SRseccurriculum2020

CURRICULA
2020
Senior Secondary Course
National Institute of Open Schooling

(An Autonomous Institution Under MHRD, Govt of India)
ISO 9001 : 2008 Certified
A-24/25, Sector 62, NOIDA, Uttar Pradesh- 201309
Curricula - 2020
Senior Secondary Course
July 2020
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Published by : National Institute of Open Schooling

A-24/25, Sector 62, NOIDA, Uttar Pradesh- 201309
Curriculum updation is a continuous process in learning
and hence NIOS brings out revised curricula periodically.
It is obligatory for the AIs and the learners of a particular
block and session of a particular year to follow the syllabi
and the SLMs prescribed by it for the year. All concerned
are, therefore, strongly advised to purchase the curriculum
prescribed for the year concerned from NIOS HQ or its
Regional Centres for information and use.
Preface
I welcome you for choosing the National institute of Open Schooling (NIOS) as your preferred option
for continuing your studies. You will find that NIOS is an institution with a difference: it is an open
school which encourages flexibility and freedom to learn. By joining NIOS, you become a part of the
largest open schooling system in the world.
NIOS is one of the three National Boards of Secondary Education and offers school education through
open and distance learning (ODL) mode. It has been vested with the authority to enroll, examine and
certify learners up to pre-degree level. The open schooling courses of study of NIOS have the same
standard and equivalence as the course of the study of other national/ state level boards of school
education. NIOS develops its own curriculum; self learning material and media support programmes
utilizing expertise of faculty from various academic and vocational education institutions/ organizations.
NIOS offers 35 subjects (including 18 languages) at the secondary stage in ten Regional languages
(Hindi, English, Urdu, Gujarati, Marathi, Telugu, Malayalam, Tamil, Punjabi and Odia) and in 41
subjects (including 12 languages) at the senior secondary stage in six mediums (Hindi, English,
Urdu, Bengali, Gujarati and Odia). You can choose subjects according to your interest, need and
vision of career path.
In the interest of learners, National institute of Open Schooling (NIOS) regularly undertakes a revision
and updation of its courses on a regular basis. It is important that the latest information is made
available to the learners about the curriculum in various subjects. To achieve this objective, curricula
of all academic subjects at both the secondary and the senior secondary levels has been compiled
and published in the form of a Compendium. This shall also serve as a guide for all future course
revisions for in-house faculty and for all who are associated with NIOS. Any suggestions for further
improvement are welcome.
Let me wish you all a happy and successful future.
Chairman, NIOS
Preface
Teaching and learning in open and distance education is mostly delivered by the Self Learning Material
(SLM). Since these materials deliver the content it should be well presented and prepared. Keeping
the national priorities, contemporary concerns and the target groups in view, it has been a continuing
endeavour on the part of the National Institute of Open Schooling (NIOS) to deliver its best to learners
who are generally older than school going children and many of whom are already in different vocations.
The curriculum for such groups has to be more focused, need based, relevant, utilitarian as also
addressing the concerns of the coming century. Moreover, inclusion of new technologies is providing
completely new ways of thinking about the delivery of the curriculum. This has been accepted as a
creed by us at the National Institute of Open Schooling.
The present curricula have been undertaken with these aims in view. Tutor Marked Assignments has
been given weigthtage. The coverage in the examination is based on the entire syllabi and do not
exclude any part of the content. Entire course content has been put together for ready reference for
the learners, tutors, and other stakeholders. The effort has been mostly in-house and the concerned
subject officials involved deserve thanks for the same. Publication unit has taken upon it the
responsibility of bringing out editions of the same in a short time. Their effort is commended.
Major responsibilities of transacting the curricula, however, rest upon the Coordinators and Teachers/
Tutors at the Study Centres. We trust that this compendium would help learners and will be useful for
them to look into their curricula at one go.
Director (Academic)
Contents
Sr. No. Subject Code Page. No
1. Hindi 301 1
2. English 302 14
3. Bengali 303 21
4. Tamil 304 23
5. Odia 305 28
6. Urdu 306 35
7. Gujarati 307 38
8. Sanskrit 309 44
9. Punjabi 310 53
10. Mathematics 311 63
11. Physics 312 72
12. Chemistry 313 81
13. Biology 314 94
14. History 315 101
15. Geography 316 106
16. Political Science 317 114
17. Economics 318 120
18. Business Studies 319 127
19. Accountancy 320 135
20. Home Science 321 146
21. Psychology 328 157
22. Computer Science 330 162
23. Sociology 331 168
24. Painting 332 173
25. Environmental Science 333 183
26. Mass Communication 335 193
27. Data Entry Operations 336 198
28. Tourism 337 206
29. Introduction to Law 338 212
30. Library and Information Science 339 217
31. Arabic 341 222
32. Persian 342 225
33. Malayalam 343 228
34. Veda Adhyayan 345 236
35. Sanskrit Vyakarana 346 243
36. Bharatiya Darshan 347 250
37. Sanskrit Sahitya 348 258
38. Physical Education and Yog 373 266
39. Military Studies 374 272
40. Military History 375 276
41. Early Childhood Care and Education 376 280
42. Committees of Courses 287
Learning Through Open Schooling
1. Introduction
Education is the only tool to empower persons and make them capable enough to live productive
lives particularly in this era of technological advancements and World Wide Web. It enables an
individual to cope with the challenges posed by world of work and life at large. Education through
open and distance system is perhaps the only way to reach out to a large number of people who
cannot pursue their academic and professional skills because of geographical, physical and
time constraints. Open and distance learning has been recognised as one of the ways for
individuals to pursue skills, become empowered and contribute to social and economic
development of the country.
With the advent of multimedia and internet based learning solutions, open and distance learning
has acquired new meaning. To its root, it is the system of education that aims at providing
access to education to anyone despite constraints of time, place, pace or other reasons.
With this philosophy, National Institute of Open Schooling, NIOS offers flexible learning
opportunities to learners to learn according to their own interests, capacity and capability.
2. Open Schooling system

NIOS is a recognised National Board with cumulative enrolment of 2.78 million (for last 5 years)
providing quality education through a network of 20 Regional Centres, two Sub Regional Centres
and more than 6620 Study Centres (AIs/AVIs) spread all over the country and abroad. The use
of multiple channels of communication such as self-learning print material and audio and video
capsules as supplementary material makes the process of learning interesting and engaging.
To provide an opportunity to learners to interact with each other and with the tutor, Personal
Contact Programmes are organised at the study centres. With an aim to reach out to the maximum
learners, Mukta Vidya Vani programmes (Audio streaming through internet on NIOS website)
are live webcast where anyone can access quality interaction on the subject matter and related
themes. The learners can participate and ask their questions which are duly addressed. With
the effective use of technology, Community Radio programmes (FM 91.2 MHz) of NIOS are
also used to sensitise people about general topics related to community health, adolescence
education, etc.
3. Flexibilities in Open Schooling

Flexibility is the key feature of the open schooling system. The NIOS provides flexibility with
respect to:
3.1 Age limit: There is no upper age limit for admission. However, the minimum age for
enrolment is 14 years for the Secondary course and 15 years for the Senior Secondary
course.
I
3.2 Choice of subjects: Learners can choose subjects of their choice from a number of
subjects. NIOS offers 11 subjects and 17 languages at secondary level and 20 subjects
and 9 languages at senior secondary level.
3.3 Choice in medium of instruction: Self learning material is provided in different languages.
Learners can choose from:
• Hindi, English, Urdu, Marathi, Telugu, Gujarati, Malayalam, Tamil, Punjabi and Odia
mediums at the Secondary stage.
• Hindi, English, Urdu, Bengali, Gujarati and Odia mediums at the Senior Secondary
stage.
Additional subjects: Learners can also select one or two additional subject (s) either at
the time of admission or during the course of study, but not more than seven subjects in all.
Change of subject: During the admission period of five years, learners can change one
or more subject (s), provided the total number of subjects does not exceed seven. Subject(s)
already passed by a learner cannot be changed.
3.6 Credit accumulation: Learners can choose to appear in any one or more subjects in any
examination and earn credit which will be accumulated till all five subjects required for
certification are successfully completed within a period of 5 years of registration.
3.7 Transfer of credit: NIOS allows transfer of credits of up to two subjects passed from
National and State Boards of Examination / State Open Schools with whom NIOS has
entered into an agreement.
3.8 Combination of Academic and Vocational subjects: A number of vocational subjects

are also offered in combination with academic subjects at the Secondary and the Senior
Secondary level.
3.9 Examination: The Public Examinations are held twice in a year. Learners can take any
examination during this period as and when they are well prepared.
3.10 On Demand Examination: Learner can also appear through the On-Demand Examination
System (ODES) of NIOS at the Secondary and the Senior Secondary levels. This facility is
available at the NIOS Headquarter, NOIDA and at most Regional Centres of NIOS.
4. Scheme of studies
1. Secondary course The learner needs to study five subjects with one or maximum two
languages and remaining other subjects as per choice. Each subject carries 100 marks; in
subjects with practicals, the weightage accorded is theory-85%, practical-15%.
2. Senior Secondary course The learner needs to study five subjects with either one or
II
maximum two languages and the remaining subjects as per choice. Each subject carries
100 marks. For subjects with practicals, the weightage accorded is theory-80%, practical-
20%.
3. Internal/Formative assessment through Tutor Marked Assignments (TMA): Tutorare

an integral part of the learning process. In order to check the progress during the course of
study, the learners are required to attempt and submit the same. Tutor Marked Assignments
in secondary and senior secondary examination carry 20% weightage of theory marks in
the external examination which are reflected in the marksheet. These marks are added to
the marks obtained in external theory examination.
5. Certification
For obtaining a pass certificate, learners are required to pass in a minimum of five subjects
including one or maximum of two languages.
III
Hindi
Code No. 301
1
2
3
4
5
6
7
8
9
10
11
12
13
English
Code No. 302
Introduction
In today’s global world, the importance of English cannot be denied and ignored since English is the
most common language spoken everywhere and also it is the official language in a large number of
countries. With the help of developing technology, English has been playing a major role in many
sectors including medicine, engineering and education. It is the dominant business language and it
has become almost a necessity for people to speak English if one has to enter a global workforce.
Rationale
In a pluralistic society like India the co-existence of diverse culture in a meaningful, secular manner
to achieve the highest principles of multiculturalism depends upon effective communication among
people and states of the union. Thus, a study of English within the context of contemporary India
becomes essential not just for the purposes of communication within the country but also for purposes
of communication across political boundaries. Knowledge of English also enables learners to aspire
for job opportunities in the present scenario of global economy and access of the wealth concealed
in time tested great works of literature produced in English. Thus for practical and utilitarian purposes
as well as for pleasure, learning English becomes necessary.
Objectives
After completing this course, the learner will be able to:
 develop listening skills;
 develop speaking skills;
 develop reading skills;
 develop writing skills.
This course will also focus on elements of language – grammar and vocabulary. Special efforts will
be made to enrich the vocabulary of students.
Scope and job opportunity

English being an international language has opened doors for jobs in India. In the era of media, TV
channels in English and Hindi are opening up. English print media is also not behind the race in
recruiting candidates. There is a great scope as Editor, Sub-editor, Assistant editor, Associate editor,
Consulting editor, etc., both in media and other organizations. English translators and interpreters
are also in demand. Lucrative career options are also available in schools, colleges and universities
as teachers and lecturers.
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Eligibility conditions
Age: 15 years
Qualification: 10th pass
Medium of instruction: English
Duration of the course: 1 Year
Weightage
Theory: 100 Marks
Tutor Marked Assignments (TMA): 20% Marks of the theory
Scheme of studies: Theory (240 hrs), TMA (self paced)
Scheme of evaluation: Theory paper 100 marks (3 hours), internal assessment (TMA) (20% of
theory marks)
Pass criteria: 33% marks
Course content
Module –Listening skills
Hours -05
Approach: This module aims to develop listening comprehension in learners by exposing them to
samples of good spoken English spoken at normal speed and representative of English accents
heard in India. This module will be supported by an audio cassette of maximum 90 minutes.
At the end of the course the learner should be able to:
 understand English spoken at normal conversational speed
 understand questions
 follow directions
 understand the main idea of academic texts and texts drawn from real life listening situations
like announcements at railway stations etc.
Module –Speaking skills

Hours -10
Approach: This module aims to train learners to respond simply and meaningfully in English while
performing real time speech activities by exposing them to models to spoken interaction and
encouraging them to repeat along suggested lines.
15
At the end of this course the learner should be able to:
 Speak English (sounds, words, phrases, sentence patterns ) intelligibly
 Use English in familiar life situations
Contents
At the end of the course the learner should be able to use the following language functions and
related language items appropriately for real time speech activities.
 Greetings /taking leave
 Introductions
 Seeking /supplying information
 Describing
 Narrating stories
 Reporting Events
 Making requests and Suggestions
 Giving Opinion
 Expressing Likes and dislikes
 Apologizing /expressing regret/thanking
 Giving directions /instructions
 Taking and giving messages
Module-Reading skills
Hours -100
Approach: This module aims to develop reading skills in learners by exposing them to a variety of
texts representative of different text types.
UNITS
Prescribed texts 25 marks
 Prose 20 marks
 Narrative
Contents/lessons
 Case of Suspicion
 Tiger in the Tunnel
 I must know the Truth
 Bholi
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Autobiography
 My Son Shall Not a Beggar Be
 My First steps
Letter
 Father, Dear Father
Play
 If I Were You
Essay
 India, Her Past and Future
Expository Piece
 Fuel of the Future
Poetry 5 marks
 Leisure
 My Grandmother’s House
 Where the Mind Is Without Fear
 The Road Not Taken
 Night of the Scorpion
UNIT
Non-prescribed texts 25 marks
(Lessons-10)
The above texts will be exploited to develop the following abilities in the learners:
 locate important facts
 grasp the meaning, facts and ideas
 skim a text to obtain its overall idea
 scan a text to locate specific information
 get the central idea of a piece
 follow the sequence of ideas and events
 identify relationship between characters, facts and ideas
 compare facts and ideas
 infer meaning
 evaluate ideas, events and actions
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 enjoy a piece of literature and creative use of language
 identity the literary form
 identity literary devices (rhythm, images etc)
 interpret the functions of these literary devices
 infer non-verbal forms of presentations as given in charts and tables
 develop the habit of reading for information and pleasure
 use dictionary to find meaning and usage of words
 use other reference material like encyclopedia and railway time table
 transfer information from text to a table
N.B. Passages on adolescent’s reproductive and sexual health concerns such as drug abuse etc.
and current global concerns such as AIDS etc. would be included.
Module-Grammar
Hours-15
Approach: This module aims to develop in learners the ability to use selected grammatical items
appropriately by exposing them to grammar and usage in selected contexts.
Contents
 Revision of tenses with special references to the past tense
 Questions patterns
 Passive constructions
 Clauses
 Reported speech
Module –Writing skills

Hours-80
Approach: This module aims at developing in learners the ability to write-simply, coherently and
briefly in English by exposing them to theme based writing tasks and encouraging them to write
along line suggested.
Units 20 marks
Paragraph Writing 5 marks
(Contents /lessons)
Describing objects
Describing People
Describing experiences
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Describing processes
Letter writing 5 marks

(Contents /lessons)
Official letters
Personal letter
Editing 6 marks
Study Skills
(Contents/lessons)
Note Making 4 marks

The above content areas are intended to make the learner able to:
 write simple sentences with correct punctuation and spelling
 present and develop simple ideas coherently
 organize ideas into paragraphs using appropriate sentence linkers
 narrate events chronologically
 describe objects, people and processes
 make notes
 write summaries
Optional modules
Hours -30
Approach: This module aims at developing in learners the ability to use English in specific situations
like English for receptionists use or English for officer use. Two modules are offered here. A learner
has to study and one. These modules are for vocational purposes. The focus is not on teaching the
subject like Science or Literature but on the ways in which language in used in different situations.
Unit –English for specific purposes 15 marks

English for receptionists (Optional 1)
This module will introduce the learner to a variety of exercises, tasks and meaningful activities related
to receptionist’s use of English.
Contents /Lessons
 receiving messages, making requests etc.
 supplying information
 giving advance and making suggestions
19
 dealing with complaints
 making entries in a register etc.
English for office use (Optional 2)

