download) NCERT Revised syllabus Of History (Class 9 to 10 )
• (Download) NCERT Revised syllabus Of History (Class 11 to 12 )
• (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 )

(Download) NCERT Revised syllabus Of History (Class 9 to 10 ) Posted: 16 Oct 2015 04:38 AM PDT (Download) NCERT Revised syllabus Of History (Class 9 to 10 ) Overall Theme for Class IX & X: India and the Contemporary World Rationale In the history component of the Social Science Syllabus of the earlier classes (VI-VIII) students were introduced to the history of India from ancient to modern times. In Classes IX and X the attempt will be to study some of the diverse forces and developments that have shaped the history of the contemporary world. Developments in India will be located within this larger history. In both these classes the syllabus will consist of three separate units, each focusing on a different set of themes, all of them important to our understanding of the contemporary world. Each year one set of themes will deal with political events, processes and ideologies, one with livelihood patterns, and one with questions of culture, rights and identity. Objectives In discussing the political events and processes, the effort will be to see how developments in the west as well as in the colonies are significant in the making of the modern world. The ideas of liberty, democracy and freedom come up not only in the west but also in the colonies. Anti democratic ideas — fascist, racist or communal — similarly develop in different forms in different countries. In the unit on 'Livelihoods and Economies' the effort will be to understand how different social groups confront as well as shape the economic changes in the modern world. Each theme within the unit will be studied through a focus on one region, and in many cases through two appropriate case studies, one Indian and one from another country. The effort will be to give students some idea of the variety within seemingly similar processes and phenomenon. The general discussion of the issue will revolve around and will be drawn out from the case studies. In focusing on issues of culture and identity, the attempt will be to make students aware of the fact that everything — clothing or food, sports or leisure, print or books — has a history. These histories reflect cultural and political changes and are often linked to issues of identity and power. In discussing each theme the textual narrative will be supplemented by extensive use of pictures, photographs, cartoons, extracts from a variety of original sources — eye witness accounts, travel literature, newspapers journals, statements of leaders, official reports, terms of treaties, declarations by parties, and in some cases contemporary stories, autobiographies, diaries, popular literature, oral traditions. The effort will be again to make students read the sources, think of what they say, and why a thing is represented in a particular way. In many cases questions will be appended to pictures and extracts to allow a critical engagement with these. Each theme will be located in time and space through maps and timelines. Even in using maps the effort will be not simply to pass on a set of information but to persuade students to make inter connections, to read maps critically. CLASS IX: INDIA AND THE CONTEMPORARY WORLD – I Themes Objectives read more (Download) NCERT Revised syllabus Of History (Class 11 to 12 ) Posted: 16 Oct 2015 04:20 AM PDT (Download) NCERT Revised syllabus Of History (Class 11 to 12 ) Rationale These classes will introduce students to the idea that historical knowledge develops through debates and that sources need to be carefully read and interpreted. As the learners have been introduced to chronologically ordered histories of India in Classes VI to VIII, these histories will not be repeated within the same format in Classes XI and XII. Instead, the focus would be on certain select themes, which will be examined in some depth. Through a focus on a series of critical historical issues and debates (Class XI) or on a range of important historical sources (Class XII), the students would be introduced to a set of important historical events and processes. A discussion of these themes, it is hoped, would allow students not only to know about these events and processes, but also to discover the excitement of doing history. Objectives The effort in these senior secondary classes would be to emphasise to students that history is a critical discipline, a process of enquiry, a way of knowing about the past, rather than just a collection of facts. The syllabus would help them understand the process through which historians write history, by choosing and assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that lead to the past, and how historical knowledge develops. The syllabus would also enable students to relate/compare developments in different situations, analyse connection between similar processes located in different time periods, and discover the relationship between different methods of social enquiry within different social sciences. The syllabus in Class XI is organised around some major themes in world history. The themes ave been selected so as to (i) focus on some important developments in different spheres — political, social, cultural and economic, (ii) study not only the grand narratives of development — urbanisation, industrialisation and modernisation — but also to know about the processes of displacements and marginalisation. Through the study of these themes students will acquire a sense of the wider historical processes as well as an idea of the specific debates around them. The treatment of each theme in Class XI would include (a) a broad picture of the theme under discussion, (b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue. In Class XII the focus will shift to a detailed study of some themes in Ancient, Medieval and Modern Indian history. The objective would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will build on the knowledge that the students have acquired in the earlier classes. Each theme in Class XII will also introduce the student to one type of source for the study of history. Through such a study students would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians analyse these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources. read more This posting includes an audio/video/photo media file: Download Now (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 ) Posted: 16 Oct 2015 04:04 AM PDT (Download) NCERT Revised syllabus Of Psychology (Class 11 to 12 ) Rationale Psychology is introduced as an elective subject at the higher secondary stage of school education. As a discipline, psychology specialises in the study of experiences, behaviours and mental processes of human beings within a socio-cultural and socio-historical context. This course purports to introduce the learners to the basic ideas, principles and methods in psychology so as to enable them to understand themselves and their social world better. The emphasis is put on creating interest and exposure needed by learners to develop their own knowledge base and understanding. The course deals with psychological knowledge and practices which are contextually rooted. It emphasises the complexity of behavioural processes and discourages simplistic cause-effect thinking. This is pursued by encouraging critical reasoning, allowing students to appreciate the role of cultural factors in behaviour, and illustrating how biology and experience shape behaviour. The course while developing an appreciation of subjectivity, also focuses on multiplicity of worldviews. It is suggested that the teaching-learning processes should involve students in evolving their own understanding. Therefore, teaching of psychology should be based on the use of case studies, narratives, experiential exercises, analysis of common everyday experiences, etc. Objectives  To develop appreciation about human behaviour and human mind in the context of learners' immediate society and environment.  To develop in learners an appreciation of multidisciplinary nature of psychological knowledge and its applications in various aspects of life.  To enable learners to become perceptive, socially aware and self-reflective.  To facilitate students' quest for personal growth and effectiveness, and to enable them to become responsive and responsible citizens. CLASS XI Semester I: Foundations of Psychology - I (Total 90 Periods) Unit I: What is Psychology? (12 Periods) The unit seeks to develop understanding and appreciation of psychology as a discipline, its evolution, its applications and its relationships with other sciences through appropriate and interesting examples and analysis of everyday experience . What is psychology?; Popular notions about discipline of psychology; Understanding mind and behaviour; Evolution of psychology; Branches of psychology: Themes of research and applications; Psychology and other disciplines ; Psychologists at work ; Psychology in everyday life; Development of Psychology in India. Unit II: Methods of Enquiry in Psychology (18 Periods) The objective of this unit is to discuss methods of enquiry for collecting psychological data. Goals of psychological enquiry; Nature of psychological data; Some important methods: Observational, Experimental, Correlational, Survey, Psychological testing, Case Study; Analysis of data; Limitations of psychological enquiry; Ethical issues. Unit III: The Bases of Human Behaviour   (18 Periods) The unit will focus on the role of biological and socio-cultural factors in the shaping of human behaviour. Evolutionary perspective; Biological basis : Biological and cultural roots; Biology of behaviour: Structure and functions of nervous system and endocrine system; Relationship of nervous system and endocrine system with behaviour and experience; Brain and behaviour; Heredity: Genes and behaviour; Cultural basis : Socio-cultural shaping of behaviour (e.g. family, community, faith, gender, caste, disability etc.); Socialisation , enculturation and acculturation. Unit IV: Human Development  (20 Periods) This unit deals with variations in development and the developmental tasks during the life span. Meaning of development; Factors influencing development; Context of development; Overview of developmental stages: Infancy, Childhood, Challenges of Adolescence, Adulthood and Old age. Unit V: Sensory, Attentional and Perceptual Processes  (22 Periods) This unit aims at understanding how various sensory stimuli are received, attended to and given meaning. Knowing the world ; Nature and varieties of stimulus; Sense modalities; Adaptation; Attentional processes; Selective and sustained attention ; Perceptual processes; The Perceiver; Principles of perceptual organisation; After images; Perception of space, depth and distance; Perceptual constancies; Illusions; Socio-cultural influences on perception. Semester II: Foundations of Psychology-II  (Total 90 Periods) Unit VI: Learning read more This posting includes an audio/video/photo media file: Download Now You are subscribed to email updates from CBSE X, CBSE XII, JEE-MAIN, ICSE, Papers, Downloads. To stop receiving these emails, you may unsubscribe now. 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