JKBOSE Class 8 Syllabus 2025

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Preface
We are delighted to present the Syllabus and Academic Calendar for the 2024-25 academic year for the J&K UT, crafted in
alignment with the visionary National Curriculum Framework-SE, 2023.

This calendar meticulously maps learning outcomes with the curricular goals and competencies outlined in the NCF School
Education 2023. The coding system within the document is designed to guide you effortlessly: the first digit denotes the
Curricular Goal, the second indicates the corresponding Competency, and the final digit represents the Learning Outcome
derived from the goals, competencies, and textbook content. Nevertheless, Competency No. "0" means that there is no
competency available in the NCF-2023.
Our heartfelt gratitude extends to the dedicated resource persons whose invaluable contributions have made this calendar a
reality: Irshad Ahmad Wani, Abdul Rashid Mala, Ayjaz Ahmad War, Bashir Ahmad Sheikh, Bashir Ahmad Gojri, Aijaz
Jahanger Rather, Mohammad Sharif Bhat, Gurnam Singh, Satinder Singh, M. Younus Malik, Satbir Singh, M. Iqbal Shah,
Naveed Gul, Hilal Ahmad Wani, Shahli Vohra, Rauf Ahmad, and Rameez Ahmad.

We also deeply appreciate the proactive involvement of the JKSCERT faculty members who played a crucial role in this
endeavour. Special thanks to the Director, Joint Director (Central), Joint Director Jammu/Kashmir Division, and various
Academic Unit Heads of JKSCERT for their unwavering support and guidance.

Teachers are encouraged to thoroughly review the competencies and associated Learning Outcomes (LOs). For any
clarifications or assistance, please reach out to us at [email protected].

Warm regards,
Academic Planner Development Team/
Team ERSA, JKSCERT

INTRODUCTION
National Education Policy 2020 envisages shift from rote learning to competency based
/experiential learning in schooling. The early stages of schooling from classes Foundational,
Preparatory and Middle require proper planning and thorough understanding of mechanism for
teaching learning process. The structure for scheme of studies and curriculum includes five
major subjects viz; Mathematics, Science, English, Hindi/ Urdu & Social Science.

The Syllabus has been designed in order to provide students a broad and balanced
understanding of subjects to enable them to communicate effectively, analyze information, take
informed decisions, construct their worldview in alignment with constitutional values and move
ahead in the direction of becoming productive citizens. The focus of current syllabus is on the
development of 21st century skills in settings where each student feels independent, safe and
comfortable with their learning. To achieve this aim, it is extremely important that children
acquire adequate knowledge and skills in other core areas like Health and Physical Education,
Life Skills, Values Education, Art Education, Work Education and other Co-Scholastic areas. The
syllabus will help teachers as well as students to plan accordingly for achieving the desired
learning competencies.
This Syllabus-cum-academic calendar is in synchronization with National Curriculum
Framework for School Education 2023..
Teachers must be aware and make use of all available material resources (blended) - online
supporting material /TLM available at DIKSHA, NISHTHA, e-Pathshala, Swayam Prabha, NCERT
& SCERT-J&K website for making inclusive education a reality and update themselves for
progressive uniformities.

Middle Stage (Class 8th)
S. No Title/ Subjects Inde
1 English
x
2 Science

3 Mathematics

4 Social Science

5 Hindi

6 Dogri

7 Urdu
8 Kashmiri
9 Punjabi

Appendix
(i) Suggestive Calendar of Activities

(ii) Suggestive activities for 10 Bag-less Days
(iii) Student Assessment & Evaluation Scheme
(iv) Formative Assessment - Guidelines
Holistic Progress Card (HPC), Result Register, Student Grade Card, & Student Assessment &
(v)
Evaluation Scheme: Google Drive Links

Class 8th
(English)

Curricular Goals, competencies as per NCF SE 2023
Curricular Goals Competencies Learning Outcomes

The Learners:
CG-1 Develops C-1.1. Applies LO-1.1.1. analyze how a character changes throughout the
independent reading varied comprehension text by inferring their emotional state, motivations, and
comprehension and strategies (inferring, evolving personality traits. (e.g., Inferring a character learns
summarising skills by predicting) to the value of humility based on their actions and internal
engaging with a variety understand different monologue in the story's conclusion.)
of texts (stories, poems, texts LO-1.1.2. identify and interpret symbolic elements in the
text, inferring their deeper meaning and contribution to the
extracts of plays, essays,
overall message. (e.g., Inferring a recurring image of a broken
articles, news reports)
clock symbolizes the passage of time and the loss of
and shows interest in innocence.)
reading books LO-1.1.3: predict how complex text structures
(compare/contrast, cause/effect) are used to organize
information and arguments. (e.g., Predicting a persuasive
essay will use a compare/contrast structure to highlight the
advantages of one option over another.)
C-1.2. Identifies main LO-1.2.1. identify the central idea and distinguish between
points, summarises main and supporting points in complex texts. (e.g., Identify
after a careful reading the central idea and supporting arguments in a historical
of the text, and document.)
responds coherently LO-1.2.2 write a focused summary of a complex text,
including the central idea, key arguments, and potential
biases. (e.g., Summarize the main points of a scientific
report, acknowledging the author's perspective.)
LO-1.2.3: respond coherently to an evaluative
comprehension question about a complex text, critiquing the
author's reasoning or message. (e.g., Evaluate the
effectiveness of the author's arguments in a persuasive
essay.)

C-1.3. Identifies and LO-1.3.1: identify the central idea of complex texts with
appreciates the main implicit main ideas and analyze its significance. (e.g., Identify
idea in the various the central idea about the impact of technology on society in a
texts. persuasive essay and analyze its potential benefits and
drawbacks.).
LO-1.3.2: evaluate the main idea of persuasive texts by
considering the author's bias and potential counterarguments.
LO-1.3.3: appreciate the main idea by explaining its
connection to their own life experiences or broader societal
issues.

C-1.4. LO-1.4.1: evaluate the quality and effectiveness of different
Shows interest in writing styles based on literary elements
choosing and reading LO-1.4.2: independently choose books from diverse
a variety of books. cultures and backgrounds, expanding their worldview.
LO-1.4.3: advocate for reading and share their passion with
others.
CG-2 Attains the ability C-2.1. Uses LO-2.1.1: organize ideas strategically to write complex texts
to write about thoughts, writing strategies, with introductions, body paragraphs that develop specific
feelings, and such as sequencing points, and strong conclusions.
experiences of social ideas, identifying LO-2.1.2: use a variety of rhetorical devices (e.g., repetition,
events (e.g., village headings/subheadings antithesis, rhetorical questions) to enhance the organization
fairs, and forming clear and impact of their writing.
festivals, occasions) beginning, LO-2.1.3: effectively integrate quotations and paraphrases
ending, and from credible sources to support their claims and enhance
paragraphs the organization of their writing.

C-2.2. Expresses LO-2.2.1: write reflective essays that explore their
experiences, emotions, experiences, emotions, and personal growth in response to a
specific event or challenge.
and critiques on
LO-2.2.2: analyze the use of literary devices (e.g.,
various aspects of symbolism, imagery, figurative language) to critique social
their surroundings in issues or express complex emotions in literature
writing. LO-2.2.3: write persuasive essays that critique complex
topics or propose solutions to problems, incorporating

evidence and counterarguments.

CG-3 Develops the C-3.1. Writes different LO-3.1.1: write formal letters of complaint or application,
capacity for kinds of letters and following professional conventions and adapting their style
effective communication essays using to the specific audience.
using language skills appropriate LO-3.1.2: write different types of letters and emails
for questioning, style and registers for following a particular style and registers to address a
describing, analysing, different audiences specific audience and purpose in online contexts
and responding and purposes LO-3.1.3: write essay and present it with a well-structured
argument.

CG-4 Explores different C-4.1. Identifies and LO-4.1.1: analyze the use of language (e.g., diction, tone,
literary devices and appreciates different figurative language.
forms of literature forms of literature LO-4.1.2: compare and contrast different genres within
(samples of prose, prose, poetry, and drama, identifying their unique
poetry, and drama) characteristics and purposes.
LO-4.1.3: appreciate the historical and cultural context of
literature, understanding how it reflects the society in which
it was created.
C-4.2. Identifies
literary devices, such
as simile, metaphor,
personification LO-4.2.1: identify and analyze figurative language that goes
(alankaras), beyond basic similes and metaphors (e.g., symbolism, irony.
LO-4.2.2: explain how figurative language contributes to the
hyperbole
development of themes and characterization in literature.
(athishayokthi), and LO-4.2.3: experiment with using a wider range of literary
alliteration devices, including advanced figurative language, to create
(anuprasa), by deeper meaning and a more nuanced style in their own
reading a variety of writing.
literature and uses in
writing

CG-5 Develops the C-5.1. Uses LO-5.1.1: demonstrate a strong grasp of verb moods
ability to recognise appropriate grammar (indicative, imperative, subjunctive) and use them
basic linguistic aspects and structure in their appropriately in different writing contexts.
(word and writing LO-5.1.2: use a wider range of clause structures
sentence structure) and (independent, dependent, adjective, adverbial) to create
uses them in oral and grammatically complex and nuanced sentences.
written LO-5.1.3: edit and revise their writing to ensure consistent
expression verb tenses, subject-verb agreement, and correct
punctuation usage across all sentence structures.
CG-6 Develops an C-6.1 Understands the LO-6.1.1. analyze the relationship between stress and vowel
appreciation of the phonetics and script sounds, identifying how stress patterns can affect
distinctive features of of the language, the pronunciation and meaning.
the language, number of vowels and LO-6.1. 2. explore and identify silent letters and understand
including its alphabet consonants, and how their historical and linguistic reasons for being present in
and script, sounds, they interact and are written English.
rhymes, puns, and LO- 6.1.3. analyze and apply their understanding of
used
other wordplays and phonetics and spelling patterns to improve their fluency and
games unique to the accuracy in reading and writing.
language
C-6.2 Engages in the LO-6.2.1 analyze and appreciate more complex forms of
use of puns, rhymes, wordplay (e.g., figures of speech, wordplay based on
alliteration, and other etymology or word origins).
wordplays in the LO-6.2.2: experiment with creating puns, rhymes, and
language, to make alliteration in different contexts, including formal and
speech and writing informal writing.
more interesting and LO-6.2.3: evaluate the appropriateness and effectiveness of
enjoyable wordplay in different communication situations.
C-6.3 Becomes familiar LO-6.3.1: analyze the wordplay techniques used in different
with some of the word games (e.g., puns, homophones) and identify the skills
major word required to excel at them.
games in the language LO-6.3.2: create and modify existing word games,
(e.g., palindromes, demonstrating their understanding of wordplay and game
spoonerisms, design principles. (e.g., Invent new word games based on
sentences without existing concepts.
given letters or
LO-6.3.3: explore the use of word games and puzzles in
sounds, riddles, jokes,

antakshari, anagrams, digital environments (e.g., online crosswords, mobile word
crosswords) games) and evaluate their impact on language learning and
engagement

Month Chapter: Learning Outcomes Pedagogical Processes
wise Tulip
Integrated Grammar
Time
& Writing Skills The Learners :
Line

How Teachers Learn LO-1.1.1 Analyze how a character Create timelines charting a
changes throughout the text by character's development
A Nation’s Strength inferring their emotional state, throughout the text, highlighting
1. motivations, and evolving personality
key events and inferred changes.
The Unthankful Man traits.
LO-1.1.2. identify and interpret After reading a passage focusing on
Unseen Paragraphs symbolic elements in the text, a character's actions or thoughts,
inferring their deeper meaning and have students write a paragraph
contribution to the overall message. explaining how they infer the
LO-1.1.3: predict how complex text character is changing and evolving.
structures (compare/contrast,
Brainstorm a list of common
cause/effect) are used to organize
symbols found in literature. While
information and arguments.
reading, have students identify
LO-1.2.1. identify the central idea potential symbols and discuss their
and distinguish between main and inferred meaning in the context of
supporting points in complex texts.) the story. Analyze how these
LO-1.3.1: identify the central idea of symbols contribute to the author's
complex texts with implicit main message.
ideas and analyze its significance. Analyze different text structures
LO-1.4.1: evaluate the quality and (e.g., chronological, cause-and-
effect, compare/contrast) and how
effectiveness of different writing styles
they present the main idea. After
based on literary elements. reading a complex text, have
LO-2.1.1: organize ideas strategically students identify the central idea

to write complex texts with and explain how each paragraph
introductions, body paragraphs that contributes to it. Use highlighting
develop specific points, and strong or annotating strategies to mark
conclusions. main ideas and supporting
LO-2.2.1: write reflective essays that evidence.
explore their experiences, emotions, Introduce the concept of bias and
how to identify it in a text.
and personal growth in response to a
Teach students to distinguish
specific event or challenge.
between objective and subjective
LO-3.1.1: write formal letters of information in a summary.
complaint or application, following Independent writing assignments
professional conventions and where students create summaries
adapting their style to the specific of complex texts.
audience. Analyze different literary elements
(plot, character, setting, figurative
LO-4.1.1: analyze the use of language) in various texts. Read
language (e.g., diction, tone, excerpts with strong or weak use of
figurative language. specific elements and have
students discuss their impact on
LO-4.2.1: identify and analyze the reading experience. Write book
figurative language that goes beyond reviews that analyze the
basic similes and metaphors (e.g., effectiveness of the author's style in
symbolism, irony. conveying the story and engaging
the reader.
LO-5.1.1: demonstrate a strong Expand the study of literary
grasp of verb moods (indicative, devices introduced in previous
imperative, subjunctive) and use grades, focusing on their role in
them appropriately in different conveying social commentary or
writing contexts. complex emotions. Read texts with
strong use of literary devices and
LO-6.1.1. analyze the relationship discuss how they contribute to the
between stress and vowel sounds, author's critique of social issues or
identifying how stress patterns can the expression of complex
affect pronunciation and meaning. emotions. Literary analysis essays
where students identify and
explain how specific literary
devices are used by the author to
deliver a critique or express

complex emotions in a text.

Life LO-1.1.3: predict how complex text Analyze different text structures
structures (compare/contrast, (e.g., chronological, cause-and-
The Bangle sellers cause/effect) are used to organize effect, compare/contrast) and how
2. information and arguments. they present the main idea. After
Achilles
LO-1.2.2 write a focused summary of reading a complex text, have
Unseen Paragraphs a complex text, including the central students identify the central idea
idea, key arguments, and potential and explain how each paragraph
biases contributes to it. Use highlighting
LO-1.3.2: evaluate the main idea of or annotating strategies to mark
persuasive texts by considering the main ideas and supporting
author's bias and potential evidence.
counterarguments.
LO-1.4.2: independently choose books
from diverse cultures and Introduce the concept of bias and
backgrounds, expanding their how to identify it in a text. Teach
worldview. students to distinguish between
LO-2.1.2: use a variety of rhetorical objective and subjective
devices (e.g., repetition, antithesis, information in a summary.
rhetorical questions) to enhance the Independent writing assignments
organization and impact of their where students create summaries
writing. of complex texts.
LO-2.2.2: analyze the use of literary
Ask evaluative questions that
devices (e.g., symbolism, imagery,
require students to analyze the
figurative language) to critique social
author's purpose, methods, and
issues or express complex emotions in
effectiveness. Have students
literature.
identify strengths and weaknesses
LO-3.1.2: adapt their writing style and
in the text's arguments or
register to address a specific audience
presentation. Debate activities
and purpose in online contexts.
where students take on opposing
LO-4.1.2: compare and contrast
viewpoints based on the text and
different genres within prose, poetry,
defend their positions using textual
and drama, identifying their unique
evidence.
characteristics and purposes.

LO-4.2.2: explain how figurative
language contributes to the Refine argumentative writing skills
development of themes and by focusing on developing strong
characterization in literature. theses, incorporating credible
LO-5.1.2: use a wider range of clause evidence (statistics, expert
structures (independent, dependent, opinions), and acknowledging
adjective, adverbial) to create counterarguments. Research
grammatically complex and nuanced projects on complex topics where
sentences. students gather evidence to
LO-6.1. 2. explore and identify silent support their critiques or proposed
letters and understand their historical solutions. Peer review activities
and linguistic reasons for being where students assess the
present in written English. effectiveness of persuasive essays
LO-6.2.2: experiment with creating in presenting critiques, using
puns, rhymes, and alliteration in evidence, and addressing
different contexts, including formal counterarguments.
and informal writing
LO-6.3.2: create and modify existing Explore different genres of creative
word games, demonstrating their writing (poetry, short stories,
understanding of wordplay and game scripts) and analyze how authors
design principles. (e.g., Invent new use language and literary devices to
word games based on existing engage the reader. Creative writing
concepts. workshops where students
experiment with different forms,
explore figurative language, and
receive feedback on their work.
Independent creative writing
projects where students choose a
genre and topic of interest, focusing
on using vivid language, literary
devices, and engaging storytelling
techniques.

Global Warming LO-1.2.3: respond coherently to an Introduce the concept of stress
evaluative comprehension question (emphasis on a syllable) and its
Prayer for strength about a complex text, critiquing the impact on vowel sounds and word
3. author's reasoning or message. meaning. Activities where students
Colours of Rainbow
compare minimal pairs that differ
LO-1.3.3: appreciate the main idea by
Unseen Paragraphs explaining its connection to their own only in stress placement and vowel
life experiences or broader societal sound (e.g., record/recórd).
issues. Reading passages and listening
LO-1.4.3: advocate for reading and exercises that highlight the role of
share their passion with others. stress in pronunciation and
LO-2.1.3: effectively integrate meaning comprehension.
quotations and paraphrases from
credible sources to support their
claims and enhance the organization Introduce the concept of silent
of their writing. letters and provide examples from
LO-2.2.3: write persuasive essays that commonly used words. Research
critique complex topics or propose projects where students investigate
solutions to problems, incorporating the etymology (word history) of
evidence and counterarguments. specific words with silent letters,
explaining their historical context.
LO-3.1.3: write research papers
Activities where students rewrite
integrating credible sources, follow
words without silent letters to
proper citation methods, and present a
understand the pronunciation
well-structured argument.
challenges they create.
LO-4.1.3: appreciate the historical
Analyze how wordplay techniques
and cultural context of literature,
like puns (homophones) create
understanding how it reflects the
challenges and humour in specific
society in which it was created.
word games. Activities where
LO-4.2.3: experiment with using a students deconstruct word games,
wider range of literary devices, identifying the wordplay elements
including advanced figurative involved (puns, homophones) and
language, to create deeper meaning the skills needed to be successful
and a more nuanced style in their own (vocabulary, critical thinking).

writing. Debates or discussions about the
LO-5.1.3: edit and revise their writing importance of various skills (e.g.,
to ensure consistent verb tenses, vocabulary, logic, speed) in
subject-verb agreement, and correct different word games.
punctuation usage across all sentence
structures.
LO-6.1.3. analyze and apply their
understanding of phonetics and
spelling patterns to improve their
fluency and accuracy in reading and
writing.
LO-6.2.3: evaluate the
appropriateness and effectiveness of
wordplay in different communication
situations.
LO-6.3.1: analyze the wordplay
techniques used in different word
games (e.g., puns, homophones) and
identify the skills required to excel at
them.
LO-6.3.3: explore the use of word
games and puzzles in digital
environments (e.g., online crosswords,
mobile word games) and evaluate their
impact on language learning and
engagement

For God’s Sake Hold LO-1.1.1 analyze how a character Introduce different clause structures
Thy tongue changes throughout the text by (independent, dependent -
inferring their emotional state, adjective/adverbial) with clear
The Brook motivations, and evolving
explanations and examples. Sentence
personality traits.
4. Unseen Paragraphs LO-1.1.2. identify and interpret analysis activities where students
symbolic elements in the text, identify and categorize clauses based on
inferring their deeper meaning and their function and structure. Sentence
contribution to the overall writing exercises focusing on using a
message. variety of dependent clauses to create
LO-1.1.3: predict how complex complex sentences that express ideas
text structures (compare/contrast, with greater depth and precision.
cause/effect) are used to organize
information and arguments. Engage students in activities that
integrate phonetics knowledge with
LO-1.2.1. identify the central idea reading fluency practice (e.g., decoding
and distinguish between main and unfamiliar words using sound-symbol
supporting points in complex relationships). Dictation exercises with
texts.) a focus on complex words that require
LO-1.3.1: identify the central idea applying advanced understanding of
of complex texts with implicit main phonetics and spelling patterns. Self-
ideas and analyze its significance. monitoring and peer review activities
where students identify and correct
LO-1.4.1: evaluate the quality and
pronunciation and spelling errors based
effectiveness of different writing
on their knowledge of phonetics.
styles based on literary elements.
LO-2.1.1: organize ideas
strategically to write complex texts
with introductions, body
paragraphs that develop specific
points, and strong conclusions.
LO-2.2.1: write reflective essays
that explore their experiences,
emotions, and personal growth in
response to a specific event or

challenge.
LO-3.1.1: write formal letters of
complaint or application, following
professional conventions and
adapting their style to the specific
audience.
LO-4.1.1: analyze the use of
language (e.g., diction, tone.
LO-4.2.1: identify and analyze
figurative language. that goes
beyond basic similes and
metaphors (e.g., symbolism, irony.
LO-5.1.1: demonstrate a strong
grasp of verb moods (indicative,
imperative, subjunctive) and use
them appropriately in different
writing contexts.
LO-6.1.1. analyze the relationship
between stress and vowel sounds,
identifying how stress patterns can
affect pronunciation and meaning.
Polo-The King of LO-1.1.3: predict how complex Introduce the concept of compound and
Games text structures (compare/contrast, complex sentences with clear
cause/effect) are used to organize definitions and examples. Sentence
Mercy
information and arguments. transformation activities where
5. Wrinkles LO-1.2.2 write a focused summary students rewrite simple sentences into
of a complex text, including the compound or complex sentences.
Unseen Paragraphs central idea, key arguments, and Writing assignments that encourage
potential biases students to use a variety of sentence
LO-1.3.2: evaluate the main idea structures to create a more engaging
of persuasive texts by considering

the author's bias and potential and dynamic writing style.
counterarguments.
Introduce students to a variety of digital
LO-1.4.2: independently choose
word games and puzzles that promote
books from diverse cultures and
language learning (vocabulary, critical
backgrounds, expanding their
worldview. thinking). Supervised exploration of
LO-2.1.2: use a variety of educational word game apps or
rhetorical devices (e.g., repetition, websites, focusing on features that
antithesis, rhetorical questions) to support language development. Class
enhance the organization and discussions about the positive aspects
impact of their writing. (engagement, accessibility) and
LO-2.2.2: analyze the use of potential drawbacks (distractions,
literary devices (e.g., symbolism, limited interaction) of using digital word
imagery, figurative language) to games for learning. Research projects
critique social issues or express where students compare and analyze
complex emotions in literature. different digital word games, evaluating
LO-3.1.2: adapt their writing style their effectiveness for language
and register to address a specific learning.
audience and purpose in online
contexts.
LO-4.1.2: compare and contrast
different genres within prose,
poetry, and drama, identifying their
unique characteristics and
purposes.
LO-4.2.2: explain how figurative
language contributes to the
development of themes and
characterization in literature.
LO-5.1.2: use a wider range of
clause structures (independent,
dependent, adjective, adverbial) to
create grammatically complex and

nuanced sentences.
LO-6.1. 2. explore and identify
silent letters and understand their
historical and linguistic reasons for
being present in written English.
LO-6.2.2: experiment with creating
puns, rhymes, and alliteration in
different contexts, including formal
and informal writing.
LO-6.3.1: analyze the wordplay
techniques used in different word
games (e.g., puns, homophones)
and identify the skills required to
excel at them.
LO-6.3.2: create and modify
existing word games,
demonstrating their understanding
of wordplay and game design
principles. (e.g., Invent new word
games based on existing concepts.

6. Julius Caesar LO-1.2.3: respond coherently to an Introduce the concept of stress
evaluative comprehension question (emphasis on a syllable) and its impact
Meeting Poets about a complex text, critiquing the on vowel sounds and word meaning.
author's reasoning or message. Activities where students compare
Stars Speak to Man
minimal pairs that differ only in stress
LO-1.3.3: appreciate the main idea
Rustam and Sohrab by explaining its connection to placement and vowel sound (e.g.,
their own life experiences or record/recórd). Reading passages and
broader societal issues. listening exercises that highlight the
LO-1.4.3: advocate for reading and role of stress in pronunciation and
Unseen Paragraphs share their passion with others. meaning comprehension.
LO-2.1.3: effectively integrate
quotations and paraphrases from
credible sources to support their Introduce the concept of silent letters
claims and enhance the and provide examples from commonly
organization of their writing. used words. Research projects where
LO-2.2.3: write persuasive essays students investigate the etymology
that critique complex topics or (word history) of specific words with
propose solutions to problems, silent letters, explaining their historical
incorporating evidence and context. Activities where students
counterarguments. rewrite words without silent letters to
understand the pronunciation
LO-3.1.3: write research papers
challenges they create.
integrating credible sources, follow
proper citation methods, and Analyze how wordplay techniques like
present a well-structured puns (homophones) create challenges
argument. and humour in specific word games.
Activities where students deconstruct
LO-4.1.3: appreciate the historical
word games, identifying the wordplay
and cultural context of literature,
elements involved (puns, homophones)
understanding how it reflects the
and the skills needed to be successful
society in which it was created.
(vocabulary, critical thinking). Debates
LO-4.2.3: experiment with using a or discussions about the importance of
wider range of literary devices, various skills (e.g., vocabulary, logic,
including advanced figurative

language, to create deeper meaning speed) in different word games.
and a more nuanced style in their
own writing.
LO-5.1.3: edit and revise their
writing to ensure consistent verb
tenses, subject-verb agreement,
and correct punctuation usage
across all sentence structures.
LO-6.1.3. analyze and apply their
understanding of phonetics and
spelling patterns to improve their
fluency and accuracy in reading
and writing.
LO-6.2.3: evaluate the
appropriateness and effectiveness
of wordplay in different
communication situations.
LO-6.3.3: explore the use of word
games and puzzles in digital
environments (e.g., online
crosswords, mobile word games)
and evaluate their impact on
language learning and engagement

Polythene-A disaster LO-1.1.3: predict how complex text Introduce more complex figurative
structures (compare/contrast, language like symbolism and irony,
cause/effect) are used to organize providing clear definitions and
Porus and His
information and arguments. (e.g., examples from mature literature. Close
7. Elephant Predicting a persuasive essay will reading activities focusing on identifying
use a compare/contrast structure and interpreting symbolic elements or
to highlight the advantages of one ironic situations within a text. Class
A Strange Trial
option over another.) discussions or debates analyzing the
author's purpose in using specific forms
LO-1.2.2 write a focused summary
Summer & Winter of a complex text, including the of advanced figurative language.
central idea, key arguments, and After identifying advanced figurative
potential biases. (e.g., Summarize
language, engage students in
the main points of a scientific
Unseen Paragraphs report, acknowledging the author's discussions about how it contributes to
perspective.) the overall meaning of the text,
LO-1.2.3: respond coherently to an character development, and exploration
evaluative comprehension question of themes. Activities where students
about a complex text, critiquing the create graphic organizers or mind maps
author's reasoning or message. that connect specific examples of
(e.g., Evaluate the effectiveness of figurative language to the themes and
the author's arguments in a character traits they represent in the
persuasive essay.) text. Essay writing assignments where
students analyze the role of figurative
LO-4.1.2: compare and contrast
language in developing a specific theme
different genres within prose,
poetry, and drama, identifying their or revealing a character's complexity.
unique characteristics and
purposes.
Read aloud children's literature or
LO-4.1.3: appreciate the historical
poems rich in wordplay (puns, rhymes).
and cultural context of literature,
Class discussions focused on how
understanding how it reflects the
wordplay enhances the text's
society in which it was created.
enjoyment, humour, or deeper meaning.
LO-6.2.1 analyze and appreciate Creative projects where students rewrite
more complex forms of wordplay a short passage without wordplay and

(e.g., figures of speech, wordplay then with it, comparing the impact on
based on etymology or word the reader.
origins).
LO-6.2.3: evaluate the Provide writing prompts or projects that
appropriateness and effectiveness of encourage the use of advanced
wordplay in different figurative language for deeper thematic
communication situations. exploration or character development.
LO-6.3.1: analyze the wordplay Peer review workshops where students
techniques used in different word offer constructive feedback on each
games (e.g., puns, homophones) other's use of literary devices to create
and identify the skills required to nuance and complexity in their writing.
excel at them. Revision activities focusing on using
figurative language strategically to
elevate the overall quality and impact of
student writing.

Selected Learning Outcomes for Summative Assessment Class—VIII

The Learners:

LO-1.1.1. analyze how a character changes throughout the text by inferring their emotional state, motivations, and evolving
personality traits. (e.g., Inferring a character learns the value of humility based on their actions and internal monologue in
the story's conclusion.)
LO-1.1.2. identify and interpret symbolic elements in the text, inferring their deeper meaning and contribution to the overall
message. (e.g., Inferring a recurring image of a broken clock symbolizes the passage of time and the loss of innocence.)
LO-1.2.2 write a focused summary of a complex text, including the central idea, key arguments, and potential biases. (e.g.,
Summarize the main points of a scientific report, acknowledging the author's perspective.)
LO-1.2.3: respond coherently to an evaluative comprehension question about a complex text, critiquing the author's
reasoning or message. (e.g., Evaluate the effectiveness of the author's arguments in a persuasive essay.)
LO-1.3.3: appreciate the main idea by explaining its connection to their own life experiences or broader societal issues.
LO-2.1.2: use a variety of rhetorical devices (e.g., repetition, antithesis, rhetorical questions) to enhance the organization and
impact of their writing.
LO-2.1.3: effectively integrate quotations and paraphrases from credible sources to support their claims and enhance the
organization of their writing.
LO-2.2.2: analyze the use of literary devices (e.g., symbolism, imagery, figurative language) to critique social issues or express
complex emotions in literature
LO-2.2.3: write persuasive essays that critique complex topics or propose solutions to problems, incorporating evidence and
counterarguments.
LO-3.1.2: adapt their writing style and register to address a specific audience and purpose in online contexts.
LO-4.2.1: identify and analyze figurative language that goes beyond basic similes and metaphors (e.g., symbolism, irony.
LO-4.2.2: explain how figurative language contributes to the development of themes and characterization in literature.
LO-5.1.2: use a wider range of clause structures (independent, dependent, adjective, adverbial) to create grammatically
complex and nuanced sentences.
LO-5.1.3: edit and revise their writing to ensure consistent verb tenses, subject-verb agreement, and correct punctuation
usage across all sentence structures.
LO-6.1.3. analyze and apply their understanding of phonetics and spelling patterns to improve their fluency and accuracy in
reading and writing.
LO-6.3.2: create and modify existing word games, demonstrating their understanding of wordplay and game design
principles.

Design of Summative Assessment for Class-VIII

Section- A Reading Comprehension (14 Marks)
1. One seen stanza from the prescribed poems to be attempted followed by 3 MCQs, one open ended question and
one fill up, based on comprehension, literary devices, inference, etc. 1 × 5 = 5 Marks
2. One unseen passage of about 200-250 words to be attempted followed by MCQs, comprehension questions,
providing suitable title to the passage, one-word substitution, and vocabulary based on inference, analysis, etc.
1 × 5 = 5 Marks
3.One question on visual clues/ statistical data/ bar graphs/ pie charts/ histograms to be attempted followed by 4
MCQs including one open ended question based on inference, analysis, evaluation, etc. 1× 4 = 4 Marks

Section-B Grammar (9 Marks)

• Parts of speech
• Auxiliary verbs
• Articles
• Tenses
• Reported speech (Statements, Questions)
• Punctuation marks
• Phonetic transcription of simple words (encoding/decoding)

4. One passage given in direct/indirect speech to be converted into vice-versa. 2 Marks
5. One contextualized passage/ story/ paragraph to be edited testing the use of tenses, appropriate parts of speech,
articles, auxiliaries punctuation and the appropriate spelling etc. 5 Marks

6.One short passage containing simple words to be phonetically transcribed. 2 Marks

Section - C Writing Skills (12 Marks)

8.One question to be attempted on story/dialogue/speech/report writing on the given situation with the help of
hints. (80-100 Words) 3 Marks
9.One question to be attempted on message/email/social media post writing on the given situation (60 words).
2 Marks
10. One question to be attempted on letter writing out of two letters with some given situations
(formal/informal).(80-100 words) 3 Marks
11. One question to be attempted on essay/paragraph writing on incidents, events, situations etc out of the two
with the given hints, and visual clues. (100-120) words) 4 Marks

Section-D Literature (15 Marks)

12. Three out of five short competency-based questions to be attempted from the prose lessons of the prescribed
textbook. 3 × 2 = 6 Marks
13. Two out of four short competency-based questions based on theme, central idea, literary devices etc. to be
attempted from the poems excluding the one given in reading comprehension. 2 × 2 = 4 Marks
14. One out of three long answer competency-based questions to be attempted based on character, scene, theme,
plot, situation, event, irony, literary devices etc. from the short stories and the play. 1 × 5 = 5 Marks

Summative Assessment

S.No Section Chapter Name/Content Marks
Allotted
01 A Reading Comprehension 14
02 B Grammar 09
03 C Writing Skills 12
04 Literature
 Polo-The King of Games
 Mercy
 Wrinkles
 Julius Caesar
 Meeting Poets
D  Stars Speak to Man 15
 Rustum and Sohrab
 Polythene-A disaster
 Porus and His Elephant
 A Strange Trial
 Summer & Winter

Total 50 Marks

Class 8th
(Science)

Science Education
Science is the study of the natural and physical world around us through a systematic process of observing, questioning, forming
hypotheses, testing hypotheses through experiment, analysing evidence, and thereby continuously revising our knowledge. The process of
Science is not something that only scientists do in laboratories alone. It also develops an important set of capacities (and dispositions) essential
for leading a rational and fulfilling lives. These capacities (and dispositions) help us make informed and good decisions that benefit us and our
communities.
As a subject in schools, Science draws significantly from the disciplines of Biology, Chemistry, Physics, Earth Sciences, as well as from
Mathematics, Computational Sciences, and, where relevant, from Social Science and Vocational Education, in order to provide an
interdisciplinary understanding and appreciation of the role of Science in everyday life. Good education in Science, including the development of
a mindset of inquiry and research in students, is critical in addressing the challenges that India and the world face today, such as climate change,
improving healthcare, technological advancement and use for sustainable development, creation of just and equitable livelihoods, and living in
harmony with nature. Therefore, ensuring high quality education in Science, and its relationship with other subjects such as Social Science and
Vocational Education forms a key focus of this NCF. This would help students to gain an understanding of how science and scientific research can
address the central challenges faced by our society. Children must start learning the process of science and the basics of the scientific method
starting in the Foundational Stage itself. In the Preparatory Stage, they gain further experience in the process of Science and the scientific method
through observing patterns and relationships in their natural environment and conducting simple hands-on experiments. Science is introduced
as a separate Curricular Area only in the Middle Stage. In this Stage, the approach integrates the disciplines of Biology, Chemistry, and Physics.
Aims
Science aims to develop an understanding of the natural and physical world through systematic inquiry. Learning Science also builds
important capacities such as observation, analysis, and inference. This in turn enables the meaningful participation of individuals in society and
the world of work with scientific temper, critical and evidence-based thinking, asking relevant questions, analysing practices and norms, and
acting for necessary change. Science Education aims to achieve:
 Scientific understanding of the natural and physical world.
 Capacities for scientific inquiry.
 Understanding the evolution of scientific knowledge
 Interdisciplinary understanding between Science and other curricular areas.
 Understanding of the relationship between Science, Technology, and Society.
 Scientific temper.
 Creativity.
Curricular Goals and Competencies
In the Middle Stage and Grades 9 and 10 of the Secondary Stage, Science is taught using integrated approach. This integrated approach
develops fundamental capacities related to the disciplines of Biology, Chemistry, Physics, and Earth Science while the use of connections across
them helps students appreciate the interrelations between these subjects and make sense of their observations and experiences.
At all Stages, along with conceptual understanding, the capacities of scientific inquiry are developed as age appropriate. These concepts and
capacities are chosen both from a disciplinary perspective and in terms of what is useful and necessary in their everyday lives. Students thereby
understand the world around them with increasing depth, explore scientific questions at different levels through discussion and

experimentation, and learn to communicate this understanding in different ways. It is important to note that the Curricular Goals are
interdependent, and not separate curricular pieces of study. Following are the nine curricular goals and their subordinate competencies for
middle stage as articulated in NCF-SE 2023.