This module will help learners to use English effectively and appropriately in the office environment
Contents /Lessons
 writing memos and letters
 writing e-mails
 using the telephone for effective business communication
 writing short reports
 writing a C.V.
 preparing for an interview
20
Bengali
Code No. 303
21
22
Tamil
Code No. 304
23
24
25
26
27
Odia
Code No. 305
1.0 C_Kâc
Cygòlûe ù~ùKøYiò Éeùe bûhû gòlû aòùghZü cûZébûhû gòlû GK _âcìL @_eòjû~ðý @ûagýKZûö KûeY
@^ýbûhûùe Kjòaûùaùk c^êhý _â[ùc ^òR c^bòZùe cûZébûhûùe KjòaûKê ·jêñ[ôaû K[ûUòKê Zò@ûeò Keò @^ý
bûhûùe ùiA K[ûKê Kjò[ûGö G \éÁòeê bûhû gòlûe ~ù[Á MêeêZß ejòQòö bûhû gòlû elYgòk MZû^êMZòKZûe
aMð a§^úùe @ûRò @ûC @ûa¡ ùjûA ejò^ûjóö aeõ icd, icûR, Rúa^ I RúaòKûe @ûagýKZû, ·fòPkYú,
cìfýùaû] I aò·e]ûeû @^êiûùe _eòa òðZ ùjûA ·fòQòö bûhû aòa ðê Gjû GK ÊûbûaòK _âKòâdûö
2.0 ~[û[ðý
iûõ_âZòK icd _eòù_âlúùe IWÿò@û bûhûùe ajê_eòa ð^ _eòflòZ ùjfûYòö Z\^êiûùe aò\ýûkd Éeeê bûhûgòlû
_ûVýKâcùe c¤ aòKûgcêLú _eòa ð^ I _âa ðê GK @^êù_lYúd @ûagýKZû ejòQòö fl Kùf RûYò jêG ù~
iõ_âZò iû]ûeY aýqòuVûeê @ûe¸Keò iûjòZòýK cûû _~ðý« icùÉ ^òR Pò«ûe _eò_âKûg _ûAñ ~êMû^êiûeú g±
I aûKý _âùdûM Keò[û«òö `kZü C_iÚû_^ ùg÷kú c¤ _eòa ðê ùiâûZùe bûiò·ùfö
Cycû¤còK Éee bûhûgòlûùe @«Zü aýûajûeòK bûhû _âùdûM ùKøgk iÚû^òZ ùjaû aòù]dö KûeY gâaY,
K[^, fòL^ I _V^ AZýû\òùe aýûajûeòK bûhûe C_~êq _âùdûM aò]ô ù\÷^¦ò^ Rúaê @ûagýKZû _ìeYùe
Lêaþ ijûdK ùjûA[ûGö _âùZýK cYòh ^òR Rúa^\gûùe ùcøLôK bûhû aû K[ôZ bûhûe iaðû]ôK aýajûe
Keò[ûGö G[ô_ûAñ eûÁâúd cêq aò\ýûkd gòlû _âZòÂûê gòlû\û^ Kû~ðýKâc GK CùfäL^úd aûÉaZû bò òK
Kâû«òKûeú icd^êiûeú _\ùl_ö aòùghZü J_·eòK gòlû iêù~ûMeê a ôZ aýqòaòùgh ù~_eò @ù^ø_·eòK
gòlû iêù~ûM \ßûeû C_KéZ ùjûA_ûeòùa ZûjûKê \éÁòùe eLô Gbkò @bòâ _ûVýKâc _âYd^ aýaiÚû _âa ð^
Keû~ûAQòö
@ûc ù\ge ajê _âûù\gòK bûhûùe Gbkò _ûVýKâc _âPk^ ùjûAiûeòQòö Gbkò _ûVýKâc ~[û[ð, _âûiõMòK,
~êMù_ûù~ûMú I _âbûagûkú ùaûfò C_f²ô ùjfû_ùe IWÿògûùe Gjûe i`k eì_ûd^ _ûAñ _\ùl_ ^ò@û~ûA@Qòö
3.0 gòlY _éÂbìcò
Gjò _ûVýKâc @«bêðq ùjaû _ûAñ ^òcÜ ù~ûMýZû @_eòjû~ðý @ùUö
• iû]ûeY M\ý I _\ý _ûVKeò_ûeê[ôaû \eKûeö
• K[^ I fòL^ icdùe ZéUòjú^ g± I aûKýe aýajûe iûc[ðý @ûagýKö
• iû]ûeY _âPkòZ bûhûùe Kjò I ùfLô ^òR bûa _âKûg Keòaû gqò [ôaû \eKûeö
• @«Zü 5000 IWÿò@û g± ij _eòPd I _âùdûM iûc[ðý [ôaû aòù]dö
28
4.0 CùŸgý
Gjò _ûVýKâce iû]ûeY Z[û aòùgh CùŸgý:
4.1 iû]ûeY CùŸgý
• gòlû[ðú cûZébûhûe ^òbêðf K[^ ùKøgkùe Kêgkú ùjùa I aûKþ_Uê ùjùaö
• cûZébûhû cû¤cùe @^ýû^ý ÊZª aòhd iaê @¤d^ Keò_ûeòùaö
• aýûajûeòK, aýûaiûdòK Z[û Jù\ýûMòK aòhd iõù~ûRòZ IWÿò@û g±ûakúe CPòZþ _âùdûM Keò_ûeòùaö
• iûjòZý _Vê @û^¦fûb ijòZ Pò«^gqòe @]ôKûeú ùjûA_ûeòùaö
• iRð^gúkZûe _eòaé¡ò Gjû\ßûeû i¸a ùjûA_ûeòaö
• iûeÊZ ùPZ^ûe iõÆgðùe cûâòK cìfýùaû]e @bòaé¡ò ijRiêfb ùjûA _ûeòaö
• bûeZúd cjû^ iõÄéZò I ibýZû _âZò i¹û^ I C e\ûdú ùaû] _âKUòZ ùjaö
• RûZúdZû bûae Cù\âK ùjaûij cù^ûbìcòùe ù\gcûZéKûe ùMøea aé¡ò fûMò @û«eòK RûMeY iéÁòùjaö
• aòbò^Ü aòhd, Z[ý, Z ß I _âiõMKêùÂ Pò«ûgqò _eòaé¡ò ùjaö
• cûZébûhûùe ÊZªbûùa ^òR bûa bûa^û Z[û Pò«ûùPZ^û I aò·e]ûeûKê ùcøLôK I fòLôZ eì_ùe
_âKûg Keò _ûeòaûe iûc[ðý jûif Keò_ûeòùaö
4.2 aòùgh CùŸgý
C¡éZ _ûVýKâc c¤ùe gòlû[ðú cûûe bûhûmûê aé¡ò I \lZû fûb_ûAñ ^òcÜ a‰òðZ ùg÷lòK ùKøgk C_ùe
MêeêZß ù\aû iaðûù\ø K ðaý @ùUö ~[û:
gêYòaû \lZû
(_â\ aû ðûkû_ aû _ûVýKâc aòhd aÉê C_ùe Gjû @û]ûeòZö Gjû @ûdZû]ô^ ùjaû _ùe)
• iû]ûeYZü K[ûaû ðû ùaùk @^ýe K[ûKê ù]÷~ðýe ijòZ gêYòaûö
• _ûVýKâcùe ^ò¡ðûeòZ _ûVKê c^ù~ûM ij gêYò aêSòaûö
• gêYê[ôaû aòhdaÉê I bûa]ûeû ij GKûcôùjaûö
• gêYò aêSê[ôaû aòhdaÉê I bûa]ûeûKê ùaû]Mcý KeûAaûö
• icÉ aòhd aÉêKê aòùgæhY Keò_ûeòaûe iûc[ðý jûif Keòaûö
• gêYò aêSò[ôaû aòhd aÉê iõ_Kðùe ^òRÊ ÊZª cZûcZ C_iÚû_^ Keò_ûeòaûe \lZû jûif Keòaûö
Kjòaûe \lZû
(gêYòaû \lZû jûif Keòiûeò Kjòaû ùKøgk @ûdZ Keòaû)
• _VòZ aòhd ùaû]Mcý ùjaû_ùe ùi iõ_Kðùe _âKûg Keò_ûeòaûe \lZû jûif Keòaûö
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• iû]ûeY aû @iû]ûeY G_eòKò _âZòKìk _eòiÚòZò aû _eòùagùe gúkZû elû ij gòÁ @ûPeY _â\gð^
Keòaûe \lZû jûif Keòaûö
• iÚû^ Kûk _ûZâ ùb\ùe b\â I gòÁû·e i¹Z ùjûA ^òR bûa _âKûg Keòaûe iûc[ðý fûb Keòaûö
• b\âRîêfb gòÁ bûhû _âùdûM Keò_ûeòaûe ù~ûMýZû @ûdZ Keòaûö
• iû]ûeY K[ûaû ðûùe g± _âùdûM ùaùk iõ~cZû @af´^ Keòaûe @còZaýdú \lZû jûif Keòaûö
• _VòZ _ûVKê ijR iek iêùaû] ùg÷kúùe _âKûg Keòaûe ù~ûMýZû jûif Keòaûö
• ^òR @bòmZû, @^êbìZò I _ûeò_ûgßòðK @aiÚû iõ_Kðùe ÊûbûaòKbûùa a‰ð^û Keò_ûeòaûe ùKøgk jûif
Keòaûö
• _âMkþb ^ùjûA K[û Kjòaû ùaùk @ûagýK aòeûc I @^êZû^ ijòZ Kjò_ûeòaûe \lZû jûif Keòaûö
• \kMZ @ûùfûP^û Keòaû ùaùk ^òRe ÊZª aò·e I cZ akòÂ bûùa C_iÚû_^ Keòaûe ùKøgk
@ûdZ Keòaûö
• @Ì K[ûùe @]ôK bûaiû§âZû _eò_âKûg Keû~ûA_ûeòaûe ù~ûMýZû jûif Keòaûö
_Xÿòaû \lZû
(gêYòaû I Kjòaû _UêZû jûif Keò _Xÿòaû \lZû @ûdZ Keòaû)
• _ûVý aòhd aÉêe _âKûe bò^Ü bò^Üö ùi iaê _V^ cû¤cùe jé\ùaû] Keò_ûeòaûe ùKøgk jûif
Keòaûö
• ~ù[ûPòZ aòeûc ij aûe´ûe _V^ cû¤cùe aòhdaÉêKê ùaû]Mcý Keòaûe \lZû jûif Keòaûö
• aòhd aÉê _V^ùe ^úea _Vê GK ÊûZªý ejòQòö GYê ^úea _V^ cû¤cùe aòhdaÉêKê @]ôK
ùaû]Mcý KeûAaûe ù~ûMýZû jûif Keòaûö
• _\ý @ûaé ò I M\ý _V^ R^òZ ^òjZ _û[ðKý iõ_Kðùe iùPZ^ ùjaûö
• _VòZ aòhde iûeccð Z[û Z[ý I Z ß icìj _V^ cû¤cùe @ûd Keòaûe \lZû jûif Keòaûö
• M\ý a‰òðZ aòhdaÉêKê _V^cû¤cùe @ûd Keò ùi iõ_Kðùe @]ôK aòùgæhYûcôK cZ iûaÉý Keòaûe
\lZû jûif Keòaûö
• M\ýùe @ù^K bûa]ûeû ^òjòZ [ûGö ùiAiaê bûa]ûeû c¤ùe ^òjòZ iõ_KðKê aêSò _~ðýûùfûP^û
cû¤cùe aêùSA_ûeòaûe \lZû jûif Keòaûö
• _\ý _Vê ùg÷kúKê @ûdZ Keòaû I Zûe iûeccð _âKûg Keòaûe \lZû fûb Keòaûö
• jûZùfLû _Zâ _V^ I a‰òðZ aòhd ùaû]Mcý Keòaûe \lZû jûif Keòaûö
• ù\÷^òK Lae KûMR aû _Zâ _ZòâKû _ûV Keòaûe \lZû jûif ijòZ _VòZ aòhdKê ùÂ @ûùfûP^ûe
i`k \lZû jûif Keòaûö
• ~ûZâûKûkú^ aòbò^Ü icd iûeYú _Xÿò Zûe C_~êq _âùdûM Keòaûö
30
• _V^ cû¤cùe _V^ @c^ù~ûMú aýqòuê _âbûaòZ KeûA_ûeòaûö
• aòbò^Ü mû^ùKûh I @bò]û^ @û\òe aýajûe ùjaûe iûc[ðý fûb Keòaûö
ùfLôaû \lZû
(gêYòaû, Kjòaû I _Xÿòaûe \lZû jûif ùjaû_ùe ùfLôaû ùKøgk @ûd Keòaû)
• aò^û KUûKUòùe _eòz^ bûaùe iê¦e @leùe ùfLô_ûeòaûö
• iáZòùe [ôaû _Xÿò[ôaû aòhdaÉêKê C_~êq g±, a^û^ I aûKýMV^ eúZò @^êieY _ìaðK \lZûe ij
ùfLô_ûeòaûö
• ùfLôaû ùaùk @ûagýK aýûKeYMZ ùKøgk fõN^ ^ Keò a^û^, aòeûc I g± _âùdûMùe ^ìZ^
ùg÷kú @af´^ _ìaðK ùfLû ùg÷kú @ûdZ Keòaûö
• ^òR aò·e]ûeûKê ÆÁ, Êz I _âbûaú eúZòùe ùfLô_ûeòaûö
• aýqòMZ, ieKûeú I aòbò^Ü ]eYe _ZâfòL^, ^[ô, \eLûÉ, LiWÿû Gaõ @bòù~ûM_Zâ AZýû\òe _âÉêZ
ùKøgk @ûd Keò_ûeòaûö
• gîZ fòL^ I \îZ fòL^ _¡Zò @^êieY _ìaðK ^[ô _âÉêZò ùKøgk @ûd Keòaûö
• ùfLôaû icdùe g± _é[KúKeY, C_Kâc, @^êùQ\úKeY I C_iõjûe AZýû\ò i´§ùe mû^ jûif
Keòaûö
• fòLôZ aòhdaÉêKê @ûKhðYúd Z[ý_ì‰ðbûùa _âKûg Keòaûe ùKøgk jûif Keòaûö
• C_iÚû_^ ùg÷kúùe @ûagýKcùZ iõlò¯Zû Kò´û aòÉûeòZ a‰ð^û ùKøgk @ûdZ Keòaûö
• J_·eòK aû @ù^ø_·eòK _eòùag @û]ûeùe aòhdaÉêe iõù~ûR^ fòL^ \lZû @ûd Keòaûö
• g± iõù~ûR^û eúZò @û]ûeùe ùQûU KûjûYú Kò´û ^òR @^êbìZòKê KûjûYú @ûKûeùe iRð^]cðúbûùa
_âKûg Keòaûö
• ùNûhYû^ûcû, ùNûhYû_Zâ, ^òcªY _Zâ, aòbò^Ü PòVò_Zâ AZýû\ò ùfLôaûe \lZû jûif Keòaûö
• c^ò@Wÿðe, aýûu _âPkòZ `cðicìj, ùekaûA`cð _ìeY, aòbò^Ü _âKûee @bòù~ûM aû \eLûÉ AZýû\ò
fòL^ùe \lZû jûif Keòaûö
• aýûKeYMZ ^òdc]ûeû _âZò_ûk^ _ìaðK ^òbêðf ùfLûe ùKøgk @ûd Keòaûö
5.0 _ûVýKâc _eòPd
C¡éZ _ûVýKâcùe cûZébûhû gòlûe ·ùeûUò ùcøkòK ùKøgk C_ùe MêeêZß _â\û^ Keû~ûAQòö Zûjû ùjfû
ùaû]McýZû ij gêYòaû, Kjòaû, _Xÿòaû I ùfLôaûö KÌ^û gqòe I iRð^gúkZûe aòKûg, g±bŠûe jûif,
aýûajûeòK ùKøgk C_ùe @Mâû]ôKûe ù~ZòKò \ò@û~ûAQò icbûaùe aýûKeY I aýûajûeòK aýûKeY ^òdc
C_ùe ZùZû]ôK MêeêZß _â\û^ Keû~ûAQòö G[ô_ûAñ G[ôùe gòlY ijòZ cìfýûuê aýaiÚû c¤ ejòQòö bûhû
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@¤d^Kê \éÁòùe eLô Gbkò ùKøgk @af´^ Keû~ûAQò ~ûjûe iê\ìe_âiûeú _âbûa ejòQòö bûhûe aýajûe I
_âùdûM aò]ô `kùe Gjû C_ùe @]ôK ^òdªY @ûiò[ûGö iaðùZûbûùa bûhû C_ùe \lZû jûif _ûAñ G[ôùe
ÊZª ]eYe _ûVe aýaiÚû ejòQòö
6.0 _ûVýKâce aòaeYú
6.1 iõ_ì‰ð ùaû]McýZû _~ðý« gêYòaû
fl: Gjûe CùŸgý ùjCQò gêYòaû iùw iùw iìPòZ @[ðe ~[û[ðZûùaû] gqòe aòKûg NUûAaûö
GKK-1: cûZébûhûe ]ì^ò MêWÿòKe gê¡Zû ùKak C·eY Kûkùe RYû_Wÿò[ûGö GYê ]ì^ò MêWÿòKe ~[û~[ gê¡
CyûeY, akûNûZ, ÊeûNûZ, ^ûùi÷Kúba^, @^ê_^ AZýû\ò _âZò iùPZ^ ejò gêYòaûö
GKK-2: aqaý C_Éû_^, Kù[û_K[^, _âùgÜû e, i¸ûhY, aû ðûkû_ I ZKðaòZKð AZýû\ò C_~êq bûùa
gêYò aêSòaûö
6.2 Kjòaû
flý: gòlû[ðú faþ]^òRÊ mû^Kê, ÊKúd aò·e]ûeûKê @û_Yû ùg÷kúùe C_iÚû_^ Keòaûö @ûagýKZû @^êiûùe
ÊKúd aqaýe ~[û~[ @bòaýqò C_ùe MêeêZß \ò@û~òaû @ûagýKö
GKK-1: ]ì^òe gê¡ CyûeY gêYòiûeòaû _ùe ùi icÉ ]ì^ò MêWÿòKe ~[û[ð ^òbðêf CyûeY, akûNûZ, ÊûeûNûZ,
@^êZû^Kê C_~êq MêeêZß ij Kjòaûö
GKK-2: iû]ûeY Rúa^ _âKòâdûùe J_·eòK I @ù^ø_·eòK Kù[û_K[^, @ûcô _eòPd, @û\û^ _â\û^,
aqaý C_iÚû_^, _âgÜ CZþ[û_^ ùKøgk, aò·eaòchð, GK ^òŸòðÁ _âiwe i_l I aò_l aqaý, aqéZûùe
@õgMâjY, bûaû^êiûeú KaòZû @ûaé ò ùKøgk, aòaeYú _â\û^, iõkû_ K[^, ùNûhYû^ûcû CZþ[û_^, iûlûZþKûe,
c Kû~ðýKâc iõ·k^, MÌ K[^, C_iÚû_òKû aû C_iÚû_K \ûdòZß iõ_û\^ AZýû\ò Gjûe _eòie bêqö G[ôijòZ
a‰ðcûkû I CyûeY ~[û- g±bŠûe, _\_âKeY, g± MV^, g± _âùdûM, aûKý MV^ I aòeûc PòjÜ _âbéZò
@ûùfûP^û _eòie bêq ùjaö
6.3 _Xÿòaû
fl: _Xÿòaû cêLýZü \ßòaò]ö ^úea _V^ I iea _V^ö gòlû[ðú CyûeY Keò _Xÿ«ê aû ^úeaùe _Xÿ«ê _V^
\ßûeû @[ð MâjY gqò aòKûg fûb Keò[ûGö C_~êq ùg÷kúùe _V^ _VòZ aòhd aÉêKê cùêLôaûùe ijûdK
ùjûA[ûGö M\ý I _\ý Cbd aò] ùfLû _Xÿòaûùe ùi \lZû jûif Keòaû @ûagýKö
6.3.1 KaòZû _V^
KaòZûe aòbò^Ü eì_, eì_û«e I ùg÷kú aû eúZò ijòZ aò\ýû[ðú _eòPòZ ùjaû aû‚^údö KaòZûe ccð @[ðûZþ
ùK¦âúd bûaaÉê Z[û KûaòýK ùa÷gòÁý @^ê¤û^ Keòaû ijòZ ùg÷kú I aqaý ~[û~[ bûùa iòG jé\dwc
Keò[û«òö
6.3.2 M\ý _V^
M\ýe aòbò^Ü aòbûM ~[û: _âa§, ^òa§, fkòZ ^òa§, MÌ, ^ûUK, GKûuòKû, jûiý I aýwûcôK eP^û AZýû\ò
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I Gjûe aòhd bûM aýûLýû, ùg÷kúMZ ÊZªZû ij _eòPòZ Gjûe CùŸgýö Gjò _eòù_âlúùe -
K) KûjûYú I lê\âMÌ P) icû·e
L) fkòZ ^òa§ Q) `òPe aû aòaeYú eP^û
M) ecý eP^û R) bâcY KûjûYú
N) jûiý aýwûcôK eP^û S) Rúa^ú I iûlûZþKûe AZýû\ò _V^úd
O) i´û\
6.4 ùfLôaû
gòlY Éeùe aò\ýû[ðúcûû fòL^ ùKøgk iûc[ðýe aòKûg NUûAaû Gjûe CùŸgýö Gjû \ßûeû ^òbêðf ùfLûe
cìkiìZâ jÉMZ ùja I @ûagýKZû^êeì_ iòG @ûcô^òbðe bûùa ùfLô_ûeòùaö
GKK-1: _âùdûR^cìkK:
@^êùz\ fòL^, aòmû_^ fòL^, icû·e fòL^, `òPe fòL^, ù_ûÁe fòL^, aýûuùe Uuû Rcû I CVûY `cð
_ìeY, aòbò^Ü _âKûe _Zâ fòL^, \eLûÉ fòL^, @bòù~ûM fòL^, iìP^û @ûAê `cð _ìeY, i´¡ð^û _ZâfòL^,
A-ùcfþ, `ýûKè @û\ò fòL^ Gjûe @«bêðqö
GKK-2: @bòaýqò aûPK:
bûa iõ_âûieY I bûaiõelY, ~[û: iûeûõg fòL^, ^òa§^ fòL^, @^êaû\ AZýû\òö
7.0 _ûVý aòhd iìPú
(K) M\ý (MÌ)
ùMû\ûaeúg cjû_ûZâ - RûZòe ]KþKû
iêùe¦â cjû«ò - _ZûKû Cù ûk^
W. i\ûgòa cògâ - MYZûªòK @ûPeY
W. MùYgße cògâ - bìZcûù^ K’Y Ke«ò
_â. bêaù^gße ùaùjeû - cYòh
(L) _âa§ I eP^û
aòmû^ bò òK
iûcûRòK iciýû bò òK
iûjòZý I Rúa^ú bò òK
RûZúd iciýû bò òK
IWÿògû iõ_KòðZ
(M) GKûuòKû
W. eùcg _âiû\ _ûYòMâûYú - iKûke ùcN
W. ^òkû\âú bìhY jeòP¦^ - eûR_[ Mâûc_[
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(N) _ZâfòL^ I \eLûÉ
_ZâfòL^
\eLûÉ
(O) _\ý
búhàu C_ù\g - iûekû \ûi
C}k i«û^ - Kêkaé¡ c]êiì\^ \ûi
Wû@ûYò@û Leû - _fäú Kaò ^¦ Kòùgûe ak
ùg`ûkò _âZò - Kê«kû Kêcûeú iûaZ
Mâûc_[ - aòù^û\ P¦â ^ûdK
(P) aýûKeY
gê¡ g± fòL^
aò_eúZ @[ð ùaû]K g±
_\ ^ò‰ðd (aòùghý / aòùghY)
eìXÿò I Gjûe _âùdûM
8.0 _ûVý eì_ùeL
cûZébûhû gòlû_ûAñ C_f² C_û\û^ icìj:
• ^òùR _Xÿò aêSò _ûeê[ôaû bkò cê\âòZ (Qû_û) _êÉK ~ûjû _â[c (1c) I \ßòZúd (2d) bûMùe aòbq
ùjûA@Qòö
• ijûdK C_û\û^ eìù_ \égý I gâûaý aýaiÚû (Audio & Video)ö
• _eò_ìeK aýaiÚû icìj eûÁâúd cêq aò\ýûkd gòlû _âZòÂûê ùIßaþiûAUþùe C_f²ö
• _ûVýKâc icZêf @^ýû^ý aòhd ~ûjû ù_âeYû \ûdú Zûjû MâjY Keû~ûA_ûùeö aòùghZü iÚû^ _eòbâcY
I Z[ý iõMâj Gjûe @«bêðqö
• Giaê aýZúZ aýqòMZ aò\ýûMâjY ù~ûR^û (Personal Contact Programme)e aýaiÚû @¤d^ ùK¦âùe
Keû~ûA[ûGö cêq aò\ýûaûYú cû¤cùe c¤ Gjò iêaò]û C_f² jêGö
9.0 cìfýûu^ eì_ùeL
gòlû[ðúu aò\ýûMâjYe cìfýûu^ iaðiû]ûeY _eúlû I gòlK @uòZ cìfýûu^ _Zâ cû¤cùe Keû~ûA[ûGö
^òcÜùe Gjûe iaòùgh _â\û^ KeûMfû:
cìfýûu^ _¡Zò MêeêZß
gòlK @uòZ cìfýûu^ _Zâ (TMA) 20%
iaðiû]ûeY / ^ò‰ðûdK _eúlû 80%
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Urdu
Code No. 306
35
36
37
Gujarati
Code No. 307
38
39
40
41
42
43
Sanskrit
Code No. 309
44
45
46
47
48
49
50
51
52
Punjabi
Code No. 310
53
54
55
56
57
58
59
60
61
62
Mathematics
Code No. 311
Introduction
Mathematics is an indispensable subject area in the school education because of its wide application
in our day today activities as well as in different fields of education. Access to quality education in
mathematics is very important for every individual. Mathematics is considered to be a system of
logic. It is the subject of systematic study of quantitative phenomena around us. It is based on certain
logical connotation of numbers and integral part of human civilization. Mathematics is a creative
activity and is one of the most useful, fascinating and stimulating divisions of human knowledge. It is
a process of managing and communicating information and has the power to predict and provide
solutions to practical problems as well as enabling the individual to create new imaginative worlds to
explore. We use Mathematics in everyday life, in science, in industry, in business and in our free
time. Mathematics education is concerned with the acquisition, understanding and application of
skills. Mathematical literacy is of central importance in providing the learner with the necessary skills
to live a full life as a child and later as an adult. Society needs people who can think and communicate
quantitatively and who can recognize situations where Mathematics can be applied to solve problems.
Rationale
Mathematics is an important discipline of learning at the Senior Secondary stage. It helps the learner
in acquiring decision making ability through its applications to real life both in familiar and unfamiliar
situations. It predominantly contributes to the development of precision, rational reasoning and
analytical thinking. The Senior Secondary stage is most crucial where learners for the first time move
towards diversification. At this stage, the learners start thinking, taking important decisions concerning
their future career by choosing suitable courses. It is the stage, from where learners would either go
for higher academic education in Mathematics or for Professional courses or it may be the end of
their academic career. One of the basic aims of learning Mathematics at Senior Secondary level is to
be developed problem solving skills and quantificational experiences around the learners. The idea
is to allow the learner to realize how and why Mathematics is all around us. In view of these facts, it
is important to make Mathematics Education at this level broad based and meaningful. The revised
curriculum in Mathematics has been designed to meet the needs of diverse learners.
Objectives
After completing this course, learner will be able to:
 describe basic concepts, facts, principles, terms, symbols and processes of Mathematics;
 convert the word problems in to the mathematical forms and solve them;
 explain different ways of processing the given data and help for arriving at conclusions;
 express the skills of quantification of experiences and make linkage with day-today life;
 solve wide variety of mathematical problems in daily life and reflect in different context of
learning; and
63
 relate mathematical knowledge and skills to solve variety of problems and develop positive
attitude towards Mathematics and its application.

This field has a large number of opportunities for employment in different profession, some of these
are: Engineering, Architecture, Statisticians, Banking, Econometrics and other professions involves
Measurement and Calculation.
Age: 15 years
Qualification: 10th Pass
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia medium.
Weightage
Theory: 100 Marks
Tutor Marked Assignment (TMA): 20% Marks of the Theory
Scheme of studies: Theory (300 hours) and TMA (Self paced)
Scheme of evaluation: The learner will be assessed through Continuous and Comprehensive
Evaluation (CCE) in the form of Tutor Marked Assignment (TMA) as well as Public Examination. The
following table shows the details:
Mode of evaluation Syllabus/Contents Duration Weightage
Tutor Marked Assignment (TMA) All Contents under SLM Part-1. Self Paced 20%
Public/Final Examination All Contents under SLM Part-2. 3 Hours 80%
Pass criteria: 33% Marks
Course content
S. Module/Topics Duration Module Approach/Description Weightage
No. (in hours) (marks)
Part-1: [For Tutor Marked Assignment]
1. Module-I 30 Sets and functions are the most Assessed

Sets, Relations and fundamental concepts which through
Functions together constitute the foundation of TMA
Mathematics. These two
64
1. Sets fundamental concepts are used in
2. Relations and different branches of Mathematics.
Functions-I This module will motivate you to
understand different concepts and
3. Trigonometric
definitions of sets, relations and
Functions-I
functions defined on sets of real
4. Trigonometric numbers. It is of great importance for
Functions-II learners to be able to relate the
5. Relation between functions to trigonometric ratios. This
Sides and Angles of A module will help to learner in
triangle grasping many properties about
relations and functions. Further this
knowledge will help to understand
trigonometric functions, trigonometric
identities and values of trigonometric
functions for different angles to solve
trigonometric equations, use of Sine
and Cosine rules to find the angles
and sides of a triangle and to
understand the graph of
trigonometric functions.
2. Module- II 15 Sequences have many important Assessed

Sequences and Series applications in several spheres of through
human activities. In this module you TMA
1. Sequence and Series
will be able to understand the
2. Some special concept of sequence and terms of
sequences sequence. Sequences, following
specific patterns are called
progressions. A sequence is called
arithmetic progression if the
difference between any two
consecutive terms is constant and
called geometric progression if the
ratios between any two consecutive
terms is constant. It is important to
define a rule to represent a
sequence which helps in finding any
term of sequence. You also need a
rule to find the sum of any sequence.
You will be able to understand
arithmetic and geometric mean and
65
relation between these two means.
Finally in the end of the module you
will understand the concept of series
and will be able to find the sum of
some special series.
3. Module –III 30 Some equations are not solvable in Assessed

Algebra-I real number system. Thus, there is a through
need to extend the real number TMA
8. Complex Numbers
system to a larger number system so
9. Quadratic Equations that we can have the solutions of
10. Principle of such equations. In this module the
Mathematical real number system shall extend to a
Induction larger system called complex
11. Permutations and number system, so that the solutions
Combinations of quadratic equations are possible.
12. Binomial Theorem Induction is the process of reasoning
from particular to general. The
principle of Mathematical Induction
helps us in proving some of the
tentative conclusions. In daily life you
come across many problems of
finding the number of ways of
arranging or selecting objects. Under
this module you also learn some
basic techniques of counting which
will enable us to answer the number
of ways of arranging or selecting
objects in a wide variety of
situations. Arrangements lead to
Permutations and selection leads to
Combinations. The Binomial
Theorem enables us to expand any
power of a binomial expression.
4. Module-IV 30 Coordinate Geometry is that branch Assessed

Co-ordinate Geometry of Mathematics which deals with the through
study of geometry by means of TMA
13. Cartesian system of
algebra. You will know that a straight
rectangular co-
line or a curve in a plane can be
ordinates
represented by an algebraic
14. Straight Lines equation. In coordinate geometry,
66
15. Circles you can represent a point in a plane
16. Conic Sections by an ordered pair of real numbers,
called coordinates of the point, and a
straight line or a curve by an
algebraic equation with real
coefficients. You can use algebra
advantageously to the study of
straight lines and geometric curves
which reveal their nature and
properties. The curves known as
conics were named after their
historical discovery as the
intersection of a plane with a right
circular cone. In this module you will
learn the intersection of a plane with
a double napped right circular cone
results in different types of curves.
You will also understand the
standard equations of parabola,
ellipse and hyperbola and circle and
will study their simple properties.
5. Module-V 15 Statistics is one of the fundamental Assessed

Statistics and areas of Mathematics that is applied through
Probability across many disciplines and is useful TMA
in analysis in industrial production,
17. Measures of
market etc. The study of statistics
Dispersion
produces statisticians that analyze
18. Random experiments raw data collected from the field to
and events. provide useful insights about a
19. Probability population. The statisticians provide
concrete backgrounds of a situation
that helps in decision making. The
most common measures of
variability for quantitative data are
the variance; its square root, the
standard deviation; the statistical
range; inter quartile range; and the
absolute deviation. On the other
hand, the study of probability helps
decision making in government
agents and organizations based on
67
the theory of chance. Probability has
also been extensively used in the
determination of high, middle and
low quality products in industrial
production. The basic idea of
statistics and Probability will help in
your day today life and in your
further higher studies
Part-2: [For Public Examination]
6. Module-VI 30 The study of the field of Linear 17

Algebra-II Algebra will equip you with the
requisite background knowledge and
20. Matrices
understanding which will enable you
21. Determinants to understand such topics as simple
22. Inverse of a Matrix linear equations and their solutions;
and its Applications vectors and operations on vectors;
matrices and operations on matrices.
Matrices are used in a large number
of disciplines. In this module you
shall learn about matrices and shall
confine yourself to the study of basic
laws of matrix algebra. You shall also
understand the concept of
elementary row and column
operation and invertible matrices. In
this module you shall learn about
determinants, their expressions,
minors and cofactors, their
elementary properties, applications
of determinants in finding the area of
triangle, adjoint and inverse of a
square matrix, consistency and
inconsistency of system of linear
equations and unique solution of
linear equations in two or three
variables using inverse of a matrix.
7. Module-VII 30 In this module you will learn about 12

Relations and Functions reflexive, symmetric, transitive and
equivalence relations.
23. Relation and
68
Functions-II You will also learn about the
24. Inverse Trigonometric composition of functions and their
Functions different properties. This module will
help you to test the bijectivity of
functions and to find the inverse of
any function. The binary operations
like addition and multiplication
constitute the set of real numbers as
one of the most familiar algebraic
structure. You will be able to find
identity element and inverse of an
element of a set. You will also study
about inverse trigonometric
functions, its domain, and range and
simplify expressions involving
inverse trigonometric functions. The
inverse trigonometric functions play
a very important role in calculus and
are used extensively in science and
engineering.
8. Module-VIII 60 Calculus is an important part of 45

Calculus Mathematics at senior secondary
level. This module begins by
25. Limits Continuity
introducing the concept of limits. The
26. Differentiation concept of limit leads to understand
27. Differentiation of the concept of continuity of
Trigonometric elementary functions. In this module,
functions you will learn about the basic
28. Differentiation of concept of the derivative and integral
exponential and functions. Derivatives have a wide
Logarithmic functions range of applications in various fields
29. Application of and disciplines. You will learn that
Derivatives how derivative can be used to
determine the rate of change of
30. Integration
various quantities. you will also
31. Definite Integrals understand that integration and
32. Differential equations differentiation are inverse operations.
You will come across two types of
problems in integrals i.e. problem of
finding a function whose derivative is
given and problem of finding the
69
area bounded by the graph. These
two problems lead to the two forms
of integrals, indefinite integrals and
definite integrals, which together
form integral calculus. In the end of
the module you will be able to define
and solve differential equations i.e.
to find the unknown function that
satisfy the given differential equation
9. Module-IX 30 There are many physical situations 17

Vectors and Three which cannot be described
Dimensional Geometry completely by using just one number.
For example, if you know that an
33. Introduction to 3-D
aeroplane is travelling at 700 km/h,
34. Vectors you may like to know the direction in
35. Plane which it is flying. In this module you
36. Straight Line will about vectors that are very
helpful in describing and analyzing
many physical situations around us.
Earlier you have studied analytical
geometry in two dimensions, now
you shall use vector algebra to
Three-Dimensional geometry which
helps us to solve different physical
situations through geometry. In the
end of this module you shall study
about the direction cosines and
direction ratios of a line and also
know to find angle between two
lines, shortest distance between two
lines, the vector and Cartesian
equations of a line and a plane,
angle between two planes, angle
between a line and a plane and
distance of a point from a plane.
10. Module-X 30 Linear equations and linear in 09

Linear Programming and equations in one and two variables.
Mathematical Reasoning These equations can be solved
algebraically or graphically. On the
37. Linear Programming
basis of solutions of linear in
70
38. Mathematical equations you will be able to solve
Reasoning problems on linear programming.
The main objective of study of logic
is to construct good or sound
arguments, and to recognize bad or
unsound arguments. Logic is a
science of reasoning. In this module
you will learn about study of logic in
Mathematics, which is prominently
called Boolian logic.
71
Physics
Code No. 312
Introduction
Physics is a fundamental science because it deals with the basic features of the world, such as, time,
space, motion, charge, matter and radiation. Every event that occurs in the natural world has some
features that can be viewed in these terms. Study of physics is a means of rationally understanding
nature. Physics lies behind all technological advancements, such as computer, internet, launching of
rockets and satellites, radio and T.V. communications, lasers, etc. It also finds applications in such
simple activities of men as lifting a heavy weight or making a long jump. Physics is, thus, an all
pervading science and its study helps us in finding answers to whys and hows of our day to day
happenings.
Rationale
Keeping in view the issues highlighted in the National Curriculum Framework (NCF) 2005 for School
Education, present Physics curriculum has been so designed that it not only focuses on the basic
concepts of Physics but relates them to the daily life activities. The applications of the laws of Physics
and their effects on daily life have been reflected in the curriculum. The basic themes of Physics
which would be of interest to all, particularly to those who are interested in pursuing Physics as a
career in life have been selected to form core content of the curriculum. Besides, the curriculum also
includes such emerging areas as electronics, communication, nuclear physics which find immense
applications in daily life.
Though mathematics is basic to the understanding of most of the problems of physics, in the present
course, stress has been given to avoid rigour of mathematics like integration and differentiation. The
focus has been to teach concepts of physics rather than mathematical calculations.
Objectives
 develop understanding of concepts, fundamental laws, principles and processes in the area of
physics;
 establish relationship between causes and effects of physical phenomenon;
 explain the contributions of physics towards improving quality of life;
 create interest in physics and foster a spirit of enquiry;
 develop experimental skills like taking observations, manipulation of equipment, and
communicative skills such as reporting of observations and experimental results;
 develop problem solving ability e.g. analyzing a situation or data, establishing relationship between
cause and effect;
72
 develop scientific temper of mind by making judgment on verified facts and not opinions, by
showing willingness to accept new ideas and discoveries; and
 develop awareness of the dangers inherent in the possible misuse of scientific knowledge.

