(2024-25)

CLASS XII (2023-24) Unit I: Electrostatics 26 Periods

PHYSICS (THEORY) Chapter–1: Electric Charges and Fields
Time: 3 hrs. Max Marks: 70
Electric charges, Conservation of charge, Coulomb's law-force between
No. of Marks two- point charges, forces between multiple charges; superposition principle
Periods and continuous charge distribution.
Unit–I Electrostatics
Chapter–1: Electric Charges and Fields Electric field, electric field due to a point charge, electric field lines, electric
26
Chapter–2: Electrostatic Potential and 16 dipole, electric field due to a dipole, torque on a dipole in uniform electric
Capacitance field.
Unit-II Current Electricity
18 Electric flux, statement of Gauss's theorem and its applications to find field
Chapter–3: Current Electricity
due to infinitely long straight wire, uniformly charged infinite plane sheet
Unit-III Magnetic Effects of Current and Magnetism
25 and uniformly charged thin spherical shell (field inside and outside).
Chapter–4: Moving Charges and Magnetism
Chapter–5: Magnetism and Matter 17
Chapter–2: Electrostatic Potential and Capacitance
Unit-IV Electromagnetic Induction and Alternating
Currents 24
Electric potential, potential difference, electric potential due to a point
Chapter–6: Electromagnetic Induction
charge, a dipole and system of charges; equipotential surfaces, electrical
Chapter–7: Alternating Current
potential energy of a system of two-point charges and of electric dipole in
Unit–V Electromagnetic Waves
04 an electrostatic field.
Chapter–8: Electromagnetic Waves
Unit–VI Optics 18 Conductors and insulators, free charges and bound charges inside a
30
Chapter–9: Ray Optics and Optical conductor. Dielectrics and electric polarization, capacitors and capacitance,
Instruments
combination of capacitors in series and in parallel, capacitance of a parallel
Chapter–10: Wave Optics
Unit–VII Dual Nature of Radiation and Matter plate capacitor with and without dielectric medium between the plates,
Chapter–11: Dual Nature of Radiation and 8 energy stored in a capacitor (no derivation, formulae only).
Matter 12
Unit–VIII Atoms and Nuclei Unit II: Current Electricity 18 Periods
15
Chapter–12: Atoms
Chapter–3: Current Electricity
Chapter–13: Nuclei
Unit–IX Electronic Devices Electric current, flow of electric charges in a metallic conductor, drift
Chapter–14: Semiconductor 10
velocity, mobility and their relation with electric current; Ohm's law, V-I
Electronics: Materials, Devices and 7
Simple Circuits characteristics (linear and non-linear), electrical energy and power,

Total 160 70 electrical resistivity and conductivity, temperature dependence of

resistance, Internal resistance of a cell, potential difference and emf of a
cell, combination of cells in series and in parallel, Kirchhoff's rules,
Wheatstone bridge.
Unit III: Magnetic Effects of Current and Magnetism 25 Periods Chapter–7: Alternating Current

Alternating currents, peak and RMS value of alternating current/voltage;

Chapter–4: Moving Charges and Magnetism
reactance and impedance; LCR series circuit (phasors only), resonance,
Concept of magnetic field, Oersted's experiment. power in AC circuits, power factor, wattless current.
Biot - Savart law and its application to current carrying circular loop. AC generator, Transformer.

Ampere's law and its applications to infinitely long straight wire. Straight
Unit V: Electromagnetic waves 04 Periods
solenoid (only qualitative treatment), force on a moving charge in uniform
Chapter–8: Electromagnetic Waves
magnetic and electric fields.

Force on a current-carrying conductor in a uniform magnetic field, force Basic idea of displacement current, Electromagnetic waves, their

between two parallel current-carrying conductors-definition of ampere, characteristics, their transverse nature (qualitative idea only).

torque experienced by a current loop in uniform magnetic field; Current loop Electromagnetic spectrum (radio waves, microwaves, infrared, visible,
as a magnetic dipole and its magnetic dipole moment, moving coil ultraviolet, X-rays, gamma rays) including elementary facts about their uses.
galvanometer- its current sensitivity and conversion to ammeter and
Unit VI: Optics 30 Periods
voltmeter.
Chapter–9: Ray Optics and Optical Instruments
Chapter–5: Magnetism and Matter
Ray Optics: Reflection of light, spherical mirrors, mirror formula, refraction
Bar magnet, bar magnet as an equivalent solenoid (qualitative treatment of light, total internal reflection and optical fibers, refraction at spherical
only), magnetic field intensity due to a magnetic dipole (bar magnet) along surfaces, lenses, thin lens formula, lens maker’s formula, magnification,
its axis and perpendicular to its axis (qualitative treatment only), torque on a power of a lens, combination of thin lenses in contact, refraction of light
magnetic dipole (bar magnet) in a uniform magnetic field (qualitative through a prism.
treatment only), magnetic field lines.
Optical instruments: Microscopes and astronomical telescopes (reflecting
Magnetic properties of materials- Para-, dia- and ferro - and refracting) and their magnifying powers.
magnetic substances with examples, Magnetization of materials,
effect of temperature on magnetic properties. Chapter–10: Wave Optics

Wave optics: Wave front and Huygen’s principle, reflection and refraction
of plane wave at a plane surface using wave fronts. Proof of laws of
Unit IV: Electromagnetic Induction and Alternating Currents 24 Periods
reflection and refraction using Huygen’s principle. Interference, Young's
Chapter–6: Electromagnetic Induction double slit experiment and expression for fringe width (No derivation final

Electromagnetic induction; Faraday's laws, induced EMF and current; expression only), coherent sources and sustained interference of light,

Lenz's Law, Self and mutual induction. diffraction due to a single slit, width of central maxima (qualitative treatment
only).
 PRACTICALS
Unit VII: Dual Nature of Radiation and Matter 08 Periods Total Periods 60

Chapter–11: Dual Nature of Radiation and Matter The record to be submitted by the students at the time of their annual examination has to
include:
Dual nature of radiation, Photoelectric effect, Hertz and Lenard's
Record of at least 8 Experiments [with 4 from each section], to be performed by
observations; Einstein's photoelectric equation-particle nature of light.
the students.
Experimental study of photoelectric effect
Record of at least 6 Activities [with 3 each from section A and section B], to be
Matter waves-wave nature of particles, de-Broglie relation. performed by the students.
Unit VIII: Atoms and Nuclei 15 Periods The Report of the project carried out by the students.
Chapter–12: Atoms
Evaluation Scheme
Alpha-particle scattering experiment; Rutherford's model of atom; Bohr
model of hydrogen atom, Expression for radius of nth possible orbit, velocity Max. Marks: 30
Time 3 hours
and energy of electron in nth orbit, hydrogen line spectra (qualitative
treatment only). Two experiments one from each section 7+7 Marks
Practical record [experiments and activities] 5 Marks
Chapter–13: Nuclei
One activity from any section 3 Marks
Composition and size of nucleus, nuclear force Investigatory Project 3 Marks

Mass-energy relation, mass defect; binding energy per nucleon and its Viva on experiments, activities and project 5 Marks

variation with mass number; nuclear fission, nuclear fusion. Total 30 marks

Unit IX: Electronic Devices 10 Periods

Experiments SECTION–A
Chapter–14: Semiconductor Electronics: Materials, Devices and
Simple Circuits 1. To determine resistivity of two / three wires by plotting a graph for potential
difference versus current.
Energy bands in conductors, semiconductors and insulators (qualitative
2. To find resistance of a given wire / standard resistor using metre bridge.
ideas only) Intrinsic and extrinsic semiconductors- p and n type, p-n junction
3. To verify the laws of combination (series) of resistances using a metre bridge.
Semiconductor diode - I-V characteristics in forward and reverse
bias, application of junction diode -diode as a rectifier. OR

To verify the laws of combination (parallel) of resistances using a metre bridge.

4. To determine resistance of a galvanometer by half-deflection method and to find its between angle of incidence and angle of deviation.
figure of merit. 6. To determine refractive index of a glass slab using a travelling microscope.

5. To convert the given galvanometer (of known resistance and figure of merit) into a 7. To find the refractive index of a liquid using convex lens and plane mirror.
voltmeter of desired range and to verify the same.
8. To find the refractive index of a liquid using a concave mirror and a plane mirror.
OR
9. To draw the I-V characteristic curve for a p-n junction diode in forward and
To convert the given galvanometer (of known resistance and figure of merit) into an
reverse bias.
ammeter of desired range and to verify the same.
Activities
6. To find the frequency of AC mains with a sonometer.
1. To identify a diode, an LED, a resistor and a capacitor from a mixed collection of
Activities
such items.
1. To measure the resistance and impedance of an inductor with or without iron core. 2. Use of multimeter to see the unidirectional flow of current in case of a diode and an
2. To measure resistance, voltage (AC/DC), current (AC) and check continuity LED and check whether a given electronic component (e.g., diode) is in working
of a given circuit using multimeter. order.
3. To study effect of intensity of light (by varying distance of the source) on an LDR.
3. To assemble a household circuit comprising three bulbs, three (on/off) switches, a
4. To observe refraction and lateral deviation of a beam of light incident obliquely on a
fuse and a power source.
glass slab.
4. To assemble the components of a given electrical circuit.
5. To observe diffraction of light due to a thin slit.
5. To study the variation in potential drop with length of a wire for a steady current. 6. To study the nature and size of the image formed by a (i) convex lens, or (ii)
6. To draw the diagram of a given open circuit comprising at least a battery, concave mirror, on a screen by using a candle and a screen (for different
resistor/rheostat, key, ammeter and voltmeter. Mark the components that are not distances of the candle from the lens/mirror).
connected in proper order and correct the circuit and also the circuit diagram. 7. To obtain a lens combination with the specified focal length by using two lenses
from the given set of lenses.
SECTION-B
Experiments Suggested Investigatory Projects
1. To find the value of v for different values of u in case of a concave mirror and to find
the focal length. 1. To study various factors on which the internal resistance/EMF of a cell depends.
2. To find the focal length of a convex mirror, using a convex lens.
2. To study the variations in current flowing in a circuit containing an LDR because of
3. To find the focal length of a convex lens by plotting graphs between u and v
a variation in
or between 1/u and 1/v.
4. To find the focal length of a concave lens, using a convex lens. (a) the power of the incandescent lamp, used to 'illuminate' the LDR (keeping

5. To determine angle of minimum deviation for a given prism by plotting a graph all the lamps at a fixed distance).
 (b) the distance of a incandescent lamp (of fixed power) used to 'illuminate' Practical Examination for Visually Impaired Students of
the LDR. Classes XI and XII Evaluation Scheme

Time 2 hours Max. Marks: 30

3. To find the refractive indices of (a) water (b) oil (transparent) using a plane mirror,
an equiconvex lens (made from a glass of known refractive index) and an Identification/Familiarity with the apparatus 5 marks
adjustable object needle. Written test (based on given/prescribed practicals) 10 marks
Practical Record 5 marks
4. To investigate the relation between the ratio of (i) output and input voltage and (ii) Viva 10 marks
number of turns in the secondary coil and primary coil of a self-designed Total 30 marks
transformer.
General Guidelines
The practical examination will be of two-hour duration.
5. To investigate the dependence of the angle of deviation on the angle of incidence
A separate list of ten experiments is included here.
using a hollow prism filled one by one, with different transparent fluids.
The written examination in practicals for these students will be conducted at the time
of practical examination of all other students.
6. To estimate the charge induced on each one of the two identical Styrofoam (or pith)
balls suspended in a vertical plane by making use of Coulomb's law. The written test will be of 30 minutes duration.
The question paper given to the students should be legibly typed. It should contain

7. To study the factor on which the self-inductance of a coil depends by observing the a total of 15 practical skill based very short answer type questions. A student would

effect of this coil, when put in series with a resistor/(bulb) in a circuit fed up by an be required to answer any 10 questions.