S.No Curricular Goals Competencies

C-1.1 Classifies matter based on observable physical (solid, liquid, gas, shape, volume, density, transparent,
opaque, translucent, magnetic, non-magnetic, conducting, non-conducting) and chemical (pure, impure; acid,
base; metal, non-metal; element,
CG-1 compound) characteristics
Explores the world of matter and its C-1.2 Describes changes in matter (physical and chemical) and uses particulate nature to represent the
1 constituents, properties, and properties of matter and the changes
behaviour C-1.3 Explains the importance of measurement and measures physical properties of matter (such as volume,
weight, temperature, density) in indigenous, non-standard and standard units using simple instruments
C-1.4 Observes and explains the phenomena caused due to differences in pressure, temperature, and density
(e.g., breathing, sinking-floating, water pumps in homes, cooling of things, formation of winds)
C-2.1 Describes one-dimensional motion (uniform, non-uniform, horizontal, vertical) using physical
measurements (position, speed, and changes in speed) through mathematical and diagrammatic
Representations
C-2.2 Describes how electricity works through manipulating different elements in simple circuits and
demonstrates the heating and magnetic effects of electricity
C-2.3 Describes the properties of a magnet (natural and artificial; Earth as a magnet)
CG-2 C-2.4 Demonstrates rectilinear propagation of light from different sources (natural, artificial, reflecting
2 Explores the physical world in surfaces), verifies the laws of reflection through manipulation of light sources and objects and the use of
scientific and mathematical terms apparatus and artefacts (such as plane and curved mirrors, pinhole camera, kaleidoscope, periscope)
C-2.5 Observes and identifies celestial objects (stars, planets, natural and artificial satellites, constellations,
comets) in the night sky using a simple telescope and images/ photographs, and explains their role in
navigation, calendars, and other phenomena (phases of the moon, eclipse, life on earth)
C-3.1 Describes the diversity of living things observed in the natural surroundings (insects, earthworms,
snails, birds, mammals, reptiles, spiders, diverse plants, and fungi), including at a smaller scale (microscopic
organisms)
CG-3 C-3.2 Distinguishes the characteristics of living organisms (Need for nutrition, growth and development, need
3
Explores the living world in scientific for respiration, response to stimuli, reproduction, excretion, cellular organisation) from non-living things
terms C-3.3 Analyses patterns of relationships between living organisms and their environments in terms of
dependence on and response to each other
C-3.4 Explains the conditions suitable for sustaining life on Earth and other planets (atmosphere; suitable
temperature-pressure, light; properties of water)
C-4.1 Undertakes a nutrition-based analysis of food components with special reference to Indian culinary
practices and modern understanding of nutrition, and explains the effect of nutrition on health
4 C-4.2 Examines different dimensions of diversity of food— sources, nutrients, climatic conditions, diets
CG-4 C-4.3 Describes biological changes (growth, hormonal) during adolescence, and measures to ensure overall

Understands the components of well-being
health, hygiene, and wellbeing C-4.4 Recognises and discusses substance abuse, viewing school as a safe space to raise these concerns
C-5.1 Illustrates how Science and Technology can help to improve the quality of human life (health care,
5 CG-5 communication, transportation, food security, mitigation of climate change, judicious consumption of
resources, applications of artificial satellites) as

Understands the interface of Science, well as some of the harmful uses of science in history
Technology, and Society C-5.2 Shares views on news and articles related to the impact that Science/Technology and society have on
each other
C-6.1 Illustrates how scientific knowledge and ideas have changed over time (description of motion of objects
CG-6 and planets, spontaneous generation of life, number of planets) and identifies the scientific values that are
Explores the nature and processes of inherent and common across the evolution of scientific knowledge (scientific temper, Science as a
science through engaging with the collective endeavour, conserving biodiversity and ecosystems)
6
evolution of scientific knowledge and C-6.2 Formulates questions using scientific terminology (to identify possible causes for an event, patterns, or
conducting scientific inquiry behaviour of objects) and collects data as evidence (Through observation of the natural environment, design
of simple experiments, or use of
Simple scientific instruments)
CG-7 C-7.1 Uses scientific vocabulary to communicate Science accurately in oral and written form, and through
7 Communicates questions, visual representation
observations, and conclusions C-7.2 Designs and builds simple models to demonstrate scientific concepts
related to science C-7.3 Represents real world events and relationships through diagrams and simple mathematical
representations
CG-8
Understands and appreciates the
8 contribution of India through history C-8.1 Knows and explains the significant contributions of India to all matters (concepts, explanations,
and the present times to the overall methods) that are studied within the curriculum in an integrated manner
field of Science, including the
disciplines that constitute it
CG-9 C-9.1 States concepts that represent the most current understanding of the matter being studied — ranging
Develops awareness of the most from mere familiarity to conceptual understanding of the matter as appropriate to the developmental stage
9 current discoveries, ideas, and of the students
frontiers in all areas of scientific C-9.2 States questions related to matters in the curriculum for which current scientific understanding is well
knowledge in order to appreciate recognised to be inadequate
that Science is ever evolving and that
there are still many unanswered
questions

Mon Chapter Learning Outcomes Suggested Pedagogies
th
Micro- 3.1.1: Classifies organisms based on  Visit to a hospital or any Health & Wellness Centre and collect information from
1 organisms: properties/characteristics/Number of a health professional on immunity, side effects of taking antibiotics/medicine
Friend and cells/Nature/Pathogenecity. without doctor‘s prescription etc.
Foe  Prepare a list of various vaccines being administered in India and rest of the
3.3.1: Fosters inquiry regarding scientific World.
phenomena/behaviour of processes viz., fermentation,  Ask the students to draw the structure of different type of viruses.
nitrogen fixation, decomposition, pasteurization,  Ask students to bring a bottle of fresh water from a water source preferably
preservation. stream/nullah/river etc and examine it under microscope to observe
microorganisms.
6.2.1: Conducts simple experiments regarding  Collect the labels from the bottles of jams and jellies. Write down the list of
processes viz., fermentation, nitrogen fixation, contents printed on the labels.
decomposition, pasteurization, preservation.
Activity: Observe the growth of microorganisms
6.2.2: Describes microscopic features of Material Required:
microorganisms by preparing slides. 4 plastic bottles with caps, sugar, warm water, a small amount of
yeast, balloons
6.2.6: Explains the significant contribution of scientific Vocabulary: Microorganisms, Yeast
discoveries related to microorganisms. Procedure:
1. Take each bottle and label them as A,B,C and D
6.2.3: Explains the role of Vectors/carriers in 2. Pour warm water in each of the plastic bottles
transmission of diseases. 3. Add small amounts of yeast in all four of them
4. Add one, two, three and four tablespoons of sugar in each one
3.3.2: Identifies ways humans/animals and plants use of them
nitrogen. 5. Shake the bottle gently
6. Replace the cap of the bottle and cover it with a balloon.
7. Note your observations
Let’s think:
1. Is the size of balloon same or different? Can you identify the
Original contents of the bottle with the biggest balloon?
2. What is causing the balloon to inflate?
Beyond the classroom:
Where else do you see microorganisms release gases? Is the released gas useful?
Where is it used?
Coal and 1.1.1: Classifies materials based on Categorize major power plants of J&K into thermal/hydropower plants. Also put
1 Petroleum characteristics/properties/ exhaustible and opinion about cause of their location.
inexhaustible natural Resources. Make two groups of students. Ask group 1 about the energy resources being used
at their homes. Ask Group 2 students to differentiate these energy resources into
1.1.2: Differentiates materials on the basis of their exhaustible and inexhaustible resources.
nature/solubility/behaviour/properties/functions/transp
arency/purity. Activity: Observe the physical properties of kerosene
Material Required:

1.4.1: Relates processes and phenomenon related to Two transparent plastic bottles with bottle caps, one plastic
formation of petroleum. straws, Scissors, glue, cello tape
Vocabulary: Density
7.3.1: Draws flow charts related to formation of Procedure:
petroleum and its refining. 1. Take the bottle caps and stick the close end with glue and wrap the
sides with cello tape
6.1.1: Discusses and appreciates stories of scientific 2. Make two holes in the twin lids.
discoveries such as discovery of Coal etc. 3. Press fit stiff straw in holes.
4. Pour kerosene in the bottle.
5.1.1: Applies learning of scientific concepts in day 5. Fix the bottle cap on kerosene bottle and close the bottle. Now carefully place
today life and makes efforts to protect environment. the bottle with water on top of kerosene bottle.
6. Place the bottles with kerosene bottle at the bottom and water bottle on the top
and note down your observations.
Activity: Involve students in growing plants/plantation drives.
2 Materials Required:
Paper Cups, Some soil, Seeds of different varieties like Pulses, Gourd, Cucumber
1.1.7: Classifies materials based on Procedure:
properties/characteristics etc., e.g., Exhaustible and 1. Take some soil in the paper cup and put the seed (one seed in one cup).
Conservation inexhaustible resources, endangered and endemic 2. Pierce this seed into the soil.
of Plants and species 3. Add some water.
Animals 5.2.5: Makes efforts to protect environment e.g., using 4. Wait for some days.
resources judiciously; suggesting ways to protect 5. Plant the seedlings so acquired in the school premises at designated
wildlife, forests, flora and fauna etc. places.
7.2.9: Exhibits creativity in designing, planning, Activity 2: Assign a task to prepare a list of animals that their parents/grandparents
making use of available resources used to see quite often in their childhood and are now rarely seen. Mention the
5.1.10: Exhibits values of honesty, objectivity, reasons of their decline.
cooperation in preserving wildlife, forests etc.
 Make a list of National Parks, biosphere Reserves and Wildlife
Sanctuaries of India.

 Design some slogans, posters, paintings etc. for protection of plants and
wildlife.
Reproduction 3.2.1: Differentiates organisms on the basis of Draw the life cycle of frog. Mention the various structural differences between
2 in Animals birth/modes of reproduction/types of fertilization. early tadpole and adult frog.
Using ICT Tools viz., Lab/Laptop/PC, show the students the documentary (in the
3.2.2: Explains Stages related to reproduction in womb) or any relevant documentary.
humans/animals/embryonic development.
4.3.1: Discusses and appreciates concepts/stories of Activity: Classify commonly known animals and plants based on how they
reproductive cycles/scientific discoveries such as reproduce
cloning/in vitro fertilization. Material Required:
Whiteboard and a marker
7.3.2: Draws labelled diagrams/flow charts e.g., human Procedure: This is a closing activity and could be taken up for revision.
reproductive 1. Draw a crossword on the whiteboard and ask students to write the answer to
system/organs/gametes/metamorphosis/asexual given clues in their notebooks.
reproduction. 2. Ask the students for responses. If a student provides a correct response ask
him/her to write it on the board in the crossword.

ACROSS
3 - The period of life, when the body undergoes changes, leading to reproductive
maturity
5 - The process of transformation of tadpole from larva to adult is called
7 - Pancreas stops forming this hormone which causes ‗diabetes‘
8 - The first menstrual flow in women is called
9 - Part of human body which grows in size at puberty, also known as Adams apple
10 – The Endocrine gland responsible to secrete hormones which controls release
of
other hormones
11 - A chemical substance released by endocrine glands which causes changes in
human body at puberty e.g. growth of facial hair
DOWN
1 - Thread like structures that carry instructions in fertilized eggs which determine
the gender of the baby
2 - The process through which unfertilized eggs and the thickened lining of the
uterus along with its blood vessels is shed off ___
4 - This marks the onset of several changes that human body undergoes during
adolescence
6 - Hormones responsible for maintaining the correct balance of salt in the blood.
Sound 1.4.2: Explains processes and phenomena e.g., Make use of local resources and make working model of ektara/toy telephone etc.
3 production, pitch and propagation of sound etc Demonstrate the tuning fork experiments to explore students with sound.
7.1.1: Describes sounds in terms of audible and Make a list of various musical instruments of past and present.
inaudible, loudness and pitch, noise and music etc
7.3.3: Draws labelled diagram e.g., human ear etc Activity (Sound):
7.2.1: Constructs models using materials from Objective: Provide examples where sound travels from one point to another in
surroundings and explains their working e.g., ektara, order to
toy telephone etc. establish that sound needs a medium to propagate
2.1.1: Measures frequency, amplitude and time period Prerequisite: What is vibration?
of sound etc. How does sound travel?
Material Required:
1 metallic scale, 1 balloon, water
Vocabulary: Medium, propagate
Procedure:
1. Ask to put an end of scale or rod to one of the Student's ears and ask other
students to scratch the other end slowly.
2. Are they hearing the sound of scratching? Ask other students who are standing
beside you whether they are hearing sound or not?
3. Ask students to fill the balloon with water. Ask them to put their ear to one side
of a balloon and scratch the other side of the balloon softly.
4. Are they hearing the scratching sound?
Reflection Questions:
1. Which one of the sounds was clearer and louder?
2. If there is no air between us, can we still hear the sounds around us?
Text to real world connection:
If you bang a drum, you make the tight skin vibrate at very high speed (it's so fast

that you can't usually see it), forcing the air all around it to vibrate as well. As the
air moves, it carries energy out from the drum in all directions.
Eventually, even the air inside your ears starts vibrating and that's when you begin
to perceive the vibrating drum as a sound.
Beyond the classroom:
Identify the sources of noise pollution in your locality. Discuss with your parents,
friends and neighbours. Suggest how to control noise pollution.
Prepare a brief report and present it in the class.

Activity 2:
Material required:
Scissors, balloons, 2 cell phones, 2 transparent glasses, thread, sand.
Procedure:
1. Take a transparent glass and place it on a table.
2. Take a cell phone and place it in the glass.
3. Cover the lid of the beaker with balloon and tie it with the help of Thread.
4. Place some sand on the balloon.
5. Give a ring to the phone which is inside the glass.
Reflection question:
1. What does happen to sand particles?
2. What is the reason behind it?
3. If there is no sound, will sand particles still dance?
Food 1.1.6: Classifies crops based on growing seasons and  Visit a nearby poultry/fish farm/dairy farm etc. and collect information about
4 Production characteristics etc., e.g., Kharif and Rabi crops.  Meet a fertilizer dealer and make a list of fertilizers available on his shop. Write
and 1.4.10: Relates processes and phenomenon with the constituents of each fertilizer. Also discuss about vermin compost and its
Management causes, e.g., types of soil and crop grown. utility.
7.3.9: Draws labelled diagram/flow charts, e.g., types  .Create mnemonics to comprehend different varieties/breeds/species of
of agricultural tools, basic practices of irrigation. animals/fish etc.
5.1.8: Applies learning of scientific concepts in day-to- Activity: Make a mixture of dry sand with saw dust or powdered dry leaves. Keep
day life, e.g., increasing crop production by using this mixture on plate. Ask the students to separate it.
organic manure, organic farming, crop rotation.
6.1.3: Discusses and appreciates stories of scientific
discoveries e.g., Green-/Red-/Yellow-/Blue-/White-
/Pink-/Silver-/Rainbow- Revolutions.
5.2.4: Makes efforts to protect environment, e.g., using
resources judiciously; making controlled use of
fertilisers and pesticides/weedicides.
7.2.8: Exhibits creativity in designing, planning,
making use of available resources.
5.1.9: Exhibits values of honesty, objectivity,
cooperation, freedom from fear and prejudices.
Combustion 1.1.3: Differentiates combustible and non combustible Draw different zones of candle flame indicating the hottest, moderately hot and
4 and Flame substances, least hot zone on a drawing sheet. Also write reasons as to why outer zone is the
different zones of flame, different types of fuel hottest zone?
6.2.4: Conducts simple investigations to seek answers
to queries, e.g., Ask the students to collect the contact number of nearest fire service station and

What are the conditions required for combustion, write it on a poster.
observe different zones of flame.
1.4.4: Relates processes and phenomenon with causes, Consult the nearest fire service department/station requesting for conducting
e.g., Ignition awareness program in your school.
Temperature of fuels, Forest Fire, global warming/acid
rain etc. Activity: Take two dry pieces of wood. Burn the first piece and put an air tight
1.4.5: Explains processes and phenomenon, such as glass jar on it. Does the piece of wood extinguish? Now take another piece of
how is fire controlled? How is cow dung converted wood and immerse it in water, now burn it. Does it take longer time to burn? Take
into gobar gas? a dry piece of stone. Try to burn it. Why does it not burn?
7.3.4: Draws labelled diagram of structure of flame,
activities, etc.
7.2.2: Constructs models using materials from
surroundings and explains their working such as fire
extinguisher applies learning of scientific concepts in
day to-day life such as use of fire extinguisher, control
on fire caused due to different reasons
5.2.1: Makes efforts to protect environment, e.g., using
resources judiciously; suggesting ways to cope with
environmental hazards, etc.
6.1.2: Discusses and appreciates stories of scientific
knowledge e.g., global warming (Ghoramara Islands,
Vaan Island etc), Acid Rain (Taj Mahal)
7.2.3: Exhibits creativity in designing, planning,
making use of available resources, etc.
5.1.2: Exhibits values of honesty, objectivity,
cooperation, freedom from fear and prejudices.
Chemical 1.1.4: Differentiates material, such as liquids as  Take some distilled water in a plastic beaker and add few drops of organic juice.
5 Effects of electrical conductors and insulators Test if it conducts electricity, similarly take some other liquids like kerosene,
Electric 1.4.6: Explains processes and phenomenon e.g., milk, edible oil etc and test their conductivity.
Current chemical effects of electric current, relation between  Ask the students to record the talk on the theme-Electroplating and
electrical energy and chemical energy. Beautification and post it on the whatsapp group of your school.
7.3.5: Draws labelled diagram/flow chart e.g.,
experiment set up of electrochemical cell etc Activity 1: Observe the chemical effect of electricity during copper electroplating
7.2.4: Constructs models using materials from of an iron nail
surroundings and explains their working e.g., Material Required:
electrochemical cell etc Piece of copper, copper sulphate, an iron nail, some wire, torch battery
5.2.2: Applies learning of scientific concepts in day to Vocabulary: Electron, metal, chemical reaction
day life e.g., electroplating metallic items to avoid Procedure:
corrosion 1. Take the piece of copper and iron nail, and attach one conducting wire to each
such that one end is open.
2. Take a clean beaker and put 100 g of copper sulphate
3. Pour 4 cups of hot water into the solution
4. Dip the piece of copper and iron nail into the solution.
5. Now connect the open ends of the wire connected to the piece of copper and iron
nail with a torch battery.
6. Note down your observations of what happened to the iron nail.

Activity 2: Distinguish between good and poor conductors of electricity in order to
explain that almost all materials can conduct electricity under certain conditions.
Prerequisite: What is a conductor?
Material Required:
Distilled water, tap water, 3 volt battery, L.E.D. flexible wire, rubber base (to
insert L.E.D), 2 plates
Vocabulary: Good conductor, bad conductor (Insulator)
Procedure:
1. With the help of battery, wire and L.E.D make a circuit.
2. Pour distilled water in one plate and tap water in another plate.
3. Test the circuit by connecting both wires in air.
4. Complete the circuit by dipping both the ends in the distilled water.
5. Dip the ends of both wires in tap water to complete the circuit.
6. Check the conductivity of other liquids like milk, vegetable oil, lemon juice and
matter like iron nail, plastic, wood etc.
Let’s think:
1. In which case, did the L.E.D glow?
2. Why did L.E.D not glow in another case?
3. What helps to conduct electricity?
Text to real world connection:
1. Copper, Brass, Steel, Gold, and Aluminium are good conductors of electricity.
We use them mostly in electric circuits and systems in the form of wires.
2. Gases are not good conductors of electricity as the particles of matter are quite
far away and thus, they are unable to conduct electrons.
3. Plastic is a good insulator and it finds its use in making a number of things.
Beyond the classroom:
1. How can we increase the conductivity of water?
2. Why do you get a shock when you touch a live wire?
3. Test the conduction of electricity through various fruits and vegetables. Display
your result in a tabular form.
Force and 1.1.5: Differentiates between contact and non-contact Arrange a football match for learners. During/after the match ask learners:
5 Pressure forces etc. a. What do you do to make football move?
7.1.2: Conducts simple investigations to seek answers b. How does goal keeper stop the ball?
to queries, e.g. c. How does player change the direction of moving football?
Do liquids exert equal pressure at the same depth?
What is the effect of surface area on pressure? etc. Demonstrate that it is easier to burst an air filled balloon with a needle than by a
7.3.6: Draws diagrams showing different effects of finger.
force
5.1.3: Applies learning of scientific concepts in day-to- Activity 1: Discover the direction of pressure applied by liquid when put in a
day life, e.g., using sharp knife for cutting easily, container to conclude that liquids exert pressure on the walls of the container
increasing area to reduce pressure, etc. Prerequisite: Force, pressure
7.1.3: Exhibits creativity in designing, planning, Material Required:
making use of available resources, etc. for carrying out Plastic bottle, scissors, tape, water
different suggested activities at home. Vocabulary: Exert liquid pressure.
7.2.5: Constructs model to show that liquids exert Procedure:

equal pressure at equal heights. 1. Take an empty plastic bottle.
5.1.4: Exhibits values of honesty, objectivity, 2. Drill four holes at the same height from the bottom of the bottle.
cooperation, freedom from fear and prejudices, etc., 3. Drill 3 holes at different heights from the previous one.
such as, reporting the findings honestly, supporting 4. Cover the holes with tape.
other friends in need, etc. 5. Fill the water in bottle.
6. Remove the tape from the holes which are at different height.
7. Now, remove the tape from the holes which are at the same height.
Let’s think:
1. Do the stream of the water coming out from the holes at different height fall at
the same distance from the bottle?
2. Do the stream of the water coming out from the holes at the same height fall at
the same distance from the bottle?
3. Was there any change in the speed of different stream?
4. What can you conclude from the above observation?
Text to real world connection:
The wall of a dam is made thicker at the bottom. The reason is that the pressure
exerted by a liquid increases with its depth. A thicker wall is required to withstand
a greater pressure and therefore the wall of the dam is made with thickness
increasing towards the base.
Beyond the Classroom:
Why is water tank built at a high height in our houses?

Activity 2: Discover why does the water level rise in the narrow part?
Material required: Plastic bottle, cutter
Procedure:
1. Make a half cut along the semi-circular mark of a plastic bottle.
2. Press with thumbs to make a concave shape.
3. Dip bottle in tank to fill it with water.
4. Stand the bottle and check the level of water.
Let‘s think 1. Why does the water level rise in the narrow part?
2. Can water level in narrow part be changed? If yes, then how?
Reaching the 4.3.2: Explains processes and phenomena related to Make a list of some challenges myths and taboos regarding adolescence found in
6 Age of reproduction in humans/reproductive phases. J&K.
Adolescence Call an expert/counsellor to your school to deliver a lecture on adolescent issues.
4.3.3: Applies learning of scientific concepts in day to
day life e.g., challenging myths and taboos regarding Activity: Observe changes in human beings at different stages in life
adolescence/sex determination.. Material Required: Whiteboard and marker
Vocabulary: Infancy, Childhood, Adolescence, Adulthood, Aged
7.3.7: Draws labelled diagrams/flow charts e.g., Procedure:
endocrine glands/hormones/sex determination in 1. Draw the below table on the black board
humans. 2. Ask the learners to categorize the changes according to the stages of life when
they occur, i.e. from the time that one is born till one becomes an adult and grows
4.1.1: Creates awareness regarding balanced/junk old. The changes could be recorded on the whiteboard or on the index cards/ slips
foods/BMI/Wight- Height Ratio/drugs and makes of paper and pinned on the soft board.
efforts to develop eco-friendly attitude/healthy habits 3. (In case, learners do not respond, you could provide the following list of changes
among students. to initiate the activity: for example, growth in height, learning to talk, learning to

walk, menarche, getting a beard, going to school, voice breaking, becoming shy,
4.1.2: Conducts simple investigations to study food becoming responsible, osteoporosis (weakening of bones), being economically
components/adulterants. independent, menopause etc.)
Let’s think:
5.1.5: Exhibits values of honesty, cooperation, 1. Why do you think people grow old?
personal hygiene. 2. What do you think causes these changes?
Beyond the classroom:
The facilitator may sum up the discussion by emphasizing on the following issues:
1. The world is a changing place. We may find changes exciting and good or scary
and painful. Sometimes we can influence the changes in our lives and at other
times we have no control over them.
2. Some of the changes in our lives are predictable. If we are prepared for them, we
may be able to influence some of these processes and manage them better. For
example, growth and maturation is a continuous process and adolescence is a stage
in the continuum of growth and development across the life span.
3. Adolescents need to be prepared for the physical, mental, psycho-social and
emotional changes that take place during this phase of life so that they are not
anxious about them and respond to these changes in positive and responsible ways.
6 Light 1.4.7: Explains processes and phenomena e.g., The learner may be provided an opportunity in pairs/groups/individually in an
formation of multiple images etc inclusive set up an encouraged to conduct activities/experiments on laws of
1.3.1: Measures angles of incidence and reflection etc reflection/multiple image formation using candle and laser light etc. and record
7.3.8: Draws labelled diagram/flow charts e.g., observations.
structure of eye etc
7.2.6: Constructs models using material from Activity: Calculate the incident and reflected angle after striking the mirror with a
surroundings and explains their working e.g., ray of light
kaleidoscope to illustrate the law of reflection in real life
Prerequisite: Student should know characteristics of light.
Material Required:
Mirror, comb, torch ( or laser light), black paper, white sheet, pencil, glue.
Vocabulary: Incident ray, reflected ray, normal, angle of incidence and angle of
reflection.
Procedure:
1. Fix a white sheet paper on a table.
2. Take comb and close all its opening except one in the middle by using black
paper.
3. Hold the comb perpendicular to the sheet of paper and throw the light through
the opening of the comb.
4. With slight adjustment of the torch, you will see a ray of light along the paper on
the other side of the comb.
5. Place a strip of mirror in the path of the light ray.
6. Trace the path with pencil.
Let‘s think 1. After striking the mirror, how does light travel?
2. Draw a normal to the surface of the mirror, and measure the angles formed
between normal and incident ray/ reflected ray.
Text to real world connection:
Rays of light reflect, or bounce off, objects just like a ball bounces on the ground.

This reflection of light is what enables us to see everything around us.
Beyond the classroom:
Suppose you are in a dark room. Can you see objects in the room? Can you see
objects outside the room? Explain.
Friction 1.3.2: Differentiates between different types of friction: Make an inclined plane of wood and some wooden blocks, set the inclined plane at
7 static/limiting/dynamic frictions. an angle of 450 and put a wooden block on it. Observe how it slides. Wet the block
6.2.5: Conducts simple investigations to seek answers and put the wooden block again on it, again observe as to how it slides. Now apply
to queries e.g., why ball bearings are used in some lubricant and observe the effect.
bicycle/hand cart etc.
1.4.8: Relates processes and phenomenon with cause, Suggest some ways to increase the force of friction between feet and icy floor.
e.g., friction due to different surfaces, liquids and gases
5.1.6: Applies learning of scientific concepts in day to Activity 1: Discover the factors that cause friction when two bodies are moving
day life. e.g., increasing/reducing friction. relatively in order to
explain why it is easier to move an object on a smooth surface compared to a rough
surface
Prerequisite: Contact forces, force of friction
Material Required Wooden board, books, wrinkle free cloth, sand, torch cell
Vocabulary: Surface irregularities, interlocking of irregularities
Procedure:
1. Make an inclined plane by supporting one end of the wooden board with books
(the inclined plane should be at one end of the table or any smooth surface).
2. Place the torch cell at the top of inclined plane and let it rolled down and
observe how far it goes before coming to rest.
3. Make a mark on the surface where cell stops.
4. Now spread the cloth over the table or surface ( make sure the cloth is wrinkle
free), let the cell rolled down the board from the same point and observe the
distance it covers over the cloth and mark it.
5. Now spread sand on table or surface, let the cell roll down again from the same
point and mark the distance covered by cell.
Let’s think:
1. In which case is the distance covered the minimum?
2. Why is the distance covered by cell different every time?
3. Does the distance covered by cell depends on the nature of the surface of the cell
as well?
Text to real world connection:
1. Friction allows the matches to reach ignition temperature.
2. Friction allows you to hold onto objects without dropping them.
3. Riding a car. The motion of the car is brought forth because of friction.
Without friction, the wheels would keep on turning and the car would remain
stationary.
Beyond the classroom:
Imagine that friction suddenly vanishes. How would life be affected? List ten such
situations.
Activity 2: Climbing toy
Material required: Matchstick box, thread, used refill, 2 oil pins
Procedure:

1. Take an empty matchstick box and take out its tray.
2. Cut a used refill of a ball pen of the same width as the tray as shown in the
picture below.
3. Fix the refill with two pins on the top of the tray.
4. Make two holes on opposite sides of the tray. Make sure that the holes are large
enough to allow a thread to pass through them easily.
5. Take a thread about a metre long and pass it through the holes as shown.
Fix beads at the two ends of the thread so that it does not come out.
6. Insert the tray in the outer cover of the matchbox.
7. Suspend the match box by the thread. Leave the thread loose and write your
observation. Tighten the thread now and observe.
Reflection question:
1. Was there any difference between the two observations?
2. Can you relate it to friction?
Some Natural 1.4.9: Relates processes and phenomena with causes Make a list of do‘s and don‘ts during lightening and earthquake and hang it on the
7 Phenomenon e.g., lightning as an electric discharge due to front wall of your classroom.
accumulation of charges in clouds etc.
7.2.7: Constructs models using material from Using common household material to make a working electroscope. Ask the
surroundings and explain their working e.g., students to prepare their own electroscopes.
electroscope
5.1.7: Applies learning of scientific concepts in day to Activity 1: Describe if two charged objects attract or repel each other in order to
day life e.g., installation of lightning conductors establish that similar charges repel each other while opposite charges attract each
5.2.3: Discusses stories of natural other.
phenomena/calamities e.g., tsunami, cyclones, Prerequisite: There are two kinds of charges: Positive and negative.
tornadoes, hurricanes, avalanches, flash floods, forest Material Required:
fires, volcanic eruption etc. Plastic bottle, comb, wool, plastic scale, balloon.
Vocabulary: Attract, repel
Procedure:
1. Fill bottle with water and put the cap back.
2. Poke a small hole near the base of the bottle with a needle, a thin stream of
water will flow out from the hole.
3. Rub an inflated balloon with wool.
4. This will electrically charge the balloon.
5. Then bring the balloon close to the water stream.
6. Repeat the experiment using a comb, and plastic scale.
Let’s think:
1. What happens when you bring the electrically charged balloon, comb and
plastic scale close to water stream?
2. Do the two attract each other or repel each other?
Text to real world connection:
1. Clothes stuck to one another after being in the dryer is another example of static
electricity.
2. In printers and photocopiers where static electric charges attract the ink, or
toner to the paper. Other uses include paint sprayers, air filters, and dust removal.
Beyond the Classroom: Why is it advised not to stand near trees during a
lightning storm?

