JKBOSE Class 7 Syllabus 2025

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

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

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

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

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

INTRODUCTION
National Education Policy 2020 envisages shift from rote learning to competency
based/experiential learning in schooling. The early stages of schooling from classes Foundational,
Preparatory and Middle require proper planning and thorough understanding of mechanism for
teaching learning process. The structure for scheme of studies and curriculum includes five
major subjects viz; Mathematics, Science, English, Hindi/ Urdu & Social Science.
The Syllabus has been designed in order to provide students a broad and balanced
understanding of subjects to enable them to communicate effectively, analyze information, take
informed decisions, construct their worldview in alignment with constitutional values and move
ahead in the direction of becoming productive citizens. The focus of current syllabus is on the
development of 21st century skills in settings where each student feels independent, safe and
comfortable with their learning. To achieve this aim, it is extremely important that children
acquire adequate knowledge and skills in other core areas like Health and Physical Education,
Life Skills, Values Education, Art Education, Work Education and other Co-Scholastic areas. The
syllabus will help teachers as well as students to plan accordingly for achieving the desired
learning competencies.
This Syllabus-cum-academic calendar is in synchronization with National Curriculum
Framework for School Education 2023.
Teachers must be aware and make use of all available material resources (blended) - online
supporting material /TLM available at DIKSHA, NISHTHA, e-Pathshala, Swayam Prabha, NCERT
& SCERT-J&K website for making inclusive education a reality and update themselves for
progressive uniformities.

Index
Middle Stage (Class 7th)

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 10 Bag-less Days

(iii) Student Assessment & Evaluation Scheme
(iv) Formative Assessment - Guidelines
Holistic Progress Card (HPC), Result Register, Student Grade Card, & Student Assessment &
(v)
Evaluation Scheme: Google Drive Links

Class 7th
(English)

Curricular Goals, Competencies as per NCF SE 2023

Curricular Goals Competencies Learning Outcomes

The Learners:

CG-1 Develops C-1.1. Applies LO-1.1.1. infer a character's motivations by analyzing their actions,
independent reading varied comprehension thoughts, and interactions with other characters. (e.g., Inferring a
comprehension and strategies (inferring, character acts kind to others because they want to make friends.)
summarising skills by predicting) to LO-1.1.2. identify and explain the meaning of figurative language
engaging with a variety understand different (similes, metaphors) and use this understanding to infer the author's
of texts (stories, poems, texts intent. (e.g., Inferring a character is lonely based on a simile comparing
them to an isolated island.)
extracts of plays, essays,
LO- 1.1.3: predict how different text structures (descriptive, persuasive,
articles, news reports)
informative) will be used to convey information. (e.g., Predicting an
and shows interest in informative text will provide facts and details on a specific topic.)
reading books C-1.2. Identifies main LO-1.2.1. identify the main idea and supporting details of a longer text
points, summarises with a clear structure. (e.g., Identify the main idea and supporting
after a careful reading details of a news article.)
of the text, and LO-1.2.2. write a concise summary of a longer text, capturing the main
responds coherently idea and key supporting details. (e.g., Summarize the main argument
and supporting points in a persuasive essay.)
LO-1.2.3: respond coherently to an inferential comprehension question
about a longer text. (e.g., Answer a question about a character's
motivation based on textual clues.)
C-1.3. Identifies and LO-1.3.1: identify the main idea of longer fictional texts with a clear
appreciates the main structure (e.g., chapters in a novel). (e.g., Identify the main idea of a
idea in the various specific chapter focusing on a character's journey.)
texts LO-1.3.2: identify the main idea of informative texts with different
structures (e.g., chronological, cause-and-effect) and explain how the
structure supports the message.
LO-1.3.3: appreciate the main idea by explaining how it connects to the
author's purpose or genre conventions.

C-1.4. LO-1.4.1: identify and explain how authors' styles contribute to their
Shows interest in enjoyment of a book.
choosing and reading LO-1.4.2: choose books from a wider range of genres based on author
a variety of books recommendations or award nominations.
LO-1.4.3: analyze their reading preferences and articulate their
evolving tastes.
CG-2 Attains the ability C-2.1. Uses LO-2.1.1: sequence ideas logically to write a multi-paragraph narrative or
to write about writing strategies, informational text with a clear introduction, body paragraphs, and
thoughts, feelings, and such as sequencing conclusion.
experiences of social ideas, identifying LO-2.1.2: use a variety of transition words and phrases (e.g., however,
events (e.g., village headings/subheadings consequently, in addition to) to create clear and cohesive connections
fairs, festivals, and forming clear between sentences and paragraphs
occasions) beginning, ending, and LO-2.1.3: write well-developed paragraphs with a strong topic sentence,
paragraphs relevant supporting details, and clear transitions between sentences.
C-2.2. Expresses LO-2.2.1: write descriptive narratives that vividly express their
experiences, emotions, experiences and emotions using sensory details.
and critiques on LO-2.2.2: use a wider range of vocabulary to express complex emotions
various aspects of their and analyze how emotions influence characters' actions in literature.
surroundings in LO-2.2.3: write clear opinion pieces that develop well-supported
writing arguments about their likes/dislikes or agree/disagree stances on
familiar topics.
CG-3 Develops the C-3.1. Writes different LO-3.1.1: write formal letters to express gratitude, congratulations, or
capacity for effective kinds of letters and
condolences to appropriate audiences.
communication using essays using
language skills for LO-3.1.2: write informative letters or emails with a clear purpose and
appropriate style and
questioning, describing, persuasive intent.
registers for different
analysing, and audiences and LO-3.1.3: write essays with a clear thesis statement, supporting
responding purposes arguments, and a logical structure, focusing on a specific topic or genre.
CG-4 Explores different C-4.1. Identifies and LO-4.1.1: analyze the use of literary devices (e.g., similes, metaphors,
literary devices and appreciates different personification) to enhance their appreciation of poetry and prose.
forms of literature forms of literature LO-4.1.2: appreciate the narrative elements (plot, character, setting)
(samples of prose, that contribute to the enjoyment of prose and drama.
poetry, and drama) LO-4.1.3: appreciate the narrative elements (plot, character, setting)

that contribute to the enjoyment of prose and drama.
C-4.2. Identifies
literary devices, such
as simile, metaphor, LO-4.2.1: identify a wider range of literary devices (e.g., hyperbole,
personification alliteration, imagery) in various forms of literature.
(alankaras), hyperbole LO-4.2.2: explain how different literary devices contribute to specific
(athishayokthi), and literary effects (e.g., imagery for sensory details, hyperbole for emphasis,
alliteration for rhythm).
alliteration (anuprasa),
LO-4.2.3: use a wider range of literary devices (simile, metaphor,
by reading a variety of personification, hyperbole, alliteration) strategically in their writing to
literature and uses in create a specific effect or enhance their style.
writing

CG-5 Develops the C-5.1. Uses LO-5.1.1: demonstrate understanding of verb tenses (present, past,
ability to appropriate grammar future) and subject-verb agreement across different tenses.
recognise basic and structure in LO-5.1.2: apply a wider range of punctuation marks (e.g., semicolons,
linguistic aspects their writing colons, quotation marks) to improve the clarity and organization of
(word and
their writing.
sentence structure) and
uses them in oral and LO-5.1.3: use a variety of sentence structures (simple, compound,
written complex) with transitional words and phrases to create logical flow and
expression coherence in their writing.
CG-6 Develops an C-6.1 Understands the LO-6.1.1. discriminate between long and short vowel sounds and spell
appreciation of the phonetics and words accordingly.
distinctive features of script of the LO-6.1. 2. identify and decode words with consonant blends (initial,
the language, language, the medial, and final) and diagraphs.
including its alphabet number of vowels LO-6.1.3. apply their understanding of phonetics and spelling patterns
and script, sounds, and consonants, and to improve pronunciation and spelling accuracy.
rhymes, puns, and other how they interact
wordplays and games and are used
unique to the language

C-6.2 Engages in the use LO-6.2.1: identify and analyze a wider range of wordplay techniques
of puns, rhymes, (puns, rhymes, alliteration) in various forms of literature.
alliteration, and other LO-6.2.2: use wordplay (puns, rhymes, alliteration) strategically in
wordplays in the their writing to create specific effects and enhance their creative
language, to make speech expression.
and writing more LO-6.2.3: analyze how authors use wordplay (puns, rhymes,
interesting and enjoyable alliteration) to develop characters, establish voice, and convey themes
in literature.
C-6.3 Becomes familiar LO-6.3.1: demonstrate competency in playing and explaining the
with some of the major rules of more complex word games (e.g., anagrams, antakshari).
word games in the LO-6.3.2: develop strategies for solving crossword puzzles and other
language (e.g., word-based challenges.
palindromes, LO-6.3.3: appreciate the cultural significance of word games from
spoonerisms, sentences different parts of the world (e.g., antakshari - India).
without given letters
or sounds, riddles, jokes,
antakshari, anagrams,
crosswords)

Month wise Chapter: Learning Outcomes Suggested Pedagogy
Time Line Melody/Let’s Read/
Integrated Grammar & The Learners:
Writing Skills
Three Questions LO-1.1.1. infer a character's motivations Role-playing activities where
1 by analysing their actions, thoughts, and students act out scenes from
The Squirrel interactions with other characters. the story, considering character
LO-1.2.1. identify the main idea and motivations. After reading a
The Tiny Teacher
supporting details of a longer text with a passage, have students write a
Unseen Paragraphs clear structure. short paragraph explaining
LO-1.3.1: identify the main idea of longer what motivates a character's
fictional texts with a clear structure (e.g., actions, citing textual evidence.
chapters in a Text/ story/drama/novel).
(e.g., Inferring a character acts
LO-1.4.1: identify and explain how authors'
kind to others because they
styles contribute to their enjoyment of a
want to make friends.)(e.g.,
book.
Identify the main idea and
LO-2.1.1: sequence ideas logically to write
supporting details of a news
a multi-paragraph narrative or
article.)
informational text with a clear introduction,
body paragraphs, and conclusion. (e.g., Identify the main idea of a
LO-2.2.1: write descriptive narratives that specific chapter focusing on a
vividly express their experiences and character's journey.)
emotions using sensory details. Expand on the structure of
LO-3.1.1: write formal letters to express formal letters, emphasizing
gratitude, congratulations, or condolences proper salutations, formal
to appropriate audiences. language, and respectful tone.
LO-4.1.1: analyze the use of literary devices Analyze mentor texts (examples

(e.g., similes, metaphors, personification) to of well-written formal letters) to
enhance their appreciation of poetry and identify key characteristics and
prose. appropriate language use.
LO-5.1.1: demonstrate understanding of verb Writing assignments where
tenses (present, past, future) and subject- students practice writing
verb agreement across different tenses. different types of formal letters,
LO-6.1.1. discriminate between long and ensuring proper format and
short vowel sounds and spell words
adapting their style to the
accordingly.
specific purpose and audience
Use graphic organizers or charts
to compare and contrast the
basic features of prose, poetry,
and drama (e.g., structure,
language). Read short excerpts
from each genre and have
students identify the form based
on its characteristics. Play
genres charades where students
act out scenes from prose,
poetry, or drama, and others
guess the form.
A Gift of Chappals LO-1.1.2. identify and explain the meaning of Create a "figurative language
2 figurative language (similes, metaphors) and dictionary" where students record
The Rebel use this understanding to infer the author's examples from the text and their
intent. inferred meanings. During
LO-1.2.2. write a concise summary of a longer reading, pause to have students
Meadow Surprises
text, capturing the main idea and key identify figurative language and
supporting details. explain how it helps them
Bringing up Kari LO-1.3.2: identify the main idea of understand the character or
informative texts with different structures. situation. (e.g., Inferring a
Unseen Paragraphs LO-1.4.2: choose books from a wider range of character is lonely based on a
genres based on author recommendations or simile comparing them to an

award nominations. isolated island.)
LO-2.1.2: use a variety of transition words
and phrases. (e.g., Summarize the main
LO-2.2.2: use a wider range of vocabulary to argument and supporting points in
express complex emotions and analyze how a persuasive essay.)
emotions influence characters' actions in
(e.g., chronological, cause-and-
literature.
effect) and explain how the
LO-3.1.2: write informative letters or emails
structure supports the message.
with a clear purpose and persuasive intent. (e.g., however, consequently, in
LO-4.1.2: appreciate the narrative elements addition to) to create clear and
(plot, character, setting) that contribute to the cohesive connections between
enjoyment of prose and drama. sentences and paragraphs
LO-4.2.1: identify a wider range of literary (e.g., imagery for sensory details,
devices (e.g., hyperbole, alliteration, imagery) hyperbole for emphasis, alliteration
in various forms of literature. for rhythm).
LO-5.1.2: apply a wider range of punctuation Analyze how specific literary
marks (e.g., semicolons, colons, quotation devices create different effects on
marks) to improve the clarity and organization the reader (imagery - visualization,
of their writing. hyperbole - emphasis, alliteration -
L.O:6.1. 2. identify and decode words with rhythm). Activities where students
consonant blends (initial, medial, and final) rewrite sentences or excerpts,
and diagraphs. replacing specific literary devices
with plain language and then
discussing the impact on the
intended effect. Create concept
maps or charts that categorize
literary devices according to the
effects they create (e.g., imagery -
sight, sound, smell, taste, touch).
Introduce the concept of a sentence
and its key components (subject,
verb, object) through 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.

Gopal and the Hilsa LO- 1.1.3: predict how different text Analyze the structure of different
3 Fish structures (descriptive, persuasive, types of texts (descriptive passages,
informative) will be used to convey news articles, persuasive essays).
The Shed information. Before reading a new text, have
LO-1.2.3: respond coherently to an inferential students predict the structure
Golu Grows a Nose comprehension question about a longer text. based on the genre or title and
LO-1.3.3: appreciate the main idea by purpose. (e.g., Predicting an
Unseen Paragraphs
explaining how it connects to the author's informative text will provide facts
purpose or genre conventions. and details on a specific topic.)
LO-1.4.3: analyze their reading preferences Introduce additional punctuation
and articulate their evolving tastes. marks (semicolon, colon, quotation
LO-2.1.3: write well-developed paragraphs marks) with clear explanations and
with a strong topic sentence, relevant examples of their usage. Sentence
supporting details, and clear transitions revision activities where students
between sentences. improve clarity and organization by
LO-2.2.3: write clear opinion pieces that incorporating semicolons and
develop well-supported arguments about their colons effectively. Writing
likes/dislikes or agree/disagree stances on assignments that require students
familiar topics. to use a variety of punctuation
LO-3.1.3: write essays with a clear thesis marks to enhance the structure
statement, supporting arguments, and a and coherence of their work.

logical structure, focusing on a specific topic Use graphic organizers with more
or genre. complex categories (e.g., main idea,
LO-4.1.3: appreciate the narrative elements supporting details, cause-and-
(plot, character, setting) that contribute to the effect relationships). After reading
enjoyment of prose and drama. a longer text, have students
LO-4.2.2: explain how different literary identify the main idea of each
devices contribute to specific literary effects. paragraph and explain how they
LO-5.1.3:use a variety of sentence structures support the overall theme.
(simple, compound, complex) with transitional Highlight topic sentences and
words and phrases to create logical flow and transitional words to help students
coherence in their writing identify the main points.
(e.g., Answer a question about a
character's motivation based on
textual clues.)

The Ashes that Made LO-1.1.1. infer a character's Teach summarizing techniques like
Trees Bloom. motivations by analysing their actions, identifying the thesis statement and
4 thoughts, and interactions with other omitting unnecessary details. Provide
Chivvy characters. LO-1.2.1. identify the sentence starters or outlines to guide
students in writing summaries. Peer
main idea and supporting details of a
review activities where students assess
Chandni longer text with a clear structure. each other's summaries for clarity and
LO-1.3.1: identify the main idea of accuracy.
Unseen Paragraphs longer fictional texts with a clear Ask inferential questions that require
structure (e.g., chapters in a Text/ students to think beyond the literal
story/drama/novel). meaning of the text. Encourage students
LO-1.4.1: identify and explain how to use textual evidence and their own
understanding to support their answers.
authors' styles contribute to their
Class discussions where students share
enjoyment of a book. their interpretations and justify their
LO-2.1.1: sequence ideas logically to reasoning.
write a multi-paragraph narrative or Divide longer texts into sections and
informational text with a clear have students identify the main idea of
introduction, body paragraphs, and each part. After reading a chapter, have
conclusion. students summarize the main events
and explain how they contribute to the
LO-2.2.1: write descriptive narratives
overall story arc. Use timelines to track
that vividly express their experiences the development of the main idea
and emotions using sensory details. throughout a longer narrative.
LO-3.1.1: write formal letters to Review and expand on the concept of
express gratitude, congratulations, or sentence variety, emphasizing the use of
condolences to appropriate audiences. transitional words and phrases for
LO-4.1.1: analyze the use of literary coherence. Activities where students
identify transitional words/phrases in
devices (e.g., similes, metaphors,
mentor texts and analyze their role in
personification) to enhance their
connecting ideas. Sentence writing
appreciation of poetry and prose. exercises where students practice
LO-5.1.1: demonstrate understanding of incorporating transitional words and
verb tenses (present, past, future) and phrases to create a smooth flow of
subject-verb agreement across different information.
tenses.

LO-6.2.1: identify and analyze a wider
range of wordplay techniques (puns,
rhymes, alliteration) in various forms of
literature.
LO-6.3.3: appreciate the cultural
significance of word games from different
parts of the world (e.g., antakshari -
India).

Quality LO-1.1.2. identify and explain the Analyze the structure of different
meaning of figurative language (similes, informational texts and discuss how it
5 Trees metaphors) and use this understanding conveys the main idea. Read texts that
to infer the author's intent. use cause-and-effect or
The Bear story LO-1.2.2. write a concise summary of a
compare/contrast structures and have
longer text, capturing the main idea and
The Invention of Vita key supporting details. students identify the main idea and how
Wonk LO-1.3.2: identify the main idea of the structure reinforces it. Have
informative texts with different students rewrite short informational
structures. texts in a different structure (e.g.,
LO-1.4.2: choose books from a wider chronological to compare/contrast) while
range of genres based on author maintaining the main idea.
recommendations or award nominations.
LO-2.1.2: use a variety of transition Discuss the purpose of different text
words and phrases. genres (e.g., entertain, inform, persuade)
LO-2.2.2: use a wider range of and how the main idea contributes to
vocabulary to express complex emotions that purpose. Read texts from various
and analyze how emotions influence genres and have students compare how
characters' actions in literature. the main ideas are presented and how
LO-3.1.2: write informative letters or they might differ based on genre
emails with a clear purpose and expectations. Research and create
persuasive intent. presentations on authors known for their
LO-4.1.2: appreciate the narrative impactful messages or themes,
elements (plot, character, setting) that

contribute to the enjoyment of prose and highlighting their main ideas and their
drama. lasting influence.
LO-4.2.1: identify a wider range of
(simile, metaphor, personification,
literary devices (e.g., hyperbole,
alliteration, imagery) in various forms of hyperbole, alliteration) strategically in
literature. their writing to create a specific effect or
LO-4.2.3: use a wider range of literary enhance their style.
devices. Expand on vowel sounds by introducing
LO-5.1.3: use a variety of sentence long vowel sounds and their distinctions
structures (simple, compound, complex) from short vowels. Minimal pair
with transitional words and phrases to activities where students differentiate
create logical flow and coherence in their
between words based on short and long
writing
vowel sounds (e.g., bat/beat, sip/ship).
LO-6.2.2: use wordplay (puns, rhymes,
Dictation exercises that include words
alliteration) strategically in their writing
to create specific effects and enhance with both long and short vowels to
their creative expression. reinforce spelling and sound association.
LO-6.2.3: analyze how authors use
wordplay (puns, rhymes, alliteration) to
develop characters, establish voice, and
convey themes in literature.
Expert Detectives LO- 1.1.3: predict how different text Read excerpts from books by
structures (descriptive, persuasive, different authors with distinct styles
6 Mystery of the Talking informative) will be used to convey (e.g., humorous, descriptive,
Fan information. suspenseful). Have students
LO-1.2.3: respond coherently to an compare and contrast the writing
A Tiger in the House inferential comprehension question about a styles and discuss how each one
longer text. affects the reading experience.
Garden Snake LO-1.3.3: appreciate the main idea by
Research and present on favourite
explaining how it connects to the author's
authors, exploring their writing
purpose or genre conventions.
styles and how they connect with
LO-1.4.3: analyze their reading preferences
readers.
and articulate their evolving tastes.

LO-2.1.3: write well-developed paragraphs Introduce students to literary awards
with a strong topic sentence, relevant for young readers (e.g., Newbery
supporting details, and clear transitions Award, Printz Award). Invite guest
between sentences. speakers like librarians or authors to
LO-2.2.3: write clear opinion pieces that recommend books in their preferred
develop well-supported arguments about genres. Create a "book
their likes/dislikes or agree/disagree stances recommendation shelf" where
on familiar topics.
students suggest books they enjoyed
LO-3.1.3: write essays with a clear thesis
to their classmates.
statement, supporting arguments, and a
logical structure, focusing on a specific topic Introduce crossword puzzles and
or genre. teach students how to approach
LO-4.1.3: appreciate the narrative elements different types of clues (definitions,
(plot, character, setting) that contribute to the synonyms, antonyms). Collaborative
enjoyment of prose and drama. crossword puzzle solving activities
LO-4.2.2: explain how different literary where students work in pairs or
devices contribute to specific literary effects. groups to complete the puzzle. Word
LO-5.1.3: use a variety of sentence structures challenge activities where students
(simple, compound, complex) with
race to solve anagrams, riddles, or
transitional words and phrases to create
other puzzles using critical thinking
logical flow and coherence in their writing.
strategies.
O-6.3.1: demonstrate competency in playing
Have students keep track of the
and explaining the rules of more complex
books they read and their genres in
word games (e.g., anagrams, antakshari).
a reading log. At regular intervals,
LO-6.3.2: develop strategies for solving conduct journaling activities where
crossword puzzles and other word-based students reflect on their reading
challenges. choices and how their preferences
might be changing. Class
discussions focused on how reading
experiences can shape and evolve
our taste in books.

Introduce consonant blends (initial,
medial, final) and diagraphs with
clear pronunciation demonstrations
and examples. Activities where
students manipulate letters or tiles
to represent and blend consonant
sounds (blends and diagraphs) for
decoding words. Reading passages
that contain words with blends and
diagraphs to practice decoding skills.
Dad and the Cat and LO-1.4.1: identify and explain how Use graphic organizers with more
the Tree authors' styles contribute to their complex structures (e.g., story
7 enjoyment of a book. mountain for narratives,
An Alien Hand compare/contrast charts for
LO-2.1.1: sequence ideas logically to write
a multi-paragraph narrative or informational texts) to help students
The Pandemic sequence ideas for longer writing
informational text with a clear
introduction, body paragraphs, and assignments. Divide longer writing
The Wrath of Heaven
assignments into smaller tasks,
conclusion.
focusing on sequencing ideas for
LO-2.1.2: use a variety of transition words
each paragraph before assembling
and phrases.
Unseen Paragraphs them into a coherent text. Peer
LO-2.2.1: write descriptive narratives that
review activities where students
vividly express their experiences and
assess each other's writing for logical
emotions using sensory details.
flow and suggest improvements in
LO-2.2.2: use a wider range of vocabulary to
the sequencing of ideas.
express complex emotions and analyze how
Expand the range of transition words
emotions influence characters' actions in
introduced in 6th grade, including
literature.
words for different logical
LO-4.2.3: use a wider range of literary
relationships (contrast, sequence,
devices (simile, metaphor, personification,
cause and effect). Create sentence
hyperbole, alliteration) strategically in their
starters or paragraph frames that
writing to create a specific effect or enhance
incorporate transition words to guide

their style. students in using them effectively.
LO-5.1.2: apply a wider range of punctuation Revision activities where students
marks (e.g., semicolons, colons, quotation identify areas where transitions are
marks) to improve the clarity and needed and choose the most
organization of their writing. appropriate word or phrase based on
LO-6.1. 2. identify and decode words with the intended connection.
consonant blends (initial, medial, and final) Engage students in activities that
and diagraphs. connect phonetics knowledge to
LO-6.1.3. apply their understanding of pronunciation practice (e.g.,
phonetics and spelling patterns to improve pronouncing new words based on
pronunciation and spelling accuracy. vowel and consonant sounds).
LO-6.2.2: use wordplay (puns, rhymes,
Dictation exercises with a focus on
alliteration) strategically in their writing to
challenging words that require
create specific effects and enhance their
creative expression. applying understanding of phonetics
LO-6.2.3: analyze how authors use wordplay and spelling patterns. Peer review
(puns, rhymes, alliteration) to develop activities where students identify
characters, establish voice, and convey different sounds of vowels and
themes in literature. consonants.

Selected Learning Outcomes for Summative Assessment Class—VII
The learners–
LO-1.1.2. identify and explain the meaning of figurative language (similes, metaphors) and use this understanding to
infer the author's intent. (e.g., Inferring a character is lonely based on a simile comparing them to an isolated island.)
LO- 1.1.3: predict how different text structures (descriptive, persuasive, informative) will be used to convey information.
(e.g., Predicting an informative text will provide facts and details on a specific topic.)
LO-1.2.1. identify the main idea and supporting details of a longer text with a clear structure. (e.g., Identify the main
idea and supporting details of a news article.)
LO-1.3.1: identify the main idea of longer fictional texts with a clear structure (e.g., chapters in a novel). (e.g., Identify
the main idea of a specific chapter focusing on a character's journey.)
LO-1.4.1: identify and explain how authors' styles contribute to their enjoyment of a book.
LO-2.1.3: write well-developed paragraphs with a strong topic sentence, relevant supporting details, and clear
transitions between

LO-2.2.3: write clear opinion pieces that develop well-supported arguments about their likes/dislikes or agree/disagree
stances on familiar topics.
LO-3.1.1: write formal letters to express gratitude, congratulations, or condolences to appropriate audiences.
LO-3.1.2: write informative letters or emails with a clear purpose and persuasive intent.

LO-4.1.2: appreciate the narrative elements (plot, character, setting) that contribute to the enjoyment of prose and
drama.
LO-4.1.3: appreciate the narrative elements (plot, character, setting) that contribute to the enjoyment of prose and
drama.
LO-5.1.1: demonstrate understanding of verb tenses (present, past, future) and subject-verb agreement across different
tenses.

LO-5.1.2: apply a wider range of punctuation marks (e.g., semicolons, colons, quotation marks) to improve the clarity
and organization of their writing.
LO-6.2.2: use wordplay (puns, rhymes, alliteration) strategically in their writing to create specific effects and enhance
their creative expression.
LO-6.2.3: analyze how authors use wordplay (puns, rhymes, alliteration) to develop characters, establish voice, and
convey themes in literature

Design of Summative Assessment for Class-VII

Section- A Reading Comprehension (14 Marks)

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

Section - B Grammar (9 Marks)

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

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

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

Section - C Writing Skills (12 Marks)

7. One question to be attempted on story/dialogue/speech/report writing on the given situation with the help
of hints. (80-100 Words) 3 Marks

8. One question to be attempted on message/email/social media post writing on the given situation (60 words).
2 Marks
9. One question to be attempted on letter writing out of two letters with some given situations (formal/informal).
(80-100 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, and visual clues. (100-120) 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 × 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
 Chandni
 Quality
 Trees
 The Bear story
 The Invention of Vita Wonk
D  Expert Detectives 15
 Mystery of the Talking Fan
 A Tiger in the House
 Garden Snake
 Dad and the Cat and the Tree
 An Alien Hand
 The Pandemic
 The Wrath of Heaven
50
Total
Marks

Class 7th
(Science)

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

Curricular Goals and Competencies
In the Middle Stage and Grades 9 and 10 of the Secondary Stage, Science is taught using integrated approach. This integrated
approach develops fundamental capacities related to the disciplines of Biology, Chemistry, Physics, and Earth Science while the use of
connections across them helps students appreciate the interrelations between these subjects and make sense of their observations and
experiences.
At all Stages, along with conceptual understanding, the capacities of scientific inquiry are developed as age appropriate. These concepts
and capacities are chosen both from a disciplinary perspective and in terms of what is useful and necessary in their everyday lives.
Students thereby understand the world around them with increasing depth, explore scientific questions at different levels through
discussion and experimentation, and learn to communicate this understanding in different ways. It is important to note that the Curricular
Goals are interdependent, and not separate curricular pieces of study. Following are the nine curricular goals and their subordinate
competencies for middle stage as articulated in NCF-SE 2023.