This field has a large number of opportunities for employment, some of these are:
 career in engineering and medical
 career in teaching in schools , colleges and universities
 job in research institute and laboratories
 opportunities in aviation industry, defence sector, power generating companies and hospitals.
Age: 15 Years
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia.
Weightage
Theory: 80 Marks
Practical: 20 Marks
Tutor Marked Assignment (TMA): 20% Marks of the theory
Scheme of studies: Theory (240 hours), TMA (self paced)
Scheme of evaluation:
Tutor Marked Assignment (TMA) All contents marked as TMA Self paced 20%
Public/Final examination All contents marked as PE 3 Hours (Theory)
Practical 3 Hours (Practical) 80%
Pass criteria: 33% Marks in each component.
73
Course content
S. Module/Topics Duration Module Approach Description of Weightage
No. (in hours) (Theory) practicals (marks)
1. Module–I 45 Besides To determine the 14

Motion, Force and highlighting the internal diameter and
Energy importance of depth of a cylindrical
universal standard container (like tin can,
1. Physical Worlds
units of calorimeter) using a
and
measurement, Vernier calipers and
Measurements
applications of find its capacity. Verify
2. Motion in a dimensions and the result using a
Straight line vectors in the graduated cylinder.
3. Laws of motion study of physics To determine the
4. Motion in a plane have been diameter of a given
5. Gravitation described in this wire using a screw
module. The gauge.
6. Work, Energy
physics scope,
and Power To determine the
need of
7. Motion of a Rigid radius of curvature of
measurement,
Body a concave mirror
concept of motion
using a spherometer.
and rest, cause of
motion and To find the time period
different types of of a simple pendulum
motion has been for small amplitude
described with the and draw the graph of
help of daily life length of the
examples. pendulum against
Significance of square of the time
gravitation, period. Use the graph
concept of work to find the length of
and energy are the second’s
highlighted. The pendulum.
basics of the To find the weight of a
motion of a rigid given body using law
body and the of parallelogram of
significance of vectors.
rotational motion in
day to day life
have been
explained.
74
2. Module–II 20 The classification To measure 06
Mechanics of Solids of the substances extensions in the
and Fluids into solids, liquids length of a helical
and gases is done spring with increasing
8. Elastic Properties
on the basis of load. Find the spring
of Solids
intermolecular constant of the spring
9. Properties of forces. This extension graph.
Fluids module explains To find the time
the elastic required to empty a
behaviour of the burette filled with
solids and water, to ½ of its
highlights source volume, to ¼ of its
of elastic volume, to 1/8 of its
behaviour of volume and so on.
solids. The Then plot a graph
mechanical between volume of
properties of the water in the burette
fluids like and time and thus
buoyancy, surface study at each stage
tension, capillary that the fractional rate
action etc. have of flow is same
been explained (analogy to radio-
with the help of active decay).
daily life examples
and their
applications have
been highlighted.
3. Module–III 25 Thermal energy To study the Newton’s 06

Thermal Physics theory has been loaf of cooling by
described. plotting a graph
10. Kinetic Theory of
Behaviour of gases between cooling time
Gases
and the gas laws and temperature,
11. Thermodynamics have been difference between
12. Heat Transfer described with the calorimeter and
and Solar Energy help of kinetic surroundings.
theory of gases. To determine the
The concept of specific heat of a solid
temperature has using the method of
been explained by mixtures.
thermal
equilibrium. Black
75
Body Radiation,
laws of
thermodynamics
and their
applications in our
day to day life
have been
explained in this
module. Working
of heat engines
and refrigerators
has been
explained.
Different modes of
transfer of heat
and their
applications in
different situations
have been
emphasized. The
concept of thermal
pollution and the
issue of green
house effect are
also dealt with in
this module.
4. Module–IV 20 Besides explaining To compare the 06

Oscillations and the terms frequencies of two
Waves associated with tuning forks by finding
periodic motion, first and second
13. Simple Harmonic
the harmonic resonance positions in
Motion
motion has been a resonance tube.
14. Wave described with the To establish
Phenomena help of common graphically the relation
examples. A between the tension
qualitative idea of and length of a string
forced oscillations, of a sonometer
resonance and vibrating in its
damped fundamental model
oscillations has resonating with a
also been given in
76
the module. given tuning fork. Use
the graph to
determine the mass
per unit length of the
string.
To determine the
wavelength of sound
produced (i) in air
column, (ii) the
velocity of sound in air
at room temperature
using a resonance
column and a tuning
fork.
5. Module–V 45 The basic To verify the law of 16

Electricity and concepts of combination (series
Magnetism electrostatics and and parallel) of
frictional electricity resistances using
15. Electric Charge
have been ammeter- voltmeter
and Electric Field
described in the method and coils of
16. Electric Potential module. The known resistances.
and Capacitors electric field and To compare the
17. Electric Current electric potential e.m.f’s of two given
18. Magnetism and due to a point primary cells by using
Magnetic Effect charge have been a potentiometer.
of Electric explained.
To determine the
Current Different types of
specific resistance of
19. Electromagnetic capacitors, their
the material of two
Induction and combinations and
given wires using a
Alternating applications have
metre bridge.
Current been explained.
The electric current To determine the
and thermal and internal resistance of
magnetic effects of a primary cell using a
current are potentiometer.
explained in the To determine the
module. inductance and
Significance of resistance of a given
magnetic effect of coil (inductor) using a
current and suitable series
77
electromagnetic resistance and an AC
induction has been voltmeter.
emphasized. The To study decay of
generation and current in a R.C.
transmission of circuit while charging
current power and the capacitor, using a
the problems of galvanometer and find
low voltage and the time constant of
load shedding the circuit.
have been
To draw the lines of
explained.
force due to a bar
magnet keep (i) N-
pole pointing to north
(ii) N-pole pointing to
South. Locate the
neutral points.
To determine the
internal resistance of
a moving coil
galvanometer by half
deflection method,
and to convert it into a
voltmeter of a given
range, say (0-3V), and
verify it.
6. Module–VI 25 After giving a brief To find the value of v 14

Optics and Optical introduction of for different values of i
Instruments reflection of light, in case of a concave
the basic concepts mirror and find its
20. Reflection and
like refraction, total focal length (f) by
Refraction of
internal reflection, plotting graph
Light
dispersion, between 1/u and 1/v.
21. Dispersion and scattering, of light To find the focal length
Scattering of light have been (f) of a convex lens by
22. Wave described in the plotting graph
Phenomena and module. The wave between 1/u and 1/v.
Light properties of light
To find the focal length
23. Optical like interference,
(f) of a convex mirror
Instruments diffraction and
using a convex lens.
polarization are
78
also described in Determine the focal
a qualitative length of a concave
manner. Further lens by combining it
applications of the with a suitable convex
properties of light lens.
have been To draw a graph
described to between the angle of
construct various incidence (i) and
types of optical angle of deviation (D)
instruments. for a glass prism and
Elementary idea of to determine the
Raman Effect is refractive index of the
also discussed. glass of the prism
using this graph.
To compare the
refractive indices of
two transparent liquids
using a concave
mirror and a single
pin.
To set up an
astronomical
telescope and find its
magnifying power.
7. Module–VII 25 Different atomic 08

Atoms and Nuclei models describing
the structure of
24. Structure of Atom
atom have been
25. Dual Nature of described and the
Radiation and limitations of these
Matter and their
26. Nuclei and modifications have
Radioactivity been
27. Nuclear Fission systematically
and Fusion presented in the
module. Nuclei and
radio activity have
been explained
along with their
applications. The
79
peaceful uses of
nuclear energy
have been
described
highlighting the
latest trends.
8. Module–VIII 35 Semiconductors To draw the 10

Semiconductor find a very characteristic curve of
Devices and significant place in a forward biased pn
Communication almost all the junction diode and to
electronic devices. determine the static
28. Semiconductors
Besides and dynamic
and
highlighting the resistance of the
Semiconducting
basis of diode.
Devices
semiconductors, To draw the
29. Applications of different types of characteristics of an
Semiconductor semiconductor npn transistor in
Devices devices and their common emitter
30. Communication applications have mode. From the
Systems been explained in characteristics find out
the module. In the (i) the current gain (â)
present age of of the transistor and
information and (ii) the voltage gain Av
communication with a load resistance
technology, it is of 1 k Ω.
essential for all to
know the basic of
electronics and
communication
technology.
Working principles
of communication
systems, the
communication
techniques and
media used in daily
life have been
explained.
80
Chemistry
Code No. 313
Introduction
Chemistry is a branch of Physical Sciences that studies the composition, structure, properties and
change of matter. Chemistry is sometimes called the Central Science because it bridges other Natural
Sciences including Physics, Geology and Biology . Chemistry plays a pivotal role in many areas of
science and technology viz. health, medicine, energy and environment, food, agriculture and new
materials.
Rationale
According to present scheme of school education at Senior Secondary stage, chemistry emerges as
a separate discipline. It is this stage where major emphasis is laid on providing suitable conceptual
foundation. The present Senior Secondary level Chemistry (313) course at NIOS has now been
revised as per the Common Core Curriculum developed by COBSE (Council of Boards of School
Education) and NCERT (National Council for Educational Research and Training) making it current
and need based.
The present Chemistry course has been developed basically around the themes: Why do chemical
reactions occur? What is the quantitative relationship among reacting constituents in a chemical
reaction? How far and how fast will a chemical reaction proceed under a given set of conditions? Can
we predict whether a chemical reaction will occur or not? What is the relation between the structure
of a chemical substance and its functions/properties? In what way is a chemical reaction relevant for
getting new types of substances and materials for daily life and chemical industries?
Objectives
 explain the principles, theories and laws of chemistry responsible for various chemical processes/
reactions;
 realise the role of chemistry in production of many elements (metals/non-metals) and compounds
useful in industries and daily life;
 identify the chemical nature of inorganic and organic substances around him/her;
 choose various vocational, professional and applied courses of choice based on knowledge of
chemistry gained;
 perform chemical calculations to know about the chemical reactions and chemical compounds;
 explain chemical reactions, concepts and phenomenon;
 develop awareness about uses and abuses of chemical substances;
 develop skills of arranging/setting apparatus, handling apparatus and chemicals properly ; and
 analyse and synthesise simple compounds.
81
Chemical Sciences (Chemistry) offer access to a wide range of careers. The career options in chemistry
are practically endless. Some of the important career opportunities after studying Chemistry at Senior
Secondary level are petrochemical and pharmaceutical industries, analytical chemist, clinical
biochemist, chemical development engineer, toxicologist, laboratory assistant, research associate/
research assistant, textile industry, biotechnology, biochemistry, plastic and polymer industry, quality
controller, teacher, lecturer, professor, scientist, scientific journalist, forensic scientist and so on.
Age: 15 years
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia
Weightage
Theory: 80 Marks
Practical: 20 marks
Tutor Marked assignments (TMA): 20% Marks of theory
Scheme of studies: Theory (240 hours), practical (30 hours), TMA (self- paced)
Scheme of evaluation
Tutor Marked Assignment All contents marked as Self paced 20%

(TMA) TMA
Public/Final Examination All contents marked as 3 Hours(Theory) 80%

PE Practical 3 Hours (Practical)
Pass criteria: 33% in each component
Course content
82
S. Module/Topics Duration Description of Description of Weightage
No. (in hours) Modules practicals (marks)
1. Module- I 13 This module Objectives of the 04

Some Basic deals with the present course in
Concepts of scope of practical work are as
Chemistry chemistry follows:
alongwith atomic 1. To develop and
1. Atoms,
theory of matter, inculcate laboratory
Molecules and
laws of chemical skills and
Chemical
combination, techniques.
Arithmatics
relationship
2. To enable the
between mass
student to
and number of
understand the basic
particles. It also
chemical concepts.
deals with
stoichiometry. 3. To develop basic
This module also competence of
deals with analysing and
chemical synthesising
formulas and chemical compounds
chemical and mixtures.
equations also. To meet these objectives
three different types of
laboratory experiments
are provided in the
present practical course.
1. Experiment for
developing
laboratory skills/
techniques
2. Concept based
experiments
3. Traditional
experiments (for
analysing and
synthesising
chemicals)
A. Introduction
B. General Safety
Measures
83
C. List of Experiments
1. Basic Laboratory
Techniques
(i) Acquaintance with
chemistry laboratory
and basic laboratory
techniques (cutting,
bending and boring
of glass tubes,
sealing of apparatus,
filtration, distillation,
crystallisation,
preparation
calibration, cleaning
of glass apparatus
and use of burner
etc.)
(ii) Measurement of
volume, length, mass
and density.
2. Characterization of
Chemical
substances
(i) Determination of
melting point of a
solid organic
compound of low
melting point (below
100°C) by glass
capillary tube
method (Paraffin oil
may be used as
bath).
3. Volumetric Analysis
(Quantitative
analysis)
(a) preparation of
solution of oxalic
acid and ferrous
ammouium sulphate
84
of known molarity by
weighing (non-
evaluative). Use of
chemical balance to
be demonstrated.
(b) A study of acid-base
titration (single
titration only)
(i) To find out the
Molarity of given
NaOH solution by
titrating against
standard solution of
oxalic acid. Both the
solutions to be
provided
(c) A study of redox
titrations (single
titration only)
(i) To find out the
Molarity and strength
of given potassium
permanganate
solution by titrating
against M/50 Mohr’s
salt (Ferrous
ammonium sulphate)
solution. Both the
solutions to be
provided.
(d) To find out the
Molarity and strength
of given potassium
permanganate
solution by titrating
against M/10 oxalic
acid solution. Both
the solutions to be
provided.
85
2. Module- II This module is 10
Atomic Structure designed in such
and Chemical a manner so as
Bonding to bring out the
historical
2. Atomic Structure
approach to the
3. Periodic Table development of
and Periodicity the various
in Properties models of the
4. Chemical atoms starting
Bonding from
experimental
evidences
leading to
Rutherford’s
nuclear model,
idea of line
spectrum of
hydrogen atom,
idea of Bohr
model, wave
particle duality
and
Heisenberg’s
uncertainty
principles,
quantum number
etc. This module
also gives an
idea about
periodic table
and periodicity in
properties.
Knowing from
structure of
atoms combine
to form
molecules and
why do these
combinations
work.
86
3. Module- III 28 This module 4. Preparation of dilute 08
State of Matter highlights the solutions
behavior of Preparation of dilute
5. Gaseous and
different states solutions of known
Liquid States
of matter with concentration of
6. The Solid State reference to the sulphuric acid,
7. Solutions kinetic molecular hydrochloric acid and
8. Colloids theory of gases, nitric acid from their
Wander walls’ stock solution
equation,
important
properties of
liquids such as
vapour pressure,
surface tension
and viscosity
and structure of
solids with
reference to two
dimensional
lathe and units
cells as well as
packing
efficiencies. It
will also give an
idea about
components of a
solution, Raoult’s
law and
abnormal
molecular mass,
colloidalial,
solution, colloids,
coagulation,
emulsion etc are
also being dealt
in this module.
4. Module- IV 23 This module 5. Thermochemistry 06

Chemical Energies brings out the Any one of the
changes in following
9. Chemical
energy and experiments
87
Thermodynamics occurring during (ii) To determine the
10. Spontaneity of dissolution enthalpy of
Chemical processes and dissolution of copper
Reactions chemical sulpahte or
reactions in potassium nitrate To
terms of determine the
enthalpy along enthalpy of
with first law of neutralization of
thermodynamics strong acid (HC1)
and Hess’s law. with strong base
This module also (NaOH)
deals with
spontaneity of
chemical
reactions to
familiarize the
concept that a
chemical
reaction involves
energy changes.
This module also
brings out
information
about second
and third laws of
thermodynamics.
5. Module- V 36 This module 1. Experiment related 12

Chemical highlights the to pH change
Dynamics dynamic nature (a) Determination of pH
of chemical of following
11. Chemical
reactions which substances by using
Equilibrium
involves mixing a universal indicator
12. Ionic Equilibrium substances solution or pH
13. Electrochemistry together to get papers.
14. Chemical final products. It
(i) Salt solution (ii)
kinetics emphasizes
Acids and bases of
15. Adsorption and equilibrium in
different dilutions (iii)
Catalysis solutions to
Vegetable and fruit
explain acid or
juices
base behaviour.
Also concept of (b) Study of pH change
88
oxidation and by common-ion
reduction treated effect in case of
with the weak acids and
electrochemical weak bases by
cells to enable above method
the learner to (specific examples of
understand the CH3COOH and
concept of CH3COONa; and
conversion of NH4OH and NH4Cl
chemical energy may be taken).
to electrical 2. Surface Chemistry
energy. This
 Preparation of
module also
lyophilic and
brings out the
lyophobic sol.
information
Lyophilic sol - starch
related to
Lyophobic sol -
chemical
aluminium hydroxide,
kinetics,
ferric hydroxide.
adsorption and
catalysis. 3. Electrochemistry
Variation of cell
potential in Zn/Zn2+||
Cu2+/Cu with change
in concentration of
electrolytes (CuSO4
or ZnSO4) at room
temperature.
4. Chemical Equilibrium
Study of the shift in
equilibrium of the
reaction between
ferric ions and
thiocyanate ions by
increasing/
decreasing the
concentration of
these ions.
5. Chemical Kinetics
 Study of the effect of
concentration on the
rate of reaction
89
between sodium
thiosulphate and
hydrochloric acid.
 Study of the effect of
temperature on the
rate of reaction
between sodium
thiosulphate and
hydrochloric acid.
6. Module- VI 60 In this module, 6. Preparation of 18

Chemistry of the periodic table Inorganic
Elements is used as the Compounds
basis for a study (i) Preparation of
16. Occurrence and
of chemistry of double salt of ferrous
Extraction of
some of the ammonium sulphate
metals
common or potash alum.
17. Hydrogen and s- elements and its
Block elements (ii) Preparation of
compounds.
potassium ferric
18. General There are a
oxalate.
Characteristics large number of
of the p-Block elements are 7. Qualitative Analysis
Elements found in nature Elementary
19. p-Block i.e. the reason, qualitative analysis
elements and the periodic of a salt involving
their trends to be detection of one
Compounds –I followed to cationic and one
classify the anionic species from
20. p-Block
elements. This the following groups.
elements and
module also (Salts insoluble in
their
deals with the hydrochloric acid
Compounds –II
characteristics of excluded).
21. d-Block and f-
s-, p-, d- and f- Cations:
Block Elements
block elements.
Pb2+, Cu2+, As3+, A13+,
22. Coordination You will also
Fe3+, Mn2+, Ni2+ , Zn2+ ,
compounds learn about the
Co2+, Ca2+, Sr2+, Ba2+,
properties of
Mg2+, NH4+
transition
elements and Anions:
coordination CO3 2-,S2-, SO32-, SO42-,
compounds. NO2-, NO3-, C1-, Br-, I-,
PO4 3-, C2O42-, CH3COO-
90
7. Module- VII 60 This module 8. Preparation of 18
Chemistry of deals with the Organic Compounds
Organic nomenclature, Preparation of any
Compounds preparation and one of the following
properties of compounds:
23. Nomenclature
hydrocarbons
and General  Acetanilide
and their
Principles  Iodoform.
derivatives
24. Hydrocarbons containing 9. Chromatography
25. Compounds of halogens, (a) Separation of
carbon oxygen and coloured substances
containing nitrogen with by paper
Halogens different chromatography, and
(Haloalkanes functional comparison of their
and Haloarenes) groups. The Rf values for a
26. Alcohol, Phenols properties and mixture of red and
and ethers uses of blue ink or a black
27. Aldehydes, carbohydrates, ink.
Ketones and proteins, fats
OR
Carboxylic Acids and enzymes
are also (b) Separation of
28. Compounds of coloured substances
discussed in this
Carbon by paper
module.
containing chromatography, and
Nitrogen comparison of their
29. Biomolecules Rf values for juice of
a flower or grass.
10. Detection of
Elements
Detection of
nitrogen, sulphur,
chlorine, bromine
and iodine in an
organic compound
(combinations of
halogens to be
avoided). Not more
than two of the
above elements
should be present in
the given organic
compound.
91
11. Characteristic Tests
for carbohydrates;
fats and proteins and
their detection
Study of simple
reactions of
carbohydrates; fats
and proteins. in pure
form and detection of
their presence in
given food stuffs.
12. Tests for the
functional groups
present in organic
compounds
Test of functional
groups present in
given unknown
organic compounds
(i) Test of
unsaturation
(ii) Test for
Carboxylic, phenolic,
aldehydic and
ketonic groups.
8. Module- VIII 20 This module 04

Chemistry in deals with the
Everyday Life chemistry in
everyday life.
30. Drug and
This module
Medicines
highlights the
31. Soaps, role of chemistry
Detergents and in the field of
Polymers drugs,
32. Environmental medicines,
Chemistry soaps,
detergents, and
polymers. This
module also
deals with
92
environmental
issues in the
form of various
types of
pollution, global
warming, ozone
layer depletion
etc. It also gives
knowledge about
achievement of
green chemistry
for reducing
pollution.
93
Biology
Code No. 314
Introduction
Biology is the science of life and the revised course includes both Classical and Modern Biology. The
course content begins from Biodiversity classification; Structure and function of the living; their
reproduction and development and also Genetics, Molecular Biology, Biotechnology and Immunology
which are the modern fields of Biology. An exhaustive treatment of the environment in all its aspects
is also contained in the curriculum and so are topics like some common human diseases and health
and nutrition which are closely related to human welfare.
Rationale
Biology arose in a twofold manner - firstly, as a practicing art towards exploring and improving a
variety of usable plant and animal products as well as towards maintaining good health; secondly, as
an academic pursuit out of curiosity to know about humans and other living beings and to understand
their position on the planet Earth. In other words, the storehouse of knowledge about living beings
started building up only when humans were curious to know about life. The course in Biology helps
us to respect and appreciate the great diversity of life at all its levels of organization and to understand
the impact of progress in biology on our life style.
Biology is not merely a correlational science but also an experimental discipline, which deals with
different tools and techniques. In most of the activities that we perform, biology has a role to play.
Therefore, the present course aims at imparting biological knowledge vis-a-vis the ever growing
human needs. Besides integrating the content and adequate depth into the subject recent
advancements in concepts as well as emerging areas like Biotechnology and Immunology have also
been introduced.
Objectives
 acquire knowledge of biological terms, facts, concepts, principles and processes in order to
understand the living world as a whole;
 appreciate diversity in the living world as also the interrelationships of various living organisms,
ecological balance in nature, and the role of biology in human welfare;
 visualize the hazards of environmental pollution, and to create awareness for sustainable use
of natural resources in the service of humankind;
 develop insight into the role and impact of Biology in various allied areas such as medicine,
agriculture, forestry, biotechnology, veterinary sciences and pharmacology etc.; and
 develop interest in the living world with an aim to respect life.
94
Indian Biologists have been pursuing research in the multifarious branches of Biology and we are
proud of them. We hope that one day some of you learners will be well known biologists. Knowledge
of Biology opens many avenues which you may select as a career. Once you are initiated into
Biology and wish to pursue a course related to biology you have the following options:
 Teacher, Environmentalist, Research Scientist, Marine Scientist,
 Medicine, Paramedical Sciences such as Physiotherapy, Forensic Scientist
 Pharmacy, Food Technology, Nursing, Biotechnology,
 Microbiology, Bio-Chemistry and Bio-physics,
 Professionals in the field of Intellectual Property Rights for biologists looking after sanctuaries,
zoos and Botanical gardens.
Age: 15 years
Weightage
Theory: 80 Marks
Practical: 20 Marks
Tutor Marked Assignments (TMA): 20% of the theory marks
Scheme of studies: Theory (240 hours), practical (30 hours), TMA (self paced)
Scheme of evaluation:
Tutor Marked Assignment All contents marked as Self paced 20%

(TMA) TMA
Public/Final Examination All contents marked as 3 Hours(Theory) 80%

PE Practical 3 Hours (Practical)
95
Course content
S. Module/Topics Duration Module Description of Weightage
No. (in hours) Approach/ practicals (marks)
Description
1. Module-I 50 This module There are 15 exercises in 12

Diversity and would enable the the Biology Practical
Evolution of Life learner to Manual. These 15
visualize the activities are distributed
1. Origin and
origin of life on under three sections as:
Evolution of Life
earth and the Exercise 1 Some
and Introduction
vast diversity in common instruments
to Classification
the living world,
2. The Kingdoms Exercise2 (Slide
and also to
Monera, mounting)
group them
Protoctista and together at 2.1 Preparation of
Fungi various temporary mount of
3. Kingdoms classification onion peel to
Plantae and levels. It also observe and study
Animalia intends to epidermal cells
4. Cell - Structure stimulate our 2.2 Preparation of
and Function learner to temporary stained
5. Tissues and understand the mount of human
other Levels of concepts and cheek cells.
Organization theories of 2.3 Temporary stained
evolution. The preparation and
module also study of striated
highlights the muscle fibres in
cell as the basic cockroach.
unit of life and its
Exercise 3
organization into
various forms of Study of the microscopic
tissues. anatomy (histology) of
mammalian tissues and
organs
Exercise 4
Study of animal
specimens and their
classification to identify
the characteristic
features of sponge,
earthworm, butterfly,
96
apple snail, starfish,
dogfish (Scoliodon)
bonyfish (Rohu), toad,
house lizard, pigeon and
bat.
Exercise 5
Preparation of a slide of
onion root tip for
observation of stages of
mitosis.
2. Module-II 70 This module Exercise 2 (Slide 26

Forms and highlights the mounting)
Functions of Plants complex nature 2.4 Preparation of
and Animals of the structure temporary mount of
and function of leaf epidermis to
6. Root System
the different study the structure of
7. Shoot system organ systems in stomata.
8. Absorption, plants and
2.5 Preparation and
Transport and animals with
study of xylem and
water Loss in special
phloem from
Plants emphasis on the
cucurbita stem
9. Nutrition in life processes.
Exercise 6
plants- Mineral
Nutrition Study of morphological
modifications of plant
10. Nitrogen
parts like root, stem and
Metabolism
leaf.
11. Photosynthesis
Exercise 7
12. Respiration in
To study the T.S. of dicot
Plants
and monocot stems and
13. Nutrition and
roots from permanent
Digestion
slide.
14. Respiration and
Exercise 8
Elimination of
To study the structure
Nitrogenous
and function of different
Waste
parts of flowers (China
15. Circulation of
rose and Petunia)
Body Fluids
Exercise 9
16. Locomotion and
(a) To study the physical
movement
97
17. Coordination properties of different
and Control soil samples
18. Homeostasis (b) To study the water
holding capacity of
different soil samples
Exercise 10
Demonstration of
osmosis by potato
osmometer
Exercise 11
Determine the rate of
photosynthesis in an
aquatic plant (Hydrilla or
Elodea)
Exercise 12
To demonstrate the
release of CO2 during
germination of seeds.
Exercise 13
To study about the action
of salivary amylase on
starch
3. Module-III 60 This module is Exercise 14 22

Reproduction and designed to Study the structure and
Heredity highlight the germination in gram and
19. Reproduction in diverse methods bean.
Plants of reproduction
in living beings
20. Growth and
from unicellular
Development in
organisms to
Plants
complex forms
21. Reproduction including
and Population humans. This
Control module
22. Principles of highlights the
Genetics increase in
23. Molecular human
Inheritance and population all
Gene over the world
98
Expression and also
24. Genetics and provides
Society adequate
information
about the
methods of
family planning
and birth control.
The principles
and mechanisms
of heredity in
determining the
characteristics of
organism have
also been
discussed in this
module.
4. Module- IV 50 This module Exercise 15 13

Environment and emphasizes the To study the special
Health basic adapting features in
understanding of some plants and animals
25. Principles of
rules governing
Ecology
the
26. Conservation interrelationships
and Use of in a biotic
Natural community. It
Resources brings out the
27. Pollution basic principle of
28. Nutrition and conservation by
Health pointing out that
29. Some Common conservation of
Human natural
Diseases resources would
brighten the
prospect of
future of
humankind. This
module aims to
create an idea
about healthy
living. It also
99
imparts
knowledge
regarding role of
proper and
balanced diet to
prevent
nutritional
deficiency
diseases. The
types, causes
and modes of
transmission of
human diseases
are discussed
5. Module- V 10 This module has 07

Emerging Areas in been included in
Biology the Biology
course to
30. Biotechnology
familiarize the
31. Immuno biology: learners with the
An Introduction importance of
the new
emerging areas
of biology like
Biotechnology
and Immunology
which have an
impact on
human lifestyles.
100
History
Code No. 315
Introduction
History revolves round the story of Human civilization through the ages. It is not just the history of
kings or emperors but its subject matter is very vast ranging from political aspect to social, economic,
religious, cultural aspects of human civilization. Ancient influences have helped spawn variant
interpretations of the nature of history which have evolved over the centuries and continue to change
today. The modern study of history is wide-ranging, and includes the study of specific regions and
the study of certain topical or thematical elements of historical investigation. Often history is taught
as part of primary and secondary education, and the academic study of history is a major discipline in
university studies.
Rationale
History is the scientific study of human society at any given point of time and its evolution through the
ages. It occupies an important place in the school curriculum. It is taught as a general subject forming
a part of Social Science both at the Middle and the Secondary Stages. At the Middle Stage the entire
span of Indian History is covered, while at the Secondary Stage, the landmarks in the development
of human society are taught.
At the Senior Secondary Stage, the main thrust of History is to bridge the gap between the presence
of change-oriented technologies of today and the continuity of our cultural traditions. This shall ensure
that the coming generation will represent the fine synthesis between change and continuity. It is,
therefore, deemed essential to take up the entire Indian History from the Ancient to the Modem
period for Senior Secondary Stage.
Objectives
 trace the major stages in the evolution of Indian society through the ages;
 identify the historical forces responsible for the evolution of Indian society in the Ancient, Medieval
and Modern times;
 develop an appreciation of the diverse cultural and social systems of the people living in different
parts of the country;
 analyze the legitimate pride in the achievements of Indian people in different ages and in different
parts of the country;
 describe the process of change which evolved as a result of interaction with other cultures;
 recognize that the Indian culture is a result of a synthesis of different cultures;
 sensitise younger generation to prejudices and complexes transmitted from the biased
interpretation of History, the social environment and the accident of birth;
101
 reconstruct the contribution of people in the making of the national heritage;
 identify the contemporary problems of India in historical perspective so as to develop an
enlightened citizenship for active participation in the establishment of a just social order; and
 develop the scientific temper and objectivity to the study of India’s past in order to relate it to the
present.