A.C. source of adjustable frequency. A writer may be allowed to such students as per CBSE examination rules.
All questions included in the question papers should be related to the listed practicals.
8. To study the earth's magnetic field using a compass needle -bar magnet by plotting Every question should require about two minutes to be answered.
magnetic field lines and tangent galvanometer. These students are also required to maintain a practical file. A student is expected to
record at least five of the listed experiments as per the specific instructions for each
subject. These practicals should be duly checked and signed by the internal
examiner.
The format of writing any experiment in the practical file should include aim,
apparatus required, simple theory, procedure, related practical skills, precautions
etc.
Questions may be generated jointly by the external/internal examiners and used for
assessment.
The viva questions may include questions based on basic theory/principle/concept,
apparatus/ materials/chemicals required, procedure, precautions, sources of error
etc.
 Class XII
(ii) Introduction of ferromagnetic material as its core material on the
A. Items for Identification/ familiarity with the apparatus for assessment inductance of the coil.
in practicals (All experiments) 8. To design a (i) step up (ii) step down transformer on a given core and know the

Meter scale, general shape of the voltmeter/ammeter, battery/power supply, relation between its input and output voltages.

connecting wires, standard resistances, connecting wires, voltmeter/ammeter,

Note: The above practicals may be carried out in an experiential manner rather than
meter bridge, screw gauge, jockey Galvanometer, Resistance Box, standard
recording observations.
Resistance, connecting wires, Potentiometer, jockey, Galvanometer, Lechlanche
cell, Daniell cell [simple distinction between the two vis-à-vis their outer (glass and Prescribed Books:
copper) containers], rheostat connecting wires, Galvanometer, resistance box,
1. Physics, Class XI, Part -I and II, Published by NCERT.
Plug-in and tapping keys, connecting wires battery/power supply, Diode, Resistor
(Wire-wound or carbon ones with two wires connected to two ends), capacitors 2. Physics, Class XII, Part -I and II, Published by NCERT.

(one or two types), Inductors, Simple electric/electronic bell, battery/power supply, 3. Laboratory Manual of Physics for class XII Published by NCERT.
Plug- in and tapping keys, Convex lens, concave lens, convex mirror, concave
4. The list of other related books and manuals brought out by
mirror, Core/hollow wooden cylinder, insulated wire, ferromagnetic rod,
NCERT (consider multimedia also).
Transformer core, insulated wire.

B. List of Practicals Note:

The content indicated in NCERT textbooks as excluded for the year 2023-24 is not to
1. To determine the resistance per cm of a given wire by plotting a graph between be tested by schools and will not be assessed in the Board examinations 2023-24.
voltage and current.
2. To verify the laws of combination (series/parallel combination) of resistances by
Ohm’s law.
3. To find the resistance of a given wire / standard resistor using a meter bridge.
4. To determine the resistance of a galvanometer by half deflection method.
5. To identify a resistor, capacitor, inductor and diode from a mixed collection of
such items.
6. To observe the difference between
(i) a convex lens and a concave lens
(ii) a convex mirror and a concave mirror and to estimate the likely
difference between the power of two given convex /concave lenses.
7. To design an inductor coil and to know the effect of
(i) change in the number of turns
 QUESTION PAPER DESIGN
Theory (Class: XI/XII)
Maximum Marks: 70 Duration: 3 hrs.

S No. Typology of Questions Total Approximate

Marks Percentage
1 Remembering: Exhibit memory of previously learned 27 38 %
material by recalling facts, terms, basic concepts, and
answers.
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas

2 Applying: Solve problems to new situations by applying 22 32%

acquired knowledge, facts, techniques and rules in a
different way.
3 Analysing : Examine and break information into parts by 21 30%
identifying motives or causes. Make inferences and find
evidence to support generalizations
Evaluating:
Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on
a set of criteria.
Creating:
Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
Total Marks 70 100
Practical 30
Gross Total 100
Note:
The above template is only a sample. Suitable internal variations may be made for
generating similar templates keeping the overall weightage to different form of questions
and typology of questions same.
For more details kindly refer to Sample Question Paper of class XII for the year
2023- 24 to be published by CBSE at its website.
 CLASS XII (2024-25)
(THEORY) Chapter-6: Molecular Basis of Inheritance
Time: 03 Hours Max. Marks: 70 Search for genetic material and DNA as genetic material; Structure of DNA and RNA; DNA
packaging; DNA replication; Central Dogma; transcription, genetic code, translation; gene
Unit Title Marks expression and regulation - lac operon; Genome, Human and rice genome projects; DNA
fingerprinting.
VI Reproduction 16
Chapter-7: Evolution
VII Genetics and Evolution 20
Origin of life; biological evolution and evidences for biological evolution (paleontology,
VIII Biology and Human Welfare 12 comparative anatomy, embryology and molecular evidences); Darwin's contribution, modern
IX Biotechnology and its Applications 12 synthetic theory of evolution; mechanism of evolution - variation (mutation and recombination)
and natural selection with examples, types of natural selection; Gene flow and genetic drift;
X Ecology and Environment 10 Hardy- Weinberg's principle; adaptive radiation; human evolution.
Total 70
Unit-VIII: Biology and Human Welfare
Unit-VI Reproduction
Chapter-2: Sexual Reproduction in Flowering Plants Chapter-8: Human Health and Diseases
Pathogens; parasites causing human diseases (malaria, dengue, chikungunya, filariasis,
Flower structure; development of male and female gametophytes; pollination - types, agencies ascariasis, typhoid, pneumonia, common cold, amoebiasis, ring worm) and their control;
and examples; out breeding devices; pollen-pistil interaction; double fertilization; post Basic concepts of immunology - vaccines; cancer, HIV and AIDS; Adolescence - drug and
fertilization events - development of endosperm and embryo, development of seed and alcohol abuse.
formation of fruit; special modes- apomixis, parthenocarpy, polyembryony; Significance of
seed dispersal and fruit formation.
Chapter-10: Microbes in Human Welfare
Chapter-3: Human Reproduction Microbes in food processing, industrial production, sewage treatment, energy generation and
Male and female reproductive systems; microscopic anatomy of testis and ovary; microbes as bio-control agents and bio-fertilizers. Antibiotics; production and judicioususe.
gametogenesis -spermatogenesis and oogenesis; menstrual cycle; fertilisation, embryo
development upto blastocyst formation, implantation; pregnancy and placenta formation Unit-IX Biotechnology and its Applications
(elementary idea); parturition (elementary idea); lactation (elementary idea).
Chapter-4: Reproductive Health Chapter-11: Biotechnology - Principles and Processes
Genetic Engineering (Recombinant DNA Technology).
Need for reproductive health and prevention of Sexually Transmitted Diseases (STDs); birth
control - need and methods, contraception and medical termination of pregnancy (MTP);
amniocentesis; infertility and assisted reproductive technologies - IVF, ZIFT, GIFT Chapter-12: Biotechnology and its Applications
(elementary idea for general awareness). Application of biotechnology in health and agriculture: Human insulin and vaccine production,
stem cell technology, gene therapy; genetically modified organisms - Bt crops; transgenic
Unit-VII Genetics and Evolution
animals; biosafety issues, biopiracy and patents.
Chapter-5: Principles of Inheritance and Variation
Heredity and variation: Mendelian inheritance; deviations from Mendelism – incomplete Unit-X Ecology and Environment
dominance, co-dominance, multiple alleles and inheritance of blood groups, pleiotropy;
Chapter-13: Organisms and Populations
elementary idea of polygenic inheritance; chromosome theory of inheritance; chromosomes Population interactions - mutualism, competition, predation, parasitism; population attributes -
and genes; Sex determination - in humans, birds and honey bee; linkage and crossing over; growth, birth rate and death rate, age distribution. (Topics excluded: Organism and its
sex linked inheritance - haemophilia, colour blindness; Mendelian disorders in humans - Environment, Major Aboitic Factors, Responses to Abioitic Factors, Adaptations)
thalassemia; chromosomal disorders in humans; Down's syndrome, Turner's and Klinefelter's
syndromes. Chapter-14: Ecosystem
Ecosystems: Patterns, components; productivity and decomposition; energy flow; pyramids of
number, biomass, energy (Topics excluded: Ecological Succession and Nutrient Cycles).
 8. Controlled pollination - emasculation, tagging andbagging.
Chapter-15: Biodiversity and its Conservation 9. Common disease causing organisms like Ascaris, Entamoeba,
Biodiversity-Concept, patterns, importance; loss of biodiversity; biodiversity conservation; Plasmodium, any fungus causing ringworm through permanent slides,
models or virtual images or specimens. Comment on symptoms of
hotspots, endangered organisms, extinction, Red Data Book, Sacred Groves, biosphere
diseases that they cause.
reserves, national parks, wildlife, sanctuaries and Ramsar sites.
10. Models specimen showing symbolic association in root modules of
leguminous plants, Cuscuta on host, lichens.
11. Flash cards models showing examples of homologous and analogous organs.
PRACTICALS
Time allowed: 3 Hours Max. Marks: 30
Practical Examination for Visually Impaired Students of Classes XI and XII
Evaluation Scheme Marks
Evaluation Scheme
One Major Experiment 5 5
One Minor Experiment 2&3 4 Time: 02 Hours Max. Marks: 30
Slide Preparation 1&4 5 Topic Marks
Spotting 7 Identification/Familiarity with the apparatus 5
Practical Record + Viva Voce 4 Written test (Based on given / prescribed practicals) 10
(Credit to the student’s
Investigatory Project and its 5 Practical Records 5
work over the academic
Project Record + Viva Voce Viva 10
session may be given)
Total 30 Total 30

A. List of Experiments General Guidelines

 The practical examination will be of two hour duration. A separate list of
1. Prepare a temporary mount to observe pollen germination. ten experiments is included here.
2. Study the plant population density by quadrat method.  The written examination in practicals for these students will be
3. Study the plant population frequency by quadrat method. conducted at the time of practical examination of all other students.
4. Prepare a temporary mount of onion root tip to study mitosis.  The written test will be of 30 minutes duration.
5. Isolate DNA from available plant material such as spinach, green pea seeds,
 The question paper given to the students should be legibly typed. It
papaya, etc.
should contain a total of 15 practical skill based very short answer type
questions. A student would be required to answer any 10 questions.
B. Study and observer the following (Spotting):
 A writer may be allowed to such students as per CBSE examination rules.
1. Flowers adapted to pollination by different agencies (wind, insects, birds).  All questions included in the question paper should be related to the listed
2. Pollen germination on stigma through a permanent slide or scanning electron practicals. Every question should require about two minutes to be
micrograph. answered.
3. Identification of stages of gamete development, i.e., T.S. of testis and  These students are also required to maintain a practical file. A student is
T.S. of ovary through permanent slides (from grasshopper/mice). expected to record at least five of the listed experiments as per the specific
4. Meiosis in onion bud cell or grasshopper testis through permanent slides. instructions for each subject. These practicals should be duly checked and
5. T.S. of blastula through permanent slides (Mammalian). signed by the internal examiner.
6. Mendelian inheritance using seeds of different colour/sizes of any plant.  The format of writing any experiment in the practical file should include
7. Prepared pedigree charts of any one of the genetic traits such as aim, apparatus required, simple theory, procedure, related practical skills,
rolling of tongue, blood groups, ear lobes, widow's peak and colour
precautions etc.
blindness.
  Questions may be generated jointly by the external/internal examiners
and used for assessment.
Question Paper Design (Theory) 2024-25
 The viva questions may include questions based on basic theory /
principle / concept, apparatus / materials / chemicals required, procedure, Class XII
precautions, sources of error etc. Biology (044)

Competencies
Class XII
50%
A. Items for Identification/ familiarity with the apparatus for assessment in practicals Demonstrate Knowledge and Understanding
(All experiments) Beaker, flask, petriplates, soil from different sites - sandy, clayey,
Application of Knowledge / Concepts 30%
loamy,small potted plants, aluminium foil, paint brush, test tubes, starch solution, iodine,
ice cubes,Bunsen burner/spirit lamp/water bath, large flowers, Maize inflorescence, Analyse, Evaluate and Create 20%
model of developmental stages highlighting morula and blastula of frog, beads/seeds of
different shapes/size/texture Ascaris, Cactus/Opuntia (model).
Note:
B. List of Practicals  Typology of questions: VSA including MCQs, Assertion – Reasoning type
1. Study of flowers adapted to pollination by different agencies (wind, insects). questions; SA; LA- I; LA-II; Source-based/ Case-based/ Passage-based/
Integrated assessment questions.
2. Identification of T.S of morula or blastula of frog (Model).
 An internal choice of approximately 33% would be provided.
3. Study of Mendelian inheritance pattern using beads/seeds of different sizes/texture.
4. Preparation of pedigree charts of genetic traits such as rolling of tongue, colour Suggestive verbs for various competencies
blindness.  Demonstrate, Knowledge and Understanding
5. Study of emasculation, tagging and bagging by trying out an exercise on State, name, list, identify, define, suggest, describe, outline, summarize, etc.
controlled pollination.  Application of Knowledge/Concepts
6. Identify common disease causing organisms like Ascaris (model) Calculate, illustrate, show, adapt, explain, distinguish, etc.
and learn some common symptoms of the disease that they cause.  Analyze, Evaluate and Create
7. Comment upon the morphological adaptations of plants found in xerophytic conditions. Interpret, analyse, compare, contrast, examine, evaluate, discuss, construct,
etc.

Note: The above practicals may be carried out in an experiential manner

rather than recording observations.

Prescribed Books:

1. Biology, Class-XII, Published by NCERT

2. Other related books and manuals brought out by NCERT (consider multimedia
also)
3. Biology Supplementary Material (Revised). Available on CBSE website.
 CLASS-XII Determinant of a square matrix (up to 3 x 3 matrices), minors, co-factors and applications of
(2024-25) determinants in finding the area of a triangle. Adjoint and inverse of a square matrix. Consistency,
One Paper Max Marks: 80
inconsistency and number of solutions of system of linear equations by examples, solving system of
No. Units No. of Periods Marks
linear equations in two or three variables (having unique solution) using inverse of a matrix.
I. Relations and Functions 30 08
II. Algebra 50
10 Unit-III: Calculus
III. Calculus 80 1. Continuity and Differentiability 20 Periods
35
IV. Vectors and Three - Dimensional Geometry 30 Continuity and differentiability, chain rule, derivative of inverse trigonometric functions,
14
𝑙𝑖𝑘𝑒 sin−1 𝑥 , cos −1 𝑥 and tan−1 𝑥, derivative of implicit functions. Concept of exponential and logarithmic
V. Linear Programming 20
05 functions.
VI. Probability 30 Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions
08
expressed in parametric forms. Second order derivatives.
Total 240
80 2. Applications of Derivatives 10 Periods
Internal Assessment Applications of derivatives: rate of change of quantities, increasing/decreasing functions, maxima and
20
minima (first derivative test motivated geometrically and second derivative test given as a provable
Unit-I: Relations and Functions tool). Simple problems (that illustrate basic principles and understanding of the subject as well as real-
life situations).
1. Relations and Functions 15 Periods 3. Integrals 20 Periods
Integration as inverse process of differentiation. Integration of a variety of functions by substitution, by
Types of relations: reflexive, symmetric, transitive and equivalence relations. One to one and onto
partial fractions and by parts, Evaluation of simple integrals of the following types and problems based
functions.
on them.
dx dx dx dx dx
2. Inverse Trigonometric Functions 15 Periods ∫ ∫ ,∫ ,∫ 2 ,∫
x 2 ± a2, √x 2 ± a2 √a2 − x 2 ax + bx + c √ax 2 + 𝑏𝑥 + 𝑐
Definition, range, domain, principal value branch. Graphs of inverse trigonometric functions. px + q px + q
∫ dx, ∫ dx, ∫ √a2 ± x 2 dx, ∫ √x 2 − a2 dx
ax 2 + bx + c √ax 2+ bx + c
Unit-II: Algebra ∫ √𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑑𝑥,
Fundamental Theorem of Calculus (without proof). Basic properties of definite integrals and evaluation
1. Matrices 25 Periods of definite integrals.
4. Applications of the Integrals 15 Periods
Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix,
symmetric and skew symmetric matrices. Operations on matrices: Addition and multiplication and Applications in finding the area under simple curves, especially lines, circles/ parabolas/ellipses (in
multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication. Non- standard form only)
commutativity of multiplication of matrices and existence of non-zero matrices whose product is the
zero matrix (restrict to square matrices of order 2). Invertible matrices and proof of the uniqueness of 5. Differential Equations 15 Periods
inverse, if it exists; (Here all matrices will have real entries). Definition, order and degree, general and particular solutions of a differential equation. Solution of
differential equations by method of separation of variables, solutions of homogeneous differential
2. Determinants 25 Periods equations of first order and first degree. Solutions of linear differential equation of the type:
 dy MATHEMATICS (Code No. - 041)
+ py = q, where p and q are functions of x or constants.
dx QUESTION PAPER DESIGN CLASS - XII
d𝑥
+ px = q, where p and q are functions of y or constants. (2024-25)
d𝑦 Time: 3 hours Max. Marks: 80
Unit-IV: Vectors and Three-Dimensional Geometry
%
1. Vectors 15 Periods S. Total
Typology of Questions Weightage
No. Marks
Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a
vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point,
Remembering: Exhibit memory of previously learned material
negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar, by recalling facts, terms, basic concepts, and answers.
55
position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation, 1 Understanding: Demonstrate understanding of facts and 44
ideas by organizing, comparing, translating, interpreting, giving
properties and application of scalar (dot) product of vectors, vector (cross) product of vectors. descriptions, and stating main ideas
2. Three - dimensional Geometry 15 Periods
Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector equation Applying: Solve problems to new situations by applying
2 acquired knowledge, facts, techniques and rules in a different 20 25
of a line, skew lines, shortest distance between two lines. Angle between two lines. way.
Analysing :
Unit-V: Linear Programming
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
1. Linear Programming 20 Periods
support generalizations

Introduction, related terminology such as constraints, objective function, optimization, graphical method Evaluating:
Present and defend opinions by making judgments about
of solution for problems in two variables, feasible and infeasible regions (bounded or unbounded), 3 16 20
information, validity of ideas, or quality of work based on a set
feasible and infeasible solutions, optimal feasible solutions (up to three non-trivial constraints). of criteria.

Creating:
Compile information together in a different way by combining
Unit-VI: Probability elements in a new pattern or proposing alternative solutions

Total 80 100
1. Probability 30 Periods
Conditional probability, multiplication theorem on probability, independent events, total probability, 1. No chapter wise weightage. Care to be taken to cover all the chapters
Bayes’ theorem, Random variable and its probability distribution, mean of random variable. 2. Suitable internal variations may be made for generating various templates keeping the overall
weightage to different form of questions and typology of questions same.

Choice(s):

There will be no overall choice in the question paper.

However, 33% internal choices will be given in all the sections

INTERNAL ASSESSMENT 20 MARKS

Periodic Tests ( Best 2 out of 3 tests conducted) 10 Marks
Mathematics Activities 10 Marks
Note: For activities NCERT Lab Manual may be referred.
Conduct of Periodic Tests: Assessment of Activity Work:

Periodic Test is a Pen and Paper assessment which is to be conducted by the respective Throughout the year any 10 activities shall be performed by the student from the activities
subject teacher. The format of periodic test must have questions items with a balance mix, given in the NCERT Laboratory Manual for the respective class (XI or XII) which is
such as, very short answer (VSA), short answer (SA) and long answer (LA) to effectively available on the link: http://www.ncert.nic.in/exemplar/labmanuals.htmla record of the
assess the knowledge, understanding, application, skills, analysis, evaluation and synthesis. same may be kept by the student. An year end test on the activity may be conducted
Depending on the nature of subject, the subject teacher will have the liberty of incorporating
any other types of questions too. The modalities of the PT are as follows: The weightage are as under:
 The activities performed by the student throughout the year and record keeping
a) Mode: The periodic test is to be taken in the form of pen-paper test. : 5 marks
 Assessment of the activity performed during the year end test: 3 marks
b) Schedule: In the entire Academic Year, three Periodic Tests in each subject may be
 Viva-voce: 2 marks
conducted as follows:

Prescribed Books:
Test Pre Mid-term (PT-I) Mid-Term (PT-II) Post Mid-Term (PT-III)
Tentative Month July-August November December-January
1) Mathematics Textbook for Class XI, NCERT Publications
2) Mathematics Part I - Textbook for Class XII, NCERT Publication
This is only a suggestive schedule and schools may conduct periodic tests as per their
3) Mathematics Part II - Textbook for Class XII, NCERT Publication
convenience. The winter bound schools would develop their own schedule with similar time
4) Mathematics Exemplar Problem for Class XI, Published by NCERT
gaps between two consecutive tests.
5) Mathematics Exemplar Problem for Class XII, Published by NCERT
6) Mathematics Lab Manual class XI, published by NCERT
c) Average of Marks: Once schools complete the conduct of all the three periodic tests,
7) Mathematics Lab Manual class XII, published by NCERT
they will convert the weightage of each of the three tests into ten marks each for identifying
best two tests. The best two will be taken into consideration and the average of the two
shall be taken as the final marks for PT.
d) The school will ensure simple documentation to keep a record of performance as
suggested in detail circular no.Acad-05/2017.
e) Sharing of Feedback/Performance: The students’ achievement in each test must be
shared with the students and their parents to give them an overview of the level of learning
that has taken place during different periods. Feedback will help parents formulate
interventions (conducive ambience, support materials, motivation and morale-boosting)
to further enhance learning. A teacher, while sharing the feedback with student or parent,
should be empathetic, non- judgmental and motivating. It is recommended that the
teacher share best examples/performances of IA with the class to motivate all learners.
 3. Detection of Nitrogen in the given organic compound. Unit IV: Chemical Kinetics 10 Periods
4. Detection of Halogen in the given organic compound.
Note: The above practicals may be carried out in an experiential manner rather than recording observations. Rate of a reaction (Average and instantaneous), factors affecting rate of reaction: concentration,
temperature, catalyst; order and molecularity of a reaction, rate law and specific rate constant,
Prescribed Books:
integrated rate equations and half-life (only for zero and first order reactions), concept of collision
1. Chemistry Part – I, Class-XI, Published by NCERT. theory (elementary idea, no mathematical treatment), activation energy, Arrhenius equation.
2. Chemistry Part – II, Class-XI, Published by NCERT.
Unit VIII: d and f Block Elements 12 Periods
CLASS XII (2023-24) (THEORY)
CLASS XII (2024-25) (THEORY) General introduction, electronic configuration, occurrence and characteristics of transition metals,
Time : 3 Hours 70 Marks
general trends in properties of the first row transition metals – metallic character, ionization enthalpy,
oxidation states, ionic radii, colour, catalytic property, magnetic properties, interstitial compounds,
alloy formation, preparation and properties of K2Cr2O7 and KMnO4.

S.No. Title No. of Marks Lanthanoids - Electronic configuration, oxidation states, chemical reactivity and lanthanoid
Periods contraction and its consequences.
1 Solutions 10 7
Actinoids - Electronic configuration, oxidation states and comparison with lanthanoids.
2 Electrochemistry 12 9
3 Chemical Kinetics 10 7
Unit IX: Coordination Compounds 12 Periods
4 d -and f -Block Elements 12 7
Coordination compounds - Introduction, ligands, coordination number, colour, magnetic properties
5 Coordination Compounds 12 7
and shapes, IUPAC nomenclature of mononuclear coordination compounds. Bonding, Werner's
6 Haloalkanes and Haloarenes 10 6 theory, VBT, and CFT; structure and stereoisomerism, importance of coordination compounds (in
7 Alcohols, Phenols and Ethers 10 6 qualitative analysis, extraction of metals and biological system).
8 Aldehydes, Ketones and Carboxylic Acids 10 8 Unit X: Haloalkanes and Haloarenes. 10 Periods
9 Amines 10 6
Haloalkanes: Nomenclature, nature of C–X bond, physical and chemical properties, optical rotation
10 Biomolecules 12 7 mechanism of substitution reactions.
Total 70
Haloarenes: Nature of C–X bond, substitution reactions (Directive influence of halogen in
monosubstituted compounds only).

Uses and environmental effects of - dichloromethane, trichloromethane, tetrachloromethane,

Unit II: Solutions 10 Periods iodoform, freons, DDT.

Types of solutions, expression of concentration of solutions of solids in liquids, solubility of gases in Unit XI: Alcohols, Phenols and Ethers 10 Periods
liquids, solid solutions, Raoult's law, colligative properties - relative lowering of vapour pressure,
Alcohols: Nomenclature, methods of preparation, physical and chemical properties (of primary
elevation of boiling point, depression of freezing point, osmotic pressure, determination of molecular
alcohols only), identification of primary, secondary and tertiary alcohols, mechanism of dehydration,
masses using colligative properties, abnormal molecular mass, Van't Hoff factor.
uses with special reference to methanol and ethanol.
Unit III: Electrochemistry 12 Periods
Phenols: Nomenclature, methods of preparation, physical and chemical properties, acidic nature of
Redox reactions, EMF of a cell, standard electrode potential, Nernst equation and its application to phenol, electrophillic substitution reactions, uses of phenols.
chemical cells, Relation between Gibbs energy change and EMF of a cell, conductance in electrolytic
Ethers: Nomenclature, methods of preparation, physical and chemical properties, uses.
solutions, specific and molar conductivity, variations of conductivity with concentration, Kohlrausch's
Law, electrolysis and law of electrolysis (elementary idea), dry cell-electrolytic cells and Galvanic cells,
lead accumulator, fuel cells, corrosion.
 Unit XII: Aldehydes, Ketones and Carboxylic Acids 10 Periods A. Surface Chemistry
(a) Preparation of one lyophilic and one lyophobic sol
Aldehydes and Ketones: Nomenclature, nature of carbonyl group, methods of preparation, physical
and chemical properties, mechanism of nucleophilic addition, reactivity of alpha hydrogen in Lyophilic sol - starch, egg albumin and gum
aldehydes, uses.
Lyophobic sol - aluminium hydroxide, ferric hydroxide, arsenous sulphide.
Carboxylic Acids: Nomenclature, acidic nature, methods of preparation, physical and chemical (b) Dialysis of sol-prepared in (a) above.
properties; uses. (c) Study of the role of emulsifying agents in stabilizing the emulsion of different oils.

Unit XIII: Amines 10 Periods B. Chemical Kinetics

(a) Effect of concentration and temperature on the rate of reaction between Sodium Thiosulphate and
Amines: Nomenclature, classification, structure, methods of preparation, physical and chemical
Hydrochloric acid.
properties, uses, identification of primary, secondary and tertiary amines.
(b) Study of reaction rates of any one of the following:
Diazonium salts: Preparation, chemical reactions and importance in synthetic organic chemistry. (i) Reaction of Iodide ion with Hydrogen Peroxide at room temperature using different
concentration of Iodide ions.
Unit XIV: Biomolecules 12 Periods (ii) Reaction between Potassium Iodate, (KIO3) and Sodium Sulphite: (Na2SO3) using starch solution
as indicator (clock reaction).
Carbohydrates - Classification (aldoses and ketoses), monosaccahrides (glucose and fructose), D-L
configuration oligosaccharides (sucrose, lactose, maltose), polysaccharides (starch, cellulose,
glycogen); Importance of carbohydrates. C. Thermochemistry
Any one of the following experiments
Proteins -Elementary idea of - amino acids, peptide bond, polypeptides, proteins, structure of proteins
i) Enthalpy of dissolution of Copper Sulphate or Potassium Nitrate.
- primary, secondary, tertiary structure and quaternary structures (qualitative idea only), denaturation
ii) Enthalpy of neutralization of strong acid (HCI) and strong base (NaOH).
of proteins; enzymes. Hormones - Elementary idea excluding structure.
iii) Determination of enthaply change during interaction (Hydrogen bond formation) between Acetone
Vitamins - Classification and functions. and Chloroform.
Nucleic Acids: DNA and RNA.
D. Electrochemistry

Variation of cell potential in Zn/Zn2+|| Cu2+/Cu with change in concentration of electrolytes (CuSO4 or
PRACTICALS ZnSO4) at room temperature.

Evaluation Scheme for Examination Marks E. Chromatography

i) Separation of pigments from extracts of leaves and flowers by paper chromatography and
Volumetric Analysis 08 determination of Rf values.
ii) Separation of constituents present in an inorganic mixture containing two cations only (constituents
Salt Analysis 08
having large difference in Rf values to be provided).
Content Based Experiment 06
F. Preparation of Inorganic Compounds
Project Work 04
Preparation of double salt of Ferrous Ammonium Sulphate or Potash Alum. Preparation
Class record and viva 04
of Potassium Ferric Oxalate.

Total 30 G. Preparation of Organic Compounds

Preparation of any one of the following compounds
i) Acetanilide ii) Di -benzalAcetone iii) p-Nitroacetanilide iv) Aniline yellow or 2 - Naphthol Anilinedye.
PRACTICAL SYLLABUS 60Periods
H. Tests for the functional groups present in organic compounds:
Micro-chemical methods are available for several of the practical experiments. Wherever
Unsaturation, alcoholic, phenolic, aldehydic, ketonic, carboxylic and amino (Primary) groups.
possible, such techniques should be used.
 I. Characteristic tests of carbohydrates, fats and proteins in pure samples and their detection in
given foodstuffs. General Guidelines
J. Determination of concentration/ molarity of KMnO4 solution by titrating it against a standard • The practical examination will be of two hour duration.
solution of: • A separate list of ten experiments is included here.
i) Oxalic acid, • The written examination in practicals for these students will be conducted at the time of practical
ii) Ferrous Ammonium Sulphate examination of all other students.
(Students will be required to prepare standard solutions by weighing themselves). K. • The written test will be of 30 minutes duration.
Qualitative analysis • The question paper given to the students should be legibly typed. It should contain a total of 15
Determination of one cation and one anion in a given salt. practical skill based very short answer type questions. A student would be required to answer any 10
Cation : Pb2+, Cu2+ As3+, Aℓ3+, Fe3+, Mn2+, Zn2+, Cu2+, Ni2+, Ca2+, Sr2+, Ba2+, Mg2+, NH4+ questions.
Anions: (CO3)2-, S2-, (SO3)2-, (NO2)-, (SO4)2-, Cℓ-, Br-, I-, PO3-4, (C2O4)2-, CH3COO-,NO3- • A writer may be allowed to such students as per CBSE examination rules.
(Note: Insoluble salts excluded) • All questions included in the question papers should be related to the listed practicals. Every question
should require about two minutes to be answered.
PROJECT
• These students are also required to maintain a practical file. A student is expected to record at least
Scientific investigations involving laboratory testing and collecting information from other sources A five of the listed experiments as per the specific instructions for each subject. These practicals should
few suggested Projects. be duly checked and signed by the internal examiner.
• The format of writing any experiment in the practical file should include aim, apparatus required,
• Study of the presence of oxalate ions in guava fruit at different stages of ripening. simple theory, procedure, related practical skills, precautions etc.
• Study of quantity of casein present in different samples of milk.
• Questions may be generated jointly by the external/internal examiners and used for assessment.
• Preparation of soybean milk and its comparison with the natural milk with respect to curd formation,
• The viva questions may include questions based on basic theory/principle/concept,
effect of temperature, etc.
apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
• Study of the effect of Potassium Bisulphate as food preservative under various conditions (temperature,
concentration, time, etc.)
A. Items for Identification/Familiarity of the apparatus for assessment in practical (All experiments)
• Study of digestion of starch by salivary amylase and effect of pH and temperature on it.
• Comparative study of the rate of fermentation of following materials: wheat flour, gram flour, potato Beaker, glass rod, tripod stand, wire gauze, Bunsen burner, Whatman filter paper, gas jar, capillary
juice, carrot juice, etc. tube, pestle and mortar, test tubes, tongs, test tube holder, test tube stand, burette, pipette, conical
flask, standard flask, clamp stand, funnel, filter paper
• Extraction of essential oils present in Saunf (aniseed), Ajwain (carum), Illaichi (cardamom).
• Study of common food adulterants in fat, oil, butter, sugar, turmeric power, chilli powder and pepper. Hands-on Assessment
Note: Any other investigatory project, which involves about 10 periods of work, can be chosen with the • Identification/familiarity with the apparatus
approval of the teacher. • Odour detection in qualitative analysis

Practical Examination for Visually Impaired Students of Classes XI and XII Evaluation Scheme B. List of Practicals
The experiments have been divided into two sections: Section A and Section B. The experiments
Time Allowed: Two hours Max. Marks:30 mentioned in Section B are mandatory.

SECTION- A
Identification/Familiarity with the apparatus 5 marks
A Surface Chemistry
Written test (based on given/prescribed practicals) 10 marks
(1) Preparation of one lyophilic and one lyophobic
Practical Record 5 marks sol Lyophilic sol - starch, egg albumin and gum
(2) Preparation of one lyophobic sol Lyophobic sol
Viva 10 marks – Ferric hydroxide B Chromatography
(1) Separation of pigments from extracts of leaves and flowers by paper chromatography and
Total 30 marks
determination of Rf values (distance values may be provided).
C Tests for the functional groups present in organic compounds:
(1) Alcoholic and Carboxylic groups.
 (2) Aldehydic and Ketonic
D Characteristic tests of carbohydrates and proteins in the given foodstuffs. E
Preparation of Inorganic Compounds- Potash Alum

SECTION-B (Mandatory)
F Quantitative analysis
(1) (a) Preparation of the standard solution of Oxalic acid of a given volume
(b) Determination of molarity of KMnO4 solution by titrating it against a standard solution of
Oxalic acid.
(2) The above exercise [F 1 (a) and (b)] to be conducted using Ferrous ammonium sulphate (Mohr's
salt)

G Qualitative analysis:
(1) Determination of one cation and one anion in a given salt.
Cation –NH4+
Anions – CO32-, S2-, SO32-, Cl-, CH3COO-
(Note: Insoluble salts excluded)
Note: The above practicals may be carried out in an experiential manner rather than recording
observations.
Prescribed Books:
1. Chemistry Part -I, Class-XII, Published by NCERT.
2. Chemistry Part -II, Class-XII, Published by NCERT.

2024-25
CHEMISTRY (Code No. 043) QUESTION PAPER DESIGN CLASSES –XI and XII (2023-24)
S Domains Total Marks %
1 Remembering and Understanding: 28 40
Exhibit memory of previously learned material by recalling facts, terms,
basic concepts and answers. Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas.
2 Applying: 21 30
Solve problems to new situations by applying acquired knowledge, facts,
techniques and rules in a different way.
3 Analysing, Evaluating and Creating: 21 30
Examine and break information into parts by identifying motives or causes.
Make inferences and find evidence to support generalizations. Present and
defend opinions by making judgments about 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.

1. No chapter wise weightage. Care to be taken to cover all the chapters.

2. Suitable internal variations may be made for generating various templates. Choice(s):

• There will be no overall choice in the question paper.

• However, 33% internal choices will be given in all the sections.
 ENGLISH CORE CODE NO. 301
CLASS – XII
Section C 40 Marks
2024-25
Literature Text Book and Supplementary Reading Text
Section A 22 Marks
Reading Skills
This section will have variety of assessment items including Multiple Choice
I Reading Comprehension through Unseen Passage (12+10 = 22 Marks) Questions, Objective Type Questions, Short Answer Type Questions and Long Answer
Type Questions to assess comprehension, interpretation, analysis, evaluation and
extrapolation beyond the text.
1. One unseen passage to assess comprehension, interpretation, analysis and inference.
7. One Poetry extract out of two, from the book Flamingo, to assess comprehension,
Vocabulary assessment will also be assessed via inference. The passage may be factual,
interpretation, analysis, inference and appreciation. (6x1=6 Marks)
descriptive or literary.
2. One unseen case-based factual passage with verbal/visual inputs like statistical data, 8. One Prose extract out of two, from the book Vistas, to assess comprehension,
charts etc. to assess comprehension, interpretation, analysis, inference and evaluation. interpretation, analysis, evaluation and appreciation. (4x1=4 Marks)

Note: The combined word limit for both the passages will be 700-750 words. 9. One prose extract out of two from the book Flamingo, to assess comprehension,
interpretation, analysis, inference and evaluation. (6x1=6Marks)
Multiple Choice Questions / Objective Type Questions and Short Answer Type Questions
(to be answered in 40-50 words) will be asked. 10. Short answer type questions (from Prose and Poetry from the book Flamingo), to be
answered in 40-50 words each. Questions should elicit inferential responses through
Section B 18 Marks critical thinking. Five questions out of the six given, are to be answered.
(5x2=10 Marks)
Creative Writing Skills 11. Short answer type questions, from Prose (Vistas), to be answered in 40- 50 words each.
Questions should elicit inferential responses through critical thinking. Any two out of three
II. Creative Writing Skills questions to be done. (2x2=4 Marks)
3. Notice, up to 50 words. One out of the two given questions to be answered. 12. One Long answer type question, from Prose/Poetry (Flamingo), to be answered in 120-
(4 Marks: Format :1 / Content: 2 / Accuracy of Spelling and Grammar: 1). 150 words. Questions can be based on incident / theme / passage / extract / event as
4. Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions reference points to assess extrapolation beyond and across the text. The question will
to be answered. elicit analytical and evaluative response from the student. Any one out of two questions
(4 Marks: Format: 1 / Content: 2 / Accuracy of Spelling and Grammar :1). to be done. (1x5=5 Marks)
5. Letters based on verbal/visual input, to be answered in approximately 120-150 words.
13. One Long answer type question, based on the chapters from the book Vistas, to be
Letter types include application for a job with bio data or resume. Letters to the editor (giving
answered in 120-150 words, to assess global comprehension and extrapolation beyond
suggestions or opinion on issues of public interest). One out of the two given questions to the text. Questions to provide analytical and evaluative responses using incidents,
be answered. events, themes, as reference points. Any one out of two questions to be done.
(5 Marks: Format: 1 / Organisation of Ideas: 1/Content: 2 / Accuracy of Spelling and (1x5=5 Marks)
Grammar :1).
6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be
answered in 120-150 words. One out of the two given questions to be answered.
(5 Marks: Format: 1 /Organisation of Ideas: 1/Content: 2 / Accuracy of Spelling and
Grammar :1).

10 11
 Prescribed Books Question Paper Design Code No. 301
2024-25
1. Flamingo: English Reader published by National Council of Education Research
and Training, New Delhi English CORE XII
(Prose)
 The Last Lesson Lost Spring Deep Water Section Competencies Total marks
 The Rattrap
 Indigo
 Poets and Pancakes Reading Skills Conceptual understanding, decoding, Analyzing,
 The Interview inferring, interpreting, appreciating, literary, 22
 Going Places conventions and vocabulary, summarizing and
using appropriate format/s.
(Poetry)
 My Mother at Sixty-Six Creative Writing Conceptual Understanding, application of rules,
 Keeping Quiet Sills Analysis, Reasoning, appropriacy of style and tone, 18
 A Thing of Beauty using appropriate format and fluency, inference,
 A Roadside Stand analysis, evaluation and creativity.
 Aunt Jennifer’s Tigers
Literature Text Recalling, reasoning, critical thinking, appreciating
2. Vistas: Supplementary Reader published by National Council of Education Book and literary convention, inference, analysis, creativity 40
Research and Training, New Delhi Supplementary with fluency.
 The Third Level Reading Text
 The Tiger King
 Journey to the End of the Earth TOTAL 80
 The Enemy
 On the Face of It Memories of Childhood
Internal Assessment of Listening and Speaking Skills 10
 The Cutting of My Long Hair
Assessment
 We Too are Human Beings
 Listening 5+5
 Speaking
INTERNAL ASSESSMENT
 Project Work 10

Assessment of Listening Skills - 05 marks. GRAND TOTAL 100

Assessment of Speaking Skills - 05 Marks
Project Work - 10 Marks

12 13
 Annexure I evident speech  Topics
 Topics partly developed, but  Topics not
Guidelines for Internal Assessment developed; usually not fully
not always logically developed to
Classes XI-XII concluded concluded merit.
ALS must be seen as an integrated component of all four language skills rather than a compartment of logically
two. Suggested activities, therefore, take into consideration an integration of the four language skills but Pronunciatio  Frequent  Frequently  Largely correct  Mostly correct  Pronounces
during assessment, emphasis will be given to speaking and listening, since reading and writing are n inaccurate unintelligible pronunciation pronunciation correctly &
already being assessed in the written exam. pronunciation articulation &clear & clear articulates
 Communication  Frequent articulation articulation clearly
Classes XI-XII Total Marks: 20 is severely phonological except  Is clearly  Is always
Assessment of Listening and Speaking Skills: (5+5=10 Marks) affected errors occasional understood comprehensible
 Major errors most of the  uses
i. Activities: communicatio time; very few appropriate
n problems phonological intonation
● Subject teachers must refer to books prescribed in the syllabus. errors
● In addition to the above, teachers may plan their own activities and create their own material Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to
for assessing the listening and speaking skills. Grammar almost no communicate communicate on communicate on communicate
flexibility, and on some of most of the most of the on most of the
ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the mostly struggles the topics, topics, with topics with topics using a
following parameters: for appropriate with limited limited appropriate wide range of
words vocabulary. vocabulary. A vocabulary appropriate
a. Interactive competence (Initiation & turn taking, relevance to the topic)  Many Grammatical  Frequent few grammatical  Minor errors vocabulary,
errors, but errors using new
b. Fluency (cohesion, coherence and speed of delivery) errors impacting that do not
communication self- corrects hamper words and
c. Pronunciation communication expressions
d. Language (grammar and vocabulary) No
grammatical
errors
A suggestive rubric is given below:

1 2 3 4 5
Interaction  Contributions are  Contributions  Develops  Interaction is  Initiates &
iii. Schedule:
mainly unrelated are often interaction adequately logically  The practice of listening and speaking skills should be done throughout the academic year.
to those of other unrelated to adequately, initiated and develops  The final assessment of the skills is to be done as per the convenience and schedule of the school.
speakers those of the makes however developed simple
 Shows hardly any other speaker minimal effort to  Takes turn but conversation Project Work + Viva: 10 Marks
initiative in the  Generally initiate needs some on familiar
development of passive in the conversation prompting topics
conversation development  Needs constant  Takes turns Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the viva
 Very limited of prompting to appropriately I. Schedule:
interaction conversation take turns
Fluency &  Noticeably/ long  Usually fluent;  Is willing to  Speaks  Speaks  Schools may refer to the suggestive timeline given in these guidelines for the planning,
Coherence pauses; rate of produces speak at length, without fluently almost preparation and viva-voce of ALS based projects.
speech is slow simple speech however noticeable with no
 Frequent fluently, but repetition is effort, with a repetition &
 The final assessment of the skills may be done on the basis of parameters suggested by the
repetition and/or loses noticeable little repetition minimal
Board. Language teachers, however, have the option to adopt/ modify these parameters
according to their school specific requirements.
self- correction coherence in  Hesitates  Demonstrates hesitation
this is all right in complex and/or self hesitation to Develops II. Suggestions for Project Work:
informal communicatio corrects; find words or topic fully &  The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/
conversation n occasionally use correct coherently poems/ drama given the prescribed books can also be developed in the form of a project.
 Links only basic  Often loses grammatical Students can also take up any relevant and age-appropriate theme.
sentences; hesitates coherence structures  Such topics may be taken up that provide students with opportunities for listening and speaking.
breakdown of and/or resorts and/or self- Some suggestions are as follows:
coherence to slow correction
14 15
 a) Interview-Based research: {Sample Rubric is attached at the end for reference}

Example: IV. Parameters for Overall Assessment: -

 Students can choose a topic on which to do their research/ interview, e.g. a student can choose the
topic: “Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on families.” 1. Pronunciation:
Read the available literature.
 The student then conducts interviews with a few neighbours on the topic. For an interview, with the  When evaluating the pronunciation of the students, teachers must listen for clearly articulated words,
help of the teacher, student will frame questions based on the preliminary research/background. pronunciation of unusual spellings and intonation.
 Assess the students for the pronunciation skills and determine at which level the student needs
 The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and improvement.
submit it. He/ She will then take a viva on the research project. The project can be done in individually
or in pairs/ groups
2. Vocabulary:
After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate
b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report
vocabulary during the viva. Check if students are using vocabulary appropriate to the context about which
countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a viva on they are speaking.
the report.
c) Students create their own video/ Audio, after writing a script. Before they decide a format, the following 3. Accuracy:
elements can be taken into consideration: Grammar has always been an important component of language skills. As students speak/ answer the
questions during the viva, listen to their grammatical structures. Are they competent enough to use
 Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic like multiple tenses? Is their word order correct in a given sentence? An effective speaker will
theatre? automatically use the correct grammatical structures of his language.
 What are the elements that need to be part of the script?
 Will the video/audio have an interview with one or more guests? 4. Communication:
 Would they prefer to improvise while chatting with guests, or work from a script? Assessing the communication skills of the students means looking at more than language. Look at
how creatively students use the language to make their points understood. Students with a low level of
 What would be the duration?
vocabulary and grammar may still have good communication skills if they are able to make the teacher
 How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative? understand their point of view.
d) Students write, direct and present a theatrical production, /One act play
5. Interaction:
This will be a project which will be done as a team. It will involve planning, preparation and presentation.
 During the viva teachers need to ask the students some questions. Questions need to be based on
In short, various language skills will be utilised. There will be researching, discussion, writing the script,
the projects that have been suggested or chosen by the students.
auditioning and ultimately producing the play. The project will end with a presentation and subsequently a
 It is imperative for a teacher to read the essays/project reports before they can be ready to ask
viva. Teachers will be able to assess the core language skills of the students and help them grow as 21st questions.
century critical thinkers.  Teachers need to observe how students answer the questions that are posed to them: Are they able
to understand and answer questions independently or can they answer only when the questions
III. Instructions for the Teachers: - are translated into simpler words or repeated? Are they able to give appropriate responses in a
1. Properly orient students about the Project work, as per the present Guidelines. conversation?
2. Facilitate the students in the selection of theme and topic.  These elements of interaction are necessary for clear and effective communication. A student
3. Create a rubric for assessment and share with the students before they start so that they know with effective interaction skills will be able to answer questions with relative ease and follow the
the parameters of assessment: flow of conversation.

 Teachers need to familiarize themselves with the method of assessing students with the rubric-- a 6. Fluency:
table with different criteria and a grading scale.  Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as
 Choose the criteria on which you will grade students and list them along the left side of the page. they speak and express themselves? How easily do the words come out? Are there inappropriate
 Create an even number of columns along the top of the page. These columns will represent pauses and gaps in the way a student speaks?
potential skill levels of the students.  Fluency is a judgement of this communication and is an important criterion when evaluating
 Assessing students on four/five criteria is an easy way to begin. For each criterion, define the speaking skills. These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are all
ability that student would exhibit at each of the levels. the hallmarks of a student's overall speaking abilities.
 The more detailed you make your criteria, the easier it will be to evaluate each student and  Teachers must also remember that some students may excel in one area and struggle in
define the level at which the student is presenting. another. Helping the students understand these issues will enable them to become effective
16 17
 speakers in future. Let your students know that you will be assessing them in these various areas VI. Suggestive Timeline:
when you evaluate their progress and encourage them to work and improve in these areas.
 Finally, teachers must remember that a proper evaluation of the students will take into The FIVE Steps in Project Plan
consideration more than just one oral interview on the final ASL project. Teachers must take
note of a student’s progress throughout the academic year.
PROJECT-INITIATION
V. Project-Portfolio/ Project Report
PROJECT-PLANNING
The Project-Portfolio/Project Report is a compilation of the work that the students produce during the
process of working on their ALS Project.
EXECUTION IMPLEMENTATION CLOSURE
The Project-Portfolio may include the following:

 Cover page, with title of project, school details/details of students. Month Objectives
● Statement of purpose/objectives/goals
● Certificate of completion under the guidance of the teacher. Planning and ● Teachers plan a day to orient students about the ALS projects,
● Students Action Plan for the completion of assigned tasks. Research for the details are shared with all stakeholders.
● Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments, Project Work ● Students choose a project, select team members and develop
essays, survey-reports and other material evidence of learning progress and academic project- plan.
accomplishment. ● Group meets (preferably online) and reports to the team leader
● The 800-1000 words essay/Script/Report. Preferably about the progress: shortfalls and successes are detailed.
● Student/group reflections. ● Team leader apprises teacher-mentor.
till
● If possible, Photographs that capture the positive learning experiences of the student(s).
November- ● Students working individually or in pairs also update the teachers.
● List of resources/bibliography
December ● A logical, deliverable and practical plan is drafted by the team/
The following points must be kept for consideration while assessing the project portfolios: pair/individual. Goals/objectives are clearly defined for all.
● Work is delegated to team members by the team leader. Students
● Quality of content of the project wishing to work alone develop their own plan of Action.
● Accuracy of information ● Detailed project schedules are shared with the teacher.
● Adherence to the specified timeline
● Content in respect of (spellings, grammar, punctuation) December- ● Suggestions and improvements are shared by the teacher,
● Clarity of thoughts and ideas
● Creativity January wherever necessary.
● Contributions by group members ● Group members coordinate and keep communication channels
● Knowledge and experience gained open for interaction.
● Gaps ( if any) are filled with the right skill sets by the Team
Leader/ individual student.
● The final draft of the project portfolio/ report is prepared and
submitted for evaluation.
January-February ● Students are assessed on their group/pair/individual presentations
on allotted days. Final Viva is conducted by the
External/Internal examiner.
February-March or ● Marks are uploaded on the CBSE website.
as per the timelines
given by the Board

18 19
 SAMPLE RUBRIC FOR ALS Project Work (For Theatre/Role Play/Oral presentation/Interview/Podcast)