Month Chapter Learning Outcomes Suggestive Pedagogies

3.2.1: Classifies Organisms based on the Pose questions and find answers through discussion and
mode of Nutrition performing appropriate activities

3.4.1: Explains the process of photosynthesis Explore surroundings, natural processes, phenomena using
1
senses

Pose questions and record find the answers through reflection,
discussion, appropriate activities etc.

7.3.1: Draws a labelled diagram of the
section of a leaf and stomata
Nutrition in Plants
7.1.1: Writes word equation for Analyze recorded data and draw inferences, share findings with
photosynthesis peers and friends.

6.2.1: Conducts simple investigation to seek Analyse, recorded data, interpret results and draw inferences
answer to the query, Do leaves other than
green also carry out photosynthesis

3.4.2: Applies learning of scientific concepts Explore surroundings to observe the use of fertilizers, manures
in day today life e.g., testing and improving and mixed cropping
the quality of soil

3.2.2: Classifies Heterotrophs into Explore surroundings to observe natural interactions among the
Saprotrophs, Parasites, Symbionts and various organisms
Insectivorous plants

4.2.1: Tabulate various kinds of animals, food Pose questions and acquire answers through discussion and
and their mode of feeding observation

7.3.2: Draws a labelled diagram of Human Encourage students to exhibit their creativity by building the
Digestive System model of Human Digestive system
Nutrition in Animals
7.2.1: Builds a simple model of Human
Digestive System

3.1.1: Identifies Types of teeth on the basis Make students to perform Activity 2.2 on Page NO. 15
of observable features

6.2.2: Conducts simple investigations to seek Make students to conduct the activity 2.3 on Page No. 15
answers to the query why does chewed
cooked rice not give Starch test?

6.1.1: Discusses and appreciates the story of Let students discuss and record the inferences taken out from
William Beaumont the story

3.2.3: Explains the process of digestion in Make use of Models, Charts, 3D diagrams, animations etc.
Humans (Digestion, Absorption, Assimilation
and Egestion)

7.3.3: Draws a flow chart to summarize the Ask students to draw a flow chart showing all the steps involved
various steps in the process of Digestion in the process of digestion

3.2.4: Explains the process of digestion in
ruminants and Amoeba

1.1.1: Tabulates objects used in your day Make students to interact with their peers
today life as hot/warm and cold/cool
Heat
1.3.1: Measures temperature of warm liquid/ Perform the activity 4.1/4.3 given on page No. 40/43
2
human body with the help of thermometer

1.1.2: Differentiate laboratory thermometer Guide students to use both the types of thermometers in
from a clinical thermometer on the basis of different cases
properties

6.2.3: Conducts simple investigation to seek Perform and Record the observations during the activity 4.5
answer to the query, why is it not convenient given on Page no. 44
to use laboratory thermometer for
measuring temperature of a human body?

6.2.4:Conducts an experiment to understand
the process of Conduction Record the observation during the activity and draw inferences
(Activity 4.6)

1.1.3: Classify different articles (materials) Record the observations during the activity 4.7
into conductors and insulators of heat

6.2.5: Conducts an experiment to Record the observations during the activity 4.8 and draw
understand the process of convection inferences

1.4.1: Relates the process of convection with Pose questions and find answers through reflection, discussion
the formation of Sea breeze and Land Breeze etc

1.2.1: Understands the process of Radiation Explore surroundings, natural processes, phenomena using
senses

3.4.3: Applies learning of scientific concepts Record the observations during the activity 4.10
in day today life to seek answer to the query,
why do we prefer light coloured clothes in
summer and dark coloured clothes in
winter?

3.4.4: Applies learning of scientific concepts Pose questions and find answers through reflection and
in day today life to seek answer to the query, discussion
Why woolen clothes keep us warm in
winters?

1.1.4: Tabulates different substances that we Record the observations based on day today experience

use on daily basis on the basis of taste (
sour/bitter/salty/sweet)

1.1.5: Classifies substances that we use in Pose questions and find answers through reflection and
our daily life as acidic and basic on the basis discussion
2
of sour and bitter taste

1.1.6: Differentiates acids as natural Pose questions and find answers through reflection and
(Organic) and Mineral acids discussion
Acids, Bases

And Salts 1.2.2: Identifies indicators on the basis of a Record the observations and take inferences from the activity
special characteristic i.e., changing colour on 5.1
coming in contact with other substances
Explore surroundings to find some natural indicators around us

1.2.3: Classifies substances as acidic, basic or Record the observations while performing an activity or doing
neutral on the basis of effect on indicators an experiment (Make use of Red and Blue Litmus paper from
Science Kit)

1.2.4: Conducts Litmus test and classifies Record the observations while performing litmus test on
different solutions as Acidic, Basic and different given solutions and share it with peers
Neutral

1.2.5: Conducts simple tests to find effects of Record the observations while performing test and take
acidic and basic solutions on turmeric and inferences Perform activity 5.3
Phenolphthalein
Record the observations during the activity 5.4 and discuss with
1.2.6: Conducts simple investigations to seek peers
answer to the query, can extract of coloured
flowers be used as acid-base indicator?

9.1.1: Lists Physical properties of acids and Pose questions and find answers through reflection, discussion
bases etc.

5.1.1: Applies learning of acids to seek Engage students in discussion to come up with the suitable
answer to the query, why copper or brass answer.
cooking vessels are coated with tin (kalai)?

1.2.7: Conducts an investigation to show the Record the observations during the activity 5.5 and discuss with
process of Neutralization peers

7.1.2: Writes word equation for acid base Record the observation from activity 5.5 and write it in the form
reactions of word equation

5.1.2: Applies the learning of the concept of Pose questions and find answers through reflection and
neutralization to deal with the acidity of discussion
stomach

5.1.3: Applies the learning of the concept of Pose questions and find answers through reflection and
neutralization for the treatment of soil, discussion
Preserving milk for a short period, reduce
the effect of Stings of ants and bees

1.2.8: Explains Physical changes on the basis Record the observations during the activities, experiments and
of experiential learning surveys

Perform activities 6.1, 6.2, 6.3 and 6.4, draw inferences and
3
discuss with your peers

1.2.9: Explains Chemical changes on the Record the observations during the activities, experiments and
basis of experiential learning surveys

Physical and Chemical Demonstrate activities 6.6, 6.7 and 6.8 and help students to
Changes draw inferences and share with peers

1.2.10: Applies learning of the concept of Explore surroundings and record the observations
chemical change to understand Rusting of
Record the observations during surveys
iron

6.2.6: Conducts an experiment to Record the observations from the activity 6.9 to be performed
understand the process of crystallization. in the presence of a teacher

3.2.5: Explains processes and phenomena Calculate the breathing rate of your friends/family members
e.g., respiratory system in humans. etc. to investigate about different rates of breathing for different
Respiration in
age groups/genders.
7.1.3: Writes word equation for chemical

Organisms reactions e.g., respiration. Watch videos to observe breathing in humans/animals.

7.3.4: Draws well labelled diagrams/flow
charts e.g., respiratory system/tract, alveoli
in humans.

7.3.5: Draws well labelled diagrams/flow
charts e.g. Lungs, Plant
Organs/Cells/organelles associated with
respiration.

7.2.2: Constructs models using materials
from surroundings and explains their
working e.g., inspiration/expiration of lungs
during breathing.

Transportation in 3.3.1: Explains processes and phenomena Make your own stethoscope by using glass funnel, rubber tube
Animals and Plants e.g., circulatory system/excretory system in and a piece of paper.
humans.
4
3.3.2: Explains processes of conduction of Arrange a sphygmomanometer and measure the blood pressure
food/water and minerals from source to sink of your class fellows/friends /family members.
in plants.

1.3.2: Measures and calculates e.g., pulse
rate, blood pressure etc.

7.3.6: Draws well labelled
diagrams/flowcharts e.g., circulatory system/
pathway of ,Soil plant Atmosphere
Continuum in plants etc.

7.2.3: Constructs models using materials
from surroundings and explains their
working e.g., stethoscope, human excretory

system, human heart.

5.1.4: Applies learning of scientific concepts
in day-to-day life e.g., checks blood pressure
and pulse rate.

3.3.3: Explains processes and phenomena Visits to a nearby plant nursery and observes different practices
e.g., types/ methods of reproduction. of plant propagation.
Reproduction in Plants
7.3.7: Draws well labelled diagrams e.g., Ask students to bring some potatoes and grow them in school
structure of flower etc. herbal garden. Observe and discuss the methods of
propagation.
5.1.5: Applies learning of scientific concepts
in day-to-day life e.g., cultivation by
vegetative reproduction.

2.1.1: Classifies some common examples of Pose questions and find answers through reflection, discussion
motion into different types of motion (along etc.
a straight line/circular/periodic)
4
2.1.2: Calculates speed of moving objects Analyze recorded data and interpret results

2.1.3: Measures time period of a simple Record the observations during the activity 13.2
pendulum
Motion and Time
6.1.2: Discusses and appreciates the story of
Galileo Galilie about the development of a
Pendulum clock

7.2.4: Constructs a model of Simple Exhibit creativity presenting to design things
Pendulum using materials from surroundings
and explains its working

7.2.5: Conducts activities to
demonstrate/verify scientific Record the observations during the activity

facts/concepts/principles e.g., the time
period of a given pendulum always remains
the same

2.1.4: Measures speed of moving objects Record the observations during an activity and interpret results

Make a student to ride a cycle and ask other students to record
observations

Divide students into groups and make them record observations
as per the format given in table 13.3

2.1.5: Explains the working of Speedometer During school picnic ask students to record the readings from
and Odometer speedometer and odometer and tabulate the readings for
future inferences

7.1.4: Plots and interprets distance-time Analyse recorded data, interpret results and draw inferences
graphs

2.2.1: Identifies role of switch in a complete Make students to record the observations during activities and
simple circuit draw inferences

7.2.6: Makes a complete functional simple Make students to exhibit their creativity and build circuits at
circuit using bulb, cell, wire and switch their own with proper guidance

7.1.5: Corresponds symbols in circuit
diagram with components of a simple circuit

7.1.6: Draws circuit diagrams with different
Electric Current and
arrangements using symbols

Circuits 2.2.2: Demonstrates and Explains heating Record the observations during the activity and draw inferences
effect of electric current (Joule Heating)
Pose questions and find answers through reflection, discussion,
appropriate activities etc.

2.2.3: Explains the principle of Electric fuse in Let students to make a comparative analysis between the
a complete circuit heating effect of current and the principle of electric fuse
5
2.2.4: Demonstrates and explains the Record the observations during the activity and draw inferences
magnetic effect of current
Pose questions and find answers through reflection, discussion,
appropriate activities etc.

7.2.6: Constructs an Electromagnet using an Let students to construct an electromagnet at their own under
iron nail, insulated copper wire and a cell (adult supervision required)

7.2.7: Constructs models (Electric bell) using Use the required materials from the Science kit and work in
required materials and explains their groups
working

7.1.7: Assemble a functional simple circuit Make students to assemble simple circuits in groups
based on the circuit diagram

5.1.6: Applies Learning of Scientific concepts  Conduct a survey in your locality and record the sewage
in Day to day life.(e,g Suggesting methods of treatment practices/Drinking water filtration plant.
treatment of Polluted water for reuse.  Observe the scientific practices in Sewage treatment
Waste Water Story /Water filtration plants.
5.1.7: Makes efforts to protect environment
 Suggest some innovative ideas through which sanitation
and practices good hygiene practices (e,g
at public places can be improved.
following good practices for sanitation at
 Organize a rally in collaboration with PRIs of your
public places, senziting others with the
locality to spread awareness among common masses
consequences of excessive consumption of
about good health practices and onsite sewage disposal
natural resources)
systems.
6 5.1.8: Exhibits values of honesty, objectivity,  Students should be encouraged to engage with the
cooperation etc towards water conservation content at an intellectual level through active
and sewage disposal. participation in the classroom (e.g., asking questions,
engaging in debates) and also at an experiential level by
undertaking hands-on community projects (e.g.,
participating in environmentally sustainable activities at
school, composting, minimising waste and maximising
recycling/ upcycling, raising a small plot or bed of
medicinal plants, fundraising for important causes,
community service in and around the school locality).

 Ask students to look around the classroom and find
examples of items (media that transmit, reflect, refract
Light 1.1.7: Differentiates materials as
and absorb light.
transparent, translucent and opaque
 Draw well labelled diagram of Rainbow and name
2.4.1: Conducts simple investigations to different colours used.
seek answers to queries, eg, Is white  Make Newtons disc, rotate and observe.
light composed many colours?

7.2.8: Constructs models using materials
from surroundings and explains their

working, Newton’ s colour disc.

7

3.3.4: Identifies animate and inanimate  Field visits.
components of a forest. eg, autotrophs, soil,  Project work.
decomposers etc.

3.3.5: Lists various products we get from
Forests: Our Lifeline forests. eg, Timber, Rubber, resin etc.

3.3.6: Desribes.eg, Characteristics of
trees, interrelationship among plants,
soil and decomposers, food chain etc in a
forest.

3.4.5: Explains the role of forests in .e,g
maintain the balance between carbon
dioxide and oxygen, rainfall,
replenishment of ground water,
preventing soil erosion etc.

SUMMATIVE ASSESSMENT
S.No Chapter Name Marks Allotted
01 Nutrition in Plants 5
02 Nutrition in Animals 6
03 Acids, Bases and Salts 6
04 Heat 5
05 Physical and Chemical Changes 5
06 Transportation in Plants and Animals 6
07 Electric Currents and Circuits 6
08 Light 6
09 Waste water story 5
TOTAL 50

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

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

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

Total 50 100%

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

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

Curricular Goal Competencies
CG-3 Understands, C-3.1 Describes, classifies, and understands relationships among different types of
formulates, and two - and three-dimensional shapes using their defining properties/attributes
applies properties and C-3.2 Outlines the properties of lines, angles, triangles, quadrilaterals, and polygons
theorems regarding
and applies them to solve related problems
simple geometric
C-3.3 Identifies attributes of three-dimensional shapes (cubes, parallelepipeds,
shapes (2D and 3D)
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 C-4.1 Discovers, understands, and uses formulae to determine the area of a square,
understanding of triangle, parallelogram, and trapezium and develops strategies to find the areas of
perimeter and area for composite 2D shapes
2D shapes and uses
C-4.2 Learns the Baudhayana-Pythagoras theorem on the lengths of the sides of a
them to solve day-to-
right-angled triangle, and discovers a geometric proof using areas of squares erected
day life problems
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, C-5.1 Collects, organises, and interprets the data using measures of central
organises, represents tendencies such as average/mean, mode, and median
(graphically and in C-5.2 Selects, creates, and uses appropriate graphical representations (e.g.,
tables), and interprets
pictographs, bar graphs, histograms, line graphs, and pie charts) of data to make
data/information from interpretations
daily-life experiences

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

Curricular Goal Competencies
CG-6 Develops mathematical C-6.1 Applies both inductive and deductive logic to formulate definitions and
thinking and the ability to conjectures, evaluate and produce convincing arguments/ proofs to turn
communicate mathematical ideas these definitions and conjectures into theorems or correct statements,
logically and precisely particularly in the 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
mathematical problems and and other problems, and appreciates the work of others in finding their own,
develops own creative methods and possibly different, solutions C-7.2 Engages in and appreciates the artistry
strategies to solve them and aesthetics of 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
generalisation, abstraction, and counts and iterative patterns, and multiple data representations; learns to
algorithms in order to solve devise and follow algorithms, with an eye towards understanding
problems where such techniques of correctness, effectiveness, 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,
development of mathematical ideas negative numbers, rational numbers, zero, concepts of algebra, geometry)
over a period of time and the evolved over a period of time in different civilisations.
contributions of past and modern C-9.2 Knows and appreciates the contributions of specific Indian
mathematicians from India and mathematicians (such as Baudhayana, Pingala, Aryabhata, Brahmagupta,
across the world Virahanka, Bhaskara, 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 7th (Mathematics) Academic Calendar cum Syllabus 2024-25
Time Chapter Learning Outcomes Interaction Time - Let’s
Spell go beyond the textbooks
…
Integers LO-1.3.2: Compares and sorts integers using symbols <, > o Why there are integers?
and = o What is the role of 0 if
LO-1.3.3: Solves problems involving addition, subtraction, it has no value of its
multiplication and division of integers own.
Month 1

Fractions LO-1.6.6: Constructs the knowledge of fractions/decimals o Try to write in decimal
and using examples from surroundings form.
Decimals LO-1.6.7: Compares fractions/decimals using symbols <, >
and =
LO-1.6.10: Solves problems involving addition, subtraction,
multiplication and division of fractions/decimals
LO-1.4.1: Illustrates and defends the understanding of
Rational numbers o Try to find some
LO-1.4.2: Compares and sorts rational numbers using properties of rational
symbols, <, > and = numbers like decimal
LO-1.4.3: Adds, subtracts and multiples two or more rational representation,
Month

Rational numbers properties in
2

Numbers LO-1.4.4: Finds As many as rational numbers between; numerator/
Two like rational numbers denominator etc
Two unlike rational numbers o Can you write two
rational numbers where
there is no number in
between them, Discuss.
Simple LO-2.4.1: Represents and solves simple daily life situations o Try to solve some
Month

Equations using linear equations in one variable puzzles using algebra
3

o Verify if % of =

Algebraic LO-2.2.4: Represents daily life situations in the form of of by using some
Expressions algebraic expressions concrete numbers
LO-2.2.3: Constructs the understanding of polynomials, o What is the measure of
coefficients, variables, like and unlike terms greatest angle and why
LO-2.3.1.: Adds/subtracts algebraic expressions so?
LO-2.3.2: Formulates general term for simple patterns using
algebra
Comparing LO-1.6.8: Constructs the knowledge of percent in terms of o If three lines intersect
Quantities fraction and decimals at a single point, can
LO-1.5.1: Solves simple problems involving percentage we say that it is
example of two-line
Month 4

LO-3.2.6: Classifies pairs of angles based on their properties sand a transversal
as linear, supplementary, complementary, adjacent and
vertically opposite
Lines and LO-3.2.7: Solves the problems involving properties of angles
Angles LO-3.2.5: Verifies the properties of various pairs of angles
formed when a transversal cuts two lines
The LO-3.2,8: Classifies the triangles on the basis of sides/angles o Try to find the sum of
Triangle LO-3.2.9: Demonstrates the understanding of Median, all the exterior angles
and its Altitude, Perpendicular in a triangle of a triangle and
Month 5

properties LO-3.2.10: Finds unknown angle of a triangle when its two discuss why it is always
angles are known using exterior angle/ angle sum property 3600 in every type of
Perimeter LO-4.1.2: Constructs the knowledge of Perimeter (Boundary) triangle.
and Area & Area and their unit of measurement o Let’s calculate the area
LO-4.1.4: Develops and uses the formulas to calculate the of some piece of land in
area of; Rectangle, Square, Triangle and Circle surroundings
Exponents LO-1.1.9: Expresses numbers in power notation and vice o Discusses the
and Powers versa. importance of numbers
LO-1.2.10: Explores and operates laws of exponents in simple written in power
Month 6

situation notation.
Symmetry LO-M701: Observes and demonstrates the understanding of o Discusses the
line symmetry and rotational symmetry in square, rectangle, importance of linear
triangles, circle and in other simple shapes. symmetry in the
objects found in you

houses
Visualising LO-3.3.2: Identifies and designs nets of Cube, Cuboid, Cylinder, Cone, o Draws different views
of solid Pyramid of some solid using 2-D
shapes LO-3.3.2: Makes simple 3-D Designs using 2-D shapes shapes
LO-3.3.5: Observes and draws different views of simple solid o Represents some data
Month 7

shapes. using Bar-Chart and
Data LO-5.1.2: Collects and organises simple sets of data discusses the
Handling LO-5.1.4: Finds representative values (Mean, Median and importance of graphic
Mode) of simple data representation
LO-5.2.2: Represents data using bar graph (Multi, vertical,
horizontal)

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

1 LO-1.4.1, LO-1.4.2, LO-1.4.3, LO-1.4.4 Rational Numbers 8

2 LO-2.4.1 Simple Equations 7

3 LO-3.2.8, LO-3.2.9, LO-3.2.10 The triangle and its 9
properties
4 LO-4.1.2, LO-4.1.4 Perimeter and Area 8

5 LO-1.1.9, LO-1.2.10 Exponents and Powers 5

6 LO-M701 Symmetry 6

7 LO-5.1.2, LO-5.1.4, LO-5.2.2 Data Handling 7

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
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

Class 7th
(Social Science)

Social Science
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.
Learning Standards:
Social Science as a separate subject begins at the Middle Stage. It builds on the capacities built in the Preparatory Stage, primarily
through the study of the subject The World around Us. In the Middle Stage, these general capacities of observation, data collection,
and the basic understanding of social life are further sharpened to enable methods of inquiry and understanding of conceptual
structures within Social Science.

Curricular Goals & Competencies
Curricular Goals Competencies
CG-1 Comprehends and interprets C-1.1 Collects and interprets multiple sources of information (primary and secondary) to
sources related to different aspects of understand the historical, cultural, geographical, and socio-political aspects of human
human life and makes meaningful life
interpretations C-1.2 Represents and analyses data related to various aspects of human life given in the
form of text, tables, charts, diagrams, and maps
CG-2 Explores the process of C-2.1 Explains and analyses major changes in the past and their impact on society
continuity and change in human C-2.2 Recognises elements of the continued prevalence of certain beliefs, relationships,
civilisations through specific examples practices, and activities in human society, notwithstanding major changes in society
from their context and a few historical
episodes
CG-3 Draws connections between the C-3.1 Analyses the effect of various changes in early human society from nomadism to
causes and effects of different social settled life and early civilisation (such as the emergence of agriculture, changes in food
and historical events or episodes and habits, basic technologies like construction, transport, pottery, metallurgy), and changes
connects them with the overall impact in human habitation, family structures and relationships, the nature of work, people’s
on human life sociocultural beliefs and concepts over time (e.g., ahimsa, and the fallout of major wars
or invasions) that significantly impacted human societies
C-3.2 Identifies reasons behind harmony and conflict among social groups and
communities, in their region and in other parts of the world, and their impact on human
societies
CG-4 Understands the functioning of C-4.1 Collects, organises, and interprets information about various social, cultural,
social, cultural, and political economic, and political institutions in their vicinity and region, and realises its
institutions and their impact on significance for human society
society, and the way individuals and C-4.2 Assesses the influence of social, cultural, and political institutions on an
collectives shape these institutions individual/ group/ community/ society in general
CG-5 Understands various forms of C-5.1 Identifies, explains, and raises questions about different forms of inequality,
inequality and prejudice in society — prejudice, and discrimination prevailing in one’s own family, locality, region, and
from those prevalent in a family to national and global levels
those at a community/ regional/ C-5.2 Identifies, explains, and appreciates efforts (being) made at different levels
national level — and also the through various (including social, cultural, economic, and political) mechanisms and
initiatives and efforts at various levels institutions, and what individuals can do, to address these to ensure equity, inclusion,
to address these issues and justice

CG-6 Understands the spatial C-6.1 Explains key natural phenomena such as climate, weather, ocean cycles, soil
distribution of resources (from local to formation, the flow of rivers, and how they are spatially distributed
global), their conservation, the C-6.2 Identifies the distribution of resources such as water, agriculture, raw materials,
interdependence between natural and services across geographies
phenomena and human life, and their C-6.3 Analyses Indian perspectives on and efforts towards conservation and
environmental and other implications sustainability in society, and advocates the importance of the same, and what more needs
to be done in these directions including in the context of global climate change
C-6.4 Correlates the existence of different patterns of livelihoods with different types of
landforms, availability of resources, and climatic conditions and changes (in local,
regional, national, and global contexts)
CG-7 Appreciates the importance and C-7.1 Explains India’s unity in diversity by recognising commonalities in its rich and
meaning of being Indian (Bharatiya) diverse cultural elements, languages, art, philosophical ideas, values, clothing, cuisines,
by understanding (a) India’s rich past traditions, festivals, trade, commerce, and health practices including ayurveda and yoga
and present including its glorious C-7.2 Discovers the topographical diversity of the Indian landmass – from the semi-arid
cultural unity in diversity, pluralism, zone in the west and the areas of heavy rains in the north-east to the long coastal areas in
heritage, traditions, literature, art, the south and the snow-clad mountains in the north, as well as the rich biodiversity of the
architecture, philosophy, medicine, country
science, and other contributions to C-7.3 Appreciates India’s tradition of inclusion across communities and social groups,
humanity, and (b) other integrating and its influence in vast parts of the world through its cultural elements
factors despite the geographical
diversity of India
CG-8 Understands and appreciates theC-8.1 Understands the need for a constitution for any country during the last few
process of development of the centuries – especially in a country such as India – and its deeper objectives
Constitution of India and upholds its
C-8.2 Explains the process of formation of the Indian Constitution and understands the
importance to promote democratic ideas and ideals of the Indian national movement enshrined in it as well as those drawn
values in Indian society from India’s civilisational heritage
C-8.3 Explains the working of the three tiers of local self-government and appreciates its
significance in upholding democracy at the grass root level
CG-9 Understands the processes of C-9.1 Explains the key elements of trade and commerce (commodity, production,
economic activities (production and consumption, and capital) and its impact on individual life and society
consumption, trade, and commerce)
CG-10 Understands and appreciates C-10.1 Knows and explains the significant contributions of India to all matters
the contributions of India through (concepts, explanations, methods) studied within the curriculum, in an integrated manner

history and in the present times, to the along with the particular matter – illustratively, understands the strengths of India’s
overall field of Social Science, democratic traditions through its history
including the different disciplines that
constitute it
CG-11 In the curricular goals CG-1 to Note: Competencies for this Curricular Goal have already been incorporated under CG-1
CG-10, there is a basic and adequate to CG-10
understanding of the history,
geography, and culture of the locality,
region, and country

* Note: The learning outcomes have been mapped with the Curricular Goals and Competencies as given in NCF School Education
2023 for Social Science Education. The first digit of the code represents the Curricular Goal number, Second digit represents the
Competency number of the respective CG and last digit represents the Learning Outcome number framed on the basis of CGs,
Competency and content of the Textbooks. However, Competency No. "0" means that there is no competency available in the NCF-
2023.

Month Chapter Learning Outcome (CG.CC.LO)* Suggestive Activities
Environment 4.2.1: Describes the immediate Draw the picture of an ideal environment you
environment around us. would love to live in.
4.2.2: Understands the various
components using various AV aids.
Inside Our 5.1.1: Identifies major layers of the Collect pictures of some monuments and
Earth earth’s interior, rock types, and layers of find out the type of rocks used to build
the atmosphere in a diagram. them.
From the Rock mine Kit identify
different rock types by their colours.
1st
Our Changing 5.1.2: Explain the interplay of various factors Make a drawing of landforms like
Month
Earth within and on the surface of the earth Mountain range, pass, plateau, rivers,
5.1.3: explains the steps to safeguard water divide, ox-bow lake, water fall,
oneself in any disaster. delta, etc.
Case study of the earthquake of Gaziantep
Turkey, Feb. 6 – 2023 Indicating various
events in the right sequence of the
happenings.
Tracing 1.1.1: Gives examples of various types of Visits the nearest museum/historical/archaeological
Changes sources. site/cultural hub.
through a 1.1.2: Explores the sources of history Surveys historical places in their locality- observes
thousand years through authentic means. and documents the history of these places
Traces the History through maps.
2nd New Kings & 2.1.1: Analyse the socio-political, Understands the tax structure/Land
Month Kingdoms Administrative set up of early /organization/irrigation/Agriculture of present in
kingdoms. correlation with past.
The Delhi 0.0.1: Understands & appreciate the Documentary screening from NCERT sources on the
Sultans various kingdoms of Delhi eg: Tughluks, Kingdoms.
Khiljis. Discussion on the legacy of Zainul Abideen as role
0.0.2: Draws comparisons between play.
policies of different rulers

On Equality 7.1.1: Explains the significance of .Arrange an activity in the classroom to
equality in democracy prepare posters with drawings and pictures on
7.1.2: Distinguishes between political the significance of the equality, Constitution
equality, economic equality, and social etc.
3rd equality
Month Role of the 0.0.3: recognises various forms of Organize awareness drive in the local
Government in discrimination and understands the nature community regarding public health and
Health and sources of discrimination. sanitation.
0.0.4: raises appropriate questions about
these practices.
How the State 8.1.1: Describes the process of election Organize a mock election and youth
Government to the legislative assembly. assembly and set their manifesto on
Works. 8.1.2: Locates one’s own constituency issues related to sanitation and Drainage
on assembly constituency map of System of your school
State/UTs and names local MLA of the
government
Air 5.1.3: Explains composition and Make a weather calendar for one week using
structure of the atmosphere. pictures or symbols to show different types of
5.1.4: Using Models/AV mode explains weather
the structure of the Atmosphere. Demonstrates through activities the concept of Air
pressure & Wind
Water 5.1.5: Analyses the distribution of water Draws water cycle as group activity.
in different forms. Demonstrates the Tides & currents using glass
5.1.6: Understands the mechanisms trough or open bucket of water.
involved with water in ocean/sea/rivers.
The Mughal 0.0.5: Traces the rich legacy of Mughal Explores the built/cultural heritage of Mughal era in
Empire Empire through literature, cultural Kashmir by a visit to nearby heritage site.
heritage. Compares the land polices of Mughals and post
0.0.6: Understands the military, welfare, independent India.
Land polices under Mughals.

4th Tribes, Nomads 3.2.1: Explore how the different Case history of various tribes in Kashmir with focus
Month & Settled communities evolved socially. on their rich culture, livelihood, economic pursuits.
communities. 3.2.2: Explains the social stratification of Makes a list of laws protecting the Tribal right
tribes/varnas.
Growing up as0.0.7: Helps to understand the concept of Class debates the role of gender at home &
identity for girls in society.
Boys and Girls. workplace.
0.0.8: Analyses the role of female gender & Role reversal activity to know how it feels to be an
challenges thereof. opposite gender.
Women Change 6.1.1: Analyses the causes and Visit by a local women achiever to school.
the World consequences of disadvantages faced by Virtual interaction with women of substance
women.
th
5 6.1.2: Identifies women achievers in
Month different fields.
Understanding 0.0.9: Introduces the various Media like Project assignment to children on newspaper
Media print, broadcast & social media. reading, moderation & anchoring.
0.0.10: Discusses the role & ethics of news Debate on a news story in class
media.
Markets Around 9.1.1: Introduces the concept of various Guides the class to visit the nearest hawkers, local
Us. markets. shops and seasonal markets.
9.1.2: Discusses the best market practices. Gives a brief introduction about marketing skills.
A Shirt in the 9.2.1: Demonstrates the local A local product is traced back from finished product
Market article/food/product and its supply chain. to its origin or source.
Human 6.1.1: reasons and factors leading to In an outline map of Indian sub- continent,
Environment diversity in flora and fauna, e.g., draw the rivers Ganga And Brahmaputra
Interactions climate, landforms, etc. from the source to mouth
6.1.2: locates distribution and extent of On an outline map of the
th
6 TheTropical and different climatic regions on the world world mark the countries through which
Month the Sub-tropical map or globe equator passes
Region
Life in the 5.2.1: Understands the life in deserts Brainstorm the life a Bedouin in deserts.
Deserts 5.2.2: Locates deserts on the world map Using Map identify the major deserts eg: Ladakh,
Thar, Gobi, Sahara.

Devotional paths 4.2.3: understands the emergence of new Assigns projects on communal harmony so as to
to the Divine religious movements. understand the relevance & significance of different
4.2.4: Develops the appreciation for religious saints/gurus.
mutual respect & inclusiveness for Organizes Poetry recitation sessions of Lal
various devotional paths. Ded/Guru Nanak/Kabir& others.
Examines primary sources (poetry) of Bhakti and
Sufi poets about the social order of that era
The Making of 4.1.1: Understands the development of Collects the pictures of various art forms like
Regional language, art & culture as a medium of Kathak.
Cultures. respect for each other. Screens a documentary on the Heritage of India with
reference to J & K.
Eighteen 0.0.11: Analyses the changes post Critically revisits the reasons for emergence of new
7th Century Mughal empire & emergence of new states
Month Political states.
Formations.
Jammu & 0.0.12: Explores the rich cultural, built & Analyses rich diversity of J&K through role
Kashmir- living heritage of J & K. plays/discussions/brainstorming.
Life & People 0.0.13: Debates about the factors to Makes Picture collage of unique features of J & K.
uphold this diversity.
Structures of the 4.1.1: Explains the political & administrative Prepares the flow chart of various units of J&K and
Governance in structure using art & maps. Ladakh.
J&K and Discusses the development schemes.
Ladakh

Summative Assessment Content for the Session 2024-25

S. Text Book Chapter Title Marks in Summative
No. Assessment
Question Paper Design
1 Our Environment Our Changing Earth 03
Time – 2.5 Hours Maximum Marks - 50
2 Water 03
3 Human Environment Interactions The 05
Tropical and the Sub-tropical Region
4 Life in The Deserts 03
5 Jammu & Kashmir- Life and People 02

6 Our Past – II The Delhi Sultans 04
7 The Mughal Empire 04
8 Tribes, Nomads and Settled Communities 03
9 Devotional Paths To The Divine 04
10 Eighteenth Century Political Formations 03
11 Social And Political On Equality 04
12 Life – II Role Of Government in Health 03
13 How The State Government Works 03

14 Understanding Media 04
15 Structures of The Governance in J&K and 02
Ladakh
Total 50

Serial Cognitive Level Total
Percentage
Number Marks
1 CL-1: Remembering and Understanding: Exhibiting memory of
previously learned material by recalling facts, terms, basic concepts,
and answers; Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions 18 36
and stating main ideas

2 CL-2: Applying and Maps: Solving problems to new situations by
applying acquired knowledge, facts, techniques and rules in a
different way (Maps will be fromall the three books) 10 20

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

TOTAL 50 100%

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
Selected CL-1 1 1
Response Case Based/Data Based CL-2 1 1
Multiple Choice Questions 1 Mark 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 7th
(Hindi)

कक्षा सातवें। वार्षषक पंचांग सह ससलेबस शैसक्षक कै लेंडर सह
ससलेबस।
पाठ्यचयाा संबधं ी लक्ष्य:- योग्यता/ क्षमता:- सीखने के पररणाम:-
CG-1:- C-1.1 सवसभन्नपाठों को समझने के सलएसवसभन्न C-1.1.1
पाठकों (कहासनयों ,कसवताओं ,नाटकों के अंश ,सनबंध समझ रणनीसतयों (भसवष्यवाणी, अनुमान )को लागू  कहासनयााँ,कसवताओं ,नाटकों और गद्यपाठों को
लेख ,समाचार ररपोटा)के साथ जुड़कर स्वतंत्र पढ़नेकी करता है। समझने के सलए सवसभन्न प्रकार की नीसतयों का
समझ और सारांश कौशल सवकससत करता है और C-1.2 मुख्य बबदुओं की पहचान करता है, उपयोग करता है।
ककताबें पढ़ने में रुसच कदखाता है। पाठकोध्यानसे पढ़ने के बाद सारांश देता है, और  सवसभन्न कथाओं और कसवताओं के माध्यम से
सुसंगत रूप से प्रसतकिया देता है। भावनाओं और सवचारों को समझता और व्यक्त
C-1.3 सवसभन्न ग्रंथों में मुख्य सवचार की पहचान करता है।
करता है और उसकी सराहना करता है।  व्याकरण के सनयमों को समझता है और उन्हें अपने
C-1.4 लेखन में उपयोग करता है।
सवसभन्न प्रकार की पुस्तकों को चुनने और पढ़ने में C-1.2.2
रुसच कदखाता है।  छात्र पाठ के मुख्य बबदुओं को समझकर उन्हें
ध्यान से पहचान ता है।
 पाठ को ध्यान से पढ़ने के बाद वह उसका
सारांश बनाने में सक्षम होता है।
 छात्र सुसंगत रूप से प्रसतकिया देता है जो
उसके समझने और सवकास के स्तर को दशााता
है।
C-1.3.3
 छात्र कक्षा सात वीं में बहदी पुस्तकों के सवसभन्न
प्रकार को पढकर उन में रुसच कदखाता है।
 छात्र अलग अलग लेख को और सवषयों की
पुस्तकों को चुनने और पढ़ने के सलए प्रेररत
होता है।
 इससे उनकी भाषा ,कौशल ,सासहत्य ,ज्ञान
और अध्ययन कौशल में सुधार होता है।
C-1.4.4
 सशक्षाथीअपरठतगद्यांश को अध्ययन करते हैं
तथा प्रसत पूणा रूप से सक्षम होते हैं।
 सामासजक और सांस्कृ सतक शब्दों को समझने

और प्रस्तुत करने की क्षमता प्राप्त करते हैं।
 चयननत निताब में मौजू द निषयिस्तु उद्दे श्य
िा निश्लेषण िर पाते हैं । और उनिे प्रभाि
िी चचाा भी िर पाते हैं।
CG-2:- C-2.1 C-2.1.1
सवचारों ,भावनाओं और सामासजक लेखन रणनीसत यों का उपयोग करता है, जैसे  छात्रों को सही लेखन कौशल संवादात्मक
घटनाओं(उदाहरण के सलए गांव के मेल,े त्योहार, सवचारों को अनुिसमत करना ,शीषाकों ,उप सवचारों को व्यक्त करने की क्षमता और स्पष्ट
अवसर )के बारे में सलखने की क्षमता प्राप्त करता है। शीषाकोंकी पहचान करना ,और स्पष्ट शुरुआत अंत और संगरठत लेखन की योग्यता में सुधार होता
और पैराग्राफ (गद्यांश) बनाना। है।
C-2.2  छात्र सासहसत्यक और व्यसक्तगत रूप से
अपने पररवेश के सवसभन्न पहलुओं पर अनुभवों , सवकससत होते हैं जो उनके भाषा कौशल और।
भावनाओं और आलोचकों को लेखन में असभव्यक्त व्यसक्तत्व का सवकास करते हैं।
करता है।  शुरुआत मध्य और अंत में संवेदनशीलता को
प्रकट करने के सलए लेख रणनीसत यों में सक्षम
हो पाते हैं।
C-2.2.2
 सवसभन्न पररवेशों के अनुभवों को अपने लेखन
में उत्कृ ष्टता के साथ प्रस्तुत करने में सक्षम होते
हैं।
 छात्र अपने सवचारों और धारणाओं को बदलते
समय के साथ समायोसजत करने की क्षमता को
सवकससत करते हैं।
 छात्र अपने सवचारों को आलोचनात्मक रूप से
प्रस्तुत करने के सलए प्रोत्सासहत होते हैं।

C-3.1.1
C-3.1  सशक्षाथी लेखन शैली के सवसभन्न रूपों से
उसचत शैली का प्रयोग करके सवसभन्न प्रकार के पत्र
अवगत होते हैं।
और सनबंध सलखते हैं और सवसभन्न श्रोताओंऔर
 काल्पसनक या कथात्मक जैसी सासहसत्यक
उद्देश्यों के सलए दजा करते हैं।
शैसलयों के साथ पररपूणा होते हैं।
CG-3
प्रश्न पूछने ,सवश्लेषण करने और उत्तर देने के सलए  लेखन की संपूणा पांच शैसलयों
(उदाहरण:- वणानात्मक ,सववरणात्मक ,

भाषा कौशल का उपयोग करके प्रभावी संचार की कथात्मक लेखन ,स्पष्ट सलखाई और पत्र लेखन )
क्षमता सवकससत करता है। में पूणा ध्यान कें कित होते हैं।

C-4.1.1
 सवद्याथी मूल रूप से पाठ के िम को पहचानने
में सक्षम होते हैं।
 परठतपाठ के सवसभन्न रूपों का स्पष्टीकरण
C-4.1 करने में सक्षम होते हैं।
सासहत्य के सवसभन्न रूपों( ,गद्य ,कसवता और नाटक
 अनुच्छेद ,नाटक और कसवता के बीच आसानी
के नमून)े की पहचान और सराहना करता है।
से अंतर करने में सक्षम होते हैं।
C-4.2
C-4.2.2
CG-4:- सवसभन्न प्रकार के सासहत्य कोपढ़करऔर लेखन में  कदए गए संदभा में से सवसभन्न प्रकार के रस ,
सवसभन्न सासहसत्यक उपकरणों और सासहत्य के रूपों उपयोग करके उपमा ,रूपक, मानवीकरण ,अलंकार , अलंकार इत्याकद का आसानी से अनुवाद करने
की खोज करता है। असतशयोसक्त और अनुप्रासजैसे सासहसत्यक उपकरणों में सक्षम होते हैं।
की पहचान करता है।  नवाचार के साथ अपने समय से कु छ संदभा
बनाने में सक्षम होते हैं।
 पाठपढ़ते समय सनधााररत सवषय के सवसभन्न
प्रकार के भाव, असतशयोसक्त, तुकांत योजना
को समझने में सक्षम होते हैं।
C-5.1.1
 छात्र अपने लेखन में सही व्याकरण का प्रयोग
करते हैं और वाक्यसंरचना को समझते हैं।
 सवद्याथी अपने लेखन को सवश्वसनीयता और
स्पष्टता के साथ प्रस्तुत करते हैं।
CG-5:-  छात्र अपने लेखन के माध्यम से सवचारों और
बुसनयादीभाषाईपहलू (शब्द और वाक्य संरचना) को C-5.1 असभव्यसक्तयों को साझा करते हैं और अन्यों के
पहचानने की क्षमता सवकससत करना और उन्हें अपने लेखन में उसचत व्याकरण और संरचना का साथ सहयोग करते हैं।
मौसखक और सलसखत असभव्यसक्त में उपयोग करना। उपयोग करते हैं।  छात्र अपने लेखन कासमीक्षणकरके गलसतयों
को सुधारते हैं और स्वाध्याय करते हैं।
C-6.1.1
 छात्र स्वरों और व्यंजनों की पहचान करते हैं
और उन्हें से ही ढंग से उच्चाररत करते हैं।

 छात्र अपनी भाषा के ध्वसन और सलप्पी के
सनयमों को समझते हैं और उन्हें अपने लेखन
और भाषण उपयोग करते हैं।
CG-6:-  अज्ञात शब्दों को संयुक्त अक्षर और उच्चाररत
भाषा की सवसशष्ट सवशेषताओं की सराहना सवकससत करने के सलए स्वरों का ज्ञान प्राप्त करता है।
करें ,सजसमें इसकी वणामाला और सलपीध्वसनयां , C-6.2.2
छं द, वाक्य और भाषा के सलए असितीय अन्य शब्द ,  छात्र भाषा के साधनों का सही उपयोग करके
खेल और खेल शासमल हैं। अपने सवचारों को समथान दे सकते हैं और उन्हें
C-6.1
भाषा की ध्वन्यात्मकता और सलसप, स्वरों और प्रभावी रूप से प्रस्तुत कर सकते हैं।
व्यंजनों की संख्या और वे कै से परस्पर किया करते हैं  छात्र भाषा के सौंदया शास्त्रीय और
और उपयोग ककए जाते हैं को समझता है। रासायसनक तत्वों को समझते हैं और इन्हें
अपनी भाषा उपयोग के माध्यम से असधक
आकषाक बनाने के सलए प्रयोग करते हैं।
 छात्र भाषा में रं गभेद ,बोलचाल और
सांस्कृ सतक सवसवधता को समझते हैं और उन्हें
अपनी भाषा के उपयोग में शासमल करते हैं।
C-6.3.3
C-6.2  छात्र भाषा के मुख्य शब्द खेलोंकोसमझते हैं
भाषण और लेखन को और उनके माध्यम से भाषा के नएपहलुओं को
असधक रोचकऔरआनंददायक बनाने के सलए भाषा में अन्वेषण करते हैं।
यमक छं द ,अनुप्रास और अन्य शब्द नाटकों के  सवद्याथी शब्द खेलों के माध्यम से अपनी
उपयोग में संलग्नहोना। भाषा कौशल को सुधारते है और भाषा के
सनयमों को समझने में रुसच कदखाते हैं।
 छात्रउदाहरण के रूप
में,सवलोमपद,अध्यायक्षरका सवपयाय ,सबना
C-6.3
भाषा के कु छ प्रमुख शब्द खेलों से पररसचत हो जाता अक्षर या ध्वसन वाले वाक्य पहेसलयााँ ,चुटकु ले ,
है (उदाहरण के सलए सवलोम पद ,अध्यायक्षरका इत्याकद को समझते हैं और उन्हें उपयोग में
सवपयाय, वगा-पहेली ,सबना अक्षर या ध्वसन वाले लाने को सक्षम होते हैं।
वाक्य पहेसलयााँ ,चुटकु ले ,अंताक्षरी ,  सवद्याथी शब्द खेलों के माध्यम से भाषा के
सवपयायइत्याकद।) साथअसधक सकिय और रमणीय रूप से जुड़ते
हैं।

समय सवषय /उपसवषय पाठ्यचयाा योग्यता/क्षम सीखने के पररणाम प्रस्तासवत सशक्षा सवसध
अवसध संबध ं ी ता
लक्ष्य
1महीना पाठ १ से पाठ २ CG-1 C-1.1 C-1.1.1 ** .1पाठ का सारांश देना**:
हम पंछी उन्मुक्त गगन  कहासनयााँ - प्रत्येक पाठ के शुरुआत में मुख्य बबदुओं की
के (कसवता,) ,कसवताओं,नाटकों,और गद्य पहचान करें ।
सहमालय की बेरटयााँ पाठों को समझने के सलए - पाठ को ध्यान से पढ़ें और छात्रों को सारांश
(कहानी,) सवसभन्न प्रकार की नीसतयों का में प्रस्तुत करें ।
भाषा की पररभाषा उपयोग करता है! - छात्रों को समझाएं कक कै से मुख्य बबदुओं को
तथा भेद,तत्सम  सवसभन्न कथाओं और कसवताओं पहचान करने से पाठ की समझ में मदद समलती
/तद्भव है।
के माध्यम से भावनाओं और
सवचारों को समझता और व्यक्त ** .2मुख्य सवचार की पहचान**:
करता है! - सवसभन्न ग्रंथों में मुख्य सवचार की पहचान
 व्याकरण के सनयमों को समझता करें ।
है और उन्हें अपने लेखन में - छात्रों को उन मुख्य सवचारों की सारांश में
उपयोग करता है! प्रस्तुत करें और उनकी सराहना करें ।
- इससे छात्रों की सवचारशीलता और समझ
मजबूत होगी।
** .3पुस्तकों का चयन और पढ़ाई में रुसच**:
C-1.2
- छात्रों को सवसभन्न प्रकार की पुस्तकों का
चयन करने के सलए प्रेररत करें ।
C-1.2.2 - उन्हें सवसभन्न सवषयों में रुसच कदखाने के सलए
 पाठ को ध्यान से पढ़ने के बाद उन्हें सवसभन्न प्रकार की पुस्तकों का पढ़ने का
,वह उसका सारांश बनाने में मौका दें।
सक्षम होता है! - छात्रों के सलए पुस्तकों को चुनने और पढ़ने में
रुसच उत्पन्न करने से उनका शैसक्षक और
 छात्र सुसंगत रूप से प्रसतकिया
मनोवैज्ञासनक सवकास होगा।
देता है,जो उसके समझने और
सवकास के स्तर को दशााता है!

2महीना पाठ ३ से पाठ ४ , CG-4 C-4.1 C-4.1.1 ** .1सासहत्य के रूपों की पहचान और

समठाईवाला,  सवद्याथी मूल रूप से पाठ के िम सराहना**:
(कहानी,)पापा खो गए को पहचानने में सक्षम होते हैं! - छात्रों को गद्य ,कसवता ,और नाटक के
(नाटक ,)  परठत पाठ के सवसभन्न रूपों का सवसभन्न नमूनों की पहचान करवाएं।
पयाायवाची शब्द,बलग स्पष्टीकरण करने में सक्षम होते हैं! - उन्हें सवसभन्न सासहसत्यक रूपों के सवशेषताओं
और वचन बादलो की सराहना करें ।
 अनुच्छेद, नाटक,और कसवता के
- इससे छात्रों की सासहसत्यक समझ मजबूत
बीच आसानी से अंतर करने में
होगी और उनकी रचनात्मकता बढ़ेगी।
सक्षम होते है! ** .2सासहसत्यक उपकरणों की पहचान**:
C-4.2 - छात्रों को सवसभन्न प्रकार के सासहत्य को पढ़ने
C-4.2.2
और सलखने में प्रेररत करें ।
 कदए गए संदभा में से सवसभन्न
- उन्हें उपमा ,रुपक ,मानवीकरण अलंकार ,
प्रकार के रस, अलंकार इत्याकद का
असतशयोसक्त ,और अनुप्रास जैसे सासहसत्यक
आसानी से अनुवाद करने में सक्षम उपकरणों की पहचान कराएं।
होते हैं! - छात्रों को इन उपकरणों का उपयोग करके
 नवाचार के साथ अपने स्वयं के सासहत्य को समझने और स्वयं के लेखन में
कु छ संदभा बनाने में सक्षम होते हैं! उपयोग करने के सलए प्रेररत करें ।
 पाठ पढ़ते समय सनधााररत सवषय
के सवसभन्न प्रकार के
भाव,असतशयोसक्त,तुकांत योजना
को समझने में सक्षम होते हैं!
3महीना पाठ ५ से पाठ ६ CG-4 C-4.1 C-4.1.1 1. **पत्र और सनबंध लेखन
शाम-एक ककसान  सवद्याथी मूल रूप से पाठ के िम छात्रों को उसचत शैली में पत्र और सनबंध लेखन
(कसवता,) को पहचानने में सक्षम होते हैं! के तरीके ससखाएं।सवसभन्न प्रकार के पत्र
रहीम के दोहे ,  परठत पाठ के सवसभन्न रूपों का (अनुच्छे दक ,परीक्षा ,प्रेम ,आवेदन ,आकद )और
(कसवता,) स्पष्टीकरण करने में सक्षम होते हैं! सनबंध (सववरणात्मक ,सवतकाात्मक ,
सनबंध-सवज्ञान के लाभ सवश्लेषणात्मक ,आकद )सलखने के सलए छात्रों को
और हासन, प्रेररत करें ।छात्रों को सवसभन्न श्रोताओं (समत्र ,
पत्र लेखन-गर्षमयों की पररवार ,अध्यापक ,प्रधानाचाया ,आकद )और
छु रियों में अपने CG-3 C-3.1 C-3.1.1 उद्देश्यों (सूचना ,संवाद ,संवेदना ,प्रेरणा ,आकद )
चचेरे भाई या बहन  सशक्षार्षथ लेखन शैली के सवसभन्न के सलए पत्र और सनबंध सलखने की प्रैसक्टस
को अपने घर बुलाने के रूपों से अवगत होते हैं! कराएं।

सलए आमंत्रण पत्र  काल्पसनक या कथात्मक जैसी 2. **सासहत्य के रूपों की पहचान और
सलखें ! सासहतीयक शैसलयों के साथ सराहना:
पररपूणा होते हैं! छात्रों को गद्य ,कसवता ,और नाटक के सवसभन्न
 लेखन की सम्पूणा पााँच नमूनों की पहचान करवाएं।उन्हें सवसभन्न
शेसलयों(उदहरण-: सासहसत्यक रूपों के सवशेषताओं की सराहना
वणानात्मक,सववरणतामक,कथात्म करें ।छात्रों को सवसभन्न रूपों के सासहत्य को
उसचत शैली में समझाने और उसमें सही रूप से
कलेखन,स्पष्ट सलखाई और पत्र
व्यक्त करने का मौका दें।
लेखन )में पूणा ध्यान कें कित होते
हैं !
4महीना पाठ ७ से पाठ ८ CG-6 C-6.3 C-6.3.3 ***भाषा के शब्द खेल:
एक सतनका (कसवता ,)  छात्र भाषा के मुख्य शब्द खेलों को छात्रों को सवसभन्न प्रकार के भाषा के खेलों के
नीलकं ठ (रे खासचत्र) समझते हैं और उनके माध्यम से माध्यम से शब्दों के प्रयोग का महत्व
काल की पररभाषा व भाषा के नए पहलुओं को अन्वेषण समझाएं।सवद्यार्षथयों को उदाहरण के रूप में
भेद ,सवलोम शब्द , करते हैं! सवलोम ,अध्यायक्षर का सवपयाय ,वगा-पहेली ,
संसध ,मुहावरे  सवद्याथी शब्द खेलों के माध्यम से पहेसलयााँ ,चुटकु ले ,अंताक्षरी ,सवपयाय आकद खेलों
सनबंध-प्रदूषण की का आयोजन करें ।इससे छात्रों की भाषा ज्ञान
अपनी भाषा कौशल को सुधारते
समस्या, बढ़ेगा और उनकी रचनात्मकता में सुधार होगा।
हैं और भाषा के सनयमों को
पत्र-अपने जन्मकदवस ***सासहत्य के रूपों की पहचान और सराहना:
समझने में रुसच कदखाते हैं!
पर आपके मामा को छात्रों को सासहत्य के सवसभन्न रूपों की पहचान
तोहफे भेजने के सलए  छात्र उदाहरण के रूप में करवाएं।उन्हें सवसभन्न सासहसत्यक रूपों के
शुकिया पत्र सलखें! सवलोमपद्ध,अद्यायक्षर का सवशेषताओं की सराहना करें ।सासहत्य के रूपों को
सवपयाय,सबना अक्षर या ध्वसन पहचानने के बाद ,छात्रों को उन्हें उसचत शैली में
वाले प्रस्तुत करने का मौका दें।
वाक्य,पहेसलयााँ,चुटकु ले,इत्याकद *** सासहसत्यक उपकरणों कीपहचान:
को समझते हैं और उन्हें उपयोग में छात्रों को सवसभन्न प्रकार के सासहत्य को पढ़ने
लाने को सक्षम होते हैं! और उसमें सासहसत्यक उपकरणों की पहचान
 सवद्याथी शब्द खेलों के माध्यम से करवाएं।उन्हें उपमा ,रुपक ,मानवीकरण
भाषा के साथ असधक सकिय और अलंकार ,असतशयोसक्त ,और अनुप्रास जैसे
CG-4 C-4.1 सासहसत्यक उपकरणों की समझ में मदद करें ।
रमणीय रूप से जुडते हैं!
C-4.1.1

 सवद्याथी मूल रूप से पाठ के िम
को पहचानने में सक्षम होते हैं!
 परठत पाठ के सवसभन्न रूपों का
स्पष्टीकरण करने में सक्षम होते हैं!
 अनुच्छेद,नाटक,और कसवता के
C-4.2 बीच आसानी से अंतर करने में
सक्षम होते है!
C-4.2.2
 कदए गए संदभा में से सवसभन्न
प्रकार के संसध ,मुहावरे इत्याकद
का आसानी से अनुवाद करने में
सक्षम होते हैं!
 नवाचार के साथ अपने स्वयं के
कु छ संदभा बनाने में सक्षम होते हैं!
 पाठ पढ़ते समय सनधााररत सवषय
के सवसभन्न प्रकार के
भाव,असतशयोसक्त ,तुकांत योजना
को समझने में सक्षम होते हैं!
5महीना पाठ ९ से पाठ ११ CG-4 C-4.1 C-4.1.1 1. **सासहत्य के सवसभन्न रूपों की
भोर और बरखा  सवद्याथी मूल रूप से पाठ के िम पहचान और सराहना:
(कसवता,) को पहचानने में सक्षम होते हैं! छात्रों को गद्य ,कसवता ,और नाटक के सवसभन्न
और भी दूाँ(कसवता)  परठत पाठ के सवसभन्न रूपों का नमूनों की पहचान करवाएं।उन्हें सवसभन्न
,जम्मू कश्मीर की स्पष्टीकरण करने में सक्षम होते हैं! सासहसत्यक रूपों के सवशेषताओं की सराहना
झीलें (सनबंध ) C-2.1.1 करें ।छात्रों को सवसभन्न सासहसत्यक रूपों के
CG-2 C-2.1  छात्रों को सही लेखन उदाहरणों के माध्यम से सासहत्य के सवसवध
कौशल,संवादात्मक सवचारों को आयामों को समझाएं।
व्यक्त करने की क्षमता,और स्पष्ट 2. **लेखन रणनीसतयों का उपयोग:
और संगरठत लेखन की योग्यतमें छात्रोंको लेखन रणनीसतयों का
सुधार होता है! उपयोग करके सवचारों को

 छात्र सासहतीयक और व्यसक्तगत अनुिसमत करना ससखाएं।छात्रों को
रूप से सवकससत होते शीषाकों/उपशीषाकों की पहचान
हैं,जोउनके भाषा कौशल और करवाएं और स्पष्ट शुरुआत ,अंत
व्यसक्तत्व का सवकास कर और पैराग्राफ( गद्यांश )बनाने के
पहचानने में सक्षम होते हैं! सलए उन्हें कदशा दें।सवसभन्न
सासहसत्यक प्रश्नों के उत्तर सलखने के
सलए लेखन रणनीसतयों का उपयोग
करें ।
6महीना पाठ १२ से पाठ १३ CG-4 C-4.1 C-4.1.1 1. सासहत्यके सवसभन्नरूपोंकीपहचान
दाता  सवद्याथी मूल रूप से पाठ के िम औरसराहना:-
रणपत(एकांकी,)दोहा को पहचानने में सक्षम होते हैं!  छात्रों को गद्य ,कसवता ,और नाटक
एकादश (दोहे  परठत पाठ के सवसभन्न रूपों का के सवसभन्न नमूनों की पहचान
/कसवता,)समास |शुद्ध स्पष्टीकरण करने में सक्षम होते हैं! करवाएं।
-अशुद्ध ,सनबंध -  अनुच्छेद,नाटक,और कसवता के  उन्हें सवसभन्न सासहसत्यक रूपों के
गणतंत्र कदवस बीच आसानी से अंतर करने में सवशेषताओं की सराहना करें ।
सक्षम होते है!  सासहत्य के रूपों को पहचानने के
CG-5 C-5.1 C-5.1.1 बाद ,छात्रों को उन्हें अपने शब्दों में
 छात्र अपने लेखन में सही
समझाने और सासहत्य की सराहना
व्याकरण का प्रयोग करते हैं और
करने का मौका दें।
वाक्य संरचना को समझते हैं!
2. भाषाई पहलू कासवकास:
 सवधीयथी अपने लेखन को
 छात्रों को भाषा की मूल बुसनयादों
सवश्वसनीयता और स्पष्टता के साथ
को पहचानने और समझने के सलए
प्रस्तुत करते हैं!
सवसभन्न व्याकरसणक और
 छात्र अपने लेखन के माध्यम से
संरचनात्मक सनयमों को समझाएं।
सवचारों और असभव्यसक्तयों को
 छात्रों को मौसखक और सलसखत
साझा करते हैं और अन्यों के साथ
असभव्यसक्त में व्याकरण और
सहयोग करते हैं!
संरचना का उपयोग करने के सलए
 छात्र अपने लेखन का समीक्षण
प्रेररत करें ।
7 महीना पाठ १४ से पाठ १७ करके गलसतयों को सुधारते हैं और
 उन्हें सवसभन्न भाषाई उपकरणों का

लद्दाखका सववाह - CG-4 C-4.1 स्वाध्याय करते हैं! उपयोग करके सही शब्दों और
उत्सव (कहानी ,)पुछ ं वाक्य संरचना का पता लगाने का
और राजौरी के प्रससद्ध C-4.1.1 अभ्यास कराएं।
तीथास्थान ,  सवद्याथी मूल रूप से पाठ के िम को
स्वामी अमरनाथ की पहचानने में सक्षम होते हैं!  व्याकरण और संरचना का उपयोग:-
यात्रा(एकांकी),सहमा  परठत पाठ के सवसभन्न रूपों का छात्रों को अपने लेखन में उसचत
लय और हम (कसवता) स्पष्टीकरण करने में सक्षम होते हैं! व्याकरण और संरचना का उपयोग
सनबंध -समय का  अनुच्छेद,नाटक,और कसवता के बीच करने के सलए प्रोत्सासहत करें ।उन्हें
सदुपयोग ,पत्र – आसानी से अंतर करने में सक्षम होते
C-4.2 सलसखत कायों को संवारने और लेखन
पुस्तक माँगवाने के
है! का तरीका सुधारने के सलए मागादशान
सलए पुस्तक सविे ता
को पत्र |उपसगा,प्रत्यय C-4.2.2 प्रदान करें ।छात्रों को लेखन के प्रत्येक
,वाक्य उनके भेद  कदए गए संदभा में से सवसभन्न प्रकार के पहलू को समझने और सुधारने के
उपमा,रुपक संसध ,मुहावरे इत्याकद का आसानी से सलए अभ्यास कराएं।
सवराम सचन्ह अनुवाद करने में सक्षम होते हैं! सासहत्य के सवसभन्न रूपों की पहचान और
सनबंध-हमारा देश -  नवाचार के साथ अपने स्वयं के कु छ सराहना
भारतवषा, संदभा बनाने में सक्षम होते हैं! छात्रों को गद्य ,कसवता ,और नाटक के
पत्र लेखन-गंदगी की सवसभन्न नमूनों की पहचान करवाना।
पाठ पढ़ते समय सनधााररत सवषय के
सूचना देते हुए नगर उन्हें सासहत्य के सवसभन्न रूपों के महत्व
सवसभन्न प्रकार के भाव, असतशयोसक्त ,
सनगम असधकारी को को समझाना।छात्रों को सासहत्य के रूपों
तुकांत योजना को
पत्र। CG-3 C-3.1 के उपयोग के माध्यम से सवशेषता की
समझने में सक्षम होते हैं | सराहना करवाना।
सवसभन्न सासहत्यक उपकरणों और सासहत्य
C-3.1.1
के रूपों की खोज:छात्रों को सासहत्यक
 सशक्षाथी लेखन शैली के सवसभन्न रूपों
उपकरणों जैसे उपमा ,रुपक ,
से अवगत होते हैं!
मानवीकरण अलंकार ,असतशयोसक्त ,और
 काल्पसनक या कथात्मक जैसी अनुप्रास की पहचान कराना।
सासहसत्यक शैसलयों के साथ पररपूणा उन्हें सवसभन्न सासहसत्यक उपकरणों के
होते हैं! उपयोग के माध्यम से सासहत्य की
CG-6 C-6.3  लेखन की सम्पूणा पााँच सौंदयाशास्त्रीय और व्याकरसणक शोध
शैसलयों(उदाहरण-: करवाना।उसचत शैली का प्रयोग:छात्रों

वणानात्मक,सववरणतामक,कथात्मक को सवसभन्न प्रकार के पत्र और सनबंध
लेखन,स्पष्ट सलखाई और पत्र लेखन )में सलखने के सलए उसचत शैली का प्रयोग
पूणा ध्यान कें कित होते हैं! करना ससखाना।उन्हें अलग-अलग
C-6.3.3 श्रोताओं और उद्देश्यों के सलए उपयुक्त
 छात्र भाषा के मुख्य शब्द खेलों को लेखन की प्रकिया में मागादशान करना।
समझते हैं और उनके माध्यम से भाषा
के नए पहलुओं को अन्वेषण करते हैं!
 सवद्याथी शब्द खेलों के माध्यम से
अपनी भाषा कौशल को सुधारते हैं
और भाषा के सनयमों को समझने में
रुसच कदखाते हैं!
 छात्र उदाहरण के रूप में
सवलोमपद्ध,अद्यायक्षर का सवपयाय,
सबना अक्षर या ध्वसन वाले
वाक्य,पहेसलयााँ,चुटकु ले,इत्याकद को
समझते हैं और उन्हें उपयोग में लाने
को सक्षम होते हैं !
 सवद्याथी शब्द खेलों के माध्यम से
भाषा के साथ असधक सकिय और
रमणीय रूप से जुडते हैं!

उसचत शैली में पत्र और सनबंध सलखना:-
छात्रों को उसचत शैली में पत्र और सनबंध
सलखने के सलए मागादशान प्रदान करना
।उन्हें सवसभन्न प्रकार के पत्र और सनबंधों
के उपयोग के माध्यम से सवसभन्न उद्देश्यों
को पूरा करने की कला ससखाना। भाषा
के प्रमुख शब्दों के खेल से अवगत करना।
छात्रों को सवसभन्न भाषा के प्रमुख शब्दों

के खेलों के माध्यम से भाषा के सनयमों
को समझाना उन्हें खेलों जैसे सवलोमपद ,
अध्यायक्षर का सवपयाय ,वगा-पहेली ,
पहेसलयााँ ,चुटकु ले ,अंताक्षरी इत्याकद के
माध्यम से भाषा के प्रमुख शब्दों को
समझाना।

कक्षा सातवीं के सलए मूल्यांकन योजना
खंड -ए [पठन बोध 44[ ]अंक]
1. सनधााररत कसवताओं से एक कसवता के छंद को हल करने का प्रयास करे और तीन बहुसवकल्पीय प्रश्न एक सवस्तृत जवाब वाला प्रश्न और एक ररक्त
स्थान की पूर्षत वाला प्रश्न हो जो समझ ,सासहसत्यक उपकरण ,अनुमान आकद पर आधाररत हो I 1X5 अंक
2. लगभग 200से 250शब्दों के एक अनदेखे गद्यांश को हल करने का प्रयास करे सजसके बाद समझ पर आधाररत बहुसवकल्पीय प्रश्न,गद्यांश को
उपयुक्त शीषाक प्रदान करना,एक शब्द प्रसतस्थापन,शब्दावली,अनुमान,सवश्लेषण आकद शासमल होंI 1x 5अंक
3. एक प्रश्न,दृश्यांक/बार ग्राफ़/आवृसत सवचार प्राधान्य कदए गए प्रश्नो का प्रयास करे ,सजसके बाद 4बहुसवकल्पीय प्रश्न और एक सवस्तृत जवाब देने
वाला प्रश्न हो,जो अनुमान,सवश्लेषण,मूल्याकन आकद पर आधाररत हो I 1x 4अंक
खंड– बी [व्याकरण 9[ ]अंक ]
 सवलोम शब्द, अथा तथा प्रयोग।
 पयाायवाची शब्द, सवानाम,संज्ञा,किया।

 सवशेषण,वाक्य,सवराम सचन्ह, अनेक शब्दों के सलए एक शब्द, मुहावरे , लोकोसक्तयां।
 बलग, कारक, संसध, संसध सवच्छे द,उपसगा और प्रत्यय।
 काल, सम्मोचाररत शब्द
 कसव और लेखक
1. उपयुाक्त भागो का उपयोग ररक्त स्थानो व पैराग्राफ़ में कर सकते हैं I 3अंक
2. प्रत्यक्ष व अप्रत्यक्ष बोलचाल में कदए गए पैराग्राफ़ को सवपरीत शब्दों में पररवर्षतत ककया सकता है I 2 अंक
3. एक पररचयात्मक पैसेज/कहानी/पैराग्राफ कदया जा सकता है सजसमें समय,सवराम और उपयुक्त वतानी आकद का प्रयोग ककया जा सकता है I
2अंक
4. सरल शब्दों का एक छोटा सा पैरा दीसजए सजसमें समास,अलंकार आकद को रे खांककत ककया जाएगा I 2अंक

खंड सी (लेखन कौशल 42- अंक)
1. दी गई पररसस्थसत के अनुसार कहानी/बातचीत/भाषण/ररपोटा लेखन पर एक प्र्श्श्न का प्रयास कीसजए - 3अंक
2. दी गई पाररसस्थसत पर संदश े /ईमेल/सोशल मीसडया पोस्ट लेखन के सलए एक प्राशन सनधााररत करे 50[शब्द ] 2अंक
3. दी गयी पररसस्थसत के अनुसार पत्र लेखन के सलए दो पत्रों में से एक पररसशष्ट [औपचाररक/अनौपचाररक ]पर पत्र सलखे 3अंक
4. दो में से एक प्रश्न पर प्रयास ककया जाना चासहए जो घटनाओं,पररसस्थसतयों आकद पर पैराग्राफ़ लेखन पर हो ,सजसमें कदए गए संकेतो और दृश्य की
सहायता से अंश कदया गया हो I 80[ से 100शब्दों में ] 4अंक

खंड डी (सासहत्य 45 अंक)
1. पाठ्यपुस्तक में से गद्य पाठों के ककन्ही छ :में से तीन छोटे क्षमता -आधाररत प्रश्नो का प्रयास करे 3X6=2
2. पढ़ने की समझ में कदए गए प्रश्नो को छोड़कर,सवषय कें िीय सवचार ,सासहसत्यक उपकरणो आकद पर आधाररत चार लघु योग्यता आधाररत प्रश्नो में
से दो कसवताओं को हल करने का प्रयास ककया जाना चासहए I 2X4= 2
लघु कथाओं और नाटकों के चररत्र,दृश्य,सवषय,कथानक,सस्थसत,घटना आकद के आधार पर तीन दीघा योग्यता आधाररत प्रश्नो का प्रयास ककया जाना चासहए
I

योगात्मक मूल्यांकन
ि.सं कतान अध्याय संख्या और नाम
अंक आवंरटत
01 क अपरठत गद्यांश 15
02 ख व्याकरण 8
03 ग लेखन कौशल 12
04 सासहत्य
 जम्मू िश्मीर िी झीलें ( ननबंध),
 दाता रणपत( एिां िी),
 दोहे एिादश(दोहे )
घ  लद्दाख िा नििाह-उत्सि 15
 पुंछ और राजौरी िे प्रनिद्ध तीथा स्थान।
 स्वामी अमरनाथ िी यात्रा।
 नहमालय और हम।

कु ल 50 अंक

Class 7th
(Dogri)

जमात:सतमीं
समां अवधी
सबशे/उपसबशे ससक्खने दे पररणाम योग्यता गसतसवसधएं लेई सुझाS
(म्हीने च)
कसवता पढ़ने दा कौशल ,लैल , डु ग्गर दे बारे च ककश ●डु ग्गर धरती कदयां ककश खास गल्लां दस्सदे होई।
तुक आीले शब्दें दी समझ। जानकाररयांडु ग्गर दे , डोगरे जोधें दे बारै च सवस्तार कन्नै सनाया जाई सकदा ऐ।
,जन नायकें डीडो ●संज्ञा, सवशेशन, किया, रूप रचना दा ज्ञान करांदे होई इस
सजत्तो बारै ,जोराबर कसवता च बरतोए दे नमें शब्दें दे अथा दसस्सयै उं दे वाक्य
मेरा डु ग्गर जानकारी। बनाइयै दस्सेआ जाई सकदा ऐ।
●डु ग्गर दे होर प्रससद्ध थाह्रें बारै चचाा ककत्ती जाई सकदी
ऐ।

तवी नदी दी जानकारी दे कन्नै डु ग्गर दी इक सवशेश नदी ●तवी नदी दे फायदे दस्सदे होई सवद्यार्षथएं गी इसगी ते
क –न्नै सजत्थूसजत्थू
ं ं ए-ह् तवी ते ओीदे प्रवाह एीदे नेही होर नकदयें गी साफ़ सुथरा-रखने लेई प्रेरत
1
गुजरदी ऐ, दी सरसरी दरान औने आीले थाहरें ककत्ता जाई सकदा ऐ ते कन्नै ए बी समझाया जाई सकदा ऐ
जानकारी दा ज्ञान जे पानी दे स्रोत ककन्ने लाज़मी न।
●जम्मू तवी दे बारै के ईं कसवतां ते लेख लखोए दे न, इक-दो
दा सज़कर ककत्ता जाई सकदा ऐ।
तवी ●तवी दे आसै पासै-बसदे तीथा थाह्रें-दी चचाा करी सकदे
ओ।
●अज्जै दी तरीक च तवी दी दशा बारै गल्ल करी सकदे ओ।
● सवद्यार्षथएं गी ए कसवता मूंह् जवानी कलासै च बोलने
लेई उत्सासहत ककत्ता जाई सकदा ऐ।

2 मौंगरी मेला सनबंध सलखनेपढ़ने- दा डु ग्गर दे मेलें दी ●मेले दी पररभाशा दददे होई मौंगरी आीले मेले दा बबब

कौशल, मेलें दा ज्ञान जानकारी, सनबंध सलखने बनाया जाई सकदा ऐ।
दी जाच, डु ग्गर दे प्हाड़ी ●मौंगरी मेले दे कन्नैकन्नै होर- मेलें दा म्हत्तव दस्सेआ जाई
लाके ‘मौंगरी’ दी सकदा ऐ।
जानकारी। ●प्हाड़ी लाके दी खूबसूरती ते उसदे वातावरण बारै चचाा
ककत्ती जाई सकदी ऐ।
●मेले च होने आीले संस्कृ तक कायािम ते खेढ़ -मकाबले दे
फायदे दस्से जाई सकदे न।

कु दरत कन्नै जुड़ाव, कथा रं गली सचड़ी घरै च जन्म ●अध्यापकें गी चासहदा जे ओ सवद्यार्षथएं गी समझान जे
सासहत्य दी समझ, लैने आीली कु ड़ी दा रं गली सचड़ी इक बाल मनोसवज्ञासनक क्हानी ऐ।
दादी-दादे राहें प्रतीक ●इस क्हानी च मुहावरें दा बी प्रयोग होए दा ऐ।अध्यापकें
बरसतयै जागतै गी सानाने गी चासहदा ऐ जे सवद्यार्षथएं गी मुहावरें दा अथा समझांदे
दी कला योग्यता दा होई उसचत प्रयोग बारै जानकारी बी देन।
ज्ञान। ● इस ककस्मां दी कोई होर क्हानी जेकर पता होऐ तां
सवद्यार्षथएं गी सनाई जाई सकदी ऐ।
रं गली सचड़ी ●पराने जमाने च मते सारे जागतें दा जन्म घर गै होंदा हा,
ते अज्ज कल अस्पताल च होंदा ऐ, अस्पतालै च डाक्टर दी
कदक्ख- ररक्ख च होंदा ऐ ते घर दाई दी देख-रे ख च। दाई
दी भूमका बारै सवस्तार च दस्सना लोड़चदा ऐ।

लद्दाख दे बारै च जानकारी, भौगोसलक योग्यता, अपने ●सवद्यार्षथएं गी ए जानकारी देना ज़रूरी ऐ जे अगस्त 5
लद्दाख दे चपासम दी समझ, चपासम दी खास गल्लें लेंशा पैह् 2019 लद्दाख जम्मूकश्मीर राहय दा सहस्सा हा -
3 लेख/
शब्द भंडार दा सवस्तार। पास्सै बी ध्यान दे कन्नै- ते शन बखरा प्रदेश ऐ।
लद्दाख
कन्नै उं दी मात्तर भाशा ●लद्दाख दी भूगोसलक सस्थसत बारै जानकारी देनी

बौद्धी ते लद्दाखी दी चासहदी।
बरतून ते जानकारी दी ● सवद्यार्षथएं गी लद्दाख कदयें बाकी भाशाएं बारै बी दस्सो,
योग्यता सजयां पुरकी, बलती, छीनां आकद।
●सवद्यार्षथएं गी थोड़ा बोध धमा बारै बी ज्ञान देना
चासहदा।
●इस पाठ च बौधी , लद्दाखी, बगैरा भाशाएं लेई शब्द
बरतोए दे न बजदे च बौध ते लद्दाख संज्ञा शब्द कन्नै ई
प्रत्यय दा प्रयोग होएदा ऐ।
●अध्यापकें गी चासहदा जे ओ इयै जनेीनां सूचक होर शब्दे
कन्नै ई प्रत्यय जोसडयै उं कदयें भाशा सूचक जां बसनीकें दे
नांल सूचक बनाने दा भ्यास करान, सजयां:बंगाल - -
बंगाली, पंजाब - पंजाबी, कश्मीर - कश्मीरी।

सीमाएं दी जानकारी, ककश भारत दी सीमाएं दा ●पाठ दे शुरु च कदत्ते दे शब्दें दा अथा दस्सने परैं त उनेंगी
युद्धवीरें दी जानकारी, देश दी ज्ञान, वीरचि पुरस्कार वाक्य च प्रयोग ककत्ता जाई सकदा ऐ।
सीमाएं दी जानकारी दा ज्ञान, देश दी सीमाएं ●पाठ च शामल वीर जुआनें दे अलावा कोलै कच्छै दे कु सै-
दा ज्ञान, युद्ध दी समझ श्हीद बारै बी गल्ल बात-ककत्ती जाई सकदी ऐ।
लेख/
●भारत -पाककस्तान दी ककश होर लड़ाइयें बारै बी गल्ल-
वीर सैसनक
बातककत्ती जाई सकदी ऐ।
●साढ़े देसै दी सांभ करने आीले वीर जुआने गी के ीड़ी-
के ीड़ी मुश्कलें दा सामना करनापौंदा ऐ इसदे बारै च
दस्सेआ जाई सकदा ऐ।

लैल कन्नै सतरें गी पढ़ने दी रामकथा दा ज्ञान, तुक ●पाठ च बरतोए दे नमें शब्दें दे अथा दस्सदे होई वाक्य च
कसवता/ जाच, रामायण दे मुक्ख पात्र आीले शब्दें दा ज्ञान, प्रयोग ककत्ता जाई सकदा ऐ।
4 बाललीला राम ते उं दे भ्राएं बारे चे प्रवाह दी समझ ते ● कसवता गी बार बार-पकढ़यै एीदे ककश पद्यांश
सरसरी जानकारी, कसवता गी रामायण दे मुक्ख पात्र मूंीजबानी कलासै च बोलने लेई प्रेरत ककत्ता जाई सकदा
पढ़ना ते बच्चें गी सनाना राम जी दे पररवार बारै ऐ।

जानकारी दी योग्यता ●अध्यापक इस पाठ राहें रामायण बारै बी थोड़ी
जानकारी देई सकदे न।
पाठ च बड़े मते सवशेशने दा प्रयोग बहुवचन दे होए दा ऐ ,
अध्यापक सवद्यार्षथएं गी सवशेशन रूपरचना दी जानकारी
देई सकदे न।

डु ग्गर दे लोक ऩायकें दी डु ग्गर दे लोक नायक ● सवद्यार्षथएं गी समयां डीडो दे देशकाल बारै सवस्तार कन्नै
सवस्तृत जानकारी समयााँ डीडो जीवन दा समझाई लैना चासहदा तां जे उनेंगी डीडो बारै समझने च
ब्यौरा हासल करने दी मुशकल नेईं आवै।
योग्यता हासल करना ● समयां डीडो पर होर बी मते लेखउपन्यास ते नाटक ,
उं दे बा ,लखोए दे नरै बी सरसरी जानकारी कदत्ती जाई
सकदी ऐ।
●डु ग्गर दे ककश होर वीर सपासहयें बारै बी चचाा ककत्ती
समयां डीडो
जाई सकदी ऐ।
●ककश चंगे ते ब्हादर लोकें दे उदाहरण देइयै उं दे आंगर
बनने लेई प्रेरत ककत्ता जाई सकदा ऐ।
● समयां डीडो दे उदाहरण कन्नै आम जनता लेई अपने नफ़े -
मत्त कदत्ती -नुकसान शा उप्पर उरियै सोचने लेई ससक्ख
जाई सकदी ऐ।

सचत्रकला दा अथा ते म्हत्व डु ग्गर दी सवश्व प्रससद ●बसोहली दी सचत्रकला पूरे मुल्क च मश्शर ऐ इसदे बारै
बसोहली सचत्रकला दे च दस्सदे होई बसोीली दे ककश नामवर सचत्रकारें बारै बी
सचत्तरकारें दे नांल ते उं दे दस्सेआ जाई सकदा ऐ।
कम्मै दी योग्यता। ●इस लेख़ च संयुक्त शब्द बरतोए दे न ,ककश इयै जनेह्
5 डु ग्गर दी
होर शब्दें बारै बी चचाा ककत्ती जाई सकदी ऐ।
सचत्तरकला
● सवद्यार्षथएं च सचत्रकला प्रसत लगाव कदक्खने लेई उनेंगी
बी कोई सचत्र बनाने गी आखेआ जाई सकदा ऐ।

चंिभागा दे नांल दा उदभव ते चंिभागा दे कं ढै बस्सने ●चंिभागा अपने प्रवाह दरान सजनेंसजनें था-ह्रें शा होइयै
सवकास आीले ग्राएं, इस च समलने बगदी ऐउं दे बा ,रै बाद्धू जानकारी कदत्ती जाई सकदी ऐ।
आीले सनक्के- सनक्के दरे आएं ●चंिभागा दे पानी च ते बाकी दरे आएं दे पानी च फका
ते देवस्थानें दा ज्ञान बारै गल्ल बात ककत्ती जाई सकदी ऐ।
हासल करने दी योग्यता ●दरे आ दे कं डे के ईं मश्शर देवस्थान ते प्राचीन मंदर
कदक्खने गी लब्भदे न, उं दे बारै च चचाा कररयै सवद्यार्षथएं
दे ज्ञान च बाद्धा ककत्ता जाई सकदा ऐ।
चंिभागा ●रणवीर ते प्रताप ऩैहरें दी सवस्तार च जानकारी कदत्ती
जाई सकदी ऐ।

कसवता गी लैल कन्नै पढ़ना कसवता राहें बक्ख- बक्ख ●कसवता च नैतक मुल्लें पर जोर कदत्ता गेदा ऐ, अध्यापक
चेत्ता करना ते जमातै च धमा दे नैतक मुल्लें गी गी लोड़दा जे ककश होर नैतक मुल्लें दे उदाहरण देऐ ते
सनाना जानना जीवन च नैसतकता दा महत्त्व बी दस्सै।
●बक्खरेलेइयै बक्खरे धमक च एक्कै जैससयां ककश गल्लां-
नमें जुगै दा नमााण सवद्यार्षथएंच एक्क रौीने दी भावना बधाई जाई सकदी ऐ।
6

डु ग्गर दे पयाटक थाहरें दे ● पाठ च कदत्ते दे पयाटन थाहरें दे लावा बी डु ग्गर प्रदेश दे
डु ग्गर दे मुक्ख- मुक्ख पयाटक नांल, उं दे शलैपे ते ककश होर पयाटन स्थलें दी जानकारी बच्चें गी कदत्ती जा तां
थाहरें बारै जागरूक करना इसतहास बारै जानकारी बच्चें गी पाठ होर चंगी चाल्ली समझा आई जाीग।
हासल करना ●सवद्यार्षथएं गी उं दे अपने ग्रां जां शैहर दी खूबसूरती उप्पर
डु ग्गर दे पयाटन- ते कदक्खनै काबल थाहरें उप्पर सलखने गी प्रेरत ककत्ता जाई
स्थल सकदा ऐ।
● सवद्यार्षथएं गी पुच्छेआ जाई सकदा ऐ जे क्या कु सै ने कु सै
पयाटन थाह्रा दी यात्रा ककत्ती दी ऐ जां नेईं। जेकर कु सै ने
ककत्ती दी होऐ ता उस्सी कलासै च सारी यात्रा पर सरसरी
गल्ल बात करने लेई आखेआ जाई सकदा ऐ।-

बाबा चम्बसलयाल दी मानता बाबा चम्बसलयाल दे ● डु ग्गर प्रदेश च ऐसे के ई थाहर न सजत्थें लोकें गी आस्था
दा ब्यौरा थाह्रा दी म्हत्ता,मानता ते ऐसवद्यार्षथएं गी ऐसे गै ककश होर थाह्रें दी जानकारी ,
आस्था दे कन्नै - कन्नै इस कदत्ती जाई सकदी ऐ।
चाल्ली कदयें होर थाह्रें ● सवद्यार्षथएं दे अपने ग्रां जां शैहर जेकर कोई आस्था
बारै जानने दी योग्यता। आीला थाहर ऐ ता उसदे बारै उं दे कन्नै गल्ल बात ककत्ती
बावा चम्बसलयाल
जाई सगदी ऐइसदे क ,न्नै उं दी रुसच पाठ च बधी जाीग।
● कु सै आस्था आीले थाहर दी जेकर कु सै सवद्याथी ने
यात्रा ककत्ती दी ऐ ता उस्सी कलासै च सनानै लेई आखेआ
जाई सकदा ऐ।
7

बच्चें अंदर लोक कत्थें ते समत्तरता कदयां ●बच्चें गी पौरासणक ते ऐसतहाससक कथाएं चा पक्की ते सच्ची
कहासनयें गी पढ़ने दी इसतहाससक कहासनयें राहें दोस्ती दे उदाहरण देइयै दोस्त चुनने च सोीगा ते दोस्ती
कदलचस्पी पैदा करना इमानदारी दे मुल्ल दा रौीनै पर नभाने च समपाण दा महत्त्व समझाया जाई
शक्क दी सज़ा
ज्ञान हासल करना सकदा ऐ।
●सवद्यार्षथएं गी दोस्ती दी म्हत्ता बारै लेख सलखने लेई
प्रेरत ककत्ता जाई सकदा ऐ।

मुहाबरें ते खुआऩें दा अथा मुहाबरें ते खुआनें राहें ●मुहवारें – खुआनें दी बरतून कन्ने भाशा ककयां सुंदर होई
कृ सत गी मता सुंदर बनाने जंदी ऐइसदे बा ,रै सवद्यार्षथएं गी समझाया जाई सकदा ऐ।
दे गुण दे ज्ञान दी योग्यता ●सवद्यार्षथएं गी अपने घरै दे ते आसपड़ोस दे बुजुगक दी -
मुहावरे ते खुआन
मदद कन्ने मुहावरे ते खुआन कठे रने लेई प्रेरत कररयै उं दे च
संवाद ते शोध दी मुंडली योग्यता सवकससत ककत्ती जाई
सकदी ऐ।

सतमी जमातै लेई आकलन दी योजना

भाग (ए) पढ़ने दी समझ (15 अंक)
1( गद्य खंड थमां तकरीबन 100 थमां 150 शब्दें दा इक कदक्खेआ गेदा अंश, सजसदे बाद एमसीक्यू, समझदारी दे सवाल, खाल्ली थाह्र भरने, शब्दावली बगैरा दी
कोशश कीती जा।
1×5=5 नंबर
2( लगभग 100 थमां 150 शब्दें दे इक अनकदक्खे खंड गी हल करने दी कोशश करना ते उसदे बाद एमसीक्यू, समझदारी दे सवाल, अंश गी उसचत ससलेख देना , इक
शब्द दा प्रयोग बगैरा।
1×5=5 नंबर

3( दृश्य सुराग/सांसख्यक डेटा/बार ग्राफ बगैरा पर आधारत इक सवाल ते उसदे बाद समझ, अनुमान, सवश्लेषण, मूल्यांकन बगैरा पर आधारत एमसीक्यू दी कोशश कीती
जानी चासहदी। 1×5=5
नंबर

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

• संज्ञा, सवानाम, किया, सवशेषण दा प्रयोग

• सवभसक्तयां दी पन्छान करना

• काल दा प्रयोग )साधारण वतामान ते सरल भूत(

• समें दी पन्छान

• संज्ञा संख्या ते बलग दा प्रयोग

4( लेख, सवभसक्त, संसध बगैरा गी रे खांककत जां गोल कररयै कु सै प्रासंसगक अंश दी पन्छान करने लेई आखेआ जाग। 2.5 नंबर

5( संज्ञा, सवानाम, किया, सवशेषण बगैरा दा इस्तेमाल करदे होई खाल्ली थाह्रें कन्नै इक प्रासंसगक पैराग्राफ 2.5
नंबर

6( साधारण वतामान ते साधारण अतीत च कियाएं दा इस्तेमाल कररयै इक पैराग्राफ गी खाल्ली थाह्रें कन्नै हल करने दी कोशश कीती जानी चासहदी। 3 नंबर

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

8( सचिी सलखने पर दो च इक सवाल कदत्ती गेदी पररसस्थसतयें पर कोशश कीती जाग। )अनौपचाररक( दा। 4 नंबर

9( संदेश/ई-मेल सलखने पर इक सवाल कदत्ते गेदे संकेतें कन्नै प्रयास करना होग। )50-60 शब्द( 3 नंबर

भाग (घ) सासहत्य (15 नंबर )
10( भाग चार च दो लघु योग्यता आीले सवालें दी कोशश सनधाारत पाठ्यपुस्तक दे गद्य ग्रंथें थमां कीती जानी चासहदी। 2×2=4
नंबर

11( कसवताएं थमां सवशे, कें िीय सवचार, तुकबंदी योजना उप्पर आधाररत पंजें शा त्रै लघु योग्यता आीले सुआलें दी कोशश कीती जानी चासहदी। 3×2=6
नंबर

12( समझ, सवश्लेषण, मूल्यांकन बगैरा दे आधार उप्पर दो लम्मी जवाब देने आीले योग्यता आीले सवालें च इक दी कोशश कीती जानी चासहदी। 5×1=5
नंबर

योगात्मक मूल्यांकन
ि.सं. कतान ध्याs सगनतरी ते नांल नंबरे दी बंड
01 क पाठ बोधन 15
02 ख व्याकरण 8
03 ग लेखन कौशल 12
04 सासहत्य
05 क्हानी चरोआल
06 घ लेख : प्लास्टक प्रदूषण 15
07 ससरै पर आए पेपर
08 कसवता – प्यारी बेटी

कु ल्ल 50 नंबर

Class 7th
(Urdu)

‫‪Class 7th‬‬
‫نصابی اہداف‬
‫‪1‬۔ نصابی ہدف‬
‫مختلف تحریروں (کہانیاں‪ ،‬نظمیں‪ ،‬ڈراموں کے التباسات‪ ،‬مضامین‪ ،‬مضامین‪ ،‬نیوز رپورٹس) کے ساتھ مشغول ہوکر آزادانہ پڑھنے کی تفہیم اور خالصہ سازی کی مہارت کو فروغ‬
‫دیتا ہے اور کتابیں پڑھنے میں دلچسپی ظاہر کرتا ہے۔‬
‫‪2‬۔نصابی ہدف‬
‫سماجی تمریبات کے خیاالت‪ ،‬احساسات اور تجربات کے بارے میں لکھنے کی صالحیت حاصل کرتا ہے (مثال کے طور پر‪ ،‬گاؤں کے میلے‪ ،‬تہوار‪ ،‬موالع)‬
‫‪3‬۔نصابی ہدف‬
‫مؤثر مواصالت کی صالحیت کو فروغ دیتا ہے‪ .‬سوال پوچھنے‪ ،‬بیان کرنے‪ ،‬تجزیہ کرنے اور جواب دینے کے لئے زبان کی مہارت کا استعمال‬
‫‪4‬۔نصابی ہدف‬
‫ادب کے مختلف ادبی آالت اور شکلوں کی کھوج کرتا ہے‬
‫‪5‬۔نصابی ہدف‬
‫بنیادی لسانی پہلوؤں (وارڈ اور جملے کی ساخت) کو پہچاننے کی صالحیت پیدا کرتا ہے اور انہیں زبانی اور تحریری اظہار میں استعمال کرتا ہے۔‬

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

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

‫‪1.3‬مختلف نصوص میں مرکزی خیال کی شناخت اور تعریف کرتا ہے۔‬

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

‫تحریری حک مت 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 ،‬لطیفے‪palindromes، spoonisms، ،‬زبان کے کچھ بڑے لفظی کھیلوں سے والف ہو جاتا ہے (مثال کے طور پر‪6.3 ،‬‬
‫)‪anagrams ،crosswords‬انتاکشری‪،‬‬

‫ساتویں جماعت کے لیے اردو ایکیڈمک پالنر‬

‫سیکھنے کا طریقہ‬ ‫آموزشی ما حصل‬ ‫مہارتیں‬ ‫گرائمر‪ /‬کلیدی اجزا‬ ‫نظم‪/‬مضمون‪/‬متن وغیرہ‬ ‫وقت‬
‫{حصہ نظم}‬ ‫صۂ نظم}‬
‫{ح ّ‬ ‫‪1.1.2‬‬ ‫مناسب لب و لہجہ۔‬ ‫ترانۂ وحدت‪ ،‬نعت‪ ،‬للم‬ ‫پہال مہینہ‬
‫سادہ‪ ،‬متعلمہ مثالیں استعمال کریں۔‬ ‫‪1‬۔مختلف مولعوں پرنظم کو اپنے لفظوں‬ ‫مرکبات۔مطلع۔ممطع۔ ہم آواز ‪1.1.3‬‬ ‫شکرگزاری‪ ،‬ہمارا وطن‪،‬آدمی نامہ‬ ‫دوسرا مہینہ‬
‫حواس کو مشغول کریں‪ :‬طالب علموں‬ ‫میں سناتے ہیں۔‬ ‫‪4.4.1‬‬ ‫الفاظ ۔"واو "کی مختلف‬
‫کی حوصلہ افزائی کریں کہ وہ نظمیں‬ ‫‪2‬۔نظموں اور گیتوں کوموزونیت‬ ‫‪4.4.2‬‬ ‫لسمیں جیسے؛‬
‫دریافت کر کے اپنے حواس کو‬ ‫کےساتھ ادا کرتے ہیں۔‬ ‫معدولہ‪،‬عطف وغیرہ۔تشبیہہ۔ ‪6.6.2‬‬
‫مشغول کریں جو نظر‪ ،‬آواز‪ ،‬بو‪ ،‬ذائمہ‬ ‫‪3‬۔شاعری میں موازنہ اور مجاز کی‬ ‫‪5.5.1‬‬ ‫استعارہ‬
‫اور لمس کو جنم دیتی ہیں۔ اس میں‬ ‫شناخت کرتے ہیں۔‬
‫بلند آواز سے پڑھنا اور وضاحتی‬ ‫‪4‬۔شعری اصطالحات کو برتتا ہے۔‬
‫زبان پر بحث کرنا شامل ہو سکتا ہے۔‬ ‫‪1.1.4‬‬ ‫معنوں کے لحاظ سے اسم‬ ‫اخالق نبوی ملسو ہیلع ہللا یلص ‪ ،‬شری رام چندر‬ ‫تیسرا مہینہ‬
‫تخلیمی اظہار‪ :‬طلباء کو شاعری کے‬ ‫‪1.1.3‬‬ ‫کی لسمیں۔ اضداد‪،‬مترادفات‬ ‫جی‬
‫ذریعے اپنے اظہار کے موالع فراہم‬ ‫‪1.1.1‬‬ ‫حروف کا بیان ‪ ،‬جیسے؛‬
‫کریں۔ ان کی حوصلہ افزائی کریں کہ‬ ‫‪1.1.2‬‬ ‫استفہام‪ ،‬تعجب‪،‬تاسف وغیرہ‬
‫وہ ان موضوعات کے بارے میں اپنی‬ ‫صۂ نثر}‬
‫}ح ّ‬ ‫‪2.2.2‬‬ ‫صحیح تلفظ۔نظم اور نثر‬ ‫شاہ ہمدانرح ‪ ،‬نیوٹن کا کارنامہ ‪،‬‬ ‫چوتھا مہینہ‬
‫نظمیں لکھیں جن کے بارے میں وہ‬ ‫‪1‬۔دوسروں کی باتوں کوتوجہ سے سن‬ ‫‪4.4.1‬‬ ‫میں فرق۔ بلند‬ ‫ماحولیاتی توازن‪ :‬کیوں اور کیسے‬
‫پرجوش ہیں یا ان کے تجربات۔‬ ‫کراور سمجھ کراپنے انداز سے بیان‬ ‫‪5.5.1‬‬ ‫خوانی۔فعل۔خطوط‬ ‫بھلے اور برے کی پہچان‪،‬تین‬ ‫پانچواں مہینہ‬
‫{حصہ نثر}‬ ‫کرتے ہیں۔‬ ‫نویسی۔مختصر پیغامات‬ ‫کہانیاں‪،‬سرینگر سے کرگل تک۔‬
‫اردو نثر کے لدرے پیچیدہ التباسات‬ ‫‪2‬۔کہانی کو اپنے لفظوں میں بیان کرتے‬ ‫‪،‬میسیج‪ ،‬دعوت نامہ وغیرہ‬ ‫ڈاک کا انوکھا ٹکٹ‪،‬برزہ ہامہ کی‬ ‫چھٹا مہینہ‬
‫متعارف کروائیں جو لابل رسائی‬ ‫ہیں۔ریڈیو۔ ٹی وی اور اخباربت کو پڑھ‬ ‫تاریخی اہمیت‬

‫رہتے ہوئے بھی طلباء کی فہم کی‬ ‫کران کے متعلك تجزیہ کرتے ہیں۔‬ ‫مضمون نویسی‪،‬رپورٹ۔‬ ‫سائنس اور جنگ‪ ،‬کشمیر کے‬ ‫ساتواں مہینہ‬
‫مہارت کو چیلنج کرتے ہیں۔‬ ‫‪3‬۔کسی تحریر اور تمریر کا خالصہ اپنی‬ ‫محاورات کا استغال‬ ‫دلکش باغات‪ ،‬اولمپک کھیل۔‬
‫تجزیاتی پڑھنا‪ :‬طلباء کو سکھائیں کہ‬ ‫زبان میں بیان کرتے ہیں۔ کسی بھی‬ ‫‪،‬صفات؛ جیسے‬
‫ادبی آالت‪ ،‬تھیمز اور تصنیف کے‬ ‫کہانی کو اداکاری کے ساتھ پیش کرتے‬ ‫نسبتی‪،‬تعدادی وغیرہ۔‬
‫ارادے کی شناخت کرکے نثری‬ ‫ہیں۔‬
‫التباسات کا تجزیہ کیسے کریں۔ لریبی‬ ‫‪4‬۔ ڈرامائی مکالمات صحیح تلفظ‬
‫پڑھنے کی تکنیکوں کو ماڈل بنائیں‬ ‫اورعبارت کے ساتھ ادا کرتے ہیں۔‬
‫اور فعال شرکت کی حوصلہ افزائی‬
‫کریں۔‬
‫گرامر اور نحو‪ :‬نثری التباسات کے‬
‫تناظر میں گرائمر اور نحو کے اسباق‬
‫کو شامل کریں‪ ،‬جملے کی ساخت‪،‬‬
‫فعل کنجگیشن‪ ،‬اور رموز اولاف پر‬
‫توجہ مرکوز کریں۔‬
‫ادبی عناصر‪ :‬منتخب نثری متن کے‬
‫ذریعے مختلف ادبی عناصر جیسے‬
‫منظر نگاری‪ ،‬عالمت نگاری اور‬
‫عالمتی زبان کو دریافت کریں‪ ،‬طلباء‬
‫کو ان کی شناخت اور تجزیہ کرنے‬
‫کی ترغیب دیں۔‬

‫تشخیص کا طریمہ کار‬
‫جماعت ساتویں‬
‫نمبرات ‪50 :‬‬
‫مضمون اردو‬
‫حصہ الف‬
‫پڑھنے کا فہم‬
‫نمبرات‪15 :‬‬
‫‪ 1‬غیر درسی التباس (‪ 150‬سے ‪ 200‬الفاظ کا) جس کے آخر پر فہم کے مطابك کثیر االنتخابی سواالت ‪ /‬سبك کا عنوان‬
‫ایک لفظی جواب از خیر الفاظ ‪ /‬باز یافت‬
‫‪5 × 1= 5‬‬
‫‪2‬درسی نظم میں سے ایک بند جس کے آخر پر فہم کے مطابك کثیر االنتخابی مواالت سبك کا عنوان ‪ /‬یک لفظی جواب ‪/‬‬
‫‪5× 1 = 5‬‬ ‫ذخیر و الفاظ ‪ /‬بازیافت‬
‫‪ 3‬تصویری سوال جس کے آخر میں کثیر االنتخابی سواالت تجربہ کر نا باز یافت ‪ /‬تشخیص کے سواالت پوچھیں جائیں۔‬
‫‪5× 1= 5‬‬
‫حمہ ب (گرایمر) نمبرات ‪8‬‬
‫ا فعل ماضی حال مستمبل ‪ /‬اسم‪ ،‬صفت‪ ،‬فعل‬
‫‪4 × 1= 4‬‬ ‫فاعل ‪ ،‬مفعول‬
‫‪4 × 1= 4‬‬ ‫‪ 2‬ضد اضداد‪/‬واحد جمع‪/‬مزکر مونث‪/‬رموزاولاف‬

‫حمہ ج (لکھنے کی صالحیت) نمبرات‪12‬‬
‫‪ 1‬اشماروں یا تصویروں کی مدد سے (‪ 150‬سے ‪ )200‬الفاظ ہے مشتمل کسی ایک موضوع پر مضمون تحریر کریں۔‬
‫‪5× 1 = 5‬‬
‫‪ 2‬دی گئی صورت حال کے متعلك ایک پیرا گراف ‪/‬کہانی ‪ /‬مکالمہ اشتہار ‪ /‬الفاظ اور محاوروں کا جھلوں میں استعمال‬
‫‪3× 1= 3‬‬
‫‪4× 1= 4‬‬ ‫‪ 3‬ایک رسی خط ‪ /‬غیررسمی خط تحریر کیجیے۔‬
‫حصہ د (ادب)‬
‫سمیٹیو ایسیسمنٹ کے لیے منتخب اسباق۔‬
‫‪.1‬للم‪,‬‬
‫‪.2‬ہمارا وطن‬
‫‪.3‬آدمی نامہ‬
‫‪ .4‬ڈاک کا انوکھا ٹکٹ‬
‫‪ .5‬سائنس اور جنگ‬
‫‪.6‬کشمیر کے دلکش باغات‪،‬‬
‫‪.7‬اولمپک کھیل۔‬
‫نمبرات‪15 :‬‬
‫‪ 1‬کتاب کے کسی بھی نثری سبك میں سے مختصر استعدادی سواالت‬

‫‪3 × 2= 6‬‬ ‫(چار میں سے تین )‬
‫‪ 2‬کتاب میں دی گئی نظم کے متعلك مختصر استعدادی سواالت جیسے ۔ صنفی اصطالح ‪ /‬موضوع و غیر ہ (تین میں سے‬
‫دو) ‪2×2=4‬‬
‫‪5× 1= 5‬‬ ‫درسی کتاب میں شامل کسی ایک موضوع کا مرکزی خیال ‪/‬خالصہ ‪/‬نوٹ تحریر کریں۔‬

Class 7th
(Kashmiri)

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

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

‫پههہ ِفعری زبٲنۍ م ‪ٛ‬هز کتو کرنز‬ ‫ِ‬ ‫چو‬‫یوتو خوف آذان ِز تِم ِ‬ ‫لچہ رذمی زبٲنۍ ُہ ‪ٛ‬هذ ت ‪ٚ‬‬ ‫ذکو ٕ‬ ‫ٗ‬ ‫چو‬‫شرٮ۪ن ِ‬‫ُ‬
‫تھاونہ‬
‫ٕ‬ ‫تهوػرک خیال‬ ‫ُ‬ ‫مخسوس کران لہرا گسه زبان ہی‪ٚ‬چھهاونز م ‪ٛ‬هز یَس زبانی‬ ‫ٗ‬ ‫تہ م ‪ٛ‬هذچو‬ ‫م ‪ٛ‬هز خوف ٕ‬
‫شرٮ۪ن ہی‪ٚ‬چھهٕکۍ ہِوۍ‬ ‫تہ کلاذز م ‪ٛ‬هز ذارنٕے ُ‬ ‫تھاو ٕ‬
‫ِ‬ ‫کهہ‬
‫ِ‬ ‫تهوػر برو ‪ٛ‬نہہ‬ ‫ُ‬ ‫ُین۔ اگر وۅذتاد یَس زبٲنۍ‬
‫شرٮ۪ن ٕہ ‪ٛ‬ه ِذس ِفعری‬ ‫لگہ ُ‬
‫ِ‬ ‫ذتۍ‬ ‫امہ ٍ‬ ‫ٕ‬ ‫چھهٲوتو۔‬
‫ِ‬ ‫ذہ زبان بہتر پٲٹھۍ ہی‪ٚ‬‬ ‫ُ‬ ‫کہ‬
‫لہ ہٮ۪ ِ‬
‫تی ٕ‬‫کر ‪ٚ‬‬ ‫موقعہ فراہم ِ‬ ‫ٕ‬
‫گسه یس زبٲنی‬
‫ِ‬ ‫تہ۔ لہرا‬‫تہ ِلسٲنی ر ‪ٛ‬نگا ر ‪ٛ‬نگی ُکن ِ‬ ‫پھیر تہریبی ٕ‬ ‫ِ‬ ‫تہ تِ ُہ ‪ٛ‬هذ ػۅن‬ ‫ٕ‬ ‫اِػہارس پوچھر‬
‫ورتاونہ ُین ُیز زبان‬
‫ٕ‬ ‫قہ‬
‫پیش نؼر ہی‪ٚ‬چھهاو ُنک تِ ُی ‪ٛ‬تو ظر ٖی ٕ‬ ‫ِ‬ ‫تہ تتو‬ ‫ٕ‬ ‫ذمحهہ ِیهۍ‬
‫ٕ‬ ‫تهوػر چ اہمیت‬ ‫ٕ‬
‫تہ اثر دار ثٲبت ذپ ِذ۔‬ ‫تہ پرنز م ‪ٛ‬هز بہتر ‪ ،‬ذہل ٕ‬ ‫ہی‪ٚ‬چھهز ٕ‬
‫ِ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 ٕ‬ ‫ذاز ٔ‬
‫دل ٖیل ‪/‬رکلن ٕہ ‪ٛ‬هذ مذ ٕد ا ‪ٛ‬ن ٕ‬ ‫‪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 زبان‬ ‫وار ٕ‬
‫تہ ٕ‬ ‫باونۍ ٕ‬ ‫هہ واجهٮ۪ن زبانن درمیان فرق ٕ‬ ‫ورتاونہ ِی ٕ‬
‫ٕ‬ ‫ذکولز م ‪ٛ‬هز‬ ‫ٗ‬ ‫تہ‬
‫گر ٕ‬
‫ِ‬ ‫‪8‬۔‬
‫چھهاونۍ۔‬
‫ٕ‬ ‫ہی‪ٚ‬‬

‫تہ‬‫واجهٮ۪ن زبانن م ‪ٛ‬هز ُچو مۅ ُلل ٕ‬ ‫ِ‬ ‫هہ‬
‫بولهہ ِی ٕ‬
‫ٕ‬ ‫تہ‬
‫یی ِ‬
‫علاقہ ‪ٚ‬‬
‫ٕ‬ ‫بو ُرت‬
‫اعتبار اکو با ِگہ ‪ٚ‬‬
‫ٕ‬ ‫جموں و کصم ٖیر ُچو ِلسٲنی‬
‫تہ‬ ‫کٲشر زبٲنۍ ُہ ‪ٛ‬هذ ادبی توٲر ٖید ُچو ذتن ہتن ٔو ِر ین پٮ۪ٹو پھہ ِلتو۔لل دٮ۪ذ ٕ‬ ‫ِ‬ ‫آمت۔‬
‫کرنہ ُ‬
‫ٕ‬ ‫معیٲری ادب تدل ٖیق‬
‫دوان۔یہ چھے یتو‬‫ِ‬ ‫َمہ زبٲنۍ ٕہ ‪ٛ‬ه ِذ ادبی کاروا ُنک ذفر روان‬ ‫ٹو ُونِز تام ُچو ا ِ‬ ‫وقتہ پٮ۪ ٕ‬
‫ٕ‬ ‫العالم ذٕ ‪ٛ‬ه ِذ‬
‫ؒ‬ ‫رید‬
‫ُ‬
‫‪ٚ‬‬
‫صچ‬ ‫چہ آبٲدی ہٕ ‪ٛ‬هذ بیصتر ِح ٕ‬‫تہ ِ‬
‫یی ِ‬ ‫ھے ‪ٚ‬‬ ‫تھہ پٲٹھۍ چ‬ ‫تہ ِی ٕ‬
‫کھۅتہ ٔبڈ زبان ٕ‬
‫ٕ‬ ‫ذار ٕوے‬‫ِ‬ ‫واجهۍ‬
‫هہ ِ‬ ‫بولهہ ِی ٕ‬
‫ٕ‬ ‫علاقز م ‪ٛ‬هز‬
‫‪ٚ‬‬
‫تہ انگر ٖیزۍ زبانن ٕہ ‪ٛ‬ه ِذ ‪Learning‬‬ ‫آمتۍ ہی‪ٚ‬چھن تر آے اردو ٕ‬ ‫نہ ٕ‬‫مادری زبان۔یتو مسودس م ‪ٛ‬هز ِد ٕ‬
‫آمس‬
‫ٕ‬ ‫نہ‬
‫بعور ِمجٲلی مواد ِد ٕ‬
‫ِ‬ ‫آمس عملی سرگرمی چھے‬ ‫ٕ‬ ‫نہ‬
‫کرنہ۔اتو م ‪ٛ‬هز ِد ٕ‬
‫ٕ‬ ‫ترجمہ‬
‫ٕ‬ ‫ٹو‬
‫‪Outcome‬دذتاو ٖی ٕز پٮ۪ ٕ‬
‫‪ٚ‬‬
‫هہ۔‬
‫کھۅتہ بہتر َب ِ‬
‫ٕ‬ ‫پرناون بہتر‬
‫ُ‬ ‫تہ‬
‫ورتٲوتو ُیتو ہی‪ُ ٚ‬چھن ٕ‬
‫ِ‬ ‫تہ‬
‫۔ذٲنۍ وۅذتاد ہٮ۪کن ُمتبٲ ِدل سرگرمی ِ‬

‫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 ِ‬
‫مزاحیہ‬
‫ِ‬ ‫‪،‬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 ِ‬ ‫۔مدصوص زلٲحیس والٮ۪ن ُ‬ ‫ٗ‬ ‫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 تَتو پٮ۪ٹو کَتو باتو کرنٕچ‬ ‫مصٲہِذن ن ِ‬ ‫یود ماحول تہٕ أ ‪ٛ‬نذۍ پٔکِھز 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 ٕد‬ ‫ٔ‬ ‫ٕ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۔‬
‫تاکہ‬ ‫ِ‬ ‫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 ‫ُ‬ ‫زخیح تہٕ خۅش خط‬
‫ھرن تہٕ تِمن ُمتعلق لفؼن ہٕ ‪ٛ‬ه ِذ‬ ‫بصورتی تہٕ ر ‪ٛ‬نگا ٔر ‪ٛ‬نگی ُکن ػۅن ِپ ُ‬ ‫ٗ‬ ‫خو‬‫قذرتی نؼارن ہٕ ‪ٛ‬هذۍ تعر ٖیف ‪،‬تِ ٕہ ‪ٛ‬هز ٗ‬ ‫‪‬‬
‫اذتعما ُلک موقہٕ ِد ُین۔‬
‫شرٮ۪ن آیتن تھا ٕونۍ ُیتو بوزنچن تہٕ پرنچن مہارژن‬ ‫بیتر گسھن ُ‬ ‫ِ‬ ‫نمونہٕ‬
‫ٗ‬ ‫ماحولز ُمتعلق متن‪،‬فِلمہٕ ‪،‬رکلہٕ ‪ ،‬ارتہار یا‬ ‫‪‬‬
‫میلہ ذہل پٲٹھۍ تہٕ دلچسپی ذان َوتھبو۔مجالے کیا خۅش ِی ُون نؼا ٕر ُچو۔‬ ‫ِ‬
‫ذریعہ ماحول ٔرژھراونہٕ‬
‫ِ‬ ‫مضمونن ہٕ ‪ٛ‬ه ِذ‬
‫ٗ‬ ‫موضوعز پٮ۪ٹو لی‪ٚ‬کھهہٕ آمسن کِتابن تہٕ‬ ‫ٗ‬ ‫پانہٕ وٲنۍ کتو باتو‪،‬ماحولیاتکِز‬ ‫‪‬‬
‫کورش ک ٕرنۍ۔‬ ‫بچہ ماحول دوس بهاونٕچ ٗ‬ ‫ِ‬ ‫باپتو بیذٲری پٲ ٕد ک ٕرنۍ تہٕ‬

‫یس‬
‫تہ صلٲ ِح ٕ‬
‫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 ‫‪ٚ -LO1.1.1‬‬ ‫‪ C-1.1‬ػۅن دِتو پرنہٕ تہٕ بوزنہٕ پتہٕ ُچو﴿اخبار‪،‬رپورٹ تہٕ‬ ‫‪CG-1‬‬
‫بوزان تہٕ پههہِ ا ‪ٛ‬نذا ٕز 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 ‫‪-LO1.1.2‬نؼمہٕ ٔ‬ ‫بوزان‪،‬مهصوبہٕ تیار کران‪،‬تہٕ مدتلف ٔقسمن ہٕ ‪ٛ‬هذۍ‬
‫ٗ‬ ‫‪ُ C-1.2‬چو‬
‫پهٕهٮ۪ن لفؼن م ‪ٛ‬هز لی‪ٚ‬کھان۔‬ ‫انٹرویو ﴿مهؼم تہٕ غٲر ذاختہٕ ﴾ ہٮ۪وان۔‬ ‫پانز انذر تفص ٖیل‪،‬تحزیہ‬
‫تحربہٕ ِچو وضاحت‬ ‫‪-LO1.2.1‬پهٕهۍ خیال تہٕ‬ ‫تحرباتن ٕہ ‪ٛ‬هذس‬ ‫مهٲذِ ب زبان ورتٲ ِوتو ُچو ذمٲجی‬ ‫‪ُ C-1.3‬‬ ‫تہٕ موثر کتو باتو کرنٕچ‬
‫ُ‬ ‫ُ‬
‫ذان َونان تہٕ لی‪ٚ‬کِھتو پیش کران۔‬ ‫پرژھان۔‬
‫ورتاوس ُمتعلق تخقیقٲتی ذوال ‪ٛ‬‬ ‫زلٲحیت پٲ ٕد کَران۔‬
‫‪-LO1.3.1‬نجری عبارت ٔپ ِرتو ِچو ذوالن جواب‬ ‫‪ C-1.4‬مدتلف ذامع ٖیهن تہٕ مدتلف مقصذو باپتو ُچو‬
‫دِوان۔‬ ‫اچھر‪،‬مضمون تہٕ رپورٹ‬
‫ٗ‬ ‫مهٲذِ ب انذا ٕز تہٕ ظر ٖیقہٕ ورتٲ ِوتو‬
‫ُ‬
‫‪-LO1.4.1‬رذمی تہٕ غٲر رذمی خط ‪ ،‬مۅخصر‬ ‫تیار کران۔‬
‫پٲغام ﴿ ایز ایم ایز ﴾ تہٕ مۅخصر پیراگراف‬ ‫‪ C-1.5‬مدتلف ذامع ٖیهن تہٕ مدتلف مقصذو باپتو ُچو‬
‫ِچو تخر ٖیر کران۔‬ ‫دور ٕونۍ باپتو﴾ مواد تیار کَران۔‬ ‫بوزنٕکۍ تہٕ بولهٕکۍ﴿یا ‪ٚ‬‬
‫ارار ناوتٮ۪ن ہی ‪ٛ‬هذ اذتعمال‬ ‫ٕ‬ ‫‪-LO1.5.1‬ناوتٮ۪ن تہٕ‬
‫کٔرتو مدتلف موقہٕ نؼ ِر تل تھٲ ِوتو زخیح‬
‫ُجملہٕ ورتاوان۔‬
‫تھٲوتو‬
‫ِ‬ ‫‪ٔ -LO2.1.1‬دذلابہٕ ‪،‬ا ‪ٛ‬نذ تہٕ متن م ِذ نؼر‬ ‫‪ C-2.1‬مدتلف ثقافتن تہٕ مدتلف دورن ہٕ ‪ٛ‬هذٮ۪ن ادبی‬ ‫‪CG-2‬‬
‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬‫ٗ‬ ‫ِچو ُکهہِ موضوعز پٮ۪ٹو‬ ‫زهفن﴿نجر‪،‬نؼم ‪،‬ڈراما﴾ تہٕ ظر ِز تخر ٖیر﴿بیانیہ‪،‬وضاحتی بیانیہ﴾‬
‫ادبی اضافہٕ َچن مدتلف‬
‫‪ -LO2.1.2‬مصکل لفؼن ُہ ‪ٛ‬هذ معهی‪،‬زخیح‬ ‫پرزناوان تہٕ تعر ٖیف کَران۔‬ ‫بیتر ‪ٛ‬‬
‫ِ‬
‫خٲظر‬
‫ٕ‬ ‫تل ُفغ تہٕ تِمن ُہ ‪ٛ‬هذ مهٲذب ورتاو ُوچھهہٕ‬ ‫پرزناوان‬
‫زهفن ‪ٛ‬‬ ‫سمکۍ ادب ٔپ ِرتو ُچو ادبی ِ‬ ‫ٔقسمن تلاش کٔ ِرتو ُچو زبان ‪ C-2.2‬مدتلف ٔق ٕ‬
‫ِچو کٲش ِر لػت تہٕ کٲشرٮ۪ن ویب ذایٹن ُہ ‪ٛ‬هذ‬ ‫پرٮ۪ ٕس﴾ تہٕ ِیمن ُچو تخر ٖیرس م ‪ٛ‬هز‬ ‫‪،‬ادبی تہٕ ثقافتی وراثتٕکۍ‬
‫مجالے ﴿اذتعا ٕر‪ ،‬مخاو ٕر تہٕ ‪ٛ‬‬
‫اذتعمال کران۔‬ ‫ورتاوان۔‬ ‫تعر ٖیف کران۔‬
‫‪-LO2.2.1‬ڈرامہ افسانہ تہٕ دل ٖیل ذو ‪ٛ‬نچتو‬ ‫‪ C-2.3‬تقر ٖیر تہٕ تخر ٖیر ذریعہِ ُچو پهٕهز ذماجز تہٕ ماحول‬
‫موجود اہم واقعہٕ ‪،‬‬ ‫ٗ‬ ‫ذمحتو ٔپرتو تِمن م ‪ٛ‬هز‬ ‫کٮ۪ن مدتلف پہ ُلون پٮ۪ٹو تهق ٖیذی باوتو کَران۔‬

‫مرکزی خیال تہٕ کردار ب ِذ کڈان تہٕ تِمن پهہٕ نٮ۪ن‬
‫ذٲتی تحربن ذٍ تۍ واٹان۔‬
‫تراوس‬ ‫چو زخیح ُتل ‪ٛ‬‬ ‫‪ -LO2.2.2‬نؼمہٕ تہٕ بٲتو ِ‬
‫موزون ا ‪ٛ‬نذازس م ‪ٛ‬هز ادا کران۔‬
‫ٗ‬ ‫تہٕ‬
‫چو انفارمیصن‬ ‫‪ .LO2.3.1‬زان حٲزل کرنہٕ خٲػ ٕر ِ‬
‫تہٕ 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 ‫‪ C-3.1‬بهیٲدی لسانی پہلو ُچو ذمحان تہٕ تِمن ہ ‪ٛ‬هز‬ ‫‪CG-3‬‬
‫ذان پیش کران۔‬ ‫تشریح﴿ظر ٖیقہٕ ﴾ زانان مجلن جم ُلک ڈھانچہٕ ‪ ،‬اوقاف‪ ،‬جهز‪ ،‬تہٕ‬
‫پہلو﴿لفؼن‬
‫ٗ‬ ‫بهیٲدی لِسٲنی‬
‫ذمحتو ِچو تِمن‬ ‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫مد ٔتلِف رکلہٕ پرنہٕ ِو ِز تہٕ ُچو تِمہٕ‬
‫حصہٕ بیت ِر تہٕ تقریر‪ ،‬اد ٕبچ ُ‬
‫ُمتعلق پهٕهۍ راے ػٲہِر کران۔‬ ‫لی‪ٚ‬کھهز م ‪ٛ‬هز بارذز اَنان۔‬ ‫تہٕ ُجملن ہٕ ‪ٛ‬هز ذاخت﴾‬
‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اخبٲرۍ تخر ٖیر ٔپ ِرتو ُچو‬ ‫مهٲذِ ب زبان تہٕ ظر ٖیقہٕ ورتٲ ِوتو ُچو نجر‪ ،‬نؼم تہٕ‬ ‫‪ُ C-3.2‬‬ ‫پرزناوان تہٕ تِمن زبٲنی تہٕ‬
‫‪ٛ‬‬
‫ت ُِہ ‪ٛ‬هذ تحزیہِ کران۔‬ ‫ڈراما لی‪ٚ‬کھان۔‬ ‫تخر ٖیرس م ‪ٛ‬هز ورتاونٕچ‬
‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ‬ ‫زلٲحیت تھاوان۔‬
‫ِچو پهٕهہِ آیہِ پیش کران۔‬
‫اوت ُچو‬ ‫کر ُ‬
‫‪ٛ‬‬ ‫ناوت تہٕ‬ ‫ُ‬ ‫ِرار‬
‫ناوت‪،‬ا ٕ‬‫ُ‬ ‫‪:LO3.2.2‬‬
‫ٹھ ٖیک پٲٹھۍ ُجملن م ‪ٛ‬هز ورتاوان۔‬
‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب‬ ‫‪ُ :LO3.2.3‬‬
‫دِوان۔‬
‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب‬ ‫‪ُ :LO4.1.1‬‬ ‫مد ٔتلِف کِتابہٕ تہٕ زهفہٕ ُچو پَران‪ ،‬جواب دِوان تہٕ‬ ‫‪ُ C-4.1‬‬ ‫‪CG-4‬‬
‫دِوان۔‬ ‫تهقیذی جٲی ٕز ہٮ۪وان﴿افسانہٕ تہٕ غٲر افسانہٕ ﴾‬
‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬ ‫‪ C-4.2‬مدتلف کامٮ۪ن ہٕ ‪ٛ‬هز زانکٲری تہٕ تِہ ‪ٛ‬ه ِذ اذتعمال باپتو ُچو‬ ‫پانز ا ‪ٛ‬نذر ُچو لی‪ٚ‬کھهٕچ تہٕ‬
‫جٲیز ہی‪ٚ‬هٕچ زلٲحیت پٲ ٕد کَران‬
‫ٕ‬
‫‪ :LO4.1.3‬مۅخصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام‬ ‫کِتابہٕ تہٕ باقی میڈیا وذیلہٕ موثر ظر ٖیقو اذتعمال کران۔‬
‫بی‪ٚ‬یہِ ُچو مز ٖیذ زانکٲری باپتو‬
‫لیکھان۔‬ ‫تہٕ لۅکٕٹۍ پیراگراف ِچو ‪ٚ‬‬ ‫لایبریری ُہ ‪ٛ‬هذ تہِ اذتعمال‬
‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو‬
‫کران۔‬
‫لی‪ٚ‬کھان۔‬
‫انذک خیال تھٲ ِوتو‬ ‫‪ٔ :LO4.2.2‬دذلابہٕ ‪،‬متن تہٕ ُ‬

‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫ُچو‬
‫‪ :LO4.2.3‬نصٲبی کتابو علا ٕو چو مدتلف ٔذریو‬
‫حٲزل ذپذن واجهہِ کتابہٕ تہِ پران۔‬ ‫ِ‬
‫‪ :LO5.1.1‬غٲر نصٲبی مواد چو پران تہٕ‬ ‫‪ُ C-5.1‬چو ذمحان ِز زبانۍ ہٕ ‪ٛ‬هذۍ زوتیات تہٕ رذم الدط‬ ‫‪CG-5‬‬
‫ذمحان۔‬ ‫مصمتن ُہ ‪ٛ‬هذ تعذاد ‪ ،‬تہٕ تم کِتو پٲٹھۍ ِچو‬ ‫مصوتہٕ تہٕ ُ‬
‫‪ُ ،‬‬
‫ُکهہِ خاص زبٲنۍ ہٕ ‪ٛ‬ه ٕز‬
‫‪ :LO5.1.2‬پرٮ۪سن‪ٔ ،‬دل ٖیلن تہٕ نؼمن پٮ۪ٹو چو‬ ‫تعامل کران تہٕ اذتعمال گسھان ۔‬
‫مدصوص خصوزی ٕس مجلن‬ ‫ٗ‬
‫پهٕهۍ راے پیش کران۔‬ ‫‪ C-5.2‬تقر ٖیر زیا ٕد دلچسپ تہٕ م ٕزدار بهاونہٕ باپتو ُچو نؼمن‬
‫اچھر‪،‬متن ‪،‬آوا ٕز تہٕ بٲتو بیت ِر‬
‫‪ :LO5.1.3‬ذماجز م ‪ٛ‬هز پیش ِیهہٕ والٮ۪ن واقعن‬ ‫مصػول روزان۔‬
‫ٗ‬ ‫دو ِیمٮ۪ن چ ٖیزن ذٍ تۍ‬‫‪،‬انتصارن تہٕ ‪ٚ‬‬
‫تہٕ مسلن متعلق چو بیذار تہٕ حساس۔‬ ‫مدصوص لھیلن ہٕ ‪ٛ‬هز زان‬ ‫‪ C-5.3‬زبٲنۍ م ‪ٛ‬هز ُچو کی‪ٛ ٚ‬هسھن‬ ‫تہٕ بی‪ٚ‬یہِ لفؼو ذٍ تۍ ِگ ‪ٛ‬هذنہٕ‬
‫ٗ‬
‫ِیهہٕ واجهہِ کھیلہ ِیمہٕ اتو‬
‫‪ :LO5.2.1‬پانز أ ‪ٛ‬نذۍ پکھۍ پیش ِیهہٕ والٮ۪ن‬ ‫تھاوان۔مجلن﴿ پیلهڈرومز‪ ،‬ذپونر یزم‪،‬اچھرو ورٲے جملہ یا آوا ٕز‪،‬‬
‫زبٲنۍ م ‪ٛ‬هز اکو الگ مقام‬
‫واقعن چو آزٲدی ذان تحزیہ کران۔‬ ‫پ ‪ٛ‬رٮ۪ ٕس‪ ،‬جوق‪ ،‬انتاکشری‪ ،‬اناگرام‪،‬کراس وأرڈ﴾ بیت ِر۔‬ ‫ِچو تھاوان ُچو پانز ا ‪ٛ‬نذر‬
‫‪ٔ :LO5.2.2‬دل ٖیلہِ یا نؼمہِ ہ ‪ٛ‬هذۍ مرکزی خیال یا‬
‫ِیمن ٕہ ‪ٛ‬هز زلٲحیت پٲ ٕد کران۔‬
‫ُخلازہٕ چو لی‪ٚ‬کھان۔‬
‫وومت‬ ‫کر ُ‬‫اوت‪ٛ ،‬‬ ‫کر ُ‬
‫ناوت‪ٛ ،‬‬‫ناوت‪ ،‬اِرا ٕر ُ‬ ‫‪ُ :LO5.2.3‬‬
‫گرامری ازعلاحن ہ ‪ٛ‬هز زان چو تھاوان‬ ‫باوت ‪ٛ‬‬ ‫تہٕ ُ‬
‫تہٕ ِیم چو ُجملو م ‪ٛ‬ه ٕز ژاران تہٕ ورتاوان۔‬
‫‪ :LO5.3.1‬مۅخصر پٲغام‪ ،‬دعوتی پٲغام تہٕ‬
‫پیراگراف چو لی‪ٚ‬کھان۔‬ ‫‪ٛ‬‬ ‫لۅکٹۍ‬
‫‪ :LO5.3.2‬رذمی تہٕ غٲر رذمی ِچٹو چو‬
‫لی‪ٚ‬کھان۔ کٲ ‪ٛ‬نسہِ تہِ حٲکمہٕ ذ ‪ٛ‬ه ِذ نا ٕو چو‬
‫درخواذت لی‪ٚ‬کھان۔‬
‫تھٲوتو‬
‫ِ‬ ‫انذک خیال‬ ‫‪ٔ :LO5.3.3‬دذلابہٕ ‪ ،‬متن تہٕ ُ‬
‫مضمون تسلسل ذان لی‪ٚ‬کھان۔‬ ‫ٗ‬ ‫چو‬

‫آمس تدریسی عمل‬
‫کرنہ ٕ‬
‫ٕ‬ ‫تجویز‬ ‫ہیچھن تر‬
‫‪ٚ‬‬ ‫سبق‪/‬موضوع‬ ‫ر ‪ٚ‬یتھ‬
‫﵀نؼمہِ متعلق جمٲژ ن م ‪ٛ‬هز کتو باتو‬ ‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری‬ ‫ذبق ‪2-1‬‬ ‫گودن ُِیک‬
‫‪ٚ‬‬
‫کرناونۍ۔‬‫ٕ‬ ‫ذان پیش کران۔‬ ‫ُدعا‬ ‫ریتو‬‫‪ٚ‬‬
‫کرناونۍ رٲعری مقابلہٕ ۔‬ ‫ٕ‬ ‫شرۍ‬ ‫﵀ ُ‬ ‫ذمحتو ِچو تِمن‬‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫ذیا‬
‫ُ‬
‫رٲمل رٲعری تہٕ نجری ذبق م ِذ‬ ‫ِ‬ ‫﵀کِتابہِ م ‪ٛ‬هز‬ ‫ُمتعلق پهٕهۍ راے ػٲہِر کران۔‬
‫تھٲوتو رٲعری تہٕ نجرس م ‪ٛ‬هز فرق واضع‬ ‫ِ‬ ‫نؼر‬ ‫اوت ُچو ٹھ ٖیک‬
‫کر ُ‬‫ناوت تہٕ ‪ٛ‬‬ ‫ِرار ُ‬
‫ناوت‪،‬ا ٕ‬ ‫‪ُ :LO3.2.2‬‬
‫کرنۍ۔‬ ‫ٕ‬ ‫پٲٹھۍ ُجملن م ‪ٛ‬هز ورتاوان۔‬
‫ژارناونۍ۔‬
‫ٕ‬ ‫ناوتۍ‬ ‫﵀متن ٔپ ِرتو ٕ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬
‫ورتاونۍ ۔‬
‫ٕ‬ ‫ناوتۍ‬ ‫﵀ ُجملن م ‪ٛ‬هز ٕ‬ ‫علاو چو مدتلف ٔذریو‬ ‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬
‫شرۍ‬ ‫﵀اونتی ورمن ذٕ ‪ٛ‬هذِس دورس متعلق ُ‬ ‫حٲزل ذپذن واجهہِ کتابہٕ تہِ پران۔‬ ‫ِ‬
‫کرناونۍ۔‬
‫ٕ‬ ‫گروپن م ‪ٛ‬هز کتو باتو‬
‫ارار‬
‫ٕ‬ ‫ارار ناوتٮ۪ن ہٕ ‪ٛ‬هز زان تہٕ متن ٔپ ِرتو‬ ‫ٕ‬ ‫﵀‬ ‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اخبٲرۍ تخر ٖیر ٔپ ِرتو ُچو‬ ‫ذبق ‪4-3‬‬ ‫ریتو‬
‫دو ِیم ‪ٚ‬‬
‫‪ٚ‬‬
‫ژارناونۍ۔‬‫ٕ‬ ‫ناوتۍ‬ ‫ٕ‬ ‫ت ُِہ ‪ٛ‬هذ تحزیہِ کران۔‬ ‫کی ‪ٚ‬وم‬
‫پٲٹھۍ ‪ٚ‬‬
‫ذبقک ُخلازہٕ پهٕهٮ۪ن لفؼن‬ ‫ُ‬ ‫کھهاونۍ‬ ‫ٕ‬ ‫لی‬
‫شرۍ ‪ٚ‬‬ ‫﵀ ُ‬ ‫ٹو ِچٹھۍ ‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ‬ ‫لذاخہٕ پٮ۪ ٕ‬
‫م ‪ٛ‬هز۔‬ ‫ِچو پهٕهہِ آیہِ پیش کران۔‬
‫﵀ژھۅٹۍ پیػام ‪ ،‬دعوتی پیػام‪ِ ،‬چٹھۍ تہٕ‬ ‫اوت ُچو ٹھ ٖیک‬ ‫کر ُ‬
‫ناوت تہٕ ‪ٛ‬‬‫ناوت‪،‬اِرا ٕر ُ‬‫‪ُ :LO3.2.2‬‬
‫کرناونۍ۔‬
‫ٕ‬ ‫بیتر لی‪ٚ‬کھهاونٕچ مصق‬ ‫ِ‬ ‫درخواذت‬ ‫پٲٹھۍ ُجملن م ‪ٛ‬هز ورتاوان۔‬
‫﵀رذمی تہٕ غٲر رذمی ِچٹھٮ۪ن م ‪ٛ‬هز فرق واضع‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬
‫کرنۍ۔‬ ‫ٕ‬ ‫‪ :LO4.1.3‬مۅخصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام تہٕ‬
‫لیکھان۔‬
‫لۅکٕٹۍ پیراگراف ِچو ‪ٚ‬‬
‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو‬
‫لی‪ٚ‬کھان۔‬
‫کرناونۍ۔‬
‫ٕ‬ ‫﵀رعر نجرس م ‪ٛ‬هز ِپھرنٕچ مصق‬ ‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ‬ ‫ذبق ‪6-5‬‬ ‫ریتو‬
‫تر ِییم ‪ٚ‬‬
‫‪ٛ‬‬
‫کرناونۍ۔‬
‫ٕ‬ ‫﵀روٲنۍ ذان پرنٕچ مصق‬ ‫ِچو پهٕهہِ آیہِ پیش کران۔‬ ‫کٲشِ ر زبان‬
‫کرنۍ۔‬
‫﵀نجرس تہٕ نؼمہِ م ‪ٛ‬هز فرق واضع ٕ‬ ‫اوت ُچو ٹھ ٖیک‬ ‫کر ُ‬
‫ناوت تہٕ ‪ٛ‬‬‫ِرار ُ‬
‫ناوت‪،‬ا ٕ‬ ‫‪ُ :LO3.2.2‬‬ ‫ے لُکہٕ َک ٕ‬
‫تو‬ ‫تر ‪ٚ‬‬
‫‪ٛ‬‬
‫کھهاونۍ۔‬
‫ٕ‬ ‫لی‬
‫شرۍ پهٕهہِ آیہِ ُخلازہٕ ‪ٚ‬‬
‫﵀ ُ‬ ‫پٲٹھۍ ُجملن م ‪ٛ‬هز ورتاوان۔‬

‫شرٮ۪ن ذوال و جواب‬ ‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب ﵀دیانتذٲدی ُمتعلق ُ‬ ‫‪ُ :LO3.2.3‬‬
‫کر ُنک موقعہٕ د ُِین۔‬ ‫دِوان۔‬
‫﵀فعرتز ذٍ تۍ ِگ ‪ٛ‬ه ِذ ِگ ‪ٛ‬هذ کرنٕکۍ نۅقصانات‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬
‫سھهاونۍ۔‬
‫ٕ‬ ‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو وٮ۪‬
‫لی‪ٚ‬کھان۔‬

‫َتو‬
‫شرٮ۪ن ا ِ‬
‫ار جانٕچ اہمیت موضوعز پیٹو ُ‬ ‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اخبٲرۍ تخر ٖیر ٔپ ِرتو ُچو ﵀ ِ‬ ‫ذبق ‪8-7‬‬ ‫ریتو‬
‫ژو ِرم ‪ٚ‬‬
‫ٗ‬
‫کھهاونۍ ۔‬
‫ٕ‬ ‫کی ‪ٛ‬هہہ ُجملہٕ لٮ۪‬ ‫ت ُِہ ‪ٛ‬هذ تحزیہِ کران۔‬ ‫کا ‪ٛ‬نبل‬
‫شرۍمہلِک بٮ۪مار تہٕ تذرب ٖیرن ُمتعلق کتو‬ ‫﵀ ُ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬ ‫ٹیلی ِوجن‬
‫کرناونۍ۔‬‫ٕ‬ ‫‪ :LO4.1.3‬مۅخصر پٲغام﴿‪،﴾SMS‬دعوتی پٲغام تہٕ باتو‬
‫شرٮ۪ن ہٕ ‪ٛ‬ه ِذ ذریعہ اکو‬
‫تھٲوتو ُ‬
‫ِ‬ ‫﵀عهوان م ِذ نؼر‬ ‫لیکھان۔‬‫لۅکٕٹۍ پیراگراف ِچو ‪ٚ‬‬
‫لۅ ُکٹ ڈرامہ اداکٲرۍ ذان جمٲژ م ‪ٛ‬هز کرناو ُنک‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک خیال‬ ‫‪ٔ :LO4.2.2‬دذلابہٕ ‪،‬متن تہٕ ُ‬
‫کرن۔‬
‫ذ ‪ٛ‬هز ُ‬ ‫ک ِرتو لی‪ٚ‬کھان۔‬
‫مربوط ٔ‬
‫ٗ‬ ‫ُچو‬
‫علاو چو مدتلف ٔذریو ﵀ٹیلی ِوجهز ُمتعلق کلاذز م ‪ٛ‬هز اکو ُکھلہٕ‬ ‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬
‫کرناون۔‬
‫ُ‬ ‫بخث‬ ‫حٲزل ذپذن واجهہِ کتابہٕ تہِ پران۔‬‫ِ‬
‫شرٮ۪ن‬‫﵀ ٹیلی ِوجهٕکۍ فٲی ٕذ تہٕ نۅقصان ُ‬
‫لی‪ٚ‬کِھتۍ ہی‪ٚ‬هۍ۔‬
‫شرۍ لایبریری م ‪ٛ‬هز اخبارن ُہ ‪ٛ‬هذ معالعہ‬ ‫﵀ ُ‬
‫تلفغ تہٕ روٲنی ذان پرنٕچ‬ ‫سرخی ُ‬ ‫کرناونۍ تہٕ ُ‬ ‫ٕ‬
‫کرناونۍ۔‬
‫ٕ‬ ‫مصق‬

‫ٹو آمتٮ۪ن کی ‪ٛ‬هسھن ُبزرگن ُہ ‪ٛ‬هذ‬
‫بیرون ملکو پٮ۪ ٕ‬
‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری ﵀ ٗ‬ ‫ذبق ‪11-9‬‬ ‫ریتو‬
‫پٲ ‪ٛ‬ن ِسم ‪ٚ‬‬
‫رح‬
‫کرناونۍ‬
‫ٕ‬ ‫اکو فہرذت تیار‬ ‫ذان پیش کران۔‬ ‫راہِ ہمذان‬
‫شرۍ پهٕهۍ پهٕهۍ راے َدہن‬ ‫ذمحتو ِچو تِمن ﵀عهوانز ُمتعلق ُ‬ ‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫میو ُنے وظن‬
‫کرناونۍ۔‬
‫ٕ‬ ‫ُجملن م ‪ٛ‬هز تخر ٖیر‬ ‫ُمتعلق پهٕهۍ راے ػٲہِر کران۔‬ ‫مبارکو‬
‫کص ٖیر ہٕ ‪ٛ‬هذٮ۪ن کی ‪ٛ‬هسھن ناماوار ردصیتن‬‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو ﵀ ٔ‬

‫ُمتعلق کتو باتو کر ُنک موقعہٕ د ُِین۔‬ ‫لی‪ٚ‬کھان۔‬
‫وناونۍ۔‬
‫ٕ‬ ‫شرۍ اکہِ اکہِ نؼم گٮ۪‬ ‫﵀ ُ‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک خیال‬
‫‪ٔ :LO4.2.2‬دذلابہٕ ‪،‬متن تہٕ ُ‬
‫کرناونۍ َیتو م ‪ٛ‬هز‬ ‫ٕ‬ ‫صٲعر‬
‫ٕ‬ ‫م‬
‫﵀جمٲژ م ‪ٛ‬هز اکو ادبی ُ‬ ‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫ُچو‬
‫کھمتۍ رعر پَرن۔‬ ‫شرۍ پهٕهۍ لی‪ٕ ٚ‬‬ ‫ُ‬ ‫علاو چو مدتلف ٔذریو‬
‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬
‫شرۍ نؼمہِ ُہ ‪ٛ‬هذ ُخلازہٕ پهٕهٮ۪ن لفؼن م ‪ٛ‬هز‬ ‫﵀ ُ‬ ‫حٲزل ذپذن واجهہِ کتابہٕ تہِ پران۔‬ ‫ِ‬
‫کھهاونۍ۔‬
‫ٕ‬ ‫لی‪ٚ‬‬
‫شرٮ۪ن اتو ػلمز خلاف لشن والٮ۪ن قومی‬ ‫﵀ ُ‬ ‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری‬ ‫ذبق ‪11،12،13‬‬ ‫ریتو‬
‫ری‪ِ ٚ‬یم ‪ٚ‬‬
‫کرناون۔‬
‫ُ‬ ‫ردصیتن ُہ ‪ٛ‬هذ اکو فہرذت تیار‬ ‫ذان پیش کران۔‬ ‫بابا جتو‬
‫ناوتۍ‬ ‫﵀ذبقہٕ م ‪ٛ‬ه ٕز وٲحِ ذ‪،‬جمع‪،‬عام تہٕ خاص ٕ‬ ‫ذمحتو ِچو تِمن‬ ‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬ ‫ڈل‬
‫ژارناونۍ۔‬
‫ٕ‬ ‫ُمتعلق پهٕهۍ راے ػٲہِر کران۔‬ ‫پلاذٹِک‬
‫شرٮ۪ن"ماتا ویصهو دیوی " عهوانز پیٹو‬ ‫﵀ ُ‬ ‫اوت ُچو ٹھ ٖیک‬ ‫کر ُ‬
‫ناوت تہٕ ‪ٛ‬‬‫ِرار ُ‬
‫ناوت‪،‬ا ٕ‬ ‫‪ُ :LO3.2.2‬‬
‫ہیون‪.‬‬ ‫اکو ژھۅٹ پیراگراف لی‪ٚ‬کِھتو ‪ٚ‬‬ ‫پٲٹھۍ ُجملن م ‪ٛ‬هز ورتاوان۔‬
‫شرٮ۪ن‬ ‫﵀کا ‪ٛ‬نہہ تہِ ُوچھ ُهک آلہٕ اذتعمال کٔ ِرتو ُ‬ ‫مدتلف متن ٔپ ِرتو ُچو ذوالن جواب‬ ‫‪ُ :LO3.2.3‬‬
‫کص ٖی ِر ہٕ ‪ٛ‬هذۍ سر تہٕ تِمو م ‪ٛ‬هز نیرن والٮ۪ن‬ ‫ٔ‬ ‫دِوان۔‬
‫مکمل زان دِنۍ۔‬ ‫پٲداوارن ُمتعلق اکو ُ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬
‫﵀زنذگی م ‪ٛ‬هز آبہٕ کٮ۪ن ذخ ٖیرن ہٕ ‪ٛ‬هز اہمیت تہٕ‬ ‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ‬
‫سھهاونۍ۔‬
‫ٕ‬ ‫افٲدیت وٮ۪‬ ‫ِچو پهٕهہِ آیہِ پیش کران۔‬
‫پرژھٕ هۍ۔‬ ‫شرٮ۪ن ذوال ‪ٛ‬‬ ‫﵀عهوانز ُمتعلق ُ‬
‫﵀کٔص ٖی ِر ہٕ ‪ٛ‬هذس ُکهہِ تہِ سرس پٮ۪ٹو اکو‬
‫مضمون لی‪ُ ٚ‬کھن۔‬ ‫ٗ‬
‫﵀وۅذتاد دِیہ کا ‪ٛ‬نہہ تہِ ُوچھ ُهک یا بوز ُنک آلہٕ‬
‫شرٮ۪ن پلاذٹِک کٮ۪ن فٲیذن تہٕ‬ ‫اذتعمال کٔ ِرتو ُ‬
‫نۅقصانن ہٕ ‪ٛ‬هز زان۔‬
‫اولودگی" موضوعز پٮ۪ٹو‬ ‫ٗ‬ ‫﵀"ماحولیٲتی‬
‫ذکولز م ‪ٛ‬هز اکو ذمیهار مهعقذ ُیتو‬ ‫ٗ‬ ‫کرنٲوو‬
‫ِ‬
‫شرۍ تہِ زٲنیاب ذپذن۔‬ ‫ُ‬ ‫ٕے‬ ‫باق‬

‫کر اکہِ‬ ‫ذکولز م ‪ٛ‬هز ‪،‬گامز یا مخلز م ‪ٛ‬هز ِ‬ ‫ٗ‬ ‫﵀‬
‫ذکولٕکۍ‬‫ٗ‬ ‫مہمہِ ُہ ‪ٛ‬هذ ذ ‪ٛ‬هز یتو م ‪ٛ‬هز‬ ‫زفٲیی ُ‬
‫شرۍ شرکت کرن ُیتو‬ ‫ذٲری وۅذتاد تہٕ ُ‬
‫فکر تر۔‬ ‫ِ‬ ‫ذارنٕے‬
‫ِ‬ ‫ماحول زاف تھاونٕچ اہمیت‬
‫ناو کا ‪ٛ‬نہہ تہٕ سرگرمی مجلن یہِ‬ ‫﵀وۅذتاد کر ِ‬ ‫‪ :LO4.1.2‬مکالمو پٮ۪ٹھہٕ ِچو ٔدل ٖیل تخر ٖیر کران۔‬ ‫ذبق ‪14،15،16‬‬ ‫ریتو‬
‫ذتِم ‪ٚ‬‬
‫ٔ‬
‫اتو ڈرامٲیی انذازس م ‪ٛ‬هز‬ ‫شرٮ۪ن ِ‬ ‫کرناو ُ‬
‫ِ‬ ‫افسانہٕ‬ ‫علاو چو مدتلف ٔذریو‬ ‫ٕ‬ ‫‪ :LO4.2.3‬نصٲبی کتابو‬ ‫موج‬
‫پیش۔‬ ‫حٲزل ذپذن واجهہِ کتابہٕ تہِ پران۔‬ ‫ِ‬ ‫ُرباعیہ‬
‫گر اَ ُنن ُکهہِ تہِ موضوعز پٮ۪ٹو‬ ‫شرٮ۪ن َونہِ ِ‬ ‫﵀ ُ‬ ‫‪:LO3.1.1‬کا ‪ٛ‬نہہ تہِ نؼم یا ٔدل ٖیل ِچو ادا کٲری‬ ‫ذانہِ تٲر ٖیدٕ کۍ‬
‫لیکِھتو تہٕ کرٮ۪کو‬ ‫اکو مۅخصر افسانہٕ ‪ٚ‬‬ ‫ذان پیش کران۔‬ ‫کی ‪ٛ‬هہہ حوالہٕ‬
‫حوزلہٕ افزٲیی۔‬ ‫ذمحتو ِچو تِمن‬‫ِ‬ ‫‪ٔ :LO3.1.2‬دل ٖیلہٕ تہٕ نؼمہٕ‬
‫شرٮ۪ن ُربٲع ِیہ ہٕ ‪ٛ‬هز تشریح کرنہٕ‬ ‫﵀وۅذتاد َونہِ ُ‬ ‫ُمتعلق پهٕهۍ راے ػٲہِر کران۔‬
‫باپتو۔‬ ‫‪:LO3.1.3‬ریڈیو‪،‬ٹی وی‪،‬اخبٲرۍ تخر ٖیر ٔپ ِرتو ُچو‬
‫﵀ عهوانز م ‪ٛ‬هز دِنہٕ آمتٮ۪ن ناوتٮ۪ن ُہ ‪ٛ‬هذ اکو‬ ‫ت ُِہ ‪ٛ‬هذ تحزیہِ کران۔‬
‫شرۍ تیار تہٕ ورتاون تِم ُجملن‬ ‫فہرذت کرن ُ‬ ‫‪ُ :LO3.2.1‬کهہِ تہِ تخر ٖی ُرک یا تقر ٖی ُرک ُخلازہٕ‬
‫م ‪ٛ‬هز ۔‬ ‫ِچو پهٕهہِ آیہِ پیش کران۔‬
‫شرٮ۪ن تھل ُر ٕونز دوران‬ ‫کرناو ُ‬‫ِ‬ ‫﵀وۅذتاد‬ ‫‪ :LO4.2.1‬رذمی تہٕ غٲر رذمی ِچٹو ُچو‬
‫چھمت مهؼر لفؼن‬ ‫ُ‬ ‫کھہک ذٲل پتہٕ ونٮ۪کو ُو‬ ‫ُ‬ ‫لی‪ٚ‬کھان۔‬
‫م ‪ٛ‬هز لٮ۪کھهہٕ باپتو۔‬ ‫تھٲوتو‬
‫ِ‬ ‫انذک خیال‬ ‫‪ٔ :LO4.2.2‬دذلابہٕ ‪،‬متن تہٕ ُ‬
‫گر‬
‫شرۍ اَنن کا ‪ٛ‬نہہ تہِ کٲشِ ر لُکہٕ ٔدل ٖیل ِ‬ ‫﵀ ُ‬ ‫مربوط کٔ ِرتو لی‪ٚ‬کھان۔‬
‫ٗ‬ ‫ُچو‬
‫لی‪ٚ‬کِھتو۔‬
‫شرۍ کی ‪ٛ‬هہہ خیٲلی‬ ‫﵀گروپن م ‪ٛ‬هز بہتو بهاون ُ‬
‫تھٲوتو اکو اکو لوکٕٹ ٔدل ٖیل۔‬ ‫ِ‬ ‫نؼر تل‬
‫ِ‬ ‫کردار‬
‫کص ٖیر ہٕ ‪ٛ‬هذس توار ٖیدز پٮ۪ٹو کرن جمٲژ م ‪ٛ‬هز‬ ‫﵀ ٔ‬
‫ُکھلہٕ بخث تہٕ َونن ازکالٕچ تہٕ پتو کالٕچ فرق۔‬
‫قہ کار‬
‫پرکھہ ﴿‪ ﴾Summative Assessment‬باپتو ظر ٖی ِ‬
‫ِ‬ ‫لہم‬
‫﵀ ُک ُ‬
‫لہم پر ِکو باپتو نمبرات‬
‫ُک ُ‬ ‫ذبق‪/‬عهوان‬ ‫ِکتاب‬ ‫نمبر‬

‫رمار‬
‫ُ‬
‫‪15‬‬ ‫کٲشِ ر زبان‬ ‫‪11‬‬
‫رح‬
‫‪16‬‬ ‫راہِ ہمذان‬ ‫‪12‬‬
‫‪17‬‬ ‫ڈل‬ ‫‪13‬‬
‫‪15‬‬ ‫میو ُنے وظن مبارکو‬ ‫‪14‬‬
‫‪17‬‬ ‫پلاذٹِک‬ ‫کٲشر ِکتاب‬
‫ِ‬ ‫‪15‬‬
‫‪19‬‬ ‫موج‬ ‫‪16‬‬
‫‪15‬‬ ‫ُرباعیہ‬ ‫‪17‬‬
‫‪16‬‬ ‫ذانہِ تٲر ٖیدٕ کۍ کی ‪ٛ‬هہہ حوالہٕ‬ ‫‪18‬‬
‫‪51‬‬ ‫ُکل نمبرات‪:‬‬
‫ستِم‬
‫سوالهامہ باپتھ ڈیزاین‪-‬جماعت ٔ‬
‫نمبرات‬ ‫سوالن ُہ ‪ٛ‬هد‬ ‫علمی‬ ‫پرتھ‬
‫‪ٛ‬‬ ‫سوالهامک فارمیٹ‬
‫ُ‬
‫تعداد‬ ‫سطح‬ ‫سوالس‬
‫نمبر‬
‫‪13‬‬ ‫‪13‬‬ ‫‪CL-1‬‬
‫ٹھہ ٕز ہتو لفؼن ُہ ‪ٛ‬هذ غٲر نصٲبی‬ ‫ڈۅڈ ہتو پٮ۪ ٕ‬ ‫ٔیس جوابہٕ وٲلۍ‬
‫‪12‬‬ ‫‪12‬‬ ‫‪CL-2‬‬ ‫‪/‬ذوالہٕ‬
‫‪12‬‬ ‫‪12‬‬ ‫‪CL-3‬‬ ‫‪ 1‬نمبر‬ ‫ذوالہ آذن ِیمن‬ ‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬ ‫نجری اقتباس یتو ٕ‬
‫‪70‬‬ ‫‪70‬‬ ‫کُل میزان‬ ‫ذوالہ‪ /‬مخاورن ُہ ‪ٛ‬هذ‬
‫ٕ‬ ‫جوابہ وٲلۍ‬
‫ٕ‬ ‫م ‪ٛ‬هز ٔیس‬
‫لفؼہ راش‪/‬‬
‫ٕ‬ ‫بذلہ اکو لفغ‪/‬‬
‫ٕ‬ ‫ورتاو‪ /‬بیانز‬
‫آذہ۔‬
‫ِ‬ ‫رٲمل‬
‫ِ‬ ‫کرن‬
‫انذاز ُ‬
‫ٕ‬
‫ذوالہ‬
‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬
‫نصٲبی رعری اقتباس یتو ٕ‬

‫ذوالہ‪/‬‬
‫ٕ‬ ‫جوابہ وٲلۍ‬
‫ٕ‬ ‫آذن ِیمن م ‪ٛ‬هز ٔیس‬
‫کرن ‪/‬‬ ‫انذاز ُ‬
‫ٕ‬ ‫ذمحن‪/‬‬
‫ُ‬ ‫لفؼہ راش‪/‬‬
‫ٕ‬ ‫عهوان‪/‬‬
‫آذہ۔‬
‫ِ‬ ‫کرن رٲمل‬ ‫تحزیہ ُ‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-1‬‬
‫ذوالہ آذن ِیمن م ‪ٛ‬هز یس‬
‫ٕ‬ ‫کهہ‬
‫پتہ ِ‬ ‫رکل یتو ِ‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫انذاز‬
‫ٕ‬ ‫کرن‪/‬‬
‫ذوالہ ‪ /‬تحزیہ ُ‬ ‫ٕ‬ ‫جوابہ وٲلۍ‬
‫ٕ‬
‫‪03‬‬ ‫‪03‬‬ ‫کُل میزان‬ ‫آذہ۔‬
‫ِ‬ ‫پرکھاون رٲمل‬ ‫ُ‬ ‫کرن‪/‬‬
‫ُ‬
‫‪01‬‬ ‫‪01‬‬ ‫کراوت گرامری‬ ‫ناوت‪/‬‬‫ِرار ُ‬
‫ناوت‪ /‬ا ٕ‬
‫‪CL-1‬‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪ 1‬نمبر‬
‫ُ‬ ‫ُ‬
‫‪01‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫ذوالہ۔‬
‫ٕ‬ ‫ازعلاحن پٮ۪ٹو مبهی‬
‫‪03‬‬ ‫‪03‬‬ ‫کُل میزان‬ ‫ناوتۍ‪ /‬نر‬ ‫تہ جمع ٕ‬ ‫ضذ‪ /‬واحذ ٕ‬ ‫لفؼن ہ ‪ٛ‬هذۍ ِ‬
‫ناوتۍ گرامری ازعلاحن پٮ۪ٹو‬ ‫تہ ما ٕد ٕ‬ ‫ٕ‬
‫ذوالہ۔‬
‫ٕ‬
‫‪14‬‬ ‫‪12‬‬ ‫‪CL-1‬‬
‫کتابہ ہ ‪ٛ‬هذٮ۪ن نجری ذبقن متعلق‬ ‫ِ‬ ‫نصٲبی‬ ‫تصک ٖیل دِنہٕ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪CL-2‬‬ ‫آمتٮ۪ن ذوالن‬
‫‪16‬‬ ‫‪13‬‬ ‫‪CL-3‬‬ ‫‪ 2‬نمبر‬ ‫اہلیس پٮ۪ٹو مبهی ژورو م ‪ٛ‬ه ٕز ترٮ۪ن ذوالن ہ ‪ٛ‬هذۍ‬ ‫ہٕ ‪ٛ‬هذۍ جواب‬
‫‪11‬‬ ‫‪70‬‬ ‫کُل میزان‬ ‫کھهۍ۔‬‫مدتصر جواب لی‪ٕ ٚ‬‬
‫نؼمہ متعلق اہلیس‬‫ِ‬ ‫هہ‬‫نصابز م ‪ٛ‬هز رٲمل ُک ِ‬
‫پٮ۪ٹو مبهی ژورو م ‪ٛ‬ه ٕز دۅن ذوالن ہ ‪ٛ‬هذۍ‬
‫کھهۍ ِیمن م ‪ٛ‬هز ادبی‬ ‫مدتصر جواب لی‪ٕ ٚ‬‬
‫ازعلاح‪ /‬موضوع‪ /‬لفغ معهے رٲمل آذن۔‬
‫‪16‬‬ ‫‪12‬‬ ‫کھهۍ۔ ﴿دۅیو‬ ‫رذمی‪ /‬غٲر رذمی ِچٹھۍ لی‪ٕ ٚ‬‬
‫‪CL-1‬‬
‫‪13‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪3‬نمبر‬
‫‪16‬‬ ‫‪12‬‬ ‫‪CL-3‬‬ ‫م ‪ٛ‬ه ٕز اکو﴾‬

‫‪10‬‬ ‫‪70‬‬ ‫کُل میزان‬ ‫تھٲوتو‬ ‫آمت زورتخال م ِذ نؼر‬
‫ِ‬ ‫نہ ُ‬
‫ِد ٕ‬
‫کھن۔‬
‫پیراگراف‪ٔ /‬دل ٖیل‪ /‬کتو باتو ‪ /‬اِرتہار لی‪ُ ٚ‬‬
‫‪11‬‬ ‫‪11‬‬ ‫ذبقک‬ ‫تہ‬
‫هہ ِ‬‫کتابہ م ‪ٛ‬هز رٲمل ُک ِ‬ ‫ِ‬ ‫نصٲبی‬
‫ُ‬
‫‪CL-1‬‬
‫‪15‬‬ ‫‪01‬‬ ‫‪CL-2‬‬ ‫‪5‬نمبر‬
‫‪15‬‬ ‫‪01‬‬ ‫‪CL-3‬‬ ‫لازہ‪ /‬کردارن پٮ۪ٹو نوٹ‬ ‫ٕ‬ ‫مرکزی خیال‪ُ /‬خ‬
‫‪17‬‬ ‫‪71‬‬ ‫کُل میزان‬ ‫کھن۔‬‫لی‪ُ ٚ‬‬
‫هہ عهوانز پ ۪ٮٹو‬ ‫اِرارن یا رکلن ہ ‪ٛ‬ه ِذ مذ ٕد ُک ِ‬
‫دون ٕز ہتو لفؼن ُہ ‪ٛ‬هذ‬ ‫ٹھہ ٗ‬ ‫ذۅاد ہتو پٮ۪ ٕ‬
‫کھن۔‬‫مضمون لی‪ُ ٚ‬‬
‫ٗ‬
‫‪07‬‬ ‫ُکل نمبرات‬

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

Class 7th
(Punjabi)

਌ਸ.ਸੀ.ਈ.ਆਯ.ਟੀ .ਸਰੀਨ਑ਯ ਖੰਭੂ ਐਂਡ ਏਸ਼ਭੀਯ SCERT Srinagar (J&K) ਩ਾਠਕ੍ਰਭ ਵ੃ਯਵਾ ਸਰਣ
੃ ੀ ਸਤਵੀਂ Academic Calendar Cum Syllabus Subject Punjabi Class
7th

ਏਯਭ ਸਭਾਾਂ ਩ਾਠ ਖਵਸ਼ਾ ਮ੅ਖ਑ਤਾ ਖਸੱਐਣ ਦ੃ ਨਤੀਖ੃ ਸੁਗਾਈ ਑ਈ ਩ਰਖਏਖਯਆਵਾਾਂ
ਸੰਖਐਆ ਖਭਆਦ Content Competency Learning Outcomes Suggested Pedagogy
S.No. Time
੧. ਭੁਿੱਫਤ ਨੂ ੰ ਏਖਵਤਾ ਨੂ ੰ ਯਵਾਨ਑ੀ ਖਵੱਔ ਩ੜਹ ਨ ਅਤ੃ ਏੰਠ ਏਯਨ *ਏਖਵਤਾ ਨੂ ੰ ਯਵਾਨ਑ੀ ਖਵੱਔ ਩ੜਹ ਨ ਅਤ੃ ਸੰਐ਩
੃ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਏਖਵਤਾ ਏੰਠ
੨. ਩ੱਥਯ ਦਾ ਟੁ ਏੜਾ ਏਯਨ ਦੀ ਮ੅਑ਤਾ। *ਏਖਵਤਾ ਖਵੱਔ ਆਉਣ ਵਾਰ੃ ਎ਐ੃ ਸ਼ਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਔ ਵਯਤਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃। ਏਯਾਵਣ ਅਤ੃ ਤੁ ਏਫੰਦੀ ਸ਼ਫਦਾਾਂ ਦੀ
੩. ਭਿਾਯਾਖਾ ਰ੅ ਏ ਏਿਾਣੀ ਩ੜਹ ਨਦੀ ਮ੅਑ਤਾ। *ਰ੅ ਏ ਏਿਾਣੀ ਩ੜਹ ਨ ਅਤ੃ ਰ੅ ਏ ਏਿਾਣੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਏੰਠ ਏਯਨ ਅਤ੃ ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃ । ਩ਕਾਣ ਏਯਾਉਣ।
ਯਣਖੀਤ ਖਸੰ਒ ਭਿਾਯਾਖਾ ਯਣਖੀਤ ਖਸੰ਒ ਦ੃ ਖੀਵਨ ਤ੃ ਇੱਏ *ਰ੅ ਏ ਏਿਾਣੀ ਖਵੱਔ ਆਉਣ ਵਾਰ੃ ਩ਾਤਯਾਾਂ ਦ੃ ਖਏਯਦਾਯਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਦਯਸਾਉਣ ਮ੅਑ ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਰ੅ ਏ ਏਿਾਣੀਆਾਂ
੧ ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। ਿ੅ਣ਑੃। ਏਰਾਸ ਖਵੱਔ ਸੁਣਾਉਣ ਰਈ ਩ਰ੃ਖਯਤ
਩ਖਿਰਾ ਭਿੀਨਾ

ਭਿਾਯਾਖਾ ਯਣਖੀਤ ਖਸੰ਒ ਦ੃ ਏੰਭਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ *ਭਿਾਯਾਖਾ ਯਣਖੀਤ ਖਸੰ਒ ਦੀ ਖੀਵਨੀ ਅਤ੃ ਉਿਨਾ ਦ੃ ਯਾਖ ਖਵੱਔ ਖਦੱਤੀਆਾਂ ਑ਈਆਾਂ ਸਿੂਰਤਾਾਂ ਨੂ ੰ ਏਯਨ।
ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਩ਰ਑ਟ ਏਯਨ ਦੀ ਮ੅਑ਤਾ। ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਭਿਾਯਾਖਾ
ਯਣਖੀਤ ਖਸੰ਒ ਵੱਰੋਂ ਏੀਤ੃ ਑਋ ਏੰਭਾਾਂ ਨੂ ੰ
ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਐਰ੅ ਏ੃ ਦਯਸਾਉਣ
ਮ੅਑ ਫਣਾਉਣ।

੪. ਩ਰਦੂਸ਼ਣ ਩ਰਦੂਸ਼ਣ ਦੀ ਸਭੱਖਸਆ ,਩ਰਾਸਖਟਏ ਅਤ੃ ਿ੅ਯ *ਵਾਤਾਵਯਣ ਤ੃ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਇੱਏ ਖਨਫੰਧ ਖਰਐਣ ਅਤ੃ ਩ਾਣੀ, ਧਯਤੀ, ਿਵਾ ਨੂ ੰ ਩ਰਦੂਖਸ਼ਤ ਏਯਨ ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਵਾਤਾਵਯਣ
੫. ਸੱਖਣ ਨੂ ੰ ਔੀਜਾਾਂ ਨਾਰ ਿ੅ਣ ਵਾਰ੃ ਩ਰਦੂਸ਼ਣ ਤੋਂ ਰ੅ ਏਾਾਂ ਨੂ ੰ ਸੁਔ੃ਤ ਏਯਨ ਵਾਰੀਆਾਂ ਵਸਤੂ ਆ ਦ੃ ਫਾਯ੃ ਖਾਣੂ ਿ੅ਣ਑੃। ਅਤ੃ ਆਸ ਩ਾਸ ਤ੃ ਭੁਿੱਖਰਆਾਂ ਖਵੱਔ ਰ੄
੬. ਑ੁਯੂ ਿਯ਑੅ਖਫੰਦ ਸੁਔ੃ਤ ਏਯਾਉਣ ਦੀ ਮ੅਑ਤਾ। *ਏਖਵਤਾ ਖਵੱਔ ਆਉਣ ਵਾਰ੃ ਎ਐ੃ ਸ਼ਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਔ ਵਯਤਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃। ਖਾ ਏ੃ ਩ਰਦੂਸ਼ਣ ਦੀ ਸਭੱਖਸਆ ਫਾਯ੃ ਖਾਣੂ
ਸਾਖਿਫ ਖੀ ਑ੁਯੂ ਿਯ਑੅ਖਫੰਦ ਸਾਖਿਫ ਖੀ ਦ੃ ਖੀਵਨ ਅਤ੃ ਉਨਾਾਂ *ਏਖਵਤਾ ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਖਾਣੂ ਏਯਾਉਣ।
ਦੂ ਖਾ ਭਿੀਨਾ

੨ ਖਵਆਏਯਣ ਦਾ ਜੁਰਭ ਦ੃ ਖਐਰਾਪਐਰ੅ ਣਾ, ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ *ਖਵਯ੅ਧੀ ਸ਼ਫਦ ਅਤ੃ ਸਭਾਨਾਯਥ ਸ਼ਫਦ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਑ੁਯੂ ਿਯ਑੅ਖਫੰਦ
ਦਯਸ਼ਾਉਣ ਦੀ ਮ੅਑ਤਾ। *਑ੁਯੂ ਿਯ਑੅ਖਫੰਦ ਸਾਖਿਫ ਖੀ ਦ੃ ਖੀਵਨ ਅਤ੃ ਭੀਯੀ ਩ੀਯੀ ਦਾ ਏੀ ਖਸਧਾਾਂਤ ਸੀ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਸਾਖਿਫ ਖੀ ਦ੃ ਖਸਧਾਾਂਤ ਅਤ੃ ਦੱਸ੃ ਿ੅਋
ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਭਾਯ਑ ਉੱ਩ਯ ਔਰਣ ਦੀ ਩ਰ੃ਯਨਾ ਏਯਨ।
ਏਯਨ।

੭. ਑੅਩ਾਰਾ ਑ੁਰੀਆ ਏਿਾਣੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। *ਏਿਾਣੀ ਖਵੱਔ ਆਉਣ ਵਾਰ੃ ਩ਾਤਯਾਾਂ ਤ੃ ਕ੅ਟ੃ ਕ੅ਟ੃ ਖਨਫੰਧ ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਏਿਾਣੀ ਦ੃
੮.ਰ੅ ਿੜੀ ਏਿਾਣੀ ਦ੃ ਩ਾਤਯਾਾਂ ਤ੃ ਖਨਫੰਧ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। *ਏਿਾਣੀ ਦ੃ ਖਵਸ਼੃ ਨੂ ੰ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਦੀ ਮ੅਑ ਿ੅ਣ਑੃। ਩ਾਤਯਾਾਂ ਵਯ਑ੀ ਬੂ ਖਭਏਾ ਏਯਨ ਰਈ
ਖਵਆਏਯਣ ਖਵਆਏਯਣ ਖਵੱਔ ਖਏਖਯਆ ਖਏਸ ਨੂ ੰ ਖਏਿਾ ਖਾਾਂਦਾ *ਰ੅ ਿੜੀ ਦਾ ਖਤਉਿਾਯ ਏਦੋਂ ਅਤ੃ ਖਏਉਂ ਭਨਾਇਆ ਖਾਾਂਦਾ ਿ੄ ਫੱਖਔਆਾਂ ਨੂ ੰ ਇਿ ਩ਾਠ ਩ੜਹ ਨ ਤੋਂ ਫਾਅਦ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਿ੄਩ਰਭਾਣ ਦ੃ ਏ੃ ਸਭਗਾਉਣ ਦੀ ਮ੅਑ਤਾ। ਇਸ ਦੀ ਩ੂਯੀ ਖਾਣਏਾਯੀ ਿ੅ਵ੃਑ੀ। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਰ੅ ਿੜੀ ਤ੃
*ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਰ੅ ਿੜੀ ਭਨਾਉਣ ਦਾ ਢੰ਑ ਦਯਸ਼ਾਉਣ ਦ੃ ਏਾਫਰ ਿ੅ਣ਑੃। ਵੰਡੀਆਾਂ ਖਾਣ ਵਾਰੀਆਾਂ ਐਾਣ ਩ੀਣ
*ਫੱਔ੃ ਖਏਖਯਆ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਩ਰਭਾਣ ਦ੃ ਏ੃ ਸਭਗਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃। ਦੀਆਾਂ ਵਸਤੂ ਆਾਂ ਸਏੂ ਰ ਖਵੱਔ ਖਰਆ ਏ੃
ਤੀਖਾ ਭਿੀਨਾ

੩ *ਫੱਔ੃ ਖਖਿੜ੃ ਖਖਿੜ੃ ਖਤਉਿਾਯ ਭਨਾਉਂਦ੃ ਿਨ ਉਿਨਾਾਂ ਉੱ਩ਯ ਖਨਫੰਧ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਵੰਡਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਖਏਖਯਆ ਦੀ
਩ਖਯਬਾਸ਼ਾ ਅਤ੃ ਖਏਖਯਆ ਦ੃ ਸ਼ਫਦ
ਖਰਐਣ ਰਈ ਏਖਿਣ।

੯. ਸੀਿਯਪੀ ਸੀਿਯਪੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ। *ਸੀਿਯਪੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਸੁਣਾਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਸੀਿਯਪੀ ਏੰਠ
੧੦.ਬਾਈ ਏਨਈਆ ਸੀਿਯਪੀਅਯਫੀ ਵਯਣਭਾਰਾ ਦ੃ਆਧਾਯ ਤ੃ ਖਏਉਂ *ਸੀਿਯਪੀ ਩ੰਖਾਫੀ ਦਾ ਉਿ ਏਾਖਵ ਯੂ਩ ਿ੄ ਖ੅ ਅਯਫੀ ਵਯਣਭਾਰਾ ਦ੃ ਆਧਾਯ ਤ੃ ਯਔੀ ਖਾਾਂਦੀ ਿ੄, ਏਯਏ੃ ਸੁਣਾਉਣ ਰਈ ਏਖਿਣ ਤਏਫੰਦੀ
ਖੀ ਯਔੀ ਖਾਾਂਦੀ ਿ੄ ਸਭਗਣ ਦੀ ਮ੅਑ਤਾ। ਸੀਿਯਪੀ ਏਖਵਤਾ ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਸ਼ਫਦਾਾਂ ਦਾ ਅਖਬਆਸ ਏਯਾਉਣ।
੧੧.ਭਾਾਂ ਸਾਡਾ ਰ੅ ਏ ਬਾਈ ਏਨਈਆ ਖੀ ਏ੆ਣ ਸਨ ਅਤ੃ ਉਨਾਾਂ ਦ੃ *ਬਾਈ ਏਨਈਆ ਖੀ ਜਐਭੀਆਾਂ ਦੀ ਭਦਦ ਖਵਤਏਯ੃ ਤੋਂ ਖਫਨਾਾਂ ਦੁ ਐੀਆਾਂ ਦੀ ਸ੃ਵਾ ਖਏਉਂ ਏਯ ਯਿ੃ ਸਨ ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਇੱਏ੅ ਖਖਿੀ
ਨਾਔ ਖਵਔਾਯਾਾਂ ਨੂ ੰ ਦਯਸ਼ਾਉਣ ਦੀ ਮ੅਑ਤਾ। ਫੱਔ੃ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਦਯਸ਼ਾਉਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਆਵਾਜ ਵਾਰ੃ ਸ਼ਫਦਾਾਂ ਦ੃ ਅਯਥ ਖਰਐ ਏ੃
੪ ਰ੅ ਏ ਨਾਔਾਾਂ ਦੀ ਖਾਣਏਾਯੀ ਦੀ ਮ੅਑ਤਾ। *ਫੱਔ੃ ਭਾਾਂਓਾਾਂ ਸਫੰਧੀ ਰ੅ ਏ ਑ੀਤ ਮਾਦ ਏਯਨ ਅਤ੃ ਅਖਬਆਸ ਏਯਨ। ਵਾਏਾਾਂ ਖਵੱਔ ਵਯਤਾਉਣ ਰਈ ਏਖਿਣ।
ਭਾਾਂਓਾਾਂਭਾਯਨ ਦੀ ਮ੅਑ਤਾ। *ਫੱਖਔਆਾਂ ਨੂ ੰ ਰ੅ ਏ ਨਾਔਾਾਂ ਦੀ ਖਾਣਏਾਯੀ ਿ੅ਵ੃਑ੀ। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਬਾਈ ਏਨਈਆ
ਔ੆ਥਾ ਭਿੀਨਾ

ਖੀ ਵਾਾਂ਑ੂ ਖਵਤਏਯ੃ ਤੋਂ ਖਫਨਾਾਂ ਇੱਏ ਦੂ ਖ੃
ਦੀ ਭਦਦ ਏਯਨ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਭਾਾਂਓਾਾਂ ਦਾ
ਅਖਬਆਸ ਏਯਾਉਣ,ਰ੅ ਏ ਨਾਔਾਾਂ ਦੀ
ਖਾਣਏਾਯੀ ਩ਰਾ਩ਤ ਏਯਨ ਰਈ ਩ਰ੃ਖਯਤ
਩ਰ੃ਖਯਤ ਏਯਨ।
੧੨. ਇੰਟਯ ਨ੄ ਟ ਇੰਟਯਨ੄ ਟ ਦੀ ਸੰ਩ੂਯਨ ਖਾਣਏਾਯੀ ਯੱਐਣ ਦੀ *ਇੰਟਯਨ੄ ਟ ਦੀ ਸੰ਩ੂਯਨ ਖਾਣਏਾਯੀ ਿ੅ਵ੃਑ੀ। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਏੰਖ਩ਊਟਯ ਰ੄ ਫ
੧੩. ਸੁੰਦਯ ਟੁ ਏੜੀ ਮ੅਑ਤਾ। *ਇੰਟਯਨ੄ ਟ ਦੁ ਆਯਾ ਦੁ ਨੀਆਾਂ ਖਵੱਔ ਆਉਣ ਵਾਰੀਆਾਂ ਤਫਦੀਰੀਆਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਨਫੰਧ ਖਵੱਔ ਰ੄ ਖਾ ਏ੃ ਇੰਟਯਨ੄ ਟ ਇਸਤ੃ਭਾਰ
੧੪. ਫ੃ਈਭਾਨ ਦ੅ਸਤ ਇੰਟਯਨ੄ ਟਤ੅ ਸਿੀ ਖਾਣਏਾਯੀ ਩ਰਾ਩ਤ ਏਯਨ ਦੀ ਖਰਐਣਮ੅਑ ਿ੅ਣ਑੃। ਏਯਨ ਖਵੱਔ ਭਦਦ ਏਯਨ।
ਮ੅਑ਤਾ। *ਏਖਵਤਾ ਨੂ ੰ ਏੰਠ ਏਯਨ ਅਤ੃ ਯਵਾਨ਑ੀ ਖਵੱਔ ਩ੜਹ ਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਦੁ ਨੀਆ ਨੂ ੰ ਇੱਏ ਑ਰ੅ ਫਰ ਖਵਰ੃ ਖ ਖਏਉਂ
਩ੜਨਾਾਂਵ ਸ਼ਫਦ ਇਸਤ੃ਭਾਰ ਏਯਨ ਦੀ ਮ੅਑ਤਾ। *ਏਖਵਤਾ ਖਵੱਔ ਆਉਣ ਵਾਰ੃ ਎ਐ੃ ਸ਼ਫਦਾਾਂ ਨੂ ੰ ਆ਩ਣ੃ ਵਾਏਾਾਂ ਖਵੱਔ ਵਯਤਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃। ਆਖਐਆ ਖਾਾਂਦਾ ਿ੄ ਫੱਔ੃ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ
ਫ੃ਈਭਾਨ ਦ੅ਸਤ ਫੰਟੀ ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ *ਏਖਵਤਾ ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਖਵੱਔ ਖਨਫੰਧ ਖਰਐ ਏ੃ ਦ੃ਣ।
ਖਵੱਔ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। *਩ੜਨਾਾਂਵ ਦੀ ਩ਖਯਬਾਸ਼ਾਅਤ੃ ਩ੜਨਾਾਂਵ ਸ਼ਫਦ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਏਖਵਤਾ ਖਵੱਔ
*ਫੱਔ੃ ਇਿ ਰ੃ ਐ ਩ੜ ਏ੃ ਫ੃ਈਭਾਨੀ ਏਯਨ ਤੋਂ ਸੰਏ੅ਔ ਏਯਨ਑੃। ਇਸਤ੃ਭਾਰ ਿ੅ਣ ਵਾਰ੃ ਤਏਫੰਦੀ ਸ਼ਫਦਾਾਂ
਩ੰਖਵਾਾਂ ਭਿੀਨਾ

੫ *ਫੱਖਔਆਾਂ ਨੂ ੰ ਦ੅ਸਤੀ ਦਾ ਭਿੱਤਵ ਸਭਗਾਉਣ ਦੀ ਏ੅ਖਸ਼ਸ਼ ਏੀਤੀ ਖਾਵ੃ ਅਤ੃ ਫੱਖਔਆਾਂ ਨੂ ੰ ਩ਰ੃ਖਯਤ ਏੀਤਾ ਦਾ ਅਖਬਆਸ ਏਯਾਉਣ।
ਖਾਵ੃ ਖਏ ਫ੃ਈਭਾਨੀ ਖਏਸ੃ ਵੀ ਑ੱਰ ਦਾ ਿਰ ਨਿੀਂ ਿ੅ ਸਏਦਾ। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਫ੃ਈਭਾਨ ਦ੅ਸਤ
ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ
ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ ਅਤ੃ ਇਿ੅ ਖਖਿੀ ਿ੅ਯ
ਿ੅ਯ ਏਿਾਣੀਆਾਂ ਵੀ ਦੱਸਣ ਖਖਨਾਾਂ ਖਵੱਔ
ਫ੃ਈਭਾਨੀ ਏਯਨ ਨਾਰ ਨੁ ਏਸਾਨ ਿੁੰਦਾ
ਿ੄।

੧੫. ਬਾਈ ਭਯਦਾਨਾ ਬਾਈ ਭਯਦਾਨਾ ਖੀ ਦ੃ ਖੀਵਨ ਤ੃ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ *਑ੁਯੂ ਨਾਨਏ ਦ੃ਵ ਖੀ ਅਤ੃ ਬਾਈ ਭਯਦਾਨਾ ਖੀ ਦ੃ ਸ਼ਫਦ ਤ੃ ਸੁਯਤ ਦ੃ ਖਭਰਾ਩ ਦਾ ਸੰਏ੃ਤ ਆ਩ਣ੃ ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਬਾਈ ਭਯਦਾਨਾ
ਖੀ ਖਵੱਔ ਇੱਏ ਸੰਐ੃਩ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। ਸ਼ਫਦਾਾਂ ਖਵਔ ਦਯਸ਼ਾਉਣ ਮ੅਑ ਿ੅ਣ਑੃। ਖੀ ਦ੃ ਖੀਵਨ ਫਾਯ੃ ਨ੅ ਟ ਖਰਐਣ ਰਈ
੧੬. ਸਾਵਣ ਦਾ ਸ਼ਫਦ ਤ੃ ਸੁਯਤ ਦ੃ ਖਭਰਾ਩ ਦਾ ਸੰਏ੃ਤ ਸਭਗਣ ਦੀ *ਬਾਈ ਭਯਦਾਨਾ ਖੀ ਅਤ੃ ਑ੁਯੂ ਨਾਨਏ ਦ੃ਵ ਖੀ ਨ੃ ਖਏਸ ਤਯਹਾਾਂ ਰੁ ਏਾਈ ਨੂ ੰ ਸਿੀ ਭਾਯ਑ ਦੱਖਸਆ ਸੰਐ੃਩ ਩ਰ੃ਖਯਤ ਏਯਨ।
ਭਿੀਨਾ ਮ੅਑ਤਾ। ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃। ਅਖਧਆ਩ਏ ਖਵਖਦਆਯਥੀਆਾਂ ਨੂ ੰ
ਸਾਵਣ ਦ੃ ਭਿੀਨ੃ ਦੀ ਭਿੱਤਵ ਩ੂਯਨਤਾ ਨੂ ੰ *ਖਵਖਦਆਯਥੀਆਾਂ ਨੂ ੰ ਸਾਰ ਦ੃ ਫਾਏੀ ਭਿੀਖਨਆਾਂ ਅਤ੃ ਯੁੱਤਾਾਂ ਦੀ ਖਾਣਏਾਯੀ ਿ੅ਵ੃਑ੀ। ਸਭਗਾਉਣ ਏੀ ਬਾਈ ਭਯਦਾਨਾ ਖੀ ਤ੃
ਸਭਗਣ,ਸਾਰ ਦ੃ ਫਾਏੀ ਭਿੀਨ੃ ਅਤ੃ ਯੁੱਤਾਾਂ ਨੂ ੰ *ਖਵਖਦਆਯਥੀ ਸਾਵਣ ਦ੃ ਭਿੀਨ੃ ਦੀ ਅਖਿਭੀਅਤ ਸਭਗਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਸਰੀ ਑ੁਯੂ ਨਾਨਏ ਦ੃ਵ ਖੀ ਦੀ ਦ੅ਸਤੀ
ਸਭਗਣ ਦੀ ਮ੅਑ਤਾ। *ਖਵਖਦਆਯਥੀ ਵੱਐ-ਵੱਐ ਖਏਸਭ ਦ੃ ਩ੱਤਯ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਸ਼ਫਦ ਤ੃ ਸੁਯਤ ਦ੃ ਖਭਰਾ਩ ਦਾ ਸੰਏ੃ਤ
੬ ਖਵਆਏਯਣ ਖਵੱਔ ਩ੱਤਯ ਖਰਐਣ ਦੀ ਮ੅਑ਤਾ। ਸੀ।
ਅਖਧਆ਩ਏ ਖਵਖਦਆਯਥੀਆਾਂ ਨਾਰ
ਕ੃ਵਾਾਂ ਭਿੀਨਾ

ਖਭਰ ਏ੃ ਸਾਰ ਦ੃ ਫਾਏੀ ਭਿੀਖਨਆਾਂ ਅਤ੃
ਯੁੱਤਾਾਂ ਦੀ ਖਾਣਏਾਯੀ ਿਾਖਸਰ ਏਯਨ।

੧੭. ਫਾਰਾ ਰਈ ਰ਒ੂ ਏਖਵਤਾਵਾਾਂ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਖਰਐਣ ਦੀ *ਰ਒ੂ ਏਖਵਤਾਵਾਾਂ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਅਤ੃ ਸੰਐ੃਩ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਫੱਔ੃ ਅਤ੃ ਅਖਧਆ਩ਏ ਇਿਨਾਾਂ
੧੮. ਪੁ ੱਰ ਿੀ ਪੁ ੱਰ ਮ੅਑ਤਾ। *ਏਖਵਤਾ ਦੀਆਾਂ ਤੁ ਏਾਾਂ ਨੂ ੰ ਵਾਯਤਏ ਖਵੱਔ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਏਖਵਤਾਵਾਾਂ ਦ੃ ਸਾਯ ਅੰਸ਼ ਅਨੁ ਸਾਯ ਉਸ
੧੯. ਇਏ ਿਉਏਾ ਏਖਵਤਾ ਦਾ ਇੱਏ ਿ੅ਯ ਯੂ਩ ਐੁੱਰੀ ਏਖਵਤਾ ਸਭਗਣ *ਐੁੱਰੀ ਏਖਵਤਾ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਖਰਐਣ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃। ਵਾਤਾਵਯਨ ਦੀ ਖ੅ ਉਿਨਾਾਂ ਦੁ ਆਰ੃ ਩੄ਦਾ
ਦੀ ਮ੅਑ਤਾ। *ਿੁਨਯੀ ਏਿਾਣੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਖਰਐਣ ਮ੅਑ ਿ੅ਣ਑੃। ਿ੅ਈ ਿ੄ ਅਤ੃ ਆ਩ਣੀ ਩੄ਦਾ ਿ੅ਈ ਸਾਾਂਗ
ਿੁਨਯੀ ਏਿਾਣੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਸਭਗਣ ਦੀ *ਖ਩ੰਡਾਾਂ ਦੀ ਵਸ੅ ਖਏਉਂ ਏੱਟ ਯਿੀ ਿ੄ ਔਯਔਾ ਏਯਨ ਮ੅਑ ਿ੅ਣ਑੃। ਫਾਯ੃ ਔਯਔਾ ਏਯਨ ਑੃ ਅਤ੃ ਖਵਸਤਾਯ
ਮ੅਑ਤਾ। *ਇੱਏ ਿ੅ਏਾ ਿੁੰਦੜੀ ਏਿਾਣੀ ਨੂ ੰ ਆ਩ਣੀ ਭਾਾਂ ਫ੅ਰੀ ਖਵੱਔ ਦਯਸ਼ਾਇਆ ਖ਑ਆ ਿ੄ ਇਸ ਰਈ ਇਸ ਨੂ ੰ ਦ੃ਣ਑੃।
ਿੁਨਯੀ ਏਿਾਣੀ ਦੁ ਆਯਾ ਖਦੱਤ੃ ਑਋ ਸੁਨ੃ਿ੃ ਨੂ ੰ ਸਭਗਣ ਰਈ ਖਵਖਦਆਯਥੀਆਾਂ ਨੂ ੰ ਫਿੁਤ ਿੀ ਆਸਾਨੀ ਿ੅ਵ੃਑ੀ। ਅਖਧਆ਩ਏ ਫੱਖਔਆਾਂ ਨੂ ੰ ਏਖਵਤਾ ਖਵੱਔੋਂ
੭ ਸਭਗਣ ਦੀ ਮ੅਑ਤਾ। *ਖਵਖਦਆਯਥੀ ਇਸ ਏਿਾਣੀ ਨੂ ੰ ਐਰ੅ ਏ੃ ਩ੜਹ ਨ ਦ੃ ਮ੅਑ ਿ੅ਣ਑੃ ਅਤ੃ ਆ਩ਣ੃ ਖੀਵਨ ਖਵੱਔ ਆ਩ਣੀ ਸਭਾਨ ਧੁਨੀ ਸ਼ਫਦ ਔੁਣਨ ਖਵੱਔ
ਸਤਵਾਾਂ ਭਿੀਨਾ

ਆ਩ਣੀ ਿੁਨਯੀ ਏਿਾਣੀ ਖਰਐਣ ਦ੃ਵੀ ਮ੅਑ ਿ੅ਣ਑੃। ਸਿਾਇਤਾ ਏਯਨ।
ਅਖਧਆ਩ਏ ਇਸ ਏਖਵਤਾ ਦ੃ ਆਧਾਯ ਤ੃
ਖਵਖਦਆਯਥੀਆਾਂ ਨੂ ੰ ਐੁੱਰੀ ਏਖਵਤਾ ਫਾਯ੃
ਖਾਣਏਾਯੀ ਦ੃ਣ਑੃।
ਅਖਧਆ਩ਏ ਖਵਖਦਆਯਥੀਆਾਂ ਨੂ ੰ ਿੁਨਯੀ
ਏਿਾਣੀ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਅਤ੃ ਇਸ ਨੂ ੰ
ਖਰਐਣ ਰਈ ਩ਰ੃ਖਯਤ ਏਯਨ।

਌ਸ.ਸੀ.ਈ.ਆਯ.ਟੀ. ਸਰੀਨ਑ਯ ਖੰਭੂ ਐਂਡ ਏਸ਼ਭੀਯ SCERT Srinagar (J&K)
ਸ਼ਰਣ
੄ ੀ: ਸਤਵੀਂ ਭੁਰਾਾਂਏਣ ਦਾ ਢੰ਑ ਏੁ ਰ ਅੰਏ: ੫੦ Class: 7th Pattern Of Assessment Max. Marks: 50
ਬਾ਑ ਩ਖਿਰਾ ਩ੜਹ ਨ ਏ੆ਸ਼ਰ (ਅਏ :੧੫) ਖਦੱਤ੃ ਑਋ ਅਣਖਡੱਠ੃ ਖਨਫੰਧ ਨੂ ੰ ਩ੜਹ ਏ੃ ਩ਰਸ਼ਨਾਾਂ ਦ੃ ਸਿੀ ਉੱਤਯ ਖਦ਍,

ਖਖਵੇਂ ਐਾਰੀ ਥਾਾਂਵਾਾਂ ਬਯ੅, ਸਿੀ ਖ੅ੜ ਖਭਰਾਉ, ਸ਼ਫਦਾਾਂ ਦ੃ ਅਯਥ ਆਖਦ।

ਬਾ਑ ਦੂ ਖਾ ਖਰਐਣ ਏ੅ਸ਼ਰ (੧੫ :ਅੰਏ) ਸੰਫੰਖਧਤ ਩ੁਸਤਏ ਔੋਂ ਏ੅ਈ ਵੀ ਖਵਸ਼ਾ ਔੁਣ ਏ੃ ਅੰਤ ਖਵੱਔ ਖਦੱਤ੃ ਑਋ ਩ਰਸ਼ਨਾਾਂ ਦ੃ ਸਿੀ ਉੱਤ

ਖਦ਍ ਖਖਵੇਂ ਐਾਰੀ ਥਾਵਾਾਂ ਬਯ੅, ਖ੅ੜ ਖਭਰਾਉ, ਸ਼ਫਦਾਾਂ ਦ੃ ਅਯਥ ਆਖਦ ।

ਤਸਵੀਯ ਨੂ ੰ ਵ੃ਐ ਏ੃ ਩ਰਸ਼ਨਾਾਂ ਦ੃ ਉੱਤਯ ਖਦ਍ ਖਾਾਂ ਖਨਫੰਧ ਖਰਐ੅ ।

ਬਾ਑ ਤੀਖਾ ਏਾਖਵਏ (੧੨ ਅੰਏ) ਸੰਫੰਖਧਤ ਩ੁਸਤਏ ਖਵੱਔੋਂ ਏਖਵਤਾ ਦਾ ਸੰਐ੃਩ ਆ਩ਣ੃ ਸ਼ਫਦਾਾਂ ਖਵੱਔ ਖਰਐਣ ਸੰਫੰਧੀ ਩ਰਸ਼ਨ।

ਸੰਫੰਖਧਤ ਩ੁਸਤਏ ਖਵੱਔੋਂ ਏਖਵਤਾਵਾਾਂ ਸਫੰਦੀ ਩ਰਸ਼ਨ।

ਏਖਵਤਾ ਦੀ ਩ਖਯਬਾਸ਼ਾ ਅਤ੃ ਏਖਵਤਾ ਦ੃ ਵੱਐ-ਵੱਐ ਯੂ਩ ਖਰਐਣ ਸੰਫੰਖਧਤ ਩ਰਸ਼ਨ।

ਬਾ਑ ਔ੅ਥਾ ਖਵਆਏਯਣ (ਅੰਏ ੮) ਨਾਾਂਵ ਩ੜਨਾਾਂਵ, ਖਰੰਏ ਩ੁਖਰੰ਑, ਉਰਟ ਬਾਵੀ ਸ਼ਫਦ, ਇੱਏ ਵਔਨ, ਫਿੁਵਔਨ, ਖਏਖਯਆ।

ਵੱਐ ਵੱਐ ਖਏਸਭਾਾਂ ਦ੃ ਩ੱਤਯ ਖਰਐਣ ਖਖਵੇਂ ਪੀਸ ਭਾਪ ਏਯਨ ਰਈ ਩ੱਤਯ ,
ਆ਩ਣ੃ ਸਏੂ ਰ ਦ੃ ਭੁੱਐ ਅਖਧਆ਩ਏ ਨੂ ੰ ਦ੅ ਖਦਨ ਦੀ ਕੁ ੱਟੀ ਦੀ ਦਯਖ਼ਾਸਤ,
ਸ੄ਯ ਸ਩ਾਟ੃ ਰਈ ਆ਩ਣ੃ ਸਏੂ ਰ ਦ੃ ਭੁੱਐ ਅਖਧਆ਩ਏ ਨੂ ੰ ਅਯਜੀ ਆਖਦ।

ਯਔਨਾਤਭਏ ਭੁਰਾਾਂਏਣ (Formative Assessment)

ਏਯਭ ਸੰਖਐਆ ਯਔਨਾਤਭਏ ਭੁਰਾਾਂਏਣ ਅਖਧਆਇ ਸੰਖਐਆ ਖਨਯਧਾਖਯਤ ਅੰਏ
੧ ਯਭ੧ ੧ .ਭੁਿਫ
ੱ ਤ ਨੂ ੰ ੨ .਩ੱਥਯ ਦਾ ਟੁ ਏੜਾ ੩ .ਭਿਾਯਾਖਾ ਯਣਖੀਤ ਖਸੰ਒ ੫
੨ ਯਭ੨ ੪ .਩ਰਦੂਸ਼ਣ ੫ .ਸੱਖਣ ਨੂ ੰ ੬ .਑ੁਯੂ ਿਯ਑੅ਖਫੰਦ ਸਾਖਿਫ ਖੀ ੫
੩ ਯਭ੩ ੭. ਑੅਩ਾਰਾ ਑ੁਰੀਆ ੮.ਰ੅ ਿੜੀ ੯ .ਸੀਿਯਪੀ ੫
੪ ਯਭ੪ ੧੦.ਬਾਈ ਏਨਈਆ ਖੀ ੧੧.ਭਾਾਂ ਸਾਡਾ ਰ੅ ਏ ਨਾਔ ੧੨ .ਇੰਟਯ ਨ੄ ਟ ੫
੫ ਯਭ੫ ੧੩ .ਸੁਦੰ ਯ ਟੁ ਏੜੀ ੧੪ .ਫ੃ਈਭਾਨ ਦ੅ਸਤ ੧੫ .ਬਾਈ ਭਯਦਾਨਾ ਖੀ ੫
੬ ਯਭ੬ ੧੬ .ਸਾਵਣ ਦਾ ਭਿੀਨਾ ੧੭ .ਫਾਰਾ ਰਈ ੧੮ .ਪੁ ਰ
ੱ ਿੀ ਪੁ ਰ
ੱ ੧੯ .ਇਏ ਿਉਏਾ ੫
ਸਾਖਿਤ ਤ੅ ਈਰਾਵਾ ਅਣਖਡੱਠਾ ਩੄ਯਾ, ਖਵਆਏਯਣ , ਖਰਐਣ ਏ੆ਸ਼ਰ ਅਤ੃ ਤਸਵੀਯਾਾਂ ਨੂ ੰ ਵ੃ਐ ਏ੃ ਖਨਫੰਧ ਖਰਐਣ ਦਾ ਵੀ ਭੁਰਾਾਂਏਣ ਏੀਤਾ ਖਾਵ੃ ।
ਏੁ ੱਰ
੩੦

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

੫ ਬਾਈ ਏਨਈਆ ਖੀ
੬ ਸ ਇੰਟਯ ਨ੄ ਟ ੧੫
੭ ਰ੅ ਿੜੀ
੮ ਬਾਈ ਭਯਦਾਨਾ ਖੀ
੯ ਸਾਵਣ ਦਾ ਭਿੀਨਾ
੧੦ ਭਾਾਂ਑ਾਾਂ ਸਾਡਾ ਰ੅ ਏ ਨਾਔ
੧੧ ਫ੃ਈਭਾਨ ਦ੅ਸਤ
੧੨ ਫਾਰਾਾਂ ਰਈ
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 Day Organising Awareness drives, Debates, Painting competitions on the
theme of conservation of Water Resources
7 April 7th, 2024 World Health Day Health & Hygiene Camps to be organised in collaboration with NRHM
& nearest Primary Health Centres, Community Awareness
programmes, Street Theatre will be some of the suggestive activities.
8 April 18th, 2024 World Heritage Day Heritage Fair, Cultural Exchange, field trip to a nearby World Heritage
site, or promoting environmental conservation, clean-up drives, tree
planting initiatives,
9 April 22nd, 2024 Earth Day Clean-up Campaign, Planting Activities, Take the learning outside by
holding classes or activities in outdoor spaces such as school gardens,
parks, or nature reserves, Earth Day Pledge

10 May 8th, 2024 Red Cross Day Inculcate the habit of Social Service among students, Awareness
regarding First-Aid in the Morning Assembly.
11 May 31st, 2024 World Anti-Tobacco 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
4 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

40 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 7th)
Stage/Class Duration Scheme of Assessment
Class 7th 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. & Learning Outcomes Assessment Overall Performance Marks Scored (As Teacher's
Date Assessed (Code) Techniques and Tools Level (Stream, evaluated from SBA Observation
used Mountain, Sky) tool)
Awareness:

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

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

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

Teacher’s
Signature

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

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

Format for Recording Co-Curricular Activities
Name of the Student………………………………. Class ………… Roll No…………. Subject…………………… Session…………………

Domain Aspects assessed
Max. Mark Descriptive Summary/Remarks by the
s Teacher
Marks
Obtai
ned.
Physical Sports, games, yoga, drills etc.(participation in 4

Activities inter/School/Zone/District/State events)
Participation in school Seminars, debates, Morning Assembly, Celebration of important 4
Activities Days/events Cleanness drives drug de-addiction drives etc

Cultural and Performing Art such as singing, dancing, acting, mime, role playing etc. Visual Arts 4
Creative activities such as Painting/Drawing, crafts, puppetry architecture, sculpture etc

Health and Cleanliness of body and Clothes, consciousness and practice of healthy habits such 2
Hygiene as taking proper meals, avoiding unhealthy foods etc

Environment /IT Using dustbins, conservation of natural resources, avoiding polythene, clean 2
Awareness surrounding 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% (4 Mark) 2
And 85% upto 400% (4 Mark)[
(Note: Attendance a minimum of 75% is mandatory)
Total 20

Note: This Format will filled for each subject by the concerned Teacher and enclosed with Students Progress file along with Formative
Assessment Record

Sig. of In-charge Teacher Principal/Headmaster

Holistic Progress Card (HPC)

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

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

Result Register

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

Student Grade Card

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

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

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