JKBOSE Class 6 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 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.

Index
Middle Stage (Class 6th)
S. No Title/ Subjects
1 English
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 Bagless Days
(iii) Student Assessment & Evaluation Scheme
(iv) Formative Assessment - Guidelines
Holistic Progress Card (HPC), Result Register, Student Grade Card, & Student
(v)
Assessment & Evaluation Scheme: Google Drive Links

Class 6th
(English)

Curricular Goals and competencies as per NCF-SE 2023

Curricular Goals Competencies Learning Outcomes

The Learners:
CG-1 Develops C-1.1. Applies varied LO-1.1.1. identify and explain basic character traits based on
independent reading comprehension strategies textual clues (actions, dialogue, descriptions).
comprehension and summarising (inferring, predicting) to LO-1.1.2. use descriptive details in the text to infer the setting
skills by engaging with a variety of understand different texts (time and place) of a story.
texts (stories, poems, extracts of LO- 1.1.3: predict upcoming events in a narrative based on their
plays, essays, articles, news knowledge of story structure (beginning, middle, end)
reports) and shows interest in
reading books

C-1.2. Identifies main
points, summarises after a
careful reading of the text,
and responds coherently LO-1.2.1. identify the main topic and key details of a short,
fictional text.
LO-1.2.2. write a simple summary of a short text, focusing on the
main events in chronological order.
LO-1.2.3: respond coherently to a literal comprehension question
about a short text.

C-1.3. Identifies and LO-1.3.1 identify the main idea of simple fictional texts.
appreciates the main idea LO-1.3.2: identify the main idea of short informational texts and
in the various texts. explain its connection to the supporting details.
LO-1.3.3: appreciate the main idea by explaining how it
contributes to the overall enjoyment or purpose of the text.

C-1.4. LO-1.4.1: identify genres of their interest based on descriptions
Shows interest in choosing and recommendations.
and reading a variety of LO-1.4.2: choose books based on personal preferences and
books. interests explored in class.
LO-1.4.3: express their initial impressions and opinions about
the books they are reading.
CG-2 Attains the ability to write C-2.1. Uses
about thoughts, feelings, and writing strategies, such as LO-2.1.1: sequence ideas chronologically to write a simple
experiences of social events (e.g., sequencing ideas, narrative text with a beginning, middle, and end.
village fairs, identifying LO-2.1.2: identify and use simple transition words (e.g., then,
festivals, occasions) headings/ subheadings and next, because) to connect ideas within paragraphs
forming clear beginning, LO-2.1.3: write a simple paragraph with a clear topic sentence
ending, and and supporting details.
paragraphs
C-2.2. Expresses LO-2.2.1: write simple narratives that express personal
experiences, emotions, and experiences and emotions.
LO-2.2.2: identify and use basic vocabulary to describe their
critiques on various aspects
feelings and reactions to different situations.
of their surroundings in LO-2.2.3: write simple opinion pieces expressing basic likes and
writing dislikes about familiar topics.

CG-3 Develops the capacity for C-3.1. Writes different kinds LO-3.1.1: write personal letters to friends or family members
effective communication using of letters and essays using a friendly and informal style.
language skills for using appropriate LO-3.1.2: write simple informative letters to request
questioning, style and registers for information or make inquiries.
describing, different LO-3.1.3: write simple narratives or descriptive essays
analysing, and responding audiences and purposes expressing personal experiences or observations.

CG-4 Explores different literary C-4.1. Identifies and LO-4.1.1: identify basic characteristics of prose, poetry, and
devices and forms of literature appreciates different forms drama (e.g., sentences, stanzas, dialogue).
of literature (samples of LO-4.1.2: enjoy listening to and reading simple examples of
prose, poetry, and drama) prose, poetry, and drama, identifying basic themes or messages.
LO-4.1.3: begin to make connections between their own
experiences and the characters or events in literary works.

C-4.2. Identifies literary
devices, such as simile,
metaphor, personification LO-4.2.1: identify basic literary devices (e.g., simile, metaphor,
(alankaras), hyperbole personification) in simple poems and short stories.
(athishayokthi), and LO-4.2.2: explain how basic literary devices contribute to the
alliteration (anuprasa), by overall meaning or mood of a literary work.
LO-4.2.3: begin to use basic literary devices (simile, metaphor,
reading a variety of
personification) in their own writing to create vivid descriptions
literature and uses in and enhance their creative expression.
writing

CG-5 Develops the ability to C-5.1. Uses appropriate LO-5.1.1: identify and use basic sentence structures (subject,
recognise basic linguistic aspects grammar and structure in verb, object) to write clear and grammatically correct sentences.
(word and their writing LO-5.1.2: apply basic punctuation rules (e.g., periods, commas,
sentence structure) and uses question marks) to enhance the clarity and meaning of their
them in oral and written writing.
expression LO-5.1.3: vary sentence structure by using simple compound
and complex sentences to improve the flow and interest of their
writing.
CG-6 Develops an appreciation of C-6.1 6.1.1.differentiates between vowels and consonants based on
the distinctive features of the Understands the phonetics sound production (voiced vs. voiceless) and identify them in
language, and script of the language, written words.
including its alphabet and script, the number of vowels and 6.1.2. Recognize short vowel sounds (a, e, i, o, u) and their
sounds, rhymes, puns, and other consonants, and how they corresponding spellings in one-syllable words.
wordplays and games unique to interact and are used 6.1.3. begin to identify and blend consonant sounds (single
the language consonants and simple consonant blends) to decode one-syllable
words.
C-6.2 Engages in the use of LO-6.2.1: identify and differentiate between basic forms of
puns, rhymes, alliteration, wordplay (puns, rhymes) in spoken language and simple texts.
and other wordplays in the (e.g., recognize puns that play on the multiple meanings of
language, to make speech words.)
and writing more LO-6.2.2: create simple puns and rhymes to add humour and
interesting and enjoyable playfulness to their spoken language.
LO-6.2.3: appreciate how wordplay can be used by authors and
poets to add humour, surprise, and deeper meaning to their
work.
C-6.3 Becomes familiar with LO-6.3.1: identify and participate in simple word games that
some of the major word involve basic manipulation of letters and sounds.
games in the language (e.g., LO-6.3.2: understand and follow the rules of common word
palindromes, spoonerisms, games like spoonerisms and acrostics.
sentences without given LO-6.3.3: appreciate how word games can be fun and
letters or sounds, riddles, educational, promoting vocabulary development and critical
jokes, antakshari, thinking skills.
anagrams, crosswords)

Chapter:
Month Melody/Let’s Read/
wise Integrated Grammar & Suggested Pedagogies
Time Writing Skills Learning Outcomes
Line
The Learners:
1 Who Did Patrick’s LO-1.1.1. identify and explain basic Use character maps to identify details about
Homework? character traits based on textual clues characters' actions, words, and thoughts. After
(actions, dialogue, descriptions). reading a short passage, have students write a
A House, A Home LO- 1.1.3: predict upcoming events in a paragraph inferring a character trait based on
narrative based on their knowledge of textual evidence. Play "detective" games where
A Tale of Two Birds story structure (beginning, middle, end) students use clues to infer information not
Paragraph writing LO-1.2.1. identify the main topic and key explicitly stated.
details of a short, fictional text. Create charts outlining common story structures.
LO-1.2.3: respond coherently to a literal After reading story beginnings, have students
comprehension question about a short predict what might happen next based on the
text. structure and any clues provided.
LO-1.3.1 identify the main idea of simple Use graphic organizers (e.g., story maps) to
fictional texts (e.g., folktales, fables) and identify and record key information from the text.
explain its importance to the story After reading a short story, have students
LO-1.4.1: identify genres of their interest complete a cloze activity where they fill in the
based on descriptions and blanks with the main character, setting, and key
recommendations. events. Play "who, what, where, when, why"
LO-2.1.1: sequence ideas chronologically games to identify essential details about the text.
to write a simple narrative text with a Use graphic organizers or charts to compare and
beginning, middle, and end. contrast the basic features of prose, poetry, and
LO-4.1.1: identify basic characteristics drama (e.g., structure, language). Read short
of prose, poetry, and drama (e.g., excerpts from each genre and have students
sentences, stanzas, dialogue). identify the form based on its characteristics.
LO-4.1.2: enjoy listening to and reading Play genres charades where students act out
simple examples of prose, poetry, and scenes from prose, poetry, or drama, and others
guess the form.
drama, identifying basic themes or
messages.
LO-5.1.1: identify and use basic
sentence structures (subject, verb,
object) to write clear and grammatically
correct sentences.
LO-5.1.2: apply basic punctuation

rules (e.g., periods, commas, question
marks) to enhance the clarity and
meaning of their writing.
How the Dog Found LO-1.1.2.use descriptive details in the Provide sentence starters to guide students in
2 Himself a New Master! text to infer the setting (time and place) writing summaries (e.g., "This story is about..." or
of a story. "The main events happen when..."). After reading
The Kite LO-1.2.2. write a simple summary of a a short passage, have students retell the story in
short text, focusing on the main events their own words, focusing on the most important
in chronological order. parts. Use partner activities where students take
LO-1.3.2: identify the main idea of turns summarizing different sections of the text.
short informational texts and explain Ask clear and specific comprehension questions
The Friendly Mongoose its connection to the supporting details. that focus on the main ideas of the text. Have
Diary Entry LO-1.3.3: appreciate the main idea by students justify their answers with evidence from
explaining how it contributes to the the text (e.g., "I know this because it says..."). Use
overall enjoyment or purpose of the text. exit tickets with simple questions to assess
LO-2.1.2: identify and use simple comprehension.
transition words (e.g., then, next, Read aloud a variety of engaging children's
because) to connect ideas within literature examples (prose folktales, poems with
paragraphs, etc. rhythm and rhyme, short skits).
LO-4.2.1: identify basic literary devices Class discussions focused on students' initial
(e.g., simile, metaphor, personification) impressions and interpretations of the themes or
in simple poems and short stories. messages conveyed in different literary forms.
Reader's theatre activities where students perform
LO-4.2.2: explain how basic literary
scenes from short plays or read poems aloud with
devices contribute to the overall
expression, enhancing their appreciation for the
meaning or mood of a literary work. form.
6.1.1. Differentiate between vowels and
consonants based on sound production
(voiced vs. voiceless) and identify them
in written words.

LO-1.1.2. use descriptive details in the Select literature that deals with relatable themes
3 Taro’s Reward text to infer the setting (time and place) and characters for students' age group. After
of a story. reading or viewing a literary work, have students
The Quarrel LO-1.4.1: identify genres of their discuss how they connected to the characters,
interest based on descriptions and events, or themes on a personal level. Creative
The Shepherd's Treasure recommendations. writing or art projects where students respond to
LO-1.4.3: express their initial a literary work by expressing their interpretations

Formal Letter impressions and opinions about the and personal connections.
books they are reading. Introduce common literary devices with clear
Unseen Paragraphs LO-2.2.1: write simple narratives that definitions and examples (visual aids, pictures, or
express personal experiences and short videos can be helpful).
emotions. Read children's literature rich in basic literary
LO-2.2.2: identify and use basic devices and have students identify them within
vocabulary to describe their feelings the text. Matching games where students match
and reactions to different situations. definitions or examples of literary devices to their
names.
LO-3.1.1: write personal letters to
After identifying literary devices, engage students
friends or family members using a
in discussions about how they affect the reader's
friendly and informal style. understanding and emotional response to the
6.1.2: recognize short vowel sounds (a, text. Activities where students rewrite sentences
e, i, o, u) and their corresponding without literary devices and then with them,
spellings in one-syllable words. comparing the impact on meaning and tone.
Create illustrations or short dramatic
performances to represent how literary devices
enhance the meaning of a text.
Model the use of literary devices in writing by
providing mentor texts and examples. Sentence
starters or writing prompts that encourage
students to incorporate specific literary devices in
their creative writing pieces. Peer review
activities where students identify and offer
suggestions for using basic literary devices
effectively in each other's writing.
An Indian American LO-1.2.1. identify the main topic and Use graphic organizers (e.g., story maps) to
4 Woman in Space key details of a short, fictional text. identify the main events and the overall lesson or
(Kalpana Chawla) LO-1.3.1 identify the main idea of message of the story. After reading a short story,
simple fictional texts. have students discuss the main idea and how
Beauty LO-1.4.2: choose books based on different events contribute to it. Play "theme
personal preferences and interests charades" where students act out different
Tansen explored in class. themes or morals from stories, and others guess
LO-2.1.3: write a simple paragraph the main idea.
Informal Letter with a clear topic sentence and Read informational texts together, highlighting
Unseen Paragraphs supporting details. the main topic sentence(s) and key details. Have
LO-3.1.2: write simple informative students complete "fill-in-the-blank" activities
letters to request information or make where they identify the missing main idea based
inquiries. on supporting details. Use Venn diagrams to
LO-3.1.3: write simple narratives or compare and contrast the main ideas of two short
descriptive essays expressing personal informational texts on similar topics.

experiences or observations. Have students discuss how the main idea makes
LO-4.1.3: begin to make connections a story or informational text interesting, relevant,
between their own experiences and the or thought-provoking.
characters or events in literary works. Create "Dear Author" letters where students write
LO-6.2.1: identify and differentiate to the author explaining what they learned or
between basic forms of wordplay (puns, appreciated about the main idea.
rhymes) in spoken language and simple Read stories with different themes and have
texts. (e.g., recognize puns that play on students compare which messages they find most
the multiple meanings of words.) impactful or relatable.
LO-6.2.2: create simple puns and Introduce the concept of a sentence and its key
rhymes to add humour and components (subject, verb, object) through
playfulness to their spoken language. engaging activities and visuals. Sentence-
building exercises where students manipulate
words to form grammatically correct sentences.
Interactive games or quizzes to reinforce the
identification of sentence parts and subject-verb
agreement.
Model the structure of a friendly letter (greeting,
body paragraphs, closing) and discuss
appropriate language for informal
communication. Role-playing activities where
students practice writing letters in different
scenarios (e.g., thanking a friend for a birthday
gift). Letter exchange projects with students from
another classroom or school, encouraging them to
write friendly letters introducing themselves.
Introduce the purpose and structure of
informative letters (clear request, polite tone).
Brainstorming activities where students generate
questions, they might want to ask a specific
organization or person. Practice writing
informative letters to school officials, local
businesses, or pen pals, following the appropriate
format and maintaining a respectful tone.
Review the basic structure of narratives
(beginning, middle, end) and essays (introduction,
body paragraphs, conclusion). Brainstorming
activities where students generate ideas for
personal narratives or descriptive essays based on
their own experiences and interests. Sentence
starters and graphic organizers to guide students

in developing their narratives or essays, focusing
on clear organization and engaging details.
Analyze the differences in writing styles and
registers used in various online contexts (blogs,
social media, online forums). Research projects
where students gather information on a topic and
then write blog posts or create social media
content targeting a specific audience, adapting
their style and language accordingly. Peer review
activities focusing on the effectiveness of online
writing in engaging the target audience and
achieving the intended purpose
A Different Kind of LO-1.1.1. identify and explain basic Introduce different genres (fantasy, mystery,
5 School character traits based on textual clues historical fiction) with visuals and brief
(actions, dialogue, descriptions). descriptions. Play genre classification games
Where Do All the LO-1.4.2: choose books based on where students sort book covers or blurbs based
Teachers Go? personal preferences and interests on genre characteristics. Curate a classroom
explored in class. library with a variety of genres and allow students
The Monkey and the LO-1.2.2. write a simple summary of a to explore book jackets and read opening
Crocodile short text, focusing on the main events paragraphs to discover their interests.
in chronological order. Create "genre menus" where students select
Descriptive Writing LO-2.2.3: write simple opinion pieces books based on their preferred themes, settings,
Unseen Paragraphs expressing basic likes and dislikes or character types. After reading a classical
about familiar topics. novel, recommend individual books related to the
LO-3.1.3: write simple narratives or genre or themes explored. Student presentations
descriptive essays expressing personal where they share their chosen books and explain
experiences or observations. what drew them to the story.
LO-4.2.3: begin to use basic literary Start a "Book Buzz" board where students write
devices (simile, metaphor, short blurbs about books they're enjoying,
personification) in their own writing to encouraging others to read them. Dedicate time
create vivid descriptions and enhance for short "reader's response" journals where
their creative expression. students record their initial thoughts and feelings
LO-6.3.1: identify and participate in about the book. Class discussions focused on
simple word games that involve basic initial impressions of a book, generating
manipulation of letters and sounds. predictions and curiosity about the plot.
Teach common punctuation marks (period,
comma, question mark) through clear
explanations and demonstrations. Punctuation
practice activities where students insert missing
punctuation marks in sentences or short
passages. Dictation exercises where students

listen to sentences and write them down with
proper punctuation. Introduce the concept of
compound and complex sentences with clear
definitions and examples. Sentence
transformation activities where students rewrite
simple sentences into compound or complex
sentences. Writing assignments that encourage
students to use a variety of sentence structures to
create a more engaging and dynamic writing style.
Introduce consonant sounds through clear
pronunciation demonstrations and visual aids
(mouth diagrams). Activities where students
manipulate pictures or letter tiles to represent
and blend consonant sounds (single and simple
blends) for decoding one-syllable words. Games
that involve matching pictures to spoken words
based on initial consonant sounds.
6 Who I am? LO- 1.1.3: predict upcoming events in Use picture prompts or graphic organizers with a
a narrative based on their knowledge of beginning, middle, and end structure to help
The Wonderful Words story structure (beginning, middle, end) students sequence their ideas for a story.
LO-1.2.3: respond coherently to a Play storytelling games where students take turns
The Wonder Called Sleep literal comprehension question about a adding sentences to a collaborative narrative,
short text. ensuring a logical sequence of events.
The Banyan Tree LO-1.3.2: identify the main idea of After reading short stories, have students identify
short informational texts and explain the beginning, middle, and end events, and then
Article/Festival its connection to the supporting details. rewrite the story in their own words while
Unseen Paragraph LO-2.1.1: sequence ideas maintaining the sequence.
chronologically to write a simple Introduce common transition words categorized
narrative text with a beginning, middle, by function (e.g., time order, cause and effect).
and end. Create activities where students sort transition
LO-5.1.3: vary sentence structure by words based on their function and then practice
using simple compound and complex using them in short writing exercises. Highlight
sentences to improve the flow and transition words in mentor texts (well-written
interest of their writing. examples) and have students identify their
6.1.3. begin to identify and blend purpose in connecting ideas.
consonant sounds (single consonants Model the structure of a paragraph (topic
and simple consonant blends) to decode sentence, supporting details, concluding
one-syllable words. sentence) and provide graphic organizers for
LO-6.2.3: appreciate how wordplay can students to practice. After reading informational
be used by authors and poets to add texts, have students identify the topic sentence
humour, surprise, and deeper meaning and supporting details of different paragraphs.

to their work Sentence building activities where students start
with a topic sentence and brainstorm or write
details to support it, eventually forming a
paragraph.
Fair Play LO-1.3.3: appreciate the main idea by Use journaling prompts that encourage students
7 explaining how it contributes to the to reflect on personal experiences and emotions
. Vocation overall enjoyment or purpose of the (e.g., "Describe a time you felt
text. happy/scared/proud").
Spring LO-1.4.3: express their initial Create writing activities where students write
impressions and opinions about the short stories from their own perspectives,
Honey and the Sting incorporating descriptive details and emotional
books they are reading.
language.
LO-2.2.1: write simple narratives that
A Pact with the Sun Sharing circles where students read their
express personal experiences and narratives aloud (voluntary) and offer supportive
Debate
emotions. feedback focused on the expression of
/Speech
LO-3.1.1: write personal letters to experiences and emotions.
Unseen Paragraph
friends or family members using a Create "emotion wheels" or charts with different
friendly and informal style. emotions and their synonyms to help students
LO-4.1.1: identify basic characteristics expand their vocabulary for expressing feelings.
of prose, poetry, and drama (e.g., Read short stories with diverse characters and
sentences, stanzas, dialogue). discuss how characters express their emotions
LO-4.2.2: explain how basic literary through words and actions. Sentence-building
devices contribute to the overall activities where students practice using emotional
meaning or mood of a literary work. vocabulary to describe different scenarios
Introduce the concept of opinion writing and
LO-4.2.3: begin to use basic literary
model the use of phrases like "I believe" or "In my
devices (simile, metaphor, opinion" to express preferences. Brainstorming
personification) in their own writing to activities where students generate lists of things
create vivid descriptions and enhance they like or dislike related to a specific topic.
their creative expression. Short writing assignments where students
LO-5.1.1: identify and use basic express their opinions on familiar topics,
sentence structures (subject, verb, supporting their claims with simple reasons.
object) to write clear and grammatically Introduce the concepts of vowels and consonants
correct sentences. through interactive activities that involve sound
LO-6.2.2: create simple puns and production and identification. Games and songs
rhymes to add humour and playfulness that reinforce the recognition of vowel and
to their spoken language. consonant sounds and their corresponding
letters. Matching activities where students link
LO-6.2.3: appreciate how wordplay can
sounds (pictures representing mouth positions) to
be used by authors and poets to add
letters (vowels and consonants).
humour, surprise, and deeper meaning
Focus on short vowel sounds (a, e, i, o, u)
to their work.

through clear pronunciation demonstrations and
visual aids (mouth diagrams). Activities where
students manipulate letters to form one-syllable
words with short vowels, practicing spelling and
sound association. Dictation exercises focusing
on short vowel sounds to reinforce the link
between sounds and spellings.

Selected Learning Outcomes for Summative Assessment Class—VI
The learners: –

LO-1.1.1. identify and explain basic character traits based on textual clues (actions, dialogue, descriptions).
LO-1.1.2. use descriptive details in the text to infer a story's setting (time and place).
LO-1.2.1. identify the main idea and supporting details of a longer text with a clear structure. (e.g., Identify a news article's main
idea and supporting details.)
LO-1.2.2. write a simple summary of a short text, focusing on the main events chronologically.
LO-1.3.3: appreciate the main idea by explaining how it contributes to the overall enjoyment or purpose of the text.
LO-1.4.1: identify genres of their interest based on descriptions and recommendations.
LO-2.1.1: sequence ideas chronologically to write a simple narrative text with a beginning, middle, and end.
LO-2.2.3: write simple opinion pieces expressing basic likes and dislikes about familiar topics.
LO-3.1.2: write simple informative letters to request information or make inquiries.
LO-4.1.3: begin to make connections between their own experiences and the characters or events in literary works.
LO-4.2.3: begin to use basic literary devices (simile, metaphor, personification) in their writing to create vivid descriptions and
enhance their creative expression.
LO-5.1.1: identify and use basic sentence structures (subject, verb, object) to write clear and grammatically correct
sentences.
LO-5.1.2: apply basic punctuation rules (e.g., periods, commas, question marks) to enhance the clarity and meaning of their
writing.
LO-5.1.3: very sentence structure by using simple compound and complex sentences to improve the flow and interest of their
writing.
LO- 6.1.2. recognize short vowel sounds (a, e, i, o, u) and their corresponding spellings in one-syllable words.
LO-6.1.3. begin to identify and blend consonant sounds (single consonants and simple consonant blends) to decode one-syllable
words.

Design of Summative Assessment for Class-VI
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 a
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 4MCQs
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, 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)

7. One question to be attempted on story/dialogue/speech/report writing on the given situation with the help of hints. (70-
90 words)
3 Marks
8. One question to be attempted on message/email/social media post writing on the given situation (50 words).
2 Marks
9. One question to be attempted on letter writing out of two letters with some given situations (formal/informal) (70-90
Words). 3 Marks

10. One question to be attempted on essay/paragraph writing on incidents, events, situations etc out of the two with the
given hints, visual clues. (80 -100 words)
4 Marks
Section - D Literature (15 Marks)

11. Three out of five short competency-based questions to be attempted from the prose lessons of the prescribed textbook.
3 3 x 2 = 6 Marks
12. 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
13. 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 9
03 C Writing Skills 12
04 Literature
 A Different Kind of School
 Where Do All the Teachers Go?
 The Monkey and the crocodile
 Who I am?
 The Wonderful Words
D  The wonder called sleep 15
 The Banyan Tree
 Fair Play
 Vocation
 Spring
 Honey and the sting
 Pact with the Sun
Total 50 Marks

Class 6th
(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.
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,
compound) characteristics
1 C-1.2 Describes changes in matter (physical and chemical) and uses particulate nature to represent
the properties of matter and the changes
C-1.3 Explains the importance of measurement and measures physical properties of matter (such as
CG-1 volume, weight, temperature, density) in indigenous, non-standard and standard units using simple
Explores the world of matter and instruments
its constituents, properties, and
C-1.4 Observes and explains the phenomena caused due to differences in pressure, temperature, and
behaviour
density (e.g., breathing, sinking-floating, water pumps in homes, cooling of things, formation of
winds)
CG-2 C-2.1 Describes one-dimensional motion (uniform, nonuniform,
Explores the physical world in horizontal, vertical) using physical measurements (position, speed, and changes in speed) through
scientific and mathematical terms 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)
2
C-2.4 Demonstrates rectilinear propagation of light from different sources (natural, artificial,
reflecting surfaces), verifies the laws of reflection through manipulation of light sources and objects
and the use of 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)
CG-3 C-3.1 Describes the diversity of living things observed in the natural surroundings (insects,
Explores the living world in earthworms, snails, birds, mammals, reptiles, spiders, diverse plants, and fungi), including at a
3 scientific terms smaller scale (microscopic organisms)
C-3.2 Distinguishes the characteristics of living organisms (Need for nutrition, growth and
development, need for respiration, response to stimuli, reproduction, excretion, cellular
organisation) from non-living things
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)
CG-4 C-4.1 Undertakes a nutrition-based analysis of food components with special reference to Indian
Understands the components of culinary practices and modern understanding of nutrition, and explains the effect of nutrition on
4 health, hygiene, and wellbeing health
C-4.2 Examines different dimensions of diversity of food— sources, nutrients, climatic conditions,

diets
C-4.3 Describes biological changes (growth, hormonal) during adolescence, and measures to ensure
overall well-being
C-4.4 Recognises and discusses substance abuse, viewing school as a safe space to raise these
concerns
CG-5 C-5.1 Illustrates how Science and Technology can help to improve the quality of human life (health
5 Understands the interface of care, communication, transportation, food security, mitigation of climate change, judicious
Science, Technology, and Society consumption of resources, applications of artificial satellites) as
well as some of the harmful uses of science in history
C-5.2 Shares views on news and articles related to the impact that Science/Technology and society
have on each other
CG-6 C-6.1 Illustrates how scientific knowledge and ideas have changed over time (description of motion
Explores the nature and processes of objects and planets, spontaneous generation of life, number of planets) and identifies the scientific
of science through engaging with values that are inherent and common across the evolution of scientific knowledge (scientific temper,
the evolution of scientific Science as a
6
knowledge and collective endeavour, conserving biodiversity and ecosystems)
conducting scientific inquiry C-6.2 Formulates questions using scientific terminology (to identify possible causes for an event,
patterns, or 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
7 Communicates questions, through 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 C-8.1 Knows and explains the significant contributions of India to all matters (concepts,
history and the present times to explanations, methods) that are studied within the curriculum in an integrated manner
the overall
field of Science, including the
disciplines that constitute it
9 CG-9 C-9.1 States concepts that represent the most current understanding of the matter being studied —
Develops awareness of the most ranging from mere familiarity to conceptual understanding of the matter as appropriate to the
current discoveries, ideas, and developmental stage
frontiers in all areas of scientific of the students
knowledge in order to appreciate C-9.2 States questions related to matters in the curriculum for which current scientific
that Science is ever evolving and understanding is well recognised to be inadequate
that there are still many
unanswered questions

Month Chapter Learning outcomes Suggestive pedagogy

4.1.1: Writes briefly about the components of food and role  Use of diagrams, charts (highlighting deficiency
of each component e.g. carbohydrates, proteins, vitamins diseases, malnutrition, ill effects of bad food
etc habits) and menus.
Components of Food 4.1.2: Makes posters, charts, slogan, songs, speeches etc to  Mid-day meal preparation and fruit “mellas”
communicate information regarding balanced diet,  Use of ICT
1 deficiency disease, problems with overeating etc.
4.2.1: Lists and describes various dishes of india in terms of
their composition (ingredients), preparation and nutritional
value.
5.2.1: Shares information about how science and technology
help us in selection, distribution and use of safe food
1.1.1: Groups materials on the basis of simple observable  Practical demonstration
properties e.g., physical state (solid/liquid/gas),  Discussion
Sorting Materials into soluble/insoluble, floats/sinks,  Hands on activities
Groups transparent/translucent/opaque, magnetic/nonmagnetic,  Exposure visits to shops, kitchens, library etc
1 good conductor/insulator etc
1.1.2: Identifies the basis for sorting or grouping of
substances e.g. whether a given material allow the
electricity to pass through it or not etc
1.1.3: Exhibits creativity in sorting materials on his/her own.
1.1.4: Describes various methods of separation e.g. sieving,  Practical demonstration
winnowing, sedimentation, decantation etc  General discussion/debate
1.1.5: Applies scientific knowledge in day-to-day life e.g.  Asking questions
selecting specific methods for separation of substances.
Separation of 7.2.1: Constructs models (using low-cost material) to
2 Substances demonstrate separation of substances etc
1.1.6: Identifies the basis for separation of substances e.g.
size, solubility, magnetic property etc
9.1.1: States concept of evaporation, sedimentation,
filtration etc and the application of these processes to purify
samples of water for households.