CATEGORY 1 2 3 4 5
TIME LIMIT Presentation is Presentation Presentation Presentation Student/ group
less than or more exceeded or less exceeded or exceeded or adhered to the
than 5 minutes than specified less than less than given time limit
long time limit by 4 to specified time specified time
5minutes limit by 3 to 4 limit by 2 to 3
minutes minutes
CONTENT/SCRIPT/ Script is not Well written Well written Well written Well written
QUESTIONNAIRE related to topic or script/content script/content script/content script/content
issue shows little shows good shows a good shows full
understanding of understanding understanding understanding
parts of topic of parts of topic of subject topic of subject topic
CREATIVITY No Some work Well organized Logical use of Suitable props
props/costumes/ done, average presentation, props , /honest effort
stage stage could have reasonable work seen/
presentation set- up and improved done, creative considerable
lack-lustre costumes work done/
Creative and
relevant
costumes
PREPAREDNESS Student/group Some Somewhat Good Complete
seems to be preparedness prepared, preparedness, preparedness/
unprepared visible, but rehearsal is but need better rehearsed
Rehearsal is lacking rehearsal presentation
lacking
CLARITY OF Lack of clarity in Speaks Speaks clearly
Speaks clearly Speaks
SPEECH presentation clearly, 90% of the and distinctly clearly
many words some words are time/ a few 95% of time/ distinctly 95%
mispronounced mispronounced mispronounced
few of
words mispronounced time/ fluency in
words pronunciation
USE OF PROPS Only 1/no relevant 1 to 2 relevant 2 to 3 relevant 3 to 4 relevant 4 to 5 relevant
(Theatre/Role Play) props used props used props used props used props used
EXPRESSION/ Very little use of Little Use of Facial expressions Facial Facial
BODY Facial expressions facial and body expression and expression and
LANGUAGE /body language, expressions and Language are body language body
does not Generate body language used to try to sometimes language
much interest generate some generate strong generate strong
enthusiasm enthusiasm with enthusiasm
the topic with the topic

PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant,

PRESENTATION unimpressive suitable & relevant enjoyable & creative&
convincing relevant exceptional

20
 CLASS XII
COURSE STRUCTURE
UNIT NO. UNIT NAME NO. OF PERIODS THE WEIGHTAGE (MARKS) ALLOTTED
(190 HRS)

UNIT 1 Management of Sporting Events 15 05 + 04b*

UNIT 2 Children and Women in Sports 12 07
UNIT 3 Yoga as Preventive measure for Lifestyle Disease 12 06+01 b*
UNIT 4 Physical Education & Sports for (CWSN) 13 04+04 b*
UNIT 5 Sports & Nutrition 12 07
UNIT 6 Test and Measurement in Sports 13 08
UNIT 7 Physiology & Injuries in Sport 13 04+04 b*
UNIT 8 Biomechanics and Sports 18 10
UNIT 9 Psychology and Sports 12 07
UNIT 10 Training in Sports 15 09
PRACTICAL Including 3 Practical 56 30
(LAB)#
TOTAL Theory 10 + Practical 3 134 + 56 = 190hrs Theory 70 + Practical 30 = 100

Note: b*are the Concept based questions like Tactile diagram/data interpretation/case base study for visually Impaired Child

15 Physical Education Syllabus 2024-25

CLASS XII
COURSE CONTENT

Specific Learning Suggested Teaching Learning Outcomes with

Unit No. Unit Name & Topics
Objectives Learning process specific competencies
Unit 1 Management of • To make the students ▪ Lecture-based After completing the unit, the
Sporting Events understand the need and instruction, students will be able to:
1. Functions of Sports ▪ Technology-based * Describe the functions of Sports
meaning of planning in
learning,
Events Management sports, committees, and Event management
▪ Group learning,
(Planning, their responsibilities for ▪ Individual learning,
Organising, Staffing, conducting the sports ▪ Inquiry-based learning, * Classify the committees and
Directing & event or tournament. ▪ Kinesthetic learning, their responsibilities in the
Controlling) ▪ Game-based learning sports event
and
• To teach them about the ▪ Expeditionary learning.
2. Various Committees * Differentiate the different types
different types of
& their of tournaments.
tournaments and the
Responsibilities (pre; detailed procedure of
during & post) * Prepare fixtures of knockout,
drawing fixtures for Knock
league & combination.
Out, League Tournaments,
3. Fixtures and their and Combination
* Distinguish between intramural
Procedures – Knock- tournaments.
and extramural sports events
Out (Bye & Seeding)
& League (Staircase, • To make the students
* Design and prepare different
Cyclic, Tabular understand the need for
types of community
method) and the meaning and
Combination significance of intramural
tournaments. and extramural

16 Physical Education Syllabus 2024-25

 tournaments
4. Intramural &
Extramural • To teach them about the
tournaments – different types of
Meaning, Objectives community sports and
& Its Significance their importance in our
society.
5. Community sports
program (Sports Day,
Health Run, Run for
Fun, Run for Specific
Cause & Run for
Unity)
Unit 2 Children & Women in • To make students ▪ Lecture-based After completing the unit, the
Sports understand the exercise instruction, students will be able to:
1. Exercise guidelines of ▪ Technology-based * Differentiate exercise guidelines
guidelines of WHO for
learning,
WHO for different age different age groups for different stages of growth
▪ Group learning,
groups. ▪ Individual learning, and development.
• To make students aware ▪ Inquiry-based learning,
2. Common postural ▪ Kinesthetic learning, * Classify common postural
of the common postural
deformities-knock ▪ Game-based learning deformities and identify
deformities
knees, flat foot, round and corrective measures.
shoulders, Lordosis, ▪ Expeditionary learning.
• To make students aware
Kyphosis, Scoliosis, * Recognize the role and
of women’s sports
and bow legs and importance of sports
participation in India and
their respective participation of women in India.
about the special
corrective measures.
conditions of women.
* Identify special considerations
3. Women’s relate to menarche and

17 Physical Education Syllabus 2024-25

participation in Sports • To make students menstrual dysfunction.

– Physical, understand menarche and
Psychological, and menstrual dysfunction * Express female athlete triad
social benefits. among women athletes. according to eating disorders.

4. Special consideration
• To make them understand
(menarche and about female athlete triad.
menstrual
dysfunction)

5. Female athlete triad

(osteoporosis,
amenorrhea, eating
disorders.
Unit 3 Yoga as Preventive • To make students ▪ Lecture-based After completing the unit, the
measure for Lifestyle Understand about the instruction, students will be able to:
Disease ▪ Technology-based * Identify the asanas beneficial
main life style disease -
learning,
1. Obesity: Procedure, Obesity, Hypertension, for different ailments and
▪ Group learning,
Benefits & Diabetes, Back Pain and ▪ Individual learning, health problems.
Contraindications for Asthma. ▪ Inquiry-based learning,
Tadasana, ▪ Kinesthetic learning, * Recognize importance of
• To teach about different
Katichakrasana, ▪ Game-based learning various asanas for preventive
Asanas in detail which can
Pavanmuktasana, and measures of obesity, diabetes,
help as a preventive ▪ Expeditionary learning.
Matsayasana, asthma, hypertension, back
Measures for those
Halasana, pain and arthritis
Lifestyle Diseases.
Pachimottansana,
Ardha – * Describe the procedure for
Matsyendrasana, performing a variety of asanas
Dhanurasana, for maximal benefits.

18 Physical Education Syllabus 2024-25

 Ushtrasana,
Suryabedhan * Distinguish the
pranayama. contraindications associated
with performing different
2. Diabetes: asanas.
Procedure, Benefits
& Contraindications * Outline the role of yogic
for Katichakrasana, management for various health
Pavanmuktasana,Bh benefits and preventive
ujangasana, measures.
Shalabhasana,
Dhanurasana, Supta-
vajarasana,
Paschimottanasan-a,
Ardha-
Mastendrasana,
Mandukasana,
Gomukasana,
Yogmudra,
Ushtrasana,
Kapalabhati.

3. Asthma: Procedure,
Benefits &
Contraindications for
Tadasana,
Urdhwahastottansan
a, UttanMandukasan-
a, Bhujangasana,

19 Physical Education Syllabus 2024-25

Dhanurasana,
Ushtrasana,
Vakrasana,
Kapalbhati,
Gomukhasana
Matsyaasana,
Anuloma-Viloma.

4. Hypertension:
Procedure, Benefits
& Contraindications
for Tadasana,
Katichakransan,
Uttanpadasana,
Ardha Halasana,
Sarala Matyasana,
Gomukhasana,
UttanMandukasan-a,
Vakrasana,
Bhujangasana,
Makarasana,
Shavasana, Nadi-
shodhanapranayam,
Sitlipranayam.

5. Back Pain and

Arthritis: Procedure,
Benefits &
Contraindications of

20 Physical Education Syllabus 2024-25

 Tadasan,
Urdhawahastootansa
na, Ardh-
Chakrasana,
Ushtrasana,
Vakrasana, Sarala
Maysyendrsana,
Bhujandgasana,
Gomukhasana,
Bhadrasana,
Makarasana, Nadi-
Shodhana
pranayama.
Unit 4 Physical Education • To make students ▪ Lecture-based After completing the unit, the
and Sports for CWSN understand the concept of instruction, students will be able to:
(Children with Special Disability and Disorder. ▪ Technology-based * Value the advantages of
Needs - Divyang) learning, physical activities for
1. Organizations ▪ Group learning, children with special needs
• To teach students about ▪ Individual learning,
promoting Disability
the types of disabilities &
Sports (Special ▪ Inquiry-based learning, * Differentiate between methods
disorders, their causes,
Olympics; ▪ Kinesthetic learning, of categorization in sports for
and their nature.
Paralympics; ▪ Game-based learning CWSN
Deaflympics) and
• To make them aware of ▪ Expeditionary learning. * Understand concepts and the
2. Concept of Disability Etiquette. importance of inclusion in sports
Classification and
Divisioning in Sports. • To make the students * Create advantages for
Understand the advantage Children with Special Needs
3. Concept of Inclusion of physical activity for through Physical Activities

21 Physical Education Syllabus 2024-25

in sports, its need, CWSN.

and Implementation; * Strategies physical activities
• To make the students accessible for children with
4. Advantages of aware of different specialneeds
Physical Activities for strategies for making
children with special physical activity
needs. accessible for Children
with Special Needs.
5. Strategies to make
Physical Activities
assessable for
children with special
needs.
Unit 5 Sports & Nutrition • To make the students ▪ Lecture-based After completing the unit, the
1. Concept of balanced understand the importance instruction, students will be able to:
diet and nutrition of a balanced diet ▪ Technology-based * Understand the concept of a
learning, balanced diet and nutrition.
2. Macro and Micro ▪ Group learning, Classify Nutritive and Non-
• To clear the concept of
Nutrients: Food ▪ Individual learning, Nutritive components of the Diet
Nutrition – Micro & Macro
sources & functions ▪ Inquiry-based learning,
nutrients, Nutritive & non-
▪ Kinesthetic learning, * Identify the ways to maintain a
Nutritive Components of
3. Nutritive & Non- ▪ Game-based learning healthy weight
diet
Nutritive and
• To make them aware of ▪ Expeditionary learning.
Components of Diet * Know about foods commonly
eating for weight loss and
4. Eating for Weight causing food intolerance
the results of the pitfalls of
control – A Healthy
dieting.
Weight, The Pitfalls * Recognize the
of Dieting, Food pitfalls of dieting and food myths
Intolerance, and • To understand food

22 Physical Education Syllabus 2024-25

 Food Myths intolerance & food myths

5. Importance of Diet in
Sports-Pre, During
and Post competition
Requirements
Unit 6 Test & Measurement • To make students ▪ Lecture-based After completing the unit, the
in Sports Understand and conduct instruction, students will be able to:
1. Fitness Test – SAI SAI KHELO INDIA Fitness ▪ Technology-based * Perform SAI Khelo India Fitness
Khelo India Fitness Test and to make students learning, Test in school [Age group 5-8
Test in school: Understand and conduct ▪ Group learning, years/ (class 1-3) and Age
General Motor Fitness ▪ Individual learning, group 9-18yrs/ (class 4-12)
Age group 5-8 years/ Test. ▪ Inquiry-based learning,
class 1-3: BMI, ▪ Kinesthetic learning, * Determine physical fitness
Flamingo Balance ▪ Game-based learning Index through Harvard Step
• To make students to
Test, Plate Tapping and Test/Rock- port Test
determine physical fitness
Test ▪ Expeditionary learning.
Index through Harvard
* Compute Basal Metabolic Rate
Step Test/Rockport Test
Age group 9-18yrs/ (BMR)
• To make students to
class 4-12: BMI,
calculate Basal Metabolic
50mt Speed test, * Describe the procedure of Rikli
Rate (BMR)
600mt Run/Walk, Sit and Jones - Senior Citizen
& Reach flexibility Fitness Test
test, Strength Test • To measure the fitness
(Partial Abdominal level of Senior Citizens
Curl Up, Push-Ups through Rikli and Jones
for boys, Modified Senior Citizen Fitness
Push-Ups for girls). Test.

23 Physical Education Syllabus 2024-25

2. Measurement of
Cardio-Vascular
Fitness – Harvard
Step Test – Duration
of the Exercise in
Seconds x100/5.5 X
Pulse count of 1-1.5
Min after Exercise.

3. Computing Basal
Metabolic Rate
(BMR)

4. Rikli & Jones - Senior

Citizen Fitness Test
• Chair Stand Test for
lower body strength
• Arm Curl Test for
upper body strength
• Chair Sit & Reach
Test for lower body
flexibility
• Back Scratch Test for
upper body flexibility
• Eight Foot Up & Go
Test for agility
• Six-Minute Walk Test
for Aerobic
Endurance

24 Physical Education Syllabus 2024-25

 5. Johnsen – Methney
Test of Motor
Educability (Front
Roll, Roll, Jumping
Half-Turn, Jumping
full-turn
Unit 7 Physiology & Injuries • Understanding the ▪ Lecture-based After completing the unit, the
in Sport physiological factors instruction, students will be able to:
1. Physiological factors determining the ▪ Technology-based * Recognize the physiological
determining learning, factors determining the
• components of physical
components of ▪ Group learning, components
fitness.
physical fitness ▪ Individual learning, of physical fitness.
▪ Inquiry-based learning,
• Learning the effects of ▪ Kinesthetic learning,
2. Effect of exercise on * Comprehend the effects of
exercises on the Muscular ▪ Game-based learning
the Muscular System exercise on the Muscular
system. and system and cardiorespiratory
3. Effect of exercise on ▪ Expeditionary learning. systems.
the Cardio- • Learning the effects of
Respiratory System exercises on * Figure out the physiological
Cardiovascular system. changes due to ageing
4. Physiological • Learning the effects of
changes due to aging exercises on the
Respiratory system. * Classify sports injuries with its
5. Sports injuries: Management.
Classification (Soft • Learning the changes
Tissue Injuries - caused due to aging.
Abrasion, Contusion,
Laceration, Incision,
• Understanding the Sports
Sprain & Strain;

25 Physical Education Syllabus 2024-25

Bone & Joint Injuries Injuries (Classification,

- Dislocation, Causes, and Prevention)
Fractures - Green • Understanding the Aims &
Stick, Comminuted, Objectives of First Aid
Transverse Oblique
• Understanding the
& Impacted)
Management of Injuries
Unit 8 Biomechanics and • Understanding Newton’s ▪ Lecture-based After completing the unit, the
Sports Laws of Motion and their instruction, students will be able to:
1. Newton’s Law of Application in Sports. ▪ Technology-based * Understand Newton’s Law of
Motion & its learning, Motion and its application in
application in sports ▪ Group learning, sports
• Make students understand
▪ Individual learning,
the lever and its
▪ Inquiry-based learning,
2. Types of Levers and application in sports. * Recognize the concept of
▪ Kinesthetic learning,
their application in Equilibrium and its application in
▪ Game-based learning
Sports. • Make students understand and
sports.
the concept of Equilibrium ▪ Expeditionary learning.
3. Equilibrium – and its application in * Know about the Centre of
Dynamic & Static and • sports. Gravity and will be able to apply
Centre of Gravity and it in sports
its application in
• Understanding Friction in
sports * Define Friction and application
Sports.
in sports.
4. Friction & Sports
• Understanding the
concept of Projectile in * Understand the concept of
5. Projectile in Sports sports. Projectile in sports.
Unit 9 Psychology and • To make students ▪ Lecture-based After completing the unit, the
Sports understand Personality & instruction, students will be able to:

26 Physical Education Syllabus 2024-25

 1. Personality; its its classifications. ▪ Technology-based * Classify different types of
definition & types learning, personality and their
(Jung Classification • To make students ▪ Group learning, relationship with sports
& Big Five Theory) understand motivation and ▪ Individual learning, performance.
its techniques. ▪ Inquiry-based learning,
2. Motivation, its type & ▪ Kinesthetic learning, * Recognise the concept of
techniques. • To make students about ▪ Game-based learning motivation and identify various
and types of motivation.
Exercise Adherence and
▪ Expeditionary learning.
3. Exercise Adherence: Strategies for enhancing
* Identify various reasons to
Reasons, Benefits & Adherence to Exercise.
exercise, its associated benefits
Strategies for
and strategies to promote
Enhancing it • To make them aware of
exercise adherence.
Aggression in sports and
4. Meaning, Concept & types.
* Differentiate between different
Types of
types of aggression in sports.
Aggressions in • To make students
Sports understand Psychological * Explain various psychological
Attributes in Sports. attributes in sports.
5. Psychological
Attributes in Sports –
Self-Esteem, Mental
Imagery, Self-Talk,
Goal Setting
Unit 10 Training in Sports • Making the students ▪ Lecture-based After completing the unit, the
1. Concept of Talent understand the concept of instruction, students will be able to:
Identification and talent identification and ▪ Technology-based * understand the concept of talent
Talent Development methods in sports learning, identification and methods used
in Sports ▪ Group learning, for talent development in sports

27 Physical Education Syllabus 2024-25

• Making the students ▪ Individual learning,

2. Introduction to Sports Understand sports training ▪ Inquiry-based learning, * Understand sports training and
Training Cycle – and the different cycle in ▪ Kinesthetic learning, the different cycle used in the
Micro, Meso, Macro sports training. ▪ Game-based learning training process.
Cycle. and
• Making the students ▪ Expeditionary learning. * Understand different types &
methods to develop -strength,
3. Types & Methods to Understand different types
endurance, and speed in sports
Develop – Strength, & methods of strengths,
training.
Endurance, and • endurance, and speed.
* Understand different types &
Speed.
methods to develop – flexibility
• Making the students and coordinative ability.
4. Types & Methods to Understand different types * Understand Circuit training and
Develop – Flexibility & methods of flexibility and its importance.
and Coordinative • coordinative ability.
Ability.

• Making the students

5. Circuit Training -
understand Circuit training
Introduction & its
and its importance.
importance

GUIDELINES FOR INTERNAL ASSESSMENT

(PRACTICAL/ PROJECTS ETC.)
PRACTICAL (Max. Marks 30)
Physical Fitness Test: SAI Khelo India Test, Brockport Physical Fitness Test (BPFT)* 6 Marks
Proficiency in Games and Sports (Skill of any one IOA recognized Sport/Game of Choice)** 7 Marks

Yogic Practices 7 Marks

28 Physical Education Syllabus 2024-25

 Record File *** 5 Marks
Viva Voce (Health/ Games & Sports/ Yoga) 5 Marks

➢ *Test for CWSN (any 4 items out of 27 items. One item from each component: Aerobic Function, Body Composition, Muscular
strength & Endurance, Range of Motion or Flexibility)
➢ **CWSN (Children With Special Needs – Divyang): Bocce/Boccia , Sitting Volleyball, Wheel Chair Basketball, Unified Badminton,
Unified Basketball, Unified Football, Blind Cricket, Goalball, Floorball, Wheel Chair Races and Throws, or any other Sport/Game
of choice.
➢ **Children with Special Needs can also opt any one Sport/Game from the list as alternative to Yogic Practices. However, the
Sport/Game must be different from Test - ‘Proficiency in Games and Sports’

***Record File shall include:

➢ Practical-1: Fitness tests administration. (SAI Khelo India Test)
➢ Practical-2: Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle disease.
➢ Practical-3: Anyone one IOA recognized Sport/Game of choice. Labelled diagram of Field &
Equipment. Also, mention its Rules, Terminologies & Skills.

PRESCRIBED TEXTBOOKS (CLASS XI & XII)

CBSE Physical Education Class XI Text Book
https://cbseacademic.nic.in//web_material/Manuals/PhysicalEducation11_2022.pdf

CBSE Physical Education Class XII Text Book

https://cbseacademic.nic.in/web_material/Manuals/PhysicalEducation12_2022.pdf

29 Physical Education Syllabus 2024-25