Activity 2:Creating a charge detector
Material required:
A plastic cup, 2 strips of aluminium foil ( 3cm x 1cm), a piece of copper wire,
Procedure
1. Take an empty transparent plastic glass and keep it upside down.
Summative Assessment
2. Pierce a hole at the bottom of the glass so that copper wire can be inserted as
shown in picture.
3. Twist one end of wire in the shape of coil and bend another end to hang
S.No Chapter Number and Name
aluminium foil. Marks Allotted
4. Cut 2 strips of aluminium foil about 3cm x 1cm and hang them as shown in
01 Micro-organisms Friend and Foe
picture.
5. Bring a charged body near it.
5
Let’s think:
02 Conservation of Plants and Animals
1. Is there any effect on the foil strips? 5
2. Do they repel each other or attract each other?
03 Reproduction in Animals 5

04 Sound 4
05 Food Production and Management 6
06 Combustion and Flame 4
07 Chemical Effects of Current 6
08 Light 5
09 Friction 4
10 Some Natural phenomenon 6
TOTAL 50

Weightage of Cognitive Level

S.No Level of cognition Marks Percentage
CL1: Remembering and Understanding: Exhibiting
memory of previously learned material by recalling facts,
terms, basic concepts, and answers; Demonstrating
1 understanding of facts and ideas by organizing, comparing, 18 36%
translating, interpreting, giving descriptions and stating
main ideas

CL2: Applying: Solving problems to new situations by
2 applying acquired knowledge, facts, techniques and rules 10 20%
in a different way

CL3: Formulating, Analysing, Evaluating and
Creating: Examining and breaking information into
parts by identifying motives or causes; Making
inferences and finding evidence to support
generalizations; Presenting and defending opinions by
making judgments about information, validity of ideas,
3 or quality of work based on a set of criteria; Compiling 22 44%
information together in a different way by combining
elements in a new pattern or proposing alternative
solutions.

Total 50 100%

8th Class
(Mathematics)

Mathematics Education
Mathematics has an extremely rich history in India, spanning thousands of years from Vedic times to the modern era. By
learning about the development of Mathematics in India as well as throughout the world, a rootedness in India can be
enhanced along with a more general appreciation of the history of Mathematics and of the remarkable evolution and
development of mathematical concepts through time, and India’s critical role in these developments.

Mathematics education encompasses teaching and learning mathematical concepts, from basic numeracy to advanced
problem-solving. It develops logical thinking, problem-solving skills, and clear communication. Through various stages,
students grasp foundational numeracy, progress to conceptual understanding, and eventually tackle abstract
mathematical concepts. Effective mathematics education cultivates creativity, critical thinking, and prepares students for
real-world applications in fields like science, technology, engineering, and finance.

Aims
Mathematics education goes beyond arithmetic, fostering logical thinking, problem-solving, and communication skills. It's
vital for understanding science, social studies, art, and making informed decisions. Key aims include:
1. Basic Numeracy: Fluency in numbers and measurement for daily life.
2. Mathematical Thinking: Developing systematic, logical approaches to understanding the world.
3. Problem Solving: Formulating and solving problems, fostering perseverance and creativity.
4. Mathematical Intuition: Cultivating a sense of what's true and should not be true in mathematics.
5. Joy and Wonder: Inspiring curiosity and appreciation for mathematical patterns and concepts.

Nature of Knowledge
Mathematics holds timeless truths established through rigorous proofs. Its knowledge, built over millennia, grows
cumulatively, with new discoveries building on past truths. Discovering patterns, making conjectures, and proving or
refuting them requires creativity and elegance. While formal language is used, mathematical intuition is crucial.
Mathematicians view their field as more art than science, emphasizing intuition alongside formal proofs.

Current Challenges
Current math education faces challenges: a. Many early-grade students lack foundational numeracy, hindering future
learning and participation. b. Math learning tends to be procedural, neglecting creativity and aesthetics. c. Textbooks
often disconnect from students' experiences, hindering understanding. d. There's overemphasis on formalism, neglecting

intuitive understanding. e. Assessment promotes rote learning, not genuine understanding or creativity. f. Students often
fear math; solutions include changing societal attitudes and fostering joy through interactive teaching methods.

Learning Standards
In early grades, foundational numeracy is key, including understanding Indian numerals and basic shapes through play.
Preparatory stage focuses on conceptual understanding of numbers, operations, shapes, measurement, and data
handling, promoting procedural fluency and problem-solving skills. Middle stage abstracts concepts like algebra and
geometry for wider application, emphasizing pattern recognition and problem-solving. Secondary stage deepens logical
reasoning skills, focusing on justifying claims and working with abstractions, mathematical modelling, and algorithm
development. Each stage builds on the last, fostering a comprehensive understanding of math and computational
thinking.

Middle Stage
In the Middle Stage, the emphasis moves towards abstracting some of the concepts learnt in the Preparatory Stage in
order to make them more widely applicable. Algebra, in particular, is introduced at this Stage through which students are
able to, for example, form
rules to understand, extend, and generalise patterns. More abstract geometric ideas are also introduced at this Stage and
relations with algebra are explored to solve problems and puzzles.

Principles of Pedagogy- Every child is capable of learning. Children are natural learners.
a. Learning is an active process that involves both understanding and doing.
b. Children learn best when they are respected, valued, and involved in the learning process.
c. Children learn in a variety of ways, illustratively, through making something, participating in discussion, listening,
speaking, reading, writing, questioning, exploring, discovering, and experimenting.
d. Learning happens best when classroom processes make connections with the life of students and their prior
experiences, focus on conceptual clarity, and provide variety and challenge to students.
e. Practice is a critical and integral part of the learning process.
f. Learning and assessment activities should incorporate a variety of approaches, including art integration, sports
integration, toy-based learning, technology integration, or any other suitable method.

Curricular Goals and Competencies in Mathematics (Middle Stage) as per NCF for School Education

Curricular Goal Competencies
CG-1 Understands numbers C-1.1 Develops a sense for and an ability to manipulate (e.g., read, write,
and sets of numbers (whole form, compare, estimate, and apply operations) and name (in words) large
numbers, fractions, integers, whole numbers of up to 20 digits, and expresses them in scientific notation
rational numbers, and real using exponents and powers
numbers), looks for patterns,
and appreciates relationships C-1.2 Discovers, identifies, and explores patterns in numbers and describes
between numbers rules for their formation (e.g., multiples of 7, powers of 3, prime numbers),
and explains relations between different patterns
C-1.3 Learns about the inclusion of zero and negative quantities as numbers,
and the arithmetic operations on them, as given by Brahmagupta
C-1.4 Explores and understands sets of numbers, such as whole numbers,
fractions, integers, rational numbers, and real numbers, and their properties,
and visualises them on the number line
C-1.5 Explores the idea of percentage and applies it to solve problems
C-1.6 Explores and applies fractions (both as ratios and in decimal form) in
daily-life situations
CG-2 Understands the C-2.1 Understands equality between numerical expressions and learns to check
concepts of variable, constant, arithmetical equations
coefficient, expression, and C-2.2 Extends the representation of a number in the form of a variable or an
(one-variable) equation, and algebraic expression using a variable
uses these concepts to solve C-2.3 Forms algebraic expressions using variables, coefficients, and constants
meaningful daily-life problems and manipulates them through basic operations
with procedural fluency C-2.4 Poses and solves linear equations to find the value of an unknown,
including to solve puzzles and word problems
C-2.5 Develops own methods to solve puzzles and problems using algebraic
thinking

Curricular Goals and Competencies in Mathematics (Middle Stage) as per NCF for School Education
Curricular Goal Competencies
CG-3 Understands, formulates, C-3.1 Describes, classifies, and understands relationships among different types
and applies properties and of two - and three-dimensional shapes using their defining properties/attributes
theorems regarding simple
C-3.2 Outlines the properties of lines, angles, triangles, quadrilaterals, and
geometric shapes (2D and 3D)
polygons and applies them to solve related problems
C-3.3 Identifies attributes of three-dimensional shapes (cubes, parallelepipeds,
cylinders, cones), works hands-on with material to construct these shapes, and
also uses two-dimensional representations of three-dimensional objects to
visualise and solve problems
C-3.4 Draws and constructs geometric shapes, such as lines, parallel lines,
perpendicular lines, angles, and simple triangles, with specified properties using
a compass and straightedge
C-3.5 Understands congruence and similarity as it applies to geometric shapes
and identifies similar and congruent triangles
CG-4 Develops understanding C-4.1 Discovers, understands, and uses formulae to determine the area of a
of perimeter and area for 2D square, triangle, parallelogram, and trapezium and develops strategies to find
shapes and uses them to solve the areas of composite 2D shapes
day-to-day life problems
C-4.2 Learns the Baudhayana-Pythagoras theorem on the lengths of the sides of
a right-angled triangle, and discovers a geometric proof using areas of squares
erected on the sides of the triangle, and other related geometric constructions
from the Sulba-Sutras
C-4.3 Constructs various designs (using tiling) on a plane surface using different
2D shapes and appreciates their appearances in art in India and around the
world
C-4.4 Develops familiarity with the notion of fractal and identifies and
appreciates the appearances of fractals in nature and art in India and around the
world
CG-5 Collects, organises, C-5.1 Collects, organises, and interprets the data using measures of central
represents (graphically and in tendencies such as average/mean, mode, and median
tables), and interprets
C-5.2 Selects, creates, and uses appropriate graphical representations (e.g.,
data/information from daily-life
pictographs, bar graphs, histograms, line graphs, and pie charts) of data to
experiences
make interpretations

Curricular Goals and Competencies in Mathematics (Middle Stage) as per NCF for School Education
Curricular Goal Competencies
CG-6 Develops mathematical C-6.1 Applies both inductive and deductive logic to formulate definitions and
thinking and the ability to conjectures, evaluate and produce convincing arguments/ proofs to turn these
communicate mathematical ideas definitions and conjectures into theorems or correct statements, particularly in the
logically and precisely areas of algebra, elementary number theory, and geometry
CG-7 Engages with puzzles and C-7.1 Demonstrates creativity in discovering one’s own solutions to puzzles and
mathematical problems and other problems, and appreciates the work of others in finding their own, possibly
develops own creative methods different, solutions C-7.2 Engages in and appreciates the artistry and aesthetics of
and strategies to solve them puzzle-making and puzzle-solving
C-7.2 Engages in and appreciates the artistry and aesthetics of puzzle-making and
puzzle-solving
CG-8 Develops basic skills and C-8.1 Approaches problems using programmatic thinking techniques such as
capacities of computational iteration, symbolic representation, and logical operations and reformulates problems
thinking, namely, decomposition, into series of ordered steps (i.e., algorithmic thinking)
pattern recognition, data C-8.2 Learns systematic counting and listing, systematic reasoning about counts
representation, generalisation, and iterative patterns, and multiple data representations; learns to devise and
abstraction, and algorithms in follow algorithms, with an eye towards understanding correctness, effectiveness,
order to solve problems where and efficiency of algorithms
such techniques of computational
thinking are effective
CG-9 Knows and appreciates the C-9.1 Recognises how concepts (like counting numbers, whole numbers, negative
development of mathematical numbers, rational numbers, zero, concepts of algebra, geometry) evolved over a
ideas over a period of time and period of time in different civilisations.
the contributions of past and C-9.2 Knows and appreciates the contributions of specific Indian mathematicians
modern mathematicians from (such as Baudhayana, Pingala, Aryabhata, Brahmagupta, Virahanka, Bhaskara, and
India and across the world Ramanujan)
CG-10 Knows about and C-10.1 Recognises interaction of Mathematics with multiple subjects across Science,
appreciates the interaction of Social Science, Visual Arts, Music, Vocational Education, and Sports
Mathematics with each of their
other school subjects

Class 8th (Mathematics) Academic Calendar cum Syllabus 2024-25
Time Chapter Learning Outcomes: The learner Interaction Time - Let’s go beyond
Spell the textbooks …
Rational LO-1.4.5: o Discusses the importance of
Numbers  explains the Associative, Commutative and operational laws in rational
Distributive property and their application in numbers
simplifying expressions involving rational
numbers.
 applies the Associative, Commutative and
Distributive property to solve problems involving
rational numbers
Month 1

 analyses which method leads to a simpler
solution by comparing the efficiency of solving
problems with different properties
Linear LO-2.4.2:
Equations in  translates a simple word problem into a linear
One Variable equation with one variable (e.g., "John has x
apples. He gives away 5 apples. How many
apples does he have left?" becomes "x - 5 = a")
 solves a linear equation with one variable (e.g.,
"x + 3 = 8", the learner finds the value of x for
which the equation holds true)
LO-3.1.2: Explores the angle sum formula for o Why the sum of exterior angles is
Understanding polygons and solves the problems of quadrilaterals 360. Why not less or greater?
Quadrilaterals involving interior and exterior angle sum property. Discuss.
Month 2

LO-3.1.3: Demonstrates the properties of o Why a square is also parallelogram,
parallelogram, rhombus, square and rectangle rectangle, … etc
Linear LO-2.4.3: Solves simple real-world problems involving o Why there is need to make
Equations in linear equation in one variable(e.g., finding missing frequency and class interval
One Variable dimensions in geometric shapes) o Compare the contract different
(Continue…) types of graphs
Squares and LO-M801: Constructs the knowledge of perfect square o Discuss the relation between
Square Roots numbers and their properties. perfect square and perfect cube
Month 3

Lo-M802: Finds square roots using estimation, numbers in comparison to square
factorisation and division method. and cubical objects
LO-M803: Constructs the knowledge of perfect cube o Discuss the applicability of
Cubes and numbers and their properties. estimation method for find the

Cube Roots LO-M804: Finds cube root using factorisation and square and cube roots of numbers
estimation method
Algebraic LO-2.3.3: Adds, subtracts, multiples and divides an o Discuss the use of identities in
Expressions algebraic expression by another algebraic expression solving the problems involving
and Identities LO-2.5.1: Demonstrates the understanding of product of numbers
identities and applies them to solve simple numerical o Discuss the importance of
Month 4

and non-numerical problems. identities in the division of
Exponents LO-1.1.11: Explores and operates laws of exponents algebraic expressions
and Powers in the situations where multiple exponential law is
used
LO-1.1.12: Converts the numbers from usual form to
standard form and vice versa
LO-2.3.4: Finds factors of algebraic expressions using o Tries to measure the area of some
Factorisation by various methods piece of land available in the
LO-2.3.5: Solves the problems of division involving locality/school premisses
factorisation of algebraic expressions o Tries to measure the capacity of
Month 5

LO-4.1.5: Uses earlier learnt concepts to find the area cup/glass/mug/bucket etc
of 2-D combined shapes
Mensuration LO-4.1.6: Develops the formulae used to calculate the
surface area and volume of: (a) Cube/Cuboid (b)
Cylinder
LO-4.1.7: Compares and contrasts the surface
area/volume of different 2D/3D objects
Comparing LO-1.6.11: Compares quantities using the concept of o Discuss the need of ratio in daily
Quantities ratio and percentage life problems.
LO-1.6.15: Solves the problems involving concept of
Month 6

ratio and percentage Discuss the use of direct and inverse
Direct and LO-1.6.13: Illustrates by giving examples of Ratio and proportion in day-to-day life
Inverse Proportion situations
Proportion LO-1.6.14: Solves simple problems involving the
concept of direct and inverse proportion
Data Handling LO-5.1.3: Organises data in tabular form and in o Why there is need to make
frequency distribution frequency and class interval.
Month 7

o Compare the contract different types
of graphs

Introduction LO-5.1.5: Interprets information from various
to Graphs charts/graphs e.g. Pictograph, Bar Chart, Histogram,
Pie-chart
LO-5.2.3: Represents data using Pictograph, Tally
mark, Bar-Chart, Pie-Chart, Histogram,
Introduction LO-M805: Locates and represents the objects (points) Represents some object by its
to Graphs using Cartesian system coordinates using coordinate system
(continue…) (Only positive quadrant)

Summative Assessment
S.No Learning outcome Chapter Name Marks Allotted
aligned

1 LO-1.4.5 Rational Numbers 7

2 LO-1.6.11, LO-1.6.15 Comparing Quantities 5

3 LO-3.1.2, LO-3.1.3 Understanding Quadrilaterals 8

4 LO-2.3.3, LO-2.5.1 Algebraic Expressions 7

5 LO-2.3.4, LO-2.3.5 Factorization 7

6 LO-4.1.5, LO-4.1.6, LO-4.1.7 Mensuration 9

7 LO-M805 Introduction to Graphs 7

Total 50 Marks

Cognitive Level Weightage

Cognitative levels Total Marks % Weightage
(approx.)
CL-1: Demonstrate Knowledge and Understanding.
-Exhibit memory of previously learned material by recalling facts,
terms, basic concepts and answers.
18 36%
-Demonstrate understanding of facts and ideas by organising,
comparing, translating, interpreting, giving descriptions and stating
main ideas.
CL-2: Application of knowledge/concept.
- Solve problems to new situations by applying acquired knowledge, 10 20%
facts, techniques and rules in a different way.
CL-3: Formulate, Analyse, Evaluate and Create.
- Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalisations.
Present and defend opinions by making judgements about
22 44%
information‘s, validity of ideas, or quality of work based on a set of
criteria.
- Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
Total 50 100

Summative Assessment Blueprint
Question Format Marks Cognitive Total Marks
Per question Levels Questions
CL-1 4 4
Multiple Choice Questions CL-2 1 1
(MCQs) 1 Mark CL-3 2 2
Total 7 7
Selected CL-1 1 1
response Case Based/Data Based CL-2 1 1
question Multiple Choice Questions 1 Mark CL-3 1 1
(CB-MCQs)
Total 3 3
CL-1 1 1
Assertive – Reasoning CL-2 1 1
Multiple Choice Questions 1 Mark CL-3 1 1
(AR-MCQs)
Total 3 3
CL-1 2 4
Very Short Answer CL-2 2 4
Questions (VSAQs) 2 Marks
CL-3 2 4
Total 6 12
CL-1 1 3
Constructed Short Answer Questions CL-2 1 3
response (SAQs) 3 Marks
question CL-3 3 9
Total 5 15
CL-1 1 5
Long Answer Questions CL-2 Nil Nil
(LAQs)
with internal choice 5 Marks CL-3 1 5
Total 2 10

Total Summative Assessment Marks 50

Class 8th
(Social Science)

Social Science Education
Social Science is the systematic and scientific study of human societies that explores the relationship between the individual and society,
social institutions, and organisations. In this NCF, the term Social Science is also used to include those branches of the Humanities that
involve the more qualitative study of human society, culture, thoughts, creations, development, and actions in the past and present.
The purpose of Social Science Education is to help students learn about the society in which they live – how members of their society live,
interact, behave, eat, speak (and in what languages), express themselves through art, the traditions they follow, the clothes they wear, and
their aspirations. It also helps students in understanding their origins, their ancestors, their culture, their neighbours, and consequently,
themselves. Social Science Education introduces students to people whom they have never met, places that they have never been, stories that
they have never heard, and new ideas that that they have never conceived, thereby expanding their horizons and opening their minds to new
possibilities. Finally, Social Science Education helps students develop pride in their culture and their country, with a forward-looking spirit to
continuously improve – as individuals, as a society, and as a nation.
Aims:
a) Understanding how society functions: Learning Social Science leads to the understanding of how societies function through the
interplay of historical, geographical, social, cultural, economic, political, environmental, and other factors. Students will develop an
awareness and understanding of:
i. Continuity and change in human civilisation and their causes and effects
ii. The interaction between nature, natural resources, and human beings, including the spatial and temporal patterns arising out of
this interaction, its effect on human life, and the impact of human activity on nature
iii. The commonness and diversity among people and their practices in different societies, regions, and cultures within societies
iv. Various social, political, and economic institutions, their origins, functioning, and transformations over time till today.
b) Capacities for inquiry in Social Science: Students will develop capacities for carrying out and applying the methods of inquiry
available in Social Science, including:
i. Sourcing, verifying, and cross-validating evidence through multiple sources, interpreting this evidence, and constructing
coherent narratives
ii. Recognising features of the physical world, spatial and temporal patterns, map reading, analysis, and interpretation of various
interconnected concepts and processes
iii. Creative and critical thinking, forming informed opinions, demonstrating logical decision making, and having a problem-
solving disposition.
iv. Collecting, organising, analysing, and representing data and information on various issues — historical, geographical,
cultural, economic, environmental, and socio-political
v. Proposing meaningful responses to contemporary concerns of society based on these methods of inquiry

c) Responsible human beings and contributing citizens: NEP 2020 states:
“The purpose of the education system is to develop good human beings capable of rational thought and action, possessing
compassion and empathy, courage and resilience, scientific temper, and creative imagination, with sound ethical moorings and
values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as
envisaged by our Constitution‖.
Nature of Knowledge:
a) Evidence-based, empirical, and verifiable
b) Social Science is often interpretive
c) Social Science is value-laden
d) Social inquiry
e) Social Science is multidisciplinary and requires an interdisciplinary approach
f) Social Science is sensitive to context

Learning Standards:
Social Science as a separate subject begins at the Middle Stage. It builds on the capacities built in the Preparatory Stage, primarily through
the study of the subject The World around Us. In the Middle Stage, these general capacities of observation, data collection, and the basic
understanding of social life are further sharpened to enable methods of inquiry and understanding of conceptual structures within Social
Science.Curricular Goals & Competencies
Curricular Goals Competencies
CG-1 Comprehends and interprets sources related to C-1.1 Collects and interprets multiple sources of information (primary and secondary)
different aspects of human life and makes meaningful to understand the historical, cultural, geographical, and socio-political aspects of
interpretations human life
C-1.2 Represents and analyses data related to various aspects of human life given in
the form of text, tables, charts, diagrams, and maps
CG-2 Explores the process of continuity and change C-2.1 Explains and analyses major changes in the past and their impact on society
in human civilisations through specific examples C-2.2 Recognises elements of the continued prevalence of certain beliefs, relationships,
from their context and a few historical episodes practices, and activities in human society, notwithstanding major changes in society
CG-3 Draws connections between the causes and C-3.1 Analyses the effect of various changes in early human society from nomadism to
effects of different social and historical events or settled life and early civilisation (such as the emergence of agriculture, changes in food
episodes and connects them with the overall impact habits, basic technologies like construction, transport, pottery, metallurgy), and
on human life changes in human habitation, family structures and relationships, the nature of work,
people‘s sociocultural beliefs and concepts over time (e.g., ahimsa, and the fallout of
major wars or invasions) that significantly impacted human societies
C-3.2 Identifies reasons behind harmony and conflict among social groups and

communities, in their region and in other parts of the world, and their impact on human
societies
CG-4 Understands the functioning of social, cultural, C-4.1 Collects, organises, and interprets information about various social, cultural,
and political institutions and their impact on society, economic, and political institutions in their vicinity and region, and realises its
and the way individuals and collectives shape these significance for human society
institutions C-4.2 Assesses the influence of social, cultural, and political institutions on an
individual/ group/ community/ society in general
CG-5 Understands various forms of inequality and C-5.1 Identifies, explains, and raises questions about different forms of inequality,
prejudice in society — from those prevalent in a prejudice, and discrimination prevailing in one‘s own family, locality, region, and
family to those at a community/ regional/ national national and global levels
level — and also the initiatives and efforts at various C-5.2 Identifies, explains, and appreciates efforts (being) made at different levels
levels to address these issues through various (including social, cultural, economic, and political) mechanisms and
institutions, and what individuals can do, to address these to ensure equity, inclusion,
and justice
CG-6 Understands the spatial distribution of C-6.1 Explains key natural phenomena such as climate, weather, ocean cycles, soil
resources (from local to global), their conservation, formation, the flow of rivers, and how they are spatially distributed
the interdependence between natural phenomena and C-6.2 Identifies the distribution of resources such as water, agriculture, raw materials,
human life, and their environmental and other and services across geographies
implications C-6.3 Analyses Indian perspectives on and efforts towards conservation and
sustainability in society, and advocates the importance of the same, and what more
needs to be done in these directions including in the context of global climate change
C-6.4 Correlates the existence of different patterns of livelihoods with different types
of landforms, availability of resources, and climatic conditions and changes (in local,
regional, national, and global contexts)
CG-7 Appreciates the importance and meaning of C-7.1 Explains India‘s unity in diversity by recognising commonalities in its rich and
being Indian (Bharatiya) by understanding (a) India‘s diverse cultural elements, languages, art, philosophical ideas, values, clothing, cuisines,
rich past and present including its glorious cultural traditions, festivals, trade, commerce, and health practices including ayurveda and yoga
unity in diversity, pluralism, heritage, traditions, C-7.2 Discovers the topographical diversity of the Indian landmass – from the semi-
literature, art, architecture, philosophy, medicine, arid zone in the west and the areas of heavy rains in the north-east to the long coastal
science, and other contributions to humanity, and (b) areas in the south and the snow-clad mountains in the north, as well as the rich
other integrating factors despite the geographical biodiversity of the country
diversity of India C-7.3 Appreciates India‘s tradition of inclusion across communities and social groups,
and its influence in vast parts of the world through its cultural elements
CG-8 Understands and appreciates the process of C-8.1 Understands the need for a constitution for any country during the last few
development of the Constitution of India and upholds centuries – especially in a country such as India – and its deeper objectives
its importance to promote democratic values in C-8.2 Explains the process of formation of the Indian Constitution and understands the
Indian society ideas and ideals of the Indian national movement enshrined in it as well as those drawn
from India‘s civilisational heritage

C-8.3 Explains the working of the three tiers of local self-government and appreciates
its significance in upholding democracy at the grassroot level
CG-9 Understands the processes of economic C-9.1 Explains the key elements of trade and commerce (commodity, production,
activities (production and consumption, trade, and consumption, and capital) and its impact on individual life and society
commerce)
CG-10 Understands and appreciates the contributions C-10.1 Knows and explains the significant contributions of India to all matters
of India through history and in the present times, to (concepts, explanations, methods) studied within the curriculum, in an integrated
the overall field of Social Science, including the manner along with the particular matter – illustratively, understands the strengths of
different disciplines that constitute it India‘s democratic traditions through its history
CG-11 In the curricular goals CG-1 to CG-10, there Note: Competencies for this Curricular Goal have already been incorporated under CG-
is a basic and adequate understanding of the history, 1 to CG-10
geography, and culture of the locality, region, and
country

Academic Calendar cum Syllabus for Class VIII –Social Science

Textbook Learning Outcomes (GG.CC.LO)*
Duration
(Month)

Chapter Suggested Activities
The learner

* Note: The learning outcomes have been mapped with the Curricular Goals and Competencies as given in NCF School Education 2023 for
Social Science Education. The first digit of the code represents the Curricular Goal number, Second digit represents the Competency number of
the respective CG and last digit represents the Learning Outcome number framed on the basis of CGs, Competency and content of the
Textbooks.
6.2.1defines the concept of resources
6.2.2 classifies different types of  Projects on conservation of
Resources resources and industries based on raw resources
materials, size and ownership etc.
6.2.3 locates distribution of important minerals,
e.g., coal and mineral oil on the world map  Researching (Has your own place
Land, Soil,
Geography

6.2.4 analyses uneven distribution of natural undergone any change in the land use
Water, Natural
Month 1

and human made resources on the earth pattern in recent years?)
Vegetation and
6.2.5 justifies judicious use of natural
Wildlife
resources such as water, soil, forest, etc. to
Resources
maintain developments in all areas
1.1.1 describes various demographic features in
India.
Human 1.1.2 analyses factors affecting distribution of
Resources population.
1.2.1 explains the concepts of population change,
population composition etc.
8.1.1 Describes the concept of Constitution and its need  Identify the issues in your locality
Political life – III

for a country. where any of your fundamental
Social and

8.2.1 Explains the process of formation of the Indian right (s) is/ are infringed. Make an
Month 2

Constitution and describes its key features. action plan how to address these
The Indian
8.2.3 applies the knowledge of the issues.
Constitution
Fundamental Rights to find out about their
violation, protection and promotion in a given
situation

8.2.2 Explains the concept of Secularism  Prepare posters with drawings and
8.2.3 Describes the concept of Secularism in Indian picture of different religious worship
Context. places and discuss their importance
7.1.1 Explains India‘s unity in diversity by recognising
Understanding
commonalities in its rich and diverse cultural elements,
Secularism
languages, art, philosophical ideas, values, cuisines,
traditions, festivals, and health practices including
ayurveda and yoga etc.
4.1.1 Describes the process of election to  On a constituency map of UT of
the Lok Sabha J&K locate your own constituency.
4.2.1 Describes the role and functions of  Lok Sabha mock election
Why do we
parliament
need a
4.2.3 Locates one‗s own Constituency on
Parliament?
Parliamentary Constituency Map of State/ UT
and names local MP
 Identify in your locality issues
related to violation of educational
4.2.4 Describes the process of making a law (e, g. rights and make an action plan how
Domestic violence Act, RTI Act, RTE Act. to address these issues to the
Understanding
4.2.5 infers the understanding of unpopular and competent authorities.
laws
controversial laws

 Research arguments both in
1.1.1: Analyses the periodization of history of India
How,When and support and against the
1.1.2: relates key historical developments during
Where periodization proposed by James
modern period occurring in one place with another.
Mill
History-III

 Arrange an activity in the classroom
Month 3

to prepare posters and charts of places
From Trade To
of India where the East India
Territory-The 3.2.1: explains how the English East India Company
company stayed chronologically and
Company became the most dominant power in India
make research the policies how the
Establishes
East India Company became the most
Power
dominant power
4.1.2: explains the differences in the impact of colonial  Make a group discussion in the
Ruling The agrarian policies in different regions of the country like classroom and Advise students to

Countryside the ‗indigo rebellion‘ Imagine you are a witness giving
evidence before the indigo
commission. W.S.Setonkarr asks
you ―On what conditions will ryots
grow indigo?‖ What will your answer
be? And write down.
 Instruct students to imagine you are a
jhum cultivator living in a forest
4.1.3: describes the forms of different tribal societies in village in the 19th century and told
Tribals, Dikus the 19th century and their relationship with the them that the land you were born on
and The Vision environment. no longer belongs to you. In a
of a Golden Age explains the policies of the colonial administration meeting with British officials you try
towards the tribal communities to explain the kinds of problems you
face. What would you say? And
write them.

9.1.1 describes the farm system and types of farming
9.1.2 explains the factors affecting agriculture
production.
9.1.3 analyses the factors due to which some
 On an outline map of India locate the
countries are known for production of major
leading wheat, rice, cotton and Jute
Agriculture crops, e.g.,, wheat, rice, cotton, jute, etc., and
producing countries
locates these countries on the world.
9.1.4 draws interrelationship between types of
farming and development in different regions of
Geography
Month 4

the world

9.1.5 Defines industry and industry system.
9.1.6 Classifies industries on the basis of raw materials,
size and ownership.  Research the factors responsible for
Industries 9.1.7 Identifies factors affecting distribution of various the development of cities like
industries. Pittsburgh and Jamshedpur
9.1.8 Recognises major industries found in different
parts of India.
Industries of  Prepare the list of small scale
Jammu, Same as for chapter ―Industries” with focus of Jammu industries found in your district.
Kashmir and and and Kashmir  Visit any cottage industry in your
Ladakh area and make a list of raw

materials used in it.
4.2.6 Describes the functioning of the Judicial  Arrange an activity in the
system in India by citing some landmark cases classroom to prepare charts
4.2.7 Explains the concept of Independent reflecting the Hierarchy of the
Judiciary with appropriate examples. Indian judicial system
4.2.8 Describes the structure of courts in India.
4.2.7 Appreciates the Indian judicial system by quoiting
Judiciary
suitable landmark decisions.