3.1.4: Groups plants on the basis of features and  Field visits/ Nature walk
characteristics e.g. herbs, shrubs, trees, fungi, insects etc.  to foster experiential learning.
3.1.5: Identifies different parts of a plant and their modified  Observation using senses, touch/taste/small
forms e.g modified roots, stem, leaves etc  Asking questions
Getting to Know 3.1.6: Describes the basic structure of plant parts and their  Use of ICT
2
Plants role e.g. roots, leaves and flower
3.1.7: Draws labelled diagrams/flow /cyclic
representation/charts/tables e.g., adaptive features in
plants and animals/plant parts, root, leaf, flower/ life cycles
etc
3.1.8: Describes movement in animals e.g., birds, insects,  Use of diagrams, charts
worms, fish, humans etc  Nature walk
3.2.2: Identifies different types of bones, muscles and joints  Field observation for experiential learning
in human body  Students own body
3 3.1.9: Explains structure and function of joints like hinge,  Morning assembly drills
Body Movements ball and socket joint etc.  Skeletal animations
3.1.10: Draws labelled diagrams/flow charts/cyclic
representation/charts/tables e.g. bones & joints,
movements, posture etc
3.2.3: Identifies various kinds of habitats in the immediate  Field visits/ Nature walk
surroundings e.g. stream, pond, orchard, grassland etc  to foster experiential learning.
3.1.11: Describes adaptations in organism e.g., camel, tiger,  Observation using senses, touch/smell/taste
aquatic plants etc
The Living Organisms 3.1.12: Draws labelled diagrams/flow charts/cyclic  Doing google for informative and relevant
and Their representation/charts/tables e.g., adaptive features in images/animations/videos
3 Surroundings plants and animals, plant parts, root leaf modifications,
bones & joints, life cycles etc
5.1.1: States briefly how science and technology is affecting
natural habitats and wild life and how the same can be used
to protect the nature.
6.2.2: Frames pure scientific questions e.g. do all living
things respire? etc

1.3.1: Writes about the old and indigenous methods of  Comprehensive hands-on class room activities
measuring length, weight (e.g. measuring length with body  Use of science kit
parts such as yard, handspan, cubit etc)  Self-made artifacts
Motion and 1.3.2: Measures physical quantities and expresses in SI
Measurement of units.
4 Substances 1.3.3: Uses appropriate units to measure different lengths,
weights etc
1.3.4: Describes the need and importance of measuring
length, volume, temperature etc
2.1.1: Describes various types of motion with examples e.g.
rectilinear, circular, periodic motion etc
1.1.7: Groups materials on the basis of simple observable  Field visit
properties e.g. physical state (solid/liquid/gas),  Comprehensive classroom activities
soluble/insoluble, floats/sinks,  Using science kit
transparent/translucent/opaque, etc
4 Light, Shadows and 2.4.1: Uses devices and artifacts to demonstrate the
Reflections rectilinear propagation of light, verify laws of reflection etc
7.2.3: Constructs models (using low-cost material) to
demonstrate the structure and or function of, e.g.,
periscope, pinhole camera etc
2.2.1: Identifies the different components of a simple circuit  Using science kit
– bulb, cell, and wire  Hands on activities
2.2.2: Makes a functioning simple circuit using bulb, cell,
Electricity and Circuits and wire with different arrangements
5
2.2.3: Draws representative circuit diagrammatically
(without symbols)
2.2.4: Analyses whether a circuit will function looking at the
diagrammatic representation (without symbols)
2.3.1: Lists various objects from the surroundings that use  Using science kit
magnets in one or other way e.g. doors, toys, compass, radio  Hands on activities
set etc  Fun based learning
Fun with Magnets 2.3.2: Describes properties of a magnet
2.3.3: Conducts activities with magnets to demonstrate or
6
verify e.g. freely suspended bar magnet always comes to
rest in the same direction, opposite poles attract whereas
like pole repel, an iron piece can be magnetised etc
2.3.4: Explains briefly the significance of magnets in day-to-
day life.

1.4.1: Identifies and lists various activities from daily life  Using science kit
which use air in one or other way.  Hands on activities
7
Air Around Us 1.4.2: Conducts simple activities to demonstrate/verify e.g.  Toy based learning
air has dust in it, soil and water also contain air etc.  Project work
7.2.4: Makes simple toys/models e.g. a phirki, weather cock,
windmill etc to show that wind has power to do work.

Table SA: Summative Assessment Content

S. No. Chapter Title Marks in Summative
Assessment

1 Components of food 6

2 Sorting materials into groups 5

3 Separation of substances 6

4 Body movements 6

5 The Living organisms and their surroundings 8

6 Motion and measurements of substances 7

7 Electricity and circuits 6

8 Air around us 6

Total 50

Cognitive Level Weightage

Cognitive 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, 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 CL-2 1 1
1 Mark CL-3 2 2
Questions (MCQs)
Total 7 7
Selected CL-1 1 1
response Case Based/Data Based CL-2 1 1
question 1 Mark CL-3 1 1
Multiple Choice
Questions (CB-MCQs) Total 3 3
CL-1 1 1
Assertive – Reasoning CL-2 1 1
1 Mark CL-3 1 1
Multiple Choice Questions
(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 CL-2 1 3
response Questions (SAQs) 3 Marks
CL-3 3 9
question
Total 5 15
CL-1 1 5
Long Answer CL-2 Nil Ni
Questions (LAQs) 5 Marks l
with internal choice CL-3 1 5
Total 2 10

Total Summative Assessment Marks 50

6th 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 2023 for School Education

Curricular Goals Competencies
CG-1 Understands numbers and C-1.1 Develops a sense for and an ability to manipulate (e.g., read, write,
sets of numbers (whole numbers, form, compare, estimate, and apply operations) and name (in words) large
fractions, integers, rational whole numbers of up to 20 digits, and expresses them in scientific notation
numbers, and real numbers), looks using exponents and powers
for patterns, and appreciates C-1.2 Discovers, identifies, and explores patterns in numbers and describes
relationships 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 concepts of C-2.1 Understands equality between numerical expressions and learns to
variable, constant, coefficient, check arithmetical equations
expression, and (one-variable) C-2.2 Extends the representation of a number in the form of a variable or
equation, and uses these concepts an algebraic expression using a variable
to solve meaningful daily-life C-2.3 Forms algebraic expressions using variables, coefficients, and
problems with procedural fluency constants and manipulates them through basic operations
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

CG-3 Understands, formulates, and C-3.1 Describes, classifies, and understands relationships among different
applies properties and theorems types of two - and three-dimensional shapes using their defining
regarding simple geometric shapes properties/attributes
(2D and 3D) C-3.2 Outlines the properties of lines, angles, triangles, quadrilaterals, and
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 of C-4.1 Discovers, understands, and uses formulae to determine the area of a
perimeter and area for 2D shapes square, triangle, parallelogram, and trapezium and develops strategies to find
and uses them to solve day-to-day the areas of composite 2D shapes

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, represents C-5.1 Collects, organises, and interprets the data using measures of central
(graphically and in tables), and tendencies such as average/mean, mode, and median
interprets data/information from C-5.2 Selects, creates, and uses appropriate graphical representations (e.g.,
daily-life experiences pictographs, bar graphs, histograms, line graphs, and pie charts) of data to
make interpretations

CG-6 Develops mathematical thinking C-6.1 Applies both inductive and deductive logic to formulate definitions and
and the ability to communicate conjectures, evaluate and produce convincing arguments/ proofs to turn these
mathematical ideas logically and definitions and conjectures into theorems or correct statements, particularly in the
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 develops other problems, and appreciates the work of others in finding their own, possibly
own creative methods and strategies different, solutions C-7.2 Engages in and appreciates the artistry and aesthetics of
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 thinking, iteration, symbolic representation, and logical operations and reformulates
namely, decomposition, pattern problems into series of ordered steps (i.e., algorithmic thinking)
recognition, data representation, C-8.2 Learns systematic counting and listing, systematic reasoning about counts
generalisation, abstraction, and and iterative patterns, and multiple data representations; learns to devise and
algorithms in order to solve problems follow algorithms, with an eye towards understanding correctness, effectiveness,
where such techniques of and efficiency of algorithms
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 ideas numbers, rational numbers, zero, concepts of algebra, geometry) evolved over a
over a period of time and the period of time in different civilisations.
contributions of past and modern C-9.2 Knows and appreciates the contributions of specific Indian mathematicians

mathematicians from India and across (such as Baudhayana, Pingala, Aryabhata, Brahmagupta, Virahanka, Bhaskara,
the world and Ramanujan)
CG-10 Knows about and appreciates C-10.1 Recognises interaction of Mathematics with multiple subjects across
the interaction of Mathematics with Science, Social Science, Visual Arts, Music, Vocational Education, and Sports
each of their other school subjects

Class 6th (Mathematics) Academic Calendar 2024-25

Time Chapter Learning Outcome
Spell Interaction Time - Let’s go
beyond the textbooks …
LO-1.1.1: o Why 0 is not put at the left most
 compares whole numbers using place value place when the smallest number is
understanding formed by using given digits
 sorts a set of whole numbers in ascending (When given digits include 0 also)
or descending order o Where do we use estimation in
Month Knowing Our  forms greatest and smallest numbers using daily life?
1 Numbers given set of digits o Importance of suitable
 applies whole number comparison to solve arrangement to perform
real-world problems involving quantities operations
(e.g., comparing distances, finding highest
score, comparing populations of different
countries, etc.).
LO-1.1.2: Estimates the sum, difference and
product using rounding off strategy and compares
the result with actual operation.
LO-1.1.3: Represents and reads whole numbers
(up to 12 digits) using Indian as well as
international place value structure.
Whole LO-1.1.4: Represents the whole number on a
Numbers number line
LO-1.1.5: Adds/subtracts whole numbers using
Month suitable arrangement (Associative and
2 Playing with commutative law)
Numbers
LO-1.1.6: Classifies whole numbers into Even/ Odd/
Prime/ composite
LO-1.1.7: Applies the divisibility tests of 2, 3, 4,

5, 6, 8, 9 and 10 to factorize numbers.
LO-1.1.8: Solves simple problems involving LCM
and HCF of whole numbers

Month Integers o Try to develop divisibility test of
3 LO-1.3.1: Develops the understanding of integers 12, 14, 15, etc
and represents on number line o Discuss the use of HCF and LCM in
LO-1.3.4: Adds and subtracts integers by using daily life problems
different methods (e.g., using number line, etc.) o Need of integers (particularly
negative numbers)
Fractions LO-1.6.1: Develops the understanding of fractions o Try to add/ subtract two mixed
as – proper, improper/mixed and represents them fractions without converting them
geometrically. into improper fractions.
LO-1.6.2: Compares and sorts fractions. o What could be the decimal form of
Month LO-1.6.3: Adds and subtracts fraction , think about it
4 Decimals LO-1.6.4: Develops the understanding of fraction
as decimal and 10th, 100th and 1000th places of
decimal in terms of money, weight and distance.
LO-1.6.5. Solves simple problems involving
addition and subtraction of decimals
Data handling LO-5.1.1: Collects and tabulates simple and short o Try to represent some data by
data sets different way.
LO-5.2.1: o Try Measure the area of the rooms
 reads pictograph and simple Bar-chart of your house
 represents data through pictograph and o Try to measure some piece of land
Month simple Bar-chart in your surroundings
5 Mensuration LO-4.1.1: Develops the understanding of
perimeter as length of boundary and area-the
measurement of surface
LO-4.1.3: Constructs and uses the formula to
calculate the area of rectangle/square using
tiling/unit square grid etc
Algebra LO-2.2.1: Develops the understanding of variable o Try to solve some puzzles using
(literal) through patterns algebra, e.g. Tree A has twice the
LO-2.2.2: Expresses simple mathematical number of sparrows in it than the
Month statements using algebra. E.g. area of rectangle as tree B. If Tree A has 20 sparrows,
6 etc and solves simple linear equations. how many sparrows are there in
Ratio and LO-1.6.12: Develops the understating of Ratio tree B
Proportion and uses it to find if the given numbers are in

proportion
LO-M601: Uses unitary method to solve simple
problems.
Month Basic LO-3.2.1: Develops the concept of point, line, ray, o Make a list of objects/actions
7 geometrical line segment, angle, vertex, inside, outside, circle where the concept of angle is
ideas and its parts observed.
o Try to make some cubes/ cuboids
Understanding LO-3.2.2: Classifies angles as Acute, Right, / Cylinders etc. using papers
elementary Obtuse and Reflex
shapes LO-3.2.3: Classifies triangles as Acute-angled,
Obtuse-Angled and Right-angled
LO-3.1.1: Demonstrates the understanding of
Cuboid/Cube, cylinder, cone, sphere, pyramid
(Faces/Edges/vertices)

Summative Assessment

S.No. Learning outcome Chapter Number and Marks Allotted
aligned Name

1 LO-1.1.1, LO-1.1.2, LO-1.1.3 Knowing our Numbers 07

2 LO-1.1.6, LO-1.1.7, LO-1.1.8 Playing with Numbers 07

3 LO-1.3.1, LO-1.3.4 Integers 07

4 LO-5.1.1, LO-5.2.1 Data Handling 07

5 LO-4.1.1, LO-4.1.3 Mensuration 08

6 LO-2.2.1, LO-2.2.2, Algebra 06

7 LO-3.2.2, LO-3.2.3, LO-3.1.1 Understanding Elementary Shapes 08

Total 50 Marks

Cognitive Level Weightage

Cognitive 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, 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 CL-2 1 1
1 Mark CL-3 2 2
Questions (MCQs)
Total 7 7
Selected CL-1 1 1
response Case Based/Data Based CL-2 1 1
question 1 Mark CL-3 1 1
Multiple Choice
Questions (CB-MCQs) Total 3 3
CL-1 1 1
Assertive – Reasoning CL-2 1 1
1 Mark CL-3 1 1
Multiple Choice Questions
(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
Constructed CL-1 1 3
response Short Answer CL-2 1 3
Questions (SAQs) 3 Marks
question CL-3 3 9
Total 5 15
CL-1 1 5
Long Answer CL-2 Nil Nil
Questions (LAQs) 5 Marks CL-3 1 5
with internal choice Total 2 10

Total Summative Assessment Marks 50

Class 6th
(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. Here 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.
As a subject at school, Social Science draws significantly from the disciplines of History, Geography, Civics, Political Science, and Economics,
and, also where relevant, from Psychology, Anthropology, Philosophy, Law, and others, thereby aiming to provide an interdisciplinary
understanding.
Social Science is first studied as a separate subject in the Middle Stage. In this Stage, the study of Social Science will be largely thematic. Each
of the themes would be studied through an integrated view of History, Geography, Political Science, Economics, and other disciplines where
relevant, such as Psychology, Philosophy, Anthropology, and Sociology. Also, each such theme with this integrated multidisciplinary perspective
will be studied at the local, regional, national, and global levels.

Curricular Goal and Competencies as per NCF SE 2023 in the following table

Curricular Goal Competencies
CG-1 C-1.1 Collects and interprets multiple sources of information (primary and secondary) to
Comprehends and interprets sources related to understand the historical, cultural, geographical, and socio-political aspects of human life
different aspects of human life and C-1.2 Represents and analyses data related to various aspects of human life given in the form
makes meaningful interpretations of text, tables, charts, diagrams, and maps
CG-2 C-2.1 Explains and analyses major changes in the past and their impact on society
Explores the process of continuity and change in C-2.2 Recognises elements of the continued prevalence of certain beliefs, relationships,
human civilisations through specific examples from practices, and activities in human society, notwithstanding major changes in society
their context and a few historical episodes
CG-3 C-3.1 Analyses the effect of various changes in early human society from nomadism to settled
Draws connections between the causes and effects of life and early civilisation (such as the emergence of agriculture, changes in food habits, basic
different social and historical events or episodes and technologies like construction, transport, pottery, metallurgy), and changes in human
connects them with the overall impact on human life 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 C-4.1 Collects, organises, and interprets information about various social, cultural, economic,
Understands the functioning of social, cultural, and and political institutions in their vicinity and region, and realises its significance for human
political institutions and their impact on society, and society
the way individuals and collectives shape these C-4.2 Assesses the influence of social, cultural, and political institutions on an
institutions individual/group/ community/ society in general
CG-5 C-5.1 Identifies, explains, and raises questions about different forms of inequality, prejudice,
Understands various forms and discrimination prevailing in one’s own family, locality, region, and national and global
of inequality and prejudice in society — from those levels
prevalent in a family to those at a community/ C-5.2 Identifies, explains, and appreciates efforts (being) made at different levels through
regional/ national level — and also the initiatives and various (including social, cultural, economic, and political) mechanisms and institutions, and
efforts at various levels to address these issues what individuals can do, to address these to ensure equity, inclusion, and justice
CG-6 C-6.1 Explains key natural phenomena such as climate, weather, ocean cycles, soil formation,
Understands the spatial distribution of resources the flow of rivers, and how they are spatially distributed
(from local to global), their C-6.2 Identifies the distribution of resources such as water, agriculture, raw materials, and
conservation, the interdependence between services across geographies
natural phenomena and C-6.3 Analyses Indian perspectives on and efforts towards conservation and sustainability in
human life, and their environmental and other society, and advocates the importance of the same, and what more needs to be done in these
implications 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 C-7.1 Explains India’s unity in diversity by recognising commonalities in its rich and diverse
Appreciates the importance cultural elements, languages, art, philosophical ideas, values, clothing, cuisines, traditions,
and meaning of being Indian festivals, trade, commerce, and health practices including ayurveda and yoga
(Bharatiya) by understanding (a) India’s rich past and C-7.2 Discovers the topographical diversity of the Indian landmass – from the semi-arid zone
present including its glorious in the west and the areas of heavy rains in the north-east to the long coastal areas in the south
cultural unity in diversity, and the snow-clad mountains in the north, as well as the rich biodiversity of the country
pluralism, heritage, traditions, literature, art, C-7.3 Appreciates India’s tradition of inclusion across communities and social groups, and its
architecture, philosophy, influence in vast parts of the world through its cultural elements
medicine, science, and other
contributions to humanity, and
(b) other integrating factors despite the geographical
diversity of India
CG-8 C-8.1 Understands the need for a constitution for any country during the last few centuries –
Understands and especially in a country such as India – and
appreciates the process of its deeper objectives
development of the C-8.2 Explains the process of formation of the Indian Constitution and understands the ideas
Constitution of India and and ideals of the Indian national movement enshrined in it as well as those drawn from India’s
upholds its importance to civilisational heritage
promote democratic values C-8.3 Explains the working of the three tiers of local self-government and appreciates its
in Indian society significance in upholding democracy at the grass root level
CG-9 C-9.1 Explains the key elements of trade and commerce (commodity, production,
Understands the processes of economic activities consumption, and capital) and its impact on individual life and society
(production and consumption, trade, and commerce)
CG-10 C-10.1 Knows and explains the significant contributions of India to all matters (concepts,
Understands and appreciates the contributions of explanations, methods) studied within the curriculum, in an integrated manner along with the
India particular matter – illustratively, understands the strengths of India’s democratic traditions
through history and in the through its history
present times, to the overall field of Social Science,
including the different disciplines that constitute it
CG-11
In the curricular goals CG-1 Note: Competencies for this Curricular Goal have already been incorporated under CG-1 to
to CG-10, there is a basic and adequate understanding CG-10
of the history, geography, and culture of the locality,
region, and country

Month Chapter Learning Outcome Suggestive Pedagogical Approach
The Earth in Students can be shown Solar System
the Solar 0.0.1: distinguishes between stars, planets and satellites e.g., videos available on the internet to
System Sun, Earth and Moon understand required things.
0.0.2: recognises that the earth is a unique celestial body due to
existence of life, zones of the earth with special reference to
biosphere
Globe: 0.0.3: identifies latitudes and longitudes, e.g., poles, equator, After an animated video of latitudes and
Month Latitudes and tropics, States/UTs of India and other neighbouring countries on longitudes available on the internet the
1 Longitudes globe and the world map learners can be asked to draw a diagram
showing important longitudes and
latitudes.
Motions of the 0.0.4: demonstrates day and night; and seasons Students can be shown Solar System
Earth videos available on the internet to
understand required things.
What, Where, 1.1.1: identifies different types of sources (archaeological, Project Work:
How and literary etc.) and describes their use in reconstruction of history E.g. Collect various sources of history and
When? of this period classify them as literary, archaeological
etc. and explain their use in reconstructing
history
From Hunting- 1.1.2: locates important historical sites, places like Burzohama,
Gathering to Inamgaon, Hunsgi, Kurnool etc. on an outline map of India A field visit to a nearby historical site can
Growing Food 2.2.2: recognises distinctive features of early human cultures be arranged.
and explains their growth
3.1.1: explains broad developments during the ancient period,
e.g., hunting–gathering stage, the beginning of agriculture, etc.
and relates the developments occurring in one place with
another

In the Earliest 1.1.3: locates important historical sites, such as various sites of
Cities Indus Valley Civilization
2.2.1: recognises distinctive features of Indus Valley Important historical sites, such as various
Month Civilization sites of Indus Valley Civilization will be
2 2.2.2: explains broad developments during the ancient period, located on the blank map of Indian
e.g., the first cities on the Indus etc. and relates the Subcontinent,
developments occurring in one place with another

Understanding 7.1.1: describes various forms of human diversity around Project Work:
Diversity her/him. Collect the pictures showing various forms
7.1.2: develops a healthy attitude towards various kinds of of diversity.
diversity around her/him
Diversity and 7.1.3: recognises various forms of discrimination and Collect the evidences wherein people are
Discrimination understands the nature and sources of discrimination. still discriminated against on various basis.
7.1.4: raises appropriate questions about these practices.

What is 0.0.5: Describes the concept of government and its need. Prepare a flow chart showing various
Government? 0.0.6: Identifies different levels of the government levels of government and their areas. of
jurisdiction

0.0.7: Identifies four cardinal directions Draw a map of each your school and your
Maps 0.0.8: Identifies various types of maps neighbourhood taking care of the proper
0.0.9: Draws map of his/her locality cardinal directions.
Month Major 6.1.1: Explains the terms like lithosphere, biosphere,
3 Domains of the hydrosphere, and atmosphere.
Earth 6.4.1: Identifies the various continents and oceans on the globe/ Make a 3-d model showing major domains
outline map of the world. of the Earth.

What Books 3.1.1: Collects and interprets information mentioned in the
and Burials literary works of the time. Collects some pictures of the burials and
Tell Us 3.1.2: Uses archaeological sources e.g. burials to reconstruct interpret the information they yield.
history of the past.

Kingdoms, 2.1.1: Explains the development of Janapads and
Kings and An Mahajanapadas
Early Republic 2.1.2: Locates Mahajanapadas on an outline map of the Indian Locate the 16 Mahajanapadas on an
Subcontinent outline map.
1.2.1: Analyses how Mahajanapadas were different from the
present republics.

Month Panchayati 8.3.1: identifies various levels of the government— local, state
4 Raj and union Make a visit to a panchayat and enquire
8.3.2: describes the role of government at the local level. about its composition and election.

Panchayat Raj 8.3.3: describes the composition and structure of Panchayati Raj Compare the work of a BDC and DDC
in J & K in J & K
8.3: Analyses the working of Panchayati Ray in his/her
immediate community

Rural 11.1: describes the functioning of rural local government bodies Visit a local health centre and enquire
Administration in sectors like health and education about its work.

Urban 11.2: describes the functioning of urban local government Visit a hospital/clinic and enquire about its
Administration bodies in sectors like health and education work.

Month Our Country 7.2.1: Demarcates various physical divisions on an outline map Prepare a presentation of physical
5 India of India. divisions of India
7.2.2: Explains the features of various physical divisions of
India

Jammu, 6.4.1: Explains the features of various physical divisions of Prepare a presentation of physical
Kashmir and erstwhile state of Jammu and Kashmir divisions of Jammu & Kashmir and
Ladakh at a Ladakh
Glance

New Questions 10.1.1: analyses basic ideas and values of various religions (e.g. Have a discussion about comparison of the
and Ideas Buddhism, Jainism etc) and systems of thought during ancient teachings of Buddhism and Jainism
period

Ashoka, the 3.1.3: lists out significant contributions of important kingdoms, Discuss why Ashoka turned to Dharma
Emperor Who dynasties with examples viz., Ashokan inscriptions, coins of the Vijay after the Battle of Kalinga
Gave Up War time, etc.
Month
6 Vital Villages 7.3.1: synthesises information related to various historical Make a model of toys showing thriving
Thriving developments like the use of iron tools in agriculture, various towns
Towns crafts and their impacts.

Traders, Kings 7.3.2: Analyses the presence of Roman Gold coins in South Technology Integrated Approach
and Pilgrims India.
7.3.3: Lists the reasons behind the growth of kingdoms along
the coastal regions.
7.3.4: Explains the growth of various pilgrimage centres in
India.
7.3.5: describes the implications of India’s contacts with
regions outside India in the fields of religion, art, architecture,
etc

New Empires 2.1.3: Explains the growth and features of kingdoms like The Have a session about the various
and Kingdoms Pallavas, Chalukyas etc. personalities of India who have contributed
2.1.4: describes issues, events, personalities mentioned in in various fields.
literary works of the time

Buildings, 10.1.1: Cites the evidences of excellence in metallurgy, Have a discussion about the contribution
Paintings and architecture, etc. of the time. of Aryabhatta and Varahamira
Books 10.1.2: Knows and explains the contribution of India like zero,
Ayurveda etc.
Month
7

Rural 11.2: describes factors responsible for availability of different Survey:
Livelihood occupations undertaken in rural areas. 1. Undertake a survey about the
various occupations undertaken in
villages urban area.
2. Why do people go to towns or
cities

Urban 11.3: describes factors responsible for availability of different Survey:
Livelihood occupations undertaken in urban areas. Have a survey about the various
occupations undertaken in a nearby urban
area.

CONTENT FOR SUMMATIVE ASSESSMENT

S. No. Domain Name of the chapter Marks

1 Globe; Latitudes and Longitudes 05
2 THE EARTH; OUR HABITAT Motions of the earth 03
3 Maps 03
4 Our Country India 03
5 Jammu, Kashmir and Ladakh at a Glance 02
6 OUR PASTS - I What, Where, How and When? 04
7 In the Earliest Cities 03
8 What Books and Burials Tell Us 03
9 Ashoka, the Emperor Who Gave Up War 05
10 New Empires and Kingdoms 03
11 SOCIAL & POLITICAL LIFE - 1 Understanding Diversity 03
12 Diversity and Discrimination 04
13 Panchayati Raj 05
14 Panchayat Raj in J & K 04
Total 50

Suggestive Activities
Curricular Competencies Activity
Goal
CG-1 C-1.1 Explore your textbook and collect information about the various sources of history. Make toys of the
archaeological sources and coins.
Your toy Original Type of What does it tell us about the past
source/coin source

CG-2 C-2.1
Group Task
Materials required: Clay, Paper, Thread, colours
Make the Ancient time At present In future What
toys of the (predict) changes you
time observed?
mentioned How have
these
changes
impacted the
society?
Tools of
transport
Agricultural
tools
Things we
used for light
A man
wearing
clothes of the
time
Kitchen items
Tools of
communicati
on

CG-5 C-5.1
Survey
You can ask your grandparents on either side who have divided their property among their soblings and
fill in the blank boxes
Assets Worth Share the Share the Share the
(at the time sibling 1 got sibling 2 got sibling 3 got
of division)
House
Land
Cattle/livesto
ck
Land
Others

Now analyse the data you collected keeping in mind the concepts like inequality, prejudice, and
discrimination and prepare a report.
We can have a group discussion in the school after the students collect their individual data so that those
who have not carried the survey they may benefit.
CG-6 C-6.4
Observe the visual and discuss and then write about the followings:
a) Why are people living in the hilly areas of Jammu and Kashmir mostly dependent on sheep
rearing?
b) Why do people move along with their animals to higher areas during summers?
CG-8 C-8.3 Some members of the Gram Sabha and the concerned Gram Panchayat will be invited to class and the
students will ask them questions in order to understand the working of the Gram Panchayat so that they
appreciate its significance in upholding democracy at the village level. They will then be asked to make a
report accordingly

Gram Sabha Your question Response of the
member/Surpanc Community Prepare a report
h members/ on how Gram
surpanch Panchayat works
here.
Gram Sabha
member – 1

Gram Sabha
member - 2

Surpanch

Surpanch

Surpanch

Surpanch

CG-9 C-9.1
List the Is there any
commodities that commodity that Why the surplus is How the selling
are sufficiently is sold in nearby sold or exported? and buying does
produced in your places or affects the life of
locality or in your exported to an individual and
state/UT or Nation other society?
states/nations?

Question Format Cognitive Levels Total Questions Marks
CL-1 4 4
Multiple Choice CL-2 Nil Nil
Questions (MCQs) 1 Mark CL-3 3 3
Total 7 7
CL-1 1 1
Selected
Case Based/Data Based CL-2 1 1
Response 1 Mark
Multiple Choice Questions CL-3 1 1
Questions
(CB-MCQs)
Total 3 3
CL-1 Nil Nil
Assertive – Reasoning 1 Mark CL-2 2 2
Multiple Choice Questions
CL-3 1 1
(AR-MCQs)
Total 3 3
CL-1 2 4
Very Short Answer 2 Marks CL-2 1 2
Questions (VSAQs) CL-3 3 6
Total 6 12
CL-1 3 9
Constructed Short Answer Questions 3 Marks CL-2 Nil Nil
Response (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 6th
(Hindi)

व़र्षषक कलेंडर
CG1 प़ठ्यचय़ा संबंधा लक्ष्य c-1.1 ऽवऽभन्न प़ठों को समझने के ऽलए ऽवऽभन्न
ऽवऽभन्न प्रक़र के प़ठो कह़ऽनयो,कऽवत़ओं,ऩटकों के समझ,रणनाऽतयों[,अनिम़न,भऽवष्यव़णा]को ल़गी करत़ है I
अंश,ऽनबंध,लेख,सम़च़र,ररपोटाके स़थ जिड़ करस्वतंत्रपढ़नेकी समझ और स़ऱंश C1.2— मिख्य बबदिओ की पहच़न करत़ है,प़ठ को ध्य़न से पढ़ने के ब़द स़ऱंश
कौशल ऽवकऽसत करत़ है और ककत़बें पढ़ने में रूऽच कदख़त़ हैI देत़ है ,और सिसंगत रूप से प्रऽतकिय़ देत़ है I
C1.3- ऽवऽभन्न ग्रंथो में मिख्य ऽवच़र की पहच़न करत़ है और उसकी सऱहऩ
करत़ है I
C1.4- ऽवऽभन्न प्रक़र की पिस्तकों को चिनने और पढ़ने में रूऽच कदख़त़ है I
CG2 C 2.1-लेखन रणनाऽतयो क़ उपयोग करत़ है ,जैसे ऽवच़रो को अनििऽमत
ऽवच़रो,भ़वऩओं और स़म़ऽजक घटऩओं के अनिभवों उदध़रण के ऽलए ग़ाँव के करऩ,शाषाकों य़ उपशाषाकोंकी पहच़न करऩ और स्पष्ट शिरुआत,अंत और
मेले,त्योह़र,अवसर के ब़रे में ऽलखने की क्षमत़ प्ऱप्त करत़ हैI पैरग्रैफ़ बऩऩ.
C 2.2- अपने पररवेश के ऽवऽभन्न पहलिओ पर अनिभवो,भ़वऩओं और आलोचकों
को लेखन में अऽभव्यक्त करत़ है I
CG 3 C 3.1-उऽचत शैला क़ प्रयोग करके ऽवऽभन्न प्रक़र के पत्र और ऽनबंध ऽलखते हैं
प्रश्न पीछने,ऽवश्लेषण करने और उत्तर देने के ऽलए भ़ष़ कौशलक़ उपयोग करके और ऽवऽभन्न श्रोत़ओं और उद्देश्यों के ऽलए दजा करते हैं
प्रभ़वा संच़र की क्षमत़ ऽवकऽसत करत़ हैI
CG 4 C 4.1-स़ऽहत्य के ऽवऽभन्न रूपों [गद्य,कऽवत़,ऩटक के नमीने ]की पहच़न और
ऽवऽभन्न स़ऽहऽत्यक उपकरणो और स़ऽहत्य के रूपों की खोज करते हैंI सऱहऩ करत़ है
C 4.2- ऽवऽभन्न प्रक़र के स़ऽहत्य को पढ़करऔर लेखन में उपयोग करके अलंक़र
रूपक,उपम़,म़नवाकरण,अऽतशयोऽक्त और अनिप्ऱस और स़ऽहऽत्यक उपकरणो
की पहच़न करत़ है I
CG 5 C5.1-अपने लेखन में उऽचत व्य़करण और संरचऩ क़ उपयोग करते हैंI
बिऽनय़दा भ़ष़या पहली। शब्द और व़क्य संरचऩ को पहच़नने की क्षमत़
ऽवकऽसत करऩ और उन्हें मौऽखक और ऽलऽखत अऽभव्यऽक्त में उपयोग करऩ I
CG 6 C6.1- भ़ष़ की ध्वन्य़त्मकत़और ऽलऽप,स्वरों और व्यंजनो की संख्य़ और वे कै से
भ़ष़ की ऽवऽशष्ट ऽवसेशत़ओ की संरचऩ ऽवकऽसत करे ऽजसमें इसकी वणाम़ल़ परस्पर किय़ करते है और उपयोग ककए ज़ते हैं,को समझत़ है I
और ऽलऽप,ध्वऽनय़ं,छंद,व़क्य और भ़ष़ के ऽलए आकदऽतय अन्य शब्द खेल और C6.2- भ़षण और लेखन को अऽधक रोचक और आनंदद़यकबऩनेके ऽलए भ़ष़
खेल श़ऽमल हैं I में यमक,छंद,अनिप्ऱस और अन्य शब्द ऩटकों के उपयोग में संल्नहहोऩ I
C6.3-
भ़ष़ के कि छ प्रमिखशब्द खेलों से पररऽचत हो ज़ते है )उद़हरणके ऽलए ऽवलोम
पद,अधय़क्षरक़ऽवपयुय, वगा-पहेला,ऽबऩअक्षरय़ध्वऽनव़लेव़क्य,पहेऽलय़ाँ,
चिटकि ले, अंत़क्षराइत्य़कद।

साखने के पररण़म
C1.1.1.
.1शब्द़वला क़ उच्चतम प्रयोग करने में सक्षम होते हैं
.2म़गादशान और सह़यत़ के स़थ प़ठों से सीक्ष्म अथों क़ अनिम़न लग़त़ है I
C1.2.2.
.1एक प़ठ के मिख्य बबदिओ की पहच़न करत़ है I
.2एक संऽक्षप्त कह़ना य़ लेख के ब़रे में सरल प्रश्नो के उत्तर देने में सक्षम होत़ है I
.3प़ठ में आए करठन शब्दों को अथासऽहत समझने में सक्षम होत़ है I
C1.3.3.
.1ऽवषय य़ मिद्दे के मिख्य ऽवच़रो को पहच़नने के ऽलए ऽवऽभन्न स्त्रोतों से ज़नक़रा को संघरटत करत़ है I
.2प़ठ क़ रुऽचपीवाक अधय्यन करत़ है तथ़ रोचक तथ्यों को समझकर उसकी सऱहऩ करत़ है
C 1.4.4.
.1ऽशक्ष़थी हर प्रक़र की पिस्तकों क़ अध्य्य्न करने में सक्षम होत़ है I
.2ऽवऽभन्न ऽवषयों में व्य़पक ज्ञ़न और समझ ऽवकऽसत करत़ है
.3ऽवऽभन्न प्रक़र की ककत़बों की पहच़न करत़ है और उन्हें उसा अनिस़र वगीकु त करत़ है I
C2.1.1.
.1 ऽवद्य़थी अपने लेखों को अऽधक प्रभ़वश़ला बऩने के ऽलए उपयिक्त शाषाक और उपशाषाक क़ चयन करने में सक्षम होत़ है I
.2स़फ़ और सम्पीणा गद्य़ंशो क़ ऽनम़ाण करने की क्षमत़ ऽवकऽसत होता है I
C 2.2.2.
1. छ़त्र ऽवऽभन्न पररवेशों में अपने अनिभवो को स़क़र करके लेखन में स़ऽहऽत्यकत़ ऽवकऽसत करते हैं I
2. छ़त्र अपना भ़वऩओं को सहा ढंग से व्यक्त करने के ऽलए शब्दों क़ उपयोग करते हैं
3. छ़त्र सम़ज में हो रहे पररवतानो को समझते हैं और अपने ऽवच़रो को व्यक्त करने के ऽलए प्रेररत होते हैं
C3.1.1.
.1ऽशक्ष़थी ऽलऽखत व व़चन के ऽवऽभन्न रूपों से पररपीणा अवगत होते हैं I
.2वण़ात्मक य़ ऽवऽवरण़त्मक जैसा स़ऽहऽत्यक शैऽलयों के स़थ पररपीणा होते हैं
.3लेखन की सम्पीणा शैऽलयों में पीणा ध्य़न कें कित कर प़ते हैं
C 4.1.1
.1ऽवद्य़थी मीलरूप से प़ठ के क़्रम को पहच़नत़ है
.2परठत प़ठ के ऽवऽभन्न रूपों क़ स्पष्टाकरण करत़ है
.3छ़त्र महत्वपीणा बहदा लेखकों और कऽवयों के ब़रे में समझ प़ते हैं.

C4.2.2.
1. कदए गए संदभा से ऽवऽभन्न प्रक़र के रस अलंक़र इत्य़कद आस़ना से ढी ाँढने में सक्षम होते हैं
2. नव़च़र के स़थ अपने स्वयं के कि छ उध़हरण बऩने में सक्षम होते हैं
3. प़ठ पढ़ते समय ऽनध़ाररत ऽवषय के ऽवऽभन्न प्रक़र के भ़व,अऽतशयोऽक्त तिक़ंत योजऩ को समझने में सक्षम होते हैं I
C5.1.1-
1. व्य़करण :व़क्य रचऩ,किय़ओं क़ प्रयोग ,संज्ञ़,सवाऩम,और किय़ के प्रक़र ,संऽध ,बलग ,वचन को समझऩ
2. प़ठ्य पिस्तकों को समझऩ :कह़ऽनयों और गद्य को समझऩ ,मिख्य ऽवच़रो की पहच़न करऩ I
3. संरचऩ :ऽनबंध लेखन ,पैऱग्ऱफ़ संरचऩ और स्पष्टत़ के स़थ लेखन करऩ I
C6.1.1-
.1भ़ष़ में सभा स्वरों की पहच़न करत़ है और उनक़ ऩम बत़त़ है
.2प्रत्येक स्वर के स़थ जिड़े ऽवऽभन्न ध्वऽनयों को पहच़नत़ है I
.3यह प्रदशान करत़ है कक स्वर कै से व्यंजनो के स़थ शब्द बऩने के ऽलए सह़यक होते हैं I
.4सहा स्वर ,ध्वऽन और ऽलऽप क़ प्रयोग करके सरल शब्द ऽलखत़ है I
C6.2.2-.
.1सरल व़क्यों में यमक के प्रयोगों को समझत़ है
.2स़म़न्य शब्दों और व़क्यों क़ उपयोग करके मील छंद बऩत़ है I
.3प़ठों य़ कऽवत़ओं में अनिप्ऱस को पहच़नत़ है और मीलय़ंकन करत़ है I
.4ब़तचात य़ ऽलऽखत क़यों में सरल शब्दों क़ उपयोग करके सरल शब्द-खेल उत्पन्न
करत़ है I
C6.3.3-
1. स़ध़रण शब्द खेलो को ,जैसे कक पहेऽलय़ाँ ,चिटकले और ऽवलोमपद की पहच़न करत़ है और पररभ़ऽषत करत़ है I
2. शब्द खेल और दोहऱ अथा पहच़नकर सरल पहेऽलय़ाँ और चिटकले को हल करत़ है
3. पररऽचत शब्दों और व़क्यों क़ उपयोग करके मौऽलक ऽवलोमपद बऩत़ है
4. ग्रिप गऽतऽवऽधयों में भ़ग लेत़ है,जैसे की अाँत़क्षरा य़ सरल ि़सवडा ,पज़ल आकद I

समय ऽवषय/उपऽवषय प़ठ्यचय़ा योग्यत़/क्ष साखने के पररण़म प्रस्त़ऽवत ऽशक्षण ऽवऽध
अवऽध प़ठ सम्बन्धा मत़
लक्ष्य
1महाऩ 1से 2 CG1. C1.1. C1.1.1. प़ठ -वह ऽचऽड़य़ को पढ़़ते समय,बच्चों को इस
वह ऽचऽड़य़ जो C1.2. .1शब्द़वला क़ उच्चतम प्रयोग करने में सक्षम होते कऽवत़ के महत्वपीणा भ़वऩओं और संदश े ो को
बचपन हैं समझने के ऽलए ऽवशेष ध्य़न देऩ च़ऽहए I
वचन,ऽवलोम शब्द .2म़गादशान और सह़यत़ के स़थ प़ठों से सीक्ष्म बचपन प़ठ के ब़द ऽवद्य़र्षथयों से व्यऽक्तगत
अथों क़ अनिम़न लग़त़ है I अनिभवों पर आध़ररत संव़द लेखन क़ अभ्य़स
C1.2.2. करव़एाँ I वचन और ऽवलोम शब्द के भ़ग के
.1एक प़ठ के मिख्य बबदिओ की पहच़न करत़ है I रूप में व्य़करण क़ उपयोग करके छ़त्रों को इन
.2एक संऽक्षप्त कह़ना य़ लेख के ब़रे में सरल प्रश्नो ऽवषयों को समझने और प्रयोग करने क़ समथान
के उत्तर देने में सक्षम होत़ हैI करें I
.3प़ठ में आए करठन शब्दों को अथासऽहत समझने
में सक्षम होत़ है
2महाऩ प़ठ CG2. C 2.1 C2.1.1. ऩद़न दोस्त और अक्षरों क़ महत्व उऽचत
3से 4 ऽवद्य़थी अपने लेखों को अऽधक प्रभ़वश़ला बऩने प्रक़र से समझ़ने की कोऽशश करे I किय़
ऩद़न दोस्त , के ऽलए उपयिक्त शाषाक और उपशाषाक क़ चयन ऽवशेषण की पररभ़ष़ और भेद को सरल शब्दों
अक्षरों क़ महत्व करने में सक्षम होत़ है I में समझ़एाँ I ऽनबंध को ऽलखते समय अपने ऽमत्र
किय़ ऽवशेषण की CG5. C 5.1 C5.1.1- के गिणो और उनसे सम्बंऽधत अनिभवों पर ध्य़न
पररभ़ष़ और भेद व्य़करण :व़क्य रचऩ,किय़ओं क़ प्रयोग , कें कित करें I अनिश़सन के सम्बंध में
ऽनबंध -मेऱ ऽप्रय संज्ञ़,सवाऩम,और किय़ के प्रक़र ,संऽध ,बलग वचन खेल,कह़ऽनयो और गऽतऽवऽधयों क़ उपयोग करें
ऽमत्र, अनिश़सन को समझऩ I
प़ठ्य पिस्तकों को समझऩ :कह़ऽनय़ाँ और गद्य को
समझऩ,मिख्य ऽवच़रो की पहच़न करऩ I
संरचऩ :ऽनबंध लेखन,पैऱग्ऱफ़ संरचऩ और स्पष्टत़
के स़थ लेखन करऩ I

3महाऩ प़ठ CG4- C4.1- C 4.1.1 कऽवत़ पढ़ने और उसके महत्व को समझ़ने के
च़ाँद से थोड़ा सा 1 .1ऽवद्य़थी मीलरूप से प़ठ के क़्रम को ऽलए छ़त्रों को कऽवत़ओं की रचऩ,अऽभव्यऽक्त
गप्पें 2 पहच़नत़ है और भ़वऩओं को समझ़ने के ऽलए कक्ष़ में
स़था ह़थ बढ़़ऩ .2परठत प़ठ के ऽवऽभन्न रूपों क़ स्पष्टाकरण कऽवत़ प़ठ ककय़ ज़ सकत़ है
C3.1- करत़ है व्य़करण को समझ़ने के ऽलए,छ़त्रों को खेल
ऽवशेषण,किय़ के 1 C3.1.1. और गऽतऽवऽधयों के म़ध्यम से व्य़करण के

भेद व 2 .1ऽशक्ष़थी ऽलऽखत व़चन के ऽवऽभन्न रूपों से ऽनयमो को स्पष्ट ककय़ ज़ सकत़ है I बच्चों को
पररभ़ष़,उपसगा,प 3 पररपीणा अवगत होते हैं I खेल खेलकर साखने क़ मौक़ कदय़ ज़ सकत़
य़ायव़चा शब्द .2वणानतमक य़ ऽववरण़तमक जैसा है I
पत्र लेखन-:फ़ीस स़ऽहऽत्यक शैलायो के स़थ पररपीणा होते हैं
म़फ़ी पर पत्र .3लेखन की सम्पीणा शैऽलयों में पीणा ध्य़न
ऽलऽखए कें कित कर प़ते हैं
ऽनबंध दाप़वला
4महाऩ प़ठ CG4- C 4.1 C 4.1.1 कऽवत़ पढ़ने और उसके महत्व को समझ़ने के
ऐसे ऐसे .1ऽवद्य़थी मीलरूप से प़ठ के क़्रम को ऽलए ,छ़त्रों को कऽवत़ओं की रचऩ,अऽभव्यऽक्त
रटकट-अलबम पहच़नत़ है और भ़वऩओं को समझ़ने के ऽलए कक्ष़ में
मिह़वरे ,प्रत्यय, .2परठत प़ठ के ऽवऽभन्न रूपों क़ स्पष्टाकरण कऽवत़ प़ठ ककय़ ज़ सकत़ है
ऽनबंध -:रक्ष़ करत़ है व्य़करण को समझ़ने के ऽलए,छ़त्रों को खेल
बंधन ,ऽवज्ञ़न के .3छ़त्र महतवपीणा बहदा लेखकों और कऽवतो के और गऽतऽवऽधयों के म़ध्यम से व्य़करण के
CG 5 C 5.1 ब़रे में समझ प़ते हैं .
ल़भ व ह़ऽनय़ं ऽनयमो को स्पष्ट ककय़ ज़ सकत़ है I बच्चों को
पत्र लेखन -: C5.1.1. खेल खेलकर साखने क़ मौक़ कदय़ ज़ सकत़
एक सप्त़ह के ऽलए 1. व्य़करण :व़क्य रचऩ,किय़ओं क़ है I
अवक़श प्रयोग,संज्ञ़,सवाऩम,और किय़ के प्रक़र
हेति प्ऱथाऩ पत्र ,संऽध बलग वचन को समझऩ
2. प़ठ्य पिस्तकों को समझऩ :कह़ऽनय़ाँ और
गद्य को समझऩ,मिख्य ऽवच़रो की पहच़न
करऩ I
3. संरचऩ :ऽनबंध लेखन,पैऱग्ऱफ़ संरचऩ
और स्पष्टत़ के स़थ लेखन करऩ I
5 महाऩ प़ठ CG 1 C1.1- C1.1.1. स़ऽहऽत्यक पिस्तकें ,कऽवत़एाँ,और व्य़करण को
में सबसे छोटा होऊाँ CG6 C6.2- .1शब्द़वला क़ उच्चतम प्रयोग करने में सक्षम होते पढ़़ने के ऽलए सम्बंऽधत गऽतऽवऽधयों और
लोकगात हैं प्ऱजेक््स क़ आयोजन ककय़ ज़ सकत़ है I
क़रक,अनेक शब्दों .2म़गादशान और सह़यत़ के स़थ प़ठों से सीक्ष्म इससे छ़त्रों को सहा संदशे समझ़ने में मदद
के ऽलए एक अथों क़ अनिम़न लग़त़ है I ऽमलता है और उनकी समझ में ऽवशेष रूप से
शब्द,यमक, C6.2.2-. सिध़र होत़ है I
अनिप्ऱस 1. सरल व़क्यों में यमक के प्रयोगों को समझत़ है
2. स़म़न्य शब्दों और व़क्यों क़ उपयोग करके मील
छंद बऩत़ है I
3. प़ठों य़ कऽवत़ओं में अनिप्ऱस को पहच़नत़ है

और मीलय़ंकन करत़ है I
4. ब़तचात य़ ऽलऽखत क़यों में सरल शब्दों क़
उपयोग करके सरल शब्द-खेल उत्पन्न करत़ है I

6महाऩ प़ठ CG 4 C4.1 - C 4.1.1 कह़ना के म़ध्यम से छ़त्रों को बहदा भ़ष़ में
देश-ग़न .1ऽवद्य़थी मीलरूप से प़ठ के क़्रम को स़ऽहऽत्यक रूप से सिगमत़ और समझ कदल़या
सेऩपऽत त़ाँत्य़ पहच़नत़ है ज़ सकता है I कथ़ओं को छ़त्रों के स़थ स़झ़
टोपे .2परठत प़ठ के ऽवऽभन्न रूपों क़ स्पष्टाकरण करने के ऽलए ऽवऽभन्न चररत्रों की भीऽमक़ओं को
संऽध,बलग वचन करत़ है पढ़ने के ऽलए कक्ष़ में गऽतऽवऽधयों क़ आयोजन
.3छ़त्र महतवपीणा बहदा लेखकों और कऽवतो के ककय़ ज़ सकत़ है छ़त्रों को खेल और
CG 5 C5.1 - ब़रे में समझ प़ते हैं. गऽतऽवऽधयों के म़ध्यम से व्य़करण के ऽनयमो
C5.1.1- को स्पष्ट ककय़ ज़ सकत़ है I
1. व्य़करण :व़क्य रचऩ,किय़ओं क़ प्रयोग ,
संज्ञ़,सवाऩम,और किय़ के प्रक़र ,संऽध
बलग वचन को समझऩ
2. प़ठ्य पिस्तकों को समझऩ :कह़ऽनय़ाँ और
गद्य को समझऩ,मिख्य ऽवच़रो की पहच़न
करऩ I
3. संरचऩ :ऽनबंध लेखन,पैऱग्ऱफ़ संरचऩ
और स्पष्टत़ के स़थ लेखन करऩ I

7महाऩ प़ठ CG1 C1.3 - C 4.1.1 छ़त्रों को बहदा में व़क्य बऩने,कह़ना ऽलखने
श्रा वैष्णो देवा की .1ऽवद्य़थी मीलरूप से प़ठ के क़्रम को और कऽवत़ पढ़ने के ऽलए किय़त्मक
य़त्ऱ पहच़नत़ है गऽतऽवऽधयों में भ़ग लेने क़ अवसर देऩ
पहला बीाँद .2परठत प़ठ के ऽवऽभन्न रूपों क़ स्पष्टाकरण च़ऽहए I
ऽनबंध -: करत़ है
मेऱ ऽप्रय खेल .3छ़त्र महतवपीणा बहदा लेखकों और कऽवयो के
CG 5 C 5.1- ब़रे में समझ प़ते हैं.
पत्र -:
ऽवद्य़लय छोड़ने के C5.1.1-
ऽलए प्रम़ण पत्र 1. व्य़करण :व़क्य रचऩ,किय़ओं क़ प्रयोग ,
संज्ञ़,सवाऩम,और किय़ के प्रक़र ,संऽध
बलग वचन को समझऩ
2. प़ठ्य पिस्तकों को समझऩ :कह़ऽनय़ाँ और

गद्य को समझऩ,मिख्य
3. ऽवच़रो की पहच़न करऩ I .3संरचऩ :
ऽनबंध लेखन,पैऱग्ऱफ़ संरचऩ और स्पष्टत़
के स़थ लेखन करऩ I
ऽशष्ट़च़र , CG 5 C5.1- C5.1.1- ऽशक्षक प़ठ्यक़्रम में ऽवऽभन्न
ब़ल वणान- 1. व्य़करण :व़क्य ,रचऩ,किय़ओं क़ प्रयोग , गऽतऽवऽधयों,उपकरणो,और मौऽखक/ऽलऽखत
पय़ायव़चा,बलग,व संज्ञ़,सवाऩम,और किय़ के प्रक़र ,संऽध संव़द के म़ध्यम से छ़त्रों को सकिय रूप से
चन ,बलग वचन को समझऩ भ़ग लेने क़ अवसर दे सकते हैं I इसके
पत्र -:अपऩ 2. प़ठ्य पिस्तकों को समझऩ :कह़ऽनय़ाँ और अल़व़,छ़त्रों को समय समय पर समझ़ने के
सेक्शन बदलने के गद्य को समझऩ,मिख्य ऽवच़रो की पहच़न ऽलए छोटा कह़ऽनय़ और कऽवत़एाँ पढ़़ सकते
ऽलए प्ऱथाऩ पत्र करऩ I हैं,त़कक उनकी भ़ष़ समझ और व्यऽक्तत्व
ऽनबंध -:मेऱ 3. संरचऩ :ऽनबंध लेखन,पैऱग्ऱफ़ संरचऩ ऽवक़स में मदद ऽमले.
जावन लक्ष्य और स्पष्टत़ के स़थ लेखन करऩ

कक्ष़ छठा के ऽलए मीलय़ंकन योजऩ
खंड -ए [पठन बोध 14[ ]अंक]
1. ऽनध़ाररत कऽवत़ओं से एक कऽवत़ के छंद को हल करने क़ प्रय़स करे और तान बहुऽवकलपाय प्रश्न एक ऽवस्तुत जव़ब व़ल़ प्रश्न और एक ररक्त स्थ़न की
पीर्षत व़ल़ प्रश्न हो जो समझ ,स़ऽहऽत्यक उपकरण ,अनिम़न आकद पर आध़ररत हो I 1X5 अंक
2. लगभग 200से 250शब्दों के एक अनदेखे गद्य़ंश को हल करने क़ प्रय़स करे ऽजसके ब़द समझ पर आध़ररत बहुऽवकलपाय प्रश्न,गद्य़ंश को उपयिक्त शाषाक
प्रद़न करऩ,एक शब्द प्रऽतस्थ़पन,शब्द़वला,अनिम़न,ऽवश्लेषण आकद श़ऽमल होंI 1x 5अंक
3. एक प्रश्न,दुश्य़ंक/ब़र ग्ऱफ़/आवुऽत ऽवच़र प्ऱध़न्य कदए गए प्रश्नो क़ प्रय़स करे ,ऽजसके ब़द 4बहुऽवकलपाय प्रश्न और एक ऽवस्तुत जव़ब देने व़ल़ प्रश्न
हो,जो अनिम़न,ऽवश्लेषण,मीलय़कन आकद पर आध़ररत हो I 1x 4अंक

खंड– बा [व्य़करण 9[ ]अंक ]
शब्दो के भ़ग

किय़ बलग वचन ऽवलोम उपसगा प्रत्यय संऽध अलंक़र मिह़वरे अनेक शब्दों के ऽलए एक शब्द इत्य़कद

1. उपयिाक्त भ़गो क़ उपयोग ररक्त स्थ़नो व पैऱग्ऱफ़ में कर सकते हैं I 3अंक
2. प्रत्यक्ष व अप्रत्यक्ष बोलच़ल में कदए गए पैऱग्ऱफ़ को ऽवपरात शब्दों में पररवर्षतत ककय़ सकत़ है I 2 अंक
3. एक पररचय़त्मक पैसेज/कह़ना/पैऱग्ऱफ कदय़ ज़ सकत़ है ऽजसमें समय,ऽवऱम और उपयिक्त वताना आकद क़ प्रयोग ककय़ ज़ सकत़ है I
2अंक
4. सरल शब्दों क़ एक छोट़ स़ पैऱ दाऽजए ऽजसमें सम़स,अलंक़र आकद को रे ख़ंककत ककय़ ज़एग़ I 2अंक

खंड सा (लेखन कौशल 12- अंक)
1. दा गई पररऽस्थऽत के अनिस़र कह़ना/ब़तचात/भ़षण/ररपोटा लेखन पर एक प्र्श्श्न क़ प्रय़स कीऽजए - 3अंक

2. दा गई प़ररऽस्थऽत पर संदश े /ईमेल/सोशल माऽडय़ पोस्ट लेखन के ऽलए एक प्ऱशन ऽनध़ाररत करे 50[शब्द 2 ]अंक
3. दा गया पररऽस्थऽत के अनिस़र पत्र लेखन के ऽलए दो पत्रों में से एक पररऽशष्ट [औपच़ररक/अनौपच़ररक ]पर पत्र ऽलखे 3-अंक।
4. दो में से एक प्रश्न पर प्रय़स ककय़ ज़ऩ च़ऽहए जो घटऩओं,पररऽस्थऽतयों आकद पर पैऱग्ऱफ़ लेखन पर हो ,ऽजसमें कदए गए संकेतो और दुश्य की सह़यत़ से
अंश कदय़ गय़ हो I 80[ से 100शब्दों में 4 ]अंक

खंड डा (स़ऽहत्य 15 अंक)
1. प़ठ्यपिस्तक में से गद्य प़ठों के ककन्हा छ :में से तान छोटे क्षमत़ -आध़ररत प्रश्नो क़ प्रय़स करे 3[x ]6=2
2. पढ़ने की समझ में कदए गए प्रश्नो को छोड़कर,ऽवषय कें िाय ऽवच़र ,स़ऽहऽत्यक उपकरणो आकद पर आध़ररत च़र लघि योग्यत़ आध़ररत प्रश्नो में से दो
कऽवत़ओं को हल करने क़ प्रय़स ककय़ ज़ऩ च़ऽहए I 2x 4= 2
3. लघि कथ़ओं और ऩटकों के चररत्र,दुश्य,ऽवषय,कथ़नक,ऽस्थऽत,घटऩ आकद के आध़र पर तान दाघा योग्यत़ आध़ररत प्रश्नो क़ प्रय़स ककय़ ज़ऩ च़ऽहए I
1X 5= 5

योग़त्मक मीलय़ंकन
ि.सं कतान अध्य़य संख्य़ और ऩम
अंक आवंरटत
01 क अपरठत गद्य़ंश 14
02 ख व्य़करण 9
03 ग लेखन कौशल 12
04 स़ऽहत्य
सेऩपऽत त़ाँत्य़ टोपे
श्रा वैष्णो देवा की य़त्ऱ
घ पहला बीाँद 15
ऽशष्ट़च़र,
ब़ल वणान-

कि ल 50 अंक

Class 6th
(Dogri)

जम़त छेमीं
सम़ं अवधा ऽसक्खने दे पररण़म योग्यत़ गऽतऽवऽधएं लेई सिझ़ऻ
ऽबशे/उपऽबशे
(म्हाने च)
सतरें गा लैऻ कन्नै पढ़ने द़ भ़श़ ऽवक़सक़व्यकल़ द़ , ● ऽवद्य़र्षथएं च अपना जनमभीमा लेई प्रेम ते श्रद्ध़ द़ भ़व भरने लेई स़ढ़े
कौशलडि ग्गर दे ब़ ,रै च ज्ञ़न ऽवक़स च जनमभीमा दा भीमक़ ब़रै समझ़ऩ च़ऽहद़ ।
ब़द्धी ज़नक़राडि ग्गर दा , ●ऽवद्य़र्षथएं गा डि ग्गर प्रदेश दा रै ह्त- बैह्त, कदन तेह़र- ते वारें दे ब़रै बा
,संस्कु ऽत द़ मिंडल़ ज्ञ़न ज़नक़रा कदत्ता ज़ई सकदा ऐ।
दा ज़नक़रा ककश नमें शब्दें ● ऽवद्य़र्षथएं गा डि ग्गर भीमा दा ऽवऽवधत़ ब़रै दस्सऩ च़ऽहद़इत्थें के त् ,
डि ग्गर वंदऩ भ़श़ं, के त् बोऽललय़ं,के ई ककस्म़ं दे राऽत -रब़ज मजीद नजेह्ड़े इस ऽखत्ते ,
गा समुद्ध करदे न
● ऽवद्य़र्षथएं गा कऽवत़ मींह्जब़ना कल़सै च सऩनै लेई प्रेरत ककत्त़ ज़ई
सकद़ ऐ।

डि ग्गर दे बक्खबक्ख खेतरें - डि ग्गर दे ब़रे च मिंढल़ ज्ञ़न , ●डि ग्गर ते डि ग्गर दे बसनाकें ब़रै गललब़त करदे होई ऽवद्य़र्षथएं कोल़ उं दे
1 देब़रै ब़द्धी ज़नक़रा, डि ग्गर दे ,शब्द ज्ञ़न रै ह्ण - सैह्न ब़रै पिच्छेआ ज़ई सकद़ ऐ।
डि ग्गर दा संस्कु ऽत द़ मिंडल़ इतेह़ऽसक पक्ख द़ ज्ञ़न। अध्य़पक ऽवद्य़र्षथएं गा डि ग्गर प्रदेश दे लोकें दे ख़नपान, लब़स ते इनें
डि ग्गर ते डोगरे ज्ञ़न, ककश नमें शब्दें दा लोकें दे कम्म धन्धे ब़रै बा ज़नक़रा कदत्ता ज़ई सकदा ऐ।
ज़नक़रा ,

जम्मी दे ककश मिक्ख ध़माक ध़माक थ़ह्रें दे कन्नै-कन्नै इस लेख ऱहें अध्य़पक ऽवद्य़र्षथएं गा हर धमा द़ ज्ञ़न दददे होई आपसा
थ़ह्रें दा ज़नक़रा आपसा भ़इच़रे दा म्हत्त़ द़ सौह़दा ते
जम्मी शैहरै दे
ज्ञ़न भ़ईच़ऱ बऩई रखने लेई प्रेरत करा सकदे न।
ध़र्षमक थ़हर
मिक्ख मिक्ख ध़र्षमक थ़ह्रें ब़रै - गललब़त कररयै ऽवद्य़र्षथएं गा ज़नक़रा
कदत्ता ज़ई सकदा ऐ।

क्ह़ना पढ़ने च रोचकत़ क्ह़ना ऱहें झीठ बोलने कन्नै इस क्ह़ना च अध्य़पक ऽवद्य़र्षथएं गा झीऺठ बोलने कन्नै होने आह्ले निकस़न
जनेह् गिण गा ऽवद्य़र्षथएं च होने आह्ले नकस़ने ते सच्च ब़रै गललब़त कररयै सद़ सच्च बोलने लेई प्रेरत करा सकदे न।
स्थ़पत करऩ बोलने दे ल़ह् ब़रै अग़ह ऽवद्य़र्षथएं गा ए बा समझ़य़ ज़ई सकद़ ऐ जे ऽजन्ऩ मजी कोई झीठ बोलै
2 अनमोल रतन करऩ पर ऽजत्त म्हेश़ं सच्च दा गै होंदा ऐ।
इक झीठ बोलने कन्नै होर ककन्ने झीठ बोलने पौंदे न ए बा चच़ा ककत्ता ज़ई
सकदा ऐ।

पंचैत ब़रै सबीरा ज़नक़रा पंचैत दे कम्म ते ऽनज़में द़ अध्य़पक सभनें श़ पैह्ले ऽवद्य़र्षथएं गा उं दे अपने- अपने पैंच सरपैंच द़ -
देऩ ब्यौऱ ह़सल करऩ ऩंऻपिच्छे आ ज़ई सकद़ ऐ।
पंचैत दे कम्मक़ज ब़रै चच़ा ककत्ता ज़ई सकदा ऐ।
पंचैत
पंचैत दे ऽनजमें दा चच़ा बा ककत्ता ज़ई सकदा ऐ।

संतिलत भोजन द़ ऽवस्तुत संतिलत भोजन दे ल़ह् ते उसदे इस प़ठ ऱहें अध्य़पक ऽवद्य़र्षथएं गा संतल ि त भोजन करने लेई प्रेरत करा
ज़नक़रा कन्नै होने आह्ले म़नसक ते सकदे न।
संतिलत भोजन शरररक ऽवक़स द़ ब्यौऱ भोजन स़ढ़े श़राररक ते म़नऽसक ऽवक़स आस्तै मत़ ज़रूरा ऐ इस ब़रै
ह़सल करऩ गललब़त ककत्ता ज़ई सकदा ऐ।
बच्चें ते बड्डें दे भोजन च फका ब़रै बा ज़नक़रा कदत्ता ज़ई सकदा ऐ।

3 कऽवत़ गा लैऻ कन्नै चेत़ बच्चें गा मजीरें दा मेहनत कन्नै इस कऽवत़ ऱहें कऽव नै मजीरें दा मैह्न्नत द़ ऽजि कीते द़ ऐ, अध्य़पकें बा
करऩ रू - व - रू करऩ। उसदे कम्म -क़ज़ ब़रै गललब़त कररयै ऽवद्य़र्षथएं द़ ज्ञ़न बध़ई सकदे न।
कऽवत़ गा ब़र - ब़र पढ़़ईयै मींह् जब़ना बा चेत़ कऱई ज़ई सकदा ऐ ।
मजीर

जम्मी दे मह़ऱज़ रणवार जम्मी दे मह़ऱज़ रणवार इस प़ठ ऱहें अध्य़पक ऽवद्य़र्षथएं गा ऱजे-मह़ऱजें दे ऽनयमें, क़नीन,
बसह हुंद़ व्यऽक्तत्व ते बसह हुंदा क़रज प्रण़ला दा कम्मक़ज आकद ब़रै ज़नक़रा कदत्ता ज़ई सकदा ऐ।
कु ऽत्तत्व सबीरा ज़नक़रा द़ ज्ञ़न कि सै बा ररय़सत द़ ऱज़ अपना ररय़सत गा ककय़ं चल़ंद़ ह़ ककश
मह़ऱज़
ह़सल करऩ ज़नक़रा कदत्ता ज़ई सकदा ऐ।
रणवार बसह
अध्य़पक ऽवद्य़र्षथएं गा इस प़ठ ऱहें बलग, बचन आकद ब़रै बा ज़नक़रा
देई सकदे न।
4
पय़ावरण प्रदीशन ब़रै सबीरा बक्ख- बक्ख च़लला दे प्रदीशन अध्य़पक ऽवद्य़र्षथएं गा इस प़ठ दे हव़ले कन्नै प्रदीशन दा पररभ़श़ दददे
ज़नक़रा ह़सल करऩ ते उं दे श़ बच़ऻ यिगत दा होई इसदे निक्स़न ब़रै चच़ा ककत्ता ज़ई सकदा ऐ।
लोड़। प्रदीशन दा बक्ख बक्ख ककस्में-ब़रै गललब़त कररयै ऽवद्य़र्षथएं गा मत़
पय़ावरण प्रदीशन ज्ञ़न कदत्त़ ज़ई सकद़ ऐ
औने आह्ले समें च पय़ावरण प्रदीशन ककन्ऩ खतरऩक होई सकद़ ऐ एह्दे
ब़रै च चच़ा ककत्ता ज़ई सकदा ऐ।

इक ऽनक्क़ जनेह़ सेऽमऩर बा कऱय़ ज़ई सकद़ ऐ।
जनौरें द़ तफसाला जनौरें कदय़ं ककस्म़ं, ख़नपान अध्य़पक आसेआ प़ठ पढ़़ने श़ पैह्ले ज़नौरें ब़रै ककश सिआल पिच्छे ज़ई
ज़नक़रा ते रै न बसेरे द़ ज्ञ़न ह़सल सकदे न।
करऩ। अध्य़पक ऽवद्य़र्षथएं गा इस गललै द़ ज्ञ़न कऱई सकद़ ऐ जे जनौर स़ढ़े
स़ढ़े ज़नौर जावन च ककन्ने जरूरा न।
जनौरें दे ख़नपान दे कन्नै -कन्नै जंगला ते प़लती जनौरें ब़रै बा दस्सेआ
ज़ई सकद़ ऐ।

कऽवत़ गा मींह् जब़ना कऽवत़ ऱहें फौजा वार जिआनें इस कऽवत़ ऱहें ऽवद्य़र्षथएं गा ब्ह़दरा दे जजबे ब़रै दस्सेआ ज़ई सकद़
5 पढ़ऩ ते सऩऩ दा वारत़, बऽलद़नें द़ ज्ञ़न ते ऐ।
जजब़ ह़सल करने दा ए बा दस्सेआ ज़ई सकद़ ऐ जे स़ढ़े वार जव़न ककय़ं -ककय़ं देसै लेई
योग्यत़ । अपना बजद ब़रा दददे न।
अध्य़पक ऽवद्य़र्षथएं च ब्ह़दरा द़ जज्ब़ पैद़ करा सकदे न।
वार बनो कऽवत़ मींह् जब़ना बा चेत़ कऱई ज़ई सकदा ऐ।

क्ह़ना गा पढ़ऩ ते समझऩ क्ह़ना ऱहें सच्च दा म्हत्त़ गा इस क्ह़ना च अध्य़पक ऽवद्य़र्षथएं गा झीठ बोलने कन्नै होने आह्ले निकस़न
पंश़नऩ ते आत्मस़त करने दा ब़रै गललब़त करा सकदे न।
योग्यत़ ह़सल करऩ अध्य़पक क्ह़ना च बरतोई रूप- रचऩ ब़रै ते मिह़वरें आकद ब़रै बा
क़ला ऽचड़ा ज़नक़रा कदत्ता ज़ई सकदा ऐ ।
बोलला

6
क़रकें ब़रै ज़नक़रा ह़सल क़रक दे गत़रें , क़रक ग़ने दे इस प़ठ ऱहें अध्य़पक ऽवद्य़र्षथएं गा क़रक दा पररभ़श़ दददे होई उसद़
करऩ थ़ह्रें ते म्हत्त़ दा उपयोऽगत़ प्रयोग ते ऽवधा ब़रै दसदे होई उं द़ पीऱ ज्ञ़न बध़ई सकदे न।
लोक गातें दा क़रक कि न ग़ंद़ ऐ ते कि त्थै ग़ई जंदा ऐ इसदे ब़रै च बा ज़नक़रा कदत्ता
ऽवध़: क़रक ज़ई सकदा ऐ।

लोक कत्थ सिनने दा समथा द़ लोक कत्थ ऱहें चंगे कमा करने इस लोक कत्थ ऱहें अध्य़पक ऽवद्य़र्षथएं गा ऽहलकना ते ऽबलकना द़
ऽवक़स दे नताजे दा योग्यत़ ह़सल मतलब दसदे होई ककश होर बिऱइयें दे ब़रै च बा चच़ा करा सकदे न।
करऩ
ऽहनकना ते
ऽबलकना

फलौऽनएं द़ अथा ते फलौऽनय़ं प़ने कन्नै होने अध्य़पक ऽवद्य़र्षथएं गा फलौना दा पररभ़श़ देइयै उसद़ अथा समझ़ई
7
पररभ़श़ द़ ज्ञ़न ह़सल आह्ला दम़गा कसरत ब़रै सकदे न।
करऩ योग्यत़ ह़सल करऩ फ़लौना दा ऽवशेशत़ दसदे होई दस्सेआ ज़ई सकद़ ऐ जे इं दे कन्नै स़ढ़े
कदम़ग दा कसरत होंदा ऐ।
फलौऽनय़ं

छेमीं जम़तै लेई आकलन दा योजऩ
भ़ग (ए) पढ़ने दा समझ (15 अंक)
1) गद्य खंड थम़ं तकराबन 100 थम़ं 150 शब्दें द़ इक कदक्खेआ गेद़ अंश, ऽजसदे ब़द एमसाक्यी, समझद़रा दे सव़ल, ख़लला थ़ह्र भरने, शब्द़वला बगैऱ दा कोशश कीता ज़।
1×5=5 नंबर

2) लगभग 100 थम़ं 150 शब्दें दे इक अनकदक्खे खंड गा हल करने दा कोशश करऩ ते उसदे ब़द एमसाक्यी, समझद़रा दे सव़ल, अंश गा उऽचत ऽसलेख देऩ , इक शब्द द़ प्रयोग
बगैऱ। 1×5=5 नंबर

3) दुश्य सिऱग/स़ंऽख्यक डेट़/ब़र ग्ऱफ बगैऱ पर आध़रत इक सव़ल ते उसदे ब़द समझ, अनिम़न, ऽवश्लेषण, मीलय़ंकन बगैऱ पर आध़रत एमसाक्यी दा कोशश कीता ज़ना च़ऽहदा।
1×5=5 नंबर

भ़ग (ख) व्य़करण (8 नंबर )

• लेखें दा पन्छ़न

• संज्ञ़, सवाऩम, किय़, ऽवशेषण द़ प्रयोग

• ऽवभऽक्तय़ं दा पन्छ़न करऩ

• क़ल द़ प्रयोग (स़ध़रण वताम़न ते सरल भीत)

• समें दा पन्छ़न

• संज्ञ़ संख्य़ ते बलग द़ प्रयोग

4) लेख, ऽवभऽक्त, संऽध बगैऱ गा रे ख़ंककत ज़ं गोल कररयै कि सै प्ऱसंऽगक अंश दा पन्छ़न करने लेई आखेआ ज़ग। 2.5 नंबर
5) संज्ञ़, सवाऩम, किय़, ऽवशेषण बगैऱ द़ इस्तेम़ल करदे होई ख़लला थ़ह्रें कन्नै इक प्ऱसंऽगक पैऱग्ऱफ 2.5 नंबर
6) स़ध़रण वताम़न ते स़ध़रण अतात च किय़एं द़ इस्तेम़ल कररयै इक पैऱग्ऱफ गा ख़लला थ़ह्रें कन्नै हल करने दा कोशश कीता ज़ना च़ऽहदा। 3 नंबर

भ़ग )नंबर 12( लेखन कौशल )ग(
7) त्रै च पैऱग्ऱफ ऽलखने पर इक सव़ल कदत्ते गेदे संकेत कन्नै कि सै बा ऽस्थऽत पर कोशश कीता ज़ग। (40-60 शब्द) द़। 5 नंबर

8) ऽचट्ठा ऽलखने पर दो च इक सव़ल कदत्ता गेदा पररऽस्थऽतयें पर कोशश कीता ज़ग। (अनौपच़ररक) द़। 4 नंबर

9) संदेश/ई-मेल ऽलखने पर इक सव़ल कदत्ते गेदे संकेतें कन्नै प्रय़स करऩ होग। (50-60 शब्द) 3 नंबर

भ़ग ) नंबर 15( स़ऽहत्य )घ(
10) भ़ग च़र च दो लघि योग्यत़ आह्ले सव़लें दा कोशश ऽनध़ारत प़ठ्यपिस्तक दे गद्य ग्रंथें थम़ं कीता ज़ना च़ऽहदा। 2×2=4 नंबर

11) कऽवत़एं थम़ं ऽवशे, कें िाय ऽवच़र, तिकबंदा योजऩ उप्पर आध़ररत पंजें श़ त्रै लघि योग्यत़ आह्ले सिआलें दा कोशश कीता ज़ना च़ऽहदा। 3×2=6 नंबर

12) समझ, ऽवश्लेषण, मीलय़ंकन बगैऱ दे आध़र उप्पर दो लम्मा जव़ब देने आह्ले योग्यत़ आह्ले सव़लें च इक दा कोशश कीता ज़ना च़ऽहदा। 1×5=5 नंबर

योग़त्मक मीलय़ंकन
ि.सं. कतान ध्य़s ऽगनतरा ते ऩंऻ नंबरे दा बंड

01 प़ठ बोधन 15
क
02 व्य़करण 8
ख
03 लेखन कौशल 12
ग
04 स़ऽहत्य

05 ऽनबंध , ऽजय़ं मेऱ स्की ल, मेऱ ग्ऱंऻ

06 किय़ ते उसदे रूप
घ 15
07 कऽवत़ , क्ह़ना ते ऽनबंध दे सिआल

08 संज्ञ़, सवाऩम ते ऽवशेषण द़ प्रयोग

50 नंबर
कि लल

Class 6th
(Urdu)

‫‪Class: 6th‬‬
‫‪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

‫چھٹی جماعت کے لیے ایکیڈمک پالنر‬
‫سیکھنے کا طریقہ اور ماحول‬ ‫آموزشی ما حصل‬ ‫مہارتیں‬ ‫گرائمر‪/‬کلیدی اجزا‬ ‫نظم‪/‬مضمون‪/‬متن‬ ‫وقت‬
‫وغیرہ‬
‫شاعری اور تال کی شناخت‪ :‬طلباء کو نظموں میں شاعری‬ ‫صۂ نظم}‬‫{ح ّ‬ ‫‪1.1.2‬‬ ‫لب و لہجہ۔ ہم آواز الفاظ۔نظم کا‬ ‫دعا‪ ،‬صبح کا ترانہ ‪،‬‬ ‫پہال‬
‫کی اسکیموں اور تال کے نمونوں کی شناخت کرنا‬ ‫مختلف مولعوں پرنظم کو اپنے لفظوں میں‬ ‫‪1.1.3‬‬ ‫سرسری تعارف۔حمد اور نعت‬ ‫ہندو مسلمان‬ ‫مہینہ‬
‫سکھائیں۔ تفریحی سرگرمیاں استعمال کریں جیسے تالیاں‬ ‫سناتے ہیں۔‬ ‫‪4.4.1‬‬ ‫میں فرق۔مرکبات۔موضوع کے‬
‫بجانا یا سادہ نعرے بنانا۔‬ ‫نظموں اور گیتوں کوموزونیت کےساتھ ادا‬ ‫‪4.4.2‬‬ ‫حوالے سے جانکاری۔ ردیف اور‬
‫تخلیمی اظہار‪ :‬طلباء کو شاعری کے ذریعے اپنے اظہار‬ ‫کرتے ہیں۔‬ ‫‪6.6.2‬‬ ‫لافیہ۔شعر اور مصرعے میں‬
‫کے موالع فراہم کریں۔ ان کی حوصلہ افزائی کریں کہ وہ‬ ‫شاعری میں موازنہ اور مجاز کی شناخت‬ ‫‪5.5.1‬‬ ‫فرق۔ مشکل الفاظ کا‬
‫ان موضوعات کے بارے میں اپنی نظمیں لکھیں جن کے‬ ‫کرتے ہیں۔‬ ‫استعمال۔نصابی نظموں کی‬
‫بارے میں وہ پرجوش ہیں یا ان کے تجربات۔‬ ‫شعری اصطالحات کو برتتا ہے۔‬ ‫مشمیں۔‬
‫نظموں کا تجزیہ کرنا‪ :‬نظموں کا ایک ساتھ تجزیہ کرکے‬
‫طلبہ کو تنمیدی سوچ کی مہارتوں کو فروغ دینے میں مدد‬ ‫جاگو جگاؤ۔ برف‬ ‫دوسرا‬
‫کریں۔ امیجری‪ ،‬عالمتی زبان‪ ،‬اور عالمتیت جیسے عناصر‬ ‫باری‬ ‫مہینہ‬
‫پر بحث کریں‪ ،‬اور گہری سوچ کیحوصلہ افزائی کے لیے‬
‫کھلے عام سواالت پوچھیں۔‬
‫{حصہ نثر}‬
‫بنیادی اردو نثر کا تعارف‪ :‬آسان اردو نثری التباسات سے‬
‫شروع کریں جو متعلمہ اور سمجھنے میں آسان ہوں۔ ذخیرہ‬ ‫جگنو۔ بجلی کے‬ ‫تیسرا‬
‫الفاظ اور فہم کی مہارتوں کی تعمیر پر توجہ دیں۔‬ ‫کرشمے‬ ‫مہینہ‬
‫انٹرایکٹو پڑھیں‪-‬آواز سے سیشن‪ :‬طلباء کو باآواز بلند‬ ‫{حصہ نثر}‬ ‫‪1.1.1‬‬ ‫اسم جامد‪،‬اسم مصدر‪،‬اسم‬ ‫شاعرکشمیر مہجور‬ ‫چوتھا‬
‫پڑھنے والے سیشنز میں مشغول کریں جہاں وہ استاد کو‬ ‫دوسروں کی باتوں کوتوجہ سے سن‬ ‫‪1.1.2‬‬ ‫مشتك۔حروف کا تعارف۔ صفت کا‬ ‫۔نیک عادات ‪،‬ایثارکا‬ ‫مہینہ‬
‫ایک عبارت پڑھتے ہوئے سنتے ہیں اور پھر اس کے‬ ‫کراور سمجھ کراپنے انداز سے بیان‬ ‫‪6.6.2‬‬ ‫بیان۔نصابی اسباق کی مشمیں‬ ‫جذبہ‪ ،‬چغلی کھانے‬
‫معنی‪ ،‬موضوعات اور کرداروں پر گفتگو کرتے ہیں۔‬ ‫کرتے ہیں۔‬ ‫‪2.2.1‬‬ ‫واال۔‬
‫الفاظ کی توسیع کی سرگرمیاں‪ :‬الفاظ کی توسیع کی‬ ‫کہانی کو اپنے لفظوں میں بیان کرتے ہیں۔‬ ‫‪5.5.1‬‬
‫سرگرمیوں جیسے ورڈ بینکس‪ ،‬فلیش کارڈز‪ ،‬اور سیاق و‬ ‫انفرادی طور پراورگروپ میں موجود ہر‬ ‫ضمیر۔اضداد۔واحدجمع۔فعل کا‬ ‫حکایات‪ ،‬گھوڑے اور‬ ‫پانچوا‬
‫سباق کے استعمال کی مشموں کو ضم کریں تاکہ طلباء کے‬ ‫سطح کی اہلیت کے طلبا بحث و مباحثے‬ ‫بیان۔ دفتری درخواست ۔مکالمہ‬ ‫ہرن کی کہانی‬ ‫ں‬
‫الفاظ کے علم میں اضافہ ہو۔‬ ‫میں فعال شرکت کرتے ہیں۔‬ ‫۔اسم معرفہ ‪،‬اسم نکرہ‪،‬اسم علم‬ ‫مہینہ‬
‫لکھنے کی مشك‪ :‬طلباء کو جملے کی مناسب ساخت اور ہم‬ ‫اخباری خبروں اوردوسری تجریروں کو‬ ‫وغیرہ۔محاورات کا‬ ‫ہاتھی کا وزن‪،‬کابلی‬ ‫چھٹا‬
‫آہنگی پر زور دیتے ہوئے مختصر خالصے لکھنے کی‬ ‫رموزو اولاف کے ساتھ پڑھتے ہیں۔‬ ‫استعمال۔نصابی اسباق کی مشمیں۔‬ ‫والے ‪ ،‬سوامی‬ ‫مہینہ‬
‫ترغیب دیں یا ان کے پڑھے ہوئے نثری التباسات پر‬ ‫وویکا نند‬
‫عکاسی کریں۔‬ ‫ساتواں‬
‫گروپ ڈسکشنز اور پریزنٹیشنز‪ :‬گروپ ڈسکشنز کا اہتمام‬ ‫ہمارے سرسبزجنگالت‬ ‫مہینہ‬
‫کریں جہاں طلباء نثری التباسات کی اپنی تشریحات شیئر‬ ‫‪،‬صحت اور صفائی۔‬
‫کریں اور انہیں کالس کے سامنے پیش کریں‪ ،‬تنمیدی سوچ‬
‫اور کمیونیکیشن کی مہارتوں کو فروغ دیں۔‬

‫تشخیصی طریمہ کار‬
‫جماعت ‪ :‬چھٹی‬
‫نمبرات ‪50:‬‬
‫مضمون‪ :‬اردو‬

‫حصہ الف ( پڑھنے کا نہم)‬
‫نمبرات‪15 :‬‬
‫‪ 1-‬غیر درسی التباس (‪ 150‬سے ‪ 200‬الفاظ کا جس کے آخر پر فہم کے مطابك کثیر االنتخابی سواالت ‪ /‬سبك کا‬
‫‪5×1 =5‬‬ ‫عنوان ‪ /‬یک لفظی جواب ‪ /‬ذخیر والفاظ‬
‫‪ 2-‬درسی نظم میں سے ایک بند جس کے آخر پر فہم کے مطابك کثیر االنتخابی سواالت ‪ /‬سبك کا عنوان ‪ /‬ایک نملی‬
‫جواب ‪ /‬ذخیر والفاظ‬
‫‪5×1 =5‬‬
‫‪ 3-‬تصویری سوال جس کے آخر میں کثیر االحتمالی سواالت ‪ /‬تجو یہ کرنا باز یافت ‪ /‬تشخیص کے سواالت‬
‫‪5×1 =5‬‬
‫ب (گرائمر)‬
‫نمبرات‪8:‬‬
‫‪ -1‬فعل ماضی‪ ،‬حال‪ ،‬مستمبل ‪ /‬اسم‪ ،‬صفت‪ ،‬فعل ‪ /‬فاعل ‪ ،‬مفعول ‪ /‬حروف ‪4×1 =4‬‬
‫‪2-‬الفاظ اضداد ‪ /‬واحد جمع ‪/‬مذکر مونث ‪ /‬رموز اولاف ‪ /‬الفاظ و معنی‬

‫‪4×1 =4‬‬
‫حصہ ج (لکھنے کی صالحیت)‬
‫نمبرات ‪12 :‬‬
‫‪ 1‬اشاروں یا تصویروں کی مدد سے (‪ 100‬سے ‪ )150‬الفاظ پر مشتمل کسی ایک موضوع پر مضمون تحریر کریں۔‬
‫‪5×1 = 5‬‬
‫‪ 2‬دی گئی صورت حال کے متعلك ایک پیراگراف ‪/‬کہانی ‪ /‬مکالمہ ‪ /‬اشتہار ‪ /‬الفاظ اور محاوروں کا جملوں میں‬
‫‪3×1 = 3‬‬ ‫استعمال‬
‫‪4×1 =4‬‬ ‫‪ 3‬ایک رسمی خط ‪ /‬غیر رسمی خط تحریر کیجیے۔‬
‫حصہ د (ادب)‬
‫سمیٹیو ایسیسمنٹ کے لیے منتخب اسباق۔‬
‫‪.1‬جگنو۔‬
‫‪.2‬بجلی کے کرشمے‬
‫‪.3‬ایثارکا جذبہ‪،‬‬
‫ہمارے‬ ‫‪،‬‬ ‫وویکا نند‬ ‫‪.4‬چغلی کھانے واال۔ کابلی والے ‪ ،‬سوامی‬
‫سرسبزجنگالت‬
‫‪.5‬صحت اور صفائی۔‬
‫نمبرات ‪15 :‬‬
‫‪ 1‬کتاب کے کسی بھی نثری 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
‫) ‪2×2 =4‬‬ ‫دو)‬
‫‪5×1 =5‬‬ ‫‪ 3‬درسی کتاب میں شامل کسی ایک موضوع کا مرکزی خیال ‪ /‬خالصہ‪ /‬نوٹ تحریر کریں۔‬

Class 6th
(Kashmiri)

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

‫ذکولز م ‪ٛ‬هز دٲخٕ ل‬ ‫ٗ‬ ‫تطور ہٮ۪تو‬
‫ُ‬ ‫تہ‬ ‫بہ ٕ‬ ‫تحر ٕ‬
‫ُ‬ ‫ٹو زبٲنۍ ٕہ ‪ٛ‬هذۍ‬ ‫ماحولہ پٮ۪ ٕ‬‫ٕ‬ ‫تہ‬
‫‪،‬خانذانہ ٕ‬
‫ٕ‬ ‫گر‬
‫چو پههِہ ِ‬ ‫شرۍ ِ‬ ‫ُ‬
‫چو باقٲعذگی ذان‬ ‫تہ تِہ ‪ٛ‬ه ِذس ورتاوس ِ‬ ‫ذپذان۔مگر اچھرن ہ ‪ٛ‬هز پٲرۍ زٲنۍ‪،‬لفؼن ہ ‪ٛ‬هذٮ۪ن معهِیَن ٕ‬
‫چو رذم‬ ‫ل‪،‬توکٕهۍ ٕ‬ ‫ٕ‬ ‫مص ِک‬ ‫ناونۍ ُ‬ ‫پرز ٕ‬
‫چو اچھر ٕ‬ ‫سہ م ‪ٛ‬هز ِ‬ ‫م ‪ٛ‬هزۍ گسھان۔اتو وٲ ‪ٛ‬ن ِ‬ ‫ذکولز م ‪ٛ‬ه ٕزے ٔا ‪ٛ‬نزۍ ٔ‬
‫ضروری ِز‬ ‫ٗ‬ ‫چو‬
‫مص ِکل۔ لہرا ُ‬ ‫ذمحهِہ ُ‬ ‫ٕ‬ ‫تہ‬
‫آواز زانهِہ ٕ‬ ‫ٕ‬ ‫جو ِرتو‬ ‫ذتۍ ٗ‬ ‫تہ ِیمن نِصانن ٍ‬ ‫صانہ ٕ‬ ‫ٕ‬ ‫الدعکۍ نِ‬ ‫ٕ‬
‫هہ یعهے زبان ہی‪ٚ‬چھ ُهک‬ ‫تہ ا َِمہ باپتو ِییہ ٔدل ٖیلن مذد ہی‪ٕ ٚ‬‬ ‫ذتۍ ٕ‬ ‫ذلابہ ذپ ِذ معهی ٍ‬ ‫ٕ‬ ‫زبان ہی‪ٚ‬چھهاو ُنک ٔد‬
‫چو ِدلچسپی ُہ ‪ٛ‬هذ‬ ‫ُ‬ ‫تہ اتو م ‪ٛ‬هز‬ ‫چو حغ ُتلهہ ِیوان ٕ‬ ‫ُ‬ ‫۔دل ٖی ِلہ‬ ‫کرنہ ٔ‬‫ٕ‬ ‫حٲزل‬
‫ِ‬ ‫یہ ٔدل ٖی ِلہ ذریعہ‬ ‫مقطذ ِی ٕ‬
‫تہ اثر دار ثٲ ِبت‬ ‫ورتاونۍ زیا ٕد کارگر ٕ‬ ‫ٕ‬ ‫چھهاونہ باپتو ٔدل ٖیل‬ ‫ٕ‬ ‫رٲمل آذان َتوے ہی‪ِ ٚ‬کہ زبان ہی‪ٚ‬‬ ‫ِ‬ ‫عهصر‬
‫ورتاونہ آمتٮ۪ن لفؼن ُہ ‪ٛ‬هذ‬ ‫ٕ‬ ‫لہ م ‪ٛ‬هز‬ ‫یہ اتو ٔدل ٖی ِ‬ ‫پتہ ِی ِ‬
‫بوزناونہ ٕ‬ ‫ٕ‬ ‫یہ گۅ ٕڈ کا ‪ٛ‬نہہ ٔدل ٖیل‬ ‫تو۔شرٮ۪ن ِی ِ‬ ‫ُ‬ ‫ذپ ِذ‬
‫واتهاونہ ۔‬
‫ٕ‬ ‫پرزناونز یا رذم الدط ہی‪ٚ‬چھهاونز ُکن‬ ‫ٕ‬ ‫تو پٲٹھۍ ِین تِم اچھر‬ ‫تہ ِی ٕ‬ ‫نہ ٕ‬ ‫تعارؼ ِد ٕ‬ ‫ُ‬
‫تہ ُلعف‬ ‫ذمحتو ٕ‬ ‫ِ‬ ‫بوزناونہ ِیمن تِم آذٲنی ذان‬ ‫ٕ‬ ‫شرٮ۪ن ِین تِم ٔدل ٖیلہ‬ ‫کرنہ ِیهۍ ِز ُ‬ ‫ٕ‬ ‫گسه‬
‫ِ‬ ‫کورش‬ ‫ٗ‬
‫تہ تِم ُکهِہ‬ ‫یی ِ‬
‫کرنہ ُین ‪ٚ‬‬ ‫ٕ‬ ‫شرٮ۪ن باپتو تِ ُی ‪ٛ‬تو ماحول فراہم‬ ‫گسه ُ‬ ‫ِ‬ ‫تہ ٔدل ٖیلو نٮ۪بر‬ ‫ُت ِلتو ہٮ۪کن۔ ِیمن ٔدل ٖیلن م ‪ٛ‬هز ٕ‬
‫ذتۍ‬ ‫تہ اتو ٍ‬ ‫ہیکن ٕ‬ ‫ک ِڈتو ‪ٚ‬‬ ‫ورتٲوتو ِیمن ٔدل ٖیلن کا ‪ٛ‬نہہ معهے معلب ٔ‬ ‫ِ‬ ‫ڈکھہ ورٲے رۅد بۅد‬ ‫ٕ‬ ‫تہ‬
‫ٹھر ٕ‬ ‫ِ‬
‫علمچ‬ ‫ٕ‬ ‫تہ‬ ‫فہمچ ٕ‬ ‫ٕ‬ ‫پههہ‬
‫ِ‬ ‫شرۍ دنیاہز متعلق‬ ‫چو ُ‬ ‫از نفسیٲتی ظور ِ‬ ‫مخفوظ تِکی‪ِ ٛ‬‬ ‫ٗ‬ ‫ذتۍ روزن‬ ‫ٍ‬
‫ذتۍ‬ ‫کرنہ ٍ‬ ‫ٕ‬ ‫چھهاونہ یا زورزبردذتی‬ ‫ٕ‬ ‫سہ ہٕ ‪ٛ‬ه ِذ ہی‪ٚ‬‬ ‫چھهہ کٲ ‪ٛ‬ن ِ‬ ‫ٕ‬ ‫یہ تعم ٖیر‬ ‫تعم ٖیر پانے کران۔ تِ ٕہ ‪ٛ‬هز ِ‬
‫رٲمل آذان۔‬ ‫ِ‬ ‫تہ مصٲہِ ٕذ‬ ‫بہ ٕ‬ ‫تحر ٕ‬‫ُ‬ ‫شرٮ۪ن ہ ‪ٛ‬هذۍ پهٕهۍ‬ ‫چو ُ‬ ‫ذپذان۔اتو م ‪ٛ‬هز ِ‬
‫نہ‬ ‫زورتِخال ذپ ِذ ٕ‬ ‫ٗ‬ ‫ضروری تا ِکہ ت ُی ‪ٛ‬تو‬ ‫ٗ‬ ‫چو احتیاط تِہ‬ ‫عملہ انذر ُ‬ ‫ِ‬ ‫ٕچہ‬
‫زبان ہی‪ٚ‬چھهاون ِ‬
‫یہ۔شرٮ۪ن ُہ ‪ٛ‬هذ نفسیات ذمحهٕچ تِہ چھے‬ ‫ُ‬ ‫تو ِی‬ ‫ٹھور ُب ِ‬ ‫‪ٚ‬‬ ‫شرٮ۪ن ہ ‪ٛ‬ه ِذس فعری اِػہارس کا ‪ٛ‬نہہ‬ ‫پٲ ٕد ُیتو ُ‬
‫‪ٚ‬‬

‫پههہ ِفعری زبٲنۍ م ‪ٛ‬هز کتو‬ ‫ِ‬ ‫چو‬‫تیوتو خوؼ آذان ِز تِم ِ‬ ‫لچہ رذمی زبٲنۍ ُہ ‪ٛ‬هذ ‪ٚ‬‬ ‫ذکو ٕ‬ ‫ٗ‬ ‫چو‬ ‫شرٮ۪ن ِ‬ ‫ُ‬
‫مخسوس کران لہرا گسه زبان ہی‪ٚ‬چھهاونز م ‪ٛ‬هز یَس زبانی‬ ‫ٗ‬ ‫تہ م ‪ٛ‬هذچو‬ ‫کرنز م ‪ٛ‬هز خوؼ ٕ‬
‫تہ کلاذز م ‪ٛ‬هز‬ ‫تھاو ٕ‬
‫ِ‬ ‫کهہ‬
‫ِ‬ ‫تهوػر برو ‪ٛ‬نہہ‬‫ُ‬ ‫تھاونہ ُین۔ اگر وۅذتاد یَس زبٲنۍ‬ ‫ٕ‬ ‫تهوػرک خیال‬ ‫ُ‬
‫امہ‬
‫چھهٲوتو۔ ٕ‬‫ِ‬ ‫‪ٚ‬‬ ‫ہی‬ ‫پٲٹھۍ‬ ‫بہتر‬ ‫زبان‬ ‫ذہ‬
‫ُ‬ ‫کہ‬‫ِ‬ ‫۪‬ ‫ٮ‬ ‫ہ‬ ‫لہ‬
‫ٕ‬ ‫تی‬
‫ِ ‪ٚ‬‬ ‫کر‬ ‫فراہم‬ ‫موقعہ‬
‫ٕ‬ ‫وۍ‬ ‫ِ‬ ‫ہ‬ ‫ۍ‬ ‫ٕک‬ ‫ه‬ ‫چھ‬ ‫‪ٚ‬‬ ‫ہی‬ ‫ن‬ ‫۪‬ ‫ٮ‬‫ر‬ ‫ش‬
‫ُ‬ ‫ٕے‬ ‫ذارن‬
‫تہ ِلسٲنی ر ‪ٛ‬نگا‬ ‫پھیر تہریبی ٕ‬ ‫ِ‬ ‫تہ تِ ُہ ‪ٛ‬هذ ػۅن‬ ‫شرٮ۪ن ہٕ ‪ٛ‬ه ِذس ِفعری اِػہارس پوچھر ٕ‬ ‫لگہ ُ‬ ‫ِ‬ ‫ذتۍ‬ ‫ٍ‬
‫پیش نؼر ہی‪ٚ‬چھهاو ُنک‬ ‫ِ‬ ‫تہ تتو‬ ‫ذمحهہ ِیهۍ ٕ‬ ‫ٕ‬ ‫تهوػر چ اہمیت‬
‫ٕ‬ ‫گسه یس زبٲنی‬ ‫ِ‬ ‫تہ۔ لہرا‬ ‫ر ‪ٛ‬نگی ُکن ِ‬
‫تہ اثر دار ثٲبت ذپ ِذ۔‬ ‫تہ پرنز م ‪ٛ‬هز بہتر ‪ ،‬ذہل ٕ‬ ‫ورتاونہ ُین ُیز زبان ہی‪ٚ‬چھهز ٕ‬ ‫ٕ‬ ‫قہ‬
‫تِ ُی ‪ٛ‬تو ظر ٖی ٕ‬
‫ِنصٲبی توقع‪:‬‬
‫بو ِزتو تِمن درمیان بٮ۪ن ژار نٕچ زلٲحیت پٲدٕ۔‬ ‫آواز ٗ‬
‫ٕ‬ ‫گسه مدتلف‬ ‫ِ‬ ‫شرٮ۪ن‬ ‫ُ‬ ‫‪1‬۔‬
‫چھهاونۍ۔‬
‫ٕ‬ ‫جمٲژن ﴿گروپن﴾ م ‪ٛ‬هز کتو باتو ہی‪ٚ‬‬ ‫‪2‬۔‬
‫کرنۍ ۔‬ ‫کرتو پرنٕچ زلٲحیت پٲ ٕد ٕ‬ ‫از ٔ‬ ‫دل ٖیل ‪/‬رکلن ٕہ ‪ٛ‬هذ مذ ٕد ا ‪ٛ‬نذ ٕ‬ ‫‪3‬۔‬
‫کرنۍ ۔‬‫لفؼہ پرنٕچ مہارت پٲ ٕد ٕ‬ ‫ٕ‬ ‫لفؼہ‬
‫ٕ‬ ‫تہ‬
‫لیہ ذان ٕ‬ ‫تہ اجتمٲعی ظور نؼم ِ‬ ‫انفرٲدی ٕ‬ ‫‪4‬۔‬
‫کرنۍ۔‬ ‫دل ٖیل پههٮ۪ن لفؼن م ‪ٛ‬هز بوزناونٕچ مہارت پٲ ٕد ٕ‬ ‫‪5‬۔‬
‫کرن۔‬ ‫لفؼہ رارز 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 فرؽ ٕ‬ ‫ورتاونہ ِی ٕ‬
‫ٕ‬ ‫ذکولز 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 ٖید ُچو ذتن ہتن ٔو ِر ین پٮ۪ٹو‬ ‫ِ‬ ‫آم‬
‫کرنہ ُ‬ ‫ٕ‬ ‫تہ معیٲری ادب تدل ٖیق‬ ‫مۅ ُلل ٕ‬
‫َمہ زبٲنۍ ٕہ ‪ٛ‬ه ِذ ادبی کاروا ُنک ذفر‬ ‫ٹو ُونِز تام ُچو ا ِ‬ ‫وقتہ پٮ۪ ٕ‬‫ٕ‬ ‫العالم ذٕ ‪ٛ‬ه ِذ‬
‫ؒ‬ ‫رید‬
‫ُ‬ ‫تہ‬
‫پھہ ِلتو۔لل دٮ۪ذ ٕ‬
‫تھہ پٲٹھۍ چھے‬ ‫تہ ِی ٕ‬
‫کھۅتہ ٔبڈ زبان ٕ‬
‫ٕ‬ ‫ذار ٕوے‬
‫ِ‬ ‫واجهۍ‬‫هہ ِ‬ ‫بولهہ ِی ٕ‬
‫ٕ‬ ‫دوان۔یہ چھے یتو علاقز م ‪ٛ‬هز‬ ‫ِ‬ ‫روان‬
‫‪ٚ‬‬ ‫‪ٚ‬‬
‫تہ‬‫آمتۍ ہی‪ٚ‬چھن تر آے اردو ٕ‬ ‫نہ ٕ‬ ‫طچ مادری زبان۔یتو مسودس م ‪ٛ‬هز ِد ٕ‬ ‫چہ آبٲدی ہٕ ‪ٛ‬هذ بیصتر ِح ٕ‬‫تہ ِ‬
‫یی ِ‬
‫‪ٚ‬‬
‫آمس عملی‬ ‫ٕ‬ ‫نہ‬
‫کرنہ۔اتو م ‪ٛ‬هز ِد ٕ‬
‫ٕ‬ ‫ترجمہ‬
‫ٕ‬ ‫ٹو‬
‫انگر ٖیزۍ زبانن ہٕ ‪ٛ‬ه ِذ ‪Learning Outcome‬دذتاو ٖی ٕز پٮ۪ ٕ‬
‫ورتٲوتو ُیتو‬
‫ِ‬ ‫تہ‬‫آمس ۔ذٲنۍ وۅذتاد 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 بوزناو ُنک‬‫‪،‬چٹکٕلہٕ تہٕ ‪ٛ‬‬
‫‪،‬دل ٖیلہٕ ُ‬
‫لۅکچہ نؼمہٕ ٔ‬ ‫ِ‬ ‫لۅکچہ‬
‫ِ‬ ‫ب علمن درسی تہٕ غٲر درسی کِتابو م ‪ٛ‬ه ٕز‬ ‫ظٲل ِ‬ ‫‪‬‬
‫ژلہ۔‬
‫موقعہٕ دِنہٕ ُین‪ُ ،‬یتو تِمن م ‪ٛ‬ه َذچو ِ‬
‫‪،‬دل ٖیلہٕ ‪،‬واقعہٕ تہٕ‬
‫معٲبق مواد دِنہٕ ُین ِمجالے اخبار چھل ‪،‬ذالہٕ ٔ‬ ‫گسه تِمن معیا ٕر ُ‬ ‫درسی کِتابن ذٍ تۍ ذٍ تۍ ِ‬ ‫‪‬‬
‫بر ی ُلک انتؼام کرنہٕ ُین۔‬ ‫گسه ‪ٛ‬‬ ‫شرٮ۪ن باپتو ِ‬ ‫۔مدطوص زلٲحیس والٮ۪ن ُ‬ ‫ٗ‬ ‫مزاحیہ کِتابہٕ‬
‫ِ‬
‫بوزنٲوتو تِمن ُمتعلق کتو باتو‬ ‫ِ‬ ‫بیتر‬
‫ِ‬ ‫ہٲوتو ‪،‬ریڈیو‪،‬ٹی وی‪،‬ٹیپ ریکارڑر‬ ‫گسه بوزنٕکۍ تہٕ ُوچھهٕکۍ چ ٖیز ِ‬ ‫شرٮ۪ن ِ‬ ‫ُ‬ ‫‪‬‬
‫کرنہٕ باپتو َو ُنن۔‬
‫ِصہ با خبر روزنہٕ تہٕ تَ تو پٮ۪ٹو کَتو باتو کرنٕچ‬ ‫مصٲہِذن ن ِ‬ ‫یود ماحول تہٕ أ ‪ٛ‬نذۍ ٔپکِھز م ‪ٛ‬هز ذپذن والٮ۪ن واقعن تہٕ ُ‬ ‫‪ٚ‬‬ ‫‪‬‬
‫معٲ ِبق کتو باتو کر ُنک موقعہٕ ِد ُین۔‬ ‫ترغٲب ِدنۍ۔تِمن تِہ ‪ٛ‬ه ِذ ماحولہٕ ُ‬
‫مہارژ َوتھبو دِنہٕ باپتو زیا ٕد کھۅتہٕ زیا ٕد‬‫ٔ‬ ‫ٕچہ‬
‫ذریعہ لی‪ٚ‬کھه ِ‬ ‫ِ‬ ‫سرگرمین ہٕ ‪ٛ‬ه ِذ‬ ‫ِ‬ ‫ذکولز م ‪ٛ‬هز گسھن واجهٮ۪ن مدتلف‬ ‫ٗ‬ ‫‪‬‬
‫روزن تہٕ پیش ِیهہٕ وٲلۍ واقعہٕ ذہل لفؼن م ‪ٛ‬هز لیکھهز‬ ‫ِصہ باخبر ُ‬ ‫موقعہٕ ِدنۍ۔پانز أ ‪ٛ‬نذۍ ٔپکھۍ ماحولز ن ِ‬
‫ترغٲب ِد ُین۔‬
‫مهٲذِ 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 حوزلہٕ افزٲیی ک ٕرنۍ۔‬
‫تراونہٕ ِیهہٕ وٲلۍ نِصانہٕ ‪،‬املا تہٕ خۅردعی پٮ۪ٹو غور کرنہٕ باپتو ِو ِز ِو ِز ژیهہٕ ٕونۍ ِدنۍ‬ ‫پرنہٕ ِو ِز متهز پٮ۪ٹو ‪ٛ‬‬ ‫‪‬‬
‫میلہ فروغ۔‬ ‫ِ‬ ‫کٲشر لٮ۪کھهز‬ ‫ُ‬ ‫تاکہ زخیح تہٕ خۅش خط‬ ‫ِ‬
‫ھرن تہٕ تِمن ُمتعلق لفؼن ہٕ ‪ٛ‬ه ِذ‬ ‫بطورتی تہٕ ر ‪ٛ‬نگا ٔر ‪ٛ‬نگی ُکن ػۅن ِپ ُ‬ ‫ٗ‬ ‫خو‬
‫قذرتی نؼارن ہٕ ‪ٛ‬هذۍ تعر ٖیف ‪،‬تِ ٕہ ‪ٛ‬هز ٗ‬ ‫‪‬‬
‫اذتعما ُلک موقہٕ ِد ُین۔‬
‫شرٮ۪ن آیتن تھا ٕونۍ ُیتو بوزنچن تہٕ پرنچن‬ ‫بیتر گسھن ُ‬ ‫ِ‬ ‫نمونہٕ‬ ‫ٗ‬ ‫ماحولز ُمتعلق متن‪،‬فِلمہٕ ‪،‬رکلہٕ ‪ ،‬ارتہار یا‬ ‫‪‬‬

‫تہ صلٲ ِحی ٕس‬
‫صابک مقصد ٕ‬
‫ُ‬ ‫کٲشر نِ‬
‫ِ‬ ‫مطٲ ِبق‬
‫طر‪ُ NCF-FS 2023‬‬
‫مہ خٲ ٕ‬
‫سکول تعلی ِ‬
‫ٗ‬
‫زبان‪1-‬‬ ‫‪2.4.2‬‬

‫‪ 2.4.2.1‬ابتدٲیی سطح‬

‫دو ی‪ٚ‬مٮ۪ن ہٕ ‪ٛ‬هذۍ خیالات توجہ ذان بوزان تہٕ پههہِ ا ‪ٛ‬نذا ٕز‬ ‫‪ٚ -LO1.1.1‬‬ ‫‪ C-1.1‬ػۅن دِتو پرنہٕ تہٕ بوزنہٕ پتہٕ ُچو﴿اخبار‪،‬رپورٹ تہٕ‬ ‫‪CG-1‬‬
‫تخر ٖیر کران۔‬ ‫ضروری نقعن ٕہ ‪ٛ‬هز نِصانذہی کَران۔‬ ‫ٗ‬ ‫اداریہ﴾‬
‫زبٲنۍ ہٕ ‪ٛ‬ه ٕز مہار ٕژ ورتٲ ِوتو ُچو‬
‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن لفؼن م ‪ٛ‬هز‬ ‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫بوزان‪،‬مهطوبہٕ تیار کران‪،‬تہٕ مدتلف ٔقسمن ہٕ ‪ٛ‬هذۍ‬ ‫ٗ‬ ‫‪ُ C-1.2‬چو‬
‫لی‪ٚ‬کھان۔‬ ‫انٹرویو ﴿مهؼم تہٕ غٲر ذاختہٕ ﴾ ہٮ۪وان۔‬ ‫پانز انذر تفط ٖیل‪،‬تحزیہ‬
‫تحربہٕ ِچو وضاحت ذان َونان تہٕ‬ ‫‪-LO1.2.1‬پهٕهۍ خیال تہٕ‬ ‫تحرباتن ٕہ ‪ٛ‬هذس‬ ‫مهٲذِ ب زبان ورتٲ ِوتو ُچو ذمٲجی‬ ‫‪ُ C-1.3‬‬ ‫تہٕ موثر کتو باتو کرنٕچ‬
‫ُ‬ ‫ُ‬
‫لی‪ٚ‬کِھتو پیش کران۔‬ ‫پرژھان۔‬
‫ورتاوس ُمتعلق تخقیقٲتی ذوال ‪ٛ‬‬ ‫زلٲحیت پٲ ٕد کَران۔‬
‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب دِوان۔‬ ‫‪ C-1.4‬مدتلف ذامع ٖیهن تہٕ مدتلف مقطذو باپتو ُچو‬
‫‪-LO1.4.1‬رذمی تہٕ غٲر رذمی خط ‪ ،‬مۅخصر پٲغام ﴿ ایز ایم‬ ‫اچھر‪،‬مضمون تہٕ رپورٹ‬
‫ٗ‬ ‫مهٲذِ ب انذا ٕز تہٕ ظر ٖیقہٕ ورتٲ ِوتو‬‫ُ‬
‫ایز ﴾ تہٕ مۅخصر پیراگراؼ ِچو تخر ٖیر کران۔‬ ‫تیار کران۔‬
‫‪-LO1.5.1‬ناوتٮ۪ن تہٕ ارا ٕر ناوتٮ۪ن ہی ‪ٛ‬هذ اذتعمال کٔرتو مدتلف‬ ‫‪ C-1.5‬مدتلف ذامع ٖیهن تہٕ مدتلف مقطذو باپتو ُچو‬
‫موقہٕ نؼ ِر تل تھٲ ِوتو زخیح ُجملہٕ ورتاوان۔‬ ‫دور ٕونۍ باپتو﴾ مواد تیار کَران۔‬ ‫بوزنٕکۍ تہٕ بولهٕکۍ﴿یا ‪ٚ‬‬
‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬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 ‫زهفن﴿نجر‪،‬نؼم ‪،‬ڈراما﴾ تہٕ ظر ِز تخر ٖیر﴿بیانیہ‪،‬وضاحتی بیانیہ﴾‬
‫ادبی اضافہٕ َچن مدتلف‬
‫تلفغ تہٕ تِمن ُہ ‪ٛ‬هذ‬ ‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬زخیح ُ‬ ‫پرزناوان تہٕ تعر ٖیف کَران۔‬ ‫بیتر ‪ٛ‬‬
‫ِ‬
‫کٲشر لػت تہٕ کٲشرٮ۪ن ویب‬ ‫ِ‬ ‫خٲظر ِچو‬
‫ٕ‬ ‫مهٲذب ورتاو ُوچھهہٕ‬ ‫پرزناوان‬ ‫زهفن ‪ٛ‬‬ ‫سمکۍ ادب ٔپ ِرتو ُچو ادبی ِ‬ ‫ک ِرتو ُچو زبان ‪ C-2.2‬مدتلف ٔق ٕ‬ ‫ٔقسمن تلاش ٔ‬
‫ذایٹن ُہ ‪ٛ‬هذ اذتعمال کران۔‬ ‫پرٮ۪ ٕس﴾ تہٕ ِیمن ُچو تخر ٖیرس م ‪ٛ‬هز‬ ‫‪،‬ادبی تہٕ ثقافتی وراثتٕکۍ‬
‫مجالے ﴿اذتعا ٕر‪ ،‬مخاو ٕر تہٕ ‪ٛ‬‬
‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو ذمحتو ٔپرتو تِمن‬ ‫ورتاوان۔‬ ‫تعر ٖیف کران۔‬
‫موجود اہم واقعہٕ ‪ ،‬مرکزی خیال تہٕ کردار ب ِذ کڈان تہٕ تِمن‬ ‫ٗ‬ ‫م ‪ٛ‬هز‬ ‫‪ C-2.3‬تقر ٖیر تہٕ تخر ٖیر ذریعہِ ُچو پهٕهز ذماجز تہٕ ماحول‬
‫پهہٕ نٮ۪ن ذٲتی تحربن ذٍ تۍ واٹان۔‬ ‫کٮ۪ن مدتلف پہ ُلون پٮ۪ٹو تهق ٖیذی باوتو کَران۔‬
‫موزون‬
‫ٗ‬ ‫تراوس تہٕ‬
‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬
‫چو انفارمیصن تہٕ‬ ‫خٲػر ِ‬
‫ٕ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ‬
‫کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔ مجلن ‪ :‬انٹرنیٹ ‪،‬‬
‫اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون بیت ِر‬

‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری ذان پیش کران۔‬ ‫‪ C-3.1‬بهیٲدی لسانی پہلو ُچو ذمحان تہٕ تِمن ہ ‪ٛ‬هز‬ ‫‪CG-3‬‬
‫ذمحتو ِچو تِمن ُمتعلق پهٕهۍ راے‬ ‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫تشریح﴿ظر ٖیقہٕ ﴾ زانان مجلن جم ُلک ڈھانچہٕ ‪ ،‬اوقاؼ‪ ،‬جهز‪ ،‬تہٕ‬
‫پہلو﴿لفؼن‬
‫ٗ‬ ‫بهیٲدی لِسٲنی‬
‫ػٲہِر کران۔‬ ‫مد ٔتلِف رکلہٕ پرنہٕ ِو ِز تہٕ ُچو تِمہٕ‬
‫حطہٕ بیت ِر تہٕ تقریر‪ ،‬اد ٕبچ ُ‬
‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اخبٲرۍ تخر ٖیر ٔپ ِرتو ُچو ت ُِہ ‪ٛ‬هذ تحزیہِ‬ ‫لی‪ٚ‬کھهز م ‪ٛ‬هز بارذز اَنان۔‬ ‫تہٕ ُجملن ہٕ ‪ٛ‬هز ذاخت﴾‬
‫کران۔‬ ‫مهٲذِ ب زبان تہٕ ظر ٖیقہٕ ورتٲ ِوتو ُچو نجر‪ ،‬نؼم تہٕ‬ ‫‪ُ C-3.2‬‬ ‫پرزناوان تہٕ تِمن زبٲنی تہٕ‬
‫‪ٛ‬‬
‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ ِچو پهٕهہِ آیہِ پیش‬ ‫ڈراما لی‪ٚ‬کھان۔‬ ‫تخر ٖیرس م ‪ٛ‬هز ورتاونٕچ‬
‫کران۔‬ ‫زلٲحیت تھاوان۔‬
‫اوت ُچو ٹھ ٖیک پٲٹھۍ ُجملن‬ ‫کر ُ‬
‫ناوت تہٕ ‪ٛ‬‬ ‫ناوت‪،‬اِرا ٕر ُ‬
‫‪ُ :LO3.2.2‬‬
‫م ‪ٛ‬هز ورتاوان۔‬
‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب دِوان۔‬ ‫‪ُ :LO3.2.3‬‬
‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب دِوان۔‬ ‫‪ُ :LO4.1.1‬‬ ‫مد ٔتلِف کِتابہٕ تہٕ زهفہٕ ُ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 ﴾‬
‫‪ :LO4.1.3‬مۅخصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام تہٕ لۅکٕٹۍ‬ ‫‪ C-4.2‬مدتلف کامٮ۪ن ہٕ ‪ٛ‬هز زانکٲری تہٕ تِہ ‪ٛ‬ه ِذ اذتعمال باپتو ُچو‬ ‫پانز ا ‪ٛ‬نذر ُچو لی‪ٚ‬کھهٕچ تہٕ‬
‫جٲی ٕز ہی‪ٚ‬هٕچ زلٲحیت پٲ ٕد کَران‬
‫پیراگراؼ ِچو لی‪ٚ‬کھان۔‬ ‫کِتابہٕ تہٕ باقی میڈیا وذیلہٕ موثر ظر ٖیقو اذتعمال کران۔‬
‫بی‪ٚ‬یہِ ُچو مز ٖیذ زانکٲری باپتو‬
‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو لی‪ٚ‬کھان۔‬
‫لایبریری ُہ ‪ٛ‬هذ تہِ اذتعمال‬
‫مربوط کٔ ِرتو‬
‫ٗ‬ ‫انذک خیال تھٲ ِوتو ُچو‬ ‫‪ٔ :LO4.2.2‬دذلابہٕ ‪،‬متن تہٕ ُ‬
‫کران۔‬
‫لی‪ٚ‬کھان۔‬
‫حٲزل ذپذن‬ ‫ِ‬ ‫‪ :LO4.2.3‬نطٲبی کتابو علا ٕو چو مدتلف ٔذریو‬
‫واجهہِ کتابہٕ تہِ پران۔‬
‫‪ :LO5.1.1‬غٲر نطٲبی مواد چو پران تہٕ ذمحان۔‬ ‫‪ُ C-5.1‬چو ذمحان ِز زبانۍ ہٕ ‪ٛ‬هذۍ زوتیات تہٕ رذم الدط‬ ‫‪CG-5‬‬
‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پٮ۪ٹو چو پهٕهۍ راے پیش‬ ‫مطمتن ُہ ‪ٛ‬هذ تعذاد ‪ ،‬تہٕ تم کِتو پٲٹھۍ ِچو‬ ‫مطوتہٕ تہٕ ُ‬
‫‪ُ ،‬‬ ‫ُکهہِ خاص زبٲنۍ ہٕ ‪ٛ‬ه ٕز‬
‫کران۔‬ ‫تعامل کران تہٕ اذتعمال گسھان ۔‬
‫مدطوص خطوزی ٕس مجلن‬ ‫ٗ‬
‫‪ :LO5.1.3‬ذماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن تہٕ مسلن‬ ‫‪ C-5.2‬تقر ٖیر زیا ٕد دلچسپ تہٕ م ٕزدار بهاونہٕ باپتو ُچو نؼمن‬
‫بیتر‬
‫ِ‬ ‫بٲتو‬ ‫‪،‬آواز‬
‫ٕ تہٕ‬ ‫اچھر‪،‬متن‬
‫متعلق چو بیذار تہٕ حساس۔‬ ‫مصػول روزان۔‬
‫ٗ‬ ‫دو ِیمٮ۪ن چ ٖیزن ذٍ تۍ‬
‫‪،‬انتصارن تہٕ ‪ٚ‬‬
‫ه‬ ‫گ‬
‫ِ ‪ ٛ‬ذنہٕ‬ ‫تۍ‬ ‫تہٕ بی‪ٚ‬یہِ لفؼو ذٍ‬
‫‪ :LO5.2.1‬پانز أ ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن واقعن چو آزٲدی‬ ‫مدطوص لھیلن ٕہ ‪ٛ‬هز زان‬
‫ٗ‬ ‫‪ C-5.3‬زبٲنۍ م ‪ٛ‬هز ُچو کی‪ٛ ٚ‬هسھن‬
‫ِیهہٕ واجهہِ کھیلہ ِیمہٕ اتو‬
‫ذان تحزیہ کران۔‬ ‫تھاوان۔مجلن﴿ پیلهڈرومز‪ ،‬ذپونر یزم‪،‬اچھرو ورٲے جملہ یا آوا ٕز‪،‬‬
‫زبٲنۍ م ‪ٛ‬هز اکو الگ مقام‬
‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی خیال یا ُخلازہٕ چو‬ ‫پ ‪ٛ‬رٮ۪ ٕس‪ ،‬جوؽ‪ ،‬انتاکشری‪ ،‬اناگرام‪،‬کراس وأرڈ﴾ بیت ِر۔‬ ‫ِچو تھاوان ُچو پانز ا ‪ٛ‬نذر‬
‫لی‪ٚ‬کھان۔‬
‫ِیمن ٕہ ‪ٛ‬هز زلٲحیت پٲ ٕد کران۔‬
‫گرامری‬ ‫باوت ‪ٛ‬‬ ‫وومت تہٕ ُ‬‫کر ُ‬‫اوت‪ٛ ،‬‬ ‫کر ُ‬‫ناوت‪ٛ ،‬‬ ‫ناوت‪ ،‬اِرا ٕر ُ‬‫‪ُ :LO5.2.3‬‬
‫ازعلاحن ہ ‪ٛ‬هز زان چو تھاوان تہٕ ِیم چو ُجملو م ‪ٛ‬ه ٕز ژاران تہٕ‬
‫ورتاوان۔‬
‫پیراگراؼ چو‬‫‪ٛ‬‬ ‫‪ :LO5.3.1‬مۅخصر پٲغام‪ ،‬دعوتی پٲغام تہٕ لۅکٹۍ‬
‫لی‪ٚ‬کھان۔‬

‫‪ :LO5.3.2‬رذمی تہٕ غٲر رذمی ِچٹو چو لی‪ٚ‬کھان۔ کٲ ‪ٛ‬نسہِ تہِ‬
‫حٲکمہٕ ذ ‪ٛ‬ه ِذ نا ٕو چو درخواذت لی‪ٚ‬کھان۔‬
‫مضمون‬
‫ٗ‬ ‫انذک خیال تھٲ ِوتو چو‬
‫‪ٔ :LO5.3.3‬دذلابہٕ ‪ ،‬متن تہٕ ُ‬
‫تسلسل ذان لی‪ٚ‬کھان۔‬

‫آمس تدریسی عمل‬
‫کرنہ ٕ‬
‫ٕ‬ ‫تجویز‬ ‫ہیچھن تر‬
‫‪ٚ‬‬ ‫سبق‪/‬موضوع‬ ‫ر ‪ٚ‬یتھ‬
‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن ﵀ بچہٕ کٔرن اکو عملی سرگرمی یتو م ‪ٛ‬هز تِم تِم بٲتو تہٕ‬ ‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫ذبق نمبر ‪2-1‬‬ ‫گودن ُِیک‬
‫‪ٚ‬‬
‫نعمہٕ اداکٲری ذان پیش کرن ِیم تِمو برو ‪ٛ‬نہی مدتلف‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫ُدعا‬ ‫ریتو‬‫‪ٚ‬‬
‫زمتۍ آذن۔ تِمن ظٲلبہٕ علمن ییہٕ‬ ‫بو ٕ‬ ‫وذٲیلو ٔذریعہٕ ٗ‬ ‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب‬ ‫لل دٮ۪ذ‬
‫مذٕر تہٕ م ٖیٹھۍ آواز‬ ‫زیادٕےپہن موقہٕ فراہم کرنہٕ ِیمن ٔ‬ ‫دِوان۔‬
‫مہحورن " زٲحِ بو ذتو چھم مے چٲنی"۔‬ ‫ُ‬ ‫آذہِ ۔ مجلن‬ ‫ارار ناوتٮ۪ن ہی ‪ٛ‬هذ اذتعمال‬ ‫ٕ‬ ‫‪-LO1.5.1‬ناوت ۪ٮن تہٕ‬
‫‪ٚ‬‬
‫پو ُتز ُکهی آواز۔‬ ‫چو ‪ٚ‬‬
‫دۅرونی دعاہن ِ‬ ‫ٕ‬ ‫ِکیاز‬
‫تھٲوتو زخیح ُجملہٕ ییہٕ پرناونہٕ ت ِ‬ ‫ِ‬ ‫نؼر تل‬
‫ِ‬ ‫کٔرتو مدتلف موقہٕ‬
‫ِیتھے پٲٹو ہٮ۪کن بچہٕ بیٲکو سرگرمی کٔ ِرتو یتو م ‪ٛ‬هز تِم‬ ‫ورتاوان۔‬
‫کر اکو رعر‬ ‫دون گروپن م ‪ٛ‬هز بٲگراونہٕ ِین۔ اکو گروپ ٕ‬ ‫‪ٚ‬‬ ‫تھٲوتو‬
‫ِ‬ ‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر‬
‫دو ِیم۔ تہٕ ِیتھے پٲٹو روزن‬‫کر ‪ٚ‬‬‫لیہٕ ذان ادا تہٕ بیٲکو ِ‬ ‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫ِچو ُکهہِ موضوعز پٮ۪ٹو‬
‫نعم ٲخرس تام ادا کران‬ ‫تراوس‬ ‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫دون یا تر ۪ٮن گروپن م ‪ٛ‬هز بہ ُهک موقہٕ فراہم‬ ‫﵀بچن ییہٕ ‪ٚ‬‬ ‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬ ‫ٗ‬ ‫تہٕ‬
‫کرنہٕ ۔ تہٕ کا ‪ٛ‬نہہ عام فہم موضو ع ییہِ مهتدب کرنہٕ ۔‬
‫تبصر‬
‫ٕ‬ ‫یتو پٮ۪ٹو ظٲلبہٕ علم پانہٕ وٲنۍ بخث و مبٲحجہ تہٕ‬
‫کرن۔ امہٕ پتہٕ ییہٕ گۅڈنیکِز گروپز ونهہٕ ِز تِم کرن‬
‫تیتو ُجملہٕ پیش‬ ‫ژارنہٕ آمتِز موضوعز متعلق کا ‪ٛ‬نہہ ُ‬
‫ُیز اہم تہٕ آذہِ تہٕ گۅ ٕڈ جملہٕ تہِ ‪ ،‬یہٕ جملہ ییہٕ بیکز‬
‫پکهاونہٕ تِم جورٮ۪ن اتو بیٲکو جملہ مگر‬ ‫ٕ‬ ‫گروپز ُکن‬
‫آذن۔ ِیتھے پٲٹھۍ‬ ‫ذہ گٔسهِ گۅڈنکز ذٍ تۍ مربوط ُ‬ ‫ُ‬
‫توت تام جٲری ٍیتز کالز لگ بگ داہ‬ ‫‪ٚ‬‬ ‫عمل‬ ‫ییہ‬ ‫روز‬
‫ِ‬
‫جملہ ذمن۔‬
‫﵀بچہٕ کرن للہٕ دٮ۪ذ ذبقز پٮ۪ٹو خیال باوتو‪ ،‬امہِ کٮ۪ن‬
‫پہلون ذهن‪ ،‬تتو پٮ۪ٹو کرن بخث تہٕ للہٕ دٮ۪ ٕذ‬ ‫ُ‬ ‫مدتلف‬
‫ہٕ ‪ٛ‬هذس کالز ہٮ۪ن ذام‪ ،‬اتو پٮ۪ٹو تبصرہ کرنہٕ پتہٕ کرن‬
‫اکو أکز ذوال ۔‬

‫لیہ م ‪ٛ‬هز گٮ۪و نچ سرگرمی‬ ‫﵀نؼم ِ‬ ‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن‬
‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫ذبق نمبر ‪4-3‬‬ ‫ریتو‬
‫دو ِیم ‪ٚ‬‬
‫‪ٚ‬‬
‫موجود ہم آواز لفغ ژارنچ عملی‬ ‫﵀نؼمہٕ م ‪ٛ‬هز‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫گُلصن وظن ُچو‬
‫ٗ‬
‫سرگرمی۔‬ ‫تلفغ‬
‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬زخیح ُ‬ ‫ذونٕے‬
‫هہ میٲری ُلػت تہٕ ُکهہٕ میٲری ویب ذایٹہ‬ ‫﵀کٲش ٕر ُک ِ‬ ‫کٲشر‬
‫ِ‬ ‫خٲظر ِچو‬
‫ٕ‬ ‫تہٕ تِمن ُہ ‪ٛ‬هذ مهٲذب ورتاو ُوچھهہٕ‬ ‫ہوا‬
‫ُہ ‪ٛ‬هذ اذتعمال کرنا ٕونۍ۔‬ ‫لػت تہٕ کٲشرٮ۪ن ویب ذایٹن ُہ ‪ٛ‬هذ اذتعمال کران۔‬
‫تراوس‬ ‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫پو ُتز " ن " اچھ ٕر‬ ‫﵀نؼمہٕ م ‪ٛ‬هز تِم لفغ ژا ٕرن ِیم ‪ٚ‬‬ ‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬‫ٗ‬ ‫تہٕ‬
‫بیتر‬
‫ِ‬ ‫چو واتان۔ مجلن باغن۔ ونن۔ گورن۔‬ ‫ذٍ تۍ ا ‪ٛ‬نذ ِ‬
‫لفغ رارز م ‪ٛ‬هز گسهِ ُہرٮ۪ر۔‬ ‫ٕ‬ ‫تاکہ بچن ہٕ ‪ٛ‬هذ‬
‫یوذہ قذرتی‬ ‫هہ جایہٕ ہٕ ‪ٛ‬هذ ذٲل کرنا ٕونۍ ‪ٚ‬‬ ‫﵀بچہ ُک ِ‬
‫آذہ‪.‬‬
‫ِ‬ ‫حسهہٕ تہٕ مٲرۍ مهؼ ٕر ذٍ تۍ مالا مال‬
‫عبارژ پٮ۪ٹو پانہٕ وٲنۍ مباحجہٕ کرنا ٕونۍ‪،‬‬ ‫ٔ‬ ‫﵀نطٲبی‬
‫تِمکٮ۪ن مدتلف انہارن پٮ۪ٹو پانہ وٲنی خیال باوتو‬
‫موجود ذوالن جواب ِدون‪،‬‬ ‫ٗ‬ ‫کرن تہٕ نطابز م ‪ٛ‬هز‬
‫چو ذام ہٮ۪وان تہٕ ہوہز م ‪ٛ‬هز‬ ‫﵀پهِهز أ ‪ٛ‬نذۍ پٔکھز ِ‬
‫مطر اثراتن پٮ۪ٹو تبص ٕر کران۔‬ ‫پٲ ٕد ذپذیمتٮ۪ن ُ‬
‫چو بیان کرن ػ‬ ‫﵀ماحول ڈ ‪ٛ‬نحہٕ تھاونٕکۍ تذبیر ِ‬

‫بیون گروپن تہٕ جورٮ۪ن م ‪ٛ‬هز‬ ‫بیون ‪ٚ‬‬
‫﵀ظٲلبہٕ علم ِین ‪ٚ‬‬ ‫دو ی‪ٚ‬مٮ۪ن ہٕ ‪ٛ‬هذۍ خیالات توجہ ذان‬ ‫‪ٚ -LO1.1.1‬‬ ‫ذبق نمبر ‪5،6‬‬ ‫ریتو‬
‫تر ِییم ‪ٚ‬‬
‫‪ٛ‬‬
‫بہهاونہٕ ُیتو تِم کص ٖی ٕر ہٕ ‪ٛ‬هذس پتو کالز متعلق‬ ‫ذاز تخر ٖیر کران۔‬ ‫بوزان تہٕ پههہِ ا ‪ٛ‬ن ٕ‬ ‫تہٕ ‪7‬‬
‫اکو أکز نِش زان حٲزل کرن۔‬ ‫تحربہٕ ِچو وضاحت‬ ‫ُ‬ ‫‪-LO1.2.1‬پهٕهۍ خیال تہٕ‬ ‫باہو قلہٕ‬
‫بیتر اذتعمال کٔرتو‬ ‫﵀یو ٹوب ‪ ،‬انٹرنیٹ تہٕ ٹی وی‬ ‫کران۔‬ ‫پیش‬ ‫ِھتو‬ ‫ک‬ ‫لی‬
‫تہٕ ‪ٚ‬‬ ‫نان‬ ‫و‬‫َ‬ ‫ذان‬ ‫چاٹو‬
‫ِ‬
‫کرتو تاکہ اتو باہو‬ ‫جواب‬ ‫الن‬ ‫ذو‬ ‫و‬ ‫چ‬
‫ِ‬ ‫تو‬ ‫ر‬ ‫ِ‬ ‫پ‬
‫ٔ‬ ‫عبارت‬ ‫نجری‬ ‫‪-LO1.3.1‬‬
‫ہٮ۪کن تِم باہو ٕق ُلک آن لاین ذٲل ٔ‬ ‫حسن راہ کھی‪ٚ‬یہ‬
‫دِوان۔‬
‫قٕلز تہٕ اتو ذٍ تۍ وابستہ چ ٖیزن متعلق کرن‬ ‫ہٲمۍ‬
‫‪-LO1.4.1‬رذمی تہٕ غٲر رذمی خط ‪ ،‬مۅخصر‬
‫مر ٖیذ زان حٲزل۔‬
‫پٲغام ﴿ ایز ایم ایز ﴾ تہٕ مۅخصر پیراگراؼ‬
‫پھ ٕر دل ٖیلہٕ‬
‫یہ ِ‬
‫دۅ ِ‬
‫اکہ یا ‪ٚ‬‬ ‫ِ‬ ‫روزتو پرن بچہٕ‬
‫ِ‬ ‫﵀گروپن م ‪ٛ‬هز‬ ‫ِچو تخر ٖیر کران۔‬
‫اتو پٮ۪ٹو غور و فکر تہٕ تبص ٕر کرنہٕ پتہٕ باون اکو‬ ‫ارار ناوتٮ۪ن ہی ‪ٛ‬هذ اذتعمال‬ ‫‪-LO1.5.1‬ناوت ۪ٮن تہٕ‬
‫ٕ‬
‫تھٲوتو زخیح جملہٕ أکز پهٕهۍ خیال‪،‬‬ ‫ِ‬ ‫نؼر تل‬
‫ِ‬ ‫کٔرتو مدتلف موقہٕ‬
‫ُ‬
‫﵀بچن ِین یمہٕ دلٖیلہٕ ڈرامٲیی ا ‪ٛ‬نذازس م ‪ٛ‬هز پیش‬ ‫ورتاوان۔‬

‫موجود واقہن تہٕ‬ ‫ٗ‬ ‫کر ُنک موقہٕ دِنہٕ تاکہٕ د ٖلیلن م ‪ٛ‬هز‬ ‫ٲوتو‬
‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر تھ ِ‬
‫کردارن ہٕ ‪ٛ‬هذ ٔذریعہٕ کرن تِم پهین پهین تحربن پیش ػ‬ ‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬‫ٗ‬ ‫ِچو ُکهہِ موضوعز پٮ۪ٹو‬
‫﵀بچن ِین ذہل تہٕ عام فہم موضوع دِنہٕ تہٕ تِمن‬ ‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو‬
‫ذٍ تۍ وابستہ کی ‪ٛ‬هہہ کلیذی لفغ تہ۔ امہٕ علا ٕو‬ ‫موجود اہم واقعہٕ ‪،‬‬‫ٗ‬ ‫ذمحتو ٔپرتو تِمن م ‪ٛ‬هز‬
‫موضوعن متعلق کی ‪ٛ‬هہہ اثر دار‬ ‫ہٮ۪کن تِمن یمن‬ ‫مرکزی خیال تہٕ کردار ب ِذ کڈان تہٕ تِمن پهہٕ نٮ۪ن‬
‫ٗ‬ ‫ذٲتی تحربن ذٍ تۍ واٹان۔‬
‫چھتو کی ‪ٛ‬هہہ‬ ‫خٲػر چو انفارمیصن تطو ٖی ٕر تہٕ آیتن تھاونہٕ ِیتو ِیمن ُکن ُو ِ‬
‫ٕ ِ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ‬
‫پرتو کٲ ‪ٛ‬نسہٕ بچز‬ ‫‪ٛ‬‬ ‫کرن۔‬ ‫خٲری‬ ‫جستہٕ‬ ‫کھهچ‬ ‫۪‬ ‫ٮ‬‫ل‬ ‫جملہٕ‬
‫تہٕ کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔‬
‫ییہٕ اکو اکو یا ٕزز جملہٕ لٮ۪کھ ُهک موقہٕ دِنہٕ تہٕ‬ ‫مجلن ‪ :‬انٹرنیٹ ‪ ،‬اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون‬
‫ٲخرس ییکو جملن زخیح ترت ٖیب دِنہٕ خٲظ ٕر ہمت‬ ‫بیتر‬
‫ِ‬
‫تہٕ حوزلہٕ بڈراونہٕ ۔‬
‫هہ میٲری ُلػت تہٕ ُکهہٕ میٲری ویب ذایٹہ‬ ‫﵀کٲش ٕر ُک ِ‬
‫ُہ ‪ٛ‬هذ اذتعمال کرنا ٕونۍ۔‬
‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن ﵀ نؼمہٕ لیہٕ تہٕ اداکٲری ذان گیونچ عملی‬ ‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫ذبق نمبر‬ ‫ریتو‬
‫ژو ِرم ‪ٚ‬‬
‫ٗ‬
‫سرگرمی۔‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫‪8،9،18‬‬
‫موجود قٲفیہ تہٕ رد ٖیف ژارن بی‪ٚ‬ون‬ ‫﵀نؼمہٕ م ‪ٛ‬هز‬ ‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب‬ ‫ذو ‪ٛ‬نتو‬
‫ٗ‬
‫بی‪ٚ‬ون۔‬ ‫دِوان۔‬ ‫ٹو‬
‫پرونسهٕ پٮ۪ ٕ‬
‫ٗ‬
‫﵀یاد تھاونہٕ خٲظ ٕر پرن نؼم بار بار‬ ‫‪-LO1.4.1‬رذمی تہٕ غٲر رذمی خط ‪ ،‬مۅخصر‬ ‫ِچٹھۍ‬
‫پٲغام ﴿ ایز ایم ایز ﴾ تہٕ مۅخصر پیراگراؼ‬
‫پھرنہٕ خٲظ ٕر ییکو رہبری تہٕ ات ٕو‬ ‫﵀رعر نجرس م ‪ٛ‬هز ِ‬ ‫انٹرنٮ۪ٹ‬
‫ِچو تخر ٖیر کران۔‬
‫روٹ کرنہٕ ۔‬ ‫‪ٚ‬‬ ‫تھٲوتو‬
‫ِ‬ ‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر‬
‫ییہ بچن قۅدرتی‬ ‫﵀ ُکهہٕ پورہٕ باغز م ‪ٛ‬هز نِتو ِ‬ ‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬ ‫ِچو ُکهہِ موضوعز پٮ۪ٹو‬
‫ٗ‬
‫ُحس ُهک احساس کرناونہٕ تہٕ نؼمہٕ ُہ ‪ٛ‬هذ قٲفیہٕ تہٕ‬ ‫چو انفارمیصن‬ ‫خٲػر ِ‬
‫ٕ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ‬
‫تھٲوتو ییکو پانہٕ کی ‪ٛ‬هہہ رعر‬ ‫ِ‬ ‫نؼر‬ ‫ذ‬
‫ِ‬ ‫م‬ ‫ف‬ ‫ی‬
‫ٖ‬ ‫رد‬ ‫تہٕ کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔‬
‫بهاو ُنک ُوتش دِنہٕ ‪.‬‬ ‫مجلن ‪ :‬انٹرنیٹ ‪ ،‬اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون‬
‫عبارژ مجلن پٲغام ‪،‬‬ ‫ٔ‬ ‫قسمکۍ تخر ٖیر تہٕ‬ ‫ٕ‬ ‫﵀مدتلف‬ ‫بیتر‬
‫ِ‬
‫بیتر پ ُرن تہٕ‬
‫ِ‬ ‫ٹو‬
‫ِ ِ‬ ‫چ‬ ‫تہٕ‬ ‫خط‬ ‫رذمی‬ ‫غٲر‬ ‫تہٕ‬ ‫رذمی‬ ‫مۅخصر‬ ‫‪،‬‬ ‫خط‬ ‫رذمی‬ ‫غٲر‬ ‫تہٕ‬ ‫رذمی‬ ‫‪-LO1.4.1‬‬
‫ذمحن۔ پهین والذیهن دوذتن‪ ،‬ا ‪ٛ‬نگن تہٕ ٲرهاون‬ ‫ُ‬ ‫پٲغام ﴿ ایز ایم ایز ﴾ تہٕ مۅخصر پیراگراؼ‬
‫نامہٕ پٲغام لٮ۪کھهاونچ مصق کرنا ٕونۍ۔ امہٕ علا ٕو ییہٕ‬ ‫ِچو تخر ٖیر کران۔‬
‫تلفغ موبایل ایز ایم ایز تہٕ دفتری عرضیہٕ لیکھهاونچ‬ ‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬زخیح ُ‬
‫کٲشر‬
‫ِ‬ ‫خٲظر ِچو‬
‫ٕ‬ ‫تہٕ تِمن ُہ ‪ٛ‬هذ مهٲذب ورتاو ُوچھهہٕ‬

‫لػت تہٕ کٲشرٮ۪ن ویب ذایٹن ُہ ‪ٛ‬هذ اذتعمال کران۔ مصق تہٕ کرناونہٕ‬
‫﵀بچن ِین بوزنہٕ ُوچھهہٕ تہٕ پرنہٕ خٲظ ٕر مدتلف جذیذ‬
‫وذایل آیتن تھاونہٕ ‪ :‬مجلن ِڈکصا ایپ‪ ،‬اخبار‪ ،‬یو‬
‫ٹوب تہٕ کی ‪ٛ‬هہہ اہم کار آمذ تعلیمی پروگرام۔‬
‫لیبہ م ‪ٛ‬هز تہٕ ہاونکو‬ ‫ِ‬ ‫هہ کمپیوٹر‬ ‫﵀وۅذتاد نیہٕ بچن ُک ِ‬
‫میک‬ ‫کمپیوٹر ‪ ،‬أمچ کٲم تہٕ انٹر نیٹز ذٍ تۍ أ ُ‬
‫تہ ہٮ۪کن بچن انٹر‬ ‫رٲبعہٕ ۔ موبایل فونز ٔذریعہٕ ِ‬
‫نیٹک رابعہٕ ہاونہٕ ِیتو۔‬
‫چو انفارمیصن ﵀ماذٹر جی بها ٕو پروگرام تہٕ رٮ۪تہٕ کالہٕ نییہٕ ظٲلبہٕ‬ ‫خٲػر ِ‬
‫ٕ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ‬ ‫ذبق نمبر‬ ‫ریتو‬
‫پٲ ‪ٛ‬ن ِسم ‪ٚ‬‬
‫کرتو‬ ‫مصٲہ ٕذ ٔ‬ ‫پو ِر پٲٹو ُ‬ ‫سرک ٗ‬ ‫چھهہ۔ ُ‬ ‫ِ‬ ‫تہٕ کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔ علمن وۅلر سر ُو‬ ‫‪11،12،13‬‬
‫کرن پتہٕ ظٲلبہٕ علم پانہٕ وٲنۍ کلاس رومز م ‪ٛ‬هز‬ ‫مجلن ‪ :‬انٹرنیٹ ‪ ،‬اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون‬ ‫وۅ ُلر‬
‫یہ کی ‪ٛ‬هساہ تِمو‬ ‫پهٕهۍ مصٲہذن پٮ۪ٹو غور خوز تہٕ ِ‬ ‫بیتر‬
‫ِ‬ ‫شرۍ‬ ‫ُ‬
‫دو ی‪ٚ‬مٮ۪ن ہٕ ‪ٛ‬هذۍ خیالات توجہ ذان‬ ‫‪ٚ -LO1.1.1‬‬
‫آذہ تِمیک برملہ اػہار کرن پهیز‬ ‫ِ‬ ‫رمت‬ ‫کو ُ‬‫مصٲہ ٕذ ‪ٚ‬‬ ‫مقابلہ‬ ‫ذ‬
‫ُ‪ُ ٛ‬‬‫ه‬‫ہ‬ ‫آفسن‬
‫ذاز تخر ٖیر کران۔‬ ‫بوزان تہٕ پههہِ ا ‪ٛ‬ن ٕ‬
‫تخر ٖیرس م ‪ٛ‬هز۔‬
‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن‬ ‫‪-LO1.1.2‬نؼمہٕ ٔ‬
‫چو واریاہن کتابن م ‪ٛ‬هز بٲتو‬ ‫﵀شرٮ۪ن ہٕ ‪ٛ‬هذۍ باپتو ِ‬ ‫ُ‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬
‫ٔدذیاب‪ِ ،‬یم کتابہٕ وچھو لابریری م ‪ٛ‬هز تہٕ پرانٲیوکو‬ ‫ارار ناوتٮ۪ن ہی ‪ٛ‬هذ اذتعمال‬ ‫ٕ‬ ‫‪-LO1.5.1‬ناوتٮ۪ن تہٕ‬
‫تارک‪ ،‬بامن‪،‬‬ ‫ُ‬ ‫گارہٕ‬ ‫ن۔‬ ‫ی‬
‫‪ِ ٛ‬‬ ‫ذ‬ ‫ه‬ ‫پس‬ ‫ِمن‬ ‫ت‬ ‫م‬ ‫ی‬
‫ِ‬ ‫بٲتو‬ ‫ِم‬ ‫ت‬ ‫تھٲوتو زخیح ُجملہٕ‬ ‫نؼر تل‬ ‫کرتو مدتلف موقہٕ‬
‫ِ‬ ‫ِ‬ ‫ٔ‬
‫لبل‪ ،‬گُل تہٕ گلزار‬ ‫ُ ُ‬ ‫ب‬ ‫‪،‬‬ ‫ساہ‬ ‫ه‬
‫‪ٛ‬‬ ‫می‬ ‫ساہ‬ ‫ه‬‫‪ٛ‬‬ ‫کی‬ ‫کز‪،‬‬ ‫بو‬
‫‪ٛ‬‬ ‫کز‬ ‫او‬
‫‪ٛ‬‬ ‫ورتاوان۔‬
‫بیتر چھم تِم کتابہٕ ِیم خٲلض بچن ہٕ ‪ٛ‬هذ ۍ خٲظ ٕر‬ ‫ِ‬ ‫تھٲوتو‬
‫ِ‬ ‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر‬
‫چو۔ بچہٕ ہٮ۪کن ذی ٕذ ذی‪ٚ‬ود ِیمو کتابو‬ ‫لیکھهہٕ آم ٕس ِ‬ ‫ک ِرتو لی‪ٚ‬کھان۔‬ ‫مربوط ٔ‬ ‫ٗ‬ ‫ِچو ُکهہِ موضوعز پ ۪ٮٹو‬
‫پٮ۪ٹو فٲز حٲزل کٔرتو۔ ِیم ذٍ تۍ تِمن رٲعری پر ُنک‬ ‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو‬
‫کہ۔‬ ‫تہٕ لیکھ ُهک روؽ پٲ ٕد گ ِٔستو ہٮ۪ ِ‬ ‫موجود اہم واقعہٕ ‪،‬‬ ‫ٗ‬ ‫ذمحتو ٔپرتو تِمن م ‪ٛ‬هز‬
‫ہیهذ گاٹہٕ‬ ‫مرکزی خیال تہٕ کردار ب ِذ کڈان تہٕ تِمن پهہٕ نٮ۪ن‬
‫﵀آفت ِیهہٕ ذٍ تۍ پٲ ٕد ذپذن وٲلٮ۪ن حالاتن ُ‬
‫روز ذان تِمن ہیهذ مقابلہٕ کرنہٕ خٲظ ٕر‬ ‫جا ٕر تہٕ بوز‬ ‫ذٲتی تحربن ذٍ تۍ واٹان۔‬
‫ِ‬
‫پروگرامک ذ ‪ٛ‬هز‬ ‫ذکولز م ‪ٛ‬هز ڈزاذٹر میهیحمهٹ‬ ‫تراوس‬ ‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫ُ‬ ‫ٗ‬
‫کرناون۔‬ ‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬ ‫ٗ‬ ‫تہٕ‬
‫ُ‬
‫﵀ڈرامہکہ ٔذریعہ بچن انسان دوذتی ‪ُ ،‬زو ذٲژن‬
‫ذٍ تۍ ہمذردی‪ ،‬مصکل وقتز م ‪ٛ‬هز اکو أکز اکا ٕر‬

‫بکار ُین تہٕ ِیتھٮ۪ن حالاتن ُہ ‪ٛ‬هذ ذٮ۪ٹھاہ ُجرتہٕ تہٕ‬
‫ک ُرن۔ أمہ خٲظ ٕر ہٮ۪کن بچہٕ‬ ‫وۅلو ٖیری ذان مقابلہٕ ٔ‬
‫ڈرامہز م ‪ٛ‬هز مدتلف کردار ادا کٔ ِرتو۔‬
‫﵀بچن ِین یمہٕ دلٖیلہٕ ڈرامٲیی ا ‪ٛ‬نذازس م ‪ٛ‬هز پیش‬ ‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن‬‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫ذبق نمبر‬ ‫ریتو‬
‫ری‪ِ ٚ‬یم ‪ٚ‬‬
‫موجود واقہن تہٕ‬ ‫کر ُنک موقہٕ دِنہٕ تاکہٕ د ٖلیلن م ‪ٛ‬هز‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫‪14،15،16‬‬
‫ٗ‬
‫کردارن ہٕ ‪ٛ‬هذ ٔذریعہٕ کرن تِم پهین پهین تحربن پیش۔‬ ‫تحربہٕ ِچو وضاحت‬ ‫ُ‬ ‫‪-LO1.2.1‬پهٕهۍ خیال تہٕ‬ ‫فٲزلہ‬
‫﵀اکو ڈراما کٔ ِرو تیار یتو م ‪ٛ‬هز رانی جصومتی ُہ ‪ٛ‬هذ‬ ‫ذان َونان تہٕ لی‪ٚ‬کِھتو پیش کران۔‬ ‫رانی جصومتی‬
‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب‬
‫یہ۔‬
‫کردار ہاونہٕ ِی ِ‬ ‫لُکہٕ بٲتو‬
‫دِوان۔‬
‫سہ ذیٲسی‬ ‫پههہ علاقہٕ کِز کٲ ‪ٛ‬ن ِ‬ ‫ِ‬ ‫کھهٲیوکو‬
‫ٗ‬ ‫﵀بچہ لی‪ٚ‬‬
‫ِ‬
‫تلفغ‬
‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬زخیح ُ‬
‫لیڈرس پٮ۪ٹو مدصر نوٹ۔‬
‫کٲشر‬
‫ِ‬ ‫خٲظر ِچو‬
‫ٕ‬ ‫تہٕ تِمن ُہ ‪ٛ‬هذ مهٲذب ورتاو ُوچھهہٕ‬
‫چو واریاہن کتابن م ‪ٛ‬هز بٲتو‬ ‫﵀شرٮ۪ن ہٕ ‪ٛ‬هذۍ باپتو ِ‬ ‫ُ‬ ‫لػت تہٕ کٲشرٮ۪ن ویب ذایٹن ُہ ‪ٛ‬هذ اذتعمال کران۔‬
‫ٔدذیاب‪ِ ،‬یم کتابہٕ وچھو لابریری م ‪ٛ‬هز تہٕ پرانٲیوکو‬ ‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو‬
‫تارک‪ ،‬بامن‪،‬‬ ‫تِم بٲتو ِیم تِمن پس ‪ٛ‬هذ ِین۔ گارہٕ ُ‬ ‫موجود اہم واقعہٕ ‪،‬‬ ‫ذمحتو ٔپرتو تِمن م ‪ٛ‬هز‬
‫ٗ‬
‫لبل‪ ،‬گُل تہٕ گلزار‬ ‫بوکز‪ ،‬کی ‪ٛ‬هساہ می ‪ٛ‬هساہ ‪ُ ،‬ب ُ‬ ‫اوکز ‪ٛ‬‬ ‫‪ٛ‬‬ ‫مرکزی خیال تہٕ کردار ب ِذ کڈان تہٕ تِمن پهہٕ نٮ۪ن‬
‫بیتر چھم تِم کتابہٕ ِیم خٲلض بچن ہٕ ‪ٛ‬هذ ۍ خٲظ ٕر‬ ‫ِ‬ ‫ذٲتی تحربن ذٍ تۍ واٹان۔‬
‫چو۔ بچہٕ ہٮ۪کن ذی ٕذ ذی‪ٚ‬ود ِیمو کتابو‬ ‫لیکھهہٕ آم ٕس ِ‬ ‫‪،‬دل ٖیل یا کا ‪ٛ‬نہہ عبارت ِچو پهٕهٮ۪ن‬
‫‪-LO1.1.2‬نؼمہٕ ٔ‬
‫پٮ۪ٹو فٲز حٲزل کٔرتو۔ ِیم ذٍ تۍ تِمن رٲعری پر ُنک‬ ‫لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬
‫کہ۔‬ ‫تراوس تہٕ‬ ‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫تہٕ لیکھ ُهک روؽ پٲ ٕد گ ِٔستو ہٮ۪ ِ‬
‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬ ‫ٗ‬

‫ریون کلاذز م ‪ٛ‬هز پیش۔‬ ‫﵀یہ ڈراما کٔ ٗ‬ ‫ِ‬ ‫تھٲوتو ِچو‬‫ِ‬ ‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر‬ ‫ذبق نمبر ‪-17‬‬ ‫ریتو‬
‫ذتِم ‪ٚ‬‬
‫ٔ‬
‫﵀شرٮ۪ن اتو لی‪ٚ‬کھهٲیو دہن کھٮ۪هہٕ چ ٖیزن ہ ‪ٛ‬هذۍ ناو۔‬ ‫ک ِرتو لی‪ٚ‬کھان۔‬
‫مربوط ٔ‬
‫ٗ‬ ‫ُکهہِ موضوعز پٮ۪ٹو‬ ‫‪18‬‬
‫ُ‬
‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو ذمحتو‬
‫کرنٲوو بچن‬
‫ِ‬ ‫ک ِرتو‬
‫﵀مخکمہ زختز ُکن رجوع ٔ‬ ‫آٹُک پاٹُک‬
‫موجود اہم واقعہٕ ‪ ،‬مرکزی خیال تہٕ‬‫ٗ‬ ‫ٔپرتو تِمن م ‪ٛ‬هز‬
‫جسمٲنی جانچ۔‬ ‫کردار ب ِذ کڈان تہٕ تِمن پهہٕ نٮ۪ن ذٲتی تحربن ذٍ تۍ‬ ‫رال‬
‫کامہ‬
‫ِ‬ ‫امہ‬
‫ِ‬ ‫تمن‬ ‫یتہ‬
‫ِ‬ ‫ٹو‬ ‫۪‬ ‫ٮ‬‫پ‬ ‫ز‬ ‫کارخان‬ ‫هہ‬ ‫ک‬
‫ُ‬ ‫کو‬ ‫ِیو‬
‫ِ ٗ‬ ‫ن‬ ‫﵀بچہ‬ ‫واٹان۔‬
‫ہٕ ‪ٛ‬هز زان حٲزل ذپ ِذ۔‬ ‫چو انفارمیصن تہٕ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ خٲػ ٕر ِ‬
‫ذکولز م ‪ٛ‬هز تہٕ ہی‪ٚ‬چھهٲیوکو‬ ‫ٗ‬ ‫کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔ مجلن ‪ :‬﵀کا ‪ٛ‬نہہ کٲرۍگر أنیون‬
‫بچہ کا ‪ٛ‬نہہ کٲم۔‬
‫ِ‬ ‫انٹرنیٹ ‪ ،‬اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون بیت ِر‬
‫تحربہٕ ِچو وضاحت ذان‬
‫ُ‬ ‫‪-LO1.2.1‬پهٕهۍ خیال تہٕ‬

‫لیکِھتو پیش کران۔‬ ‫َونان تہٕ ‪ٚ‬‬
‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب دِوان۔‬
‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر تھٲ ِوتو ِچو‬
‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫ُکهہِ موضوعز پٮ۪ٹو‬
‫چو انفارمیصن تہٕ‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ خٲػ ٕر ِ‬
‫کمیونیکیصن ٹیکهالوجی ُہ ‪ٛ‬هذ اذتعمال کران ۔ مجلن ‪:‬‬
‫انٹرنیٹ ‪ ،‬اخبار ‪ ،‬ٹۍیوی ‪ ،‬ذمارٹ فون بیت ِر‬

‫قہ کار‬
‫پرکھہ ﴿‪ ﴾Summative Assessment‬باپتو ظر ٖی ِ‬
‫ِ‬ ‫لہم‬
‫﵀ ُک ُ‬
‫لہم پر ِکو باپتو نمبرات‬
‫ُک ُ‬ ‫ذبق‪/‬عهوان‬ ‫ِکتاب‬ ‫نمبر‬
‫رمار‬
‫ُ‬
‫‪85‬‬ ‫لل دٮ۪ذ‬ ‫‪81‬‬
‫‪86‬‬ ‫چاٹو‬ ‫‪82‬‬
‫‪87‬‬ ‫ٹو ِچٹھۍ‬
‫پرونسهٕ پٮ۪ ٕ‬
‫ٗ‬ ‫‪83‬‬
‫‪85‬‬ ‫انٹرنٮ۪ٹ‬ ‫‪84‬‬
‫‪87‬‬ ‫مقابلہ‬‫آفسن ُہ ‪ٛ‬هذ ُ‬
‫کٲشر ِکتاب‬
‫ِ‬ ‫‪85‬‬
‫‪89‬‬ ‫رانی جصومتی‬ ‫‪86‬‬
‫‪85‬‬ ‫کہ بٲتو‬‫ُل ٕ‬ ‫‪87‬‬
‫‪86‬‬ ‫رال‬ ‫‪88‬‬
‫‪58‬‬ ‫ُکل نمبرات‪:‬‬
‫شی ِیم‬
‫سوالهامہ باپتھ ڈیزاین‪-‬جماعت ‪ٚ‬‬
‫نمبرات‬ ‫سوالن ُہ ‪ٛ‬هد‬ ‫علمی سطح‬ ‫پرتھ سوالس‬
‫‪ٛ‬‬ ‫سوالهامک فارمیٹ‬
‫ُ‬
‫تعداد‬ ‫نمبر‬
‫‪83‬‬ ‫‪83‬‬ ‫‪CL-1‬‬
‫جوابہ‬
‫ٕ‬ ‫ذوالہ آذن ِیمن م ‪ٛ‬هز یس‬
‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬
‫رکل یتو ِ‬ ‫ٔیس جوابہٕ وٲلۍ‬
‫‪82‬‬ ‫‪82‬‬ ‫‪CL-2‬‬ ‫‪/‬ذوالہٕ‬

‫‪82‬‬ ‫‪82‬‬ ‫‪ 1‬نمبر‬ ‫پرکھاون‬ ‫کرن‪/‬‬
‫انذاز ُ‬ ‫کرن‪/‬‬
‫ذوالہ ‪ /‬تحزیہ ُ‬
‫ٕ‬ ‫وٲلۍ‬
‫‪CL-3‬‬
‫ُ‬ ‫ٕ‬
‫‪70‬‬ ‫‪70‬‬ ‫کُل میزان‬
‫آذہ۔‬
‫ِ‬ ‫رٲمل‬

‫‪01‬‬ ‫‪01‬‬ ‫ناوت گرامری ازعلاحن پٮ۪ٹو مبهی‬
‫ِرار ُ‬
‫ناوت‪ /‬ا ٕ‬
‫‪CL-1‬‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬
‫ُ‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫ذوالہ۔‬
‫ٕ‬
‫‪03‬‬ ‫‪03‬‬ ‫کُل میزان‬
‫‪01‬‬ ‫‪01‬‬ ‫تہ‬
‫ناوتۍ‪ /‬نر ٕ‬ ‫تہ جمع ٕ‬ ‫ضذ‪ /‬واحذ ٕ‬ ‫لفؼن ہ ‪ٛ‬هذۍ ِ‬
‫‪CL-1‬‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫ذوالہ۔‬
‫ٕ‬ ‫ناوتۍ گرامری ازعلاحن پٮ۪ٹو‬ ‫ما ٕد ٕ‬
‫‪03‬‬ ‫‪03‬‬ ‫کُل میزان‬ ‫ٹھہ ٕز ہتو لفؼن ُہ ‪ٛ‬هذ غٲر نطٲبی نجری‬ ‫ڈۅڈ ہتو پٮ۪ ٕ‬
‫ذوالہ آذن ِیمن م ‪ٛ‬هز ٔیس‬ ‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬‫اقتباس یتو ٕ‬
‫ذوالہ‪ /‬مخاورن ُہ ‪ٛ‬هذ ورتاو‪ /‬بیانز‬ ‫ٕ‬ ‫جوابہ وٲلۍ‬‫ٕ‬
‫رٲمل‬ ‫ِ‬ ‫کرن‬
‫انذاز ُ‬
‫ٕ‬ ‫لفؼہ راش‪/‬‬ ‫ٕ‬ ‫بذلہ اکو لفغ‪/‬‬ ‫ٕ‬
‫آذہ۔‬
‫ِ‬
‫‪84‬‬ ‫‪82‬‬ ‫تھٲوتو پیراگراؼ‪/‬‬ ‫آمت زورتخال م ِذ نؼر‬ ‫تصک ٖیل دِنہٕ آمتٮ۪ن‬
‫نہ ُ‬ ‫ِد ٕ‬
‫‪CL-1‬‬
‫ِ‬
‫‪82‬‬ ‫‪81‬‬ ‫‪CL-2‬‬ ‫ذوالن ہٕ ‪ٛ‬هذۍ‬
‫‪86‬‬ ‫‪83‬‬ ‫‪CL-3‬‬ ‫‪ 2‬نمبر‬
‫کھن۔‬ ‫ٔدل ٖیل‪ /‬کتو باتو ‪ /‬اِرتہار لی‪ُ ٚ‬‬ ‫جواب‬
‫‪11‬‬ ‫‪70‬‬ ‫کُل میزان‬ ‫کتابہ ہ ‪ٛ‬هذٮ۪ن نجری ذبقن متعلق اہلیس‬ ‫ِ‬ ‫نطٲبی‬
‫پٮ۪ٹو مبهی ژورو م ‪ٛ‬ه ٕز ترٮ۪ن ذوالن ہ ‪ٛ‬هذۍ مدتصر‬
‫کھهۍ۔‬ ‫جواب لی‪ٕ ٚ‬‬
‫ذوالہ آذن‬ ‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬ ‫نطٲبی رعری اقتباس یتو ٕ‬
‫لفؼہ‬
‫ٕ‬ ‫ذوالہ‪ /‬عهوان‪/‬‬ ‫ٕ‬ ‫جوابہ وٲلۍ‬ ‫ٕ‬ ‫ِیمن م ‪ٛ‬هز ٔیس‬
‫کرن رٲمل‬ ‫کرن ‪ /‬تحزیہ ُ‬ ‫انذاز ُ‬
‫ٕ‬ ‫ذمحن‪/‬‬‫ُ‬ ‫راش‪/‬‬
‫آذہ۔‬ ‫ِ‬
‫‪86‬‬ ‫‪82‬‬ ‫کھهۍ۔ ﴿دۅیو م ‪ٛ‬ه ٕز‬ ‫رذمی‪ /‬غٲر رذمی ِچٹھۍ لی‪ٕ ٚ‬‬
‫‪CL-1‬‬
‫‪83‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪3‬نمبر‬
‫‪86‬‬ ‫‪82‬‬ ‫‪CL-3‬‬ ‫اکو﴾‬
‫‪10‬‬ ‫‪70‬‬ ‫کُل میزان‬ ‫نؼمہ متعلق اہلیس پٮ۪ٹو‬ ‫ِ‬ ‫هہ‬
‫نطابز م ‪ٛ‬هز رٲمل ُک ِ‬

‫مبهی ژورو م ‪ٛ‬ه ٕز دۅن ذوالن ہ ‪ٛ‬هذۍ مدتصر جواب‬
‫کھهۍ ِیمن م ‪ٛ‬هز ادبی ازعلاح‪ /‬موضوع‪ /‬لفغ‬ ‫لی‪ٕ ٚ‬‬
‫معهے رٲمل آذن۔‬
‫‪88‬‬ ‫‪88‬‬ ‫‪CL-1‬‬
‫هہ عهوانز پٮ۪ٹو ہتو‬ ‫اِرارن یا رکلن ہ ‪ٛ‬ه ِذ مذ ٕد ُک ِ‬
‫‪85‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪5‬نمبر‬
‫‪85‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫کھن۔‬
‫مضمون لی‪ُ ٚ‬‬
‫ٗ‬ ‫ٹھہ ڈۅڈ ہتو لفؼن ُہ ‪ٛ‬هذ‬ ‫پ ۪ٮ ٕ‬
‫‪17‬‬ ‫‪71‬‬ ‫کُل میزان‬ ‫ذبقک مرکزی‬ ‫ُ‬ ‫تہ‬
‫هہ ِ‬‫کتابہ م ‪ٛ‬هز رٲمل ُک ِ‬ ‫ِ‬ ‫نطٲبی‬
‫کھن۔‬‫لازہ‪ /‬کردارن پٮ۪ٹو نوٹ لی‪ُ ٚ‬‬ ‫ٕ‬ ‫خیال‪ُ /‬خ‬
‫‪07‬‬ ‫ُکل نمبرات‬

‫نوٹ‪:‬‬
‫ضروری۔‬
‫ٗ‬ ‫ذمحهۍ‬
‫ِ‬ ‫تہ‬
‫پرنۍ ٕ‬
‫کتابہ ہ ‪ٛ‬هذۍ ذٲری ذبق ٕ‬
‫ِ‬ ‫ذمحهہ باپتو چ ِو درسی‬
‫ٕ‬ ‫‪ ‬ذبق ازل پٲٹھۍ‬
‫ژھهہ۔‬
‫ٕ‬ ‫پر‬
‫ذوالہ ‪ٛ‬‬
‫ٕ‬ ‫‪ ‬امتخانز م ‪ٛ‬هز ِین اہلیس پٮ۪ٹو مبهی‬
‫ژھهہ۔‬
‫ٕ‬ ‫پر‬
‫کتابہ معٲبق ‪ٛ‬‬
‫ِ‬ ‫ذوالہ ِین درسی‬
‫ٕ‬ ‫امرکۍ‬
‫گر ٕ‬
‫‪ٛ‬‬ ‫‪‬‬

Class 6th
(Punjabi)

਩ਾਠਕ੍ਰਭ ਵ੃ਯਵਾ ਸ੍ਰਣ
੃ ੀ ਛ੃ਵੀਂ Academic Calendar Cum Syllabus Subject Punjabi Class 6th
ਏਯਭ ਸ੍ਭਾਾਂ ਩ਾਠ ਖਵਸਾ ਮ੅਑ਤਾ Competency ਖਸ੍ੱਐਣ ਦ੃ ਨਤੀਜ੃ Learning Outcomes ਸ੍ੁਝਾਈ ਑ਈ ਩ਰਖਏਖਯਆਵਾਾਂ
ਸ੍ੰਖਐਆ ਖਭਆਦ Content Suggestive Pedagogy
S.No. Time
੧ ਩ਾਠ ੧. ਫਣ ਵੀਯਾ ਇਨਸ੍ਾਨ ਯਵਾਨੀ ਖਵੱਚ ਏਖਵਤਾ ਩ੜ੍ਹ ਨਾ । P601: ਇਸ੍ ਏਖਵਤਾ ਨੂ ੰ ਯਵਾਨੀ ਨਾਰ ਩ੜ੍ਾਉਣਾ ਅਤ੃ ਤੁ ਏਫੰਦੀ ਸਫਦਾਾਂ ਦਾ ਅਖਬਆਸ੍ ਏਯਾਉਣਾ। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਩ਖਯਵਾਯ ਦਾ ਯੁਐ ਫਣਾਉਣ ਰਈ
ਏਖਵਤਾ ਤੁ ਏ ਫੰਦੀ ਸਫਦਾਾਂ ਦੀ ਩ਛਾਣ ਿ੅ਣੀ। P603: ਏਖਵਤਾ ਨੂ ੰ ਜੁਫਾਨੀ ਏੰਠ ਏਯਨਾ ਅਤ੃ ਎ਐ੃ ਸਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਚ ਵਯਤਾਉਣਾ। ਏਖਿਣ ਖਜਸ੍ ਖਵੱਚ ਿਯ ਇੱਏ ਖਯਸਤ੃ਦਾਯੀ ਨੂ ੰ ਦਯਸ੍ਾਇਆ ਿ੅ਵ੃।
਩ਾਠ ੨. ਸ੍ਾਡਾ ਖਵਯਸ੍ਾ ਵਾਤਾਵਯਨ ਖਯਸਤ੃ਦਾਯੀਆਾਂ ਦੀ ਸ੍ਭਝ ਿ੅ਣੀ। P604: ਆ਩ਣ੃ ਖਵਯਸ੍੃ ਦੀ ਩ਛਾਣ, ਭਾਾਂ ਫ੅ਰੀ ਦਾ ਭਿੱਤਵ ਅਤ੃ ਖਯਸਤ੃ਦਾਯੀਆਾਂ ਦੀ ਸ੍ਭਝ ਿ੅ਵ਑ ੃ ੀ। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਇੱਏ ਨਾਟਏ ਖਤਆਯ ਏਯਨ ਰਈ
਩ਾਠ ੩ .ਸਿੀਦ ਬ਑ਤ ਖਸ੍ੰ਒ ਆ਩ਣੀ ਭਾਾਂ ਫ੅ਰੀ ਅਤ੃ ਖਵਯਸ੍੃ ਦੀ ਸ੍ਭਝ P606: ਇਸ੍ ਩ਾਠ ਦ੃ ਅੰਤ ਖਵੱਚ ਫੱਚ੃ ਸਿੀਦ ਬ਑ਤ ਖਸ੍ੰ਒ ਦੀ ਸਿਾਦਤ ਦਾ ਩ੂਯਾ ਵ੃ਯਵਾ ਜਾਣਦ੃ ਿ੅ਣ਑੃। ਏਖਿਣ ਖਜਸ੍ ਖਵੱਚ ਫੱਚ੃ ਬ਑ਤ ਖਸ੍ੰ਒ ਸ੍ੁਐਦ੃ਵ ਅਤ੃ ਯਾਜ ਑ੁਯੂ ਦਾ
਩ਖਿਰਾ
ਭਿੀਨਾ

(ਜੀਵਨੀ) ਿ੅ਣੀ। P607: ਇਸ੍ ਩ਾਠ ਯਾਿੀਂ ਫੱਚ੃ ਖਿੰਦੁਸ੍ਤਾਨ ਦੀ ਆਜਾਦੀ ਰਈ ਿ੅ਈਆਾਂ ਏੁ ਯਫਾਨੀਆਾਂ ਅਤ੃ ਸ੍ੰ਒ਯਸ ਨਾਰ ਖਏਯਦਾਯ ਖਨਬਾਉਣ।
ਵਾਖਏਪ ਿ੅ਣ਑੃।
੨ ਩ਾਠ ੪. ਯ੄ਡ ਏਯਾਸ੍ (ਰ੃ ਐ) ਇਿਨਾਾਂ ਖਵਖਸਆਾਂ ਯਾਿੀਂ ਫੱਖਚਆਾਂ ਦੀ P608: ਯ੄ਡ ਏਯਾਸ੍ ਦੀ ਸੁਯਆੂ ਤ ਖਏਸ੍ ਨ੃ ਏੀਤੀ ਅਤ੃ ਖਏਉਂ ਏੀਤੀ ਩ੂਯਨ ਜਾਣਏਾਯੀ ਿ੅ਣੀ ਚਾਿੀਦੀ ਿ੄। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਯ੄ਡ ਏਯ੅ਸ੍ ਯਾਿੀਂ ਏੀਤੀਆਾਂ ਜਾਣ
਩ਾਠ ੫. ਖਢੱਡ ਐਾ ਖ਑ਆ (ਏਖਵਤਾ) ਸਫਦਾਵਰੀ ਖਵਚ ਫਿੁਤ ਿੀ ਸ੍ੁਧਾਯ ਿ੅ਵ੃਑ਾ P609: ਏਰਾਸ੍ ਖਵੱਚ ਫੱਚ੃ ਯ੄ਡ ਏਯਾਸ੍ ਦ੃ ਏੰਭਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਦਯਸਾਉਣ ਑੃ । ਵਾਰੀਆਾਂ ਸ੍੃ਵਾਵਾਾਂ ਫਾਯ੃ ਸ੍ੂਖਚਤ ਏਯਾਉਣ ਅਤ੃ ਸ੍ਿਾਇਤਾ
਩ਾਠ ੬ .ਸ੍ਾਡ੃ ਜੰ਑ਰ (ਰ੃ ਐ) ਅਤ੃ ਵੱਐ-ਵੱਐ ਖਵਖਸਆਾਂ ਦ੃ ਫਾਯ੃ ਉਨਾਾਂ ਦੀ P612:ਏਖਵਤਾ ਦੀ ਩ਖਯਬਾਸਾ ਅਤ੃ ਏਖਵਤਾ ਖਰਐਣ ਦੀ ਸ੍ਭਯਥਾ। ਏਯਨ।
ਜਾਣਏਾਯੀ ਵਧ੃਑ੀ। P615:ਜੰ਑ਰਾਾਂ ਦ੃ ਏੀ ਰਾਬ ਿਨ ਫੱਚ੃ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਖਏਸ੍੃ ਜੰ਑ਰ ਦੀ ਸ੍੄ਯ ਏਯਾਉਣ ਅਤ੃
ਦੂ ਜਾ ਭਿੀਨਾ

ਯਵਾਨੀ ਖਵੱਚ ਏਖਵਤਾ ਩ੜ੍ਹ ਨਾ। P616: ਇਸ੍ ਰ੃ ਐ ਦ੃ ਅੰਤ ਖਵੱਚ ਫੱਚ੃ ਜੰ਑ਰਾਾਂ ਦ੃ ਯੱਐ ਯਐਾ਍ ਦੀ ਩ੂਯਨ ਜਾਣਏਾਯੀ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਫੱਚ੃ ਆ਩ਣੀ ਡਾਇਯੀ ਖਵੱਚ ਆ਩ਣ੃ ਩ਰਬਾਵ ਖਰਐਣ।
ਤੁ ਏ ਫੰਦੀ ਸਫਦਾਾਂ ਦੀ ਩ਛਾਣ ਿ੅ਣੀ। ਖਰਐਣ ਜੰ਑ਰੀ ਜਾਨਵਯਾਾਂ ਦੀ ਇੱਏ ਪਖਯਸ੍ਤ ਫਣਾਉਣ ਦ੃ ਿ੅ਣ ਑੃।

੩ ਩ਾਠ ੭. ਫੱਤਾ ਖਜਨ (ਏਿਾਣੀ) ਰ੃ ਐ ਨੂ ੰ ਩ੜ੍ਹ ਨ ਅਤ੃ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P618:ਫੱਚ੃ ਇਸ੍ ਰ੃ ਐ ਨੂ ੰ ਩ੜ੍ਹ ਨ ਅਤ੃ ਎ਐ੃ ਸਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਚ ਇਸ੍ਤ੃ਭਾਰ ਏਯਨ ਦ੃ ਮ੅਑ ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਇਸ੍ ਰ੃ ਐ ਖਵੱਚ ਵਯਤ੃ ਜਾਣ ਵਾਰ੃ ਎ਐ੃
਩ਾਠ ੮ .ਏਸਭੀਯ ਏਖਵਤਾ ਰ੃ ਐ ਖਵੱਚ ਆਉਣ ਵਾਰ੃ ਩ਾਤਯਾਾਂ ਤ੃ ਿ੅ਣ਑੃। ਸਫਦ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਚ ਵਯਤਾਉਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P620:ਫੱਖਚਆਾਂ ਦੀ ਯੁਚੀ ਏਿਾਣੀ ਖਰਐਣ ਖਵੱਚ ਵੱਧ੃਑ੀ।
ਤੀਜਾ

ਏਖਵਤਾ ਨੂ ੰ ਯਵਾਨ਑ੀ ਖਵੱਚ ਩ੜ੍ਹ ਨ ਅਤ੃ P621: ਏਖਵਤਾ ਨੂ ੰ ਯਵਾਨ਑ੀ ਨਾਰ ਩ੜ੍ਹ ਨ ਅਤ੃ ਤੁ ਏਫੰਦੀ ਸਫਦਾਾਂ ਦੀ ਩ਛਾਣ ਿ੅ਵ੃਑ੀ।
ਭਿੀਨਾ

ਸ੍ੰਐ੃਩ ਖਵੱਚ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P623:ਏਸਭੀਯ ਦੀ ਖ਼ੂਫਸ੍ੂਯਤੀ ਨੂ ੰ ਏਖਵਤਾ ਯਾਿੀਂ ਦਯਸ੍ਾਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃।

੪ ਩ਾਠ ੯. ਊਂਠ ਤ੃ ਖ਑ੱਦੜ੍ (ਰ੅ ਏ ਏਿਾਣੀ ਨੂ ੰ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ P624: ਫੱਖਚਆਾਂ ਦੀ ਯੁਚੀ ਰ੅ ਏ ਏਿਾਣੀਆਾਂ ਖਵੱਚ ਵੱਧ੃਑ੀ ਅਤ੃ ਉਿ ਆ਩ਣ੃ ਫਜੁਯ਑ਾਾਂ ਩ਾਸ੍ੋਂ ਰ੅ ਏ ਏਿਾਣੀਆਾਂ ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਏਿਾਣੀ ਰ੃ ਐਣ ਰਈ ਩ਰਤ ੅ ਸ੍ਾਖਿਤ ਏਯਨ
ਏਿਾਣੀ) ਦਯਸਾਉਣ ਦੀ ਮ੅਑ਤਾ। ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ ਑੃। ਏਯਨ ਅਤ੃ ਉਨਾਾਂ ਩ਾਸ੍ੋਂ ਖਏਸ੍੃ ਖਵਸ੃ ਤ੃ ਏਿਾਣੀ ਖਰਐਣ ਰਈ
ਚ੆ਥਾ ਭਿੀਨਾ

਩ਾਠ ੧੦. ਵਾਤਾਵਯਣ ਤ੃ ਩ਰਦੂਸਣ ਩ਰਦੂਖਸਤ ਏਯਨ ਵਾਰੀਆਾਂ ਵਸ੍ਤੂ ਆਾਂ ਦੀ P627: ਇਸ੍ ਩ਾਠ ਯਾਿੀਂ ਫੱਚ੃ ਩ਾਣੀਆਾਂ ਦ੃ ਸ੍ਯ੅ਤਾਾਂ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ ਑੃। ਏਖਿਣ।
(ਰ੃ ਐ) ਯ੅ਏਥਾਭ ਏਯਨ ਦੀ ਮ੅਑ਤਾ। P628:ਵਾਤਾਵਯਣ ਤ੃ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਵਾਤਾਵਯਣ ਖਵੱਚ ਰ੄ ਜਾ ਏ੃ ਩ਰਦੂਖਸਤ
ਖਵਆਏਯਣ ਩ਾਣੀ ਦ੃ ਸ੍ਯ੅ਤਾਾਂ ਦ੃ ਯੱਐ ਯਐਾ਍ ਤ੃ ਖਨਫੰਧ P629:ਫੱਚ੃ ਩ਾਣੀ, ਧਯਤੀ ਅਤ੃ ਿਵਾ ਨੂ ੰ ਩ਰਦੂਖਸਤ ਏਯਨ ਵਾਰੀਆਾਂ ਵਸ੍ਤੂ ਆਾਂ ਦ੃ ਫਾਯ੃ ਜਾਣੂ ਿ੅ਣ਑੃। ਏਯਨ ਵਾਰੀਆਾਂ ਵਸ੍ਤੂ ਆਾਂ ਦੀ ਇੱਏ ਪਖਯਸ੍ਤ ਫਣਾਉਣ।
ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P630: ਵਾਤਾਵਯਣ ਨੂ ੰ ਩ਰਾਸ੍ਖਟਏ ਦ੃ ਩ਰਦੂਸਣ ਤੋਂ ਫਚਾਉਣ ਦ੃ ਰਈ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਆਸ੍ ਩ਾਸ੍ ਤ੃ ਭੁਿੱਖਰਆਾਂ ਖਵੱਚ ਰ੄ ਜਾ
਩ਰਾਸ੍ਖਟਏ ਨਾਰ ਿ੅ਣ ਵਾਰ੃ ਩ਰਦੂਸਣ ਤ੃ P626: ਖਵਆਏਯਣ ਖਵੱਚ ਖਵਸ੃ਸਣ ਅਤ੃ ਖਏਖਯਆ ਦੀ ਸ੍ਭਝ ਿ੅ਣੀ ਚਾਿੀਦੀ ਿ੄। ਏ੃ ਩ਰਦੂਸਣ ਦੀ ਸ੍ਭੱਖਸ੍ਆ ਫਾਯ੃ ਜਾਣੂ ਏਯਾਉਣ।
ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ।
੫ ਩ਾਠ ੧੧. ਸ੃ਯ (ਰ੃ ਐ) ਸ੃ਯ ਦ੃ ਜੀਵਨ ਅਤ੃ ਯੱਐ ਯਐਾ਍ ਤ੃ ਇੱਏ P631:ਸ੃ਯ ਦ੃ ਜੀਵਨ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਖਏਸ੍੃ ਜੰ਑ਰ ਦੀ ਜਾਾਂ ਯਾਸਟਯੀ ਩ਾਯਏ
਩ਾਠ ੧੨. ਫੰਦਾ ਖਸ੍ੰ਒ ਫਿਾਦਯ ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P632:ਬਾਯਤ ਦੁ ਆਯਾ ਸ੃ਯਾਾਂ ਦੀ ਒ੱਟ ਖ਑ਣਤੀ ਨੂ ੰ ਵਧਾਉਣ ਰਈ ਅਤ੃ ਉਨਾਾਂ ਦ੃ ਸ੍ੰਬਾਰ ਰਈ ਵਯਤੀਆਾਂ ਦੀ ਸ੍੄ਯ ਏਯਾਉਣ ਅਤ੃ ਉੱਥ੃ ਆਉਣ ਵਾਰੀਆਾਂ ਵਸ੍ਤੂ ਆਾਂ ,
(ਜੀਵਨੀ)਩ਾਠ ੧੩. ਇਭਾਨਦਾਯੀ ਜੁਰਭ ਦ੃ ਖਐਰਾਫ਼ ਫਾਫਾ ਫੰਦਾ ਖਸ੍ੰ਒ ਑ਈਆਾਂ ਤਜਵੀਜਾਾਂ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਭਾਿ੆ਰ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ।
਩ੰਜਵਾਾਂ ਭਿੀਨਾ

ਦਾ ਪਰ (ਰ੅ ਏ ਏਿਾਣੀ) ਫਿਾਦਯ ਦੀ ਸਿਾਦਤ ਤ੃ ਇੱਏ ਖਨਫੰਧ P633:ਇਸ੍ ਩ਾਠ ਦ੃ ਅੰਤ ਖਵੱਚ ਫੱਚ੃ ਫਾਫਾ ਫੰਦਾ ਖਸ੍ੰ਒ ਫਿਾਦਯ ਦ੃ ਜੀਵਨ ਅਤ੃ ਜੁਰਭ ਦ੃ ਖਐਰਾਫ਼ ਉਿਨਾਾਂ ਫੱਚ੃ ਫਾਫਾ ਫੰਦਾ ਖਸ੍ੰ਒ ਫਿਾਦਯ ਦ੃ ਜੀਵਨ ਜੁਰਭ ਦ੃ ਖਐਰਾਫ਼
ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। ਦਾ ਸ੍ੰ਒ਯਸ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਉਨਾਾਂ ਦੀ ਰੜ੍ਾਈ ਅਤ੃ ਉਿਨਾਾਂ ਦੀ ਸਿਾਦਤ ਤ੃ ਛ੅ਟ੃ ਛ੅ਟ੃ ਖਨਫੰਧ
਍ਐ੃ ਸਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਚ P635:ਫਾਫਾ ਫੰਦਾ ਖਸ੍ੰ਒ ਫਿਾਦਯ ਜੀ ਦੀ ਸਿਾਦਤ ਨੂ ੰ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਦਯਸਾਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਸ੍ੁਣਾਉਣ।
ਵਯਤਾਉਣ ਦੀ ਮ੅਑ਤਾ। P636:“ਇਭਾਨਦਾਯੀ ਦਾ ਪਰ” ਦਾ ਸ੍ੰਐ਩ ੃ ਫੱਚ੃ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਦਯਸਾਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਇਭਾਨਦਾਯੀ ਯਾਿੀਂ ਆ਩ਣਾ ਜੀਵਨ
P637: ਰਏੜ੍ਿਾਯ੃ ਦੀ ਇਭਾਨਦਾਯੀ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਜੀਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
P638: ਉਰਟ ਬਾਵੀ ਸਫਦ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃।
੬ ਩ਾਠ੧੪.਑ੀਤ ਑ੀਤ ਦੀ ਩ਖਯਬਾਸਾ ਅਤ੃ ਸ੍ੰਐ੃਩ ਖਰਐਣ P639:਑ੀਤ ਦੀ ਩ਖਯਬਾਸਾ ਅਤ੃ ਸ੍ੰਐ੃਩ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਏ੅ਈ ਑ੀਤ
਩ਾਠ ੧੫. ਨੰਦ ਖਯਸੀ (ਰ੃ ਐ) ਦੀ ਮ੅਑ਤਾ। P641:਑ੀਤ ਖਵੱਚ ਰ੄ ਤਾਰ ਖਯਦਭ ਦੀ ਜਾਣਏਾਯੀ ਸ੍ਭਝਣ ਦੀ ਮ੅਑ਤਾ ਿ੅ਵ੃਑ੀ । ਖਰਐਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਛ੃ਵਾਾਂ

਩ਾਠ ੧੬. ਏਾ਑ਜ ਰ੅ ਏ (ਏਿਾਣੀ) ਨਾਾਂਵ ਨੂ ੰ ਖਵਸ੃ਸਣ ਫਣਾਉਣ ਦੀ ਮ੅਑ਤਾ। P642:ਨੰਦ ਖਯਸੀ ਦ੃ ਜੀਵਨ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਜੰਭੂ ਏਸਭੀਯ ਦ੃ ਖਯਸੀਆਾਂ ਭੁਨੀਆਾਂ ਤ੃
ਭਿੀਨਾ

ਜੰਭੂ ਏਸਭੀਯ ਦ੃ ਖਯਸੀਆਾਂ ਭੁਨੀਆਾਂ ਤ੃ ਇੱਏ P644:ਜੰਭੂ ਏਸਭੀਯ ਖਯਸੀਆਾਂ ਭੁਨੀਆਾਂ ਦੀ ਧਯਤੀ ਿ੄ ਇਸ੍ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਖਵੱਚ ਸ੍ਿਾਇਤਾ ਏਯਨ।
ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P645:ਏਾ਑ਜ ਦੀ ਐ੅ਜ ਨ੃ ਇਨਸ੍ਾਨ ਦ੃ ਜੀਵਨ ਖਵੱਚ ਖਏਿੜ੍ੀ ਖਏਿੜ੍ੀ ਤਫਦੀਰੀਆਾਂ ਖਰਆਈਆਾਂ ਿਨ ਇਏ ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨਾਰ ਖਭਰ ਏ੃ ਏਾ਑ਜ ਫਣਾਉਣ ਦੀ

ਏਾ਑ਜ ਦੀ ਐ੅ਜ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਪਖਯਸ੍ਤ ਫਣਾਉਣ। ਩ਰਖਏਖਯਆ ਖਵੱਚ ਸ੍ਿਾਇਤਾ ਏਯਨ।
ਦੀ ਮ੅਑ਤਾ। P646: ਏਾ਑ਜ ਫਣਾਉਣ ਦੀ ਩ਰਖਏਖਯਆ ਨੂ ੰ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਦਯਸ੍ਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃।
ਇਸ੍ ਩ਾਠ ਖਵੱਚ ਵਯਤ੃ ਑਋ ਨਾਉ ਅਤ੃ ਉਨਾਾਂ ਦ੃ ਖਵਸ੃ਸਣ ਅਤ੃ ਉਰਟ ਬਾਵੀ ਸਫਦ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃।

੭ ਩ਾਠ ੧੭. ਖਵਖਦਆ ਏਖਵਤਾ ਖਵਖਦਆ ਨਾਰ ਅਤ੃ ਖਵਖਦਆ ਤੋਂ ਖਫਨਾਾਂ P647:ਫੱਚ੃ ਏਖਵਤਾ ਖਵਖਦਆ ਦਾ ਸ੍ੰਐ੃਩ ਖਰਐਣ ਅਤ੃ ਏੰਠ ਏਯਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਏਖਵਤਾ ਦਾ ਅਖਬਆਸ੍ ਏਯਾਉਣ।
਩ਾਠ੧੮. ਡਾਇਯੀ ਵਾਰੀ ਑ੱਰ ਜੀਵਨ ਖਵੱਚ ਪਯਏ ਏਯਨ ਦੀ ਮ੅਑ਤਾ। P648:ਖਵਖਦਆ ਖਏਉਂ ਜਯੂਯੀ ਿ੄ ਫੱਚ੃ ਇਸ੍ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਜਰਦੀ ਜਾ਑ ਏ੃ ਸ੍ਭੇਂ ਖਸ੍ਯ ਆ਩ਣਾ
(ਰ੃ ਐ) ਖਵਦਆ ਏਖਵਤਾ ਦਾ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ P649:ਇਸ੍ ਖਵਸ੃ ਨੂ ੰ ਩ਾੜ੍ ਏ੃ ਫੱਚ੃ ਆ਩ਣ੃ ਜੀਵਨ ਖਵੱਚ ਚੰ਑ੀ ਆਦਤਾਾਂ ਖਰਆਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਏੰਭ ਐਤਭ ਏਯਨ ਦੀ ਆਦਤ ਩ਾਉਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
਩ਾਠ੧੯. ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਸ੍ੰਐ੃਩ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। P650:ਸ੍ਭੇਂ ਖਸ੍ਯ ਜਾ਑ ਏ੃ ਆ਩ਣਾ ਏੰਭ ਖਨਫ੃ੜ੍ਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃ ਅਖਧਆ਩ਏ ਫੱਖਚਆਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਖਰਐਣ
ਸ੍ਤਵਾਾਂ
(ਏਖਵਤਾ) ਚੰ਑ੀ ਆਦਤਾਾਂ ਅ਩ਨਾਉਣ ਦੀ ਮ੅਑ਤਾ। P651:ਇਸ੍ ਖਵਸ੃ ਨੂ ੰ ਩ੜ੍ਹ ਏ੃ ਫੱਚ੃ ਰ਑ਾਾਂ ਭਾਤਯਾਵਾਾਂ ਦਾ ਸ੍ਿੀ ਉ਩ਮ੅਑ ਏਯਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ ਅਤ੃ ਖਪਯ ਆ਩ਸ੍ ਖਵੱਚ ਇਿਨਾਾਂ ਮਾਦਾਾਂ ਦਾ
ਸ੍ਭੇਂ ਖਸ੍ਯ ਜਾ਑ ਏ੃ ਆ਩ਣਾ ਏੰਭ ਐਤਭ P653:ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਦਾ ਸ੍ੰਐ੃਩ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਭ੃ਰ ਏਯਾਉਣ ਤ੃ ਵ੃ਐਣ ਖਏਿੜ੍ੀਆਾਂ ਖਏਿੜ੍ੀਆਾਂ ਚੀਜਾਾਂ ਿਨ ਜ੅
ਏਯਨ ਦੀ ਮ੅਑ਤਾ। P654:ਫੱਚ੃ ਆ਩ਣ੃ ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਤ੃ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਸ੍ਾਯ੃ ਫੱਚ੃ ਫਚ਩ਨ ਖਵੱਚ ਏਯਦ੃ ਿਨ।
ਭਿੀਨਾ

ਫੱਚ੃ ਆ਩ਣ੃ ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਖਰਐਣ P655: ਫੱਚ੃ ਸ੍ਟ੃ਜ ਤ੃ ਆ ਏ੃ ਆ਩ਣ੃ ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ਸ੍ਾਾਂਝੀਆਾਂ ਏਯਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃।
ਅਤ੃ ਸ੍ਟ੃ਜ ਤੋਂ ਸ੍ਾਾਂਝੀਆਾਂ ਏਯਨ।

਌ਸ੍.ਸ੍ੀ.ਈ.ਆਯ.ਟੀ .ਸ੍ਰੀਨ਑ਯ ਜੰਭੂ ਐਂਡ ਏਸਭੀਯ SCERT Srinagar (J&K)

ਸਰਣ
੄ ੀ :ਛ੃ਵੀਂ ਭੁਰਾਾਂਏਣ ਦਾ ਢੰ਑ ਏੁ ਰ ਅੰਏ :੫੦ Class: 6th Pattern Of Assessment Max. Marks: 50

ਬਾ਑ ਩ਖਿਰਾ ਩ੜ੍ਹ ਨ ਏ੆ਸਰ (ਅਏ :੧੦ )ਖਦੱਤ੃ ਑਋ ਅਣਖਡੱਠ੃ ਖਨਫੰਧ ਨੂ ੰ ਩ੜ੍ਹ ਏ੃ ਩ਰਸਨਾਾਂ ਦ੃ ਸ੍ਿੀ ਉੱਤਯ ਖਦ਍,

ਖਜਵੇਂ ਐਾਰੀ ਥਾਾਂਵਾਾਂ ਬਯ੅ ,ਸ੍ਿੀ ਜ੅ੜ੍ ਖਭਰਾਉ ,ਸਫਦਾਾਂ ਦ੃ ਅਯਥ ਆਖਦ।

ਬਾ਑ ਦੂ ਜਾ ਖਰਐਣ ਏ੅ਸਰ (੧੫ :ਅੰਏ ) ਸ੍ੰਫੰਖਧਤ ਩ੁਸ੍ਤਏ ਚੋਂ ਏ੅ਈ ਵੀ ਖਵਸਾ ਚੁਣ ਏ੃ ਅੰਤ ਖਵੱਚ ਖਦੱਤ੃ ਑਋ ਩ਰਸਨਾਾਂ ਦ੃ ਸ੍ਿੀ ਉੱਤ ਬਾ਑ ਯ।

ਖਦ਍ ਖਜਵੇਂ ਐਾਰੀ ਥਾਵਾਾਂ ਬਯ੅ ,ਜ੅ੜ੍ ਖਭਰਾਉ ,ਸਫਦਾਾਂ ਦ੃ ਅਯਥ ਆਖਦ ।

ਤਸ੍ਵੀਯ ਨੂ ੰ ਵ੃ਐ ਏ੃ ਩ਰਸਨਾਾਂ ਦ੃ ਉੱਤਯ ਖਦ਍ ਜਾਾਂ ਖਨਫੰਧ ਖਰਐ੅ ।

ਬਾ਑ ਤੀਜਾ ਏਾਖਵਏ (੧੦ ਅੰਏ) ਸ੍ੰਫੰਖਧਤ ਩ੁਸ੍ਤਏ ਖਵੱਚੋਂ ਏਖਵਤਾ ਦਾ ਸ੍ੰਐ੃਩ ਆ਩ਣ੃ ਸਫਦਾਾਂ ਖਵੱਚ ਖਰਐਣ ਸ੍ੰਫੰਧੀ ਩ਰਸਨ।

ਸ੍ੰਫੰਖਧਤ ਩ੁਸ੍ਤਏ ਖਵੱਚੋਂ ਏਖਵਤਾਵਾਾਂ ਸ੍ਫੰਦੀ ਩ਰਸਨ।

ਏਖਵਤਾ ਦੀ ਩ਖਯਬਾਸਾ ਅਤ੃ ਏਖਵਤਾ ਦ੃ ਵੱਐ-ਵੱਐ ਯੂ਩ ਖਰਐਣ ਸ੍ੰਫੰਖਧਤ ਩ਰਸਨ।

ਬਾ਑ ਚ੅ਥਾ ਖਵਆਏਯਣ (ਅੰਏ ੧੫) ਨਾਾਂਵ ਩ੜ੍ਨਾਾਂਵ ,ਖਰੰਏ ਩ੁਖਰੰ਑ ,ਉਰਟ ਬਾਵੀ ਸਫਦ ,ਇੱਏ ਵਚਨ ,ਫਿੁਵਚਨ ,ਖਏਖਯਆ।

ਵੱਐ ਵੱਐ ਖਏਸ੍ਭਾਾਂ ਦ੃ ਩ੱਤਯ ਖਰਐਣ ਖਜਵੇਂ ਪੀਸ੍ ਭਾਪ ਏਯਨ ਰਈ ਩ੱਤਯ ,

ਆ਩ਣ੃ ਸ੍ਏੂ ਰ ਦ੃ ਭੁੱਐ ਅਖਧਆ਩ਏ ਨੂ ੰ ਦ੅ ਖਦਨ ਦੀ ਛੁ ੱਟੀ ਦੀ ਦਯਖ਼ਾਸ੍ਤ ,

ਸ੍੄ਯ ਸ੍਩ਾਟ੃ ਰਈ ਆ਩ਣ੃ ਸ੍ਏੂ ਰ ਦ੃ ਭੁੱਐ ਅਖਧਆ਩ਏ ਨੂ ੰ ਅਯਜੀ ਆਖਦ।

ਯਚਨਾਤਭਏ ਭੂਰਏ
ੰ ਣ (Formative Assessment)

ਏਯਭ ਸ੍ੰਖਐਆ ਯਚਨਾਤਭਏ ਭੁਰਾਾਂਏਣ ਅਖਧਆਇ ਸ੍ੰਖਐਆ ਖਨਯਧਾਖਯਤ ਅੰਏ
੧ ਯਭ੧ ੧ .ਫਣ ਵੀਯਾ ਇਨਸ੍ਾਨ ੨ . ਸ੍ਾਡਾ ਖਵਯਸ੍ਾ ੩ .ਸਿੀਦ ਬ਑ਤ ਖਸ੍ੰ਒ ੪ .ਯ੄ਡ ਏਯ੅ਸ੍ ੫
੨ ਯਭ੨ ੫. ਖਢੱਡ ਐਾ ਖ਑ਆ ੬. ਸ੍ਾਡ੃ ਜੰ਑ਰ ੭ .ਫੱਤਾ ਖਜਨ ੫
੩ ਯਭ੩ ੮. ਏਸਭੀਯ ਏਖਵਤਾ ੯. ਊਠ ਤ੃ ਖ਑ੱਦੜ੍ ੧੦ .ਵਾਤਾਵਯਣ ਤ੃ ਩ਰਦੂਸਣ ੫
੪ ਯਭ੪ ੧੧. ਸ੃ਯ ੧੨ .਑ੀਤ ੧੩ . ਫੰਦਾ ਖਸ੍ੰ਒ ਫਿਾਦਯ ੫
੫ ਯਭ੫ ੧੪. ਈਭਾਨਦਾਯੀ ਦਾ ਪਰ ੧੫. ਖਵਖਦਆ ਏਖਵਤਾ ੧੬ .ਨੰਦ ਖਯਸੀ ੫
੬ ਯਭ੬ ੧੭ . ਏਾ਑ਜ ਰ੅ ਏ ੧੮ . ਡਾਇਯੀ ਵਾਰੀ ਑ੱਰ ੧੯. ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ੫
ਸ੍ਾਖਿਤ ਤ੅ ਈਰਾਵਾ ਅਣਖਡੱਠਾ ਩੄ਯਾ, ਖਵਆਏਯਣ , ਖਰਐਣ ਏ੆ਸਰ ਅਤ੃ ਤਸ੍ਵੀਯਾਾਂ ਨੂ ੰ ਵ੃ਐ ਏ੃ ਖਨਫੰਧ ਖਰਐਣ ਦਾ ਵੀ ਭੁਰਾਾਂਏਣ ਏੀਤਾ ਜਾਵ੃ ।
ਏੁ ੱਰ
੩੦

ਸ੍ੰਐ੃਩ ਭੁਰਾਾਂਏਣ (Summative Assessment)
ਏਯਭ ਸ੍ੰਖਐਆ ਅਨੁ ਬਾ਑ ਅਖਧਆਇ ਸ੍ੰਖਐਆ ਅਤ੃ ਨਾਭ ਖਨਯਧਾਖਯਤ ਅੰਏ
੧ ੳ ਅਣਖਡੱਠਾ ਩੄ਯਾ ੧੫
੨ ਅ ਖਵਆਏਯਣ ੮
੩ ੲ ਖਰਐਣ ਏ੆ਸਰ ੧੨
੪ ਸ੍ਾਖਿਤ (Literature)

੫ ਖਵਖਦਆ ਏਖਵਤਾ
੬ ਸ੍ ਫਚ਩ਨ ਦੀਆਾਂ ਮਾਦਾਾਂ ੧੫
੭ ਸ੍ਾਡ੃ ਜੰ਑ਰ
੮ ਵਾਤਾਵਯਣ ਤ੃ ਩ਰਦੂਸਣ
੯ ਈਭਾਨਦਾਯੀ ਦਾ ਪਰ
੧੦ ਨੰਦ ਖਯਸੀ
੧੧ ਏਾ਑ਜ ਰ੅ ਏ
੧੨ ਡਾਇਯੀ ਵਾਰੀ ਑ੱਰ
ਏੁ ੱਰ ੫੦

(Appendix)

Suggestive Calendar of Activities

S.No Date Event Suggested Activity
Awareness in Assembly, Guest speakers, Storytelling and Role
Models, Organize classroom debates on topics related to gender
1 January 24th, 2024 National Girl Child Day
equality, talent show where girls can showcase their skills and talents
in various fields
Rallies, Mock Elections, Debates, Seminar, Awareness and taking
2 January 25th, 2024 National Voters Day
National Voters pledge in Morning Assembly
Guest Lectures , Organize a science fair where students can present
3 February 28th, 2024 National Science Day their own projects, experiments, and inventions, Poster and Slogan
Competitions, quiz competitions
Invite wildlife conservationists, biologists, or representatives from
4 March 3rd, 2024 World Wildlife Day wildlife department to 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 DayOrganising 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 Day Students to be engaged in Anti- Tobacco Awareness campaign.
12 June 5th, 2024 World Environment Day Seminars, debates in collaboration With Department of Environment.
Painting competitions, 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
Day inculcate feeling of empathy and togetherness.
25 December 22nd, 2024 National Mathematics Mathematics Poster Competition, Mathematics Quiz competition,
Day Mathematics Olympiad, 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 6th)
Stage/Class Duration Scheme of Assessment
Class 6th 1 Year School Based Assessment (SBA) shall be conducted by
respective HoS at school level. However, Year End
Assessment (Summative Assessment) shall be held by HoS,
under supervision of Complex Head and design of assessment
tool/model question paper should be sync with the model
papers prescribed by SCERT.
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 Techniques Overall Performance Marks Scored (As Teacher's Observation
Assessed (Code) and Tools used Level (Stream, evaluated from SBA
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), 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) for the Middle Stage, 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: