JKBOSE Class 9 Syllabus

Class 9
th

Class: 9th Subject: English

Timeline Contents LEARNING OUTCOMES SUGGESTIVE PEDAGOGICAL PROCESSES
The learner— The learners may be provided opportunities
• listens to announcements, individually or in groups and encouraged to—
Week 1 instructions, read aloud texts, audio • comprehend audio/video scripts, read
To and videos for information, gist and aloud texts and answer comprehension and
Week 5 details; responds by answering inferential questions by listening.
1. Packing questions accordingly. • use English news, films, songs, dramas,
2. No Men Are Foreign • listens to and discusses role-play, talks on internet, etc., as a
3. The Adventures of Toto literary/non-literary inputs in varied resource to develop listening
4. Grammar: contexts to infer, interpret, and comprehension and understanding of the
Modals appreciate. use of tone/intonation/stress, etc., in
1. Gulliver in Lilliput-I & • communicates thoughts, ideas, speech.
Gulliver in Lilliput-II views and opinions verbally and • meet people and discuss on variety of
Week 6 2.To Blossom non-verbally. issues, or listen to record discussions with
To 3.Beauty • speaks fluently with proper people from different professions through
Week 10 4.Moti Guj-Mutineer pronunciation, intonation and face to face or electronic media.
5.Use of Punctuation Marks pause, using appropriate grammar. • participate in inter and intra school
1. Saint of the Gutters • listens to and speaks on a variety of activities like school exhibitions, annual day
2. Shaikh Noor-ud-Din Wali(RA) verbal inputs, viz. debate, speech, celebration, debate competitions,
3.The Road Not Taken group discussion, power point discussions, quiz competitions and sports
Week 11 4.I Cannot Remember My presentation, radio programme, events.
To Mother interview, mock parliament, etc. • make announcements during school
Week 17 5.Old Man at the Bridge • reads aloud and recites functions, take interviews of people or
6.If I Were You poems/prose with proper stress, personalities by framing questions,
Writing Skills & Grammar pause, tone, and intonation. introduce a speaker; develop news items
1. Paragraph • reads with comprehension the and present in class or school assembly.
2. Letter (Formal/Informal) given text/materials employing • organise and participate in discussions,
3. Countable & Uncountable strategies like skimming, scanning, present viewpoints or arguments, express
Nouns predicting, previewing, reviewing, contrasts with logic and reasoning, in the
4. Adjectives inferring, and summarising. process develop problem solving and
5. Infinitive • reads silently with comprehension reasoning ability; and critical thinking.
6. Gerund and interprets layers of meaning. • recite poems with proper stress and
7. Adverb • writes short answers, paragraphs, intonation.
reports using appropriate

vocabulary and grammar on a given • use audio-video or text materials for writing
Week 18 1. The Fun They Had theme. short skits, role plays, street plays and
To 2. On Killing a Tree • writes letters both formal and dramatise to communicate messages.
Week 22 3. Cart Driver informal, invitations, • refer to dictionary, magazines and
4. The Last Leaf advertisements, notices, slogans, periodicals, thesaurus, encyclopedia,
5. Grammar: Tenses messages, and e-mails. electronic media, visit library and consult
• writes short dialogues and various resources for improving English
participates in role plays, skits, language proficiency.
street plays, etc., for the promotion • ask questions on the texts read in the class
of social causes like Beti Bachao and during discussions; be patient and
Beti Padhao, Swachh Bharat respectful and take turns while listening to
Abhiyaan, human trafficking, others and expressing their views.
Week 23 conservation of environment, child • share experiences of language used outside
To labour, drug abuse, promotion of the classroom as in the market, post office,
Week 30 1. The Tempest-I literacy, etc. etc., and share their experiences such as
& The Tempest-II • uses appropriate punctuation journeys, visits, hobbies, etc.
2. How a client was Saved marks and correct spelling of words • understand different registers/use of
3. To the Cuckoo while taking down dictation appropriate words through a variety of
4. The Palanquin Bearers • takes notes and makes notes while listening and speaking activities on topics
5. The Child’s Prayer listening to TV news, discussions, such as sports, cookery, music, gardening,
6. The Happy Prince speech, reading aloud/silent riding; use these registers in their day-to-
7. A Basketful Sea Trouts reading of texts, etc., and day life and use them wherever necessary.
summarises. • read and narrate stories, describe incidents
Paragraph • reads with understanding with fluency and in sequence.
Letter ( Formal/ Informal) information in his environment • take down dictation by listening,
Dialoque outside the schools as in hoardings, attentively, using appropriate punctuation
Diary Entry advertisements, product labels, marks.
E Mail visiting market place, etc. • to improve their listening and reading skills
Tenses • organises and structures thoughts, by taking down notes from passages read
Narration presents information and opinions aloud, news on TV, during discussions in
Articles in a variety of oral and written the class; understand the processes on how
Relative Clause forms for different audiences and to make/take notes after reading a
Preposition purposes. passage/article, etc., and then summarise.
Conjuction , etc • interprets map, graph, table to • use map to understand directions, space,
speak or write a paragraph based and distance; look at graphs, charts, and
on interpretation. tables to know how data has been given
• edits passages with appropriate and interpreted.
punctuation marks, grammar and • connect the issues in the texts they read to
correct spelling. the world outside and think on possible
• uses grammar items in context, solutions.
such as, reporting verbs, passive • design advertisements and invitations for
and tense, time and tense, subject- celebrations, prepare weather reports,
verb agreement, etc.

• uses words, phrases, idioms and news items and discussions by using audio-
word chunks for meaning-making in video support.
contexts. • jot down ideas, develop an outline, write
• understands and elicits meanings of the first draft, edit, revise, and then finalise
the words in different contexts, and (for writing short and long
by using dictionary, thesaurus, and passages/paragraphs, notices, and reports,
digital facilities. using these processes).
• reads literary texts for • utilise the given visual input and graphs
enjoyment/pleasure and compares, with the clues provided and write
interprets and appreciates passages/paragraphs
characters, themes, plots, and • edit writings of self or peers using
incidents and gives opinion. appropriate punctuation marks such as
• explains specific features of capital letters, comma, semicolon, inverted
different literary genres for commas, grammar, and correct spelling.
interpretation and literary • understand and learn to encode and decode
appreciation. texts of different genre through individual,
• identifies and appreciates pair, and group reading.
significant literary elements, such • understand the functions of grammar, the
as, metaphor, imagery, symbol, usages for accuracy in language (both
simile, personification, spoken and written) by the processes of
onomatopoeia, intention or point of noticing and identifying them in use and
view, rhyme scheme, themes, arriving at the rules.
titles, etc. • familiarise with a variety of vocabulary
• writes short stories and composes associated with various themes using these
poems on the given theme or on in different contexts through various inputs
their own. like collocations, word webs, thematic
• exhibits in action and practice the vocabulary, and word puzzles.
values of honesty, cooperation, • be acquainted with proverbs, phrases,
patriotism, and while speaking and idioms, and their usage.
writing on variety of topics • use creativity and imagination and connect
• uses bilingual or multilingual the discourse with real life contexts while
abilities to comprehend a text and expressing themselves through speech and
participates in activities like writing.
translations and bilingual and • imagine and describe characters and
multilingual discourses on various situations using prompts, flash cards,
themes. verbal clues, pictures, and create stories.
• uses Sign Language to • be exposed to a variety of poems like lyric,
communicate with fellow learners ballad, ode, limerick, elegy, etc., and notice
with hearing impairment in an onomatopoeic sounds, symbols, simile,
inclusive set up. metaphors, alliteration, and
• reads poems, stories, texts given in personification, for appreciation.
Braille; graphs and maps given in • identify comparisons, allusions, poet’s or
tactile/raised material; interprets, writer’s point of view, literary devices, etc.

discusses, and writes with the help • undertake group or individual project work
of a scribe. of interdisciplinary nature on social,
• appreciates similarities and cultural, and common themes to work with
differences across languages in a language—collection, processing,
multilingual classroom and society. analysing, interpreting of information, and
• recognises and appreciates cultural then presenting orally and in writing.
experiences and diversity in the • know and promote core values such as
text and makes oral and written tolerance, appreciation of diversity and
presentations civic responsibility, patriotism through
debates, discussions, reading of
biographies, stories of struggles, and
episodes of ethics and morality.
• follow the concept of directions on a given
map of a locality, town, city, country;
tactile or raised material for children with
special needs.
• read alternative material such as Braille
texts, poems, cartoons, graphic
presentations, audio tapes, video tapes,
and audio visuals to speak on issues related
to society.
• get familiarised with Sign Language for
using with learners with hearing
impairment in an inclusive environment in
the school.
• use bilingual and multilingual ways to
exchange ideas or disseminating
information by taking the help of ICT, PPT,
role play, street play, drama, written
scripts, etc

Class 9th Mathematics

Timeline Content Learning Outcome Suggestive Pedagogical Processes

The learner— The learners may be provided with opportunities
Week 1 ➢ applies logical reasoning in individually or in groups and encouraged to—
To 1. Number Systems
classifying real numbers, proving ➢ work with real numbers and consolidate the
Week 5 2. Construction
their properties and using them in concepts of numbers learnt in earlier classes.
different situations. Some such opportunities could be:
➢ identifies/classifies polynomials ➢ to observe and discuss real numbers.
among algebraic expressions and ➢ to recall and observe the processes involved in
factorises them by applying different mathematical concepts studied earlier
appropriate algebraic identities. and find situations in which they come across
➢ relates the algebraic and graphical irrational numbers. For example, finding the
representations of a linear equation length of the diagonal of a square with side, say,

Week 6 in one or two variables and applies 2 units or area of a circle with a given radius, etc.
To the concept to daily life situations. ➢ to observe the properties of different types of
Week 10 1. Polynomials
➢ identifies similarities and numbers, such as, the denseness of the numbers,
2. Linear Equation
differences among different by devising different methods based on the
geometrical shapes. knowledge of numbers gained in earlier classes.
➢ derives proofs of mathematical One of them could be by representing them on the
statements particularly related to number line.
geometrical concepts, like parallel ➢ to facilitate in making mental estimations in
lines, triangles, quadrilaterals, different situations, such as, arranging numbers

circles, etc., by applying axiomatic like 2, 21/2, 23/2, 25/2, etc., in ascending (or
approach and solves problems descending) order in a given time frame or telling
using them. between which two integers the numbers like,
➢ finds areas of all types of triangles √17, √23, √59, – √2, etc., lie.
Week 11
To by using appropriate formulae and ➢ apply relevant results to factorise the
Week 17 1. Lines and Angles apply them in real life situations. polynomials. y draw and compare the graphs of
2. Triangles ➢ constructs different geometrical linear equations in one or two variables.
3. Heron’s Formula shapes like bisectors of line ➢ discuss the proofs of mathematical statements
segments, angles and triangles using axioms and postulates.
under given conditions and provides ➢ play the following games related to geometry.
reasons for the processes of such ➢ For Euclid’s axioms, if one group says, If equals
constructions. develops strategies are added to equals, then the results are equal.
to locate points in a Cartesian The other group may be encouraged to provide
plane. example such as, If a = b, then a + 3 = b + 3,
➢ identifies and classifies the daily life another group may extend it further as a + 3 + 5
1. Co-ordinate Geometry situations in which mean, median = b + 3 + 5, and so on.
Week 18 and mode can be used. ➢ By observing different objects in the surroundings
To
2. Statistics ➢ analyses data by representing it in one group may find the similarities and the other
Week 22
different forms like, tabular form group may find the differences with reference to
3. Quadrilaterals
(grouped or ungrouped), bar graph, different geometrical shapes— lines, rays, angles,
histogram (with equal and varying parallel lines, perpendicular lines, congruent

1. Area of parallelograms width and length), and frequency shapes, non-congruent shapes, etc., and justify
polygon. their findings logically.
2. Surface area and Volume
➢ calculates empirical probability ➢ work with algebraic identities using models and
Week 23 through experiments and describes explore the use of algebraic identities in familiar
3. Circles
To
its use in words. contexts.
Week 30
4. Probability ➢ derives formulae for surface areas ➢ discuss in groups about the properties of triangles
and volumes of different solid and construction of geometrical shapes such as,
objects like, cubes, cuboids, right triangles, line segment and its bisector, angle and
circular cylinders/ cones, spheres its bisector under different conditions y find and
and hemispheres and applies them discuss ways to fix position of a point in a plane
to objects found in the and different properties related to it.
surroundings. y solves problems ➢ engage in a survey and discuss about different
that are not in the familiar context ways to represent data pictorially such as, bar
of the child using above learning. graphs, histograms (with varying base lengths)
These problems should include the and frequency polygons.
situations to which the child is not ➢ collect data from their surroundings and calculate
exposed earlier. central tendencies such as, mean, mode or
median.
➢ explore the features of solid objects from daily life
situations to identify them as cubes, cuboids,
cylinders, etc.
➢ play games involving throwing a dice, tossing a
coin, etc., and find their chance of happening.
➢ do a project of collecting situations corresponding
to different numbers representing probabilities.
➢ visualise the concepts using Geogebra and other
ICT tools.

Class 9th Science

Timeline Subject Chapter name Learning Outcomes Suggestive Pedagogical Processes
area
Week 1 Chemistry 1. Matter in our surrounding. The learner— The learners may be provided with
To • differentiates materials, opportunities individually or in groups
Week 5 objects, organisms, and encouraged to—
Biology 1. The Fundamental Unit of Life . phenomena, and processes, • observe, group or classify
based on properties or materials, such as mixtures,
characteristics, such as, based on their properties, viz.
prokaryotes and eukaryotes, solubility, passage of light, etc.,
Physics 1. Motion
plant cell and animal cell, by performing various
2. Force and laws of Motion
diffusion and osmosis, simple activities. Based on the
Week 6
and complex tissues, distance observations, a discussion may
To
Biology Why do we fall ill and displacement, speed and be facilitated to help arrive at
Week 10
velocity, balanced and the appropriate conclusions.
unbalanced forces, elements, Students with visual
Week 11 Physics 1. Work Energy & Power compound and mixture, impairment or low vision may
To solution, suspension and be motivated to observe
Week 17 Chemistry 1. Is matter around us pure colloid, isobars and isotopes, solubility of the materials by
etc. touching (caution should be
Biology 1. Tissues • classifies materials, objects, taken while using the
2. Natural resources organisms, phenomena, and materials).
Physics 1. Floatation processes, based on • design and carry out activities.
Week 18 properties or characteristics, For example, ‘ Tug of war to
To such as, classification of understand balanced and
Week 22 Chemistry 1. Atoms and molecules plants and animals under unbalanced forces. They may
various hierarchical sub- be encouraged to experiment
groups, natural resources, by applying forces (equal and
Biology 1. Improvement in food classification of matter based unequal) on an object in same
resources on their states and opposite directions,
(solid/liquid/gas) and followed by peer group
composition discussion to generalise.
(element/compound/ • study the daily life
mixture), etc. experiences, using
• plans and conducts interdisciplinary approach such
investigations or experiments as the cause behind cooling of
to arrive at and verify the water in earthen pots. They
facts, principles, phenomena may be encouraged to measure
or to seek answers to queries and compare the temperatures
on their own, such as, how of water both in earthen pot
does speed of an object and metal containers, thereby

Physics change? How do objects float/ helping them to relate process
1. Gravitation sink when placed on the of evaporation with cooling
2. Sound surface of a liquid? Is there effect. Students with visual
any change in mass when impairment or low vision may
Chemistry 1. Structure of atom chemical reaction takes be encouraged to feel the
Week 23 place? What is the effect of difference in temperature by
To heat on the state of touching the surface of the
Week 30 substances? What is the effect containers.
of compression on different • conduct survey to understand
states of matter? Where are the process of spreading of
Biology 1. Diversity in Living stomata present in different diseases. They may be
organism types of leaves? Where are encouraged to collect data from
2. Preservation of drug growing tissues present in doctors and nurses about
abuse and sexuality plants? various diseases. They can
transmitted diseases . • relates processes and prepare a report on spread,
phenomena with causes and causes, prevention, and cure of
effects, such as, symptoms diseases. They may share their
with diseases and causal findings with the community
agents, tissues with their through role plays, skits and
functions, production with use also campaign for prevention
of fertilisers. process of present their observations /
evaporation with cooling ideas/ learning through flow
effect, various processes of charts/ concept maps / graphs
separation with the physical and ICT tools. gather data for
and chemical properties of the calculating different physical
substances, production of quantities, such as distance,
sound with vibrations of displacement, velocity, which
source, etc. can be shared and discussed in
• explains processes and groups or with peers. Rubrics
phenomena, such as, can be used to assess the
functions of different conversion of units and
organelles, spread of diseases reporting results.
and their prevention, effect of • collect and analyse wide
force on the state of motion of variety of graphs from
objects, action and reaction, newspapers, magazines or the
rotation and revolution of internet. They may be
planets and satellites, encouraged to draw, analyse
conservation laws, principle of and interpret the graphs (for
separation of different gases example, distance-time,
from air, melting, boiling, speedtime, or acceleration-
freezing, how bats use time graphs of motion of a
ultrasonic waves to catch vehicle on a straight road)
prey, etc.

• calculates using the data • write chemical formulae of
given, such as, distance, simple compounds, chemical
velocity, speed, frequency, equations, etc., using playway
work done, number of moles methods such as a game of
in a given mass of substance, cards.
concentration of solution in • select and use appropriate
terms of mass by mass devices for measuring physical
percentage of substances, quantities. They may be
conversion of Celsius scale to encouraged to find the
Kelvin scale and vice versa, minimum and maximum value
number of neutrons in an that can be measured by an
atom from atomic number instrument and note down the
and mass number, speed of readings correctly.
sound, kinetic and potential • collect information from books,
energies of an object, boiling e-books, magazines, internet,
points of liquids to predict the etc., to appreciate the efforts of
order of their separation from scientists made over time, for
the mixture, etc. example, various models of
• draws labelled diagrams, flow atoms, discovery of
charts, concept maps, graphs, microscope, etc., and showcase
such as, biogeochemical it in the form of a project or role
cycles, cell organelles and play.
tissues, human ear, distance- • observe various technological
time and speed-time graphs, devices and innovative exhibits
distribution of electrons in such as waste management
different orbits in an atom, kits, water filtration system,
process of distillation and using low-cost or no-cost eco
sublimation, etc. friendly materials, develop
• analyses and interprets them and showcase it in science
graphs and figures such as, exhibitions, clubs and parent-
distance-time and velocity- teacher meets.
time graphs, computing • share and discuss their beliefs
distance, speed, acceleration and views regarding myths,
of objects in motion, taboos, superstitions, etc., by
properties of components of a initiating an open ended
mixture to identify the debate, leading to the
appropriate method of alignment of their beliefs to the
separation, crop yield after scientifically proven facts. They
use of fertilisers, etc uses may also be involved in
scientific conventions, awareness campaigns in the
symbols, and equations to community.
represent various quantities,
elements, and units, such as,

SI units, symbols of elements,
formulae of simple
compounds, chemical
equations, etc.
• measures physical quantities
using appropriate apparatus,
instruments, and devices,
such as, weight and mass of
an object using spring
balance, mass using a
physical balance, time period
of a simple pendulum, volume
of liquid using measuring
cylinder, temperature using
thermometer, etc.
• applies learning to
hypothetical situations, such
as, weight of an object at
moon, weight of an object at
equator and poles, possibility
of life on other planets, etc.
• applies scientific concepts in
daily life and solving
problems, such as, separation
of mixtures, uses safety belts
in automobiles, covers walls
of large rooms with sound
absorbent material, follows
intercropping and crop
rotation, takes preventive
measures to control disease
causing agents, etc.
• derives formulae, equations,
and laws, such as,
mathematical expressions for
Newton’s second law of
motion, law of conservation of
momentum, expression for
force of gravity, equations of
motion from velocity-time
graphs, etc.
• draws conclusion, such as,
classification of life forms is

related to evolution,
deficiency of nutrients affects
physiological processes in
plants, matter is made up of
particles, elements combine
chemically in a fixed ratio to
form compounds, effect of
action and reaction on two
different bodies, etc.
• describes scientific
discoveries and inventions,
such as, discovery of various
atomic models, discovery of
cell with invention of
microscope, experiments of
Lavoisier and Priestley, beliefs
regarding motion, discovery
of real cause for peptic ulcers,
Archimedes principle,
classification of living things,
etc
• designs models using eco-
friendly resources, such as,
3D model of a cell, water
purification system,
stethoscope, etc.
• exhibits values of honesty,
objectivity, rational thinking,
freedom from myths,
superstitious beliefs while
taking decisions, respect for
life, etc., such as, records and
reports experimental data
exactly, myth that sexually
transmitted diseases are
spread by casual physical
contact, belief that
vaccination is not important
for prevention of diseases,
etc.
• communicates the findings
and conclusions effectively,
such as, those derived from

experiments, activities, and
projects both in oral and
written form using
appropriate figures, tables,
graphs, and digital forms, etc.
• applies the interdependency
and interrelationship in the
biotic and abiotic factors of
environment to promote
conservation of environment,
such as, organic farming,
waste management, etc.

Class 9th Social Science
Timeline Subject area Chapter name Learning Outcomes Suggestive Pedagogical
Processes
History 1 The French Revolution The learner— The learners may be provided
• recognises and retrieves facts, with
figures and narrate processes, opportunities individually or
Week 1 for example, in groups
To • locates places, states, union and
Week 5 territories, and other physical encouraged to—
Economics 1. Money and Banking features on the map of India. • observe political map of
• recognises and describes India or on School
Geography 1. India- Size and location different physical Bhuvan
features, types of forests, portal NCERT,
seasons, etc. mark with
• describes important terms in reference to
Geography such as, standard location, extent, shape,
2. Socialism in Europe and The meridian, drainage basin, water size, etc., of States and
History Russian Revolution divide, monsoon, UTs.
3. Nazism ad the rise of Hitler weather, climate, flora, fauna, • discuss and verify the
Week 6
population density, etc. information about the
To
Week 10 • estimates annual growth rate. States and UTs from other
• defines simple economic terms sources, like the website
such as, poverty, literacy, of other states,
Political 1. What is democracy? Why unemployment, head-count textbooks, atlas, models,
Science Democracy? ratio, food etc.
engage in projects to collect

Geography 3. Physical features of
India

Section II Livelihoods, security, exports and imports, etc. information about States
History Economies and • lists various factors of production. and UTs in terms of
• recalls names, places, years of languages, food, dress,
Societies
some important socio-political cultural traditions, etc.
IV Forest, Society
and Colonialism and economic events that • select the works of
Week 11 changed India and the world, such eminent thinkers like
To as, the American Revolution, Jean-Paul Marat, Jean
Week 17 French Revolution, Jacques Rousseau, etc.,
Russian Revolution, and the and study the influence of
Pol. Science 2. Constitutional Design Freedom Struggle of India. their works on the
3. Electoral Politics • locates places of historical outbreak of the French
importance on maps. Revolution.
• describes economies and • take part in discussion of
the important political
Geography 3. Drainage livelihoods of a few social groups.
terms and
4. Climate • describes political terms and
concepts, such as, martial
concepts associated with
law, coup, veto, and
Disaster Management 4. Natural Disaster democracy and dictatorship, such
referendum to
as, free and fair election, freedom
recognise democracy as
of expression,
well as dictatorship.
independent judiciary,
V. Pastoralists in the Modern accountability, rule of law, etc. • discuss the details of: (a)
World- Life of peasants. the time when
Week 18 History universal
To
Week 22
4. Working of Institutions
Pol. Science

Geography 5. Natural Vegetation and
Wildlife

Disaster Management 5. Manmade Disaster

Section III classifies and compares events, facts, data, adult franchise was first
Case Study and figures, for example, provided to the citizens
• classifies physical and
History VI The Integration (b) how the end of
features in the
of Princely States, surroundings and colonialism took place.
A Case Study of compare them with physical • collect information and
Jammu and features of other places; discuss the
Kashmir process of the
• compares different data, such as,
population and rainfall; making of the
Week 23 Indian Constitution.
To Pol. Science 6. Democratic rights • compares the course of events
leading to important revolutions in • collect the details of
Week 30 7. Electoral Politics in different factors of
the world such as, French and
the erstwhile state Russian Revolutions; production like land,
of J&K capital, and human
• distinguishes different types of resources from their
Geography 5. Population governments operating across the
surroundings.
6. Geography of J&K and world;
Ladakh • compares levels of poverty • visit a nearby ration
and shop, collect and compare
unemployment across Indian the prices of items
Disaster Management 6. Road safety Education states; available with the local
market and discuss the
• compares different
monarchies of contemporary times

Economics . Understanding the Indian
Economy

like United Kingdom, Saudi Arabia, reasons for the
and Bhutan. differences.
• analyse the role of
explains cause and effect relationship cooperatives in food
between security.
phenomena, events, and their occurrence, • explore various
for example, resources including the
• examines factors causing pollution e- content on
and their impact on people’s lives; poverty, food
• explains factors affecting course of security, human
a river, climate, population resource development,
distribution, flora and fauna of a etc.
region. • discuss how
• explains the causes and effects of poverty line is
various revolutions. estimated especially from
• illustrates how different social the view point of social
groups coped with changes in the scientists.
contemporary world and describe • gather information about
these changes. physical
• explains the difference between features in their
revolution and social change. surroundings and
• outlines the formation of discuss about
these features with peers;
democratic governance in
visuals
related to other
physiographic divisions
may be
shown and their

different countries of the world. features may be
• explains the process of change in explained to them.
democracies. • show different
• identifies democratic rights of physiographic divisions
Indian citizens and constitutional and data to look out for
values such as, democracy, justice, the similarities and
liberty, equality, etc. differences.
• explains causes and impacts of • use tactile maps and
economic issues such as, poverty, models to classify physical
landlessness, and food insecurity. features of India.
• analyses the impact of social • collate the views from
exclusion and vulnerability. different secondary
analyses and evaluates information, for sources of Desmoulins and
example, Robespierre to know how
• analyses different types of climate each one of them
found in different regions of India understands the use of
and the world. state force. What does
Robespierre mean by ‘the
• examines factors leading to
war of liberty against
deforestation.
tyranny?’ How does
• outlines or assesses the working of Desmoulins perceive
Indian Parliament and the liberty?
judiciary.
• gather information about

• analyses historical trends Constitutional Monarchy
in important of
developmental indicators, such France from
as, literacy and poverty. different sources.
• assesses the impact of important • discuss different
government welfare programmes monarchies of
which aimed at (a) poverty contemporary times like
alleviation; (b) ensure food United Kingdom,
security; (c) generate self- Saudi Arabia,
employment; and (d) provide and Bhutan.
healthcare facilities. • develop timeline on
interprets, for example, significant events related
• maps of river systems in India, to the outbreak of the
physiograph, and population French and
distribution Russian Revolutions.
In
• maps of movement of goods and
people from India to the rest of the connection with
world France, some
events that can be
• texts and symbols which stand for displayed in the
liberty, equality, and fraternity.
timeline are—
cartoons Constitutional Monarchy,
• photographs Declaration of
• posters Rights of Man, on
becoming a
Republic and the
Reign of Terror.

• newspaper clippings related to The students can add
socio more
• political issues information in this timeline
on the French Revolution.
• pie and bar diagrams of data
related to agricultural production, • study features of different
literacy, poverty, and population. types of government and
draws interlinkages within Social Science, discuss.
for example, • design a group project on
• explains inter-relationship between social exclusion as well as
various passes and sea ports in India poverty.
for trade and communication since • interview vendors selling
historical times. vegetables, newspaper;
• examines the milkman, laundress (at
geographical importance of electoral least
10 people). They may be
constituencies.
guided to develop simple
• analyses food security as a questions and draw
component of agriculture. inference from information
• analyses the linkages between collected in the survey
population distribution and food • explore various rivers, find
security. details of their origin,
• explains inter- course of river,
relationships among livelihood
patterns of
various social groups

including forest dwellers, economic major cities, industries on
development, and environmental the banks of a river;
conservation. discuss how river affects
identifies assumptions, biases, prejudices, the lives of people in cities
and stereotypes about various aspects, for leading to pollution of
example, rivers.
• texts • work on group
• news items projects in which they
• visuals can collect
information from
• political analysis various sources, such
• people in different geographical as, books,
regions of India magazines, newspapers,
• important government welfare internet, elders, and
programmes plot the river and
demonstrates inquisitiveness, enquiry, i.e., associated findings on a
pose questions related to— map and prepare a
• geographical events such as, the report.
mechanism of monsoon and causes • work with tactile maps
of natural disasters. particularly by the children
• impact of green revolution in India with special needs
and their own area. (CWSN). y identify social,
• legacy of French economic,
Revolution in India and the world. and political
causes that led to

constructs views, the Russian
arguments, and ideas on the basis of Revolution in
collected or given information, for example, 1905; use a
• people and their adaptation with variety of teaching aids
different climatic conditions. like a flow
• oral and written accounts of living chart, power point
historical legends. presentation, newspaper
clippings, etc.,
• people as a resource. extrapolates belonging to that period
and predicts events and
(1905).
phenomena, for example,
• weather • locate the places of
French and
• pollution and diseases Russian Revolutions on
• famine and poverty illustrates an outline map of the
decision-making and problem- world.
solving skills, for example, • participate in a discussion
• mitigating the impact of water on the fall of Monarchy in
pollution February 1917,
• conservation of workers, strike, refusal of
resources peasants to pay rent and
• problem of food shortage activities of
different political parties
• avoid hunger and
such as, Liberals, Social
famines in India
Democrats, and
• deciding on the
appropriateness of

resources in historical Social Revolutionaries.
events and developments shows sensitivity • discussion may be
and appreciation initiated on the concepts
skills, for of
example, revolution and social
• empathises with change.
differently abled and other • elucidate the idea that
marginalised sections of the society, some
such as, Scheduled Tribes. revolutions like the French
appreciates political and
diversity Russian were results of
• appreciates cultural blood shed.
diversity • discuss peaceful
• appreciates religious revolutions, such as,
diversity industrial revolution;
• recognises language Green, White and Blue
diversity revolutions in India.
• recognises social diversity • collect current statements
from media and from other
• emphathises with the people who
sources and discuss the
were affected by wars, holocaust,
measure of
natural and human-made disasters
success of
• recognises how physical and mental
democracy.
violence leads to immense suffering
of human beings
• demonstrates or exhibits sense of
citizenship such

as, observing hygiene and • collect and
cleanliness, punctuality, follow rules, discuss information about
etc democratic countries
of the world
and their history
of
establishment, conditions
under
which those
governments got
established.
• discuss democracy as a
government of the people,
by the people, and for the
people by engaging with
some examples.
• discussion may be held
on the
newspaper clipping
or the teacher
may provide
data from government
report on poverty, food
security, etc.
• familiarise with
major climatic

controls —
latitude, altitude,
pressure and wind
systems, and
distance from the sea
and discuss how
they affect the climate of
various geographical
regions.
• discuss how the climate of
hilly regions is
significantly different from
the plains.
• look for and use a variety
of primary and secondary
sources, such as, written
records, oral accounts to
investigate themes like
factors responsible for
deforestation in
the past in
different regions of
the world including

India during the colonial
rule.
• discuss different Forest
Acts in India
— Forest Act of 1865,
its
amendment in
1878 and 1927
and its impact on forest
dwellers and the village
community.
• collect visuals,
newspaper clippings,
posters, leaflets,
videos, memorabilia,
writings, albums, and
speeches of Hitler on
the rise of Nazism
and
discuss how
Nazism led to the
genocidal war that
resulted in the killing of
innocent civilians like the
Jews, Gypsies, and
Polish.

• organise mock
Parliaments and court
proceedings in which
various democratic rights
can be the subject.
• show visuals associated
with
famines and
present OMT (one minute
talk).
• correlate different maps,
for
example, physical features
and drainage, physical
features and population.
• opportunities may be
provided to explore and
overlay various maps on
School Bhuvan NCERT
portal. y use atlas maps
for
understanding various
concepts.
• demonstrate skills of
locating places

associated with
different revolutions
like
French and
Russian.
• explain the
changes of
geographical boundaries
of places
in the past and present
and the reasons
that have led to it.
You may link this with
the theme in the syllabus
or
textbooks.
• study various
symbols that
depict roads,
railways, buildings,
monuments, rivers, etc.,
on an outline map
of India and
the world. This
may be used as per
the theme under
study.

• interpret information from
an orthophotomap and
compare it with
reality.
• use India’s
political map to demarcate
states and parliamentary
constituencies.
• use India’s map of the
states to identify and
colour the following: (i)
high and low poverty (ii)
levels of literacy (iii)
production of food grains
and interpret in terms of
reasons for the above
differences amongst the
states.
• choose photographs
of persons engaged in
different
occupations in
rural and urban

areas and
categorise into three
sectors of the economy.
• compile data from their
surroundings and
Government reports
on (i)
unemployment existing
in urban and rural
areas (ii) poverty existing
in different states.
• use tables to represent
data on literacy rates,
production of food grains
and food insecurity with
respect to
population and interpret
them in terms of well
• being of the masses.
• construct and convert
tables into bar and
pie
diagrams.

• explain from the
newspaper clippings
or the teacher
may provide
data from Government
report on poverty, food
security,
social exclusion and
vulnerability, their causes
and impact on the society.
• develop bar/pie diagrams
and also be able to plot the
data in the
diagram, e.g., population
data, natural vegetation,
etc.
• correlate topics with
other disciplines, for
example, how various
passes in the north and
seaports in the
south have
provided passages

to the travellers and how
these passages have
contributed in the
exchange of ideas and
commodities since ancient
times.
• discuss on
deforestation in the
colonial period andtheir
impact on lives of forest
dwellers; link
deforestation with
geographical aspects,
such as, the extent of
land covered under
forest in the
colonial and
contemporary times.
• discuss how the Forest
Acts in the past and in the
present influence various
tribal communities
including women.

• study a few
political developments
and government decisions
and look at them from
the point of view
of geographical
importance and electoral
constituencies.
• read the history of
democratic movements
in various countries by
underlining the
geopolitical importance
of countries.
• study historical events of
1940s and the making of
the Constitution of India
during 1946– 49.
• focus on the issues of land
and agriculture as part
of the resources in
geography with

topics such as, factors
of
production and food
security as a component of
agriculture.
• see linkages with
political dimensions
to highlight citizens,
rights in a
democracy and
human beings as an
asset for the
economy.
• show movies and
documentaries such as, 3
Shades, Mirch
Masala, Manthan and
link them with low
income and poverty
which can then be
followed by discussion
in classroom
on conflict
between economic
development and

environmental
conservation
• read the National
Population Policy 2000,
and discuss its content
related to adolescence.
• use historical sources
to
comprehend the difference
between fact and fiction
when they read the literary
works of different
authors.
• assess novels, biography,
and poems composed at
different points of our
historical past.
• use pictures,
cartoons, and
newspaper clippings
to find out and
discuss
assumptions,
biases, and
prejudices of

various people. Teachers
may guide learners to
recognise the difference
between facts and
opinions using illustrative
examples from socio,
political, and economic
aspects.
• explore and
construct the
holistic picture of the
period under
study using other sources
such as,
archaeological remains,
official records,
and oral accounts.
Discussion may be
initiated on the
following questions:
• what is the source about?
y who is the author?
• what message can be
extracted?

• is it
relevant/useful?
• does it explain the event in
totality?
• develop understanding
that historical recorders
are not free from
subjectivity.
• dramatise from the
examples of the
French revolution
on Olympede Gouges on
her protest against
excluding women from
the Declaration
of Rights of Man and
Citizen, highlighting
the bias that existed in this
historic
document.
• watch and note down
the
statements of
politicians
appearing

regularly on TV or the
newspaper articles on
various issues and
incidents.
Teachers may also
provide examples, and
may also take students’
own views on an
issue to point
out
assumptions, biases,
prejudices, and
stereotypes
• list the details of wages
paid to the males and
females engaged in their
area and discuss
whether differences exist,
if any, reasons may be
provided.
• analyse different
government schemes to
ensure food security,
employment generation,
promotion of

health, and
education in their area.
• ask questions to
understand the
mechanism of
monsoon for
example, how do the
effect of
differential heating of land
and water, shifting of
Inter Tropical
Convergence Zone (ITCZ),
El Nino and jet
streams influence
monsoon? y use enquiry
skills to
collect a variety of
primary and
secondary sources;
recognise the difference
between fact and fiction.
Gather
information from
archaeological remains—
official
and oral records,

print and
multimedia materials, to
show how the ideals of
freedom, equality, liberty,
and
fraternity motivated
political movements
in
France, in the rest of
Europe, and in various
anti-
colonial struggles;
projects, posters, and
models can be prepared
on
themes drawn from them
in groups and in pairs.
• collect the details on
various topical, political,
social, or any other
local issues from
different newspapers,
magazines and
books. Compare
different views

about the same
issues.
• explain a
particular economic
problem showing
vulnerability faced by
the
disadvantaged groups.
• analyse materials on
green
revolution.
• find out the details from
data and experiences for
example,
(a) how does the relief of
a place affect the
population distribution?;
(b) howdo climatic
conditions of a
region affect the natural
vegetation of a place?
• get engaged in a
role play on topics such
as, Project

Tiger and
protection of rivers and
discuss the relevance of
tiger protection in India.
• record or gather (from the
internet) the interviews of
living legends who have
experienced trials and
tribulations of Nazism.
• show e-content and
analyse case studies
related to the quality of
population.
• gather information
related to weather and
population,
from different sources
such as, daily newspapers
and analyse
recorded data and
information.
• design a role play on
the French

Revolution and play
the role of
clergy, nobility,
merchants, peasants
and artisans;
concluding remarks,
drawing assumptions
of the feelings of each
class can be given by
facilitators of each
group.
• collect information on the
famines in India,
explore the causes behind
the famines in the
colonial period.
• discuss what
would have
happened if such
famines reoccur in
postindependent India.
Also discuss the
preventive measures.
• identify the
factors causing a

problem and decide
creatively and critically to
arrive at
solution(s) relating to river
pollution, population
growth, protection of flora
and fauna, etc.
• engage in a class debate
on the topic
—whether the use of
violence for
addressing different forms
of human rights
violation is the
appropriate approach or
not.
• plan and
participate in extra-
curricular activities,
daily chores
in the school,
sports, cultural
programmes which require
problem-
solving and

decision-making skills.
• collect newspapers
and magazines to show
the impact of the
concentration of
resources in the
hands of few.
• illustrate the cause and
impact of inequality in
terms of
distribution of resources
between the rich and the
poor.
• participate in
group projects to
recognise the
values of flora and fauna,
disaster preparedness
and waste management
projects.
• participate in activities
that require
conservation of

environment (plants,
water
bodies, etc.),
water disputes—
interstate and
across the border and
promote
nature-human sustainable
relationship.
• raise questions to secure
healthcare, education and
job security for its citizens;
people from different
communities be invited to
make presentation on
improving these issues.
• collect and
compile a variety of
resources such as, films,
audio visuals, and
photocopy of records,
private papers, and press
clippings from the

archives including original
speeches of leaders
associated with different
historical events.
• construct projects on themes
like Nazism and tribal
uprisings.
• discuss the
strategy of
satyagraha and non-
violence adopted by
Gandhiji in
achieving Independence
of India; discuss
different movements in the
freedom struggle where
satyagraha was adopted
by the leaders
to recognise the
immense strength and
courage it requires
to
internalise

characteristics of
satyagraha and
non-violence to resolve
conflicts.
• explore and
examine the published
records of the lived
experiences of the
survivors of
Holocaust.
• study the
Constitutional provisions
available to
improve conditions of
disadvantaged groups,
minorities; promotion
of patriotism,
unity of the
country, equality of
people, respect for
all human beings, and
doing one’s duties, etc.
• engage in role play/short
drama to highlight the
problem faced by

poor as well as food insecure
people followed by discussion
• identify the chain of ration
shops established in your
nearby area to ensure the
supply of essential
commodities for the targeted
population
• compose a short speech on
gender equality and dignity
for all (marginalised as well
as Group with
Special Needs)

‫‪Class: 9th‬‬
‫‪Subject:Urdu‬‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬
‫ُ‬
‫اابسقیکلمکم دترسی‪،‬میہفتووتاحیضت۔ُایعمریاردوڑپےنھےنھکلُ ہبلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےسُ‬ ‫رثن ُ‪ُ :‬‬
‫اور وبےنل یک الصتیح ااجرگ رکان۔ ریست اگنری یک اجاکنری رفامہ احلص وہےن وایل اتکںیب یھب ڑپےتھ ںیہ۔‬ ‫ااسنناکلم ُ‬
‫ومظنں اور اہکوینں وک انمبس بل و ےجہل ےکُ‬ ‫رکان۔ ُ‬ ‫اافنرنشیمانکیٹولجُ‬ ‫ہتفہ ‪ُ1‬اتُ ہتفہُ‪ُ5‬‬
‫رگارمئ‪ :‬وادح عمج اورذتریک و اتثیناک رفق ولمجں ےک ذرےعی واحضُ اسھت ڑپےتھ ںیہ۔ ڑپیھ وہئ اہکوینں‪ُ،‬‬ ‫ئُ‬
‫اردواہکںدیپاوہ ُ‬
‫ومظنں اور اخوکں وک ڑپھ رک ان ےک ابرے‬ ‫دویانرموحمیکایدیمُ ُ رکان۔یجنوطخط ُ‬
‫یم اینپ راےئ رحتری رکےتکس ںیہ۔ فلتخم مسقُ‬ ‫اموحایلیتآولدگُ ُ‬
‫ُ‬
‫ےکرثنیاوررعشیاانصفےکدرایمنرفق‬
‫ااعشر یک رشتحی عم وحاہل اشرع۔ فنص اشرعی۔فلتخم رعشیُ‬ ‫زغایلتُ‪ُ :‬‬
‫ہتفہ ‪ 6‬اتُ ہتفہ ‪ُ10‬‬
‫اانصفیکاجاکنری۔ ُ‬ ‫یُ‬
‫رفاقوگروپھکر ُ‬

‫اور‬
‫وک واحض رک ےتکس ںیہ۔ وھچیٹ وھچیٹ ںیمظن ُ‬ ‫رگارمئ‪:‬اافلظاوراحموراتوکاےنپولمجںیماامعتسلرکان۔ ُ‬ ‫یکی‬
‫ریمالغمروسلانز ُ‬
‫درتفی وطخط۔ امسُدصمر‪ ،‬امس تفص‪ ،‬امس ریمض‪ ،‬علطم ‪ ،‬نسحُ اہکاینںھکلےتکسںیہ۔‬ ‫اہنتااصنری‬ ‫ُ‬
‫یُ‬
‫علطم‪،‬عطقم‪،‬ردفیاقہیفیکاجاکنر ُ‬ ‫ضیفادمحضیفی ُ‬
‫ُ‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬
‫ُ‬
‫رشتحی ااعشر عم وحاہل اشرع۔ الخہص اابسق و مظن ادابء رعشا ء یکُ اےنپ اردرگد روامن وہےن واےل وااعقت‪ُ،‬‬ ‫مظن‪ُ :‬احیلی ُ‬
‫ُ‬
‫آابدی ُ ایحتاورادیباکرانومںیکاجاکنری۔رعشیاانصفیکاجاکنری ُ۔ ُ احداثتاوراسملئےکںیئتاسحساوردیبارُ‬
‫ُاربکاہل یُ‬
‫ہتفہ ‪ 11‬اتُ ہتفہ ‪ُ17‬‬
‫رگارمئ‪ :‬لعف ےک فلتخم ااسقم( رفمد‪ ،‬رمبک‪ ،‬الزم و دتعمی‪ ُ،‬ںیہاوراناکآزاداہنزجتہییھبرکےتکسںیہ۔ ُ‬ ‫اابقل ُ‬
‫ُ یُ‬
‫زابنےکامجایلیتذوقےسوافقںیہ۔ ُ‬ ‫ی‪:‬دانییکاناپدیئاریُ ُ رعموف‪،‬وہجملوریغہ)ُ ُ‬
‫ونثم ُ‬ ‫ُ‬
‫ُرمزاوشق ُ‬
‫ُ‬
‫ُ‬

‫دترسی اابسق عم میہفت و وتحیض اور سیلس۔ الخہص اابسق و مظن اورُ فلتخمرثنیاوررعشیاانصفےسوافقںیہُ‬ ‫رثن ُ‪ُ :‬‬ ‫ُ‬
‫اشرعوںاوررثناگنروںےکابرےیمھکل‬ ‫رعشیاانصف۔ ُ‬ ‫الرٹیاکٹکٹ ُ‬
‫ُ‬
‫رگارمئ‪ :‬رحوف اکایبن ‪،‬رثنی اانصف یک اجاکنری ‪،‬یجن ‪ ،‬درتفی اور ےتکسںیہ۔وخدیھبڈراامےنھکلیکوکششرکےت‬ ‫درداکامرُا ُ‬
‫ہتفہ ‪ 18‬اتُ ہتفہ ‪ُ22‬‬
‫اکروابریوطخط۔فلتخموموضاعترپومضمنوھکلاان۔اخہک‪،‬انولُ ںیہ۔ ُ‬ ‫یماکیرہشھتُ ُ‬
‫فلتخمرثنیاانصفےسیج‪:‬انول‪،‬ااسفہن‪،‬اخہک‪ُ،‬‬ ‫اوروطخطاگنریےسقلعتماجاکنریدانی‬ ‫اغبلیےکوطخط ُ‬ ‫ُ‬
‫اورڈرااموریغہےسوافقںیہ۔ ُ‬ ‫ذنریادمحیکاہکینھچکُ‬
‫ریمیھچکانیکزابینُ ُ‬

‫درہجونںی‪:‬اہبراتسنِاُرد ُو ُ‬
‫صح ُ‬
‫آومزیشام ُ‬ ‫شم ُ‬
‫دتریسیرطہقیاکرو ُ‬ ‫تُ‬
‫ونعاان ُ‬ ‫میسقتاصنبواقیمتُ‬

‫ُ‬
‫ایعمری اردو ڑپےنھ‪ ،‬ےنھکل اور وبےنل یک الصتیح ااجرگ رکان۔ُ ابلطااعشریکرشتحیرکےتںیہاوروخدیھبُ‬ ‫زغایلتُ‪ُ :‬‬ ‫ُ‬
‫ااعشر یک رشتحی عم فنصم و اشرع اک وحاہل۔ ادابء رعشاء یکُ ااعشرےنھکلیکوکششرکےتںیہ۔وقادعےکُ‬ ‫اکریمشیُ ُ‬
‫ی‬ ‫وشردیہ‬
‫ُ‬
‫ابرےیماجےتنںیہ۔ُ ُ‬ ‫ایر‬
‫رہش یُ‬
‫ُ‬

‫ایحتاورادیباکرانےم۔ رعشیاانصفیکاجاکنریدانی۔الخہص‬ ‫انموریُ ُ‬
‫ی‬ ‫اعدب‬ ‫ُ‬
‫مظنُ ُ‬ ‫اتبُ ُ‬
‫رپاپتلھگنسےب ی‬ ‫ہتفہُ‪ُ23‬ات ہتفہ ‪ُ30‬‬
‫رگارمئ‪ :‬وادح عمج اور ذتریک و اتثین اک رفق ولمجں ےک ذرےعیُ‬ ‫ںیمظن‪ُ ُ:‬‬
‫ُ‬
‫واحضرکان۔ ُ‬ ‫تسبکچی ُ‬
‫رمبک ااضیف‪ ،‬رمبک اجری‪ ،‬رمبک وتیفیص‪ ،‬رمبک ااشری‪،‬‬ ‫ریمشی ُ‬
‫اشہزوراک یُ‬
‫ہلمجاہیمسربخہی۔ ُ‬ ‫االامین ُ‬
‫یُ‬ ‫ارتخ‬
‫رتبیکوحنی‪،‬ہلمجاہیمس۔ ُ‬
‫ُ‬
‫)ااسذتہےسذگارشےہہک درسودترسیےکدورانآومزیشاملصح داتسوزی)‪(LO,s‬وکوپریرطحدمرظنرںیھک۔( ُ‬


  
 
 
   
       
 
  

      
 

  Learning Outcome Content Course/Period
        
     
   

                 
   
     17 
  1
          

 
 
  
                         
                
     object      verb    Conjunction     Preposition  
      
     
     

  
 
    
                         subject        

  
   

 
      
  
      

    
  
     
               


  
 
 
     18
30 

      
         
 
   
                          
         
            
            
      
      

 
  

Course Content Learning out comes Pedagogical Process

 ikB 1 vkSj 2  vius vkl&ikl ds yksxksa] Ldwyh lgk;dksa ;k  dgkuh] dfork] fuca/k vkfn fo/kkvksa esa O;kdj.k
 Hkk"kk] Hkk"kk ds izdkj] eqgkojs Ldwyh lkfFk;ksa dh vko';drkvksa dks dg vkSj ds fofo/k iz;ksxksa] mikxeksa ij ppkZ djsaA
bdkbZ 1 fy[k ikrs gSaA
Unit 1 Loj vkSj O;atu  laosnu'khy eqíksa ij vkykspukRed fopkj foe'kZ
lIrkg 1 ls  fØ;k fo'ks"k.k& ifjHkk"kk vkSj  ikB~;iqLrd ds vfrfjDr ubZ jpukvksa ds ckjs esa ds volj nsaA tSls&tkfr] /keZ jhfr&fjokt+] tsaMj
lIrkg 5 rd HksnA tkuus&le>us dks mRlqd gSa vkSj mUgsa i<+rs gSaA vkfnA
 fuca/k vkSj i=A
 ikB 3 vkSj 4  viuh ilan dh vFkok dgh&lquh gqbZ jpuk dks  jsfM;ks vkSj Vsyhfot+u ij jk"Vªh;] lkekftd
 milxZ] izR;;] laf/k] lekl] iqLrdky; ;k vU; LFkku ls <w¡<dj i<+us dh ppkZvksa dks ns[kusA lquus vkSj lqukus@le>us vkSj
bdkbZ 2
okD; jpukA dksf'k'k djrs gSaA mu ij fVIi.kh djus ds fy, izsfjr djsaA
Unit 2
lIrkg 6 ls  fuca/k vkSj i=A  lkekftd eqíksa ij /;ku nsrs gq, i=A  vius ifjos'k] le; vkSj lekt ls lacaf/kr
lIrkg 10 rd  uksV& ys[ku bR;kfn dj ikrs gSaA jpukvksa dks i<+us vkSj mu ij ppkZ djus ds
volj nsaA
 ikB 5 ls 9 rd  ns[kh&lquh] lquh&le>h] i<+h vkSj fy[kh  fganh ds lkFk&2 viuh Hkk"kk dh lkexzh
 i;kZ;okph] foykse] fayax] ?kVukvksa@jpukvksa ij Li"V] ekSf[kd rFkk fyf[kr i<+us&fy[kus rFkk mu ij ckrphr djus ds fy,
izFke Nekgh vfHkO;fDr djrs gSaA izsjfr djsaA
Semester 1 opu] rRle] rnHkoA
lIrkg 11 ls  vusd 'kCnksa ds fy, ,d  nwljksa }kjk dgh tk jgh ckr dks /kS;Z ls lqudj  vius vuqHkoksa dks Lora= <ax ls fy[kus ds volj
lIrkg 17 rd 'kCnA mUgsa le>rs gq, viuh Li"V jk; O;Dr djrs gSaA nsaA
 fuca/k vkSj izkFkZuk i=A

 ikB 11 vkSj 12  lekpkj&i=] jsfM;ks] Vsyhfot+u ij izlkfjr gksus  mUgsa bl ckr ds volj nsa fd os jsfM;ks vkSj
 foykse 'kCn] i;kZ;pokph okys fofHkUu dk;ZØeksa] [ksys] fQYe] lkfgR; laca/kh Vsyhfot+u ij [ksy] fQYe ,oa laxhr rFkk vU;
bdkbZ 3
Unit 3 'kCn] leh{kkvksa] fjiksVksZa dks ns[krs] lqurs vkSj i<+rs gSaA xfrfof/k;ksa lsa lacaf/kr dk;ZØe ns[ksa@lqusa vkSj
lIrkg 18 ls  vuds 'kCnksa ds fy, ,d 'kCn  dgha] lquh] cksyh xbZ dgkuh] dfork vFkok vU; mudh Hkk"kk] y;] lapkj&laaizs"k.k ij ppkZ djsaA
lIrkg 22 rd jpukvksa dks jkspd <ax ls vkxs c<+krs gq, fy[krs
 fuca/k vkSj i=
gSaA
 ikB 13 ls 18 rd  vius vuqHkoksa] Hkkoksa vkSj nwljks dh jk; o pkjksa dks  viuh Hkk"kk x<+rs gq, fy[kus ds fy, izksRlkfgr
 Åij fd;k x;k lkjk fy[kus dh dksf'k'k djrs gSaA djsaA

f}rh; Nekgh O;kdj.k  ikB~;iqLrdksa esa 'kkfey jpukvksa ds vfr fjDr tSls  dYiuk'kfDr vkSj l`tu'khyrk dh fodflr djus
Semester 2  'kq)&v'kq)] laKk dfork] ,dkadh] x|&i| dh vU; fo/kkvksa dks okyh xfrfof/k;ksa dk vk;kstu djsa vkSj mUgsa
lIrkg 22 ls i<+s@fy[krs gSa vkSj dfork dh /ofu vkSj y; ij fjiksVZ ys[ku] fLØIV ys[ku dh vksj vxzlj djsaA
lIrkg 30 rd  vifBr x|ka'k
/;ku nsrs gSaA
 fuca/k & i=

(Dr. Lovely Sharma SCERT Jammu)

lIrkg 1 'kSf{kd l= ds vkjaHk ds izFke lIrkg ls ekuk tk,xkA

ਪਾਠਕ੍ਰਮ ਵੇਰਵਾ ਸ਼੍ਰੇਣੀ ਨੋਵੀਂ Syallabus Class 9th

ਕ੍ਰਮ ਪਰੀਖਿਆ ਸਮਾਂ ਖਿਸ਼ਾ ਖਸਿੱ ਿਣ ਦੇ ਨਤੀਜੇ ਸੁਝ਼ਾਈ ਗਈ ਖਸਿੱ ਖਿਆ
ਸੰ ਖਿਆ ਸ਼ਾਸਤਰੀ ਪਰਖਕ੍ਖਰਆ
੧ U1 ਸੇਿ ਫਰੀਦ ਜੀਉ ਕ੍ੀ ਪਰਸਨਾਂ ਦੇ ਉੱਤਰ ਜਬ਼ਾਨੀ ਤੇ ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ
ਬ਼ਾਣੀ ਖਿਿਤੀ ਰੂਪ ਖਿਿੱ ਚ ਪਰ਼ਾਪਤ ਕ੍ੀਤੇ ਸਿੈ ਮੁਿਾਂਕ੍ਣ ਅਤੇ ਸੰ ਪੂਰਨ
ਬੁਿੱ ਿਹ਼ਾ ਕ੍ੀ ਜ਼ਾਣ਼ਾ ਮੈਂ ਜ਼ਾਣ। ਮੁਿਾਂਕ੍ਣ ਦੁਆਰ਼ਾ ਅਤੇ ਉਨਹ ਾਂ ਨੂੰ
ਕ੍ੌ ਣ ਕ੍ਹ਼ਾਣੀ ਿੇ ਿ ਅਤੇ ਕ੍ਖਿਤ਼ਾ ਨੂੰ ਪਰੇਖਰਤ ਅਤੇ ਪਰ਼ੋਤਸ਼ਾਖਹਤ ਕ੍ੀਤ਼ਾ
ਸਹੀ ਢੰ ਗ ਨ਼ਾਿ ਪੜ੍ਹ਼ਾਇਆ ਜ਼ਾਿੇ ਜ਼ਾਿੇ।
੨ U2 ਿੈਰੀ ਨ਼ਾਗ
ਪੜ੍ਹਨ ਿਈ ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਗੀਤ ਗ਼ਜ਼ਿ ਅਤੇ ਕ੍ਹ਼ਾਣੀ
ਿ਼ੋ ਹੜ੍ੀ ਦੀ ਿ਼ੋ ਅ
ਿਿੱ ਿ-ਿਿੱ ਿ ਸਰਗਰਮੀਆਂ ਪੜ੍ਹਨ ਅਤੇ ਸੁਣਨ ਿਈ
ਨਹੀਂ ਹ਼ੋਈ
ਕ੍ਰਿ਼ਾਈਆਂ ਜ਼ਾਣ ਖਜਿੇਂ ਨ਼ਾਟਕ੍ ਬਿੱ ਖਚਆਂ ਨੂੰ ਕ੍ਿ਼ਾਸ ਖਿਚ ਪਰੇਯਰ
ਸਬਦ ਗੁਰੂ ਗ਼ੋਖਬੰ ਦ
ਸਟੇਜ ਸ਼ੋ। ਖਿਿੱ ਚ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ।
ਖਸੰ ਘ ਜੀ
ਿਿੱ ਿ ਿਿੱ ਿ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ ਬਿੱ ਖਚਆਂ ਨੂੰ ਪੰ ਜ਼ਾਬੀ ਿਬਰਾਂ
੩ T1 ਸੁਹ਼ਾਗ
ਕ੍ਰਨ ਦ਼ਾ ਮੌਕ਼੍ਾ ਖਦਿੱ ਤ਼ਾ ਜ਼ਾਿੇ ਪੰ ਜ਼ਾਬੀ ਪਰ਼ੋਗਰ਼ਾਮ ਅਤੇ ਫੀਚਰ
ਗੁਰੂ ਨ਼ਾਨਕ੍ ਦੇਿ ਜੀ
ਖਜਿੇਂ ਦ਼ੋਸਤ ਦੁਕ਼੍ਾਨਦ਼ਾਰ ਖਫਿਮਾਂ ਿੇਿਣ ਿਈ ਪਰੇਖਰਤ
ਦ਼ਾ ਦੇਸ ਖਪਆਰ
ਡ਼ਾਕ੍ਟਰ ਅਖਿਆਪਕ੍ ਆਖਦ। ਕ੍ੀਤ਼ਾ ਜ਼ਾਿੇ।
ਿਹੂ ਭਰੀਆਂ ਯ਼ਾਦਾਂ
ਟੀਿੀ ਰੇਡੀਉ ਆਖਦ ਿਬਰਾਂ ਿਿੱ ਿ-ਿਿੱ ਿ ਖਿਖਸਆਂ ਨ਼ਾਿ
ਖਨਬੰ ਿ ਰਚਨ਼ਾ
ਸੁਣਨ ਿਈ ਜਾਂ ਕ੍ਖਹਣ ਿਈ ਸਬੰ ਿਤ ਿ਼ੋ ਕ੍ਾਂ ਨ਼ਾਿ ਗਿੱ ਿਬ਼ਾਤ

ਖਕ੍ਹ਼ਾ ਜ਼ਾਿੇ। ਕ੍ਰਨ ਿਈ ਅਤੇ ਉਨਹ ਾਂ ਦੇ
੪ U3 ਗੁਰਪੁਰਬ
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਦੇ ਪਰਸਨਾਂ ਦੇ ਕ਼੍ਾਰਜਾਂ ਬ਼ਾਰੇ ਜ਼ਾਣਨ ਿਈ
ਖਕ੍ਤ਼ਾਿੱ ਿਕ੍ੀਰ ਦੇ
ਨੁਕ੍ਤੇ ਉੱਤਰ ਪੁਿੱ ਛੇ ਜ਼ਾਣ। ਬਿੱ ਖਚਆਂ ਨੂੰ ਮੌਕ਼੍ਾ ਖਮਿੇ ।
ਿਿੱ ਿ ਿਿੱ ਿ ਪੁਸਤਕ੍ਾਂ ਨੂੰ ਪੜ੍ਹਨ ਦ਼ਾ
੫ T2 ਅੰ ਤਖਹਕ੍ਰਣ ਤੇ ਉਹ ਮੌਕ਼੍ਾ ਦੇਣ਼ਾ ਚ਼ਾਹੀਦ਼ਾ ਹੈ।
ਸੰ ਜ਼ੋਗ ਖਿਆਹ ਕ੍ਰਨ ਦੀ ਸਹੀ ਿਰਤੋਂ
ਇਕ੍ ਰਮ਼ਾਇਣ ਹ਼ੋਰ ਕ੍ਰਨ ਿਈ ਪਰੇਖਰਆ ਜ਼ਾਿੇ।
ਮੁਹ਼ਾਿਰੇ