 Conduct group discussions on
5.1.1 Describes the concept of violation, protection and promotion
marginalisation of human rights, especially of
5.1.2 Identifies marginalised sections in the
Understanding women, SCs, STs, religious/
society.
Marginalisation linguistic minorities, persons with
5.1.3 Analyses the causes and consequences
disabilities, children with special
of marginalisation faced by disadvantaged
sections of one‗s own region needs, sanitation workers, and other
disadvantaged sections.
Social and Political life – III
Month 5

5.2.1 Identifies efforts (being) made at
 Visit your locality and conduct a
different levels to ensure equity, inclusion, and
Confronting survey of any marginalised group
justice.
Marginalisation regarding their hardships and prepare
5.2.2. Appreciates efforts made to address
a report to suggest possible remedies
issues of marginalised community.
11.1.1 Identifies the role of Govt. in  Identify and enlist deficient public
providing public facilities such as water/ facilities of your locality and prepare
Public Facilities Sanitation/Road/ Electricity/etc. and a ‗Representation‗to address these
recognizes their availability issues to the competent authority.
Visit to the local market and interact
0.0.2 identifies the role of law in ensuring social justice
with different shopkeepers to
Law and Social 0.0.3 Describes the role of law s in protecting
understand producer- consumer
Justice environment
relationship.
Collect pictures and posters of
Social specially abled achievers from
5.2.3 Analyses the causes and consequences
Exclusion and different spheres who made their
of Marginalization faced by disadvantaged
Inclusive Policy valuable contribution for the
sections of one‗s own region.
in Jammu and betterment of the nation.
Kashmir

Barter and Money, Bank and Investment 7 insurance and Tax Non-Evaluative
Lists the forgotten heroes of the revolt of 1857.
When People 11.1.2 Explains the origin, nature and spread of the Develop a project on social, economic,
Rebel 1857 revolt of 1857. political, religious and immediate causes
and After 11.1.3 Explains the lessons we learned from the revolt of revolt of 1857.
of 1857.
History-III

Divide the students into two groups as
Month 6

‗Orientalists a n d Westernists‘ and each
Civilizing the
group shall highlight the importance of
Native, 11.1.4:Explains the institutionalisation of the new
institutionalization of education system
Educating the education system in India
which they want to introduce.
Nation
4.2.9: Analyses the issues related to caste, women, Arrange group activity to prepare posts
widow remarriage, child marriage, social reforms and and charts highlighting the importance
Women, Caste
the laws and policies of colonial administration towards of Sati Abolition Act, 1829. Child
and Reforms
these issues marriage Restraint Act,1929 etc.
Organize open demonstrations in the
premises of school to highlight the
History-III

The Making 11.1.5 Outlines the course of the Indian national nature and importance of Satyagraha,
of the movement from the 1870s till Independence analyses Khilafat Movement, Non-
National the significant developments in the process of nation Cooperation Movement, Dandi March,
Movement: building Quit India Movement etc. during the
Month 7

1870s – 1947 course of the Indian national
movement.
Formation
Organize a Quiz Programme among
of Erstwhile
11.1.6 Identifies the contribution of Dogra rule. different groups of students on formation
Jammu and
11.1.7 Outlines the formation of erstwhile of J&K state viz, socio economic and
Kashmir
Jammu and Kashmir State cultural etc. development under Dogra
State and the
rule
Dogra Rule

Summative Assessment Content (Social Science-VIII)

S. Marks in Summative
Text Book Chapter Title
No. Assessment

1 Agriculture 05
2 Industries 04
3 Resource and Human Resources 04
Development
Industries of Jammu, Kashmir and
4 03
Ladakh

5 When People Rebel – 1857 and After 04

6 Tribals Dikus and the vision of Golden Age 04
The Making of The National Movement:
7 Our Past – III 05
1870s - 1947

8 Women Caste and Reforms 03
Formation of Erstwhile Jammu &
9 02
Kashmir State and The Dogra Rule
10 The Indian Constitution 04
11 Why Do We Need A parliament 04
Social And Political
12 Judiciary 03
Life – III
13 Understanding Marginalisation 02
14 Public Facilities 03
TOTAL ` 50

QUESTION PAPER DESIGN CLASS 8th

Marks per
Question Format Cognitive Levels Total Questions Marks
question

CL-1 4 4
Multiple Choice Questions CL-2 Nil Nil
1 Mark
(MCQs) CL-3 3 3
Total 7 7
CL-1 1 1
Case Based/Data Based CL-2 1 1
Selected Response
Multiple Choice 1 Mark
Questions CL-3 1 1
Questions (CB-MCQs)
Total 3 3
CL-1 Nil Nil
Assertive – Reasoning CL-2 2 2
Multiple Choice Questions 1 Mark
CL-3 1 1
(AR-MCQs)
Total 3 3
CL-1 2 4
Very Short Answer CL-2 1 2
2 Marks
Questions (VSAQs) CL-3 3 6
Total 6 12
CL-1 3 9
Short Answer Questions CL-2 Nil Nil
Constructed Response 3 Marks
(SAQs) CL-3 2 6
Questions
Total 5 15
CL-1
Long Answer Questions
(LAQs) CL-2 1 5
5 Marks
with internal choice CL-3 1 5
Total 2 10
Total Summative Assessment Marks 50

Class 8th
(Hindi)

कक्षा :-अठवीं वार्षषक पंचांग सह िसलेबस /शैिक्षक कै लंडर सह िसलेबस
पाठ्यचयाा संबध ं ी लक्ष्यः- योग्यता/क्षमता:-
CG-1:- C-1.1 िविभन्न पाठों को समझने के िलए िविभन्न समझ रणनीितयों (भिवष्यवाणी, ऄनुमान) को लागू
िविभन्न प्रकार के पाठों (कहािनयों, किवताओं, नाटकों के करता है।
ऄंश, िनबंध, लेख, समाचार ररपोटा) के साथ जुड़ कर स्वतंत्र C-1.2 मुख्य बबदुओं की पहचान करता है, पाठ को ध्यान से पढ़ने के बाद सारांश देता है, और सुसंगत
पढ़ने की समझ और सारांश कौशल िवकिसत करता है और रूप से प्रितकिया देता है।
ककताबें पढ़ने में रुिच कदखाता है। C-1.3 िविभन्नग्रंथोंमेंमुख्यिवचारकीपहचानकरताहैऔरईसकीसराहनाकरताहै।
C-1.4 िविभन्नप्रकारके पुस्तकोंकोचुननेऔरपढ़नेमेंरुिचकदखाताहै।

C-2.1
CG-2 लेखन रणनीितयों का ईपयोग करता है जैसे िवचारों को ऄनुििमत करना, शीषाकोंया ईप शीषाकों की
िवचारों, भावनाओं और सामािजक घटनाओं के ऄनुभवों पहचान करना, और स्पष्ट शुरुअत,ऄंत और पैराग्राफ बनाना।
ईदाहरण के िलए गांव के मेले, त्योहार,ऄवसर के बारे में C-2.2 ऄपने पररवेश के िविभन्न पहलुओं पर ऄनुभवों, भावनाओं और अलोचकों को लेखन में
िलखने की क्षमता प्राप्त करता है। ऄिभव्यक्त करता है।
C-3.1
CG-3 ईिचत शैली का प्रयोग करके िविभन्न प्रकार के पत्र और िनबंध िलखते हैं और िविभन्न श्रोताओं और
प्रश्न पूछने, िवश्लेषण करने और ईत्तर देने के िलए भाषा
ईद्देश्यों के िलए दजा करते हैं।
कौशल का ईपयोग करके प्रभावी संचार की क्षमता िवकिसत
C-4.1
करता है। सािहत्य के िविभन्न रूपों(गद्य, किवता, नाटक के नमूने) की पहचान और सराहना करता है।
CG-4 C-4.2
िविभन्न सािहित्यक ईपकरणों और सािहत्य के रूपों की िविभन्न प्रकार के सािहत्य को पढ़कर और लेखन में ईपयोग करके , ऄलंकार, रूपक, ईपमा,
खोज करते हैं। मानवीकरण, ऄितशयोिक्त, ऄनुप्रास और सािहित्यक ईपकरणों की पहचान करता है।
C-5.1ऄपने लेखन में ईिचत व्याकरण और संरचना का ईपयोग करते हैं।

C-6.1 भाषा की ध्वन्यात्मकता और िलिप, स्वरों और व्यंजनों की संख्या और वे कै से परस्पर किया
करते हैं और ईपयोग ककए जाते हैं, को समझते हैं।
C- 6.2 भाषण और लेखन को ऄिधक रोचक और अनंददायक बनाने के िलए भाषा में यमक,छंद,

ऄनुप्रास और ऄन्य शब्द नाटकों के ईपयोग में संलग्न होना।
C-6.3भाषा के कु छ प्रमुख शब्द खेलों से पररिचत हो जाते हैं, (ईदाहरण के िलए, िवलोम
पद,ऄध्यायक्षरकािवपयाय,वगा-पहेली, िबना ऄक्षर या ध्विन वाले वाक्य, पहेिलयााँ, चुटकु ले,
CG-5 ऄंताक्षरी आत्याकद)।
बुिनयादी भाषाइ पहलू शब्द और वाक्य संरचना को
पहचानने की क्षमता िवकिसत करना और ईन्हें मौिखक और
िलिखत ऄिभव्यिक्त में ईपयोग करना।
CG-6
भाषा की िविशष्ट िवशेषताओंकी संरचना िवकिसत करें
िजसमें आसकी वणामाला और िलपी,ध्विन,छंद, वाक्य और
भाषा के िलए अकदत्य, ऄन्यशब्द खेल और खेल शािमल हैं।

सीखनेकेपररणाम
C-1.1.1
1. सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरतेह।ै
2. पाठोंमेंमूलध्विन, औरिवषयकाऄनुमानलगानेकेिलएसािहित्यकईपकरणोंकाईपयोगकरतेहैं।

3. गहरीसमझके िलएपाठमेंपढ़ीगइसामग्रीपरबचतनकरतेहुएबेहतरसमझके िलएप्रश्नपूछतेह।ैं
4. िविभन्नसमझरणनीितयोंकामूलयांकनवतुलनाकरके पाठकोसमझनेकाप्रयास करते हैं।
C-1.2.2
1. पाठकीसंरचनाकरतेहुएमुख्यबबदुओंऔरसमथानिववरणोंकीपहचानकरतेह।ैं
2. गैर-कथात्मकपाठोंसेजरटलिवचारोंकासंक्षेपणकरके , मुख्यतका औरप्रमाणकागहराइसेऄध्ययनकरतेह।ैं
3. लेखकके दृिष्टकोणकोसमझनेऔरजाननेकेईपरांतईसमेंछुपेसामािजकमूलयोंपर चचाा करते हैं।
C-1.3.3
1. िविभन्नपाठोंकीमुख्यबातोंकाऄध्ययनकरताहै।
2. िविभन्नपाठोंकीमुख्यबातेंसमझताऔरईनकाऄनुमानलगाकरऄपनेिवचारव्यक्तकरताहै।
3. पाठकीकदशाकोसमझताहैऔरपाठके पररणामपरचचााकरताहै।
4. स्रोतोंकीिवश्वसनीयताऔरमहत्ताकाऄनुमानलगाकरऄपनेिवचारकोसमझताऔरसहीतरीके सेव्यक्त करता है।
C-1.4.4
1. नइसािहित्यकशैिलयोंकाऄध्ययनकरताहै।
2. कक्षामेंसािथयोंके साथककसीरचनाकोसमझकरईसपरचचााकरताहै।
3. पुस्तकके सांस्कृ ितक, ऐितहािसक, औरसामािजकसंदभाकाऄध्ययनकरनेकेबादईसपरबातचीत करता है।
C-2.1.1
1. एकऄनुच्छेदयािनबंधमेंिवचारोंकोसंगरठतकरप्रस्तुतकरताहै।
2. कहानीकोऄपनेशब्दोंमेंिलखनेकाप्रयासकरताहै।
3.प्रेरकिनबंधिलखकरईसमेंिमबद्धताकाईपयोग करता है।
C-2.2.2
1. सामािजकमुद्दोंपरऄपनेिवचारिलखताहै।
2. ककताबकीककसीरचनाकािवश्लेषणकरईसकीचचााकरताहै।
3. समुदायकीगितिविधयोंकीसमीक्षाकरईसके साथजुड़ेसंवेदनशीलमुद्दोंपरबचतनयाबातचीत करता है।
C-3.1.1
1. किवताऔरप्रस्तुितयोंमेंईपमाऔररूपकके ईपयोगोंकातुलनात्मकिवश्लेषणकरताहै।
2. पात्रोंऔरपररिस्थितयोंकोिवकिसतकरनेमेंईसकीभूिमकाकोध्यानमेंरखतेहुएसािहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकरताहै।
3. व्याख्यात्मकईपकरणोंजैसेककरूपक, व्यिक्तत्व करणकाईपयोगकरतेहुएमौिलकपहेिलयााँबनातेऔर हल करतेह।ैं
C-4.1.1
1.एककालपिनकककताबकीकथािवकासकीसमीक्षाकरताहै।
2.छात्र सािहत्यके िविभन्न रूपोंकीपहचान करते हैं और ईनकी सराहना करते हैं, जैसे गद्य, किवता, और नाटक के नमूने।

3.छात्र िविभन्न प्रकार के सािहत्य को पढ़कर और लेखन में ईपयोग करके ईपमा, रुपक, मानवीकरण ऄलंकार,
ऄितशयोिक्तऔरऄनुप्रासजैसेसािहित्यकईपकरणोंकीपहचानकरतेह।ैं
C-4.2.2
1.छात्र सािहित्यक रचनात्मकता को िवकिसत करके ऄपने िवचारों को स्पष्टता से व्यक्त कर सकनेमेंसक्षमहोजातेह।ैं
2.रचनात्मक िवकास: छात्र सािहत्य के ईपकरणों और रूपों के प्रयोग के माध्यम से ऄपनी रचनात्मकता को िवकिसत कर सकते हैं और ऄपने िवचारों को स्पष्टता से व्यक्त कर
सकते हैं।
3.सािहत्य के प्रभाव का िवश्लेषण: छात्र समझ सकते हैं कक सािहत्य के िविभन्न रूप और ईपकरण ककस प्रकार सामािजक, सांस्कृ ितक, और मनोवैज्ञािनक प्रभाव डालते हैं।
C-5.1.1
1.छात्र ऄपने लेखन में सही व्याकरण और संरचना का प्रयोग करके ऄपने िवचारों को स्पष्टता से प्रस्तुत कर सकें गे।
2.ईनमें वाक्य संरचना, वाच्य प्रयोग, समानाथाक शब्द, और वाक्यांशों का सही ईपयोग समझने की क्षमता िवकिसत होगी।
3.छात्र ऄपने लेखन कौशल में सुधार करके प्रभावशाली और व्यवसाियकरूप से ऄपने िवचारों को व्यक्त कर सकें गे, जो की ईनके सािहित्यक और व्यावसाियक िवकास में मदद
करे गा।
4.समस्याओं का स्वतंत्र रूप से समाधान करने के िलए कौशल के ईन्नत िसद्धांतों को संश्लेिषत करने में सक्षम होते हैं ।
C-6.1.1
1.छात्र िविभन्न संदभों में स्वर ईच्चारण पररवतान के िनयमों का ऄन्वेषण कर ईनको समझता है (ईदाहरण के िलए, स्वर संक्षेपण)।
2. भाषाओं के बीच स्वर ध्विनयों और ध्विनक िचह्नों की तुलना और िवस्तार करता है।
3. िविभन्न स्वर ध्विनयों का ईपयोग करके ईच्चारण और वाक्य संरचनाओं का प्रभावी रूप से ऄनुवाद करता है।
C-6.2.2
1. मनोरं जन या प्रेरणात्मक ईद्देश्यों के िलए यमक, छं द, और ऄनुप्रास को समािहत करने और प्रस्तुत करने के िलए छोटी प्रस्तुितयों को िवकिसत करता है।
2. ऄिधकजरटलशब्द- खेलबनाताहै, एकमात्र लेख में कइ सािहित्यक ईपकरणों को समािहत करता है।
3. सािहत्य में शब्द खेलों का ईपयोग मूलयांकन करता है, जो ध्विन, भावना, और िवषय पर प्रभाव डालते हैं।
4. सहयोगीयों के साथ िमलकर यमक, छं द, और ऄनुप्रास ऄलंकारों का ईपयोग करके किवता बनाने और प्रस्तुत करने में सहायक होता है।
C-6.3.3
1.िविभन्नशब्द- खेलों की संरचना का िवश्लेषण करता है, समस्याओं के हल के िलए रणनीितयों की पहचान करता है।
2. ऄपनी श्रेणी स्तर के िलए ईपयुक्त शब्दावली का ईपयोग करके चुनौती पूणा िवलोम ऄक्षर और िॉसवडा बनाता और हल करता है।
3. मूल -शब्द खेलों का िनमााण कर ईन्हें प्रस्तुत करता है।
4. सहयोिगयों के साथ िमलकर ऄपने स्कू ल या समुदाय के िलए शब्द- खेल प्रितयोिगता में शािमल होता है।

समयऄविध िवषय -ईपिवषय पाठयचयाास योग्यता/क्ष सीखनेकेपररणाम प्रस्तािवतिशक्षािविध
म्बन्धीलक्ष्य मता
पाठ१: ध्विन (किवता) C-1.1 C-1.1.1 सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरनेके
1. िलए,
CG-1 सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामू छात्रोंकोिविभन्नईदाहरणोंके माध्यमसेसूत्रोंकीमहत्व
पहला महीना लयांकनकरतेह।ै
पाठ२: लाखकीचूिड़यां ताकोसमझायाजासकताहै।
2. पाठोंमेंमूलध्विन,
पाठ ३: ऄपरािजता CG-3 औरिवषयकाऄनुमानलगानेकेिलएसािह 2. पाठोंमेंमूलध्विन,
 संज्ञाकीपररभाषा और ित्यकईपकरणोंकाईपयोगकरतेह।ैं औरिवषयकाऄनुमानलगानेकेिलए, कहािनयों,
CG-5
भेद ईदाहरण सिहत 3. किवताओं,
िलखो, िवलोम शब्द, गहरीसमझके िलएपाठमेंपढ़ीगइसामग्री याऄन्यसािहित्यकटेक्स्टकाईपयोगककया जा सकता है
परबचतनकरतेहुएबेहतरसमझके िलएप्र ।
ऄथा तथा प्रयोग।
श्नपूछतेह।ैं
 औपचाररक पत्र। C-3.1
4.
 मेले हमारी सभ्यता और िविभन्नसमझरणनीितयोंकामूलयांकनव
3.
किवताऔरप्रस्तुितयोंमेंईपमाऔररूपकोंकातुलनात्म
संस्कृ ित का प्रदशान करते तुलनाकरके पाठकोसमझनेकाप्रयास कर किवश्लेषणकरके ,
हैं, आसी के संदभा में ककसी ते हैं। छात्रोंकोईनके ऄथाकोसंवहनशीलतामेंप्रस्तुतकरनेके
मेले का वणान कीिजये? C-3.1.1 िलएईनकीप्रभावशीलतापरिवचारकरनेकेिलएप्रेररत
1. ककयाजासकताहै।
किवताऔरप्रस्तुितयोंमेंईपमाऔररूपक 4. सािहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकरनेकेिलए,
के ईपयोगोंकातुलनात्मकिवश्लेषणकरता छात्रोंकोपात्रोंऔरपररिस्थितयोंकोिवकिसतकरनेकेम
है। हत्वकोसमझानेऔरईसकीभूिमकाकोध्यानमेंरखनेके
2. िलएप्रेररतककयाजासकताहै।
C-5.1 पात्रोंऔरपररिस्थितयोंकोिवकिसतकरने
5. व्याख्यात्मकईपकरणोंकाईपयोगकरतेहुए,
मेंईसकीभूिमकाकोध्यानमेंरखतेहुएसा
छात्रोंकोमौिलकपहेिलयााँबनानेऔरहलकरनेकेिलएप्रे
िहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकर
ररतककया जा सकता है।
ताहै।
6.छात्रोंकोसहयोगीयोंके साथिमलकरयमक, छं द,
3. व्याख्यात्मकईपकरणोंजैसेककरूपक,
औरऄनुप्रासकाईपयोगकरनेकेिलएप्रहसनयाकिवताब
व्यिक्तत्व
नानेऔरप्रस्तुतकरनेकेिलएसाथमेंकामकरनेका ऄभ्या
करणकाईपयोगकरतेहुएमौिलकपहेिल
स कराएं।
यााँबनातेऔर हल करतेह।ैं
C-5.1.1
1.छात्र ऄपने लेखन में सही व्याकरण
और संरचना का प्रयोग करके ऄपने
िवचारों को स्पष्टता से प्रस्तुत कर
सकें गे।

2.ईनमें वाक्य संरचना, वाच्य प्रयोग,
समानाथाक शब्द, और वाक्यांशों का
सही ईपयोग समझने की क्षमता
िवकिसत होगी।
3.छात्र ऄपने लेखन कौशल में सुधार
करके प्रभावशाली और व्यवसाियकरूप
से ऄपने िवचारों को व्यक्त कर सकें गे,
जो की ईनके सािहित्यक और
व्यावसाियक िवकास में मदद करे गा।
4.समस्याओंकास्वतंत्ररूपसेसमाधानकर
नेकेिलएकौशलके ईन्नतिसद्धांतोंकोसंश्ले
िषतकरनेमेंसक्षमहोतेह।ैं
पाठ४: दीवानों की हस्ती C-1.1 C-1.1.1 सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरनेके
1. िलए,
दूसरा महीना पाठ५: िचरट् ठयों की ऄनूठी दुिनया सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामू छात्रोंकोिविभन्नईदाहरणोंके माध्यमसेसूत्रोंकीमहत्व
 सवानामकी। CG-1 लयांकनकरतेह।ै ताकोसमझायाजासकताहै।
पररभाषा और 2. पाठोंमेंमूलध्विन,
ईसके औरिवषयकाऄनुमानलगानेकेिलएसािह पाठोंमेंमूड, ध्विन,
भेद,पयाायवाची ित्यकईपकरणोंकाईपयोगकरतेह।ैं औरिवषयकाऄनुमानलगानेकेिलए, कहािनयों,
CG-2
शब्द। किवताओं,
 िनबंध: नकदयों को CG-6 3. याऄन्यसािहित्यकटेक्स्टकाईपयोगककया जा सकता है
प्रदुिषत करता गहरीसमझके िलएपाठमेंपढ़ीगइसामग्री ।
मानव ने ऄपने परबचतनकरतेहुएबेहतरसमझके िलएप्र
C-2.1
जीवन पर खतरा श्नपूछतेह।ैं किवताऔरप्रस्तुितयोंमेंईपमाऔररूपकोंकातुलनात्म
बढ़ा कदया है, 4. किवश्लेषणकरके ,
िविभन्नसमझरणनीितयोंकामूलयांकनव छात्रोंकोईनके ऄथाकोसंवहनशीलतामेंप्रस्तुतकरनेके
आस िवचार से अप
तुलनाकरके पाठकोसमझनेकाप्रयास कर िलएईनकीप्रभावशीलतापरिवचारकरनेकेिलएप्रेररत
सहमत हैं या
ते हैं। ककयाजासकताहै।
नहीं? तका सिहत
िलखे।
C-6.1 C-2.1.1
1. सािहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकरनेकेिलए,
 ओपचाररक/ऄ
एकऄनुच्छे दयािनबंधमेंिवचारोंकोसंग
नौपचाररकपत्र। छात्रोंकोपात्रोंऔरपररिस्थितयोंकोिवकिसतकरनेकेम
रठतकरप्रस्तुतकरताहै।
हत्वकोसमझानेऔरईसकीभूिमकाकोध्यानमेंरखनेके
2.
िलएप्रेररतककयाजासकताहै।
कहानीकोऄपनेशब्दोंमेंिलखनेकाप्रयास
व्याख्यात्मकईपकरणोंकाईपयोगकरतेहुए,
करताहै।
छात्रोंकोमौिलकपहेिलयााँबनानेऔरहलकरनेकेिलएप्रे
3.प्रेरकिनबंधिलखकरईसमेंिमबद्धता
ररतककया जा सकता है।

काईपयोग करता है।
C-6.1.1 छात्रोंकोसहयोगीयोंके साथिमलकरयमक, छं द,
1.छात्रिविभन्नसंदभोंमेंस्वरईच्चारणपरर औरऄनुप्रासकाईपयोगकरनेकेिलएप्रहसनयाकिवताब
वतानके िनयमोंकाऄन्वेषणकरईनकोसम नानेऔरप्रस्तुतकरनेकेिलएसाथमेंकामकरनेका ऄभ्या
झताहै (ईदाहरणके िलए, स्वरसंक्षेपण)। स कराएं।
2.
भाषाओंके बीचस्वरध्विनयोंऔरध्विनक
िचह्नोंकीतुलनाऔरिवस्तारकरताहै।
3.
िविभन्नस्वरध्विनयोंकाईपयोगकरके ई
च्चारणऔरवाक्यसंरचनाओंकाप्रभावीरू
पसे ऄनुवाद करता है।
पाठ६: भगवान के डाककए C-1.1 C-1.1.1. सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरनेके
1.सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामू िलए,
तीसरा पाठ७: प्लािस्टक जिनत प्रदूषण लयांकनकरतेह।ै
CG-1 छात्रोंकोिविभन्नईदाहरणोंके माध्यमसेसूत्रोंकीमहत्व
महीना पाठ८: क्या िनराश हुअ जाए? C-1.4 2. पाठोंमेंमूलध्विन, ताकोसमझायाजासकताहै।
1)किया की पररभाषा और भेद ईदाहरण औरिवषयकाऄनुमानलगानेकेिलएसािह
सिहत, िवलोम शब्द,ऄपरठत गद्यांश। CG-2 ित्यकईपकरणोंकाईपयोगकरतेह।ैं पाठोंमेंमूड, ध्विन,
C-2.1
2) िनबंध:-तथ्य तकों के ऄधार पर िनबंध 3. औरिवषयकाऄनुमानलगानेकेिलए, कहािनयों,
िलखें। गहरीसमझके िलएपाठमेंपढ़ीगइसामग्री किवताओं,
CG-6
3)ओपचाररक और ऄनौपचाररक पत्र। परबचतनकरतेहुएबेहतरसमझके िलएप्र याऄन्यसािहित्यकटेक्स्टकाईपयोगककया जा सकता है
C-6.1
श्नपूछतेह।ैं ।
4.
िविभन्नसमझरणनीितयोंकामूलयांकनव ध्विनकिनयमोंकोसमझानेकेिलएछात्रोंकोवणामाला
तुलनाकरके पाठकोसमझनेकाप्रयास कर कीमददसेिविभन्नध्विनयोंका ऄभ्यास कराएं।
ते हैं।
C-1.4.4 छात्रोंकोसहयोगीयोंके साथिमलकरयमक, छं द,
1.नइसािहित्यकशैिलयोंकाऄध्ययनकर औरऄनुप्रासकाईपयोगकरनेकेिलएप्रहसनयाकिवताब
ताहै। नानेऔरप्रस्तुतकरनेकेिलएसाथमेंकामकरनेका ऄभ्या
2. स कराएं।
कक्षामेंसािथयोंके साथककसीरचनाकोसम
झकरईसपरचचााकरताहै।
3. पुस्तकके सांस्कृ ितक, ऐितहािसक,
औरसामािजकसंदभाकाऄध्ययनकरनेके
बादईसपरबातचीत करता है।
C-2.1.1
1.

एकऄनुच्छे दयािनबंधमेंिवचारोंकोसंग
रठतकरप्रस्तुतकरताहै।
2.
कहानीकोऄपनेशब्दोंमेंिलखनेकाप्रयास
करताहै।
3.प्रेरकिनबंधिलखकरईसमेंिमबद्धता
काईपयोग करता है।
C-6.1.1
1.छात्रिविभन्नसंदभोंमेंस्वरईच्चारणप
ररवतानके िनयमोंकाऄन्वेषणकरईनकोस
मझताहै (ईदाहरणके िलए,
स्वरसंक्षेपण)।
2.
भाषाओंके बीचस्वरध्विनयोंऔरध्विनक
िचह्नोंकीतुलनाऔरिवस्तारकरताहै।
3.
िविभन्नस्वरध्विनयोंकाईपयोगकरके ई
च्चारणऔरवाक्यसंरचनाओंकाप्रभावीरू
पसे ऄनुवाद करता है।

पाठ९: कामचोर C-2.2 C-2.1.1 सामािजकमुद्दोंपरऄपनेिवचारिलखनेकेिलए,
छात्रोंकोसामािजकिवषयोंपरऄच्छे सेऄध्ययनकरके औ
चौथा महीना पाठ२०: जीवन नहीं मरा करता
1.
एकऄनुच्छे दयािनबंधमेंिवचारोंकोसंग
CG-2 रईन्हेंिवश्लेिषतकरके ईनके िवचारोंकोव्यक्तकरनेकेिलए
C-2.1 रठतकरप्रस्तुतकरताहै। प्रेररतककयाजासकताहै।
पाठ९९: जब िसनेमा ने बोलना 2. .
सीखा CG-3 कहानीकोऄपनेशब्दोंमेंिलखनेकाप्रयास ककताबकीककसीरचनाकािवश्लेषणकरईसकीचचााकरने
C-3.1 करताहै। के िलए,
1)ऄनेक शब्दों के िलए एक शब्द, 3.प्रेरकिनबंधिलखकरईसमेंिमबद्धता छात्रोंकोरचनाके मुख्यप्रसंगोंकोसमझनेऔरईनके िव
CG-6
2)मुहावरे व लोकोिक्तयां काईपयोग करता है। चारोंकोव्यक्तकरनेकेिलएप्रेररतककया जा सकता है।
C-6.3
3) सामािजक पहलुओं पर ऄधाररत C-2.2.2 कथािवकासऔरगितकासमीक्षाकरनेकेिलएककसीकहा
िनबंध। CG-1 1. नीके प्रमुखककरदारोंके िवचारोंऔरकायोंका िवश्लेषण
4)ओपचाररक/ऄनौपचाररक पत्र। C-4.2 सामािजकमुद्दोंपरऄपनेिवचारिलखताहै करें ।
CG-4 ।
2. ध्विनकिनयमोंकोसमझानेकेिलएछात्रोंकोवणामाला
C-1.2 ककताबकीककसीरचनाकािवश्लेषणकरई कीमददसेिविभन्नध्विनयोंका ऄभ्यास कराएं।
सकीचचााकरताहै।
3.

समुदायकीगितिविधयोंकीसमीक्षाकरई छात्रोंकोसमस्याओंके हलके िलएरणनीितयोंकीपहचा
सके साथजुड़ेसंवेदनशीलमुद्दोंपरबचतन नकरनेऔरईन्हेंशब्द-
याबातचीत करता है। खेलोंके माध्यमसेप्रस्तुतकरनेकेिलएसमूहमेंकामकरने
C-3.1.1 का ऄभ्यास कराएं।
1.
किवताऔरप्रस्तुितयोंमेंईपमाऔररूपक
के ईपयोगोंकातुलनात्मकिवश्लेषणकरता
है।
2.
पात्रोंऔरपररिस्थितयोंकोिवकिसतकरने
मेंईसकीभूिमकाकोध्यानमेंरखतेहुएसा
िहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकर
ताहै।
3. व्याख्यात्मकईपकरणोंजैसेककरूपक,
व्यिक्तत्व
करणकाईपयोगकरतेहुएमौिलकपहेिल
यााँबनातेऔर हल करतेह।ैं

C-6.3.3

1.िविभन्नशब्द-
खेलोंकीसंरचनाकािवश्लेषणकरताहै,
समस्याओंके हलके िलएरणनीितयोंकीपह
चानकरताहै।
2.
ऄपनीश्रेणीस्तरके िलएईपयुक्तशब्दावली
काईपयोगकरके चुनौतीपूणािवलोमऄक्षर
औरिॉसवडाबनाताऔरहलकरताहै।
3. मूल -
शब्दखेलोंकािनमााणकरईन्हेंप्रस्तुतकरता
है।
4.
सहयोिगयोंके साथिमलकरऄपनेस्कू लया
समुदायके िलएशब्द-
खेलप्रितयोिगतामेंशािमलहोताहै।
C-4.2.2
1.छात्र सािहित्यक रचनात्मकता को

िवकिसत करके ऄपने िवचारों को
स्पष्टता से व्यक्त कर
सकनेमेंसक्षमहोजातेह।ैं
2. रचनात्मक िवकास: छात्र सािहत्य के
ईपकरणों और रूपों के प्रयोग के
माध्यम से ऄपनी रचनात्मकता को
िवकिसत कर सकते हैं और ऄपने
िवचारों को स्पष्टता से व्यक्त कर सकते
हैं।
3.सािहत्य के प्रभाव का िवश्लेषण: छात्र
समझ सकते हैं कक सािहत्य के िविभन्न
रूप और ईपकरण ककस प्रकार
सामािजक, सांस्कृ ितक, और
मनोवैज्ञािनक प्रभाव डालते हैं।
C-1.2.2
1.
पाठकीसंरचनाकरतेहुएमुख्यबबदुओंऔर
समथानिववरणोंकीपहचानकरतेह।ैं
2. गैर-
कथात्मकपाठोंसेजरटलिवचारोंकासंक्षेप
णकरके ,
मुख्यतका औरप्रमाणकागहराइसेऄध्ययन
करतेह।ैं
3.
लेखकके दृिष्टकोणकोसमझनेऔरजाननेके
ईपरांतईसमेंछुपेसामािजकमूलयोंपर च
चाा करते हैं।

पाठ१२: जहां पिहया है CG-1 C-1.2 C-1.2.2 पाठकीसंरचनाकोसमझानेकेिलए,
1. छात्रोंकोमुख्यबबदुओंकोपहचाननेऔरसमथानिववरणों
पाठ१३: ऄकबरी लोटा पाठकीसंरचनाकरतेहुएमुख्यबबदुओंऔर कोखोजनेकेिलएपाठकोिवश्लेषणकरनेकेिलएप्रेररतकक
समथानिववरणोंकीपहचानकरतेह।ैं याजासकताहै।
1)िवशेषण की पररभाषा तथा भेद 2. गैर- गैर-
पााँचवां ईदाहरण सिहत। कथात्मकपाठोंसेजरटलिवचारोंकासंक्षेप कथात्मकपाठोंसेजरटलिवचारोंकोसंक्षेिपतकरनेकेिल
CG-2 C-1.3 णकरके ,
2)पाररवाररक िनबंध ए,
महीना 3) ओपचाररक/ऄनौपचाररक पत्र मुख्यतका औरप्रमाणकागहराइसेऄध्ययन छात्रोंकोमुख्यतका औरप्रमाणकोपहचाननेऔरईन्हेंगह

करतेह।ैं राइसेऄध्ययनकरनेकेिलएप्रोत्सािहतककया जा सकता
3. है
CG-3 लेखकके दृिष्टकोणकोसमझनेऔरजाननेके
ईपरांतईसमेंछुपेसामािजकमूलयोंपर च ध्विनकिनयमोंकोसमझानेकेिलएछात्रोंकोवणामाला
चाा करते हैं। कीमददसेिविभन्नध्विनयोंका ऄभ्यास कराएं।
C-1.3.3
C-1.4 1.
CG-5 िविभन्नपाठोंकीमुख्यबातोंकाऄध्ययनक
रताहै।
2.
िविभन्नपाठोंकीमुख्यबातेंसमझताऔरई
नकाऄनुमानलगाकरऄपनेिवचारव्यक्त
C-2..2 करताहै।
3.
पाठकीकदशाकोसमझताहैऔरपाठके परर
णामपरचचााकरताहै।
4.
स्रोतोंकीिवश्वसनीयताऔरमहत्ताकाऄनु
मानलगाकरऄपनेिवचारकोसमझताऔ
रसहीतरीके सेव्यक्त करता है।
C-3.1 C-1.4.4
1.
नइसािहित्यकशैिलयोंकाऄध्ययनकरता
है।
2.
कक्षामेंसािथयोंके साथककसीरचनाकोसम
C-5.1 झकरईसपरचचााकरताहै।
3. पुस्तकके सांस्कृ ितक, ऐितहािसक,
औरसामािजकसंदभाकाऄध्ययनकरनेके
बादईसपरबातचीत करता है।
C-2.2.2
1.
सामािजकमुद्दोंपरऄपनेिवचारिलखताहै
।
2.
ककताबकीककसीरचनाकािवश्लेषणकरई
सकीचचााकरताहै।

3.
समुदायकीगितिविधयोंकीसमीक्षाकरई
सके साथजुड़ेसंवेदनशीलमुद्दोंपरबचतन
याबातचीत करता है।
C-3.1.1
1.
किवताऔरप्रस्तुितयोंमेंईपमाऔररूपक
के ईपयोगोंकातुलनात्मकिवश्लेषणकरता
है।
2.
पात्रोंऔरपररिस्थितयोंकोिवकिसतकरने
मेंईसकीभूिमकाकोध्यानमेंरखतेहुएसा
िहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकर
ताहै।
3. व्याख्यात्मकईपकरणोंजैसेककरूपक,
व्यिक्तत्व
करणकाईपयोगकरतेहुएमौिलकपहेिल
यााँबनातेऔर हल करतेह।ैं
C-5.1.1
1.छात्र ऄपने लेखन में सही व्याकरण
और संरचना का प्रयोग करके ऄपने
िवचारों को स्पष्टता से प्रस्तुत कर
सकें गे।
2.ईनमें वाक्य संरचना, वाच्य प्रयोग,
समानाथाक शब्द, और वाक्यांशों का
सही ईपयोग समझने की क्षमता
िवकिसत होगी।
3.छात्र ऄपने लेखन कौशल में सुधार
करके प्रभावशाली और व्यवसाियकरूप
से ऄपने िवचारों को व्यक्त कर सकें गे,
जो की ईनके सािहित्यक और
व्यावसाियक िवकास में मदद करे गा।

पाठ९४: ओ नभ के मंडराते बादल C-1.1 C-1.1.1 सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरनेके
पाठ१५: प्रेमचंद CG-1 1. िलए,
छठा महीना सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामू
पाठ१६: बाज और सांप छात्रोंकोिविभन्नईदाहरणोंके माध्यमसेसूत्रोंकीमहत्व
1)वाक्य और ईसके भेद लयांकनकरतेह।ै ताकोसमझायाजासकताहै।
2) िवराम िचन्ह। 2. पाठोंमेंमूलध्विन,
प्रदूषण, व अिथका समस्या से औरिवषयकाऄनुमानलगानेकेिलएसािह पाठोंमेंमूड, ध्विन,
संबंिधत िनबंध िलखें। ित्यकईपकरणोंकाईपयोगकरतेह।ैं औरिवषयकाऄनुमानलगानेकेिलए, कहािनयों,
ओपचाररक पत्र/ऄनौपचाररक पत्र। 3. किवताओं,
गहरीसमझके िलएपाठमेंपढ़ीगइसामग्री याऄन्यसािहित्यकटेक्स्टकाईपयोगककया जा सकता है
CG-3
परबचतनकरतेहुएबेहतरसमझके िलएप्र ।
C-1.3
श्नपूछतेह।ैं
4. कथािवकासऔरगितकासमीक्षाकरनेकेिलएककसीकहा
िविभन्नसमझरणनीितयोंकामूलयांकनव नीके प्रमुखककरदारोंके िवचारोंऔरकायोंका िवश्लेषण
तुलनाकरके पाठकोसमझनेकाप्रयास कर करें ।
ते हैं।
C-1.3.3 किवताऔरप्रस्तुितयोंमेंईपमाऔररूपकोंकातुलनात्म
CG-5 1. किवश्लेषणकरके ,
C-3.1 िविभन्नपाठोंकीमुख्यबातोंकाऄध्ययनक
छात्रोंकोईनके ऄथाकोसंवहनशीलतामेंप्रस्तुतकरनेके
रताहै।
िलएईनकीप्रभावशीलतापरिवचारकरनेकेिलएप्रेररत
2.
ककयाजासकताहै।
िविभन्नपाठोंकीमुख्यबातेंसमझताऔरई
नकाऄनुमानलगाकरऄपनेिवचारव्यक्त
. सािहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकरनेकेिलए,
करताहै।
छात्रोंकोपात्रोंऔरपररिस्थितयोंकोिवकिसतकरनेकेम
3.
पाठकीकदशाकोसमझताहैऔरपाठके परर हत्वकोसमझानेऔरईसकीभूिमकाकोध्यानमेंरखनेके
C-5.1
णामपरचचााकरताहै। िलएप्रेररतककयाजासकताहै।
. व्याख्यात्मकईपकरणोंकाईपयोगकरतेहुए,
4.
स्रोतोंकीिवश्वसनीयताऔरमहत्ताकाऄनु छात्रोंकोमौिलकपहेिलयााँबनानेऔरहलकरनेकेिलएप्रे
मानलगाकरऄपनेिवचारकोसमझताऔ ररतककया जा सकता है।
रसहीतरीके सेव्यक्त करता है।
C-3.1.1
1.
किवताऔरप्रस्तुितयोंमेंईपमाऔररूपक
के ईपयोगोंकातुलनात्मकिवश्लेषणकरता
है।
2.
पात्रोंऔरपररिस्थितयोंकोिवकिसतकरने

मेंईसकीभूिमकाकोध्यानमेंरखतेहुएसा
िहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकर
ताहै।
3. व्याख्यात्मकईपकरणोंजैसेककरूपक,
व्यिक्तत्व
करणकाईपयोगकरतेहुएमौिलकपहेिल
यााँबनातेऔर हल करतेह।ैं
C-5.1.1
1.छात्र ऄपने लेखन में सही व्याकरण
और संरचना का प्रयोग करके ऄपने
िवचारों को स्पष्टता से प्रस्तुत कर
सकें गे।
2.ईनमें वाक्य संरचना, वाच्य प्रयोग,
समानाथाक शब्द, और वाक्यांशों का
सही ईपयोग समझने की क्षमता
िवकिसत होगी।
3.छात्र ऄपने लेखन कौशल में सुधार
करके प्रभावशाली और व्यवसाियकरूप
से ऄपने िवचारों को व्यक्त कर सकें गे,
जो की ईनके सािहित्यक और
व्यावसाियक िवकास में मदद करे गा।
4.समस्याओंकास्वतंत्ररूपसेसमाधानकर
नेकेिलएकौशलके ईन्नतिसद्धांतोंकोसंश्ले
िषतकरनेमेंसक्षमहोतेह।ैं
पाठ९७: टोपी C1.2 C-1.2.2 सूत्रोंकीिवश्वसनीयताऔरप्रितष्ठाकामूलयांकनकरनेके
सातवााँ पाठ१८: सूरदास के पद 1. िलए,
महीना पाठ१९: सुदामा चररत CG-1 पाठकीसंरचनाकरतेहुएमुख्यबबदुओंऔर छात्रोंकोिविभन्नईदाहरणोंके माध्यमसेसूत्रोंकीमहत्व
बेरोजगारी व िवज्ञान की समस्या समथानिववरणोंकीपहचानकरतेह।ैं ताकोसमझायाजासकताहै।
पर अधाररत िनबंध 2. गैर-
ऄनौपचाररक पत्र। कथात्मकपाठोंसेजरटलिवचारोंकासंक्षेप
णकरके ,
मुख्यतका औरप्रमाणकागहराइसेऄध्ययन पाठोंमेंमूड, ध्विन, औरिवषयकाऄनुमान
CG-2
करतेह।ैं लगानेकेिलए, कहािनयों, किवताओं,
C2.1
3. याऄन्यसािहित्यकटेक्स्टकाईपयोगककया जा सकता है
लेखकके दृिष्टकोणकोसमझनेऔरजाननेके ।
ईपरांतईसमेंछुपेसामािजकमूलयोंपर च किवताऔरप्रस्तुितयोंमेंईपमाऔररूपकोंकातुलनात्म

चाा करते हैं। किवश्लेषणकरके ,
छात्रोंकोईनके ऄथाकोसंवहनशीलतामेंप्रस्तुतकरनेके
CG-3 C-2.1.1 िलएईनकीप्रभावशीलतापरिवचारकरनेकेिलएप्रेररत
1. ककयाजासकताहै।
C-3.1 एकऄनुच्छे दयािनबंधमेंिवचारोंकोसंग सािहत्यमेंव्यिक्तत्वीकरणकामूलयांकनकरनेकेिलए,
रठतकरप्रस्तुतकरताहै। छात्रोंकोपात्रोंऔर
2. पररिस्थितयोंकोिवकिसतकरनेकेमहत्वकोसमझानेऔ
कहानीकोऄपनेशब्दोंमेंिलखनेकाप्रयास रईसकीभूिमकाकोध्यानमेंरखनेकेिलएप्रेररतककयाजा
करताहै। सकताहै।
CG-4 3.प्रेरकिनबंधिलखकरईसमेंिमबद्धता
CG-4.1 काईपयोग करता है। . व्याख्यात्मकईपकरणोंकाईपयोगकरतेहुए,
C-3.1.1 छात्रोंकोमौिलकपहेिलयााँबनानेऔरहलकरनेकेिलएप्रे
1. किवता ररतककया जा सकता है।
औरप्रस्तुितयोंमेंईपमाऔररूपकके ईपयो
गोंकातुलनात्मकिवश्लेषणकरताहै। छात्रोंकोसमस्याओंके हलके िलएरणनीितयोंकीपहचा
2. पात्रों और पररिस्थितयों को नकरनेऔरईन्हेंशब्द-
िवकिसत करने में ईसकी भूिमका को खेलोंके माध्यमसेप्रस्तुतकरनेकेिलएसमूहमेंकामकरने
ध्यान में रखते हुए सािहत्य में का ऄभ्यास कराएं।
व्यिक्तत्वीकरण का मूलयांकन करता है।
3. व्याख्यात्मक ईपकरणों जैसे कक
रूपक, व्यिक्तत्व करण का ईपयोग
करते हुए मौिलक पहेिलयााँ बनाते
और हल करते हैं।
C-4.1.1
1.एक कालपिनक ककताब की कथा
िवकास की समीक्षा करता है।
2.छात्र सािहत्य के िविभन्न रूपों की
पहचान करते हैं और ईनकी सराहना
करते हैं, जैसे गद्य, किवता, और
नाटक के नमूने।
3.छात्र िविभन्न प्रकार के सािहत्य को
पढ़कर और लेखन में ईपयोग करके
ईपमा, रुपक, मानवीकरण
ऄलंकार, ऄितशयोिक्त और ऄनुप्रास
जैसे सािहित्यक ईपकरणों की पहचान
करते हैं।

कक्षा अठवीं के िलए मूलयांकन योजना
खंड -ए [पठन बोध 14[ ]ऄंक]
1. िनधााररत किवताओं से एक किवता के छंद को हल करने का प्रयास करे और तीन बहुिवकलपीय प्रश्न एक िवस्तृत जवाब वाला प्रश्न और एक ररक्त स्थान
की पूर्षत वाला प्रश्न हो जो समझ ,सािहित्यक ईपकरण ,ऄनुमान अकद पर अधाररत हो I 1X5 ऄंक
2. लगभग 200से 250शब्दों के एक ऄनदेखे गद्यांश को हल करने का प्रयास करे िजसके बाद समझ पर अधाररत बहुिवकलपीय प्रश्न,गद्यांश को ईपयुक्त
शीषाक प्रदान करना,एक शब्द प्रितस्थापन,शब्दावली,ऄनुमान,िवश्लेषण अकद शािमल होंI 1x 5ऄंक
3. एक प्रश्न,दृश्यांक/बार ग्राफ़/अवृित िवचार प्राधान्य कदए गए प्रश्नो का प्रयास करे ,िजसके बाद 4बहुिवकलपीय प्रश्न और एक िवस्तृत जवाब देने वाला प्रश्न
हो,जो ऄनुमान,िवश्लेषण,मूलयाकन अकद पर अधाररत हो I 1x 4ऄंक
खंड– बी [व्याकरण 9[ ]ऄंक ]
 िवलोम शब्द, ऄथा तथा प्रयोग।
 पयाायवाची शब्द, सवानाम,संज्ञा,किया।
 िवशेषण,वाक्य,िवराम िचन्ह, ऄनेक शब्दों के िलए एक शब्द, मुहावरे , लोकोिक्तयां।
 बलग, कारक, संिध, संिध िवच्छे द,ईपसगा और प्रत्यय।
 काल, सम्मोचाररत शब्द
 किव और लेखक
1. ईपयुाक्त भागो का ईपयोग ररक्त स्थानो व पैराग्राफ़ में कर सकते हैं I 3ऄंक
2. प्रत्यक्ष व ऄप्रत्यक्ष बोलचाल में कदए गए पैराग्राफ़ को िवपरीत शब्दों में पररवर्षतत ककया सकता है I 2 ऄंक
3. एक पररचयात्मक पैसेज/कहानी/पैराग्राफ कदया जा सकता है िजसमें समय,िवराम और ईपयुक्त वतानी अकद का प्रयोग ककया जा सकता है I
2ऄंक
4. सरल शब्दों का एक छोटा सा पैरा दीिजए िजसमें समास,ऄलंकार अकद को रे खांककत ककया जाएगा I 2ऄंक

खंड सी (लेखन कौशल 12- ऄंक)
1. दी गइ पररिस्थित के ऄनुसार कहानी/बातचीत/भाषण/ररपोटा लेखन पर एक प्र्श्श्न का प्रयास कीिजए - 3ऄंक
2. दी गइ पाररिस्थित पर संदश
े /इमेल/सोशल मीिडया पोस्ट लेखन के िलए एक प्राशन िनधााररत करे 50[शब्द ] 2ऄंक
3. दी गयी पररिस्थित के ऄनुसार पत्र लेखन के िलए दो पत्रों में से एक पररिशष्ट [औपचाररक/ऄनौपचाररक ]पर पत्र िलखे 3ऄंक

4. दो में से एक प्रश्न पर प्रयास ककया जाना चािहए जो घटनाओं,पररिस्थितयों अकद पर पैराग्राफ़ लेखन पर हो ,िजसमें कदए गए संकेतो और दृश्य की
सहायता से ऄंश कदया गया हो I 80[ से 100शब्दों में ] 4ऄंक

खंड डी (सािहत्य 15 ऄंक)
1. पाठ्यपुस्तक में से गद्य पाठों के ककन्ही छ :में से तीन छोटे क्षमता -अधाररत प्रश्नो का प्रयास करे 3X6=2
2. पढ़ने की समझ में कदए गए प्रश्नो को छोड़कर,िवषय कें द्रीय िवचार ,सािहित्यक ईपकरणो अकद पर अधाररत चार लघु योग्यता अधाररत प्रश्नो में से दो
किवताओं को हल करने का प्रयास ककया जाना चािहए I 2X4= 2
3. लघु कथाओं और नाटकों के चररत्र,दृश्य,िवषय,कथानक,िस्थित,घटना अकद के अधार पर तीन दीघा योग्यता अधाररत प्रश्नो का प्रयास ककया जाना
चािहए I 1X 5= 5

योगात्मक मूलयांकन
ि.सं कतान ऄध्याय संख्या और नाम
ऄंक अवंरटत
01 क ऄपरठत गद्यांश 14
02 ख व्याकरण 09

03 ग लेखन कौशल 12
04 सािहत्य
पाठ९४: ओ नभ के मंडराते बादल
पाठ१५: प्रेमचंद
घ पाठ१६: बाज और सांप 15
पाठ९७: टोपी,
पाठ१८: सूरदास के पद
पाठ१९: सुदामा चररत
कु ल 50 ऄंक

Class 8th
(Dogri)

जमात : ऄठमीं
समां ऄवधी िबशे/ईपिबशे िसक्खनें दे पररणाम योग्यता गितिविधएं लेइ सुझा
(म्हीने च)
किवता गी लैऽ कन्नै किवता राहें ऄजादी दी म्हत्ता, ●िवद्यार्षथएं गी ऄजादी ते गुलामी च फका दस्सेअ जाइ
पढ़ना, चेता करना ते ऄिधकार ते फर्जा दी योग्यता दा ज्ञान सकदा ऐ।
जमातै च सनाना ●किवता च बरतोए दे मुहावरें ते खुअनें दा ऄथा दसदे होइ
ईं दा वाक्य च प्रयोग करने दा भ्यास िवद्यार्षथएं च लेखन ते
वाचन कला गी मजबूत करग।
●ऄजादी बाद भारत दे नागररकें गी जेह्ड़े ऄिधकार थ्होए
न ,ईं दे बारै िवद्यार्षथएं गी समझाया जाइ सकदा ऐ।
●तरं गे झंडे दे रं ग, ईसदे प्रतीकें ते ऄशोक चि बारै गलल
ककत्ती जाइ सकदी ऐ।
15 ऄगस्त (किवता)
●भारत दी ऄजादी लेइ श्हीद होने अह्ले ककश वीरयोदाएं
बारै चचाा कररयै िवद्यार्षथएं दा ज्ञान बधाया जाइ सकदा ऐ।
●किवता गी मूह् ं जबानी चेते कररयै कलास च सनानै लेइ
1 प्रेरत ककत्ता जाइ सकदा ऐ।
● ऄजादी परैं त के ह्के ह् प्राप्त करना - होअ ते के ह्के ह् प्राप्त-
ए बच्चें गी समझाइ देसै लेइ ककश करने गी ,ऄजैं बाकी ऐ
प्रेरतककत्ता जाइ सकदा ऐ।

किवता गी लैऽ कन्नै किवता राहें घरै दे बड्डे बजुगें दे ●किवता च दस्सी गेकदएं बुराआयें बारै िवद्यार्षथएं कन्नै चचाा
पढ़नाचेता करना ते , अदर-मान ते िनक्कें प्रित िहरख करदे होइ ईनेंगी आंदे शा दूर रौह्ने लेइ प्रेररत ककत्ता जाइ
जमातै च सनाना भावना दी योग्यता दा ज्ञान सकदा ऐ।
जंदे घरै दे आयै राह् ●घरै च बड्डें दा अदर- मान ते िनक्कें कन्नै िहरखै नै रौहने लेइ
िसक्खेअ कदत्ती जाइ सकदी ऐ।
●िवद्यार्षथएं गी लड़ाइ - झगड़ें दे नुकसान ते सुलह्सलाह् -
कन्नै रौह्नै दे फायदे दस्से जाइ सकदे न।

किवता गी लैऽ कन्नै किवता राहें कं ढी ऄलाके दे खान- ●कं ढी ते ग्राएं दे लोकें दे जीवन बारै गललबात कररयै
कं ढी ते शैहर पढ़ना, चेता करना ते पान , साग़ सिब्जएं ते कम्में-कार्जें दे िवद्यार्षथएं गी दौनें थाहरें बारै जानकारी कदत्ती जाइ सकदी
2
जमातै च सनाना ज्ञान दी योग्यता। ऐ।
●कं ढी लाह्के कदयां फस्लां, फल -सिब्जयां ते बूटें बगैरा दे

बारे च बच्चें गी िवस्तार कन्नै दस्सेअ जाइ सकदा ऐ।
●ग्राएं ते शैहरें दे लोकें दे खानपान , कम्मकाज च फका बारै
चचाा ककत्ती जाइ सकदी ऐ।
●ग्रां दे लोकें दा शैहरा पासै पलायन करने दे कारण दस्सदे
होइ ककश ईदाहरण बी कदत्ते जाइ सकदे न।
● कं ढ़ी ईप्परकइ किवतां लखोइ ,शैहरें ईप्पर ,ग्राएं ईप्पर ,
ईं दे बा ,कदयां नरै बच्चें गी सरसरी जानकारी देआयै पाठ गी
होर रोचक बनाया जाइ सकदा ऐ।
● पैह्लें दी कं ढ़ी ते ऄज्जै दी कं ढ़ीपैह्लें दे ग्रां ते ऄज्जै दे ग्रां ,
च फका समझाया जाइ सकदा ऐ।

किवता गी लैऽ कन्नै किवता राहें िधयें प्रित होने अह्ले ●लोरी दी पररभाशा समझांदे होइ होर भाषाएं दी लोररयें
पढ़ना, चेता करना ते माड़े बरताऽ ते ककश होर बुराआयें गी बारे बी जानकारी कदत्ती जाइ सकदी ऐ।
जमातै च सनाना दूर करने दी योग्यता दा ज्ञान कदत्ते ●किवता च बरतोए दे मुहावरें गी तािलयै ईं दे बारै चचाा
दा ऐ। कररयै ईनेंगी वाक्य च प्रयोग ककत्ता जाइ सकदा ऐ।
●समाजक बुराइ भ्रून हत्या पर खुिललयै गलल-बात ककत्ती
जाइ सकदी ऐ।
●िवद्यार्षथएं गी पुच्छेअ जाइ सकदा ऐ जे क्या ईं दी
लोरी जानकारी च जां ईदें गै घर जागतें ते कु िड़एं च भेदभाव दे
ईदाहरण ईनेंगी लभदे न।
●धीऽ दे जन्म दे बाद घरै च रौनक बधी जंदी ऐ, िधयां
िजम्मेदार हुंकदयां नआसदे ककश ईदाहरण कदत्ते जाइ सकदे ,
न।
●ए सोचने लेइ अक्खेअ जाइ सकदा ऐ जे जेकर कु िड़यां
संसार च औंगन गै नेईं तां के ह़् होग?
●दुिनयां दी कामयाब मिहलाएं दे ईदाहरण कदत्ते जाइ सकदे
न।
किवता गी लैऽ कन्नै किवता च कं ढी दे जीवन -यापन दे ●िवद्यार्षथएं गी चेता कराया जाइ सकदा ऐ जे आस्सै चालली
पढ़ना, चेता करना ते कन्नै- कन्नै छंद बगैरा दी बरतून दी दे िबशे ईप्पर आक किवता पैह्लें बी पढ़ी लैती गेदी ऐ।
कं कढया दा बस्सना जमातै च सनाना योग्यता दा ज्ञान कदत्ते दा ऐ। ●कं ढी लाके दी कु िडएंलािड़ -एं दे कम्मकाज बारै चचाा
3
ककत्ती जाइ सकदी ऐ।
●ऄजादी दे बाद भारत दे कं ढी खेतर च जेहड़े बदलाव होए
नईं दे पर , चचाा ककत्ती जाइ सकदी ऐ।

●िवद्यार्षथएं गी पुच्छेअ जाइ सकदा ऐ जे चक्की कु न्नै- कु न्नै
कदक्खी दी ऐ।
●मशीनी जुग च हून कत्तने-बपजनेअटा पीह्ने जैसे कम्म ,
ते ईं दे बदलने क ,तरीके ककन्ने बदली गेदे न-करने दे ढंगन्नै
लोकें दे जीवन च के ह् एह्दे पर चचाा ,के ह् फका अए न-
ककत्ती जाइ सकदी ऐ ते ऄग्गें के ह्बच्चें गी ,के ह् ऄजैं होर होग-
कलपना करने लेइ अखेअ जाइ सकदा ऐ।
●किवता च किवत्त छंद दा आस्तेमाल होए दा ऐबच्चें गी आस ,
छंद दी जानकारी कदत्ती जाइ सकदी ऐ ते मूंह्जवानी चेते
ता कलास च सनानै लेइ बी प्रेरत ककत्ता जाइ कररयै किव
सकदा ऐ।

क्हानी गी पढ़ने च इदी क्हानी राहें गरीबें असेअ इद ●िवद्यार्षथएं गी किवता ते क्हानी च फका दस्सेअ जाइ
रोचकता दे गुण पैदा दा ध्यार मनाने दी योग्यता दा ज्ञान सकदा ऐ।
करना ●इदी कदूं ते की कदत्ती जंदी ऐ,चचाा करी सकदे ओ।
●पैह्ले समें दी दुकानदारी ते ऄज्ज दी दुकानदारी च फका
दस्सदे होइ ऑनलाआन शॉबपग दी गलल बात बी ककत्ती जाइ
सकदी ऐ।
●आस क्हानी दी तत्वें दे ऄधार पर गललबात कररयै
इदी )क्हानी( िवद्यार्षथएं गी मती जानकारी कदत्ती जाइ सकदी ऐ।

क्हानी गी पढ़ने च घराट के ह् होंदा ऐ, ए कैं ह्दे कन्नै ●‘मंगते दा घराट’ डोगरी च लखोने अह्ले पैह्ले क्हानी
रोचकता दे गुण पैदा चलदा ऐ ते मंगता नांऽ दा अदमी संग्रैह ‘पैह्ला फु लल’ चा लैती दी आक क्हानी ऐ। िवद्यार्षथएं
करना आसगी ककयां चलांदा ऐ ज्ञान दी गी ए जानकारी दददे होइ ककश मुंडले क्हानी संग्रैहें दी ते
मंगते दा घराट
4 योग्यता दस्सी गेदी ऐ। डोगरी दे ऄज्जै दे क्हानीकारें बारे सरसरी जानकारी कदत्ती
जाइ सकदी ऐ।
●घराट कु न्नै-कु न्नै कदक्खे दा ऐ ते ए ककयां चलदा ऐ, चचाा
ककत्ती जाइ सकदी ऐ।

●बहदू-मुस्लम एक्कै दी गललबात ककत्ती जाइ सकदी ऐ।
●घराट दे अटे दे सुअद बारै सनाया जाइ सकदा ऐ।

क्हानी गी पढ़ने च आस क्हानी च डु ग्गर दे मुक्ख ध्यार ●क्हानी च ककश नमें शब्द अए दे न,िजयां घमांह्, मनें
रोचकता दे गुण पैदा सकोलड़े ईप्पर बनाए जाने अह्ले बगैरा,आंदे कन्नै आंदे मेलमे शब्द दस्से जाइ सकदे न, िजयां:-
करना पकोअन ते होर रीती- रबार्ज दी कनाल, मले, मन, पढ़ोपी, टुप्पा बगैरा ते आंदे बारै चचाा
योग्यता दा ज्ञान। ककत्ती जाइ सकदी ऐ।
●रुट्ट -राह्ड़े, सकोलड़े, खमीरे , बब्बरूं बगैरा बारै चचाा
ककत्ती जाइ सकदी ऐ।
●क्हानी च प्लुतऽ( )िचन्ह दा प्रयोग होए दा ऐ, आसदे प्रयोग
सकोलड़े ते ईच्चारण बारै गलल-बात ककत्ती जाइ सकदी ऐ।
●कु िड़एं- लािड़यें सरबंधी ककश होर तेहारें बारै चचाा ककत्ती
जाइ सकदी ऐ।

संत किव रिवदास जी संत किव रिवदास जी दी ●संत किव रिवदास हुंदे बारै पाठ दे ऄलावा ककश होर
दे व्यिक्तत्व ते कृ ित्तत्व आमानदारी, नेकिनयती ते समाज च जानकारी बी कदत्ती जाइ सकदी ऐ।
बारै ज्ञान हासल जनािनयें दे िहतें बारै गलल करने दी ●िवद्यार्षथएं गी ए दस्से अजाइ सकदा ऐ जे कोइ बी कम्म
करना योग्यता दा ज्ञान हासल करना िनक्का जां बड्डा नेईं होंदाईस्सी इमानदारी क ,न्नै करना गै
संत किव रिवदास बड़प्पन ऐ।
5
●संत रिवदास हुंदे जुगै च जनािनयें कु िड़एं गी मते ऄिधकार
नेईं हे, क्या ऄज्ज साढ़े समाज च आनेंगी बरोबर दे ऄिधकार
हैन? जेकर नेईं तां के ह्ड़े-के हडे ऄिधकार नेईं न, चचाा ककत्ती
जाइ सकदी ऐ।
●डु ग्गर प्रदेश च बी रिव दास दे के ईं मंदर न ते ईन्दी सुच्ची

सम्हालै च झाककयां बगैरा बी किड्डयां जंकदयां न, ईं दे बारै
िवद्यार्षथएं कन्नै चचाा ककत्ती जाइ सकदी ऐ।

भगत बसह जी हुंदे भगत बसह हुंदे देश प्रेम ते ऄजादी ●पाठ पढ़ाने शा पैह्लें शहीद भगत बसह हुंदे ते ईस बेलले दे
व्यिक्तत्व ते कृ ित्तत्व लेइ हसदे हसदे ऄपनी बजद कबाान लहातें बारै च गललबात ककत्ती जाइ सकदी ऐ।
बारै सबूरी जानकारी करी देने दे जजबे दा ज्ञान। ●ऄध्यापक यूट्डूब, गूगल बगैरा दा स्हारा लेआयै ककश
हासल करना वीिडयो, फोटो बगैरा िवद्यार्षथएं सामनै दस्सी सकदे न।
शहीद भगत बसह ●पाठ दे ऄलावा बी श्हीद भगत बसह हुंदे जीवन दे ककश
6 होर ककस्से सांझे करी सकदे ओ।
●शहीद भगत बसह हुंदे पर ककश कफलमां बी बनी कदयां न
ईं दे बारै बी चचाा ककत्ती जाइ सकदी ऐ।

एकांकी पढ़ने, समझने एकांकी राहें शैहरें च ककत्ती जाने ●िवद्यार्षथएं गी परौह्नचारी दी पररभाशा देआयै ऄज्जै दी
ते िलखने दी अह्ली परौह्नचारी दा ब्यांगात्मक परौह्नचारी ते िपछले समें दी परौह्नचारीग्रां दी ,
जानकारी हासल ढंगै कन्नै ब्यौरा। परौह्नचारी ते शैहरा दी परौह्नचारी बारे जानकारीकदत्ती
करना। जाइ सकदी ऐ।
●परसराम ते बसंती दे सुभा बारै गललबात करदे होइ ककश
होर ऐसे कालपिनक पात्रें दा िजि ककत्ता जाइ सकदा ऐ तां
जे िवद्यार्षथएं दी पाठ च होर रुिच बनी जा।
एकांकी/परौह्नचारी
●एकांकी दे पात्रें दी भूमका नभानै लेइ िवद्यार्षथएं गी प्रेरत
7
ककत्ता जाइ सकदा ऐ ते कलास च ए एकांकी खेढ़ी जाइ
सकदी ऐ तां जे सारी कलास गी ए मनोरं जन दे माध्यम कन्नै
समझ बी अइ जा ते भूमका ऩभाने अह्लें च ऄिभनय कला
दा बकास बी होऐ।

योगात्मक मूलयांकन
ि.सं. कतान ध्याs िगनतरी ते नांऽ नंबरे दी बंड
01 क पाठ बोधन 15

02 ख व्याकरण 8

03 ग लेखन कौशल 12

04 सािहत्य

05 िनबंध , िजयां मेरा स्कू ल, मेरा देस, देअली

06 घ किया ते किया िवशेषण ते ईसदे रूप 15
07 किवता , क्हानी ते िनबंध दे सुअल

08 संज्ञा, सवानाम ते िवशेषण दा प्रयोग

कु लल 50 नंबर

ऄठमीं जमातै लेइ अकलन दी योजना
भाग (ए) पढ़ने दी समझ (15 ऄंक)
1( गद्य खंड थमां तकरीबन 100 थमां 150 शब्दें दा आक कदक्खेअ गेदा ऄंश, िजसदे बाद एमसीक्यू, समझदारी दे सवाल, खालली थाह्र भरने, शब्दावली बगैरा दी कोशश कीती
जा। 1×5=5 नंबर

2( लगभग 100 थमां 150 शब्दें दे आक ऄनकदक्खे खंड गी हल करने दी कोशश करना ते ईसदे बाद एमसीक्यू, समझदारी दे सवाल, ऄंश गी ईिचत िसलेख देना , आक शब्द दा
प्रयोग बगैरा। 1×5=5 नंबर

3( दृश्य सुराग/सांिख्यक डेटा/बार ग्राफ बगैरा पर अधारत आक सवाल ते ईसदे बाद समझ, ऄनुमान, िवश्लेषण, मूलयांकन बगैरा पर अधारत एमसीक्यू दी कोशश कीती जानी
चािहदी। 1×5=5 नंबर

भाग (ख) व्याकरण (8 नंबर )
• लेखें दी पन्छान

• संज्ञा, सवानाम, किया, िवशेषण दा प्रयोग

• िवभिक्तयां दी पन्छान करना

• काल दा प्रयोग )साधारण वतामान ते सरल भूत(

• समें दी पन्छान

• संज्ञा संख्या ते बलग दा प्रयोग

4( लेख, िवभिक्त, संिध बगैरा गी रे खांककत जां गोल कररयै कु सै प्रासंिगक ऄंश दी पन्छान करने लेइ अखेअ जाग। 2.5 नंबर

5( संज्ञा, सवानाम, किया, िवशेषण बगैरा दा आस्तेमाल करदे होइ खालली थाह्रें कन्नै आक प्रासंिगक पैराग्राफ 2.5 नंबर

6( साधारण वतामान ते साधारण ऄतीत च कियाएं दा आस्तेमाल कररयै आक पैराग्राफ गी खालली थाह्रें कन्नै हल करने दी कोशश कीती जानी चािहदी।
3 नंबर

भाग (ग) लेखन कौशल (12 नंबर )
7( त्रै च पैराग्राफ िलखने पर आक सवाल कदत्ते गेदे संकेत कन्नै कु सै बी िस्थित पर कोशश कीती जाग। )40-60 शब्द( दा। 5 नंबर

8( िचट्ठी िलखने पर दो च आक सवाल कदत्ती गेदी पररिस्थितयें पर कोशश कीती जाग। )ऄनौपचाररक( दा। 4 नंबर

9( संदेश/इ-मेल िलखने पर आक सवाल कदत्ते गेदे संकेतें कन्नै प्रयास करना होग। )50-60 शब्द( 3 नंबर

भाग (घ) सािहत्य (15 नंबर )
10( भाग चार च दो लघु योग्यता अह्ले सवालें दी कोशश िनधाारत पाठ्यपुस्तक दे गद्य ग्रंथें थमां कीती जानी चािहदी। 2×2=4 नंबर

11( किवताएं थमां िवशे, कें द्रीय िवचार, तुकबंदी योजना ईप्पर अधाररत पंजें शा त्रै लघु योग्यता अह्ले सुअलें दी कोशश कीती जानी चािहदी।
3×2=6 नंबर

12( समझ, िवश्लेषण, मूलयांकन बगैरा दे अधार ईप्पर दो लम्मी जवाब देने अह्ले योग्यता अह्ले सवालें च आक दी कोशश कीती जानी चािहदी।

5×2=6 नंबर

Class 8th
(Urdu)

‫نصابی اہداف‬
‫‪1‬۔ نصابی ہدف‬
‫مختلف تحریروں (کہانیاں‪ ،‬نظمیں‪ ،‬ڈراموں کے التباسات‪ ،‬مضامین‪ ،‬مضامین‪ ،‬نیوز رپورٹس) کے ساتھ مشغول ہوکر آزادانہ پڑھنے کی تفہیم اور خالصہ سازی کی مہارت کو فروغ دیتا ہے‬
‫اور کتابیں پڑھنے میں دلچسپی ظاہر کرتا ہے۔‬
‫‪2‬۔نصابی ہدف‬
‫سماجی تمریبات کے خیاالت‪ ،‬احساسات اور تجربات کے بارے میں لکھنے کی صالحیت حاصل کرتا ہے (مثال کے طور پر‪ ،‬گاؤں کے میلے‪ ،‬تہوار‪ ،‬موالع)‬
‫‪3‬۔نصابی ہدف‬
‫مؤثر مواصالت کی صالحیت کو فروغ دیتا ہے‪ .‬سوال پوچھنے‪ ،‬بیان کرنے‪ ،‬تجزیہ کرنے اور جواب دینے کے لئے زبان کی مہارت کا استعمال‬
‫‪4‬۔نصابی ہدف‬
‫ادب کے مختلف ادبی آالت اور شکلوں کی کھوج کرتا ہے‬
‫‪5‬۔نصابی ہدف‬
‫بنیادی لسانی پہلوؤں (وارڈ اور جملے کی ساخت) کو پہچاننے کی صالحیت پیدا کرتا ہے اور انہیں زبانی اور تحریری اظہار میں استعمال کرتا ہے۔‬

‫اسکولی تعلیم کے لئے لومی نصاب کا فریم ورک‬
‫‪6‬۔نصابی ہدف‬
‫زبان کی مخصوص خصوصیات کی تعریف کرتا ہے ‪ ،‬بشمول اس کے حروف تہجی اور رسم الخط ‪ ،‬آوازیں ‪ ،‬نظمیں ‪ ،‬پن ‪ ،‬اور دیگر ورڈ پلے اور کھیل جو زبان کے لئے منفرد ہیں۔‬

‫مہارتیں‬
‫‪1.1‬مختلف نصوص کو سمجھنے کے لیے مختلف فہم حکمت عملیوں (تخمینہ‪ ،‬پیشین گوئی) کا اطالق کرتا ہے۔‬
‫‪1.2‬اہم نکات کی نشاندہی کرتا ہے‪ ،‬متن کو بغور پڑھنے کے بعد خالصہ کرتا ہے‪ ،‬اور ہم آہنگی سے جواب دیتا ہے‬
‫‪1.3‬مختلف نصوص میں مرکزی خیال کی شناخت اور تعریف کرتا ہے۔‬

‫‪1.4‬مختلف لسم کی کتابوں کو منتخب کرنے اور پڑھنے میں دلچسپی ظاہر کرتا ہے۔‬

‫تحریری حکمت عملیوں کا استعمال کرتا ہے‪ ،‬جیسے خیاالت کو ترتیب دینا‪ ،‬عنوانات‪/‬سہ سرخیوں کی شناخت کرنا اور واضح آغاز‪ ،‬اختتام اور پیراگراف بنانا‪2.1‬‬

‫تحریری طور پر اپنے ارد گرد کے مختلف پہلوؤں پر تجربات‪ ،‬جذبات اور تنمید کا اظہار کرتا ہے۔‪2.2‬‬

‫‪ 3.1‬مناسب انداز کا استعمال کرتے ہوئے مختلف لسم کے خطوط اور مضامین لکھتا ہے اور مختلف سامعین اور مماصد کے لیے رجسٹر کرتا ہے۔‬

‫‪ 4.1‬ادب کی مختلف شکلوں کی شناخت اور تعریف کرتا ہے (نثر‪ ،‬شاعری اور ڈرامہ کے نمونے)‬

‫‪2‬۔‪4‬‬
‫ادبی آالت کی شناخت کرتا ہے‪ ،‬جیسے کہ تشبیہ‪ ،‬استعارہ‪ ،‬شخصیت سازی (النکارس)‪ ،‬ہائپربول (اتھیشیوکتھی)‪ ،‬اور متناسب (انوپراس)‪ ،‬مختلف لسم کے ادب کو پڑھ کر اور تحریر میں‬
‫استعمال کرتا ہے۔‬

‫‪5.1‬‬
‫اپنی تحریر میں مناسب گرامر اور ساخت کا استعمال کرتا ہے۔‬

‫‪6.1‬‬
‫زبان کی صوتیات اور رسم الخط‪ ،‬حرفوں اور حرفوں کی تعداد‪ ،‬اور وہ کس طرح تعامل کرتے ہیں اور استعمال ہوتے ہیں کو سمجھتا ہے‬
‫‪6.2‬تمریر اور تحریر کو مزید دلچسپ اور پرلطف بنانے کے لیے زبان میں‪ ، aliteration، rhymes،puns‬اور دیگر ورڈ پلے کے استعمال میں مشغول‬

‫دیئے گئے حروف یا آوازوں کے بغیر جملے‪ ،‬پہیلیاں‪ ،‬لطیفے‪ ،‬انتاکشری‪palindromes، spoonisms، ،‬زبان کے کچھ بڑے لفظی کھیلوں سے والف ہو جاتا ہے (مثال کے طور پر‪6.3 ،‬‬
‫)‪anagrams ،crosswords‬‬

‫ایکیڈمک پالنر‬
‫ِ‬ ‫آٹھویں جماعت کے ل ٔیے اردُو‬

‫مہارتیں‬
‫سیکھنے کے طریقے‬ ‫آموزشی ما حصل‬ ‫گرائمر‪/‬کلیدی اجزا‬ ‫نظم‪ /‬متن‪ /‬مضمون وغیرہ‬ ‫وقت‬

‫‪:‬حصہ نظم‬ ‫)حصہ نظم)‬ ‫‪1.1.2‬‬ ‫لب و لہجہ۔مطلع۔حسن‬ ‫سیتاجی کی‬ ‫حمد‪،‬نعت‪،‬‬ ‫پہال مہینہ‬
‫شاعری کا تعارف‪ :‬شاعری کیا ہے اور اس‬ ‫نظموں‬ ‫‪1.1.3‬‬ ‫مطلع۔ممطع۔ردیف ۔ لافیہ۔شعری‬ ‫آہ و زاری‬
‫کی مختلف شکلیں (شاعری‪ ،‬آزاد نظم‪ ،‬ہائیکو‬ ‫کو مناسب لب و لہجے کے ساتھ‬ ‫‪1.1.4‬‬ ‫اصطالحات کا بیان‪:‬‬
‫وغیرہ) متعارف کروا کر شروع کریں۔ اس‬ ‫پڑھتے ہیں۔‬ ‫‪2.2.2‬‬ ‫تشبیہ‪،‬مبالغہ‪،‬امیجری وغیرہ۔اشعار‬
‫میں بلند آواز سے پڑھنا اور وضاحتی زبان‬ ‫پڑھی گئ نظموں کے بارےمیں اپنی‬ ‫‪4.4.1‬‬ ‫کی تشریح۔مرکبات۔ نصاب میں‬
‫پر بحث کرنا شامل ہو سکتا ہے۔‬ ‫راۓ تحریر کرتے ہیں۔‬ ‫‪4.4.2‬‬ ‫موحود نظموں کی مشفیں۔‬
‫شاعری اور تال کی شناخت‪ :‬طلباء کو‬ ‫نظم کا مرکزی خیال اور خالصہ‬ ‫‪6.6.2‬‬
‫نظموں میں شاعری کی اسکیموں اور تال‬ ‫لکھتے ہیں۔‬ ‫‪5.5.1‬‬
‫کے نمونوں کی شناخت کرنا سکھائیں۔‬ ‫خاکِ وطن‪،‬ایک لڑکی‬ ‫دوسرا مہینہ‬
‫تخلیمی اظہار‪ :‬طلباء کو شاعری کے ذریعے‬ ‫ہماری تاریخ‪،‬میرا وطن‬ ‫تیسرا مہینہ‬
‫اپنے اظہار کے موالع فراہم کریں۔ تھیمز کی‬ ‫)حصہ نثر)‬ ‫‪1.1.1‬‬ ‫فعل کی السام۔جمع اور جمع‬ ‫کاہلی‪،‬سگریٹ نوشی کی تباہ‬ ‫چوتھا مہینہ‬
‫تالش‪ :‬شاعری میں عام موضوعات جیسے‬ ‫طلبا ٔ نصابی کتاب کے عالوہ مختلف‬ ‫‪1.1.2‬‬ ‫الجمع۔خطاب‪،‬لمب‪،‬تخلص‬ ‫کاریاں ‪ ،‬اُستاد کا احترام‬
‫فطرت‪ ،‬دوستی‪ ،‬خاندان‪ ،‬اور جذبات متعارف‬ ‫ذرائعہ سے حاصل ہونے والی کتابیں‬ ‫‪2.2.2‬‬ ‫اضداد‪،‬مترادفات۔ سابقے‬
‫کروائیں۔ بحث کریں کہ شاعر ان موضوعات‬ ‫بھی پڑھتے ہیں۔‬ ‫‪4.4.1‬‬ ‫الحقے۔مکالمہ بازی‬
‫کو بیان کرنے کے لیے کس طرح زبان کا‬ ‫کہانیوں کومناسب لب و لہجے کے‬ ‫‪6.6.1‬‬
‫استعمال کرتے ہیں اور انھیں طلبہ کے اپنے‬ ‫ساتھ پڑھتے ہیں۔‬ ‫‪6.6.2‬‬
‫تجربات سے جوڑتے ہیں۔‬ ‫پڑھی گئ کہانیوں کے بارے میں اپنی‬ ‫‪5.5.1‬‬
‫حصہ نثر‬ ‫راۓ تحریر کرتے ہیں۔‬ ‫‪1.1.4‬‬
‫سماج میں ہونے والے والعات اور‬ ‫تذکیر و تانیث۔اسم صفت کی‬ ‫نوبل انعام کی کہانی‪ ،‬گیہوں کا‬ ‫پانچواں‬
‫کریں۔ اعلی درجے کے نثر کے انتخاب‪:‬‬ ‫مسائل کے تئیں کے آزادی کے ساتھ‬ ‫وضاحت۔حروف کا بیان‬ ‫دانہ‪،‬چند خال باز خواتین‬ ‫مہینہ‬
‫کالسک ادب یا عصری کاموں سے اردو نثر‬ ‫تجزیہ کرتے ہیں۔‬ ‫پراگراف۔ای میل۔خطوط‬ ‫لل دید ‪ ،‬گوتم بدھ‪،‬اُف! یہ‬ ‫چھٹا مہینہ‬
‫کے مزید جدید انتخاب متعارف کروائیں‪،‬‬ ‫کہانی کا مرکزی خیال اور خالصہ‬ ‫نویسی۔نجی‪،‬کاروباری اور دفتری‬ ‫ماحولیاتی آلودگی!‪ ،‬راجا جامبو‬
‫جس سے طلباء کو موضوعات اور تحریری‬ ‫لکھتے ہیں۔‬ ‫لوچن‬
‫اسلوب کی ایک وسیع رینج سے روشناس‬ ‫اہم شخصیات کے متعلك خیاالت‬ ‫مضمون نویسی ۔ خطوط‬ ‫زعفران‪ ،‬کمپیوٹر کا ارتمائی سفر‪،‬‬ ‫ساتواں مہینہ‬
‫کروائیں۔‬ ‫تحریر کرتے ہیں۔‬ ‫نویسی۔نجی‪،‬کاروباری اور دفتری‬ ‫پولیتھین جن‬
‫تنمیدی تجزیہ‪ :‬نثر کے التباسات کے گہرائی‬
‫سے تجزیہ کے ذریعے‪ ،‬کردار کی نشوونما‪،‬‬
‫پالٹ کی ساخت‪ ،‬اور مصنفانہ آواز پر توجہ‬
‫مرکوز کرتے ہوئے طلباء کی تنمیدی سوچ‬
‫کی مہارتوں کو تیار کریں۔‬
‫ادبی تنمید‪ :‬ادبی تنمید اور ادبی تھیوری کے‬
‫بنیادی تصورات متعارف کروائیں‪ ،‬طلباء کو‬
‫نثری متن کا مختلف زاویوں سے تجزیہ‬
‫کرنے اور ان کی اپنی تشریحات وضع کرنے‬
‫کی ترغیب دیں۔‬

‫جماعت‪ :‬آٹھویں‬
‫نمبرات‪50 :‬‬

‫مضمون‪ :‬اردو‬

‫تشخیصی طریمہ‬

‫حصہ الف ( پڑھنے کا فہم)‬
‫نمبرات =‪15‬‬

‫‪1‬۔ درسی التباس (‪ 150‬سے ‪ 200‬الفاظ کا جس کے آخر پر فہم کے مطابك کثیر االنتخابی سواالت ‪ /‬سبك کا عنوان ‪ /‬یک لفظی‬
‫جواب ‪ /‬ذخیرہ الفاظ ‪ /‬باز یافت ‪ /‬تجزیہ‬

‫‪5× 1 = 5‬‬

‫درسی نظم میں سے ایک بند جس کے آخر پر فہم کے مطابك کثیر االنتخابی سواالت ‪ /‬سبك کا عنوان ‪ /‬یک لفظی جواب ‪ /‬ذخیر‬
‫والفاظ ‪ /‬باز یافت ‪ /‬تجزیہ کرنا‬

‫‪5× 1 = 5‬‬

‫‪3‬۔ سوال جس کے آخر می ں کثیر االنتخابی سواالت ‪ /‬تجزیہ کرنا ‪ /‬باز یافت ‪ /‬تشخیص کے سواالت پوچھیں جائیں۔‬

‫‪5× 1 = 5‬‬
‫نمبرات = ‪8‬‬ ‫حصہ ب (گرائمر)‬

‫‪1‬۔ ماضی‪ ،‬حال‪ ،‬مستمبل ‪ /‬اسم‪ ،‬صفت‪ ،‬فعل ‪ /‬فاعل ‪ ،‬مفعول ‪ /‬فعل معروف ‪ ،‬فعل مجھول‬
‫‪4× 1 = 4‬‬
‫‪4× 1‬‬ ‫‪= 4‬‬ ‫‪2‬ضد اضداد ‪ /‬واحد جمع ‪ /‬مذکر موت ‪ /‬رموز اولاف‬

‫حصہ ج (لکھنے کی صالحیت) نمبرات ‪12‬‬

‫‪1-‬اشاروں یا تصویروں کی مددسے (‪ 150‬سے ‪ )200‬الفاظ پر مشتمل کسی ایک موضوع پر مضمون تحریر کریں۔‬
‫‪5× 1 = 5‬‬

‫‪ -2‬دی گئی صورت حال کے متعلك ایک پیراگراف ‪/‬کہانی ‪ /‬مکالمہ ‪ /‬اشتبا ‪ /‬الفاظ اور محاوروں کا جملوں میں استعمال‬
‫‪3× 1 = 3‬‬

‫‪4 × 1= 4‬‬ ‫دو میں سے ایک رسی خط ‪ /‬غیر رسمی خط تحریر کیجیے۔‬

‫حصہ د (ادب)‬
‫سمیٹیو ایسیسمنٹ کے لیے منتخب اسباق۔‬
‫‪.1‬ایک لڑکی‬
‫‪. 2‬ہماری تاریخ‬
‫‪.3‬میرا وطن‬
‫‪ .4‬اُف! یہ ماحولیاتی آلودگی!‬
‫‪ .5‬راجا جامبو لوچن‬
‫‪ .6‬زعفران‬
‫‪ .7‬کمپیوٹر کا ارتمائی سفر‬
‫‪.8‬پولیتھین جن‬
‫نمبرات ‪15‬‬
‫‪ -1-‬کتاب کے کسی بھی نری سبك میں سے مختصر استعدادی سواالت‬
‫‪3× 2 = 6‬‬ ‫( چار میں سے تین )‬

‫کتاب میں دی گئی نظم کے متعلك مختصر استعدادی سواالت جیسے ۔ صنفی اصطالح ‪ /‬موضوع و غیرہ (تین میں سے دو)‬
‫‪2× 2= 4‬‬

‫‪5 × 1= 5‬‬ ‫درسی کتاب میں شامل کسی ایک موضوع کا مرکزی خیال ‪ /‬خالصہ ‪ /‬نوٹ تحریر کریں۔‬

Class 8th
(Kashmiri)

‫کٲشر سیلبس‪ /‬ایکیڈمک کلیهڈر‪2024 25-‬‬
‫ُ‬
‫کٲشر ِکتاب)‬
‫جماعت ٲٹِھم ( ِ‬
‫زان‬

‫زکولز م ‪ٛ‬هز‬ ‫ٗ‬ ‫تہ تص ُور ہٮ۪تو‬ ‫بہ ٕ‬‫تحر ٕ‬ ‫ُ‬ ‫ٹو زبٲنۍ ہٕ ‪ٛ‬هذۍ‬ ‫ماخولہ پٮ۪ ٕ‬
‫ٕ‬ ‫تہ‬
‫‪،‬ذانذانہ ٕ‬‫ٕ‬ ‫گر‬
‫چو پههِہ ِ‬ ‫شرۍ ِ‬ ‫ُ‬
‫چو‬ ‫تہ تِہ ‪ٛ‬ه ِذس ورتاوس ِ‬ ‫دٲذٕ ل زپذان۔مگر اچھرن ہ ‪ٛ‬هز پٲرۍ زٲنۍ‪،‬لفؼن ہ ‪ٛ‬هذٮ۪ن معهِیَن ٕ‬
‫ناونۍ‬ ‫پرز ٕ‬ ‫ٕ‬ ‫چو اچھر‬ ‫سہ م ‪ٛ‬هز ِ‬ ‫م ‪ٛ‬هزۍ گسھان۔اتو وٲ ‪ٛ‬ن ِ‬ ‫باقٲعذگی زان زکولز م ‪ٛ‬ه ٕزے ٔا ‪ٛ‬نزۍ ٔ‬
‫تہ‬ ‫واز زانهِہ ٕ‬ ‫جو ِرتو آ ٕ‬ ‫زتۍ ٗ‬ ‫تہ ِیمن نِصانن ٍ‬ ‫صانہ ٕ‬‫ٕ‬ ‫الدعکۍ نِ‬ ‫ٕ‬ ‫چو رزم‬ ‫ل‪،‬توکٕهۍ ٕ‬ ‫ٕ‬ ‫مص ِک‬ ‫ُ‬
‫تہ ا َِمہ‬ ‫زتۍ ٕ‬ ‫زلابہ زپ ِذ معهی ٍ‬ ‫ٕ‬ ‫ضروری ِز زبان ہی‪ٚ‬چھهاو ُنک ٔد‬ ‫ٗ‬ ‫چو‬‫ُ‬ ‫مص ِکل۔ لہرا‬ ‫زمحهِہ ُ‬ ‫ٕ‬
‫۔دل ٖی ِلہ‬ ‫کرنہ ٔ‬ ‫ٕ‬ ‫خٲشل‬ ‫ِ‬ ‫یہ ٔدل ٖی ِلہ ذریعہ‬ ‫ہیچھ ُهک مقصذ ِی ٕ‬ ‫هہ یعهے زبان ‪ٚ‬‬ ‫ہی ٕ‬ ‫باپتو ِییہ ٔدل ٖیلن مذد ‪ٚ‬‬
‫چو ِدلچسپی ُہ ‪ٛ‬هذ عهصر سٲ ِمل آزان َتوے ہی‪ِ ٚ‬کہ زبان‬ ‫ُ‬ ‫تہ اتو م ‪ٛ‬هز‬ ‫چو خغ ُتلهہ ِیوان ٕ‬ ‫ُ‬
‫یہ گۅ ٕڈ کا ‪ٛ‬نہہ‬ ‫تو۔شرٮ۪ن ِی ِ‬ ‫ُ‬ ‫تہ اثر دار ثٲ ِبت زپ ِذ‬ ‫ورتاونۍ زیا ٕد کارگر ٕ‬ ‫ٕ‬ ‫چھهاونہ باپتو ٔدل ٖیل‬ ‫ٕ‬ ‫ہی‪ٚ‬‬
‫تو پٲٹھۍ ِین‬ ‫تہ ِی ٕ‬ ‫نہ ٕ‬‫تعارف ِد ٕ‬ ‫ُ‬ ‫ورتاونہ آمتٮ۪ن لفؼن ُہ ‪ٛ‬هذ‬ ‫ٕ‬ ‫لہ م ‪ٛ‬هز‬‫یہ اتو ٔدل ٖی ِ‬ ‫پتہ ِی ِ‬
‫بوزناونہ ٕ‬
‫ٕ‬ ‫ٔدل ٖیل‬
‫کرنہ ِیهۍ ِز‬ ‫ٕ‬ ‫گسه‬
‫ِ‬ ‫کوسش‬ ‫واتهاونہ ۔ ٗ‬‫ٕ‬ ‫پرزناونز یا رزم الدط ہی‪ٚ‬چھهاونز ُکن‬ ‫ٕ‬ ‫تِم اچھر‬
‫تہ ُلعف ُت ِلتو ہٮ۪کن۔ ِیمن ٔدل ٖیلن‬ ‫زمحتو ٕ‬ ‫ِ‬ ‫بوزناونہ ِیمن تِم آزٲنی زان‬ ‫ٕ‬ ‫شرٮ۪ن ِین تِم ٔدل ٖیلہ‬ ‫ُ‬
‫ڈکھہ‬
‫ٕ‬ ‫تہ‬‫ٹھر ٕ‬ ‫ِ‬ ‫تہ تِم ُکهِہ‬ ‫یی ِ‬
‫کرنہ ُین ‪ٚ‬‬ ‫ٕ‬ ‫شرٮ۪ن باپتو تِ ُی ‪ٛ‬تو ماخول فراہم‬ ‫گسه ُ‬ ‫ِ‬ ‫تہ ٔدل ٖیلو ن ۪ٮبر‬ ‫م ‪ٛ‬هز ٕ‬
‫زتۍ‬ ‫زتۍ ٍ‬ ‫تہ اتو ٍ‬ ‫ورتٲوتو ِیمن ٔدل ٖیلن کا ‪ٛ‬نہہ معهے معلب کٔ ِڈتو ہی‪ٚ‬کن ٕ‬ ‫ِ‬ ‫ورٲے سۅد بۅد‬
‫علمچ‬ ‫ٕ‬ ‫تہ‬
‫فہمچ ٕ‬ ‫ٕ‬ ‫پههہ‬
‫ِ‬ ‫شرۍ دنیاہز متعلق‬ ‫چو ُ‬ ‫از نفسیٲتی ظور ِ‬ ‫مخفوظ تِکی‪ِ ٛ‬‬ ‫ٗ‬ ‫روزن‬
‫زتۍ‬ ‫کرنہ ٍ‬ ‫ٕ‬ ‫چھهاونہ یا زورزبردزتی‬ ‫ٕ‬ ‫سہ ہٕ ‪ٛ‬ه ِذ ہی‪ٚ‬‬ ‫چھهہ کٲ ‪ٛ‬ن ِ‬ ‫ٕ‬ ‫یہ تعم ٖیر‬ ‫تعم ٖیر پانے کران۔ تِ ٕہ ‪ٛ‬هز ِ‬
‫سٲمل آزان۔‬ ‫ِ‬ ‫تہ مصٲہِ ٕذ‬ ‫بہ ٕ‬ ‫تحر ٕ‬
‫ُ‬ ‫شرٮ۪ن ہ ‪ٛ‬هذۍ پهٕهۍ‬ ‫چو ُ‬ ‫زپذان۔اتو م ‪ٛ‬هز ِ‬
‫شورتِخال‬ ‫ٗ‬ ‫ضروری تا ِکہ ت ُی ‪ٛ‬تو‬ ‫ٗ‬ ‫چو اختیاط تِہ‬ ‫ُ‬ ‫عملہ انذر‬ ‫ِ‬ ‫ٕچہ‬
‫زبان ہی‪ٚ‬چھهاون ِ‬

‫پههہ ِفعری زبٲنۍ م ‪ٛ‬هز کتو‬ ‫ِ‬ ‫چو‬
‫تیوتو ذوف آزان ِز تِم ِ‬ ‫لچہ رزمی زبٲنۍ ُہ ‪ٛ‬هذ ‪ٚ‬‬ ‫زکو ٕ‬ ‫ٗ‬ ‫چو‬‫شرٮ۪ن ِ‬ ‫ُ‬
‫تهوػرک‬
‫ُ‬ ‫مخسوس کران لہرا گسه زبان ہی‪ٚ‬چھهاونز م ‪ٛ‬هز یَس زبانی‬ ‫ٗ‬ ‫تہ م ‪ٛ‬هذچو‬ ‫کرنز م ‪ٛ‬هز ذوف ٕ‬
‫شرٮ۪ن‬‫تہ کلازز م ‪ٛ‬هز زارنٕے ُ‬ ‫تھاو ٕ‬‫ِ‬ ‫کهہ‬
‫ِ‬ ‫تهوػر برو ‪ٛ‬نہہ‬ ‫ُ‬ ‫تھاونہ ُین۔ اگر وۅزتاد یَس زبٲنۍ‬ ‫ٕ‬ ‫ذیال‬
‫شرٮ۪ن‬ ‫لگہ ُ‬
‫زتۍ ِ‬ ‫امہ ٍ‬
‫چھهٲوتو۔ ٕ‬ ‫ِ‬ ‫زہ زبان بہتر پٲٹھۍ ہی‪ٚ‬‬ ‫ُ‬ ‫کہ‬
‫لہ ہٮ۪ ِ‬‫تی ٕ‬ ‫کر ‪ٚ‬‬ ‫موقعہ فراہم ِ‬
‫ٕ‬ ‫ہی‪ٚ‬چھهٕکۍ ہِوۍ‬
‫تہ۔ لہرا‬‫تہ ِلسٲنی ر ‪ٛ‬نگا ر ‪ٛ‬نگی ُکن ِ‬ ‫پھیر تہریبی ٕ‬ ‫ِ‬ ‫تہ تِ ُہ ‪ٛ‬هذ ػۅن‬ ‫ہٕ ‪ٛ‬ه ِذس ِفعری اِػہارس پوچھر ٕ‬
‫ورتاونہ‬
‫ٕ‬ ‫قہ‬
‫پیش نؼر ہی‪ٚ‬چھهاو ُنک تِ ُی ‪ٛ‬تو ظر ٖی ٕ‬ ‫ِ‬ ‫تہ تتو‬
‫زمحهہ ِیهۍ ٕ‬ ‫ٕ‬ ‫تهوػر چ اہمیت‬
‫ٕ‬ ‫سه یس زبٲنی‬ ‫گ ِ‬
‫تہ اثر دار ثٲبت زپ ِذ۔‬ ‫تہ پرنز م ‪ٛ‬هز بہتر ‪ ،‬زہل ٕ‬ ‫ُین ُیز زبان ہی‪ٚ‬چھهز ٕ‬
‫ِنصٲبی توقع‪:‬‬
‫بو ِزتو تِمن درمیان بٮ۪ن ژار نٕچ شلٲخیت پٲدٕ۔‬ ‫آواز ٗ‬
‫ٕ‬ ‫گسه مدتلف‬ ‫ِ‬ ‫شرٮ۪ن‬ ‫ُ‬ ‫‪1‬۔‬
‫چھهاونۍ۔‬
‫ٕ‬ ‫جمٲژن ﴿گروپن﴾ م ‪ٛ‬هز کتو باتو ہی‪ٚ‬‬ ‫‪2‬۔‬
‫کرنۍ ۔‬ ‫کرتو پرنٕچ شلٲخیت پٲ ٕد ٕ‬ ‫ذاز ٔ‬‫دل ٖیل ‪/‬سکلن ٕہ ‪ٛ‬هذ مذ ٕد ا ‪ٛ‬ن ٕ‬ ‫‪3‬۔‬
‫کرنۍ ۔‬
‫لفؼہ پرنٕچ مہارت پٲ ٕد ٕ‬ ‫ٕ‬ ‫لفؼہ‬
‫ٕ‬ ‫تہ‬
‫لیہ زان ٕ‬ ‫تہ اجتمٲعی ظور نؼم ِ‬ ‫انفرٲدی ٕ‬ ‫‪4‬۔‬
‫کرنۍ۔‬
‫دل ٖیل پههٮ۪ن لفؼن م ‪ٛ‬هز بوزناونٕچ مہارت پٲ ٕد ٕ‬ ‫‪5‬۔‬
‫کرن۔‬ ‫لفؼہ راسز م ‪ٛ‬هز ُہرٮ۪ر ُ‬ ‫ٕ‬ ‫‪6‬۔‬
‫راونۍ۔‬ ‫یهہ واجهٮ۪ن زبٲنن ہٕ ‪ٛ‬هذۍ لفغ زٲنِ ٕ‬ ‫بولهہ ِ‬ ‫ٕ‬ ‫پانز ٔا ‪ٛ‬نذ ۍ ٔپکھۍ‬ ‫‪7‬۔‬
‫وار معیٲری‬
‫وار ٕ‬
‫تہ ٕ‬ ‫باونۍ ٕ‬ ‫هہ واجهٮ۪ن زبانن درمیان فرق ٕ‬ ‫ورتاونہ ِی ٕ‬
‫ٕ‬ ‫زکولز م ‪ٛ‬هز‬ ‫ٗ‬ ‫تہ‬
‫گر ٕ‬ ‫ِ‬ ‫‪8‬۔‬
‫چھهاونۍ۔‬
‫ٕ‬ ‫زبان ہی‪ٚ‬‬

‫واجهٮ۪ن زبانن م ‪ٛ‬هز ُچو‬ ‫ِ‬ ‫هہ‬
‫بولهہ ِی ٕ‬
‫ٕ‬ ‫تہ‬
‫یی ِ‬
‫علاقہ ‪ٚ‬‬
‫ٕ‬ ‫بو ُرت‬ ‫اعتبار اکو با ِگہ ‪ٚ‬‬ ‫ٕ‬ ‫جموں و کصم ٖیر ُچو ِلسٲنی‬
‫ت۔کٲشر زبٲنۍ ُہ ‪ٛ‬هذ ادبی توٲر ٖیر ُچو زتن ہتن ٔو ِر ین پٮ۪ٹو‬ ‫ِ‬ ‫آم‬
‫کرنہ ُ‬ ‫ٕ‬ ‫تہ معیٲری ادب تدل ٖیق‬ ‫مۅ ُلل ٕ‬
‫َمہ زبٲنۍ ٕہ ‪ٛ‬ه ِذ ادبی کاروا ُنک زفر‬ ‫ٹو ُونِز تام ُچو ا ِ‬ ‫وقتہ پٮ۪ ٕ‬‫ٕ‬ ‫العالم زٕ ‪ٛ‬ه ِذ‬
‫ؒ‬ ‫سیر‬
‫ُ‬ ‫تہ‬
‫پھہ ِلتو۔لل دٮ۪ذ ٕ‬
‫تھہ پٲٹھۍ چھے‬ ‫تہ ِی ٕ‬
‫کھۅتہ ٔبڈ زبان ٕ‬
‫ٕ‬ ‫زار ٕوے‬
‫ِ‬ ‫واجهۍ‬‫هہ ِ‬ ‫بولهہ ِی ٕ‬
‫ٕ‬ ‫دوان۔یہ چھے یتو علاقز م ‪ٛ‬هز‬ ‫ِ‬ ‫روان‬
‫‪ٚ‬‬ ‫‪ٚ‬‬
‫تہ‬‫آمتۍ ہی‪ٚ‬چھن تر آے اردو ٕ‬ ‫نہ ٕ‬ ‫صچ مادری زبان۔یتو مسودس م ‪ٛ‬هز ِد ٕ‬ ‫چہ آبٲدی ٕہ ‪ٛ‬هذ بیصتر ِخ ٕ‬‫تہ ِ‬
‫یی ِ‬
‫‪ٚ‬‬
‫آمس عملی‬ ‫ٕ‬ ‫نہ‬
‫کرنہ۔اتو م ‪ٛ‬هز ِد ٕ‬
‫ٕ‬ ‫ترجمہ‬
‫ٕ‬ ‫ٹو‬
‫انگر ٖیزۍ زبانن ٕہ ‪ٛ‬ه ِذ ‪Learning Outcome‬دزتاو ٖی ٕز پ ۪ٮ ٕ‬
‫ورتٲوتو ُیتو‬
‫ِ‬ ‫تہ‬‫آمس ۔زٲنۍ وۅزتاد ہٮ۪کن ُمتبٲ ِدل سرگرمی ِ‬ ‫ٕ‬ ‫نہ‬
‫بعور ِمجٲلی مواد ِد ٕ‬ ‫ِ‬ ‫سرگرمی چھے‬
‫‪ٚ‬‬
‫هہ۔‬
‫کھۅتہ بہتر َب ِ‬
‫ٕ‬ ‫پرناون بہتر‬
‫ُ‬ ‫تہ‬
‫ہی‪ُ ٚ‬چھن ٕ‬

‫تہ ماحول‬
‫ہیچھهٕکۍ َول ٕ‬
‫‪ٚ‬‬
‫پرٮ۪سهٕ بوز ُنک تہٕ‬ ‫‪،‬دل ٖیلہٕ ‪ُ ،‬چٹکٕلہٕ تہٕ ‪ٛ‬‬‫لۅکچہ نؼمہٕ ٔ‬ ‫ِ‬ ‫لۅکچہ‬
‫ِ‬ ‫ب علمن درسی تہٕ غٲر درسی کِتابو م ‪ٛ‬ه ٕز‬ ‫ظٲل ِ‬ ‫‪‬‬
‫ژلہ۔‬ ‫بوزناو ُنک موقعہٕ دِنہٕ ُین‪ُ ،‬یتو تِمن م ‪ٛ‬ه َذچو ِ‬
‫‪،‬دل ٖیلہٕ ‪،‬واقعہٕ تہٕ‬
‫معٲبق مواد دِنہٕ ُین ِمجالے اذبار چھل ‪،‬زالہٕ ٔ‬ ‫گسه تِمن معیا ٕر ُ‬ ‫درسی کِتابن زٍ تۍ زٍ تۍ ِ‬ ‫‪‬‬
‫بر ی ُلک انتؼام کرنہٕ ُین۔‬ ‫گسه ‪ٛ‬‬ ‫شرٮ۪ن باپتو ِ‬ ‫۔مدصوص شلٲخیس والٮ۪ن ُ‬ ‫ٗ‬ ‫مزاخیہ کِتابہٕ‬
‫ِ‬
‫بوزنٲوتو تِمن ُمتعلق کتو‬ ‫ِ‬ ‫بیتر‬
‫ِ‬ ‫ہٲوتو ‪،‬ریڈیو‪،‬ٹی وی‪،‬ٹیپ ریکارڑر‬ ‫گسه بوزنٕکۍ تہٕ ُوچھهٕکۍ چ ٖیز ِ‬ ‫شرٮ۪ن ِ‬ ‫ُ‬ ‫‪‬‬
‫باتو کرنہٕ باپتو َو ُنن۔‬
‫ِصہ با ذبر روزنہٕ تہٕ تَتو پٮ۪ٹو کَتو باتو‬ ‫مصٲہِذن ن ِ‬ ‫یود ماخول تہٕ أ ‪ٛ‬نذۍ پٔکِھز م ‪ٛ‬هز زپذن والٮ۪ن واقعن تہٕ ُ‬ ‫‪ٚ‬‬ ‫‪‬‬
‫معٲ ِبق کتو باتو کر ُنک موقعہٕ ِد ُین۔‬ ‫کرنٕچ ترغٲب ِدنۍ۔تِمن تِہ ‪ٛ‬ه ِذ ماخولہٕ ُ‬
‫مہارژ َوتھبو دِنہٕ باپتو زیا ٕد کھۅتہٕ زیا ٕد‬ ‫ٔ‬ ‫ٕچہ‬
‫ذریعہ لی‪ٚ‬کھه ِ‬
‫ِ‬ ‫سرگرمین ہٕ ‪ٛ‬ه ِذ‬ ‫ِ‬ ‫زکولز م ‪ٛ‬هز گسھن واجهٮ۪ن مدتلف‬ ‫ٗ‬ ‫‪‬‬
‫روزن تہٕ پیش ِیهہٕ وٲلۍ واقعہٕ زہل لفؼن م ‪ٛ‬هز‬ ‫ُ‬ ‫ِصہ باذبر‬ ‫موقعہٕ ِدنۍ۔پانز أ ‪ٛ‬نذۍ ٔپکھۍ ماخولز ن ِ‬
‫لیکھهز ترغٲب ِد ُین۔‬
‫مهٲزِ ب لب و لہحز م ‪ٛ‬هز پرنہٕ باپتو مدتلف پروگرامن م ‪ٛ‬هز شرکت کر ُنک موقعہٕ‬ ‫نؼمہٕ تہٕ بٲتو تر ُنم تہٕ ُ‬ ‫‪‬‬
‫ِد ُین۔تِہ ‪ٛ‬ه ِز کارکردگی باپتو ت‪،‬من خوشلہٕ افزٲیی ک ٕرنۍ۔‬
‫تراونہٕ ِیهہٕ وٲلۍ نِصانہٕ ‪،‬املا تہٕ ذۅسدعی پٮ۪ٹو غور کرنہٕ باپتو ِو ِز ِو ِز ژیهہٕ ٕونۍ ِدنۍ‬ ‫پرنہٕ ِو ِز متهز پٮ۪ٹو ‪ٛ‬‬ ‫‪‬‬
‫میلہ فروغ۔‬ ‫ِ‬ ‫کٲشر لٮ۪کھهز‬‫ُ‬ ‫تاکہ شخید تہٕ ذۅش ذط‬ ‫ِ‬
‫ھرن تہٕ تِمن ُمتعلق لفؼن ہٕ ‪ٛ‬ه ِذ‬ ‫بصورتی تہٕ ر ‪ٛ‬نگا ٔر ‪ٛ‬نگی ُکن ػۅن ِپ ُ‬ ‫ٗ‬ ‫ذو‬
‫قذرتی نؼارن ہٕ ‪ٛ‬هذۍ تعر ٖیف ‪،‬تِ ٕہ ‪ٛ‬هز ٗ‬ ‫‪‬‬
‫ازتعما ُلک موقہٕ ِد ُین۔‬
‫شرٮ۪ن آیتن تھا ٕونۍ ُیتو بوزنچن تہٕ پرنچن‬ ‫بیتر گسھن ُ‬ ‫ِ‬ ‫نمونہٕ‬
‫ٗ‬ ‫ماخولز ُمتعلق متن‪،‬فِلمہٕ ‪،‬سکلہٕ ‪ ،‬استہار یا‬ ‫‪‬‬
‫میلہ زہل پٲٹھۍ تہٕ دلچسپی زان َوتھبو۔مجالے کیا ذۅش ِی ُون نؼا ٕر ُچو۔‬ ‫ِ‬ ‫مہارژن‬
‫ذریعہ ماخول‬ ‫ِ‬ ‫مضمونن ہٕ ‪ٛ‬ه ِذ‬
‫ٗ‬ ‫موضوعز پٮ۪ٹو لی‪ٚ‬کھهہٕ آمسن کِتابن تہٕ‬ ‫ٗ‬ ‫پانہٕ وٲنۍ کتو باتو‪،‬ماخولیاتکِز‬ ‫‪‬‬

‫یس‬
‫تہ صلٲ ِح ٕ‬
‫کٲشر نِصا ُبک مقصد ٕ‬
‫ِ‬ ‫مطٲ ِبق‬
‫طر‪ُ NCF-FS 2023‬‬
‫مہ خٲ ٕ‬
‫سکول تعلی ِ‬
‫ٗ‬
‫زبان‪1-‬‬ ‫‪2.4.2‬‬

‫‪ 2.4.2.1‬ابتدٲیی سطح‬

‫دو ی‪ٚ‬مٮ۪ن ہٕ ‪ٛ‬هذۍ ذیالات توجہ زان بوزان تہٕ‬ ‫‪ٚ -LO1.1.1‬‬ ‫‪ C-1.1‬ػۅن دِتو پرنہٕ تہٕ بوزنہٕ پتہٕ ُچو﴿اذبار‪،‬رپورٹ تہٕ‬ ‫‪CG-1‬‬
‫پههہِ ا ‪ٛ‬نذا ٕز تخر ٖیر کران۔‬ ‫ضروری نقعن ہٕ ‪ٛ‬هز نِصانذہی کَران۔‬ ‫ٗ‬ ‫اداریہ﴾‬
‫زبٲنۍ ٕہ ‪ٛ‬ه ٕز مہار ٕژ ورتٲ ِوتو ُچو‬
‫‪-LO1.1.2‬نؼمہٕ ‪ٔ ،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن لفؼن‬ ‫بوزان‪،‬مهصوبہٕ تیار کران‪،‬تہٕ مدتلف ٔقسمن ہٕ ‪ٛ‬هذۍ‬ ‫ٗ‬ ‫‪ُ C-1.2‬چو‬
‫م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫انٹرویو ﴿مهؼم تہٕ غٲر زاذتہٕ ﴾ ہٮ۪وان۔‬ ‫پانز انذر تفص ٖیل‪،‬تحزیہ‬
‫تحربہٕ ِچو وضاخت زان َونان‬ ‫‪-LO1.2.1‬پهٕهۍ ذیال تہٕ‬ ‫تحرباتن ہٕ ‪ٛ‬هذس‬ ‫مهٲزِ ب زبان ورتٲ ِوتو ُچو زمٲجی‬ ‫‪ُ C-1.3‬‬ ‫تہٕ موثر کتو باتو کرنٕچ‬
‫ُ‬ ‫ُ‬
‫تہٕ لی‪ٚ‬کِھتو پیش کران۔‬ ‫پرژھان۔‬
‫ورتاوس ُمتعلق تخقیقٲتی زوال ‪ٛ‬‬ ‫شلٲخیت پٲ ٕد کَران۔‬
‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو زوالن جواب دِوان۔‬ ‫‪ C-1.4‬مدتلف زامع ٖیهن تہٕ مدتلف مقصذو باپتو ُچو‬
‫‪-LO1.4.1‬رزمی تہٕ غٲر رزمی ذط ‪ ،‬مۅذصر پٲغام ﴿‬ ‫اچھر‪،‬مضمون تہٕ رپورٹ‬
‫ٗ‬ ‫مهٲزِ ب انذا ٕز تہٕ ظر ٖیقہٕ ورتٲ ِوتو‬‫ُ‬
‫ایز ایم ایز ﴾ تہٕ مۅذصر پیراگراف ِچو تخر ٖیر کران۔‬ ‫تیار کران۔‬
‫‪-LO1.5.1‬ناوتٮ۪ن تہٕ اسا ٕر ناوتٮ۪ن ہی ‪ٛ‬هذ ازتعمال کٔرتو‬ ‫‪ C-1.5‬مدتلف زامع ٖیهن تہٕ مدتلف مقصذو باپتو ُچو‬
‫مدتلف موقہٕ نؼ ِر تل تھٲ ِوتو شخید ُجملہٕ ورتاوان۔‬ ‫دوس ٕونۍ باپتو﴾ مواد تیار کَران۔‬ ‫بوزنٕکۍ تہٕ بولهٕکۍ﴿یا ‪ٚ‬‬
‫‪ٔ -LO2.1.1‬دزلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر تھٲ ِوتو ِچو ُکهہِ‬ ‫‪ C-2.1‬مدتلف ثقافتن تہٕ مدتلف دورن ہٕ ‪ٛ‬هذٮ۪ن ادبی‬ ‫‪CG-2‬‬
‫مربوط ٔک ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫موضوعز پٮ۪ٹو‬ ‫ظرز تخر ٖیر﴿بیانیہ‪،‬وضاختی بیانیہ﴾‬ ‫ِ‬ ‫شهفن﴿نجر‪،‬نؼم ‪،‬ڈراما﴾ تہٕ‬
‫ادبی اضافہٕ َچن مدتلف‬
‫تلفغ تہٕ تِمن‬ ‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬شخید ُ‬ ‫پرزناوان تہٕ تعر ٖیف کَران۔‬ ‫بیتر ‪ٛ‬‬
‫ِ‬
‫ُہ ‪ٛ‬هذ مهٲزب ورتاو ُوچھهہٕ ذٲظ ٕر ِچو کٲش ِر لػت تہٕ‬ ‫پرزناوان‬ ‫شهفن ‪ٛ‬‬ ‫سمکۍ ادب ٔپ ِرتو ُچو ادبی ِ‬ ‫ٔقسمن تلاش کٔ ِرتو ُچو زبان ‪ C-2.2‬مدتلف ٔق ٕ‬
‫کٲشرٮ۪ن ویب زایٹن ُہ ‪ٛ‬هذ ازتعمال کران۔‬ ‫پرٮ۪ ٕس﴾ تہٕ ِیمن ُچو تخر ٖیرس م ‪ٛ‬هز‬ ‫‪،‬ادبی تہٕ ثقافتی وراثتٕکۍ‬
‫مجالے ﴿ازتعا ٕر‪ ،‬مخاو ٕر تہٕ ‪ٛ‬‬
‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل زو ‪ٛ‬نچتو زمحتو ٔپرتو‬ ‫ورتاوان۔‬ ‫تعر ٖیف کران۔‬
‫موجود اہم واقعہٕ ‪ ،‬مرکزی ذیال تہٕ کردار ب ِذ‬ ‫ٗ‬ ‫تِمن م ‪ٛ‬هز‬ ‫‪ C-2.3‬تقر ٖیر تہٕ تخر ٖیر ذریعہِ ُچو پهٕهز زماجز تہٕ ماخول‬
‫کڈان تہٕ تِمن پهہٕ نٮ۪ن ذٲتی تحربن زٍ تۍ واٹان۔‬ ‫کٮ۪ن مدتلف پہ ُلون پٮ۪ٹو تهق ٖیذی باوتو کَران۔‬
‫تراوس تہٕ‬ ‫چو شخید ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬ ‫ٗ‬
‫چو انفارمیصن تہٕ‬ ‫‪ .LO2.3.1‬زان خٲشل کرنہٕ ذٲػ ٕر ِ‬
‫کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ ازتعمال کران ۔ مجلن ‪:‬‬
‫بیتر‬
‫ِ‬ ‫انٹرنیٹ ‪ ،‬اذبار ‪ ،‬ٹۍیوی ‪ ،‬زمارٹ فون‬

‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری زان پیش‬ ‫‪ C-3.1‬بهیٲدی لسانی پہلو ُچو زمحان تہٕ تِمن ہ ‪ٛ‬هز‬ ‫‪CG-3‬‬
‫کران۔‬ ‫تصرید﴿ظر ٖیقہٕ ﴾ زانان مجلن جم ُلک ڈھانچہٕ ‪ ،‬اوقاف‪ ،‬جهز‪ ،‬تہٕ‬
‫پہلو﴿لفؼن‬
‫ٗ‬ ‫بهیٲدی لِسٲنی‬
‫زمحتو ِچو تِمن ُمتعلق‬ ‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫مد ٔتلِف سکلہٕ پرنہٕ ِو ِز تہٕ ُچو تِمہٕ‬
‫خصہٕ بیت ِر تہٕ تقریر‪ ،‬اد ٕبچ ُ‬
‫پهٕهۍ راے ػٲہِر کران۔‬ ‫لی‪ٚ‬کھهز م ‪ٛ‬هز بارزز اَنان۔‬ ‫تہٕ ُجملن ہٕ ‪ٛ‬هز زاذت﴾‬
‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اذبٲرۍ تخر ٖیر ٔپ ِرتو ُچو ت ُِہ ‪ٛ‬هذ‬ ‫مهٲزِ ب زبان تہٕ ظر ٖیقہٕ ورتٲ ِوتو ُچو نجر‪ ،‬نؼم تہٕ‬ ‫‪ُ C-3.2‬‬ ‫پرزناوان تہٕ تِمن زبٲنی تہٕ‬
‫‪ٛ‬‬
‫تحزیہِ کران۔‬ ‫ڈراما لی‪ٚ‬کھان۔‬ ‫تخر ٖیرس م ‪ٛ‬هز ورتاونٕچ‬
‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُذلاشہٕ ِچو پهٕهہِ‬ ‫شلٲخیت تھاوان۔‬
‫آیہِ پیش کران۔‬
‫اوت ُچو ٹھ ٖیک پٲٹھۍ‬ ‫کر ُ‬‫ناوت تہٕ ‪ٛ‬‬ ‫ناوت‪،‬اِسا ٕر ُ‬‫‪ُ :LO3.2.2‬‬
‫ُجملن م ‪ٛ‬هز ورتاوان۔‬
‫مدتلف متن ٔپ ِرتو ُچو زوالن جواب دِوان۔‬ ‫‪ُ :LO3.2.3‬‬
‫مدتلف متن پٔ ِرتو ُچو زوالن جواب دِوان۔‬ ‫‪ُ :LO4.1.1‬‬ ‫مد ٔتلِف کِتابہٕ تہٕ شهفہٕ ُچو پَران‪ ،‬جواب دِوان تہٕ‬ ‫‪ُ C-4.1‬‬ ‫‪CG-4‬‬
‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬ ‫تهقیذی جٲی ٕز ہٮ۪وان﴿افسانہٕ تہٕ غٲر افسانہٕ ﴾‬
‫‪ :LO4.1.3‬مۅذصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام تہٕ لۅکٕٹۍ‬ ‫‪ C-4.2‬مدتلف کامٮ۪ن ہٕ ‪ٛ‬هز زانکٲری تہٕ تِہ ‪ٛ‬ه ِذ ازتعمال باپتو ُچو‬ ‫پانز ا ‪ٛ‬نذر ُچو لی‪ٚ‬کھهٕچ تہٕ‬
‫جٲی ٕز ہی‪ٚ‬هٕچ شلٲخیت پٲ ٕد کَران‬
‫پیراگراف ِچو لی‪ٚ‬کھان۔‬ ‫کِتابہٕ تہٕ باقی میڈیا وزیلہٕ موثر ظر ٖیقو ازتعمال کران۔‬
‫بی‪ٚ‬یہِ ُچو مز ٖیذ زانکٲری باپتو‬
‫‪ :LO4.2.1‬رزمی تہٕ غٲر رزمی ِچٹو ُچو لی‪ٚ‬کھان۔‬
‫لایبریری ُہ ‪ٛ‬هذ تہِ ازتعمال‬
‫انذک ذیال تھٲ ِوتو ُچو‬ ‫‪ٔ :LO4.2.2‬دزلابہٕ ‪،‬متن تہٕ ُ‬
‫کران۔‬
‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬‫ٗ‬
‫خٲشل‬ ‫ِ‬ ‫ریو‬ ‫ذ‬
‫ٔ‬ ‫مدتلف‬ ‫چو‬ ‫و‬
‫ٕ‬ ‫علا‬ ‫کتابو‬ ‫نصٲبی‬ ‫‪:‬‬ ‫‪LO4.2.3‬‬
‫زپذن واجهہِ کتابہٕ تہِ پران۔‬
‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ زمحان۔‬ ‫‪ُ C-5.1‬چو زمحان ِز زبانۍ ہٕ ‪ٛ‬هذۍ شوتیات تہٕ رزم الدط‬ ‫‪CG-5‬‬
‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پٮ۪ٹو چو پهٕهۍ راے‬ ‫مصمتن ُہ ‪ٛ‬هذ تعذاد ‪ ،‬تہٕ تم کِتو پٲٹھۍ ِچو‬ ‫مصوتہٕ تہٕ ُ‬
‫‪ُ ،‬‬ ‫ُکهہِ ذاص زبٲنۍ ہٕ ‪ٛ‬ه ٕز‬
‫پیش کران۔‬ ‫تعامل کران تہٕ ازتعمال گسھان ۔‬
‫ذصوشیس مجلن‬ ‫ٕ‬ ‫مدصوص‬
‫ٗ‬
‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن تہٕ‬ ‫مزدار بهاونہٕ باپتو ُچو نؼمن‬
‫‪ C-5.2‬تقر ٖیر زیا ٕد دلچسپ تہٕ ٕ‬
‫اچھر‪،‬متن ‪،‬آوا ٕز تہٕ بٲتو بیت ِر‬
‫مسلن متعلق چو بیذار تہٕ خساس۔‬ ‫مصػول روزان۔‬
‫ٗ‬ ‫دو ِیمٮ۪ن چ ٖیزن زٍ تۍ‬
‫‪،‬انتصارن تہٕ ‪ٚ‬‬
‫‪ :LO5.2.1‬پانز أ ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن واقعن چو‬ ‫مدصوص لھیلن ہٕ ‪ٛ‬هز زان‬ ‫‪ C-5.3‬زبٲنۍ م ‪ٛ‬هز ُچو کی‪ٛ ٚ‬هسھن‬ ‫تہٕ بی‪ٚ‬یہِ لفؼو زٍ تۍ ِگ ‪ٛ‬هذنہٕ‬
‫ٗ‬
‫ِیهہٕ واجهہِ کھیلہ ِیمہٕ اتو‬
‫آزٲدی زان تحز یہ کران۔‬ ‫آواز‪،‬‬
‫ٕ‬ ‫تھاوان۔مجلن﴿ پیلهڈرومز‪ ،‬زپونر یزم‪،‬اچھرو ورٲے جملہ یا‬
‫زبٲنۍ م ‪ٛ‬هز اکو الگ مقام‬
‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی ذیال یا ُذلاشہٕ‬ ‫بیتر۔‬ ‫پ ‪ٛ‬رٮ۪ ٕس‪ ،‬جوق‪ ،‬انتاکصری‪ ،‬اناگرام‪،‬کراس وأرڈ﴾‬
‫ِ‬ ‫ِچو تھاوان ُچو پانز ا ‪ٛ‬نذر‬
‫چو لی‪ٚ‬کھان۔‬
‫ِیمن ٕہ ‪ٛ‬هز شلٲخیت پٲ ٕد کران۔‬
‫باوت‬ ‫وومت تہٕ ُ‬ ‫کر ُ‬‫اوت‪ٛ ،‬‬ ‫کر ُ‬
‫ناوت‪ٛ ،‬‬ ‫ناوت‪ ،‬اِسا ٕر ُ‬ ‫‪ُ :LO5.2.3‬‬
‫گرامری اشعلاخن ہ ‪ٛ‬هز زان چو تھاوان تہٕ ِیم چو ُجملو‬ ‫‪ٛ‬‬
‫م ‪ٛ‬ه ٕز ژاران تہٕ ورتاوان۔‬
‫‪ :LO5.3.1‬مۅذصر پٲغام‪ ،‬دعوتی پٲغام تہٕ لۅکٹۍ‬

‫یراگراف چو لی‪ٚ‬کھان۔‬‫‪ٛ‬‬ ‫پ‬
‫‪ :LO5.3.2‬رزمی تہٕ غٲر رزمی ِچٹو چو لی‪ٚ‬کھان۔‬
‫کٲ ‪ٛ‬نسہِ تہِ خٲکمہٕ ز ‪ٛ‬ه ِذ نا ٕو چو درذوازت لی‪ٚ‬کھان۔‬
‫انذک ذیال تھٲ ِوتو چو‬
‫‪ٔ :LO5.3.3‬دزلابہٕ ‪ ،‬متن تہٕ ُ‬
‫مضمون تسلسل زان لی‪ٚ‬کھان۔‬ ‫ٗ‬

‫آمس تدریسی عمل‬
‫کرنہ ٕ‬
‫ٕ‬ ‫تجویز‬ ‫ہیچھن تر‬
‫‪ٚ‬‬ ‫سبق‪/‬موضوع‬ ‫ر ‪ٚ‬یتھ‬
‫شرۍ دِن نؼمہِ متعلق راے۔‬ ‫﵀ ُ‬ ‫علاو چو مدتلف ٔذریو‬ ‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬ ‫زبق ‪2-1‬‬ ‫گودنِ ُیک‬
‫‪ٚ‬‬
‫﵀نؼم ِپھرن نجرس م ‪ٛ‬هز۔‬ ‫خٲشل زپذن واجهہِ کتابہٕ تہِ پران۔‬
‫ِ‬ ‫ُدعا‬ ‫ریتو‬ ‫‪ٚ‬‬
‫لیکھن۔‬ ‫﵀نوٮ۪ن لفؼن ہٕ ‪ٛ‬هز نِصانذہی تہٕ ت ُِہ ‪ٛ‬هذ معهی ‪ٚ‬‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ وال ۪ٮن واقعن‬ ‫دٮ۪ ٕذ رٲنۍ‬
‫شرۍ کرن کٔص ٖی ِر ہٕ ‪ٛ‬هذس پتو کالز پٮ۪ٹو اکو‬ ‫﵀ ُ‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬
‫پروجیکٹ تیار۔‬ ‫‪ :LO5.3.2‬رزمی تہٕ غٲر رزمی ِچٹو چو‬
‫ناوتۍ تہٕ ورتاون‬
‫﵀متن ٔپ ِرتو ژارن وٲخذ تہٕ جمع ٕ‬ ‫ناو چو‬ ‫ٕ‬ ‫لی‪ٚ‬کھان۔ کٲ ‪ٛ‬نسہِ تہِ خٲکمہٕ ز ‪ٛ‬ه ِذ‬
‫ُجملن م ‪ٛ‬هز۔‬ ‫لیکھان۔‬
‫درذوازت ‪ٚ‬‬
‫﵀مخاورن ُہ ‪ٛ‬هذ معهی زانن تہٕ تِم ورتاون ُجملن م ‪ٛ‬هز۔‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک ذیال‬ ‫‪ٔ :LO5.3.3‬دزلابہٕ ‪ ،‬متن تہٕ ُ‬
‫مضمون تسلسل زان لی‪ٚ‬کھان۔‬ ‫ٗ‬ ‫چو‬
‫وجوہات۔‬ ‫ٗ‬ ‫اولودگی ُہرنٕکۍ‬ ‫ٗ‬ ‫شرۍ َونن‬‫﵀ ُ‬ ‫مدتلف متن ٔپ ِرتو ُچو زوالن جواب‬ ‫‪ُ :LO4.1.1‬‬ ‫زبق ‪4-3‬‬ ‫ریتو‬
‫دو ِیم ‪ٚ‬‬
‫‪ٚ‬‬
‫اولودگی پٮ۪ٹو لی‪ٚ‬کھن اکو‬ ‫ٗ‬ ‫﵀ہوا ‪،‬آب تہٕ ُبترٲژ ہٕ ‪ٛ‬ه ِز‬ ‫دِوان۔‬ ‫اولودگی‬
‫ٗ‬
‫مضمون۔‬‫ٗ‬ ‫مۅذتصر‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ وال ۪ٮن واقعن‬ ‫تیلہِ‬
‫‪ٚ‬‬ ‫پوسہِ‬ ‫اَن‬
‫شرۍ۔‬ ‫اولودگی کاپہِ رٹهٕچ راے دِن ُ‬ ‫﵀ ٗ‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬ ‫یی‪ٚ‬لہِ َون پوسہِ‬
‫زکولکِز‬ ‫ٗ‬ ‫شرۍ اَنن اکو اکو ُکل تہٕ لاگن‬ ‫﵀زٲری ُ‬ ‫‪ :LO5.2.1‬پانز أ ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن‬
‫شخهز م ‪ٛ‬هز۔‬ ‫واقعن چو آزٲدی زان تحزیہ کران۔‬
‫پرتو کا ‪ٛ‬نہہ بچہِ اکو چارٹ ِز ٔاسۍ‬ ‫بهاو ‪ٛ‬‬‫ِ‬ ‫﵀گروپن م ‪ٛ‬هز‬ ‫تھٲوتو‬‫ِ‬ ‫انذک ذیال‬ ‫‪ٔ :LO5.3.3‬دزلابہٕ ‪ ،‬متن تہٕ ُ‬
‫یوتاہ‬ ‫کوتاہ آکس ٖیحن ِچو ساہ نِهہٕ ِو ِز انذر نِوان تہٕ ٗ‬ ‫ٗ‬ ‫مضمون تسلسل زان لی‪ٚ‬کھان۔‬ ‫ٗ‬ ‫چو‬
‫آکس ٖیحن ٔدزتیاب تھاونہٕ باپتو کٍتیاہ ُکلۍ ِچو ُر ٕونۍ۔‬
‫شرٮ۪ن ییہِ اکو اقتباس دِنہٕ یی‪ٚ‬مہِ م ‪ٛ‬ه ٕز تِم مدتلف‬ ‫﵀ ُ‬
‫ناوتۍ ژارن۔‬ ‫ِسار ٕ‬
‫ا ٕ‬
‫﵀ ُکلۍ کٲتیاہ اہم ِچہ زانہِ باپتو اتو ُمتعلق ییہِ‬
‫شرٮ۪ن اکہِ اکہِ بول ُهک موقعہٕ دِنہٕ ۔‬ ‫ُ‬

‫شرۍ کرن نؼمہِ متعلق راے پیش اتو م ‪ٛ‬هز آزہِ‬ ‫﵀ ُ‬ ‫علاو چو مدتلف ٔذریو‬ ‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬ ‫زبق ‪6-5‬‬ ‫ریتو‬
‫تر ِییم ‪ٚ‬‬
‫‪ٛ‬‬
‫زیر بخث۔‬ ‫ِ‬ ‫لفؼت‬ ‫ُ‬ ‫سٲعرانہٕ َول تہٕ‬ ‫خٲشل زپذن واجهہِ کتابہٕ تہِ پران۔‬ ‫ِ‬ ‫رفاقت‬
‫رح‬
‫﵀نؼمہِ ہٕ ‪ٛ‬هذۍ ہم آواز لفغ ژارن۔‬ ‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ‬ ‫مدذوم شٲب‬
‫ٗ‬
‫مهٲزب لب و لہحہِ زان ِی ‪ٚ‬یہِ تِمن پر ُنک موقعہٕ‬ ‫﵀ ُ‬ ‫زمحان۔‬
‫دِنہٕ ۔‬ ‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پٮ۪ٹو چو‬
‫رمس‬
‫ک ٕ‬‫چھے سٲعرن ٔ‬ ‫﵀نؼمہِ م ‪ٛ‬هز کَمہِ گۅنٕچ نِصانذہی‬ ‫پهٕهۍ راے پیش کران۔‬
‫‪ٚ‬‬
‫شرۍ بخث۔‬ ‫تتو پٮ۪ٹو کرن ُ‬ ‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی ذیال یا‬
‫﵀شرۍ بهاون رۅقہٕ تہٕ زوزن پهٕهِز دوزتز یتو‬ ‫ُ‬ ‫ُذلاشہٕ چو لی‪ٚ‬کھان۔‬
‫آمس۔‬
‫ٲرش آزہِ کرنہٕ ٕ‬ ‫ِ‬ ‫ُز‬ ‫گ‬ ‫ٕچ‬ ‫ه‬ ‫ی‬
‫ِ‬ ‫دعوتز‬ ‫ٹو‬ ‫پٮ۪‬ ‫وومت‬‫کر ُ‬‫اوت‪ٛ ،‬‬‫کر ُ‬
‫ناوت‪ٛ ،‬‬‫ِسار ُ‬
‫ناوت‪ ،‬ا ٕ‬ ‫‪ُ :LO5.2.3‬‬
‫لیکھن اکو‬ ‫کٲمل زٕ ‪ٛ‬هز زنذگی پٮ۪ٹو ‪ٚ‬‬ ‫ِ‬ ‫﵀کٲ ‪ٛ‬نسہِ ولی‬ ‫گرامری اشعلاخن ہ ‪ٛ‬هز زان چو تھاوان‬ ‫باوت ‪ٛ‬‬
‫تہٕ ُ‬
‫مضمون۔‬
‫ٗ‬ ‫تہٕ ِیم چو ُجملو م ‪ٛ‬ه ٕز ژاران تہٕ ورتاوان۔‬
‫ریصۍ وٲر َونان‪،‬کٲشر ۪ٮن ُہ ‪ٛ‬هذ عملی‬ ‫‪ٚ‬‬ ‫و‬ ‫چ‬ ‫کیاز‬
‫ِ ِ‬ ‫کص ٖی ِر‬ ‫﵀ ٔ‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک ذیال‬
‫‪ٔ :LO5.3.3‬دزلابہٕ ‪ ،‬متن تہٕ ُ‬
‫زیر بخث اَنهہٕ ۔‬
‫ِ‬ ‫روخٲنی بحر ییہِ‬ ‫تہٕ ٗ‬ ‫مضمون تسلسل زان لی‪ٚ‬کھان۔‬ ‫ٗ‬ ‫چو‬

‫ہیلتو‬ ‫پرایمری‬ ‫نرد ٖیکی‬ ‫کرناونۍ‬
‫ٕ‬ ‫شرۍ‬
‫﵀ ُ‬ ‫‪ :LO4.1.3‬مۅذصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام‬ ‫زبق ‪8-7‬‬ ‫ریتو‬
‫ژو ِرم ‪ٚ‬‬
‫ٗ‬
‫دور ُیتو تِم زذمن مرہم کرنہٕ‬ ‫ٕ‬ ‫زیهٹر‪/‬ڈزپیهسری ُہ ‪ٛ‬هذ‬ ‫تہٕ لۅکٕٹۍ پیراگراف ِچو لی‪ٚ‬کھان۔‬ ‫کراس‬
‫ریڈ ‪ٛ‬‬
‫تمیک ورتاو زانن تہٕ پتہٕ لی‪ٚ‬کھن پا َنے‬ ‫ُ‬ ‫یهہٕ وول دوا تہٕ‬ ‫‪ :LO4.2.1‬رزمی تہٕ غٲر رزمی ِچٹو ُچو‬ ‫ری‪ٚ‬یہِ‬
‫مضمون۔‬
‫ٗ‬ ‫تتو متعلق اکو‬ ‫لی‪ٚ‬کھان۔‬
‫شر ۪ٮن قذرتی آفسن ہٕ ‪ٛ‬ه ِذ وقتہٕ مخفوظ‬ ‫﵀وۅزتاد دِیہِ ُ‬ ‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ‬
‫روزنہٕ کٮ۪ن ظریقن ہٕ ‪ٛ‬هز زان۔‬ ‫زمحان۔‬
‫آفس‬
‫چھمتہِ خٲدِثُ ک ‪/‬قذرتی ِ‬ ‫ٕ‬ ‫شرۍ اَنن ُکهہِ تہِ أچھو ُو‬ ‫﵀ ُ‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن‬
‫گر لی‪ٚ‬کِھتو۔‬‫ُہ ‪ٛ‬هذ واقع ِ‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬
‫کرناونۍ۔‬
‫ٕ‬ ‫شهفن ہٕ ‪ٛ‬هز زان‬ ‫﵀مدتلف نجری ِ‬ ‫‪ :LO5.2.1‬پانز أ ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن‬
‫شرۍ کرن کٲشرٮ۪ن افسانہ نِگارن ُہ ‪ٛ‬هذ اکو فہرزت‬ ‫﵀ ُ‬ ‫واقعن چو آزٲدی زان تحزیہ کران۔‬
‫تیار۔‬
‫کرنۍ۔‬ ‫﵀مۅذصر افسانز متعلق زان ٕ‬
‫ک مرکزی ذیال۔‬ ‫امی ُ‬
‫‪ٚ‬‬ ‫شرۍ اکہِ اکہِ‬ ‫﵀افسانہٕ ٔپ ِرتو َونن ُ‬

‫شرٮ۪ن اکو‬‫ہیون ُ‬‫﵀کٔص ٖی ِر ہٕ ‪ٛ‬هذس ُکهہِ تہِ سرس متعلق ‪ٚ‬‬ ‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پٮ۪ٹو چو‬ ‫زبق ‪11-9‬‬ ‫ریتو‬
‫پٲ ‪ٛ‬ن ِسم ‪ٚ‬‬
‫مضمون لی‪ٚ‬کِھتو ۔‬ ‫ٗ‬ ‫پهٕهۍ راے پیش کران۔‬ ‫مانسر‬
‫﵀زنذگی م ‪ٛ‬هز آبہٕ کٮ۪ن ذذ ٖیرن ہٕ ‪ٛ‬هز اہمیت تہٕ افٲدیت‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ وال ۪ٮن واقعن‬ ‫کۅ ُکر‬
‫کرن۔‬
‫سھهاونۍ تہٕ تتو پٮ۪ٹو اکو ُکھلہٕ بخث ُ‬ ‫ٕ‬ ‫وٮ۪‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬
‫پرژھٕ هۍ۔‬
‫شرٮ۪ن زوال ‪ٛ‬‬ ‫﵀عهوانز ُمتعلق ُ‬ ‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی ذیال یا‬
‫ورتاونۍ‪.‬‬
‫ٕ‬ ‫ژارنۍ تہٕ ُجملن م ‪ٛ‬هز‬
‫باوتۍ ٕ‬ ‫﵀زبقہٕ م ‪ٛ‬ه ٕز ٕ‬ ‫ُذلاشہٕ چو لی‪ٚ‬کھان۔‬
‫اتو کرنٲیو اکو فہرزت تیار یتو م ‪ٛ‬هز مدتلف‬ ‫﵀ بچن ِ‬ ‫‪ :LO5.3.1‬مۅذصر پٲغام‪ ،‬دعوتی پٲغام تہٕ‬
‫یتو پٲٹھۍ‬
‫ذصوشیتہٕ باونہٕ ِین۔مصلن ٕ‬ ‫ٗ‬ ‫جانورن ہٕ ‪ٛ‬ه ٕز‬ ‫لیکھان۔‬
‫پیراگراف چو ‪ٚ‬‬
‫‪ٛ‬‬ ‫لۅکٹۍ‬
‫رمس چھے۔‬ ‫ک ٕ‬‫کۅکر زٕ ‪ٛ‬هز اہمیت بیان ٔ‬
‫ٕ‬ ‫ایوب شٲبرن‬ ‫ٗ‬ ‫‪ :LO5.3.2‬رزمی تہٕ غٲر رزمی ِچٹو چو‬
‫‪ٚ‬‬
‫شرۍ پهٕهۍ پهٕهۍ ذیال۔‬ ‫﵀کۅ ُکر نؼمہِ م ‪ٛ‬هز باون ُ‬ ‫ناو چو‬ ‫ٕ‬ ‫لی‪ٚ‬کھان۔ کٲ ‪ٛ‬نسہِ تہِ خٲکمہٕ ز ‪ٛ‬ه ِذ‬
‫شرۍ کرن تِمن چ ٖیزن ہٕ ‪ٛ‬هز نِصانذہی ِیم زارٮ۪ن گرن‬ ‫﵀ ُ‬ ‫لیکھان۔‬ ‫درذوازت ‪ٚ‬‬
‫موجود۔ اتو متعلق‬ ‫ٗ‬ ‫م ‪ٛ‬هز پتو کالہِ ٲسۍ مگر از ِچھهہٕ‬
‫شرۍ پ ُهن پ ُهن چارٹ تیار۔‬ ‫کرن ُ‬

‫ک ِرو تیار یتو م ‪ٛ‬هز ما ‪ٛ‬نچو ُتلرٮ۪ن ُہ ‪ٛ‬هذ‬ ‫﵀اکو ڈراما زِ کٹ ٔ‬ ‫مدتلف متن ٔپ ِرتو ُچو زوالن جواب‬ ‫‪ُ :LO4.1.1‬‬ ‫زبق ‪12-11‬‬ ‫ریتو‬
‫سی‪ِ ٚ‬یم ‪ٚ‬‬
‫رول درساونہٕ ییہِ ۔‬ ‫دِوان۔‬ ‫ما ‪ٛ‬نچو ُتلٕر‬
‫دو ِیمٮ۪ن ِیتھٮ۪ن چ ٖیزن ہٕ ‪ٛ‬ه ِذٮ۪ن ظبی‬ ‫‪ٚ‬‬ ‫﵀ما ‪ٛ‬ن ِچھکۍ تہٕ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬ ‫ھھپچ‬
‫نستہٕ ُپ ٕ‬
‫مضمون تیار۔‬
‫ٗ‬ ‫فٲیذن متعلق ٔک ِرو اکو‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک ذیال‬ ‫‪ٔ :LO4.2.2‬دزلابہٕ ‪،‬متن تہٕ ُ‬
‫اوتۍ تہٕ کرن تِم ُجملن م ‪ٛ‬هز‬ ‫‪،‬کر ٕ‬
‫ناوتۍ ‪ٛ‬‬ ‫﵀بچہِ ژارن ٕ‬ ‫ک ِرتو لی‪ٚ‬کھان۔‬
‫مربوط ٔ‬
‫ٗ‬ ‫ُچو‬
‫ازتعمال۔‬ ‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ‬
‫زپذۍ ٕمتٮ۪ن مخاورن ُہ ‪ٛ‬هذ‬ ‫ٕ‬ ‫﵀زبقز م ‪ٛ‬هز ازتعمال‬ ‫زمحان۔‬
‫ورتٲیو ُجملن م ‪ٛ‬هز۔‬
‫ُ‬ ‫ک ِرو تیار تہٕ‬ ‫اکو فہرزت ٔ‬ ‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پ ۪ٮٹو چو‬
‫کرنٲی ٗوکو کا ‪ٛ‬نہہ لۅکٕٹ مۅکٕٹ کٲم ُیتو تِمن‬ ‫ُ‬ ‫﵀بچہِ‬ ‫پهٕهۍ راے پیش کران۔‬
‫بر۔‬
‫او ِ‬
‫انذر کٲم کرنٕچ شلٲخیت ‪ٚ‬‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن‬
‫شرۍ پهٕهۍ‬ ‫کتو متعلق باون ُ‬ ‫ِ‬ ‫ھپھح لُکہٕ‬ ‫﵀ نستہٕ ُپ ٕ‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬

‫گر کا ‪ٛ‬نہہ لُکہٕ کتو یاد کٔ ِرتو‬
‫شرۍ ِ‬ ‫علاو اَنن ُ‬
‫ٕ‬ ‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی ذیال یا راے۔اَمہِ‬
‫بیی‪ٚ‬ہِ بوزناون کلازز م ‪ٛ‬هز اکہِ اکہِ ۔‬ ‫ُذلاشہٕ چو لی‪ٚ‬کھان۔‬
‫تھٲوتو‬
‫ِ‬ ‫انذک ذیال‬
‫‪ٔ :LO5.3.3‬دزلابہٕ ‪ ،‬متن تہٕ ُ‬
‫مضمون تسلسل زان لی‪ٚ‬کھان۔‬ ‫ٗ‬ ‫چو‬

‫ریاوک‬ ‫تو یا بیہٕ ُکهِہ نرد ٖیکی ٔد ُ‬ ‫کرنٲیوکو وٮ۪ ِ‬ ‫ٗ‬ ‫بچہ‬ ‫﵀ ِ‬ ‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی ذیال یا‬ ‫زبق ‪13،14،15‬‬ ‫ریتو‬
‫زتِم ‪ٚ‬‬
‫ٔ‬
‫تر۔‬
‫فکر ِ‬ ‫ِ‬ ‫تمچ اہمیت‬ ‫زٲل ُیتو تِمن عملی ٕ‬ ‫ُذلاشہٕ چو لی‪ٚ‬کھان۔‬ ‫وار‬
‫یتو رٮ۪ش ِ‬
‫کھهٲیو پهٕهِز مخلز‪/‬سہرس‪/‬گامز یا‬ ‫ٗ‬ ‫َتو لی‪ٚ‬‬ ‫﵀بچن ا ِ‬ ‫وومت‬‫کر ُ‬ ‫اوت‪ٛ ،‬‬ ‫کر ُ‬
‫ناوت‪ٛ ،‬‬ ‫ِسار ُ‬
‫ناوت‪ ،‬ا ٕ‬ ‫‪ُ :LO5.2.3‬‬ ‫وٮ۪تستا رٲچو‬
‫مضمون۔‬ ‫ٗ‬ ‫بی‪ٚ‬یہِ ُکهہِ جایہِ پٮ۪ٹو اکو‬ ‫گرامری اشعلاخن ہ ‪ٛ‬هز زان چو تھاوان‬ ‫باوت ‪ٛ‬‬‫تہٕ ُ‬ ‫جہاز‬
‫ٕ‬ ‫ہوٲیی‬
‫گر زٍ تۍ أنِتو تتو‬ ‫شرٮ۪ن یی‪ٚ‬ہِ کا ‪ٛ‬نہہ وظهی نؼم ِ‬ ‫﵀ ُ‬ ‫تہٕ ِیم چو ُجملو م ‪ٛ‬ه ٕز ژاران تہٕ ورتاوان۔‬ ‫کٔص ٖی ِر ہٕ ‪ٛ‬هز کی ‪ٛ‬هہہ‬
‫کرنہٕ ۔‬
‫پٮ۪ٹو بخث کر ُنک موقعہٕ فراہم ُ‬ ‫مدتلف متن ٔپ ِرتو ُچو زوالن جواب‬ ‫‪ُ :LO4.1.1‬‬ ‫عمارژ‬
‫ٕ‬ ‫پرانہِ‬
‫‪ٛ‬‬
‫کص ٖی ِر ہٕ ‪ٛ‬هضذ ۪ٮن دلکش نعارن ُہ ‪ٛ‬هذ ترکرہ ٔک ِرتو کرن‬ ‫﵀ ٔ‬ ‫دِوان۔‬
‫شرۍ زیٲہتی جاین پٮ۪ٹو اکو پروجیکٹ تیار۔‬ ‫ُ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬
‫جہاز‪،‬ریڈیو یا بییہِ ُکهہِ زایهسی آلٕکۍ فٲی ٕذ‬ ‫ٕ‬ ‫ہوٲیی‬ ‫﵀‬ ‫‪ :LO4.1.3‬مۅذصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام‬
‫ک ِرو تِمن نِصہِ‬ ‫سھهٲیو بچن نِصہِ ۔ پتہٕ ٔ‬ ‫ُ‬ ‫تہٕ نۅقصانات وٮ۪‬ ‫تہٕ لۅکٕٹۍ پیراگراف ِچو لی‪ٚ‬کھان۔‬
‫خٲشل۔‬ ‫ِ‬ ‫امیک ر ِد عمل‬ ‫ُ‬ ‫‪ :LO4.2.1‬رزمی تہٕ غٲر رزمی ِچٹو ُچو‬
‫جہاز بهاو ُنک زفر پهٕهہِ پهٕهہِ آیہِ‬ ‫ٕ‬ ‫ہوٲیی‬ ‫ییہِ‬ ‫ن‬ ‫۪‬ ‫ٮ‬ ‫ر‬ ‫ش‬‫﵀ ُ‬ ‫لی‪ٚ‬کھان۔‬
‫ونٕ ُهک موقعہٕ فراہم کرنہٕ ۔‬ ‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ‬
‫باوتۍ تہٕ ورتاون‬ ‫شرۍ ژارن دِنہٕ آمتہِ اقتبازہٕ م ‪ٛ‬ه ٕز ٕ‬ ‫﵀ ُ‬ ‫زمحان۔‬
‫پهٕهٮ۪ن پهٕهٮ۪ن ُجملن م ‪ٛ‬هز ۔‬ ‫‪ :LO5.3.1‬مۅذصر پٲغام‪ ،‬دعوتی پٲغام تہٕ‬
‫کرنٲیوکو ُکهہِ توار ٖیدی جایہِ ُہ ‪ٛ‬هذ زٲل تہٕ‬ ‫ٗ‬ ‫شرۍ‬ ‫﵀ ُ‬ ‫لیکھان۔‬
‫پیراگراف چو ‪ٚ‬‬
‫‪ٛ‬‬ ‫لۅکٹۍ‬
‫شرۍ تتہِ‬ ‫سھهٲیوکو تمہِ جایہِ ہٕ ‪ٛ‬هز اہمیت۔پتہٕ لی‪ٚ‬کھن ُ‬ ‫ٗ‬ ‫وٮ۪‬ ‫‪ :LO5.1.3‬زماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن‬
‫چھمت مهؼر پهٕهٮ۪ن لفؼن م ‪ٛ‬هز۔‬ ‫ُ‬ ‫ُو‬ ‫تہٕ مسلن متعلق چو بیذار تہٕ خساس۔‬
‫موجود ُکهہِ‬
‫ٗ‬ ‫کھهٲیوکو پهٕهہِ بستی م ‪ٛ‬هز‬ ‫ٗ‬ ‫َتو لٮ۪‬ ‫﵀ بچن ا ِ‬ ‫‪ :LO5.2.1‬پانز ٔا ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن‬
‫مضمون۔‬
‫ٗ‬ ‫عمارژ پٮ۪ٹو اکو‬ ‫ٔ‬ ‫پرانہِ‬ ‫‪ٛ‬‬ ‫واقعن چو آزٲدی زان تحزیہ کران۔‬
‫اتو درذاس یتو‬ ‫ِ‬ ‫بچز‬ ‫و‬‫کھهٲی‬
‫ُ‬ ‫‪ٚ‬‬ ‫لی‬ ‫ِمز‬ ‫ک‬ ‫خٲ‬ ‫متعلقہٕ‬ ‫﵀‬ ‫وومت‬
‫کر ُ‬ ‫اوت‪ٛ ،‬‬ ‫کر ُ‬
‫ناوت‪ٛ ،‬‬ ‫ِسار ُ‬
‫ناوت‪ ،‬ا ٕ‬ ‫‪ُ :LO5.2.3‬‬
‫راوٹ تہٕ‬‫عمارژ ہٕ ‪ٛ‬هز رٲچو ٔ‬ ‫ٔ‬ ‫م ‪ٛ‬هز یتو م ‪ٛ‬هز ُکهہِ توار ٖیدی‬ ‫گرامری اشعلاخن ہ ‪ٛ‬هز زان چو تھاوان‬ ‫باوت ‪ٛ‬‬‫تہٕ ُ‬
‫مرمت باپتو عرض کرنہٕ ییہِ ۔‬ ‫تہٕ ِیم چو ُجملو م ‪ٛ‬ه ٕز ژاران تہٕ ورتاوان۔‬
‫شرٮ۪ن ییہِ مدتلف گرامری اشعلاح ِمجالے‬ ‫﵀ ُ‬
‫وومت ژار ُنک تہٕ ورتاو ُنک موقعہٕ‬ ‫کر ُ‬ ‫اول تہٕ ‪ٛ‬‬ ‫ت‪،‬کر ُ‬ ‫‪ٛ‬‬ ‫او‬
‫کر ُ‬ ‫‪ٛ‬‬
‫فراہم کرنہٕ ۔‬

‫قہ کار‬
‫پرکھہ ﴿‪ ﴾Summative Assessment‬باپتو ظر ٖی ِ‬
‫ِ‬ ‫لہم‬
‫﵀ ُک ُ‬
‫لہم پر ِکو باپتو نمبرات‬
‫ُک ُ‬ ‫زبق‪/‬عهوان‬ ‫ِکتاب‬ ‫نمبر‬
‫سمار‬
‫ُ‬
‫‪15‬‬ ‫دٮ۪ ٕذ رٲنۍ‬ ‫‪11‬‬
‫‪16‬‬ ‫اولودگی‬ ‫ٗ‬ ‫‪12‬‬
‫‪17‬‬ ‫لہ َون پوس ِہ‬‫یی ِ‬
‫لہ ‪ٚ‬‬
‫تی ِ‬
‫پوسہ ‪ٚ‬‬
‫ِ‬ ‫اَن‬ ‫‪13‬‬
‫‪15‬‬ ‫رفاقت‬ ‫‪14‬‬
‫‪17‬‬ ‫کراس‬ ‫کٲشر ِکتاب‬
‫ِ‬
‫ریڈ ‪ٛ‬‬ ‫‪15‬‬
‫‪19‬‬ ‫کۅ ُکر‬ ‫‪16‬‬
‫‪15‬‬ ‫جہاز‬
‫ٕ‬ ‫ہوٲیی‬ ‫‪17‬‬
‫‪16‬‬ ‫عمارژ‬
‫ٕ‬ ‫انہ‬
‫پر ِ‬
‫کص ٖی ِر ٕہ ‪ٛ‬هز کی ‪ٛ‬هہہ ‪ٛ‬‬ ‫ٔ‬ ‫‪18‬‬
‫‪51‬‬ ‫ُکل نمبرات‪:‬‬
‫سوالهامہ باپتھ ڈیزاین‪-‬جماعت ٲٹِھم‬
‫نمبرات‬ ‫سوالن ُہ ‪ٛ‬هد‬ ‫پرتھ سوالس علمی سطح‬
‫‪ٛ‬‬ ‫سوالهامک فارمیٹ‬
‫ُ‬
‫تعداد‬ ‫نمبر‬
‫‪13‬‬ ‫‪13‬‬ ‫‪CL-1‬‬ ‫ڈۅڈ ہتو پٮ۪ٹھہٕ ٕز ہتو لفؼن ُہ ‪ٛ‬هذ غٲر نصٲبی نجری‬ ‫ٔیس جوابہٕ وٲلۍ‬
‫‪12‬‬ ‫‪12‬‬ ‫‪CL-2‬‬ ‫کهہ زوالہٕ آزن ِیمن م ‪ٛ‬هز یٔس جوابہٕ‬ ‫ِ‬ ‫اقتباس یتو پتہٕ‬ ‫‪/‬زوالہٕ‬
‫‪12‬‬ ‫‪12‬‬ ‫‪CL-3‬‬ ‫‪ 1‬نمبر‬ ‫وٲلۍ زوالہٕ ‪ /‬مخاورن ُہ ‪ٛ‬هذ ورتاو‪ /‬بیانز بذلہٕ اکو‬
‫‪70‬‬ ‫‪70‬‬ ‫ُکل میزان‬ ‫آزہ۔‬
‫ِ‬ ‫سٲمل‬
‫ِ‬ ‫کرن‬
‫لفغ‪ /‬لفؼہٕ راش‪ /‬انذا ٕز ُ‬
‫کهہ زوالہٕ آزن ِیمن م ‪ٛ‬هز یس جوابہٕ‬ ‫پتہ ِ‬‫سکل یتو ِ‬
‫پرکھاون‬
‫ُ‬ ‫کرن‪/‬‬‫کرن‪ /‬انذا ٕز ُ‬
‫وٲلۍ زوالہٕ ‪ /‬تحزیہ ُ‬
‫آزہ۔‬
‫ِ‬ ‫سٲمل‬

‫‪01‬‬ ‫‪01‬‬ ‫‪CL-1‬‬ ‫کهہ زوالہٕ آزن ِیمن‬
‫ِ‬ ‫نصٲبی سعری اقتباس یتو پتہٕ‬

‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬ ‫م ‪ٛ‬هز ٔیس جوابہٕ وٲلۍ زوالہٕ ‪ /‬عهوان‪ /‬لفؼہٕ راش‪/‬‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫آزہ۔‬
‫ِ‬ ‫کرن سٲمل‬
‫کرن ‪ /‬تحزیہ ُ‬
‫زمحن‪ /‬انذا ٕز ُ‬‫ُ‬
‫‪03‬‬ ‫‪03‬‬ ‫ُکل میزان‬ ‫کروومت‪ /‬کالہٕ بذلاو‪/‬‬
‫ُ‬ ‫کراوت‪/‬‬
‫ُ‬ ‫ناوت‪/‬‬
‫ناوت‪ /‬اِسا ٕر ُ‬ ‫ُ‬
‫امکۍ قسٕ م گرامری اشعلاخن پٮ۪ٹو مبهی‬ ‫باوت تہٕ ِ‬ ‫ُ‬
‫زوالہٕ ۔‬

‫‪01‬‬ ‫‪01‬‬ ‫‪CL-1‬‬ ‫ضذ‪ /‬واخذ تہٕ جمع نا ٕوتۍ‪ /‬نر تہٕ ما ٕد‬
‫لفؼن ہ ‪ٛ‬هذۍ ِ‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬ ‫نا ٕوتۍ گرامری اشعلاخن پٮ۪ٹو زوالہٕ ۔‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬
‫‪03‬‬ ‫‪03‬‬ ‫ُکل میزان‬
‫‪14‬‬ ‫‪12‬‬ ‫‪CL-1‬‬ ‫کتابہ ہ ‪ٛ‬هذٮ۪ن نجری زبقن متعلق اہلیس پٮ۪ٹو‬
‫ِ‬ ‫نصٲبی‬ ‫تصک ٖیل دِنہٕ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪CL-2‬‬ ‫مبهی ژورو م ‪ٛ‬ه ٕز ترٮ۪ن زوالن ہ ‪ٛ‬هذۍ مدتصر جواب‬ ‫آمتٮ۪ن زوالن‬
‫‪16‬‬ ‫‪13‬‬ ‫‪CL-3‬‬ ‫‪ 2‬نمبر‬ ‫کھهۍ۔‬ ‫لی‪ٕ ٚ‬‬ ‫ہٕ ‪ٛ‬هذۍ جواب‬
‫‪11‬‬ ‫‪70‬‬ ‫ُکل میزان‬ ‫نؼمہ متعلق اہلیس پٮ۪ٹو‬
‫ِ‬ ‫هہ‬
‫نصابز م ‪ٛ‬هز سٲمل ُک ِ‬
‫مبهی ژورو م ‪ٛ‬ه ٕز دۅن زوالن ہ ‪ٛ‬هذۍ مدتصر جواب‬
‫کھهۍ ِیمن م ‪ٛ‬هز ادبی اشعلاح‪ /‬موضوع‪ /‬لفغ‬ ‫لی‪ٕ ٚ‬‬
‫معهے سٲمل آزن۔‬
‫‪16‬‬ ‫‪12‬‬ ‫‪CL-1‬‬ ‫تھٲوتو پیراگراف‪ٔ /‬دل ٖیل‪/‬‬
‫ِ‬ ‫آمت شورتخال م ِذ نؼر‬ ‫دِنہٕ ُ‬
‫‪13‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪3‬نمبر‬ ‫کھن۔‬
‫کتو باتو ‪ /‬اِستہار لی‪ُ ٚ‬‬
‫‪16‬‬ ‫‪12‬‬ ‫‪CL-3‬‬ ‫کھهۍ۔ ﴿دۅیو م ‪ٛ‬ه ٕز اکو﴾‬
‫رزمی‪ /‬غٲر رزمی ِچٹھۍ لی‪ٕ ٚ‬‬
‫‪10‬‬ ‫‪70‬‬ ‫ُکل میزان‬
‫‪11‬‬ ‫‪11‬‬ ‫‪CL-1‬‬ ‫هہ عهوانز پٮ۪ٹو ڈۅڈ ہتو‬ ‫اِسارن یا سکلن ہ ‪ٛ‬ه ِذ مذ ٕد ُک ِ‬
‫‪15‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪5‬نمبر‬ ‫کھن۔‬
‫مضمون لی‪ُ ٚ‬‬
‫ٗ‬ ‫پٮ۪ٹھہٕ ٕز ہتو لفؼن ُہ ‪ٛ‬هذ‬
‫‪15‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫زبقک مرکزی ذیال‪/‬‬‫ُ‬ ‫تہ‬
‫هہ ِ‬‫کتابہ م ‪ٛ‬هز سٲمل ُک ِ‬
‫ِ‬ ‫نصٲبی‬
‫‪17‬‬ ‫‪71‬‬ ‫ُکل میزان‬ ‫کھن۔‬
‫ُذلاشہٕ ‪ /‬کردارن پٮ۪ٹو نوٹ لی‪ُ ٚ‬‬

‫‪07‬‬ ‫ُکل نمبرات‬
‫نوٹ‪:‬‬
‫ضروری۔‬
‫ٗ‬ ‫زمحهۍ‬
‫ِ‬ ‫کتابہ ہ ‪ٛ‬هذۍ زٲری زبق پ ٕرنۍ تہٕ‬
‫ِ‬ ‫چو درسی‬
‫‪ ‬زبق اشل پٲٹھۍ زمحهہٕ باپتو ِ‬
‫پرژھهہٕ ۔‬
‫‪ ‬امتخانز م ‪ٛ‬هز ِین اہلیس پٮ۪ٹو مبهی زوالہٕ ‪ٛ‬‬
‫پرژھهہٕ ۔‬
‫کتابہ معٲبق ‪ٛ‬‬
‫ِ‬ ‫گرام ٕرکۍ زوالہٕ ِین درسی‬ ‫‪ٛ‬‬ ‫‪‬‬

(Appendix)

Suggestive Calendar of Activities

S.No Date Event Suggested Activity
Awareness in Assembly, Guest speakers, Storytelling and Role Models, Organize classroom
1 January 24th, 2024 National Girl Child Day debates on topics related to gender equality, talent show where girls can showcase their
skills and talents in various fields
Rallies, Mock Elections, Debates, Seminar, Awareness and taking National Voters pledge in
2 January 25th, 2024 National Voters Day
Morning Assembly
Guest Lectures , Organize a science fair where students can present their own projects,
3 February 28th, 2024 National Science Day
experiments, and inventions, Poster and Slogan Competitions, quiz competitions
Invite wildlife conservationists, biologists, or representatives from wildlife department to
4 March 3rd, 2024 World Wildlife Day give talks or presentations about their work and the importance of protecting wildlife in the
Morning assembly.
5 March 8th, 2024 International Women‘s Organising skits, Group discussions highlighting the role of women.
Day
6 March 22nd, 2024 International Water Day Organising Awareness drives, Debates, Painting competitions on the theme of conservation
of Water Resources
7 April 7th, 2024 World Health Day Health & Hygiene Camps to be organised in collaboration with NRHM & nearest Primary
Health Centres, Community Awareness programmes, Street Theatre will be some of the
suggestive activities.
8 April 18th, 2024 World Heritage Day Heritage Fair, Cultural Exchange, field trip to a nearby World Heritage site, or promoting
environmental conservation, clean-up drives, tree planting initiatives,

9 April 22nd, 2024 Earth Day Clean-up Campaign, Planting Activities, Take the learning outside by holding classes or
activities in outdoor spaces such as school gardens, parks, or nature reserves, Earth Day
Pledge
10 May 8th, 2024 Red Cross Day Inculcate the habit of Social Service among students, Awareness regarding First-Aid in the
Morning Assembly.
11 May 31st, 2024 World Anti-Tobacco Students to be engaged in Anti- Tobacco Awareness campaign.
Day
12 June 5th, 2024 World Environment Seminars, debates in collaboration With Department of Environment. Painting competitions,
Day poster writing competitions, Rallies etc will be some of the suggestive activities.

13 June 21,2024 International Yoga Day Organize a mass yoga session for all students and staff in Morning assembly.

14 June 26th, 2024 Anti-Drug Abuse Day Seminars, debates in collaboration with Drug deaddiction centers. Drawing & Painting
completion highlighting the evil caused by drug abuse.

15 July 26, 2024 Kargil Vijay Diwas Patriotic Song, Observe a moment of silence to honour the martyrs, Show a documentary or
a short film about the Kargil War.

16 August 12th, 2024 International Youth Day Organize a day of community service activities where students volunteer their time and
skills to support local organizations, charities, or social causes like cleaning up parks,
tutoring younger students, assisting senior citizens,

17 August 29th, 2024 National Sports Day Importance of sports in physical / mental fitness. How sports help to inculcate team spirit.
Awareness about various types of
sports & Games.
18 September 5th, 2024 Teacher‘s Day Celebration of Teachers Day at various levels. Essay Writing / debate highlighting the role
of Teachers
19 September 8th, 2024 World Literacy Day Guest Authors and Storytellers, Creative Writing Projects, Book Donation Drives

20 September21st, 2024 International Peace Day Organize a peace walk or rally where students can march together to promote peace, social
justice, and human rights. Encourage students to express their ideas about peace through art
projects such as painting, drawing, sculpture, or collage

21 October 2nd-8th, 2024 Wildlife Week Awareness about importance of conservation of Wildlife with special reference to our local
Fauna.
22 November 14th, 2024 Children‘s Day Celebrations to reiterate the importance of being a child.

23 November 26th, 2024 Constitution Day Reading of the Preamble, Debates, Essay competition, Quiz, Seminar, Poster making, Invite
local judges, lawyers, or civic leaders to speak about the Constitution’s relevance today
24 December 3rd, 2024 International Disability Celebrating this special day for the Specially abled classmates to inculcate feeling of
Day empathy and togetherness.
25 December 22nd, 2024 National Mathematics Mathematics Poster Competition, Mathematics Quiz competition, Mathematics Olympiad,
Day organize a special assembly to celebrate National Mathematics Day, featuring presentations,
skits, or performances related to mathematics.

 All the schools must celebrate national festivals with great enthusiasm, zeal and fervor as they remind the significance of freedom, democracy and peace
there by bringing a sense of patriotism, pride and brotherhood among the students.
 Schools may organise activities mentioned above and some other Local/National/International events/festivals as they deem fit for holistic development
of the students. Organising such events help students to learn about the world around them as they grow up in order to become well-informed citizens. It
enhances student‘s knowledge about the significance of these days/events and helps to inculcate high morals, values and character in our students, thereby
nurturing their communication and interpersonal skills.

Suggestive Ten Bagless Days

Bagless Description
Day
1 Activities like Painting/ Art & Craft/ Photography/ Cooking/ Stitching/ Kite Making/ School Elections, etc.
2 Exposure Visit to Sericulture Unit/ Vermicompost Unit/ Industrial Area/ Historical Places/ Museums,etc.
3 Gardening: Teachers and students in collaboration to grow some vegetables for mid-day meals
4 Games and Sports activities like, Hurdle race/ running backward/ Hopscotch, etc.
5 Exposure Visit to University/College/Sainik School/ Medical College/ NIT/ Court/ DC Office, etc
6 TLM development activities
7 Speak up Day:
a. Activities to articulate ideas in simple, clear and appropriate words. Teachers can take help of
some famous media personality
b. Speak up the changes, you want in your school/ locality, etc.

8 a. Meeting most experienced and successful personalities of the locality
b. Be a journalist and highlight the issues of your area
9 a. Taking proper care of other people, animals and nature
b. Local and seasonal vegetable stall
c. Survey: like area of the school, type and number trees in your school, buildings, classrooms,
labs, students‘ gender-wise and class-wise, teachers, subjects, book category and number, etc

10 Meet a Professor/Doctor/Journalist/Engineer/Social Activist/Judge, etc.
Note: The Head of the Institution in consultation with subject teachers shall decide the appropriate day, date and activities for 10
bag-less days.

Student Assessment & Evaluation Scheme (SA&ES)
Middle Stage (Class 8th)
Stage/Class Duration Scheme of Assessment
Class 8th 1 Year School Based Assessment (SBA) shall be conducted by
respective HoS at school level. However, Year End
Assessment (Summative Assessment) shall be conducted at
Complex Level under the supervision of DIETS and uniform
Assessment Tools shall be provided by SCERT through
DIETs.
Criteria for Evaluation Formative / Summative Assessment:
Object Marks Procedure
I. Formative Assessment 30 Level of preparation & Progress of the child has to be
evaluated by subject teacher by conducting at least 6
formative assessment activities throughout the year the year
as per School Based Assessment.
(@ 5 marks per Formative assessment)
II Co-curricular Component 20 Detailed description of activities with criteria points is
appended*
III Summative Assessment 50 External Year End Assessment tool/Question Paper shall be
of 50 Marks.
Total (I+II+III) 100 Qualifying criteria will be as per the prescribed examination
norms/ guidelines.
However, student is required to qualify with 33% marks in
each assessment (FA/CC/SA).

Formative Assessment Guidelines (Marks: 30 per Subject)
Guidelines:

1. Formative Assessment shall be conducted throughout the academic session as per School Based Assessment using different
techniques and tools.
2. All the desired learning outcomes should be continuously assessed by the subject teachers.
3. Out of all the Formative Assessments six best should be recorded with weightage of 5 marks to each (F1 to F6).
4. Report of these best six formative assessments should be recorded in prescribed Formative Assessment Recording format as given
below.
5. Cumulative score of the student should be reflected in the final result register.

Name of the School ......................................................................................
Formative Assessment Record. Session ……………..................

Name of the Student………………............... Class............Section........... Subject………….. Roll No...............
Recording No. & Date Learning Outcomes Assessment Overall Performance Marks Scored (As Teacher's Observation
Assessed (Code) Techniques and Tools Level (Stream, evaluated from SBA
used Mountain, Sky) tool)
Awareness:

F1 Creativity:
Sensitivity:
Awareness:
Creativity:
F2
Sensitivity:
Awareness:

F3 Creativity:
Sensitivity:
Awareness:
Creativity:
F4
Sensitivity:
Awareness:

F5 Creativity:
Sensitivity:
Awareness:
F6 Creativity:
Sensitivity:

Teacher’s Signature

Co-Curricular Component Assessment Guidelines
(Marks: 20 per subject)
Guidelines:

1. Various aspects of the co-curricular component/domains should be assessed by each subject teacher individually.
2. Marks weightage to each component should be given as per Student Assessment and Evaluation Scheme (SA&ES).
3. Each teacher should keep on tracking the co-curricular aspects and reflect the same in prescribed format ―Recording Co-Curricular
Activities‖
4. The final score of each student should be reflected in the Final Result Register

Format for Recording Co-Curricular Activities

Name of the Student………………………………. Class ………… Roll No…………. Subject…………………… Session…………………
Domain Aspects assessed Marks Descriptive
Max.
Obtain Summary/Remarks by the
Mark ed. Teacher
s
Physical Sports, games, yoga, drills etc.(participation in 4
Activities inter/School/Zone/District/State events)
Participation Seminars, debates, Morning Assembly, 4
in school Celebration of important Days/events
Activities Cleanness drives drug de-addiction drives
etc
Cultural and Performing Art such as singing, dancing, acting, mime, 4
Creative role playing etc. Visual Arts such as Painting/Drawing,
activities crafts, puppetry architecture, sculpture etc

Health and Cleanliness of body and Clothes, consciousness and 2
Hygiene practice of healthy habits such as taking proper meals,
avoiding unhealthy foods etc
Environment Using dustbins, conservation of natural resources, 2
/IT avoiding polythene, clean surrounding
Awareness consciousness, Uses ICT for learning(esp. for class6-
8)
Discipline Overall behavior with the students, school mates 2
And at home
Attendance Regularity and punctuality ]>75 upto 85% (1 Mark) 2
And 85% upto 100% (1 Mark)[
(Note: Attendance a minimum of 75% is mandatory)
Total 20
Note: This Format will filled for each subject by the concerned Teacher and enclosed with Students Progress file along with Formative Assessment
Record

Sig. of In-charge Teacher Principal/Headmaster

Holistic Progress Card (HPC)

To download the Holistic Progress Card (HPC) for the Middle Stage, please visit the NCERT website using the following link:
https://ncert.nic.in/parakh/pdf/HPC_middle.pdf

Or
To download the Holistic Progress Card (HPC), please scan the QR code below:
.

Result Register

To download the Result Register, please scan the QR code below:

Student Grade Card

To download the Student Grade Card, please scan the QR code below:

Student Assessment & Evaluation Scheme 2022
To download the Student Assessment & Evaluation Scheme 2022, please visit the website using the following link:
https://drive.google.com/file/d/1UN0YrAk0ANxTnOxg99lsVmzgHrXLiHIS/view?usp=sharing

or
To download the Holistic Progress Card (HPC), please scan the QR code below: