ICSE Class 10 Syllabus 2028 Cookery

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

COOKERY
(69)

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

CLASS X
There will be one paper of two hours duration carrying 100 marks and Internal Assessment of 100 marks.

PART 1: THEORY - 100 marks
1. Choice and cost of seasonal foods: merits and intelligent use of convenience foods
(a) Choice and cost of seasonal foods
Detailed study of food guides for proper selection and the use of seasonal foods to ensure good nutrition.
Advantages of seasonal foods - during season, foods are rich in nutrients and of low cost. Is the cost of
foods related to their nutritional values? Suggestion of cheaper substitutes for expensive food items, e.g.
green leafy vegetables, amla, guava etc.
(b) Choice and purchase of perishables, semi-perishables and non-perishables and their hygienic storage
Economical shopping: shopping at supermarkets, wholesale outlets, retail shops, street vendors – merits
and demerits. Provision for hygienic storage of perishables, semi-perishables and non-perishables and use
of minimum resources for maximum benefit in limited food budgets.
(c) Use of convenient foods, such as tinned, packed, frozen and processed foods
Merits and demerits of using convenience foods in diets; factors for selection of foods – variety and labour
and time saving. Reading labels of packed convenient foods for brand name, trademark, shelf life, dates of
manufacture and expiry, food standard/quality marks such as ISI, FPO and Agmark for right choice of
foods. Encouraging the use of convenience foods sparingly and use more of fresh seasonal foods for
obtaining good nutrient values and avoiding preservatives in diets.

2. Meal planning and balanced diets: use of five food groups as suggested by ICMR
(a) Objectives of meal planning
Importance of factors like balanced diet (age, gender, occupation and health status), climatic conditions,
choosing nutritionally rich but economical foods within the five food groups, storage space, seasonal
variations in the diets, etc.
(b) Psychological aspects of food planning
Likes and dislikes, state of mind due to stress, food fads, traditional and cultural influences on meal
planning. Planning meals for festivals, special occasions and unexpected visitors.
(c) Planning meals for various age groups
Planning balanced meals according to ICMR nutrient allowances for pre-school, school going children,
special needs of adolescents and the elderly, pregnant and lactating women.

3. Therapeutic diets and planning meals
(a) Definition of diet therapy, reasons for using therapeutic diets, and types of therapeutic diets.
Brief foundation on dietetics and diet therapy; types of diets – liquid, semi-liquid, solid and soft; treating
illnesses through diets at home under the proper guidance of a medical practitioner/nutritionist. Efforts are
to be made to incorporate variety and ingenuity through a discussion on various sample diets.
(b) Obesity: causes and diet therapy
Factors leading to obesity, role of proper dieting habits, right choice of food, exercise and proper meal
pattern. Significance of diet counselling.

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(c) Planning meals for the invalids and convalescents
Role of diets in treating illnesses such as fever, anaemia, diarrhea, hypertension and diabetes. Suggestions
for modification in diets for invalids and convalescents, keeping in mind the health status, likes and dislikes
and cultural habits.

4. Food preservation and storage
(a) Causes of food spoilage, advantage of food preservation, principles of food preservation
Factors for food spoilage: internal and environmental factors (micro-organisms, enzymes and insects);
prevention or delay of self-decomposition of food and of microbial decomposition; advantages of food
preservation. Principles involved in food preservation.
(b) Long term and short term preservation methods at home – milk and milk products, egg, meat, fish,
vegetables and fruits
Methods for preserving foods at home –refrigeration, deep freezing, dehydration, pickling, salting,
preparing squashes, juices and jams using chemical preservatives; storing garden produce.
(c) Commercial methods for preserving foods – canning, pasteurisation and cold storage
Hygienic and proper storage of various food items at commercial levels for future use, reducing costs and
providing variety in the diets.

5. Kitchen planning
(a) Types of kitchen and work centres
Types of kitchen layouts: one wall, two wall, U-shaped, broken U-shaped and L-shaped kitchens; modular
kitchen; detailed study on the four main work centres – preparation, cooking, washing, and serving.
Knowledge of the basic requirements of the planned kitchen layouts, fixtures, equipments and inter-space
relationship to provide efficient utilisation of space and to avoid fatigue.
(b) Factors to be considered while planning a kitchen
Contribution of proper lighting, water supply, ventilation, ceiling, floor, walls, storage fixtures and other
necessary cooking items for convenient, comfortable and labour saving kitchen features, use of work
simplification techniques.
(c) Safety in kitchen
Use of proper materials for floors and walls, avoiding sharp edges on counters and proper storage for
equipments, especially for sharp instruments like knives.

6. Kitchen hygiene
(a) Food hygiene, food handlers and the food stuffs
Rules for maintaining hygienic conditions in the kitchen and importance of personal hygiene of food
handlers for providing clean food to the family members.
(b) Food sanitation
Importance of food sanitation; related diseases such as diarrhoea, cholera and dysentery. Role of
proper/uncontaminated water supply.

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(c) General cleanliness of kitchen
Regular (daily, weekly, monthly, yearly/seasonal) cleaning, ways and the materials to be used for
maintaining kitchen hygiene, especially on the floors and the storage places.
(d) Disposal of kitchen waste
Proper procedure to be adopted for the disposal of solid and liquid waste; care of bins, sink and drains,
importance of good ventilation.
(e) Household pests
Care of food from food polluters such as cockroaches, ants, lizards and rodents, careful use of insecticide
and pesticides at home. The topic creates an awareness of cleanliness within the kitchen and outside, aiming
for a cleaner and safer environment during food preparations and storage.

7. Kitchen equipment
(a) Basic equipment for food preparation and cooking
Detailed study of materials used in cooking utensils, cutting devices, and stirring equipments – selection
and care of pressure cookers and pans, microwave oven, non-stick cookware, plastic-ware, microwave-
proof cookware. Precautions to be followed while using them to maintain cleanliness and maximum safety
in the kitchen.
(b) Equipments for serving.
Features to be kept in mind while choosing them: cost, easy to handle, safety, durability, utility, size, design
and aesthetics. Care, cleaning and storage of these equipments.
(c) Table setting and table service
Detailed study of the various table services, such as formal, informal, and buffet.

PART 2: INTERNAL ASSESSMENT
To be assessed internally by the school - 100 Marks
Practical Work in Cookery
Candidates will be required to do practical work in one or more aspects of cookery. The teacher is free to assess the
practical work either on the basis of continuous assessment or on the basis of periodical tests.
The minimum number of assignments for each academic year
Class IX - Five practical oriented assignments as prescribed by the teacher.
Class X - Five practical oriented assignments as prescribed by the teacher.
Suggested Assignments
1. The merits, use and care of various types of kitchen equipment and utensils.
2. Cooking processes: boiling, frying, steaming, baking, grilling, and stewing.
3. Planning and preparation of meals for different types of people on different occasions.
4. Mixing and baking bread, cakes, patties, etc.
5. Practice in the preparation of salads, pickles, juices, puddings, sweets, biscuits, etc.
6. Mixing and making chapatis, nans, etc.

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7. Practice in preparation of squash, jam, etc.
8. Nutritive and healthy cooking.

Final Test
In addition to the practical work, the candidates will be tested in the planning and preparation of a meal by the
External Examiner.

EVALUATION
The assignments/project work are to be evaluated by the subject teacher and by an External Examiner. The External
Examiner may be a teacher nominated by the Head of the school, who could be from the faculty, but not teaching
the subject in the section/class. For example, a Home Science teacher of Class VIII may be deputed to be an
External Examiner for Class X projects.
The Internal Examiner and the External Examiner will assess the assignments independently.
Award of Marks (100 Marks)
Subject Teacher (Internal Examiner) 50 marks
External Examiner 50 marks
The total marks obtained out of 100 are to be sent to CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due
date.

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INTERNAL ASSESSMENT IN COOKERY - GUIDELINES FOR MARKING WITH GRADES
Criteria Planning Efficiency Working to time Manipulation Quality produced Appearance/Arrangement
plan
Grade I Follows the question set Is successful in Excellent display of With a special insight A fine aesthetic sense and artistic
(4 and systematically handling parts of the manipulative skills - into the question, the ability has been conveyed in the
marks) organises the work question set and fits can deal with a quality developed is of complete arrangement.
process. them within required laboratory situation a high standard.
time. efficiently.
Grade II Follows the question set Is successful in Good control of The insight into the The display of colour and
(3 except that the step-by- handling parts of the manipulative skills, requirements of the equipment used gives an
marks) step work shows slow question, but the has been able to deal question has been impression of sound organisation.
operational skill. smooth work appears with each situation achieved and the
to slow down. with ease. quality is good.

Grade Follows the question. Is successful in Has been successful The quality has been The arrangement appears complete
III Order of work process handling the with the manipulative developed well in part but some special details are
(2 shows lack of co- question, however skills in parts then but the overall effect missing.
marks) ordination. the time link seems gradually slows lacks some
to break in some down. achievement.
area.
Grade Follows a part of the Is able to work only a Begins with a control Only a few areas have Part of the arrangement is
IV question, work sequence part of the question of the skills and is been well developed, represented but the total
(1 mark) appears disorganised. within the time unable to sustain the which affect the total appearance lacks finish and
stated. effort. result produced. composition.

Grade V Has not been able to Time and work Is unable to control No standard of quality There has been no achievement in
(0 interpret the question sequence is most and manipulate the has been achieved due either the appearance or
marks) into proper laboratory disorganised. required skills. to poor understanding. arrangement.
organisation.

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