ICSE Class 10 Syllabus 2024 Environmental Applications

ICSE
Syllabus

2024

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Syllabus

ENVIRONMENTAL APPLICATIONS (89)
Candidates offering Environmental Science (Group II) are not eligible to offer
Environmental Applications (Group III).
Aims: 7. To develop a sense of responsibility and concern
for welfare of the environment and all life forms
1. To acquire knowledge of the origin and
which share this planet.
functioning of the natural system and its
correlation with the living world. 8. To develop a sound basis for further study,
personal development and participation in local
2. To develop an understanding that human beings,
and global environmental concerns.
plants and animals are part of a natural
phenomenon and are interdependent. 9. Understand 'development' to intervene in the
relationships between society and the natural
3. To appreciate influence of human activity on the
environment.
natural processes.
10. To participate in local issues through carefully
4. To develop awareness of the need and
monitored projects.
responsibility to keep the natural system in a
condition that it sustains life. 11. To create awareness about the role of local
communities in sustainable growth.
5. To develop sensitivity in personal attitudes to
environmental issues. 12. To develop an understanding of how local
environments, contribute to the global
6. To develop a keen civic sense.
environment.
CLASS IX

There will be one written paper of two hours duration Our main environmental problems:
carrying 100 marks and Internal Assessment of (i) Understanding ecosystems- threats and
100 marks. conservation measures.
The paper will have two Sections: Major causes of ecosystem destruction. The
extent of forest cover left in India and the
Section A (Compulsory) will contain short answer world today. For instance, India is left with
questions covering the entire syllabus. about 4.6% protected forest cover. The rate of
Section B will consist of questions, which will require destruction. Efforts being undertaken to save
detailed answers. There will be a choice of questions the forests. Names of some organisations
in this section. which are involved and understanding of
conservation measures. Examples of
THEORY – 100 Marks
successful cases.
1. Introduction (ii) Resource depletion.
Broad introduction to the current environmental The consequences of major resources being
problems. Magnitude of these problems and depleted. Use of local and international
appreciation of the complexity of issues involved. examples. For example, petroleum products
This is to be done through- are likely to last only a few more decades.
 presenting facts and statistics. (iii) Waste generation.
 inter-linking facts to generate a broad Issues of waste generation and disposal. A few
perspective. prominent examples like dumping of nuclear
 understanding frameworks and systems that waste and other hazardous wastes in
contribute to the problem under study. developing countries by developed countries.
Basel Convention.

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(iv) Economic disparities. (viii)Extinction of species.
The extent of poverty in India and in the world. Effects of extinction.
The nature of poverty in developed countries
(ix) Introduced species.
and developing countries - in rural and urban
areas. Consequences and implications with The impact of introduced species on
reference to the lifestyles and aspirations of indigenous species and ecosystems -
communities and society. Developmental competition, habitat destruction, diseases
paradigms and the politics of poverty. etc., e.g. Acacia, Subabul, Lantana.
(v) Land use. (x) Endemic species.
Changing patterns of land use. Modern Inter-relationship with other organisms,
agriculture. Issues related to water. their evolution, the extreme adaptability to
local environments.
2. Basic Ecology
(xi) Keystone species.
To give a clear understanding of ecological
concepts. The learning will be enhanced if live Understanding that while all species have a
examples are used with as many outdoor classes niche, some species play a more critical role
as possible. as they are keystone species, e.g. crocodile,
sharks, fungi.
(i) Biotic and abiotic components of an
ecosystem. (xii) Kinds of ecosystems.
Classification. Understanding role. Study a range of ecosystems, the life that they
support, their uniqueness, etc.
(ii) Food chains, food web and trophic levels.
Suggested Activities/Visits:
To understand the use of these tools as a
means of understanding ecosystems.  Visit a surviving ecosystem and do a rapid
assessment.
(iii) Ecological niche, habitat and microhabitat.
The criticality of the role of each species in an  Study natural communities of your
ecosystem. The difference between habitat neighbourhood like bird, insect population,
and microhabitat. etc.

(iv) Succession. 3. Conservation of Ecosystems

How forests regenerate. Kinds of succession (i) Conservation strategies:
- primary and secondary.  Species approach including CITES.
(v) Ecotypes.  Ecosystem approach including formation
The influence of external factors like climate of National parks, sanctuaries and
and soil (micro habitat) on organisms. Biosphere reserves.

(vi) Flow of energy through an ecosystem.  Wildlife management.
Sun as the primary source of energy. Linear What is the extent of forest cover left in the
flow of energy versus cyclical flow of world? What are the threats faced by forests?
nutrients. What are the different kinds of strategies that
are being used to conserve forests? The above
(vii) Concept of species. three are broad examples. Students should be
To understand the sovereignty of species. made aware of the scope and limitation of the
The importance of critical minimum size of above approaches. Study an example of each
species population. kind.

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(ii) Value of bio-diversity. dynamics of the decline of traditional
Study the value of bio-diversity from different opportunities and occupations.
viewpoints - ecological, economic, health, Suggested Activities/Visits:
food and aesthetic.  Visit a rehabilitation site.
Suggested Activities/Visits:  Visit NGOs working in the field of
 Visit to a national park /any protected area. development.
 Interaction with a group involved in 5. Understanding Land use
conservation. (i) Agriculture.
4. Dynamics of Development and Resource Use (a) Traditional farming methods.
Understanding development Study a few traditional methods of
(i) People as resources. farming - region specific and crop
To gain an understanding that most specific. Management of commons.
development issues arise due to not Farming as an activity of the whole
recognising people as valuable resources. community.
Importance of generating employment. (b) Traditional varieties and their
(ii) Impact of scale and kind of technology on adaptability to local environments.
resources. Study characteristics of a few sample
Understanding the model of modern crops drawn from different climatic
development and the impact of and soil conditions.
industrialising and automating on the (c) The impact of green revolution
economy, people and resources. Short- practices.
term and long-term accounting. Depletion Study the impact of green revolution
of resources. Resource scarcity and practices on soil, water, local crop
economic consequences. varieties, food production, economy,
(iii) Urbanisation and its impact. small farmers and distribution using
Causes and consequences of rapid, Punjab as an example; contribution to
unplanned urbanisation - impact on food security.
infrastructure, services and provision of (d) Food scarcity in the midst of plenty.
basic amenities. To understand and analyse the
(iv) Ecological footprint of a city. distribution system.
Study two sample cities to see the extent of Suggested Activities/Visits:
ecological impact on surroundings  Visit to a modern chemical farm and
and also the actual extent of resource supply an organic farm.
to the city. Extent of waste generated in a
city in a day. Ratio of biodegradable and  Visit the wholesale market.
non-biodegradable matter. The need to sort  Understand the flow of grain from
garbage. E.g. Chennai generates 3500 tons farmer to the shop.
of garbage a day of which only 800 tons is (ii) Towards a world without hunger
non bio-degradable. Dumping of hazardous
wastes particularly in developing countries. (a) Introduction to new and old organic
The Basel convention. farming practices.
(v) Population (questioning Malthus, carrying  Do nothing farming – Fukuoka.
capacity).  Bio-dynamic farming - Rudolph
Self-explanatory. Steiner.
(vi) Poverty  Permaculture – Mollison.
Dynamics of urban and rural poverty,  Integrated farming practices.
relationship to social structure - the  Low Input Sustainable Agriculture
(LISA).

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Study the different farming practices - reason being trawling and trawlers are not merely
possibly through visits - if possible by killing turtles. Trawling is ravaging ocean
growing crops on small patches of ecosystems and creating under sea deserts. It will
land. also help understand the role of turtles in ocean
(b) Assessment of Biotechnology. ecosystems.
Is biotechnology the answer to the There is also much north- south politics around
various environmental issues around conservation like the Tuna dolphin issue and the
food production or is it yet another shrimp - turtle issue.
technological disaster waiting to (iii)Importance of green areas in a city.
happen. (iv) Importance of mangroves.
(c) Global food security, food aid. Case Study
How to achieve food security? Study different kinds of existing ecosystems like the
Is food aid the right answer? Sundarbans, the Sholas, rainforests, scrub forests, etc.
Is sustainable agriculture and for the bio-diversity they contain and the pressures
subsistence farming the answer to the they face. (Preferably an ecosystem that is nearby.)
problem of food security - or is it Conservation of Ecosystems
necessary to achieve a judicious Projects
balance of the above with
monocropping for building a national (i) Zoos as places for conservation of species.
buffer of food grains. (ii) Insects as keystone species.
Suggested Activities/Visits: (iii) How can I conserve a piece of land in my
 Try farming in small plots using different neighbourhood?
practices. (iv) Understand the conflict with the usage of CITES -
Dolphins and Tuna, Turtles and Shrimp, Norway,
INTERNAL ASSESSMENT- 100 Marks Japan and whales, culling elephants in Africa,
Students are recommended to complete two case etc.
studies and one project from the list given below. (v) Project Tiger, Project Elephant
Suggested list of Projects/Case studies for topics from (vi) The study of plight of Jarawas in the Andamans
the syllabus- [Tribals and their relationship to the
Basic Ecology environment].
Projects (vii) Protecting and conserving forests, rivers, oceans,
etc; strategies, difficulties.
(i) Where have all the sparrows gone?
(viii) Is there effective legislation for addressing the
Sparrows used to be one of the most common birds environmental concerns?
in India and are disappearing at a phenomenal rate
across the country as has been recorded by various Dynamics of Development and Resource use
groups. Why has this happened? What could be the Project
reason? They seemed pretty adaptive creatures and Conduct a study of a selected area.
have inhabited human dwellings for a long time.
Case Studies
A study will help understand the fragility of a
species’ existence on earth and the various (i) NGO /peoples groups working with impact of
conditions that could make it disappear. large projects and/or human rights issues.
(ii) Why conserve turtles? (ii) Assessing the impact of women's mobilisation
and empowerment.
Turtles have managed to survive for 200 million
years and are now on the brink of extinction. (iii) Child labour reports.
Development of the last few decades has brought (iv) Development in a tribal region.
about this situation. (v) Sourcing of livelihood in a traditional
Studying this will help the student understand the community.
reasons for the disappearance of turtles- the main (vi) Comparative studies.

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When a student finds it too difficult to understand important for them to find personal solutions to many
a context very different from his own, it becomes of the problems as this will empower them to find
valuable to generate parameters by which one’s creative solutions to larger issues and the learning can
own context may be compared to that which one be solution centred rather than problem centred. There
is studying. Alternately, it is possible to choose are many areas listed which fall within the students’
two related / opposite / parallel contexts and scope of intervention. The students can be invited to
assess them through the same parameters. For choose the areas they would like to invest in.
example, if one is studying the usage of income (i) In my home.
in different economic classes, it is possible to
compare expenditure on the basis of- a. Energy consumption -projects to minimise,
eliminate, use alternate sources.
 primary requirements like food, shelter and
clothing; b. Fossil fuel usage - minimise, use public
transport, cycle.
 entertainment;
c. Water consumption.
 travel;
d. Sourcing food items - organic, farmer, small
 buying of utility and luxury items; retailer, large corporation and supermarket.
 health; e. Sourcing clothes - handloom, mass produced
 educational facilities; machine loom goods, branded products,
 services, etc. imported clothing, and designer wear.
(vii) Consumer group reports. This is just a sample list to show possible personal
initiatives.
Understanding Land Use
(ii) In my school.
(a) Agriculture
a. Carrying out paper audits.
Case Studies
b. Minimising or avoiding plastic altogether.
(i) Public Distribution Systems (PDS).
c. Making school a litter free zone or plastic free
(ii) Alternatives to PDS like the targeted PDS. zone.
(iii) Starvation in Orissa & Andhra Pradesh. d. Planting and taking care of trees, herb
(iv) Agricultural practices of a small and large gardens, vegetable gardens.
farmer. e. Maintaining patches of land.
(b) Towards a world without hunger (iii) In my neighbourhood.
Project a. Help in teaching under-privileged children.
Is bio-technology the answer to the world’s food b. Work with preventive health care and basic
problems? first aid.
Case Studies c. Sanitation- learning about and promoting low
(i) The case of Bt Cotton. cost decentralised systems.
(ii) Terminator and traitor technology. d. Rainwater harvesting- setting up pits.
(iii) The case of golden rice. e. Separation of garbage - vermicomposting of
(iv) Bio-piracy. bio-degradable waste.
Mapping - What I can do f. Spread awareness of the four R’s -Reduce,
Reuse, Recycle, Refuse.
By the end of the year the students would have gained
exposure to various environmental issues. It is g. Care for neighbourhood animals - Rabies
shots, deworming, feeding, etc.

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CLASS X

There will be one paper of two hours duration leaching of toxins from landfills into
carrying 100 marks and Internal Assessment of water bodies, agricultural lands, and
100 marks. issues around incinerating waste.
(e) Treatment of wastes:
The paper will have two Sections:
 Effluent treatment plants.
Section A (Compulsory) will contain short answer
questions covering the entire syllabus.  Biological treatment.
Section B will consist of questions, which will require  Strategies to reuse waste.
detailed answers. There will be a choice of questions Evolving solutions to treat wastes. The
in this section. scope and limitation of end of the pipe
treatment.
THEORY – 100 Marks
 Combating deforestation.
1. Caring for our Basic Resources JFM, community forestry.
(i) Caring for our Soil (f) Alternatives to timber
(a) Causes and consequences of soil erosion. Design solutions-alternate materials, etc.

Study improper land use, deforestation, Suggested Activities/ Visits:
overgrazing, etc and also the impact of  Visit an industry to study waste
soil erosion on food production, generated and waste treatment.
generation of wastelands, silting of
waterways and dams.  Make models of Chula for reduced
firewood consumption.
(b) Soil conservation strategies.
 Model of solar cooker.
 Contour bunding.
 Setting of compost pit.
 Tree breaks.
 Check dams. (ii) Caring for our Air
A study of solutions and their (a) Technical methods to control air
applicability. Examples such as pollution.
Auroville’s work and Tarun Bharat Electro static precipitators, cyclone
Sangh’s work. separators, wet scrubber, bag filters, fluid
(c) Fuel wood crisis. bed boilers.
To develop an understanding in students (b) Strategies to reduce air pollution -
that a very large section of Indians still  Economic
use firewood as fuel, the impact it has on
Penalties and subsidies, Bubble
nature in terms of a fast dwindling
theory.
resource and the pressure put on
surviving forests. Impact on health of the  Technical
poor, particularly women, from inhaling Hybrid vehicles, alternate fuels,
the smoke. alternate energy vehicles.
(d) Waste generation - its toxicity and its  Traffic management.
impact on life and land. Study of Curitiba in Brazil,
The politics of waste dumping, the synchronised signals, use of lanes,
unmanageable wastes that we generate, one-way roads, etc.

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(c) Legislation as a means to reduce air (d) Water recycling.
pollution. The scope of water recycling and importance.
The role of law in controlling and (e) Alternatives to existing sewage treatment like
reducing pollution with examples like the dry compost toilets.
Taj Mahal trapezium, Delhi city, etc.
Decentralised answers to centralised ones,
(d) Remote sensing satellites and their Use of decomposed night soil as a fertiliser as
applications. in China.
Why is it such a good tool? What can it be Suggested Activities / Visits
used for?
 Carry out rain water harvesting in the
(e) International norms on air pollution. neighbourhood.
What are the International norms on air  Visit a catchment area of the city.
pollution? How are they drawn?
Limitations with the implementing.  Visit to a nearby dam.
Example: Euro 1, Euro 2. 2. Resource use
Suggested Activities/ Visits: (i) Impact of globalisation on environment.
 Visit to a pollution control board. Understanding the basic intention of
globalisation; the possibility and challenge of
 Interaction with an NGO working in
a global economy; impact of globalisation on
the field of environment.
developing countries - increased disparities,
(iii) Caring for our Water national debt and recession; impact on human
resources and natural resources.
(a) Techniques of watershed management
(ii) Role of NGOs in sustaining environment.
Conserving water bodies; Study of
indigenous examples like the Eri system Study the work of a few NGOs.
of Tamil Nadu or Rajasthan’s traditional
systems and newly evolving modern Choose an international, national and a local
techniques of water management; NGO working in different areas - issue based,
Ramsar convention. women’s collectives and child welfare
organisations.
(b) Rain water harvesting.
(iii) Evolving a sustainable growth paradigm e.g.,
 Roof water harvesting through Gandhi. Large-scale development versus
percolation pits, etc. Village community based self-sufficient
 Water harvesting in rural areas growth.
through check dams, bunds etc. What does sustainability mean?
The need for the above and the scope. GDP versus Growth paradox. (Questioning
the notion that increase in power will bring
(c) Small dams versus large dams.
about economic growth and this in turn will
An analysis - can many small dams alleviate poverty.)
replace a large dam? Do large rivers How to integrate the principle of
require large dams only? sustainability in development?
Issues around large dams. Gandhi’s model of decentralised governance
Scope and limitation of small dams. like Panchayati Raj.
Other possibilities like Micro hydel, Mini A study of a few working examples like Khadi,
hydel, run off the river. Dastkar, Auroville, Gandhi gram.

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(iv) North - South divide.  the student is responsible for choices
Patterns of resource use in the North and the made.
South and the impact they have on the  he/she is capable of mobilising responses
environment of both the regions. to things that happen into meaningful and
Suggested Activities / Visits productive action.
 Visit to a Khadi production centre or  in whatever career context the student
other such units. may function in later life, there is scope
for applying environmental sensitivity.
3. Appropriate Eco-friendly Technologies
 there is a clear connectedness to people
(i) Scope and limitation of indigenous and a capacity to interpret processes and
technology and modern technology. decisions in society and governance and
Study an industry like fishing and/or weaving its impact on people.
- where both technologies are practised. This can be brought about by discussions in
(ii) Need for developing intermediate and class or facilitated through any other
appropriate technology. empowering process.
To be studied through the analysis of the power
sector - the limitation of all conventional INTERNAL ASSESSMENT – 100 Marks
sources and the scope of alternate energy Students are recommended to complete two case
sources. studies and one project from the list given below.
(iii) Developing least cost options. Suggested list of Projects/ Case studies for topics from
Environment Impact Assessments (EIA), their the syllabus.
role including impacts while planning and the 1. Caring for our Basic Resources
method to develop least cost options. (i) Caring for our soil
Dynamics of implementation. Projects
Scope of grass root upward planning rather  How can a society produce less waste?
than trickle down planning.
 Examine the problem of plastic.
(iv) Natural resource accounting.
 Setting up a safe plastic disposal system
What is natural resource accounting? How to in a city.
go about it? - Basic understanding with the
aid of examples.  What are toxic wastes?
Suggested Activities / Visits  Should oceans act as waste dumps?
 Visit a modern power plant. Case Studies
 Visit a village with traditional  Tarun Bharat Sangh's work in Alwar.
occupation like weaving, pottery, etc.  Case study of Anna Hazare's work in
 Visit a Bio-gas plant. Ralegoan Siddhi.
4. Initiatives I can take  Auroville's afforestation effort.
(i) In my local environment.  Environmental effects of mining, brick
industry.
(ii) In my future career choice.
 Use of resources in a city. Compare with
(iii) In supporting initiative in my State or the resources used in a rural community.
Country.
 India’s growing population problem - a
By the end of Class X, the student must have a critical analysis.
working understanding of the broad impact
that his /her personal decisions can have on (ii) Caring for our Air
the environment and on society. The Projects
implications of such an understanding are  Monitor pollution in busy traffic places.
that:
 Role of vehicles in causing respiratory
health problems.

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 Is better public transport an answer to  Excerpts from E.F. Schumacher’s work
reducing air pollution in cities? “small is Beautiful”.
Case Studies  Voluntary action and Gandhian approach
 Generating power through burning – D.K. Oza.
garbage - is it a good way of dealing with  J.C. Kumarappa’s writing.
garbage?  Gandhi’s writings.
 Medical waste disposal through 3. Appropriate Eco-friendly Technologies
incineration - is there an option? Projects
 Can pollution be reduced by better city  Can Non-conventional sources meet the
planning [one way lanes, synchronized growing demand for power?
signals etc].
Case Studies
 Bhopal gas tragedy.
 Dr. A.K.N. Reddy’s work in creating a
 Chernobyl tragedy. network of villages in Tumkur district based
(iii) Caring for our Water on appropriate technologies.
Project  MNES publications.
 Is water being wasted through the modern
sewage disposal system in cities? Guidelines for evaluating Project Work
Case Studies The project has to be evaluated for the efficacy of the
following steps:
 Water shortage in Kerala and Chirapunji.
1. Coming up with a clear question or problem
 Rajasthan's water conservation systems.
statement, which will be the basis of the student’s
 Salt water intrusion. project research. This is critical because without
 Ground water depletion. a clear question the research tends to be broad and
 Contamination of surface water. unfocussed, with the student tending to gather
whatever information is available rather what they
 Laws relating to rain water harvesting in
need to have.
cities.
Criteria of evaluation for this stage will therefore
 The politics of water sharing like the
Cauvery issue. include definition in terms of the focus and clarity
of the question.
 Narmada issue.
2. Formulating an action plan, which states the steps
 The Tehri dam issue. to be taken to move the question forward.
 The three gorges project in China.
Criteria of evaluation for this stage will include
2. Resource Use how pragmatically the plan takes the question
Projects forward.
 Assess the impact of any movement related to 3. Gathering primary data
displacements or violations. 50% - 70% of information gathered needs to be
 Look at Governmental and Non- primary data i.e., data gathered by the student by
Governmental supports to promote local going into the field.
initiative in the area of sustainable growth.
This may involve evolving a questionnaire for
Case Studies social issues and formats for ecology related
 Reports by NGOs on Globalisation projects. Sample size and type have to be adequate
impacts. and scrutinized carefully.
 Captive minds captive lives – Vandana Criteria of evaluation for this stage will therefore
Shiva. be based on quantum of fieldwork and efficacy of
 The unseen worker – National sampling.
Foundation of India.

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4. Secondary data The purpose of the viva is to give the student an
Secondary data from books, Internet and other opportunity to converse with an expert in the field
publications is used only as a basis to substantiate, regarding his / her project. This would help to
analyse and to construct an argument. deepen the learning for the students and help them
Criteria of evaluation for this stage will therefore understand the lacunae in their thinking and
include appropriate choice and use of secondary process.
data.
Guidelines for evaluating Case Studies
5. Collating data and generating solutions
Case studies unlike projects are not based on primary
This phase after the gathering of the data is one of
stock taking i.e. putting together of information. data but entirely on secondary data mostly about a
The data is then analysed and the solutions particular event or case.
generated. The initial project report is put The student presents it as a report about 1500 words
together. long. It may be evaluated for:
Criteria of evaluation for this stage will therefore  Comprehensiveness;
include sifting and organisation of relevant data,
complexity of analysis in terms of number and  Accuracy;
relevance of parameter chosen and feasibility and  Range of sources;
innovation of solutions generated.
 Inferences drawn;
6. Project Report
 Connections made;
The research the student does is submitted as a
project report comprising of the following:  Perspective gained, etc.
i. Statement of the topic, issue or problem being Marks may be awarded on the following break up:
studied / researched. Project - 30
ii. Statement of the action plan. Case studies - 20
iii. Presentation of data using different methods Total - 50
such as bar charts/ pie diagram etc. A clear
distinction has to be made between primary
and secondary data. EVALUATION
iv. Analysis of data. The assignments/project work is to be evaluated by the
v. Solutions offered. subject teacher and by an External Examiner. The
External Examiner may be a teacher nominated by the
vi. Personal learning for the student. Head of the school, who could be from the faculty, but
vii. Bibliography and acknowledging resource not teaching the subject in the section/class.
persons.
The Internal Examiner and the External Examiner will
Criteria of evaluation for this stage will therefore assess the assignments independently.
include readability, precision, neatness and
indexing. Award of Marks (100 Marks)
Therefore, the evaluation is on-line and does not Subject Teacher (Internal Examiner) 50 marks
base itself entirely on the project report. External Examiner 50 marks
The total marks obtained out of 100 are to be sent to
7. VIVA-VOCE (Optional)
the Council by the Head of the school.
A viva may be conducted with the subject teacher
and an External Examiner who could be another The Head of the school will be responsible for the
teacher from the school itself or an experienced online entry of marks on the Council’s CAREERS
person from the environmental field, preferably a portal by the due date.
researcher.

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INTERNAL ASSESSMENT IN ENVIRONMENTAL APPLICATIONS - GUIDELINES FOR MARKING WITH GRADES

Criteria Preparation Investigation/Gathering Data Analysis/Inference Solutions Alternatives/ Presentation
Innovations
Grade I Follows instructions with Is able to ask correct questions. Analyses systematically. Can Innovative ideas Accurate. Feasible, neat,
(4 marks) understanding; modifies if Knows whom to ask, when and how. see sequences or correlation. presented. Alternatives well labelled diagrams.
needed. Background Can deal with more than one variable. Can segregate fact from opinion. suggested. Index and references
information correct. Level given.
of awareness high.
Grade II Follows instructions step- Is able to ask questions and identify Makes observations correctly. Alternatives presented. Accurate. Neat, well
(3 marks) by-step. Awareness is whom to ask, when and how. Can Analysis fair. Innovative but not labelled diagrams. Index
good. Background handle two variables only. practical. and references given.
information correct.

Grade III Follows simple instructions Needs help with the investigations. Observation - help needed. Obvious solutions A bit disorganised, but
(2 marks) only. Awareness basic. Has suggestions but cannot decide. Needs guidance to see presented. Not neat and accurate. Either
Background information correlations or sequence. innovative. index or references
sketchy. missing.

Grade IV Follows some instructions Needs to be told what questions to be Detailed instructions required to Thinks of solutions under Poorly organised. Some
(1 mark) but confused. Has to be asked, whom to ask or where to gather draw inferences. Charts have to guidance. points missing. Index and
made aware. Background the data from. be made. references missing.
information incorrect in
places.

Grade V Confused about Gets stuck at every step. Even with help, analysis is not Solutions not Overall impression very
(0 mark) instructions. Has to be Questionnaire has to be formulated. clear. Takes teacher’s word for forthcoming. poor. Not very accurate.
made aware. Needs help it.
with background
information.

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