Heritage manager: A heritage manager is responsible for the conservation and management of heritage
sites like historic buildings, landscapes, museums, ancient monuments and other properties.
Historic buildings inspector/conservation officer: A historic buildings inspector or conservation officer
advises and promotes the conservation of the historic environment, particularly in the areas of long-
term care, preservation and enhancement.
Museum education officers: Museum education officers aim to deliver high quality and dynamic
programmes of learning and participation. They ensure that the collections in a museum act as a
learning resource for all ages. They can work both within galleries and museums and also in a
community context.
Museum or gallery curator: A museum or gallery curator manages collections of artifacts or works of
art. This includes dealing with the acquisition, care and display of items with the aim of informing and
educating the public.
Museum/gallery exhibitions officer: A museum/gallery exhibitions officer is responsible for planning,
developing, organising, marketing, administering, producing, buying/sourcing and maintaining
individual permanent or travelling exhibitions.
Archaeologist: Archaeologist examines ancient sites and objects to learn about the past. The aim of
the role is to record, interpret and preserve archaeological remain for future generations.
School teacher: Teachers support, observe and record the progress of their class. They also plan
lessons in line with national objectives, with the aim of ensuring a healthy culture of learning.
Eligibility condition
Age: 15 Years
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia mediums.
Duration of the course: 1 year
Weightage
Theory: 100 Marks
102
Tutor Mark Assignment (TMA): 20% Marks of the theory
Scheme of evaluation: Theory paper 100 marks (3 hours) , internal assessment (TMA) - 20% of
theory marks(self paced)
Pass criteria: 33% marks in theory
Course content

1. Module-I 55 This module acquaints the learner 20

Ancient India with the past evidences,
archaeological sources and
1. Understanding Indian
traditions, which help in
History
understanding past history. It gives
2. The Geographical
an overview of the development of
settings of India and
the historical process in India from
Pre-historic cultures of
prehistoric times to around 750 A.D.
India
It traces the social, political,
3. The Harappan economic, religious and cultural
Civilization development in ancient period. It
4. The Vedic Age highlights the importance of
5. From Janpadas to Harappan and Vedic Age in the
Empire growth of later trends and
6. Post Maurya developments.
Developments
7. Guptas and their
Successors upto AD
750
8. India Between AD
750-1200
2. Module-II 55 This module is designed to highlight 20

Medieval India the factors and forces responsible for
the advent of the Turkish and
9. Establishment and
Mughals in India. It traces the efforts
expansion of the
made by the Mughals towards
Delhi Sultanate
political integration of India and the
10. Establishment of development of a composite culture
Mughal Rule due to the assimilation of various
103
11. Emergence of the cultures. It acquaints the students
regional states with the new trends in polity,
12. Administrative system economy, society and culture. It
of Institutions makes an attempt to analyse various
13. Economy of Medieval opinions about the 18th century
India leading to an understanding of the
14. Cultural period. It also identifies the forces
Developments in that led to the disintegration of the
Medieval India Mughal rule and emergence of
15. Understanding the independent states in India
18th Century
3. Module-III 35 This module describes the advent of 15

Modern India the British and establishment of
British in India. The modules is
16. Establishment of
designed to promote a critical
British rule in India till approach towards the British policies
1857 which transformed a trading
17. Economic changes company into a sovereign power and
18. Social changes to study the impact of modern
western ideas on the Indian society
19. Popular resistance to which contributed to the social
company rule awakening and religious reform
movements. It also highlights the
cumulative effect of the British rule in
the form of popular resistance
movements culminating in the revolt
of 1857
4. Module-IV 35 This module deals with the Indian 15

India National movement National Movement and the
problems, challenges and
and Contemporary India
developments of contemporary India.
20. Nationalism It acquaints the students with the
21. National Movement different trends of Indian National
and Indian Movement the non-violent,
Democracy Satyagraha Movement of Gandhiji.
Revolutionary movement and about
the national movement organized
outside India. It also traces the post
independence reforms and trends. It
is desired to make the learner aware
about India’s relation with other
countries of the world.
104
5. Module-V 30 The module is designed to acquaint
20th Century World the learner with all the major
developments of 20th century in order
22. Legacy of 19th 15
to develop a global perspective for
century
historical development.
23. World War I and the
Russian Revolution
24. The Inter War Period
and The Second
World War
25. Cold War and its
Effects
26. National Liberation
Movements
27. Social Transformation
in the Twentieth
Century
28. Changes in the
Twentieth Century
6. Module-VI A* 30 The optional modules are designed

Evolution of state in to give the learner, the flexibility and
India Prerequisite freedom to choose a topic of his /her
Knowledge choice. The learner has to choose
one of the two modules. These
29. Towards the formation
modules are designed to give a
of state
deeper understanding into a specific
30. Early States area of history and culture: and is
31. Medieval States expected to inculcate a rational
32. Colonial State outlook and analytical approach.
15
6. Module-VI B* 30
Culture in India
29. Contemporary
Cultural Situation
30. Cultural Production
31. Cultural
Communication
*Note: Learner has to choose one Module from VI A or VI B
105
Geography
Code No. 316
Introduction
Geography is study of the description earth’s surface. It is concerned with various aspects explaining
the casual relationships of phenomena on the earth. These phenomena are changing with changing
locations on the surface of the earth. The variation over the earth surface is known as spatial
differentiation. Not only is that, even the changes seen at the same place over a period of time. It is
known as temporal variation. Certain scientific reasons are the driving force for these phenomena.
The whole of the earth may be studied with respect to certain component. The distribution of that
component may be explained by general principles. These components may be varied like earth,
water, air, climate, soil, vegetation, environment or life for global study.
Rationale
Geography is introduced as an independent subject at Senior Secondary level. Prior to this, a
component of geography is a part of environmental studies till primary level and part of social sciences
at secondary level. Being the entry point for higher and professional education, learners choose
geography for various purposes. These purposes may broadly be divided as academic interest (i.e.
higher studies, research, teaching etc.) and vocational interest (i.e. Cartographer, Regional Planners,
GIS & Remote Sensing Specialist, Demographers, Environmentalist etc.) Therefore, there is a need
for providing a broad understanding about the subject. Apart from this, geography is also very useful
for day-to-day life. Its contributions lie in the contents, cognitive processes, skills and values that
geography promotes and thus helps the learners explore, understand and evaluate the environmental
and social dimensions of the world.
Interface between people and their environment being the focal point of geography study, it tries to
explore the complex relationship between the two at different levels – macro, meso, and micro.
Being a distributional science, it tries to understand the variations and patterns of physical and human
phenomena over the earth.
Geography is also known as an integrated science. This is the only discipline which acts as a link
between social sciences and physical sciences. The former includes contents from economics, history,
political science, sociology, anthropology, commerce etc. whereas the latter includes geology, botany,
geo-physics, oceanography, climatology etc.
Objectives
 explain the terms, key concepts and basic principles of geography;
 explore the processes and patterns of the spatial arrangements of the natural as well as human
phenomena;
106
 explain the complex relationship that exists between physical and human environment;
 apply geographical knowledge and methods of enquiry to emerging issues and problems at
different levels – local, regional, national and global;
 develop an understanding of diverse physical resource base, economic activities and regional
inequalities in India;
 summarize the concept of unity in diversity in India and its demographic structure; and
 recognize the spirit and purpose of geography as a discipline in the modern world.

Armed services, environment management, water resources, disaster management, meteorology
and planning and various social sciences. Apart from that, a geographer can help in day to day life
like tourism, commuting, housing and health related activities.
Age: 15 Years
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia mediums.
Weightage
Theory: 80 Marks
Practical: 20 Marks
Tutor Marked Assignments (TMA): 20% Marks of theory
Scheme of evaluation: Theory paper 80 marks (3 hours), practical 20 marks (3 hours), internal
assessment (TMA) - (20% of theory marks)
Pass criteria: 33% marks in each component
Course content
107
S. Module/Topics Duration Module Approach/ Description of Weightage
No. (in hours) Description practicals (marks)
1. Module-I 08 This module provides 04

The study of the learners an
Geography as a opportunity to know
discipline about Geography as
an integrating
1. Nature of
discipline and as a
Geography as a
science of spatial
discipline
organization.
2. Module-II 22 This module aims at 10

Changing face of giving an
the earth understanding of
origin and evolution of
2. Earth’s interior
the earth. It has also
and its Material
been designed to
3. Dynamic surface develop among
of the earth learners an insight into
4. Evolution of Land dynamic surface of the
forms due to Earth and processes
internal forces of evolution of
5. The work of different landforms.
running water
and underground
water
6. The work of
moving ice, wind
and sea waves
7. Major landforms
and their
economic
significance
3. Module-III 08 The purpose of this 04

The domain of the module is to acquaint
water on the earth the learner with the
8. Ocean: sub Ocean, sub marine
marine relief and relief and circulation of
circulation of ocean water.
ocean water
108
4. Module-IV 22 This module has been 10
The domain of air designed to bring
on the earth awareness about the
atmosphere,
9. Structure and
Insolation,
composition of
temperature,
atmosphere
pressure, winds,
10. Insolation and humidity, precipitation
temperature and climate.
11. Atmospheric
pressure and
winds
12. Humidity and
precipitation
13. Weather and
climate
5. Module-V 12 This module provides 06

The domain of life the learners an
on the earth opportunity to know
about biosphere and
14. Biosphere
biomes. This module
15. Biomes has been designed to
enable the learners to
understand about
ecology, eco-system
and energy flow, case
study of desert, coast,
mountain eco-systems
and global climatic
changes.
6. Module-VI 20 This module provides 08

Physical setting of an understanding of
India the Physiography of
India. This module has
16. India–Physical
been designed to
Features
enable the learners to
17. Climate of India know about Climate,its
18. Natural Disasters factors influencing
climate, distribution of
temperature,
109
pressure, winds &
rainfall, mechanism of
monsoon, onset and
withdrawal, cause and
effect of climatic
changes and natural
Disasters in India.
7. Module-VII 20 This module provides 09

Natural resources the learners an
and their opportunity to know
development in about Concepts of
India resources,
classification as biotic
19. Our Resources
and abiotic, their
20. Land, Soil and distribution, utilization
Vegetation of resources,
Resources in conservation and
India management of
21. Our Water natural resources.
Resources This module has been
designed to enable
the learners to know
about vegetation and
soils and water
resources in India.
8. Module-VIII 20 This module aims at 09

Economic activities giving an
and infrastructural understanding of land
development in use and agriculture.
India This module provides
the learners an
22. Land Use and
opportunity to know
Agriculture
about Mineral energy
23. Development of resources,transport,
Mineral and communication and
Energy international trade.
Resources
24. Industrial
Development
25. Transport,
110
Communication
and Trade in
India
9. Module-IX 16 This module provides 08

Human resource the learners an
and their opportunity to know
development in about population,
India distribution, density,
growth, migration,
26. Population
patterns, population
Density,
composition, age, sex,
Distribution and
occupation,
Growth in India
distribution of
27. Population scheduled castes and
Composition in scheduled tribes. This
India module aims at giving
28. Human an understanding of
Development Human Development
29. Human Index, selected
Settlement indicators and regional
population patterns.
10. Module-X 30 This module provides 12

Optional module the learners an
opportunity to know
(a) Local Area
about local area
Planning
planning,
30. Local Area recommendations
Planning through different case
31. Recommend- studies, data
ations through collection, Processing
case studies and Analysis.
32. Data collection,
Processing and
Analysis
(b) Geography of This module aims at

Tourism in India giving an
30. Tourism-Concept, understanding of
Resources and concept of
Development tourism,tourism
Operations,
111
31. Development of management,different
Infrastructure and types problems of
Growth of tourism. This module
Tourism provides the learners
32. Prospects and an opportunity to know
Problems of about promoting
Tourism tourism, role of
advertising, souvenirs,
information booklets,
websites, marketing
and management.
11. Practical Geography 10* This module aims 3

Map and its elements at giving a brief
idea about
construction of
Linear Scale,
Latitude and
Longitude, Map
Projections,
interpretation of
Topographical
Sheets, study of
Weather Maps and
representation of
data.
Map interpretation 30* This module 5

provides the
learners an
opportunity to
know about maps,
photographs,
diagrams,
interpretation,
identifying physical
& cultural features
on a map,
photographs,
diagram,drawing
sketches and
sketch maps.
112
Statistical Diagrams 30* This module 5
provides the
learners an
opportunity to
know about data
presentation,
interpretation and
representation of
statistical data
through diagrams.
Practical Record and 30* This module 5

Viva voice provides the
learners an
opportunity to
know about data
*including preparation time for record book
113
Political Science
Code No. 317
Introduction
Political Science is the study of man in the process of government himself/herself. Political Science
comprises theory of the state, concept of sovereign powers, form and functions of government,
making and execution of laws, election, political parties, rights and duties of citizens, functions of
forces, administration and study of welfare activities of state and government. In broader terms it
provides the study of the role of individual in relation to the entire society ranging from small unit of
family to the whole world.
The curriculum of Political Science for Senior Secondary course developed by NIOS seeks to provide
an understanding and knowledge of Constitution of India, various organisations, political and non-
political setups and their operations at the village, district, state, national and global level.
Rationale
Study of human society is not as simple as is generally believed. Society is a complex network of
social relations. The individuals entering these relationships are in perpetual change. Therefore,
every society searches for an order and also mechanisms to cope with these changes. Emergence
of the state or political order is a party of this complex process. The concerns of political order and
the way it carries those functions and the problems that it faces are of universal concern. The concerns
of political order have further increased with the new role viz. changing the large socio-economic
order so as to improve the living conditions. Political Science deals with this vital domain of the
society, keeping in mind the changed scenario.
The subject of Political Science seeks to enable the students to gain critical awareness about the
political institutions which govern their lives. These institutions are created to maintain peace, order
and co-operation, which would otherwise be threatened by conflicts over socio-ethnic identities or
religious beliefs, etc. This course seeks to impart knowledge about political institutions which operate
at the village, city, district, national and global levels. Thus, segments of the course deal with nation-
state, Panchayati raj, district administration, central and state governments as well as United Nations
and World Order. It also deals with problems, issues, concerns and political processes that arise in
the working of the system. The Political Science syllabus deals not only with political institutions but
also with the political ideas. Those ideas deal with the nature, needs, competence, pertaining to
justice, liberty, equality, rights, and obligations etc. of the people. They also deal with the requirements,
responsibilities and limits of political authority. Thus, the study of Political Science is concerned with
the role and responsibilities of governmental agencies at various levels. Political Science focuses on
the study of the state, nation, society, government etc.
In this course the primary focus is to strengthen the intellectual capabilities of the students not only to
appreciate the theoretical concerns but their application in the concrete context. For this purpose,
Indian Political system and its unfolding experience is incorporated in this syllabus. The subject-
matter primarily deals with four important aspects:
114
i. the theoretical framework;
ii. the Indian constitutional framework with a focus on the institutions and organs of the government;
iii. the processes and practices flowing from the constitution in action; and
iv. our relationship with the world outside.
Objectives
 develop an interest in the theory and principles of Political Science;
 outline the institutions and organs through which the power is structured and exercised;
 gain an insight into various political processes and practices;
 construct the democratic values and philosophy of the Indian Constitution;
 illustrate national and global concerns so as to become responsible citizens and agents of
democratic governance; and
 explain attitudes and values necessary for healthy civic and political life.

After completing a course in Political Science, several opportunities are available in both government
and private sectors. Professional in politics, public administration, law, and marketing fields are always
needed. One can opt for campaign management, polling and electoral politics. The career prospects
in political science have widened in the voluntary organization sectors, such as NGOs. The international
voluntary organizations, like UNO, have huge scope for proficient political science students across
the world. Besides, they can go for higher studies in this field and after that they can join media
houses as political journalists and political researchers/analysts. What’s more, they can become
members of Parliament or State Legislative Assemblies, or serve various political parties as party
president, party member, or activist.
Age: 15 Years
Weightage
Theory: 100 Marks
Tutor Marked Assignments (TMA): 20% marks of theory
Scheme of studies: Theory (240 hrs), TMA (self paced)
115
Scheme of evaluation: Theory paper 100 marks (3hours), internal assessment (TMA) - (20% of
theory marks)
Course content

1. Module-I 30 This module aims at acquainting the 14

Individual and the State learners with the concept and their
meaning such as politics and political
1. Meaning and Scope
science. It seeks to familiarize the
of Political Science
learners with various concepts
2. Nation, State related to citizen, nation, state and
3. Distinction between government. This module also
Society, Nation, State emphasizes upon the major political
and Government theories so that an understanding
4. Major Political could be developed among learners
Theories about Liberalism, Marxism and
Gandhism.
2. Module-II 35 This module aims at giving an 15

Aspects of the understanding of the ideals and
Constitution of India principles that have been
incorporated in the Preamble of the
5. Preamble and the
Indian Constitution. It has also been
Salient Features of
designed to develop among learners
the Constitution of
an insight into the Fundamental
India
Rights and Duties enshrined in the
6. Fundamental Rights Constitution. It highlights the
7. Directive Principles of importance of Fundamental Duties in
State Policy and a citizens’ life. Learners are
Fundamental Duties expected to understand the
8. Indian Federal directions and instructions given in
System the Constitution to the governments,
9. Emergency Provisions whether Union or States, to follow
while framing policies and
programmes. These constitutional
directions are aimed at establishing
a welfare State in India. Further, the
module explains how various
116
features of federalism are
incorporated in the centre state
relationship. Besides, through this
module learners are given an
understanding of the emergency
provisions to meet any national crisis
situation.
3. Module-III 50 The purpose of this module is to 17

Structure of Government acquaint the learner with the three
organs of government at the Union
10. Union Executive
and State levels in India and their
11. Parliament of India functionaries. The module also deals
12. Supreme Court of with structure and functions of
India Panchayati Raj System and Urban
13. The Executives in the Local Government.
States
14. The State Legislature
15. High Courts and
Subordinate Courts
16. Local Government:
Urban and Rural
4. Module-IV 35 This module has been designed to 12

Democracy at Work bring awareness about the
functioning of democracy in India. It
17. Universal Adult
seeks to impart information about the
Franchise and the
electoral system in the country. It
Methods of
also highlights the importance of
Representation
universal adult franchise and the role
18. Electoral System in of political parties both at the
India national and the regional level in
19. National Political making the Indian democracy a
Parties success. It throws light on the
20. Regionalism and importance and role of Election
Regional Parties Commission in conducting free and
21. Public Opinion and fair elections in the country.
Pressure Groups
5. Module-V 35 This module provides the learners an 15

Major Contemporary opportunity to reflect on various
117
Issues emerging national and global
22. Communalism, Caste concerns. Under the module the
and Reservation concerns and issues that are
included are communalism, caste
23. Environmental
and reservation, environmental
Awareness
awareness, good governance and
24. Good Governance human rights.
25. Human Rights
6. Module-VI 25 This module has been designed to 12

India and the World make the learners aware of India’s
foreign policy and its increasing role
26. India’s Foreign Policy
in World politics. This module
27. India’s Relations with explains the objectives and
USA, Russia principles of India’s foreign policy. It
28. India and its also explains India’s role in the
Neighbours- China, United Nations and its commitment
Pakistan and Sri- to world peace through this
Lanka international forum i.e. United
Nation. This module also analyses
India’s relations with two major
powers viz. U.S.A. and Russia and
also with three of her neighbours i.e.
China, Pakistan and Sri Lanka.
7. Module-VII A* 30 This module has been designed to 15

World order and the enable the learners to understand
United Nations the post cold war contemporary
world order. The learners will also be
29. Contemporary World
introduced to the role and working of
Order
the United Nations and its principal
30. The United Nation organs. It also explains the peace
31. United Nations Peace activities of the United Nations. This
Activities module also highlights significance
32. United Nations and of major United Nations agencies as
Economic and Social instruments of socio-economic
Development development.
7. Module-VII B* This module provides an

Administrative System understanding of the administrative
in India system in India by focusing firstly on
the founding or Public Service
29. Public Service
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Commission Commission’s at the Union and State
30. Administrative levels and secondly analysing the
Machinery at the administrative machinery at the
Centre, State and centre, state and district levels. The
District Levels module also deals with the role of
bureaucracy, its relationship with the
31. Political Executives
political executive and mechanism
and Bureaucracy
for redressel of public grievances.
32. Public Grievances
and Redressal
Machinery
*Note: Learner has to choose one Module from VII A or VII B
119
Economics
Code No. 318
Introduction
Economics helps the people of a nation to decide on the optimal allocation of our limited resources.
The demand is always greater than the resources available. Economics gives a guidance to manage
the scarcity of available resources. Economics can reduce unemployment. Without Economics, welfare
of the citizens is not possible. Economics can make society a better place. The curriculum in
Economics at Senior Secondary Level has been designed to help specific needs of NIOS learners.
The main areas covered relates to the daily working environment of the learners.
Rationale
Economics has become a very sought after subject in the field of Social Science. The knowledge of
Economics is very important in pursuing various activities in everyday life such as production,
consumption and investment. In Consumption, every individual wants to utilize the income in the
best possible manner so as to get maximum satisfaction from the goods and services purchased.
Similarly, as producer, the individual/firm/industry uses the resources to minimize cost and get
maximum output/profit. At the economy level, everybody wants that there should be economic growth
and development through higher income and employment. Study of economics is very useful to
achieve these goals.
At NIOS, students are introduced to the subject of Economics at Secondary stage. The level at this
stage is elementary in nature. However, at the Senior Secondary level, students will be exposed to
more areas of economics. They are also expected to know the use of tables and graphs/statistical
tools to understand and explain various concepts and theories of economics.
Objectives
 understand the structure, problems, working and recent changes in the Indian economy;
 recall principles, laws and concepts of Economics;
 distinguish between factor incomes and non-factor incomes;
 collect, classify and present economic data;
 construct pie chart, frequency polygon and histogram;
 use statistical tools to analyse, interpret and explain data; and
 explain producer’s and consumer’s behaviour.

120
 Economic policy maker in every organization.
 Teaching Economics.
 Research.
 business, government, education etc.
Age: 15 Years
Qualification:10th pass
Weightage
Theory: 100 Marks
Tutor Marked Assignment (TMA): 20% Marks of theory
theory marks)
Tutor Marked Assignment All contents under Part-1 Self paced 20%
(TMA) (Module 1, 2 & 3)
Public Examination All contents under Part-2 3 Hours 80%

(Module 4 to 11)
Course content
PART - 1
1. Module-I 35 Features of Indian Economy- 6

Indian Economic National and Per capita Income,
Status of the Social sector, State of
Development
agriculture, Industry and foreign
1. Overview of Indian trade.
121
Economy Meaning of Economic Planning,
2. Economic Planning in need for planning, objectives of
India planning, strategies of economic
planning, achievements and
drawbacks of Five Year Plans in
India, New Economic Policy 1991-
Liberalization, Privatization &
Globalization
2. Module-II 35 Meaning of Economic Growth and 6

Current Challenges Economic Development. Difference
before the Indian between Economic Growth and
Economy Economic Development; Concept of
Sustainable Economic Development;
3. Economic Growth and
Concept of Human Development,
Economic
Human Development Index, factors
Development
affecting economic growth, Common
4. The Problem of features of underdeveloped
Unemployment, countries
Poverty and Inequality
Meaning, Types and measures of
unemployment, Causes of
unemployment in India, Concept of
Poverty line and estimates of
Poverty, Causes of Poverty in India,
Poverty alleviation and employment
generation programmes in India,
Inequality in income and Regional
Inequality.
3. Module-III 50 Need and scope of statistics, 8

Introduction to Statistics Meaning, functions and importance
of statistics in economics, limitations
5. Meaning, Scope and
of statistics.
its Need in Economics
Primary and secondary data,
6. Collection and
collection of primary data, sources of
Classification of Data
secondary data; organization of data
7. Presentation of data into arrays and frequency
distribution.
Tabulation, Bar diagrams and pie
diagrams, Graphs – Line graph,
histogram, Polygon and Ogive.
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PART - 2
4. Module-IV 35 Meaning of central tendency, 19

Statistical Tools computation of arithmetic mean,
combined mean, weighted arithmetic
8. Measures of Central
mean, median, quartiles and mode.
Tendencies
Meaning of dispersion, Measures
9. Measures of
and methods of computing
Dispersion
dispersion, Range, quartile deviation
10. Correlation Analysis mean deviation, standard deviation
11. Index Numbers (Absolute and Relative measures),
Lorenz curve.
Meaning, Scatter diagram, Karl
Pearson’s coefficient of correlation,
Spearman’s Rank correlation.
Meaning, types, Construction of
simple and weighted index numbers,
Laspeyer’s, Paasche’s and Fischer’s
wholesale price index, Consumer
price index and index of industrial
production, uses of index numbers.
5. Module-V 16 Meaning of Economics, Meaning of 9

Introduction to Microeconomics and
Economics Macroeconomics, relationship and
distinction between the two, positive
12. Introduction to the
and normative economics.
Study of Economics
Meaning of economic problem, why
13. Central Problems of
Economic Problem arises, Central
an Economy
Problems, What to produce, How to
produce and for Whom to produce;
Concept of production possibility
frontier, Opportunity Cost and
marginal opportunity cost.
6. Module-VI 25 Meaning of Utility, Marginal and Total 14

Consumer’s Behaviour utility, Law of Diminishing Marginal
Utility, Consumer’s Equilibrium
14. Consumer’s
based on utility analysis. Meaning of
Equilibrium
Indifference curve and budget line,
15. Demand consumer’s equilibrium using in
16. Price Elasticity of difference curve and budget line.
Demand Meaning, factors affecting demand,
123
law of demand, Individual and
market demand, demand schedule
and demand curve movement along
the demand curve and shift in
demand curve.
Meaning, Factors affecting price
elasticity of demand. Methods of
Calculating price elasticity of
demand
(a) Percentage method
(b) Total expenditure method
(c) Geometric method
Simple numerical problems based on
each method
7. Module-VII 40 Meaning of production function, 22

Producer’s Behaviour Production function in the Short Run-
Law of Variable Proportion.
17. Production Function
Meaning of Cost, Fixed and Variable
18. Cost of Production
cost, Explicit and Implicit cost,
19. Supply Monetary cost, Real cost, Private
20. Price Elasticity of and Social costs, Short run costs.
Supply Meaning, determinants of supply, law
of supply, individual and market
supply, supply schedule and supply
curve, movement along the supply
curve and shift in supply curve.
Meaning, measurement of price
elasticity of supply by (a) Percentage
method (b) Geometric method
Factors affecting price elasticity of
supply
8. Module-VIII 16 Meaning of market, Different forms 9

Market and Price of market – Perfect competition,
Determination monopoly, monopolistic competition
and oligopoly- their meaning and
21. Forms of Market
features
124
22. Price determination Meaning of equilibrium price,
Under Perfect Determination of equilibrium price,
Competition excess demand and excess supply;
23. Revenue and Profit Effect of changes in demand and
maximization of a supply on equilibrium price and
Competitive Firm quantity; Simple applications of
demand and supply analysis –
ceiling price, floor price.
Concept of revenue – Total
Revenue, Average Revenue
Marginal Revenue. Various concepts
of profit; profit; Maximization of a
competitive firm Total revenue and
total cost approach, Marginal
revenue and Marginal cost approach
9. Module-IX 16 Meaning of income, four factors of 9

National Income production, factor incomes and non-
Accounting factor incomes, final goods and
intermediate goods, basic economic
24. National Income and
activities, closed and open economy,
Related Aggregates
stock and flow, circular flow of
25. National Income and income, concept of domestic territory
its Measurement and normal residents, value of output
and value added, market price vs
factor cost, domestic income vs
national income, real & nominal GDP
concept of depreciation. Concepts of
GDP, NDP GNP & NNP (at market
price and factor cost)
Methods of calculating national
income-value added or product
method, income method and
expenditure method, private income,
personal income and personal
disposable income, national
disposable income (gross and net),
GDP and economic welfare.
10. Module-X 16 Consumption function, saving 9

Theory of Income and function and investment function,
125
Employment propensity to consume and save
26. Consumption, Saving Concept of aggregate demand,
and Investment Determination of Equilibrium level of
27. Theory of Income Income, Increase in income Through
Determination Multiplier Process; Excess demand
and Deficiency in demand.
11 Module-XI 16 Barter system of exchange; Money- 9

Money, Banking and its meaning and functions, Supply of
Government Budget Money - currency held by the public
and net demand deposits held by the
28. Money and Banking
commercial banks, Measures of
29. Government and the Money Supply process of credit
Budget creation, Central bank-meaning,
functions, Monetary Policy to control
money supply.
Meaning, Objectives, components,
Revenue Receipts and Capital
Receipts, Revenue expenditure and
Capital expenditure, Measures of
deficit (Revenue Deficit, Fiscal
Deficit and Primary Deficit - their
meaning and implications); Fiscal
policy and its role.
126
Business Studies
Code No. 319
Introduction
Business activities affect every citizen at their place of work. Business is an activity involving regular
production or purchase of goods and services for sale with the object of earning profit. All learners
will encounter the world of business when they start working. In order to prepare them to engage in
business activity with confidence and competence, we introduce Business Studies as a course at the
Senior Secondary Level. This course gives a clear explanation of the functions of business. The
curriculum in Business Studies at Senior Secondary Level has been designed to help specific needs
of NIOS learners.
Rationale
Business is a dynamic process that brings man, money, machine and materials together to produce
goods and services that not only fulfills our basic needs but also provides us comfort and makes our
lives easier. If we look into the past we realize that the procedures and practices followed in business
in those days were completely different from modern days. Today, the use of modern technology in
every field of business, whether it is production or distribution, has made the business globally
competitive. It is more sensitive and mostly affected by the consumption pattern of the people,
government’s policies and changes in information and communication technology, better transportation
facility, etc. It is more exposed to risk and uncertainties than what it was in past. Therefore, a systematic
effort is required to understand, analyze, manage and respond to the changes that affect the functioning
of business in the present day society.
Keeping in mind the above, the curriculum in the subject of Business Studies at Senior Secondary
level is designed to cater to the needs of the learners of National Institute of Open Schooling (NIOS).
It aims at creating an interest and understanding in the area of nature and scope of business, business
practices in past and the modern trends, forms and formation of business organization, trade and its
auxiliaries, management, finance, marketing, consumer protection and would enable the learners to
acquire the necessary knowledge to enter into the area of self-employment as well as wage
employment.
Objectives
 understand nature of business;
 distinguish different types of business organizations;
 discuss fundamentals of Management;
 recall the functions and Principles of management;
 explain different types of business finance; and
 distinguish internal and external trade.
127
 Careers in the field of marketing
 Careers in the field of teaching.
 Business careers in media, advertising, human resources, education, travel & tourism, hotel
industry etc.
 Careers in the field of research .
Age: 15 Years
Qualification:10th pass
Weightage
Theory: 100%
Tutor Marked Assignment(TMA): 20% Marks of theory
theory marks)
Course content
1. Module-I 20 1. Economic Activities – Business, 8

Business Around Us Profession and Employment
1. Nature and Scope of 2. Characteristics of Business
Business 3. Objectives of Business
2. Support Services to 4. Significance of Business
Business 5. Classification of Business
3. Business Environment Activities
128
4. Modern Modes of Meaning and importance of support
Business services Types of support services
and their nature.
 Banking, Insurance, Transport,
Warehousing, Communication
 Meaning and Importance of
Business Environment
 Dimension of Business
Environment
 Economic Environment of
Business
 Social Environment of Business
 Political and Legal Environment
of Business
 Technological Environment of
Business
 Demographic Environment of
Business
 Recent Developments in Indian
Economy
 Concept and Importance of
SocialResponsibility
 Social Responsibility towards
various interest groups
 Business Ethics
 E-business, E-commerce, E-
banking, E-post, Outsourcing of
Services
2. Module-II 20  Meaning of forms of Business 8

Business Organisations Organisation
5. Forms of Business Different forms of Business
Organisation Organisation: Sole proprietorship,
Joint Hindu Family, Partnership, Co-
6. Company Form of
operative Societies – Meaning,
Business
Characteristics, Merits, Limitations,
Organisation
Suitability and Formation.
7. Public Sector
1. Meaning, Characteristics and
Enterprises
129
Types of Joint Stock Company
2. Merits, Limitations and Suitability
of Joint Stock Company
3. Choosing the right form of
business organisation.
4. Multinational Company -
Meaning, Features, Advantages
and Limitations
1. Concept of Private and Public
Sector
2. Forms of Public Sector
Enterprises-Departmental
Undertaking, Public Corporation,
Government Company
3. Role and Importance of Public
Sector Enterprises
3. Module-III 10  Meaning and importance of self- 4

Preparing for employment
Employment  Characteristics of self-
8. Self-employment employment
9. Getting Ready for  Avenues for self employment,
Wage Employment manufacturing, trading, providing
services
 Meaning and characteristics
Small Business
 Importance and scope of Small
Business in India
 Government’s policies towards
small Business in India
 Institutional Support to small
Business in India
 Various sources
 Employment exchange-
meaning,procedure of
registration, types of job offered
 Placement agencies-meaning,
concept, jobs offered
130
 Advertising media-print and
electronic ypes of job offered
 Getting ready for employment-
preparing bio-data, preparing for
employment test, preparing for
interview.
4. Module-IV 25  Concept, Characteristics and 10

Business Management : Importance of Management
Nature and Scope  Nature of management – as a
10. Fundamentals of science, as an art, as a process,
Management as a discipline, as a group, as an
activity
 Levels of Management
 Principles of Management
 Functions of Management.
5. Module-V 50 Meaning, features and importance of 20

Functions of planning
Management Steps in Planning
11. Planning and Meaning and process of organizing
Organising Organisation Structure
12. Staffing  Staffing- meaning and
13. Directing importance
14. Co-ordination and  Process of staffing
Controlling  Recruitment and selection
training
 Directing- meaning and
importance
 Elements of directing-
communication, supervision,
motivation, leadership
 Coordination- meaning, and
significance
 Controlling- meaning and nature
 Importance of controlling
 Process of control
131
6. Module-VI 50  Meaning of Business Finance 20
Business Finance  Importance of Business Finance
15. Financing of Business  Types of Business Finance-
16. Sources of Long term Short term, Medium term and
Finance Long term Finance
17. Financial Planning  Methods of Raising Capital:
18. Indian Financial  Short term Capital: Trade Credit,
Market Bank Credit (Loans and
Advances, Cash Credit,
Overdraft, Discounting of bills),
Factoring, Advance from
Customers, Installment credit.
 Long term Capital: Issue of
Share, Issue of Debenture,
Loans from Financial
Institutions, Public Deposits,
Retention of Profits, Leasing,
FDI, GDR,ADR.
 Nature and Importance of Long-
term finance
 Sources- Capital market, Special
Financial Institutions, Banks,
Non-Banking Financial
Companies, Mutual Funds, and
Retained profits.
 Foreign Sources of Finance-
External Borrowings, Foreign
Investment, NRI-financing.
 Meaning and objectives of
Financial Planning
 Concept of Capital Structure
 Concept of Capitalization
 Determining Fixed and Working
capital requirement
 Dividend and its determinants
 Meaning of Financial market
 Capital market and Money
market
132
 Primary market and Secondary
market
 Stock Exchange– Role and
Functions,
 Stock Exchanges in India
 Role of SEBI
7. Module-VII 50  Meaning of Marketing 20

Marketing Management · Importance of marketing
19. Introduction to  Marketing vs. Selling
Marketing  Objectives of Marketing
20. Marketing-mix  Functions of Marketing
21. Advertising and  Concept of Marketing-mix
Salesmanship
 Product-meaning, classification
 Pricing- Factors and approaches
 Place- channels of distribution-
meaning, types and factors
affecting the choice of an
appropriate channel
 Promotion – meaning and
concept of promotion mix
 Advertising- meaning, difference
between advertising and
publicity, objectives, media
 Salesmanship - Meaning, role,
qualities of a good salesman
 Sales promotion- meaning,
objectives and tools used
8. Module-VIII 25  Meaning and characteristics of 10

Trade and Consumer Internal trade
Protection  Types of middlemen and their
22. Internal Trade role-Wholesaler; Retailer
23. External Trade  Large Scale retail stores
24. Consumer Protection  Recent trends in distribution-
Direct marketing, Tele-
marketing, Internet marketing
133
 Meaning, importance and types
 Difficulties faced in external
trade
 Export trade procedure
 Import trade procedure
 Export promotion measures
 Meaning of consumer
 Consumer protection-meaning
and importance
 Rights and responsibilities of
Consumers
 Mechanism for Consumer
Protection
134
Accountancy
Code No. 320
Introduction
Owners of an enterprise record financial information to analyse profits. In order to measure the
performance of a company, owners require accounting data. Entrepreneurs require capital to start
and run a business. If capital is to be raised from banks, then financial statements are to be given to
them. Management of every business is done on the basis of financial information given by accountants.
Because of this importance of Accounting in organisations, we have introduced Accounting as a
course at Higher Secondary Level. This course gives a clear explanation of the activities done by an
accountant. The curriculum in Accountancy has been designed to help specific needs of NIOS learners.
The main areas covered relates to the daily working environment of the Accountant learners. The
course contains seven modules.
Rationale
The last decade has witnessed tremendous changes in business education. The liberalization and
globalization have been the primary cause for such changes. With the fast changing economic scenario,
the elementary business education along with Accountancy ‘as a language of business’ is gaining its
importance. The curriculum in Accountancy provides a firm foundation in basic accounting concepts
and also keeps them informed of changes in its methodology concerning particular aspects of the
subject. The thrust of the course follows new trends in accounting practices and developing a basic
understanding of the nature and purpose of the accounting information and reporting. Further,
information technology has occupied a vital place in business activities. Therefore, a lesson designed
on computer and computerized accounting shall expose the learners to the basic knowledge about
the utility of computers in the business world. The course in Accountancy will prepare learners to
logically analyse, evaluate and respond to changes which affect business operations. It opens the
doors for higher education as well as sharpens the skills for those who are going for self-employment.
Objectives
 recall basic accounting terminology;
 record business transactions;
 prepare Journal, Ledger and Trial Balance;
 prepare the financial statements and to do analysis of it;
 construct Depreciation Account using different methods;
 develop skill in preparing Partnership accounts ;
 explain and prepare Company Accounts; and
 understand the need, importance and advantages of computerized accounting .
135
 career in the field of Accounts Manager
 career in the field of Chartered Accountant
 career in the field of Management Consultant
 career in the field of Teaching
Age: 15 Years
Qualification:10th Pass
Weightage
Theory: 100 Marks
theory marks)
Course content
There are three parts in Accountancy. Part A is compulsory for all, while the learner has to choose
any one part from B or C respectively, during Public Examination.

PART –A
1. Module-I 25  Accounting: Meaning, 10

Basic Accounting Objectives, Types of accounting
information, advantages and
1. Accounting - An
limitations. Users of Accounting
Introduction
information and their needs.
136
2. Accounting Concepts Double Entry system. Basis of
3. Accounting accounting-Cash basis, accrual
Conventions and basis and hybrid basis.
Standards  Basic Accounting Terms:
4. Accounting for Business transaction,
Business Event, Account, Capital,
Transactions Drawings, Liability : Internal &
5. Journal External, Long term & Short
term, Asset (Intangible &
6. Ledger
Tangible, Fixed, Current, Liquid,
7. Cash book Fictitious) Receipts (Capital &
8. Special Purpose Revenue), Expenditure (Capital,
Books Revenue & Deferred Revenue),
Expense, Income, Profits,
Losses, Purchases, Sales,
Stock, Debtors, Bills
Receivables, Creditors, Bills
Payables, Goods, Cost,
 Vouchers, Discount (Trade,
Cash, Received & Allowed).
1. Fundamental Accounting
Assumptions: Going concern,
Consistency, Accrual.
2. Accounting Principles:
Accounting Entity, Money
Measurement, Accounting
Period, Full Disclosure,
Materiality, Prudence, Cost
Concept, and Dual Aspect.
1. Accounting conventions:
consistency, Full Disclosure,
Materiality, Conservatism.
2. Accounting Standards: Concept
& objective
1. Accounting Equation: Meaning,
Analysis of transactions using
Accounting Equation.
2. Rules of Debit and Credit: For
Assets, Liabilities, Capital,
Revenue and Expenses.
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3. Origin of transaction-Source
Documents (Invoice, Cash
memo, Pay in slip, Cheque),
Preparation of Vouchers-cash
(Debit & Credit), Non Cash
(Transfer).
1. Journalising the simple and
compound transactions,
classification of journal into
special journal & journal proper.
2. Books of Original Entry :
Meaning, Format and Process
of Journalising
 Meaning, Utility, Format, Posting
from Journal in to ledger.
Simple Cash book, Cash Book with
Bank Column, Petty Cash Book.
Purchases Book , Sales Book,
Purchases Returns Book, Sales
Returns Book, Bills Receivable
Book, Bills Payable Book and
Journal Proper , with formats &
recording of transactions.
2. Module-II 25  Meaning, Objectives and 10

Trial Balance and Preparation of Trial Balance
Computers  Meaning, Objectives, Causes of
9. Trial balance differences between Cash Book
and Balances as per Pass Book/
10. Bank Reconciliation
Bank Statement and Methods of
Statement
Preparing Bank Reconciliation
11. Bills of Exchange Statement.
12. Errors and Their Bills of Exchange and Promissory
Rectification Note: Definition, Feature, Parties,
13. Computers and Specimen and Distinction.
Computerised  Important Terms: Term of Bill,
Accounting System Due date, Days of Grace, Date
of Maturity , Bill at Sight, Bill
after Date, Discounting of Bill,
Endorsement of Bill, Bill Sent for
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Collection, Dishonour of Bill,
Noting of Bill, Insolvency of
Acceptor , Retirement and
Renewal of a bill, Accounting
Treatment of bill transactions.
 Errors and their types: Errors not
affecting trial balance and Errors
affecting trial balance.
 Rectification of errors before and
after the preparation of financial
statements.
 Suspense account: Meaning,
preparation and treatment of
suspense account balance in
final statements.
1. Introduction to Computer
Accounting System:
Components of CAS, Features,
Grouping of Accounts, Using
Software of CAS, Advantages &
Limitations CAS, Accounting
Information System.
2. Application of computers in
Accounting – Automation of
accounting process, designing
accounting reports, data
exchange with other information
systems.
3. Comparison of accounting
processes, manual and
computerized accounting,
highlighting advantages and
limitations of automation.
4. Sourcing of accounting system:
Readymade, customized, tailor-
made accounting system.
Advantages and Disadvantages
of each option.
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3. Module-III 50 1. Depreciation: Meaning, Need 20
Financial Statements and Factors affecting
depreciation.
14. Depreciation
2. Methods of computation of
15. Provision and
Depreciation: Straight Line
Reserves
Method, Written Down Value
16. Financial Statement - Method (Excluding Change in
An Introduction method)
17. Financial Statements Accounting Treatment of
–I Depreciation: By charging to asset
18. Financial Statements account, by creating Provision for
– II depreciation/accumulated
19. Not for Profit depreciation account, Preparation of
Organisations - An Asset Disposal Account.
Introduction 1. Meaning, Objective and
20. Financial Statements Difference between Provisions
(Not for Profit and Reserves.
Organisation) 2. Types of Reserves: Revenue
21. Accounts From Reserve, Capital Reserve,
Incomplete Records General Reserve, Specific
reserves, Secret reserves.
1. Financial Statements: Meaning,
Objective and Importance.
2. Trading and Profit and Loss
account: Gross Profit, Operating
Profit and Net Profit
3. Balance Sheet.
1. Preparing Trading Account and
Profit & Loss Account
2. Balance Sheet: Need,
Grouping, Marshalling of Assets
and Liabilities.
Adjustments in Preparation of
Financial Statements: With respect
to closing stock, outstanding
expenses, prepaid expenses,
accrued income, income received in
advance, depreciation, Bad debts,
provision for doubtful debts,
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provision for discount on debtors,
Manager ’s commission, abnormal
loss, goods taken for personal use,
goods distributed as free Sample.
Preparation of Trading and Profit and
Loss Account and Balance Sheet of
Sole Proprietorship Concerns.
1. Not For Profit Organisations:
Concept.
2. Receipts and Payment Account:
Meaning and Features.
3. Balance Sheet: Meaning and
Features
4. Income and Expenditure
Account: Meaning and Features,
Preparation of Income and
Expenditure Account and
Balance Sheet from the given
Receipt and payment Account
with additional information.
Preparation of Income & Expenditure
Account
Preparation of Receipts & Payments
Account
Preparation of Balance Sheet of a
Not for Profit Organisation.
1. Incomplete Records: Meaning,
Uses and Limitations.
2. Ascertainment of Profit/Loss by
Statement of Affairs Method.
3. Preparation of Trading and Profit
and Loss Account and Balance
Sheet (with reference to missing
figures in total debtors account,
total creditors account, Bills
Receivable A/C, Bills Payable
A/C, Cash Book and Opening
Statement of Affairs).
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4. Module-IV 50 1. Meaning: Partnership, Partners, 20
Partnership Accounts Firm, Partnership Deed.
22. Partnership - An 2. Provisions of The Indian
Introduction Partnership Act 1932 affecting
Accounts in the absence of
23. Admission of
Partnership Deed.
Partners
3. Fixed v/s Fluctuating Capital
24. Retirement and Death
Accounts, Division of Profit
of a Partner
among partners, Guarantee of
25. Dissolution of profits, past adjustments
Partnership Firm (Relating to interest on capital,
interest on drawing, salary and
Profit sharing Ratio), and
Preparation of P & L
Appropriation Account.
4. Goodwill: Nature, Factors
affecting and Methods of
valuation – Average profit, super
profit, and capitalization.
1. Change in the Profit Sharing
Ratio among the existing
partners – sacrificing ratio,
Gaining Ratio, Accounting for
Revaluation of Assets and Re-
assessment of Liabilities and
Distribution of Reserves and
Accumulated profits.
2. Admission of a Partner-Effect of
admission of a Partner on:
change in the Profit Sharing
Ratio, Treatment of goodwill (As
per AS 26), treatment for
assessment of Liabilities,
Treatment of Reserves and
Accumulated profits, Adjustment
of Capital Account and
Preparation of Balance Sheet.
 Effect of Retirement/Death of a
partner – change in Profit
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Sharing Ratio, Treatment of
goodwill, treatment for
assessment of Liabilities,
Adjustment of Accumulated
Profit and Reserves. Calculation
of deceased partner’s share of
profit till the date of death.
Preparation of Deceased
partner’s Executor’s account
and Preparation of Balance
Sheet.
 Meaning and Types of
Dissolution of firm. Settlement of
accounts –Preparation of
Realization account, and related
accounts as Capital, Cash &
Bank (excluding piecemeal
distribution, sale to a company
and insolvency of partners).
5. Module-V 50 Meaning of company form of 20

Company Accounts business rganization, characteristics
of company, types of companies,
26. Company - An
difference between public & private
Introduction
company, various types of shares
27. Issue of Shares issued by company with the type of
28. Forfeiture of Shares share capital.
29. Reissue of Forfeited 1. Meaning, Nature and Types
Shares 2. Accounting for Share Capital:
30. Issue of Debentures Issue and Allotment of Equity
shares, Private placement of
Shares. Public Subscription of
shares-over subscription and
under subscription of shares.
Issue at Par and Premium, calls
in advance and arrears, Issue of
shares for consideration other
than cash.
Meaning of forfeiture shares, Various
situations in which share can be
143
forfeited.
1. Meaning of reissue of Shares,
Minimum price of which a
company can reissue its
forfeited shares and accounting
treatment of reissue of shares in
different situations.
2. Disclosure of Share capital in
Company’s Balance Sheet
(Vertical form)
Meaning & types of debentures,
procedure of Issue of debentures
and its accounting treatment. Issue
of debentures for consideration other
than cash, Debentures as collateral
security accounting treatment for
writing off discount & loss on Issue of
debentures. Interest on Debentures.
PART – B
6. Module-VI 50 1. Balance Sheet of a Company in 20

Analysis of Financial the prescribed Vertical Form with
Statements major headings and sub
headings (As per Schedule VI of
31. Financial Statements
The Companies Act 1956).
Analysis - An
Introduction 2. Financial Statement Analysis:
Meaning, Objectives and
32. Accounting Ratios – I
Limitations.
33. Accounting Ratios - II
3. Tools for Financial Statement
34. Cash Flow Statement Analysis: Comparative
Statements, Common Size
Statements, Cash Flow Analysis,
Ratio Analysis.
1. Accounting Ratios: Objectives
and Classification of Ratios.
2. Liquidity ratios: Current and
Quick Ratio.
1. Solvency Ratios: Debt to Equity
Ratio, Total Asset to Debt Ratio,
144
Proprietary Ratio, Interest
Coverage Ratio.
2. Activity ratios: Stock Turnover
Ratio, Debtors Turnover Ratio,
Creditors Turnover Ratio,
Working Capital Turnover Ratio.
3. Profitability Ratios: Gross Profit
Ratio, Operating Ratio,
Operating Profit Ratio, Net Profit
Ratio.
 Meaning Objective and
preparation of Cash Flow
Statement.
PART – C
7. Module-VII 50 Concept, Data Entry Text 20

Application of Management and Cell formatting,
Computers in Financial Data Formatting, Output Reports,
Accounting Preparation of Reports Using Pivot
table, Common Errors in Spread
35. Electronic Spread
Sheet.
Sheet
Payroll Accounting, Asset
36. Use of Spreadsheet in
Accounting
Business Application
 Data Graphs and Charts,
37. Graphs And Charts
Preparation of Graphs and
for Business
Charts using Excel, Advantages
38. Data Base of using Graphs and Charts.
Management System
1. Defining Database
for Accounting
Requirements, Identification of
data to be stored in Tables,
Structuring of Data.
2. Creating data tables for
accounting, Using queries, forms
and reports for generating
accounting information with the
help of Microsoft Access
Software.
145
Home Science
Code No. 321
Introduction
Home Science is concerned with the home, health and happiness of all members of the family and
community. It is the art of managing resources efficiently combined with the science of achieving a
healthier and happier home. This subject supports the personal enrichment and professional
development. It integrates the application of various sciences and humanities to improve human
environment, family nutrition, management of resources and child development.
Home Science is a subject for all now, because everyone has a dream of having a perfect home life.
The days are gone that household activities were the responsibility of women folk. Now both men
and women share the responsibilities in all affairs of the home. It empowers the learner to achieve all
round development in different pursuits of life. It opens up endless avenues for the learners to settle
as a self employed persons or posses any desirable jobs in established organizations including the
NGOs.
Rationale
At no time in history the demands of humans begins have been as diverse as they are today. The
individuals are constantly faced with problems of change. They have to make continuous adjustment
to their life style that tests their decision making skills.
Home Science teaches an individual to develop knowledge and skills in order to interact better with
their environment that includes the family, food clothing and home. The basic aim of studying Home
Science is to efficiently use the goods and services available for improving the quality of human life.
Home Science as a subject is of great social significance as it affects an individual’s way of living,
eating, raising young ones, etc., which in turn affects the welfare and stability of the family and the
society at large. Besides grooming individuals for better living, the study of Home Science also
opens up vistas of future vocational pursuits
Objectives
 develop skills that help in bringing a positive change in daily life style and solving problems;
 develop creative thinking and a rational approach towards everyday life;
 develop scientific temper and a spirit of inquiry; and
 sensitivity to values of ethical living.

The scope of Home Science extends far beyond the ‘home’ and is not limited to cooking, laundry,
146
needlework and home decoration. In fact it is the only subject which prepares young learners for the
two most important goals in their lives – looking after their home and family and preparing for a
career or vocational life. The areas covered in Home Science are vast and varied. There are jobs
available if the learner wish to work out side home and as wage employment or the learner can start
his or her own enterprise e.g. boutique, production unit, laundry service etc. There are various
opportunities available for Home Science students and some of the broader options are mentioned
below:
 Catering
 Food preservation/bakery / confectionery
 Interior decoration
 Arts and crafts
 Housekeeping and laundry services
 Dress designing, garment construction: textile science
 Teaching
 Communication and extension
 Resource managers and consumer education
Age: 15Years
Weightage
Theory: 80 Marks
Practical: 20 Marks
Scheme of studies: Theory (240hours), practical (30hours), TMA (self paced)
Scheme of evaluation: Theory paper 80 marks (3 hours), practical 20 marks (3hours), internal
assessment (TMA) (20% of theory marks).
Pass criteria: 33% in each component.
147
Course content
S. Module/ Duration Module Approach/ Description of Weightage
No. Topics (in hours) Description practicals (marks)
1. Core Home is a place, which provides comfort and meets an

Moduels individual’s need for safety, security, identity and a sense
of belongingness. This module provides an
understanding of designing and arranging the
environment at home in such a manner that it promotes
healthy physical and social development of individuals.
It also creates awareness about the various vocational
areas in the subject of Home Science.
2. The Art 20 L 1 Home Science 4

and concept
Science of
 scope
Managing
Home  employment
Approach opportunities
L2 Family, Health and
Security
 definitions
 types of family
 importance of health
 factors contributing to
health
 methods of providing
safety and security at
home
L3 Ethics in Daily Living
 definition and need
 problems faces
 code of ethics
 raising ethical standards
3. Food and 45 Good health is dependent on the food that we eat. Our 16
Nutrition diet consists of a variety of food that can be prepared
by applying simple knowledge of food and nutrition.
This module covers important topics like food, nutrition,
148
meal planning and preparation. This knowledge helps
to alter food habits that can contribute to ensuring good
health.
4. L4 Food, Nutrition and 1. To preserve

Health seasonal foods
 definition and functions 2. To prepare and
of food evaluate dishes
 sources and using the
requirements of following
nutrients, deficiency of methods of food
nutrients enrichment such
as: Combination
 relationship between
Fermentation
food, nutrition and health
Germination
L5 Meal Planning
3. To collect different
 food groups food items that is
 balanced diet available at home
 meal planning and categorizes
 factors influencing meal them under
planning various food
groups.
 planning balanced meals
for the family
 definition, need and
types of therapeutic diet
 diet in common diseases
L6 Nutritional Status
 definition
 assessing nutritional
status
 causes and prevention
of malnutrition
 recognizing deficiency
disorders: Vitamin A,
Iron and Iodine
 causes and prevention
of the above deficiency
disorder
L7 Purchase and Storage
149
of Food
 selection of food
 food spoilage
 safe handling of food
 methods of storage
L8 Preparation of food
 importance of pre-
preparation and
preparation of food
 methods of cooking
 conservation and
enhancement of
nutrients
 hygienic food handling in
the kitchen
L9 Food Preservation
 importance
 principles
 household methods of
preservation
5. Resource 45 In these days of stress, home is a person’s last refuge 16

Manage- from the chaos of outside world. One can feel well
ment adjusted if one possesses the knowledge of optimal
use of all the resources in one’s environment to achieve
satisfaction. ‘Doing things right’ within the available
resources is the aim of this module. This module aims
at teaching a creative and systematic approach to an
improved life.
6. L10 Family Resources 4. To identify

Management sources of
 definition, steps and pollution in one’s
motivating factors area and to
suggest remedial
 decision making
measures.
 Definition, sources and
5. To take one’s own
characteristics
family as an
 types of resources, example and
150
 optimal use of 6. List the household
resources and related task
L11 Time and Energy performed by
Management each member
 significance of making a 7. Analyse the work
time plan patterns
according to age
 energy management
and gender
and fatigue
differences in
 principles of work responsibility
simplification
8. Comment on this
 methods of saving time division of tasks
and energy
(i) To record the
L12 Space Management expenditure for
 meaning and need one’s own family
 significance of work for a month
areas (ii) To evaluate the
 space organization for family’s pattern on
various activities expenditure and
L13 Income Management on the basis of
the evaluation
 meaning of income,
prepare a budget
expenditure and
for the family.
investment
 expenditure plan
 income and expenditure
record
 investing money wisely
 generating additional
income
L14 Energy Conservation
 meaning and need
 environmental
degradation
 role of individuals and
government in creating
an eco-friendly
environment
L15 Environment
151
Management
 Meaning and need
 Environment
 Effect of environment
 Role of individual and
government in creating
an eco-friendly
environment
L16 Household
Equipment
 selection and use
 care and maintenance
L17 Consumer Education
 definition
 problems faced by
consumers
 consumer protection
laws and redressal
 role of standardization
marks, labeling and
packaging
 consumer rights and
responsibilities
7. Human 45 Since every one is a product of environment, their well- 16

Develop- being is affected by both external and internal factors.
ment External factors constitute people around you and the
housing, food; clothing equipment etc. internal factors
are physical, mental, emotional and psychological
health. This module explains the role of a family that
acts as a life support system and helps to adapt to the
changes occurring within and around an individual.
8. L18 Growth and 9. To observe

Development (0-5 years) children in the
 definition and principles age group of 1yr 6
of development months – 3yrs for
their language
 development during
152
infancy and childhood achievements
 physical, motor, socio- 10. To observe a child
emotional, cognitive and in the age group
language development of 1-2 yrs and
 behaviour problems in record how he/
children she expresses
anger and fear.
L19 Growth and
Development (6-11 years) 11. To visit a nearby
nursery school
 characteristics of
and observe and
physical, motor, socio-
three children for
emotional, cognitive and
their social
language development
behaviour
L 20 Adolescence
12. To obtain a
 definition and physical teenager’s view
development about the physical
 sexual maturation and changes and
sex education social and
 characteristics of emotional
physical, motor, socio- problems faced
emotional, cognitive and during
language development adolescence.
 problems faced by
adolescents
L 21 Concerns and Issues
in Human Development
 position of the girls child
in society
 juvenile delinquency
 child lab or
 socio-economically
disadvantaged children
 major physical
disabilities
 mental retardation
 safe motherhood
 HIV/AIDS
153
9. Textiles 45 “Clothes make a man” and help to create personal 16
and identity and build self-confidence. Using well
Clothing constructed garments from textiles that are composed
of fibres, yarns and finishes enhance the personality
and present ability of individuals. This modules aims
to given an understanding of the properties of textiles.
This knowledge is important for fabricating,
constructing, selecting, using and caring for the textiles
in daily use.
10. L21 Introduction to Fabric 13. To weave plain

Science and it will weave
 meaning and scope of using strips of
fabric science paper
 fibre-definition, 14. To collect six
classification and samples each of
properties fabrics made by
L22 Yarn and its these two weaves
Construction 15. To remove curry,
 definition and yarn blood, mud, ink
processing and tea/ coffee
 properties and types of stains from white
yarns cotton fabrics
 textured yarns 16. To launder the
L 23 Fabric Construction following
 techniques of fabric materials;
construction Cotton – ‘A’ line frock/
 weaving pillow case/ petticoat /
 knitting pyjama
L 24 Textile Finishes Silk –blouse /scarf
 meaning and importance
Wool –cardigan/cap/
 types of finishes and scarf
their properties
Synthetic –shirt/saree/
 dyeing and printing
pant
L 25 Selection of Textiles
and Clothing
 selection of textiles for
different and use
 selection of clothing
 quality assurance –
154
indicators and mal-
practices
L 26 Care and Maintenance
of textile
 Steps in laundering
 Characteristics of
auxiliaries – soap,
detergents, blue and
starch
 Identification and
removal of stains
 Dry cleaning
 Storage of clothes
11. Optional 30 12
Moduels
12. House- Every individual enjoys living in a clean environment, which includes homes
keeping- place and community. The knowledge of housekeeping enables the individuals
6A to promote and maintain cleanliness, and derive psychological satisfaction by
promoting aesthetics at home and workplace. The module is aimed at imparting
knowledge in housekeeping for everyday activities and also facilitates in taking
up housekeeping related jobs.
13. L26 Introduction to 17. To care for,

Housekeeping maintain and
 meaning clean wooden,
 importance floor, brass,
 areas of housekeeping aluminum, silver
and plastic
 functions of a
housekeeper 18. To use waste
 personal grooming of material for
the housekeeper preparing useful
L 27 Cleaning and cleaning household items
materials 19. To practice
 cleaning materials and cleaning the
equipment following (to be
 methods of cleaning done under adult
 types of cleaning supervision only)
L 28 Maintenance of  An electric Fuse
Premises  3 pin plug of an
155
 maintenance of different electric iron
surfaces
 common household
repairs
L 29 Aesthetics at Home
 flower arrangement
 floor and wall decoration
 accessories
14. Creative Hand embroidery is an ancient art of our country and in the present time
Hand embroidered clothes have become a fashion both among girls and boys.
Embroidery- Embroidery enriches and clothes that you wear. This vocational module is aimed
6B at providing knowledge and skill to venture into the area of creative hand
embroidery for beautifying one’s own clothing or to take up embroidery as a
vocation.
15. L30 Introduction to To make a colour

Creative Hand Embroidery wheel
 historical perspective To prepare samples of
 meaning various embroidery
 materials and tools stitches
L31 Design To do enlargement
 types of design and reduction of
(geometric, stylized, motifs created.
abstract)
 enlargement /reduction
of design
 transfer of design
 placement of design
L32 Colour
 Prang’s colour wheel
 properties of colour
 colour schemes
L33 Embroidery Stitches
 common hand
embroidery stitches
 running stitch, stem,
stitch, chain, stitch,cross
stitch, herringbonestitch,
blanket stitch, French
knot, long and short
stitch.
156
Psychology
Code No. 328
Introduction
Psychology is the scientific study of the mind and behavior. Psychology is a multifaceted discipline
and includes many sub-fields of study such as human development, sports, health, clinical, social
behavior and cognitive processes.
Psychology is really a very new science, with most advances happening over the past 150 years or
so. However, it’s origins can be traced back to ancient Greece, 400 – 500 years BC. The emphasis
was a philosophical one, with great thinkers such as Socrates influencing Plato, who in turn influenced
Aristotle.
Rationale
Psychology is a discipline which is relevant to all walks of life. Its applications to the various areas of
personal, organizational and social functioning are well recognized. All of us use various psychological
concepts without knowing them. This course at the Senior Secondary level has been designed in
such a way that the learners will know the basics of psychology in simple language. Attention has
also been paid to the Indian context.
The course at the Senior Secondary level is also introducing project work for the first time.
Understanding psychological concepts and their application requires study of textual material as well
as practical work. Project work will help the learners to apply the key concepts of psychology as well
as help them to get hands – on – experience of the various methods used by psychologists. It also
contributes to the development of scientific approach different from common sense or speculation.
Attention has also been paid to give the practical applications of various psychological concepts with
the help of case studies, examples and real life experiences.
Objectives
 explain the basic concepts used in psychology;
 enumerate skills for personal growth and development;
 select basic research methods in psychology;
 apply the principles of psychology in field work;
 recall and relate psychology to personal and social life; and
 lead a purposeful life by using the principles of psychology in personal, professional and social
life.

157
 Clinical psychologists: Clinical psychologists aim to reduce the distress and improve the
psychological wellbeing of their clients. They use psychological methods and research to make
positive changes to their clients’ lives and offer various forms of treatment.
 Counsellor: As a counselling psychologist one uses psychological theory and research in
therapeutic work to help clients with a variety of problems. These problems can include difficult
life issues and mental health conditions.
 Educational psychologists: Educational psychologists help children or young people who are
experiencing problems that hinder their successful learning and participation in school and
other activities. These problems can include a range of emotional and social problems or learning
difficulties.
 Health psychologists: Health psychology examines how biological, social and psychological
factors influence health and illness. Health psychologists use psychological science to promote
health, prevent illness and improve health care system.
 Occupational psychologists: Occupational psychologists apply expert knowledge to all levels
of working and may work on organisational issues, such as culture and change, as well as
issues at an individual or team level.
 Primary care graduate mental health workers: Primary care graduate mental health workers
provide a range of treatments, support and advice to people suffering from common mental
health issues, such as anxiety and panic attacks.
 Sport and exercise psychologists: Sport and exercise psychologists are concerned with the
behaviours, mental processes and well-being of individuals, teams and organizations involved
in sport and exercise. They typically specialize in either sport or exercise, although some work
across both fields.
Age: 15 Years
Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia.
Weightage
Theory:100 Marks
Scheme of studies: Theory (240 hours), Tutor Marked Assignment TMA (self paced)
theory marks).
158
Pass criteria: 33% marks
Course content
1. Module-I 40 This module would help the learners 14

Foundations of to understand the basic processes
Psychology and applications of psychology,
methods used in studying
1. Psychology:
psychology, the psychological
Understanding Self
functioning of the human and its
and Others
effects.
2. How Psychologists
Study?
3. Biological and Cultural
Shaping of Mind and
Behaviour
4. Becoming Aware of
the World Around Us
5. Attention and
Perception
2. Module-II 40 This module is primarily concerned 17

Key Psychological with those psychological processes
Processes which constitute the dynamics of
human functioning. Thus they are
6. Learning Process and
not only theoretically important but
Acquiring Skills
have practical relevance. In
7. Remembering and particular, this module deals with
Forgetting learning, memory, thinking,
8. Going Beyond the motivation and emotion. In this way it
Reality: Thinking and covers the entire range of
Reasoning psychological process involved in
9. Motivation interacting with environment and
10. Emotions developing competence in areas
central to success in life.
3. Module- III 40 This module aims at describing the 17

Developmental various stages of human
Processes development and their
characteristics. It also focuses on
159
11. Development: Its adolescence, adulthood and aging
Nature which are the important phases of
12. Domains of human life. The nature, range and
Development assessment of individual differences
will also be dealt with in this module.
13. Adolescence
14. Adulthood and Aging
15. Understanding
Individual Differences:
The case of
Intelligence
4. Module- IV 40 Human beings not only respond to 17

Self and Personality the external world but also attend to
themselves. In other words self is
16. What is Self?
also an object and all of us deal with
17. Self and it. We have awareness of self and
Psychological we like to evaluate ourselves
Processes positively. We make positive self
18. Personality Theories presentation. In recent years self has
19. Personality been given significant place in the
Assessment analysis of cognition, motivation and
20. Psychological emotion. The kind of self concept
Disorder which people have is also influenced
by our culture. Assessment of
personality has also occupied the
attention of researchers and various
methods have been developed.
Finally due to various causal factors
such as genetics, environmental and
cultural, people develop different
kinds of psychological disorders.
This module attends to all these
important aspects of self and
personality. It will contribute to the
well being of learners and adjusting
with the demands of environment.
5. Module- V 40 Social psychology is an important 20

Social and Applied branch of psychology. It deals with
Psychology the social functioning and processes.
This module has been redesigned to
160
21. Group Processes facilitate the learners in
22. Person Perception understanding various social factors
and Interpersonal and processes. It intends to help the
Attraction learners in adopting interventions for
leading a healthy lifestyle.
23. Man Environment
Interaction
24. Psychotherapy
25. Health Psychology
6. Module- VI A* 40 This module familiarizes the learners 15

World of Work with the application of Psychology in
the work situation. It would help the
26. Education and work
learners in understanding the
27. Career Development psychological processes involved in
28. Vocational Choice and career choice, vocational adjustment
Vocational Adjustment and managing stress and promoting
29. Stress and Your well-being.
Health
30. Stress management
and Well-Being
Module- VI B* 40 This module would develop an

Facilitating Early understanding of the importance of
Childhood Education early childhood education. It will also
help the learners to understand the
31. Developmental
usefulness of play centers and the
Patterns in Early
role of parents and community in the
Childhood
play centers.
32. Play Centre:
Objectives
33. Play Centre:
Structural Details
34. Planning and
Conducting
Programmes
35. Involvement of
Parents and
Community in a Play
Centre
*Note: Learner has to choose one Module from VI A or VI B
161
Computer Science
Code No. 330
Introduction
Computer has become indispensable in today’s life. Computer Science is an exciting, challenging
field that has impact in most aspects of today’s life. Most important aspect of computer science is
problem solving skills and analytical skills which learner will develop by studying computer science
subject. These skills are mandatory for anyone who is searching a job. Moreover, Computing jobs
are the highest paid jobs. Keeping in view of the above Computer Science course has been designed.
The syllabus of Computer Science for Senior Secondary course developed by NIOS to provide
knowledge and understanding of basic components of computer and their working, uses of Internet,
C++ programming and problem solving skills.
Rationale
In recent years there has been a spur in the use of computers in India, from simple word processing
to sophisticated scientific applications. Along with this there is a tremendous demand for computer
education. In order to cater to this need and to provide quality education at reasonable price this
course has been designed.
Objectives
 identify the basic components of computer and their working;
 use of operating system;
 list the types of computer network;
 use of various services provided by internet;
 practice basics of Java programming language;
 use of C++ programming;
 state basic concepts of OOP;
 use of control statements in C++ programming;
 define library and user defined functions in C++ programming;
 use of one dimensional and two dimensional array;
 select members of the class;
 explain the concept of inheritance;
 use pointers in arrays; and
 use of files in C++ programming.
162
Information technology professionals plan, coordinate and implement computer and information
systems within an organization. Typically, they work with other managers within the company to
determine the computer-related needs of an organization in relation to computer systems, software,
servers, computer networking or network security. Information technology (IT) professionals go on to
a variety of careers as IT managers, IT project managers, IT directors and, at the highest levels of
business, chief technology officers or chief information officers. Job opportunities for computer
information systems managers are keep on increasing. IT professionals, particularly those with
specialized technical skills and business management backgrounds, will have the best opportunities
for advancement in the field.
Nowadays every organisation is computerised. Government is also promoting digital literacy. So
each person should have the basic knowledge of the computer whether he/ she is working in office /
banking or teaching in a school or doing e-commerce business or designing a website or developing
mobile app. Comptuer Science course will help the learners to face the present and future world.
Age:15 Years
Weightage
Theory: 60 Marks
Practical: 40 Marks
assessment (TMA) (20% of theory marks)
Course content
163
S. Modules Duration Module Description of Weightage
No. (in Approach/ practicals (marks)
hours) Description
1. Module-I 54 This module 15

Computer (32 + 22) explains about
Fundamentals digital computer,
data processing
1. Anatomy of a
concept, computer
Digital
software, data
Computer
communication &
2. Data networking and
Processing fundamentals of
Concept Internet and Java.
3. Computer
Software
4. Operating
System
5. Data
Communication
and Networking
6. Fundamentals
of Internet and
Java
Programming
2. Module-II 186 This module 1. Write a program to 85

C++ (112+74) explains about C++ input the values of
programming Principle, Rate, and
7. Introduction to
concepts. Time and calculate
C++
Simple Interest.
8. General
2. Write a program to
Concept of
input the unit price of
OOP
an item and the
9. Control quantity of item to be
Statements bought. Then
10. Functions calculate the total
11. Array price.
12. Structure, 3. Write a program to
Typedef & covert temperature
enumerated from Fahrenheit to
164
data type Celsius.
13. Classes & 4. Write a program to
objects with input two numbers
constructors / and swap them
destructors using third variable
14. Inheritance or swap them
extending without using third
classes variable.
15. Pointer 5. Write a program to
input a character
16. Files
and check whether it
is an alphabet, or
digit, or some other
character.
input an year (e.g.,
1994) and check
whether it is a leap
year.
input a character. If
the character is a
lowercase alphabet
then display the
corresponding upper
case alphabet and
vice-versa. If the
character is not an
alphabet then
display the character
as it is.
input 10 numbers
and find their sum
and average.
input a number. If
the number is
negative, then again
input the number.
165
Keep on doing so
until the user enters
a non-negative
number.
10. An Armstrong
number is a number
the sum of the cubes
of whose digits is
equal to the number
itself. An example of
an Armstrong
number is 153
(13+53+33 = 153).
Write a program to
input a number and
find whether it is an
Armstrong number.
input a number n
and display
factorials of all the
numbers from 1 to n
using loop.
input a string and
then display this
string in reverse
order.
13. Write a program that
reads a list of
numbers from the
user and places
them in an array of
type float. Once the
numbers are stored
in the array, the
program should find
their average and
print it along with the
list of numbers. Use
pointer notation
166
wherever possible.
14. Write a menu driven
program in C++ to
perform the following
functions on a binary
file “BOOK.DAT”
containing objects of
the following class:
class Book
{int BookNo;
char Book_name[20];
public:
// function to enter book
details
void enterdetails();
//function to display Book
details
void showdetails();
//function to return
Book_no int Rbook_no()
{return Book_no;}
//function to return
Book_name
int Rbook_name() {return
Book_name;}
};
i. Append Records
ii. Modify a record for a
given book no.
iii. Delete a record with
a given book no.
iv. Search for a record
with a given Book
name
v. Display a sorted list
of records (sort on
Book No.)
167
Sociology
Code No. 331
Introduction
The world we live in today, is simultaneously shrinking and expanding, growing and under constant
pressure for change. The large-scale changes in use of technology, the great increase in the traffic in
culture and political and economic changes are the cause of the changes around the world.
Understanding these socio-cultural changes requires studying the social world scientifically and
developing some understanding of the character of society.
Sociology is the scientific study of society and its institutions, social interactions, organizations, and
groups. It investigates the practices and processes operating in the society. By observing the broad
range of activities in society, and getting a space for exploring topics such as family, caste, class,
gender, religion, socialization and population dynamics, Sociologists provide a base for in-depth
understanding and perspectives on our social order and processes of social change. Sociology
provides an important platform which is useful both to personal wellbeing and social development as
well. Sociology is among the broadest of the social sciences and thus provides the opportunity for
the learners to understand the broad range of social issues operating in the space between individual,
community and society.
Rationale
After the Secondary level, a student starts developing some understanding of the nature and character
of the society he lives in. Sociology explores all aspects of the social relationship, and it helps to
understand why human beings create the societies they inhabit and how they behave with other
individuals and groups in which they live. Sociology is considered as another branch of all Social
Sciences because it studies the economic, political, anthropological, historical geographical and
psychological dimensions of society. Sociology, however, is primarily concerned with the diversity of
human relation particularly along the lines of social class, race, ethnicity, gender and age etc.
Ignorance about society is the cause of all social evils. The knowledge, obtained by scientific methods,
about society, can contribute to the development of a good society. August Comte, father of Sociology,
has said the man would become the master of this social destiny as soon as he develops a science
of society.
Change is continuous and permanent. The changes occurring today in the world make Sociology an
extremely important subject to study. This course on Sociology will make students familiar with
processes of change and development in general and with reference to Indian Society in particular.
Objectives
 define basic concepts in Sociology;
 draw generalizations about various social institutions and social divisions in society;
168
 explain the process of change and development in society in general and with reference to
Indian society in particular;
 extrapolate the different dimensions of Indian society;
 evaluate social realities objectively; and
 develop the ability to perceive social realities scientifically.

The career potential in the subject of sociology majors is almost limitless. The experts in Sociology
are employed by research institutes, public health and various welfare organizations at both national
and international level. Students with degree in sociology have the potential of getting secure
employment as social researchers, case workers, community organizers, public policy researchers,
and data analysts. Sociology also provides scope for going on to law school, social work programme,
criminology and public policy etc.
Age: 15 Years
Medium of instruction: Hindi, English, Urdu, Gujarati, Bengali, Odia
Weightage
Theory: 100 Marks
theory marks)
Course content

1. Module-1 70 The Module is meant to introduce 30

Sociology: Basic Sociology to the learner. It acquaints
169
Concepts the learner with the definition of
1. An Introduction to Sociology, its development and
Sociology growth, relationship with other Social
2. Emergency and Sciences. It further exposes the
Development of learner to certain techniques used in
Sociology Sociological research. This module
also explains important basic
3. Sociology: It
sociological concepts.
Relationship with
other Social Sciences
4. Methods and
Techniques of
Research in Sociology
5. Social, Community,
Association and
Institution
6. Social Groups
7. Social Structure and
Social System
8. Norms and values
9. Status and Role
10. Cooperation,
Competition and
Conflict
11. Acculturation,
Assimilation &
Integration
2. Module-II 35 This module has been designed to 12

Social Institutions and acquaint the learner about major
Social Stratification social institutions found in a society
and also to acquaint him with the
12. Marriage
system of social divisions based on
13. Family
hierarchy, differentiations and
14. Kinship inequality.
15. Economy, Polity and
Religion
16. Social Stratification:
Hierarchy,
Differentiation and
Inequality
170
3. Module-III 35 This module acquaints the learner 13
Social change, with the processes of social change
Socialization and Social in society, and how an individual
Control becomes an accepted member of a
society through socialization. It also
17. Factors of Social
explains how social control is
change
maintained in a society, and the
18. Processes of Social relationship between society and
Change environment.
19. Socialization
20. Social control
21. Social Deviance
22. Society and
Environment
4. Module-IV 60 This module acquaints the learner 30

Indian Society with certain Indian Social thinkers
and various dimensions of Indian
23. Indian Social Thinkers
society. It sensitizes and learner
24. Unity and Diversity with major social problems of
25. National Integration : India in general and of certain
Concept and weaker sections in particular
Challenge
26. Indian Society: Tribal,
Rural and Urban
27. Caste System in India
28. Major Religious
communities in India
29. Major Social
Problems of India
30. Problem of Scheduled
Castes and
Scheduled Tribes
31. Problems of other
Deprived Sections
5. Module-V(A)* 40 This module has been designed to 15

Status of Women acquaint the learner with the status
of women from historic to present
32. Status of Women in
times. It also explains gender
Indian Society: A
171
Socio-Historical discrimination and problems of
perspective women and their quest for equality
33. Gender Discrimination and empowerment.
34. Problems of women
35. Quest for Equality and
Women’s
Empowerment
Module-V(B) This module has been designed to

Culture acquaint the learner with concept of
culture and its characteristics. This
32. Culture: Concept and
also enriches the knowledge about
Characteristics
different aspects of culture in general
33. Indian Cultural and with particular reference to
Heritage Indian cultural heritage. It also
34. Cultural Pluralism briefly tells us about the influence of
35. Media and culture media on culture.
*Note: Learner has to choose one Module from VA or VB
172
Painting
Code No. 332
Introduction
An introduction to painting is a medium of visual expression. Emphasis is placed upon the exploration
of formal and technical concerns. Basic studies include drawing and will explore a variety of subject
matter and media directed toward the organization of the two dimensional plane.
It is a powerful way of self-expression providing a sense of fulfillment and achievement, skills to
express oneself through colour and proportion and it also helps cultivate an aesthetic sense. It further
aims to develop the visual sense of the learner and to help him/her appreciate expressive value of
line, texture, space, rhythm etc.
Rationale
This course is provided with necessary inputs of practical work and skill to the learner’s familiarity of
the theory of art through the ages. This will further help in aesthetic development, ability to appreciate
and discover the beauty of life and integrate it into one’s own personality. Thus, art will make more
sense to the Cultural Heritage, environment and develop a creative attitude in day-to-day activities.
Objectives
 explain the visual ideas;
 differentiate between the space division and expressive value of the line;
 distinguish between the various styles of art and their salient features;
 work with harmony and contrast of color;
 draw and illustrate with various materials such as pencils, pastels, water and oil colors, ink etc;
and
 explain the visual aspects of composition, rhythm, texture and tonal gradation.

Illustrator, Printmaker, Designer, Painter, Interior decoration designer, Graphic designer, Designer
and teaching etc.
Eligibility Conditions
Age: 15 Years
173
Weightage
Theory: 30 Marks
Practical: 70 Marks
Scheme of evaluation: Theory paper 30 marks (1½ hours), practical 60 marks (3 hours) and Portfolio
Assignment 10 marks, internal assessment (TMA) (20% of theory marks)
Mode of evaluation Duration in hours Marks

Distribution Total
Tutor Marked Assignment Self paced 6
Theory (One paper) 1½ 24
Practical – One paper + 1+1+1=3 hrs.

Portfolio Assessment
Part I: Object Drawing
 Composition and Drawing 8
 Treatment of Media 8 20
 Presentation 4
Part II: Painting and Composition
 Arrangement of forms and including

emphasis on the subject 8
 Presentation 4
Part III: Folk Art as Motif
 Design and Layout 8
 Presentation 4
174
Portfolio Submission
Complete work 3
Quality of work Self paced 5 10
Presentation 2
Total 100
Course content
S. Modules/Topics Duration Module Description of Weightage

hours) Description
1. Module-I 30 The art objects, 12

History and belonged to Indus
Appreciation of Valley Civilization,
Indian Art are the only
available earliest
1. Art of Indus
evidence of great
Valley
tradition of India.
Civilization
The nature form of
2. Art of Mauryan these art works
to Gupta Period helps us to imagine
3. Ajanta Caves: that tradition of
Mural Paintings Indian art must
4. Temple Art and have begun long
Sculpture before 2500 B.C.
5. Indian Bronzes Changing
conditions of
6. Indo-Islamic
politics and
Architecture
religions kept on
motivating Indian
art through the
ages from 4th
C.B.C. to 16th
C.A.D., leaving a
missing link for
approximately 1000
175
years from post
Indus Valley
civilization to
Mauryan period.
Indian Art under the
patronage of
Hindu, Muslim,
Buddhist and Jain
rulers, flourished till
16th C.A.D. to face
a new era of art
movement after the
Mughals became
the rulers of India.
2 Module-II 30 The 16th century 12

History and saw a profound
Appreciation of change in the
Indian paintings stylistic
and sculptures development of
Indian art. Art of
7. Mughal School
miniature painting
8. Rajasthan became very
School popular in
9. Pahari School Rajputana and in
10. Deccan School the court of the
11. Company Mughals. It also
School influenced the
South Indian
12. Pioneers of
painters.
Contemporary
Art Movements The Muslim rulers
in India were great
admirers of
13. Contemporary
architecture. They
Art of India
enriched Indian art
with superb
structures,
including one of the
wonders of the
world, Taj Mahal.
Under the British
176
rule, the character
of Indian art
underwent a
thorough change.
Beside the painters
like self-taught
artist Raja Ravi
Verma, many
Indian artists
followed the
realistic style of
European art. On
the other hand,
Abanindranath
Tagore and his
Bengali school tried
to bring back
classical Indian
style with
contemporary
themes and Jamini
Roy modernized
the folk style of
India. Amrita
Shergil, with her
passion, art
education, was the
most influential
painter in the
contemporary art
scene, while
Rabindranath
Tagore visualized
the most modern
aesthetics in his
painting. These
pioneers inspired
the next generation
of Indian artists to
discover their
identity in the field
of international art.
177
3 Module- III 10 Folk art is 6
Folk Painting considered an
essential form of
14. Folk Painting
expression in the
rural society with
typical
characteristics of
its own. India has
an enormous range
of folk art which
varies in style from
district to district.
Rural artists are
carrying on the
traditional
technique and style
generation after
generation with
very little
modification. These
are mainly
decorative,
ritualistic and
utilitarian in nature.
These include
earthen wire, floor
painting, wall
painting, stitching
on cloth, etc. Some
of the Indian folk
art is a highly
appreciated world
over.
4 Practical 65 Awareness of the 20

Object Drawing fundamentals of Drawing
like space, line, tone,
Topics:-
volume, perspective,
 Object Study light, and shade, etc.
 Nature Study through simple
experimental exercises.
Study of two or these
178
simple objects including
natural and geometrical
be arranged together
and composed on a
given format either
vertically or horizontally.
Simple objects based on
geometrical shapes
could include, for
example, jug, tumbler,
basket, plate, bottle,
kettle, vase, book,
magazine, cup and box
etc. of a variety of
materials like terracotta,
ceramics, cane, glass,
paper, wood, plastic,
drapery, leather and
metal etc. Natural forms
locally available like
fruits, vegetables,
flowers, leaves, twigs,
etc. are to be used.
Select any two or three
on given objects.
5 Painting and 65 Free hand drawing 20

Composition directly from life of
Topics:- Human Figures, animals,
trees, building, interior of
 Fundamentals
a room, bus stop, market
of Painting
lace, Vehicles, etc. Paint
 Composition on a given topics e.g.
 Sketching from Festival, Fair, Railway
Life and station, Man reading a
Memory book or newspaper,
Playing with your pet,
Eating out, Night scene,
Rainy day, wedding,
Gram Panchayat,
Pollution, library, mother
179
and child etc. using
imagination and
everyday sketches.
Starting with Basic
Design and various
Experiments to
understand variety in
forms and overlapping,
their simplification,
colour wheel, variety in
colour, hue, tone and
texture, rhythm and
continuity in application,
concept of far etc. all
brought together
meaning fully in a
composition. (Select any
one on given topics).
6 Folk Art as Motif 40 In regional Folk, 15

Topics:- traditions, art and
everyday life go hand in
 Folk Art as Motif
hand. It is both diverse
and deep-rooted in the
minds of people of India.
The genesis of lies
mainly in the religious
and festival ceremonies,
whether it is Mithila
Paintings from Bihar,
Kalighat Painting from
Bengal, Worli Painting
from Maharashtra, Phad
Painting from
Maharashtra, Phad
Painting from Rajasthan,
Kalamkari from Andhra
Pradesh and making of
Alapana/Rangoli etc.
Select any one form of
Regional Folk painting
180
and utilize its visual
imagery for creating a
composition or design.
7 Portfolio Home Portfolio Learners need to submit 15

Submission Assignment Submission (Home a portfolio with minimum
Assignment) Twelve works, and one
1. Four Object sketchbook (sketchbook
and Nature should include sketches
Studies paper from memory, nature and
size- ½ objects-animate and
imperial size or inanimate objects etc.)
(15"x22") Concept of presentation,
approximate, which includes dating,
with one in mounting and
Line, (ii) one maintaining the work.
with Tone in
pencil and two
in colours;
2. Four Painting
and
Composition
paper size- ¼
imperial size or
(15"x11")
approximate
size, two
compositions
in colours and
two in mixed
media on any
four topics
which already
mentioned.
3. Four Regional
Folk Paintings
in any
traditional or
locally
available
materials, (ii)
181
paper size- ¼
imperial size or
(15"x11")
approximate.
Sketchbook (i) size
- 8"/11" or minimum
20 pages of any
available paper, (ii)
sketches in soft
pencil. It should
include all the
sketches which you
have studied so as
to make your
composition
(figurative) and
other studies, like
landscape, animal-
birds, flower, plants
etc.
Materials to be
used:-Traditionally
or locally available
materials.
**Students will have to bring their own painting materials, only the drawing sheet, will be
provided by NIOS at the time of examination.
182
Environmental Science
Code No. 333
Introduction
Rapid growth of population coupled with increasing industrial development and all round increase in
consumerism throughout the world are posing a serious threat to the environment. People in almost
all nations of the world are becoming increasingly conscious of the danger of deteriorating
environmental conditions. In view of the critical importance of the environmental issues, it is necessary
to introduce Environmental Science as a full-fledged subject at the Senior Secondary level.
Environmental Science deals with the relationships between environment and humans and draws
upon physical sciences, biological sciences and social sciences.
Rationale
Humans have been concerned with environment since the beginning of civilization. Even our ancient
scriptures have emphasized the virtues and values of environmental conservation. Now, it is even
more critical than ever before for mankind to have a better understanding of environmental issues to
promote sustainable development practices. Environmental science embraces problems related to
conservation of natural resources, deforestation, loss of biodiversity, environmental pollution,
deterioration of life support systems and issues like global warming, ozone depletion etc. All this and
much more is dealt within the subject.
The course covers all the major components of the environment including natural resources, ecological
principles and population dynamics, pollution, wildlife conservation, and impact of industrialization.
In addition, it also addresses environment related socio-economic, cultural and ethical aspects, which
are important to ensure a sustainable future for humans. The course also provides practical insight
into environmental management to enable an appreciation of the issues related to sustainable livelihood
and human welfare.
Objectives
 trace the origin of earth and evolution of life, and appearance of human species;
 develop concerns for environmental problems;
 describe the ecological principles;
 harmonize environmental concerns with technological and socio-economic issues;
 develop respect for nature and living beings and to help maintain ecological balance;
 take active part in protecting and conserving the environment; and
 assume the responsibilities for change of society.
183
This field has a large number of opportunities for employment. Learners can go for higher studies,
teaching and research work. Learners can also join different National Level Departments or
Organizations such as industries (fertilizer plants, mines, refineries, textile mills}, social development,
research, forest and wildlife management, NGOs, Pollution Control Boards. Public Institutions and
Private Industries and Firms, Schools, Colleges, Universities and Ministry of Environment and
Forests(MoEF) etc. They can join international organizations such as United Nations Environment
Programme (UNEP), Inter-governmental Panel on Climate Change (IPCC) etc.
Age:15 years
Medium of instruction: Hindi, English, Urdu, Gujarati, Bengali and Odia
Weightage
Theory: 80 Marks
Practical: 20 Marks
Scheme of studies: Theory (180 hours for core and 30 hours for optional), practical (30hours), TMA
(self paced)
Scheme of evaluation: Theory paper 80 marks (3 hours), Practical 20 marks (3 hours), Internal
Assessment (TMA) (20% of theory marks).
Course content
No. (in Description practicals (marks)
hours) (Theory)
1. Module-I 15 This module is The purpose of teaching 05

Environment intended to enable Environmental Science
through Ages the learners to is not only to acquaint
visualize the origin the learner with
1. Origin of Earth
of earth and the theoretical knowledge
184
and Evolution development of but also to develop
of Environment conditions for practical skills.
2. Human Society support of life. This Development of these
and module contains skills leads to better
environment one unit understanding of the
“Environment- environment through
3. Degradation of
Origin, Evolution of hands-on experience
Natural
Environment and and mutual
Environment
its use by Humans’. reinforcement of theory
This module has and practice.
three lessons. Field exercises and
laboratory work develop
psychomotor skills.
The present course
involves field work,
laboratory exercises and
short innovative projects
to exercise creative
thinking and problem
solving skills.
The list of practical
exercises to be carried
by a student as part of
this course on
Environmental Science
is as follows:
a. Field Studies (any
three)
b. Laboratory
Exercise
(Compulsory)
c. Creative Activities
(any two)
2. Module-II 30 This module aims a. Field Studies 12

Ecological to introduce the 1. Study a simple
Concepts and learner to the ecosystem
Issues principles of (suggested habitats
ecology and pond, river,
4. Principles of
functioning of estuarine, lake,
Ecology
nature. This
185
5. Ecosystem module also deals grassland, forest,
6. Natural with natural as well and desert) and
Ecosystem as human modified describe the biotic
ecosystems also. and abiotic
7. Human
This module components of the
Modified
contains one unit ecosystem.
Ecosystem
“Principles of 2. Study of the effect of
Ecology – human interactions
Composition and with the natural
Types of environment.
Ecosystems”. This
b. Laboratory
module has four
Exercise
lessons.
1. To study the effect of
light intensity on the
growth of plants
c. Creative activities
1. Set up an aquarium
2. To prepare a list of
plants and animals
which are used as
food for humans and
to comment on their
habit and habitat.
3. Module-III 20 This module is 07

Human Impact on designed to enable
Environment the learner to
understand the
8. Human
varieties of
Societies
problems that have
9. Deforestation arisen due to
increasing human
habitations in the
form of cities. The
module also covers
the highly important
aspects of
deforestation, loss
of biodiversity. This
module contains
186
one unit “Human
Settlements and
their impact of
Environment”. This
module contains
two lessons.
4. Module-IV 40 This module brings a. Field Studies 15

Contemporary about awareness of 1. Describe the
Environmental the contemporary environmental
Issues environmental problem of your
issues related to locality and suggest
10. Pollution – Its
natural and man- their remedy.
Causes,
made problems.
Consequences 2. Visit to different
Major national and
and Prevention water bodies in your
global
11. Environment village/ locality and
environmental
and Health describe their uses
issues have been
and source of water
12. Disasters and described in this
pollution. If any
their module to
Management familiarize the b. Laboratory
learner with exercises
13. National
Environmental environmental 1. Study of water
Issues pollution and quality.
14. Global natural disasters. 2. To estimate dust
Environmental Environment (particulate)
Issues related human deposition on the
health problems leaves of road side
are also highlighted plants.
in this module. This c. Creative Activities
module contains
1. To describe: a)
two units
climate of an urban
“Environmental
areas; b) yearly
Pollution and
variation in
Natural Disasters”
suspended
and “National and
particulate matter in
Global
the same area.
Environmental
Issues” this
modules has five
lessns.
187
5. Module-V 35 This module a. Field Studies 14
Environmental introduces the 1. Survey of
Conservation importance of and vegetation, birds,
methods of insects and other
15. Biodiversity
conservation of animals in your
Conservation
biodiversity, land, locality.
16. Conservation of soil, water, energy
other Natural 2. Choose five
and natural
Resources common tree
resources. This
species plants from
17. Soil and Land module contains
your neighbourhood
Conservation one unit
and list their
18. Water and “Conservation of
common names.
Energy Biodiversity and
Describe each plant
Conservation Other Natural
in terms of its height
Resources (Soil,
and leaf
Water etc.). This
characteristics.
module contains
four lessons. b. Laboratory
exercises
1. Soil texture and
analysis of
components.
c. Creative Activities
1. To study the
biodiversity birds
and insects in your
locality.
2. Make herbarium
sheets of 10 different
plants/ trees.
Consult your teacher
how to make a
herbarium sheet.
3. To make an audit of
the electrical energy
consumption by
various house hold
appliances of your
home.
188
6. Module- VI 40 This module aims a. Field Studies 07
Sustainable to inform the 1. To segregate
Development learner about the domestic solid waste
concept of into biodegradable
19. Concept of
sustainable and non-
Sustainable
development for biodegradable
Development
integrating components.
20. Modern environmental
Agriculture conservation with
21. Concept of Developmental
Sustainable objectives. This
Agriculture module elaborates
22. Cleaner the concept of
Technology sustainable
agriculture
including crop
rotation, genetic
control, organic
agriculture,
integrated pest
management and
cleaner technology.
This module
contains one unit
“Sustainable
Development with
regard to
Agriculture and
Cleaner
Technology”. This
module contains
four lessons.
7. Module- VII 20 This module aims 08

Environmental to inform learner
Management about the concept
of environment
23. Environmental
impact assessment
Legislation
and its relevance
24. Environmental for promoting
Impact environ-friendly
Assessment
189
(EIA) development. The
25. Environment learner will also be
related introduced to
Institutions and various national
Organizations and international
legislation
26. Environmental
promulgated for
Ethics and
environmental
Gandhian
improvement and
Approach
conservation. This
module also
highlights the need
to respect all life
forms, ethics and
Gandhian
approach towards
environment
conservation. This
module contains
three units
“Legislations for
Environmental
Improvement and
Conservation”,
“Organisation
related to
Environment” and
“Environmental
Ethics and
Gandhian
Approach”. This
module contains
four lessons.
8. Module-VIII A* 30 Fresh water is a 12

Water Resource costly commodity
Management required not only
by humans but also
27. Global
by other living
Circulation of
beings. A good deal
Water
of fresh water is
28. Ground Water also required for
190
Resources agricultural and
29. Fresh Water industrial uses.
Resources and The hard fact is
Distribution that the fresh water
30. Methods of resources are
Water limited thereby
Harvesting warranting careful
management of
31. Conservation at
fresh water
Different Levels
resources by
avoiding wastage.
Emphasis of this
module is on fresh
water management
including ground
water resource.
Steps to be taken
by individuals and
communities are
highlighted not only
to conserve fresh
water but also to
prevent its wastage
and pollution.
The learner is also
told about the
traditional as well
as modern
methods of water
conservation. This
module contains
two unit “Water as
Resource” and
“Conservation of
Water”. This
module contains
five lessons.
Module-VIII B* 30 This module 12

Energy and exposes the
Environment learner to the vital
191
27. Importance of area of energy and
Energy in both its renewable
Society and non-renewable
28. Non-renewable sources. The
Sources of learner is also
Energy exposed to the
concept of
29. Renewable
alternative sources
Sources of
of energy apart
Energy–1
from the traditional
30. Renewable ones.
Sources of
The learner is also
Energy –2
told about the
31. Energy impact of energy
Conservation use on
environment. A
good deal of
emphasis is laid on
the need and
methods of
conservation of
energy. This
module contains
two units “Energy
use and its impact
on Environment’
and “Energy
Conservation”. This
module contains
five lessons.
*Note: Learner has to choose one Module from VIII A or VIII B
192
Mass Communication
Code No. 335
Introduction
The course of Mass Communication at the Senior Secondary level has been designed in such a way
that the learners will know the basics of communication and understand the creative activities of
media. In 2009, the course was introduced in NIOS to help the specific needs of learners. The
curriculum is concerned with various aspects explaining the role of mass media and its linkage with
the society. Mass communication plays an influential role in modern society and motivates individuals
towards creative thinking to make effective communication. Mass Communication is practical oriented
course also empowers the learners to develop abilities of creative writing for print, electronic and
new media.
Rationale
The recommendations of National Curriculum Framework (NCF) 2005 for School education were
incorporated in the curriculum of Mass Communication. Today the various fields of Mass
Communication has emerged as a good career choice. It also promotes understanding of the latest
development in the field of mass communication and revolution brought in by the internet, social
media, mobile phones and use of computers in communication; in business and interpersonal
communications. One of the basic aims of learning Mass Communication at senior secondary level
is to develop creative thinking, awareness, problem solving skills, use of media and experiences to
write and produce for the various media.
Objectives
 describe basic concepts, principles, forms and terms of Mass Communication;
 explain the role of media in understanding the relationship between mass media and society;
 develop creative writing skills for various media;
 explain the process of media production for radio and television;
 relate mass communication knowledge to solve problems and develop positive attitude;
 demonstrate communication skills and their application in real life; and
 explore exciting career and creative opportunities in media industry;

 Reporter/Journalist
 Copy Editor
193
 Layout Designer
 Public Relation Assistant
 Anchor/announcer
 Production Executive
 Camera Operator
 Sound Recorder
 Video Editor
 Photographer
 Web Page content developer
Age: 15 Years
Medium of instruction: Hindi, English
Weightage
Theory: 80 Marks
Practical: 20 Marks
Course content
hours) Description
1. Module-I 20 This module 1. Construction of a 7

acquaints the simple and clear
194
Introduction to learner to message.
Mass communication, 2. Observation of
Communication mass nonverbal
1. Introduction to communication, communication in
Communication role and impact of the print media.
mass media and
2. Mass
Development
Communication
communication
3. Role and
impact of Mass
Media
4. Development
Communication
2. Module-II 35 This module 3. Cultivating the habit 12

Print media describes the print of newspaper
5. Introduction to media, news, reading and
print media reporting, writing analyzing a
for media and newspaper.
6. What is news?
Editing. 4. Preparation to
7. Reporting and
Language press in conduct an
Editing
India also interview.
8. Language press describes under
in India this module.
3. Module-III 35 This module is 5. Differentiation 12

Radio designed to between the spoken
highlight the word used in radio
9. Characteristics
characteristics of and the written word
of Radio
radio and introduce used in print media.
10. The Radio the learners with 6. Identification of
Station the radio station, different formats of
11. Formats of various formats of radio programmes.
Radio radio programmes
Programmes and the process of
12. Radio radio programme
Programme production.
Production
4. Module-IV: 35 This module deals 7. Differentiation 12

Television with historical between television
13. Television in emergence of and print as two
195
India television in India, different mediums of
14. Role of role of television as mass
television as a a mass medium, communication.
mass medium television channels 8. Categorisation of
and process of television channels.
15. Television
television
channels
programme
16. Television production.
programme
production
5. Module-V 35 This module 9. Identification of 12

Advertising and describes different forms of
Public Relations advertising, advertisements in
advertising the print media.
17. Advertising-an
industry, public 10. Observation of
introduction
relations and activities involved in
18. Advertising-an various tools used product public
industry in effective public relations.
19. Public relations relations.
- an introduction
20. Public relations-
tools
6. Module-VI 30 This module 11. Accessing facilities 10

New Media describes the on the internet.
characteristics of 12. Opening an e-mail
21. Characteristics
New Media, New account.
of New Media
Media industry,
22. New Media - target audience of
The industry New Media and
23. New media - employment
target audience opportunities
24. New Media - through New
employment media.
opportunities
7. Module-VIIA* 45 The optional 13. Communicating 15

Traditional Media modules are effectively through
25. Introduction to designed to traditional media.
Traditional introduce with the 14. Identifying a
Media Traditional Media, traditional media
196
26. Types of types of traditional form and its function
traditional media and its in society.
media comparison with
27. Comparison of Electronic Media.
Traditional Various ways of
Media with communication
Electronic through Traditional
Media Media are also
elaborated in this
28. Communicating
module.
through
Traditional
Media
Module-VII B* Introduction to 15. Making a

Photojournalism photography, photograph
25. Introduction to camera, types of 16. Preparing a photo
Photography camera, parts of feature
camera,
26. The Camera
photojournalism
27. Photojournalism and role of a
28. Role of a photojournalist is
photojournalist described in this
module.
197
Data Entry Operations
Code No. 336
Introduction
Computer has become indispensable in today’s life. Computer education provides learners with the
knowledge and skills required effectively solve problems. Learning Computer and office applications
is an exciting one among learners. This skill is one of the soft skills required by almost all companies.
The only software package called out within the top 20 skills across all occupations is Microsoft
Office, explicitly required in 15 percent of high-growth, high-salary positions.
The syllabus of Data Entry Operations at Senior Secondary course developed by NIOS to provide
knowledge and understanding of basics of computer and use of office applications (Word processing,
Spreadsheet and Presentation) and Internet.
Rationale
Keeping in view the importance of data entry operations in recent years, this course has been designed
in a manner so as to make the students learn of the basic concepts of computer, Operating System,
generalized packages viz., Word Processing, Spreadsheet and Presentation software and also about
Internet.
Objectives
 define basic components of computer system;
 explain the features of operating system;
 develop the skills of creating, printing and formatting the documents;
 create, modify and format spreadsheet;
 create PowerPoint presentation; and
 use internet.

Information technology professionals plan, coordinate and implement computer and information
systems within an organization. Typically, they work with other managers within the company to
determine the computer-related needs of an organization in relation to computer systems, software,
servers, computer networking or network security. Information technology (IT) professionals go on to
a variety of careers as IT managers, IT project managers, IT directors and, at the highest levels of
business, chief technology officers or chief information officers. Job opportunities for computer
information systems managers are keep on increasing. IT professionals, particularly those with
specialized technical skills and business management backgrounds, will have the best opportunities
for advancement in the field.
198
Nowadays every organisation is computerised. Government is also promoting digital literacy. So
each person should have the basic knowledge of the computer whether he/ she is working in office /
banking or teaching in a school or doing e-commerce business or designing a website or developing
mobile app. Data etnry oprerations course will be eligible for data entry job.
Age: 15 Years
Qualification: 10th pass.
Medium of instruction: Hindi, English and Urdu
Weightage
Theory: 40 Marks
Practical: 60 Marks
Tutor Marked Assignment (TMA): 20 % Marks of theory
Scheme of evaluation: Theory paper 40 marks (2 hours), practical 60 marks (3hours), internal
Course content
S. Topics Duration Module Description of practicals Weightage
No. (in hours Approach/ (marks)
Th + Pr) Description
1. Basics of 10 This lesson Write down the following details. 5

Computer (10 + 0) explains the  Configuration of your system
concept of
 RAM Capacity
Computer and
list of input  Hard disk Capacity
devices and  Different drives available on
output devices your system.
connected to the  At least 5 features of any
computer, and operating system being used
classification of at your study center/home.
199
computers. This
lesson also
emphasizes
upon the
classification of
computer
languages.
2. Operating 24 This lesson aims 10

System (8 + 16) at explain the
features of
Windows
operating system
and file
management in
Windows. This
lesson also
explains about
install software
and hardware.
3. Basics of 65 Word Processing 1. Enter your Bio-data with the 28

Word (25+ 40) lessons make following details in Times New
Processing the learner to Roman, font size 10 and save
develop the skills this file with name ‘Details’ in
of creating My documents.
editing and i. Name :
printing and
ii. Father’s Name:
formatting the
documents. iii. Date of Birth:
iv. Postal Address:
v. Sex :
vi. Nationality :
vii. Educational Qualification:
viii. Work Experience:
2. Perform the following activities
on the above file:
 Copy the file on CD and
take the CD out.
 Delete the file from the
200
computer system
 Insert the CD again and
scan it for virus.
4. Formatting 1. Open the file “Details” and

Documents perform the following activities
a. Make the headings from
serial no. (i) to (viii) bold.
b. Make the entry at serial
no. (v) underline
c. Make the entry at serial
no. (iii) italics.
d. Select the whole
document and increase
its font size by 2 points.
e. Make the line spacing 2.0
(whole document)
f. Type ‘Bio-Data’ at the top
of the document and
make it Bold, Center
aligned, Underlined. Set
the font size to 14.
g. Type the following at the
end:
Name: ______________
Place:_______________
Date: _______________
2. Type a document of at least 2
pages on any topic with the
following specifications:
 Line spacing 1.5
 Insert space after every
paragraph
 Include at least one
numbered list and one
bulleted list
 Perform spellcheck and
grammar check on the
201
whole document
 If there is any name in the
document, it should not
appear as a misspelled
word.
 Title of the document
should also be set as the
page header
 Footer should include
Page number and your
name.
 Left margin: 1.5", Right
margin: 0.5", Top margin:
1", Bottom Margin: 1"
3. Create a time table using
table in MS Word.
5. Mail Merge 1. Create a data source having

rollno, email id and address
details. Save this file as
Mydata.
2. With the help of Mail Merge
facility, use the file ‘Invitation’
as Main Document, ‘Invitees’
as Data Source and merge
them with the following format:
<Title> <Firstname>
<Last Name>
<Designation>
<Institute>
<City>
Save it as ‘Invitation Letter’ in
the folder ‘abc’. Take print out
of this Merged Document
(invitation letter).
6. Basics of 78 Spreadsheet (i) Create a workbook containing 34

Spreadsheet (30+ 48) lessons make two worksheets.
the learner to (ii) Save the workbook with the
202
develop the skills name ‘Marksheet”.
of creating, (iii) Rename the worksheets as
editing, printing ‘DataSheet’, and
and formatting ‘ChartsSheet’,
the spreadsheet.
(iv) Enter the data in DataSheet.
This also
Save the worksheet
explains about
inserting
formulas and
functions and
charts to your
worksheets.
7. Formatting 1. Using a Spreadsheet

worksheets program, enter the employee
data like employee name,
employee id and salary in a
worksheet. Save it as ‘Result’
in the folder ‘abc’ and take its
print out.
(i) Insert one column and one
row in the above worksheet as
per the following:
(ii) Column to be inserted
between B and C:
(iii) Data for New column
(iv) Date of Birth
29-10-1986
30-07-1991
05-03-1984
08-10-1986
(v) Calculate total salary for all
the employees using
appropriate formula and enter
it in row 6 and giving the row
heading as Total salary
(vi) Plot a pie chart for the above
data.
203
8. Formulas, (1) Enter your marksheet data in
Functions an Excel sheet and insert
and Charts suitable graphs to represent
the data.
(2)
(i) Enter the data of expenditure
on various items in your family
in the worksheet and save it
in the name as ‘expenditure’.
(ii) Plot a pie chart based on the
data in the file ‘expenditure’.
Save the file.
(iii) Open the file ‘expenditure’ and
plot a bar chart. Save the file.
9. Creating 37 This lesson (1) Create a presentation using 13

Presentation (15+ 22) makes the following slides and save this
learner to create, with the name ‘My School’.
edit and format Apply animation style to your
presentation as PowerPoint presentation.
per the topic Insert Slide numbers and Date
given. in all the slides.
Title Slide, Introduction Slide,
at least one slide each for
(i) School Achievements in
Academics, (ii) School
Achievements in Sports,
(iii) School Achievements in
Extra-Curricular activities,
Credits slide, Thank You slide.
10. Introduction 26 This lesson (1) Create your e-mail ID in at 10

to Internet (8 + 18) explains about least two free e-mail Service
Internet, different Providers like Yahoo, Gmail,
types Internet Hotmail etc. Send a mail from
connections. one id to the other. Then, from
This lesson also the second id send reply to
emphasizes the the first. Include an
various services attachment with the reply.
provided by (2) Send a letter to your friend
Internet.
204
inviting him to attend a family
function from your new e-mail
ID.
(3) Search websites of popular
newspaper. and download
important events related to
sports on a particular day.
(4) Go to NIOS website
www.nios.ac.in. Try to find
and open the link for
MuktaVidyaVani in NIOS
website. Take the print out of
today’s MuktaVidyavani
schedule.
(5) Open the NIOS website of
NIOS and make a list of online
courses available under
academic / vocational.
Note: Weightage will be given to practical record notebook maintenance and viva voce based
on the activities.
205
Tourism
Code No-337
Introduction:
Since tourism is a social, economic, cultural and environmental phenomenon with primary
objective of promoting travels outside the city of domicile, it is an important branch of study. In
the beginning, tourism was taught along with history in the schools but now it has occupied an
important place in the school, college and university curriculum.
Rationale:
Today, tourism is taught as a general as well as a vocational subject and derives its basic
theoretical inputs from history, geography, economics, sociology, psychology, philosophy and
management. Thus, students pursuing senior secondary courses are now provided with an
opportunity of understanding the complex functioning of the tourism industry. At the senior
secondary stage, tourism has become a natural choice of students to build professional career as
most of the frontline jobs can easily be performed by the senior secondary qualified students.
Objectives:
• draw the attention of peace, fraternity and mutual understanding among the people of
different cultures and faith;
• broaden the understanding of the various types of tourism and tourist industry;
• give an in-depth description of the rich cultural heritage and its contribution to the
development of tourism;
• generate interest and curiosity and also be familiar with a wide range of tourist attractions
in India;
• provide sufficient knowledge of geographical features like topography, landforms;
climatic conditions, sea routes and highways which will help them in guiding tourists;
206
• infuse a sense of seriousness and work to wards achieving nation’s goals and objectives
of attracting tourists to the country;
• explain the use of management principles for making tourism resources meet the
expectations of tourists and service providers;
• provide a holistic development by implementing the principles of sustainable tourism for
the present and future generations;
• explain the significance of tourism industry for economic growth, human development,
social harmony, international understanding, regional development and expansion of
knowledge and wisdom;
• develop and appreciate the roles and functions of modern travel agency and tour
operations in building the image of destination and country and in creating employment
opportunity and generate foreign exchange for the country’s economic growth and
• appreciate the contributions of hospitality industry in extending the hospitality services to
the guests and in generating revenue for the country.
Scope and Job Opportunity:
This field has a large number of opportunities for employment, some of these areAir hostess,
Airline employee / Airport staff, Customer service manager, Entrepreneur, Event manager,
Ticketing staff, Tour Guide, Tour Operator, Travel Agent, Travel Agency staff, Travel and
Tourism Consultant, Tour Manager and Tourism Promoter / marketer etc.
Age: 15 Years
Medium of instruction: English and Hindi
Weightage
Theory: 100 Marks
207
Scheme of evaluation: Theory paper 100 marks (3 hours), internal assessment (TMA) - 20% of
theory marks (self paced)
Course content:
S. Module/Topic Duration Module Approach/Description Weightage

No (in (marks)
hours)
1. 50 20
Basics of Tourism This module is developed to acquaint
1. Evolution of Tourism learners about the basic concepts of
2. Tourism Industry and tourism. The learners would be able to
its Organization understand tourism as a business. They
3. Impact of Tourism will be introduced to different aspects of
4. Fundamentals of travel tourism such as excursion, holidays,
and Tourism sightseeing, mass tourism etc. They will
Geography be able to develop perceptions of how
5. Transport for Tourism people and the world understand the
concepts of travel, holiday and different
modes of travel. They will be able to learn
what tourism products are based on and
how they are influenced by economic and
social developments.
208
2 Cultural Dimensions of 40 This Module is designed to familiarize the 16
Tourism learners with the cultural dimensions of
tourism. The Module gives an overall
6.
picture of the understanding of Indian
Understanding Indian
culture and heritage with a special
culture and heritage
emphasis on the art and architecture. This
7. is an attempt to help to understand Indian
Performing Art Heritage culture and heritage which should further
in India help in providing an understanding to the
tourist visiting that place.
8.
Indian Architecture as
Tourist Attractions
3 Cultural and Heritage 41 In this module we will take up the cultural 18

Aspects of Tourism in India and heritage aspects of tourism. The
objective over here is to familiarize the
9. Culture and Heritages learner with the countries heritage
in India: Hinduism, tradition from time immemorial. This
Jainism and Buddhism important social and cultural input helps
10. Culture and Heritages in raising the number of tourists coming to
in India: Sikhs, Islam the country as they become familiar with
and Christianity the history of the country and can connect
11. Cultural Attractions in with the places they are visiting or the fine
India arts or performing arts they are enjoying
which has its genesis in the past.
4 Natural Diversity as 41 This module focuses on the natural 18
Tourist Attraction diversity as tourist attraction in India. This
12. Natural Tourist aims at acquainting the learners with how
Attractions in India the diverse geographical locations boost
13. Growth and Patterns of tourism. This module also throws light on
209
tourism in India the growth and development of tourism
14. Growth and Patterns of not only in India but around the world as
tourism in World well.
5 Management of Tourism 40 This module aims at developing the 16
Business understanding of basic tourism
management principles and practices
15. Tourism Management among the learners with regard to
16. Human Resource enhancing their practical decision-making
Management-I skills and abilities and creating a
17. Human Resource sustainable and professional management
Management-II culture in tourism sector. Besides
18. Communication and providing the basic understanding of the
Personality principles, process and practices of all
Development major functional areas of management
19. Tourism Marketing like marketing, finance and human
resources, the module strives to enhance
the learner’s communication skills and
develop their personality. It also
highlights the impacts of tourism and
emergence of tourism as a sunrise service
sector.
6A Travel and Tour Operation 28 This module describes the various 12
Business dimensions of travel agency business with
relevant examples. Knowledge about the
20. Fundamentals of travel related services like hiring a car or
Travels Agency and bus, booking and cancellations of air, train
Tour Operation and bus tickets and booking hotel room
Business for you or friends and relatives
21. Functions of Travel Knowledge about the relationship
Agencies and Tour between the wholesaling and retailing in
Operations tourism services through travel agency for
22. Itinerary Planning and providing complete travel solutions.
Tour Packaging
210
OR
6B Hospitality Management 28 This module gives description of the 12

essential of Hospitality industry to make
20. Hospitality and Catering the learner familiar with its management.
Industry This helps in understanding, importance
21. Front Office Operations of hospitality sector and its operations.
22. Supporting Operations Awareness about the sectors being
of Hotel involved directly, indirectly with the
hospitality sector supporting tourism.
211
Introduction to Law
Code No. 338
Introduction
In our daily life, we often come across situations where legal advice and interpretations are required.
In such cases, basic legal knowledge and skills come in very handy. The growing number of colleges
across India, the constantly improving quality of Law education and increasing enrolment of students
in Law with every passing year are indicative of the changing trend. This is an opportunity for NIOS
to fulfill the tremendous need created by this trend.
Legal education in India refers to the education of lawyers before entry into practice. It is offered by
the traditional universities as well as by specialized law universities only after completion of a graduate
degree or as an integrated five years degree, which includes a graduate degree. As a matter of legal
principle, “Ignorance of law is no excuse” and you have to bear the consequences of breaking any
law as applicable. This makes basic introduction and information of legal issues and its implications
mandatory as well as beneficial. The course has been designed to develop an insight into various
legal processes and practices.
Rationale
Every law is enacted in the manner legally laid down for the purpose by the competent authority
designated to legislate without any such procedural laws. If we stop here, there is no complication
and nobody gets any justification to resist any law that has been lawfully enacted. But in that case,
we would leave the floodgate wide open for an oppressive regime to frame laws to perpetuate its
reign. Any law that serves purposes other than public becomes questionable instantly. This makes
justness an essential component of the law, without which the legality of the law could well be
questionable.
The law determines and enforces one’s rights within a politico-legal setup. It is not possible to press
rights into service against their sources. This is to say that the laws can be protested or can be
challenged within the framework of the law. In other words, laws can be violated with impunity no
matter how much hardship it causes. The objective of the legislation is to minimize pain and to
provide happiness to the maximum number. According to Ayn Rand, “Happiness is that state of
consciousness which proceeds from the achievement of one’s values.”
“Laws are the dictates by which the State governs its prospects/people but are also binding on the
State. By enacting the law the State also undertakes to obey them. But laws are not enacted for their
sake. There has to be a clear purpose behind each piece of enacted law because all laws by their
very nature have the tendency to impose some restrictions or mount some obligation on someone or
other. Hence, introducing Law at senior secondary level shall equip learners with basic information in
the legal domain that affects them daily. It will also help them to execute their duties while protecting
their own and other’s rights.
212
Objectives
 develop an insight into various legal processes and practices;
 sensitise socio economic, political legal, ethical and moral values emerging from national and
global concerns;
 act and demonstrate as law abiding, responsible citizens and agents of democratic governance;
 define the legal institutions and organs of state through which the power is structured and
exercised;
 rewrite brief ideas on the underlying legal philosophy and also different types of legal system;
 explain the meaning and significance of legal phenomena and social infrastructure;
 explain various aspect of “We the People” and their impact on the development of the nation;
and
 create interest among themselves to learn the basic theory and principles of law.

The law affects all aspects of our life. It protects us right from the mother’s womb to our education,
service, marriage and other important events of life. Law plays a major role in our everyday lives,
right from buying a newspaper or a bottle of milk or any other big or small item necessary for our life.
The law is so important for our life that it becomes necessary to understand various aspects of the
law. Moreover, there is a movement towards introducing ‘Law’ as a career option at increasingly
earlier age. From the traditional approach of introducing ‘Law’ as a post-graduation Three years
Course it is now being offered as Five years Integrated Course after +2. Studying ‘Law’ as a Course
at Senior Secondary level will not only help to acquire working knowledge of Law at the early stage
but also will help in higher studies in Law discipline.
Persons possessing Law degree can work as legal counsel and legal advisors for the corporate
sector, firms, organizations, legal persons, individuals, and families. Law degree holder can also
work as Legal Advisors in Department of Legal Affairs and Legislative Counsel in Legislative
Department. Those who are interested in academic jobs can take up jobs in any University or Institute
offering law courses to students
Age: 15 Years
213
Weightage
Theory: 100 Marks
Tutor marked Assignments (TMA) : 20% Marks of theory
theory marks).
Course content

1. Module-I 35 The purpose for this module is to 14

Concept of Law acquaint the learners with the
meaning of Law, the Legal Systems
1. Meaning of Law
that prevail in the globe and the
2. Classification of Legal various classifications of legal
System systems.
3. Personal Law I: Hindu
Law and Muslim Law
4. Personal Law II:
Christian, Parsi and
Jewish Law
2. Module-II 35 Law is omnipotent and accordingly it 12

Functions has many and varied functions. This
module is designed to familiarise the
and Techniques of Law
students with the functions and
5. Normative Functions techniques of law which would
of Law and Social enable them to understand the
Control application of law.
6. Principles of Natural
Justice
7. Techniques of Law
and Remedies I
8. Techniques of Law
and Remedies II
214
3. Module-III 30 This module is designed for the 14
Classification of Law purpose of making the students
aware about the various sources and
9. Territorial Law
classification of law. The basic
10. Civil Law and Criminal understanding about the different
Law categories in the types of law can be
11 Substantive Law and learned by the learner and their
Procedural or division is also available in this
Adjective Law module
12 Public Law and
Private Law
4. Module-IV 30 The module provides for the legal 12

Indian Court System and mechanism that is meant to resolve
Methods of Resolution disputes and problems that arise in
of Disputes the day to day transactions even
between the neighbours and those
13. Indian Judicial System
who reside in the community through
14. Justice Delivery the intervention of Courts, Tribunals
System and alternative means of dispute
15. Alternative Dispute resolution.
Resolution
Mechanisms
16. Legal Services and
Lok Adalat
5. Module-V 35 This module would give an idea of 14

The Constitution of India the structure of Indian Constitutional
(I) system. This will also acquaint the
learners with the salient features of
17. Constitution and Its
the Constitution. It has also been
Nature
designed to develop among learners
18. Constitutionalism and an insight into the Fundamental
Preamble Rights, Fundamental duties and
19. Fundamental Rights Directive Principles of the State
and Duties Policy enshrined in the Constitution.
20. Directive Principles of
State Policy
6. Module - VI 35 The purpose of this module is to 14

The Constitution of familiarise the learners with powers,
India (II) functions and working of the principal
215
21. The Executive functionaries of three organs of the
22. The Legislature government both at the Union and
the State (provincial) level as
23. The Judiciary
embodied in the Indian Constitution.
7. Module – VII A* 40 The module is designed to generate 20

Environmental Law, Role awareness about the legal
of Citizens, Police and mechanism to protect the
Administration environment and general principles
of Environmental Law as well as the
24. Environmental Law
role of citizens in protecting the
25. Sustainable environment. The module also lays
Development emphasis on the role of citizens in
26. General Principles of maintaining a good social order,
Environmental Law Police System and the need for
27. Contemporary manpower training.
Developments
Module – VII B* 40 Approach: The emphasis in this 20

Law Relating to module is given to explain the
Consumer Protection meaning of Consumerism and to
and Right to Information inform about the rights of consumers
as well as generate awareness
24. Consumer Protection
about the Right to Information.
25. Unfair Trade Practices
26. Consumer Redressal
Agencies
27. Consumer Activism
216
Library and Information Science
Code No. 339
Introduction
The Library and Information Science course is taught at different levels in India such as Certificate,
Diploma, Bachelor’s , Master’s and at doctoral level, but as an vocational course. We have introduced
this course as an academic subject at Sr. Secondary level. Library and Information science is the
study of different aspects of library and Information Science such as Library, Information and Society,
Information Sources, Organization of Information Sources, Library and Information Services,
Management of Libraries and Information Retrieval System. We have included all these aspects in
the present course.
Rationale
We are living in the information society where information based occupations have been on the rise,
as information society demands work force that can use information technology as a tool to increase
productivity and creativity. This involves identifying reliable sources of information, accessing them,
selecting the requisite information, synthesizing and communicating it effectively. To search, locate
and use such information is only possible if one has the ability to use the available information
access tools. Library and Information Science teaches an individual about the information resources
and their effective use. Library and Information Science learning imparts necessary skills in the
individual to be an independent learner.
The National Curriculum Framework (NCF) 2005, while stressing on the importance of libraries states
“It is important that future planning treats the library as an essential component of the school at all
levels. Both teachers and children need to be motivated and trained to use the library as a resource
for learning, pleasure, and concentration “. Keeping in view the above we have introduced Library
and Information Science as a course at senior secondary level which will fulfill the long felt need of
developing skills in learners to identify, locate, evaluate and use needed information efficiently. The
course will impart some of the basics of Library and Information Science to those who are aspiring to
pursue higher studies in Library and Information science.
Objectives
 explain information storage, searching and retrieval system;
 develop library and information related skills;
 inculcate interest in the library and information science to opt this subject as a career;
 explain various information sources and their use;
 organize different sources of information;
 develop necessary skills for utilizing the library ;
217
 use of ethical information ; and
 use various information communication technology (ICT) tools and techniques in library and
information science.

There is lot of scope for further study in library and information science at Bachelors, Masters and
Doctoral level. This field has a large number of opportunities for employment in the libraries, some of
these are:
 Public/Government libraries
 Universities/Colleges schools and other academic institutions
 News agencies and organisations
 Private organisations and special libraries
 Foreign embassies
 Photo/film/radio/television libraries
 Information centres/documentation centers
 Companies and organisations including IT sector with large information handling requirements
 Museums and galleries, which have reading rooms and research facilities
Age: 15 Years
Weightage
Theory: 80 Marks
Practical: 20 Marks
Tutor Marked Assignments (TMA): 20 % Marks of theory
Scheme of studies: Theory (192 hours), practical (30 hours), TMA (Self paced)
assessment (TMA) (20% of theory marks).
218
Course content
hours) Description
1. Module-I 36 This module covers 1. Observation of 15

Library, various types of Library/Information
Information and libraries and Centre.
Society information 2. Observation of an
centres. It provides Automated Library
1. Library and
a bird’s eye view of and its features
Information
how these libraries
Centres: 3. Services of Public
are playing active
Concepts and Libraries and
role in acquiring,
Role in Society Information Centres
organizing and
2. Types of disseminating
Libraries and information to the
Information user community for
Centres: Public, study, research and
Academic, development,
Special and recreation and
National cultural
3. Modern Library: development.
Automated,
Digital, and
Virtual
4. Five Laws of
Library Science
2. Module-II 48 Libraries form vital 4. Features of primary 18

Information part of world’s and secondary
Sources system of sources of
5. Overview of education. Through information
Information books, films, a/v 5. Abridged and
Sources media, etc., unabridged English
libraries make language
6. Types of
available the dictionaries
Information
knowledge that has
Sources 6. Answering reference
been accumulated
7. Reference queries
through ages.
Sources People from all
8. E-Resources walks of life use
219
library resources
for their work.
3. Module-III 36 This module 7. Library Classification 16

Organization of introduces the 8. Understanding
Information basics of Catalogue
Sources preparation and
9. Shelving of Books
9. Organization of organization of
Library Material: library material for
Concept, Need use.
and Purpose
10. Processing of
Library Material:
Classification
and
Cataloguing
11. Arrangement
and
Maintenance of
Library Material
4. Module-IV 36 Modern library is 10. Circulation Service 17

Library and considered as a 11. Compiling subject
Information service institution. Bibliography
Services It not only acquires,
12. Online Databases
12. Library and organizes, stores
Information and disseminates
Services for the information but,
Users also actively
promotes its use.
13. Traditional
Library
Services:
Responsive and
Anticipatory
14. Modern Library
Services
5. Module-VA* 36 This module aims 13. Accession register 14

Management of at imparting and the process of
Libraries knowledge in accessioning
library
220
15. Library System administration and 14. Career in
and management librarianship
Management activities. It covers 15. Periodicals
16. Library Staff policies and publications
procedures related
17. Library Users
to acquiring library
18. Librarianship as material, library
a Career staff and promotion
of library use.
Module-VB* 36 This module aims 16. Types of indexes 14

Information to create 17. Web based search
Retrieval Systems knowledge and
18. Navigational Search
15. Information required skills in
Retrieval the learner for
System: searching
Concept and information in print
Scope as well as digital
media scattered all
16. Information
over the world.
Retrieval Tools:
Catalogue,
Index, Subject
Heading Lists
17. Search
Techniques:
Basic and
Advanced
18. Web Based
Search
*Note: Learner has to choose one Module from VA or VB
221
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235
Veda Adhyayan
Code No.-345
औचयम ्
भारतीयदशन य सं कृतसाहय य ादे शकभाषीयसाहय य च समं वामयम ् व
ृ त
ु यम ्। त य
!व तरः महान ् अि त। ब&मल
ू ः अयं व
ृ ः अतः एव महान ् वतते, सनातनः वतते, *चर+जीवी अ!प वतते। एत य
व
ृ य मल
ू म ् अप.रवतनीयम ् अि त। पर/तु नत
ू नं पलवम,् नत
ू ना0न प1ु पा2ण, नत
ू ना0न फला0न च 0नयं
जाय/ते। 5कं तत ् मल
ू म ् इ0त वाभा!वक7ं िज8ासां दे श!वदे शष
े ु जनाः कुवि/त। यः कोऽ!प त; यनपरः भव0त सः
सफ
ु लं लभते एव। सः *चराय कृताथ= भव0त, कृतकृयः च भव0त। 5कं तत ् मल
ू म ्। कः त य बो&ा , का त य शाखा,
का0न वा प1ु पा2ण फला0न च। का त य छाया। कः त य सौरभः। के उपभोBतारः। क0त!वधाः ते सि/त इ0त ईEशं
वै*चGयम ् अ य !वषय य !वषयः। पर/तु त य व
ृ य मल
ू ं 5कम ्। सम या!प अ य !वषय य तु उप/यासः नैव
सHभव0त। तथा!प छा;ाः यद इतः 5कि+चद!प 8ातुं शBनय
ु ःु तह अ माकं यनः सफलः इ0त म/यामहे ।
भारतीयसमाज य मनोर+जनं जीवनं दै नि/दनIयवहारः धमाचरणम ् आKयािमकता इ0त सम य
मल
ू म ् गौरवशालM वेदः एव। भारतीय*च/तने वैदकवामय य वैश1Nयं स!ु वदतं समेषां वेदतवेदतIयानाम ्।
वैदकवामय य !वभ0ू तः वा त!वक7 वतते। इदं वामयं ाचीनम,् समप*ृ थवीIया!प , अ य प.रमाणं !वशालम ् ,
अ य वैभवं 0नर0तशयम ् , अ य सौ/दयगण
ु ः अन/यत
ु यः। महत ् मौलकं परु ातनं च इदं वामयम ्। अत एव त;
अ माकम ् अभ0नवेशः विृ तः िज8ासा O&ा च वत/ते। न केवलम ् एताव/मा;म ्। अ/या0न अ!प 0नमता0न
वैदकवामय य अKययने !वPया*थनां कृते !वश1टाम ् अभR*चं जनयि/त। वेद य सHयक् 8ान य अभावे नैके
धमसHदायाः मता0न आचाराः च वत/ते येषां 0तपाPयं द1ु टं शा ;!वR&ं च वतते। समाजः धम!वषये
अय/तम ् अ/धO&ालःु भव0त। अ/धO&ा0नवारणाया!प वेद याKययनं 0नता/तम ् आवSयकम ्।
!व8ान याKययनम ् उदपरू णाय। जीवनया;ा0नवाहाय। पर/तु जीवः कुतः आया0त, कु; गTछ0त, त य
सख
ु दःु खादMनां कारणा0न का0न। इह लोकः परलोकः अि त वा न वा। पन
ु ज/म अि त वा न वा। यद यात ् तह
मयUन 5कम!प कतIयं न वा इ0त अयं समो !वषयः न !व8ानाधीनः। अयं तु धमधीनः। त यैव सम य धम य
मल
ू ं वेदः। अतः जी!वकाथम ् !व8ानम ् सख
ु दःु ख0नणयाय इहपरलोकया;ायै च वेदः इ0त स1ु ठु !वभागः भव0त। अतः
वेदाKययनं सवUर!प सत
ु राम ् कतIयमेव।
अधकार
ू Xपेण सं कृतभाषया ल2खतः अि त। परMा अ!प सं कृतमाKयमेन एव
अयं पाWय!वषयः सHपण
भ!व1य0त। अतः अ य पाठ य कः अ*धकारM इ0त नन
ू म ् समद
ु े 0त Sनः।
अ; स छा;ः अ*धकृतः यः -
236
• अधीतकाIयIयाकरणकोषः वेदं !व!वदषःु च।
• सरलसं कृतं, सं कृतसाहया य सरलगPयांशान ् पPयांशान ् च पठतम
ु ् बो&ुं च शBनो0त।
• सरलसं कृतं बो&ुं शBनो0त।
• पा2णनीयं Iयाकरणं च जानीयात ्।
• वभावं सं कृतभाषया ल2खवा कट0यतुं शBनो0त।
योजनम ् (सामायम ्)
उTचमाKयमक तरे वेदाKययन य पाWयवेन योजन य का0नचन उYेशा0न अ;ाधो दMय/ते।
• भारतीयजीवन य सव वम ् वेदः। त य 8ानं भवत।ु
• वेदात ् 0नगतानां दशनानाम ् वै8ा0नकतवानां कलासाहयादMनां च 8ानं भवत।ु
• वेदाKययनेन पZु यवान ् ऋजु वभावः परोपकारM भव0त जनः। अतः वेदाKययनं कथं कतIयम ्।
• वेदबहभता0न
ू नाि तकदशना0न अपण
ू ा0न सि/त। तेषां पण
ू तायै वेदम ् अधीय यतेत छा;ः।
• वेद8ासन
ू ां िज8ासाशमनाय अKयेता समथ= भवत।ु
• सं कृत य सं कृतेSच रणाय समथः यनपरः O&ाशीलः भवतु छा;ः।
• अ0त ाचीनाया भारतीय8ानसHपदः वै8ा0नकतां सवजनोपका.रतां महमानं च सगव\ जग0त सारयेत ्
छा;ः।
• वेद8ान य वधनं भ!व1य0त येन वेद य सरलान ् अंशान ् पठवा छा;ाः तेषाम ् अंशानाम ् अथान ् 8ा यि/त।
ते वतः मौ2खक7ं ल2खतां च अभIयिBतं कतु\ श]यि/त।
• वेदाKययनं कृवा छा;ाः महा!वPयालय तरे !वSव!वPयालय तरे च वतमानेषु पाWय^मेषु अKययनाथम ्
अवसरं ा_तंु समथाः भ!व1यि/त।
योजनम ् (वशटम ्)
वेदाययने वेशय सामयम ्
• सम य वेदवामय य ाXपं 8ावा ततदं शान ् पठतंु शBनय
ु ात ्।
वै!दकस#
ू तानाम ् अययने समथः भवेदयेता।
• इमं !वषयं पठवा वेदेषु वेशं कुयात ्।
• वेदानां गौरवं जानीयात ्।
• पठतसामीम ् आ*Oतानां Sनानाम ् उतरा2ण दा यि/त।
स#
ू त)या*याने सामयम ्
• वैदकभाषा◌ायाः 8ानं लaKवा अ/येषां सB
ू तानाम ् Iयाbयाने अKययने च वतUत छा;ः।
• वैदकIयाकरण य 8ानेन वैदकभाषायाः भितं 8ा य0त। ततस;
ू ाणां Iयाbयाने समथ= भ!व1य0त।
• सB
ू तानां तापय\ 8ा य0त। तेन वैदक*च/तायाः Iयाbयाने समथ= भ!व1य0त।
237
ू तयोगय )याकरणयोगय च सामयम ्
स#
• सB
ू तानाम ् अKययनेन आन/दं ा_नय
ु ात ्। सB
ू तोBतानां !वषयाणां वजीवने योगं कुयात ्।
• वैदकIयाकरण8ानेन वैदकभाषाKययने समथ= भू वा Iयाकरण य योगं कुयात ्।
वै!दकवरव-लेषणे सामयम ्
• वरभेदेन शaद य अथः भPयते। अतः वैदक वर8ानं 0नता/तम ् आवSयकम ् वेदाKययनाय।
• वर य 8ानं लaKवा छा;ः तदनग
ु ण
ु ं वैदकशaदानाम ् अथ\ बो&ुं शBनय
ु ात ्।
पा1यसाम2ी
पा1य4मेण सह 6न7नल8खतसाम2ी समायोिजता भवय6त-
• Pवे मु cते पु तके।
• एकं शका5कत-म
ू याकनप;म ् दा यते। अनेन सह छा;ैः एकं प.रयोजनाकायम!प (Project)
करणीयम ्।
• वेदाKययन य शणं ायो*गकXपेण अ!प भ!व1य0त। पर/तु ायो*गकपरMा का!प नाि त।
• पाठ0नमाणे संपककासु च अKयापनकाले छा;ेषु जीवनकौशलानां सHयक् !वकासः भवेत ् इ0त KयातIयम ्
भ!व1य0त। अनेन तेषु वतः यिु Bतसमि/वत*च/तनशBतेः !वकासः भ!व1य0त।
• मB
ु त!वPयालये वेशोतरं पाWय^मममं !वPयाथd एकवषत: अ*धका*धकं प+चवषUषु परू 0यतुं शBनो0त।
अ;कम<
ू यायनवधः पर =ायोजना च
• प; य (१००) शतम ् अकाः सि/त। परMाकालः होरा;यामकः। अ य प; य ल2खत वXपमेवाि त
(Theory)। ायो*गकXपं (Practical) 5कम!प नाि त। ^मकम ् (Formative) समिु Tचतं
(Summative) चे0त P!व!वधं म
ू यायनं भ!व1य0त।
• 4मकं म<
ू यायनम ् - !वंशतेः अकानां (२०) शका5कत य काय य (TMA) एकं प;ं यात ्। अ य
मल
ू ायनम ् अKययनके/cे (Study Centre) भवेत ्। अ य काय य अकाः अकपh;कायां (Marks
sheet) पथ
ृ क् उिल2खताः यःु ।
• समिु @चतं म<
ू यायनम ् - वषU वारPवयं (माचमास अBटोबरमास च) बाiयपरMा भ!व1य0त। त; परMायां
समिु Tचतं म
• Sनप;े 8ानम ् (Knowledge), अवगमम ् (Understanding) अभIयिBतं (Application skill)
चावलHaय यB
ु तानप
ु ातेन Sनाः समा!व1टाः यःु ।
• परMासु अ0तलघू तरामक- लघू तरामक-0नब/धामक-Sनानाम!प समावेशः भ!व1य0त।
• स;
ू ाथः स;
ू Iयाbया Xपसाधनम ् इ0त ;यो मb
ु याः !वषयाः यःु । अ/ये सBतान
ु सBताः के*चP !वषयाः
अ!प य.ु र0त अवधेयम ्।
• उतीणतायै पणः (condition) - 0तशतं ;यि ;ंशP (३३%) अकाः उतीणतायै पणः (मानदZडः) वतते।
• सं थान य परMायाम ् उतरलेखनभाषा - सं कृतम ् (अ0नवायम ्)
238
अययनयोजना
• 0नदU शभाषा (Medium of instruction) - सं कृतम ्।
• वाKयायाय कालाव*धः (Self-study hours) २४० होराः
• /यन
ू तः h;ंशत ् (३०) सHपककाः (Personal Contact Programme - PCP) अKययनके/cे षु
भ!व1यि/त।
• भारांशः - सै&ाि/तकः (Theory) शतं 0तशतम ्। ायो*गकम ् (Practical) - नाि त।
उतीणता-मानदं ड: सैFां6तकय ३३%
आय:ु १५ वषम ्
6नदL शभाषा: संकृतम ्
वषयावध: २४० होरा
अ;कवभाजनम ्
अे सारZयां c1टIयम ्
पा1यवषयय उQेशः (पा1यवषयRबदवः)

उTचतरमाKयमककाया वेदाKययन य पु तके 0नHन!वषयाः अ/तभवि/त।
!ववरणमध तादप
ु /य यते।-
सम य पाWय!वषय य ;यो भागाः किपताः सि/त। 0तभागम ् क0त पाठाः, वाKयायाय क0त होराः,
सै&ाि/तकपरMायाम ् 5कयान ् अंशः, ायो*गकपरMायाम ् 5कयान ् अंशः, यKयायम ् अक!वभाजनं चे0त !वषयाः
अ; दMय/ते।
अयायः - १ वै!दकसा!हये6तहासः (पाठाः १-७)

अयायय औचयम ्
यथा मल
ू ं !वना व
ृ ः न *च/त0यतंु शBयते तPवP वेदं !वना भारतीयवामयं वेदं !वना *च/त0यतंु न
शBयते। अतः मल
ू भत
ू य वेद य अKययने वृ तेः पव
ू \ वेद य सHयक् प.रचयः 0नतराम ् आवSयकः।
अि मन ् !वभागे वैदकवामय य वैलZयं कNयते। वेद य संहतासाहयम,् nाiमणसाहयं
वेदागसाहयम ् इ0त !वषयाः अ; अ/तभवि/त। वेद य आरZयकम ् उप0नषP चे0त भागPवयम ्। तP!वषये
पया_तम ् आलोचनम ् अ; !वधा यते।
239
अयायः - २ वै!दकवरV4या (पाठाः ८-१६)
Iयाकरण8ानं !वना वेदानाम ् अथः प1टं नावगHयते। अतः अि मन ् !वभागे पा2णनीयIयाकरण य
वैदकभागः उप था_यते। !वशेषतः वरभेदेन अथभेदो भव0त। अतः वर8ः एव वेदं बो&ुम ् शBनो0त। अि मन ्
!वभागे वैदक वरः इयेव मख
ु !वषयः वतते। त;ा!प का0नचन मb
ु या0न *चता0न स;
ू ा2ण दMय/ते। अ;
स;
ू Iयाbयानं कथं भव0त, तेन वैदक वराः कथं भवि/त इ0त !वषयाः ामb
ु येन उप/य य/ते।
अयायः - ३ वै!दकस#
ू ताययनम ् (पाठाः - १७-२८)
वैदकसB
ू ता0न भारतीय8ान य उस वXपा2ण। अ; *चतानां सB
ू तानाम ् अKययनाय सामी वतते।
सB
ू ताKययनं कथं भव0त, के के !वषयाः वेदाKययनकाले अवधेयाः सि/त, सB
ू तानां Iयाकरणं 5कमि त, सB
ू त य
तापय\ 5कमि त इ0त एते !वषयाः अ; दMय/ते। का0नचन संवादसB
ू ता0न अ!प अ; सि/त इय!प अ; अपरो
!वशेषः।
240
उTचतरमाKयमककायाः वेदाKययन य पु तके 0नHन!वषयाः अ/तभव/त
वायायाय भारांशः
4.सं. म*
ु यRबदवः
होराः (अ;काः)
१ अयायः- १ वै!दकसा!हये6तहासः- ५० २४
पाठः - १ वैदकसाहये0तहासः- वैदकवामय य वैलZयं,

वेदामाZय!वमशः
पाठः - २ वैदकसाहये0तहासः- संहतासाहयम ् (ऋoवेद य)
पाठः - ३ वैदकसाहये0तहासः- संहतासाहयम ् (सामवेद य यजुवद

U य)
पाठः - ४ वैदकसाहये0तहासः- संहतासाहयम ् अथववेद य।

nाiमणसाहयम ्।
पाठः - ५ वैदकसाहये0तहासः- nाiमणसाहयम ् - nाiमण/थानां
महवम,् nाiमणकालको धमः, समाजSचे0त, चातव
ु Zयम,्
!व!वधा0न nाiमणा0न
पाठः - ६ वैदकसाहये0तहासः- आरZयकम,् अ य सामा/यप.रचयः,
ऐतरे यारZयकम,् शाखायनारZयकम ् बह
ृ दारZयकम,्
तैितरMयारZयकम ्। उप0नषदां सामा/यप.रचयः
पाठः - ७ वेदागसाहयम ्
२ अयायः- २ वै!दकवरV4या- ९० ३६
पाठः - ८ वैदक वर5^या- साधारण वरकरणम ् -१ (स&ा/तकौमद

ु Mतः
*चता0न स;
ू ा2ण)
पाठः - ९ वैदक वर5^या- साधारण वरकरणम-् २ (स&ा/तकौमद
ु Mतः
*चता0न स;
ू ा2ण)
वै!दकवरशेषाः-
पाठः - १० वैदक वरशेषाः- धातु वरः, ा0तपदक वरः च
पाठः - ११ वैदक वरशेषाः- 5फN- वरः
पाठः - १२ वैदक वरशेषाः- यय वरः
पाठः - १३ वैदक वरशेषाः- समास वरः
पाठः - १४ वैदक वरशेषाः- 0तङ/त वरः
३ अयायः- ३ वै!दकस#
ू ताययनम-् १०० ४०
241
पाठः - १५ वैदकसB
ू ताKययनम-् अिoनसB
ू तम ् (ऋ.वे.१.१)
पाठः - १६ वैदकसB
ू ताKययनम-् इ/cसB
ू तम ् (ऋ.वे.२.६)
पाठः - १७ वैदकसB
ू ताKययनम-् हरZयगभसB
ू तम ् (ऋ.वे.१०.१२१)
पाठः - १८ वैदकसB
ू ताKययनम-् पR
ु षसB
ू तम ् (ऋ.वे.१०.९०)
पाठः - १९ वैदकसB
ू ताKययनम-् दे वीसB
ू तम ् (ऋ.वे.१०.१२५), O&ासB
ू तम ्
(ऋ.वे. १०.१५१)
पाठः - २० वैदकसB
ू ताKययनम-् !व1णस
ु B
ू तम ् (ऋ.वे.१.१५४),
ू तम ् (ऋ.वे. ५.६२)
म;ावRणसB
पाठः - २१ वैदकसB
ू ताKययनम-् असB
ू तम ् (ऋ.वे.१०.३४)
पाठः - २२ वैदकसB
ू ताKययनम-् पज/यसB
ू तम ् (ऋ.वे.५.८३), मनम
ु यकथा
(श.ु यज.ु मा.श.nा.१.८.१)
पाठः - २३ वैदकसB
ू ताKययनम-् शवसकपसB
ू तम ् (यज.ु वे. अKयाय ३४,
म/; १-६), जाप0त (श.ु यज.ु वे. अKयाय ३२, म/; १-५)
पाठः - २४ वैदकसB
ू ताKययनम-् RcाKयायः (श.ु यज.ु वे १५.१६)
पाठः - २५ वैदकसB
ू ताKययनम-् प*ृ थवीसB
ू तम ् (अ.वे.१२.१)
पाठः - २६ वैदकसB
ू ताKययनम-् सरमाप2णसंवादसB
ू तम ् (ऋ.वे.९.८०)
242
Sanskrit Vyakarana
Code No.-346
औचयम ्
भाव!व0नमयमाKयमं ह भाषा। भाषायाः उ/न0तः समाज य उ/न0तं Pयोतय0त। समाजः उ/नतान ्
!व!वधान ् भावान ् कट0यतम
ु ् भाषाम ् Iयवहर0त। यद भाषा ;ु टता यात ् तह भावकटने काठ/यं भव0त एव।
तदा भाषाको!वदाः भाषाIयवहारकतारः च भाषायां प.रवतनं कुवि/त। भाषाम ् उपयो*गनीं !वदध0त। ^मशः
भाषायाः प.रवतन य 0नयमाः जाय/ते। ईEशानां भाषा0नयमानां संकलनमेव Iयाकरणम ्। 0तदे शं भाषा भ/ना।
0तराwयं भाषा भ/ना। अत एव अ/यैः सह भाव!व0नमयः द1ु करः। एकभाषासु !वPयमानाP उतमाP वामयाP
अ/यभा!षका वि+चता भवि/त। अयं महान ् अ/तरायः वतते। अतः तथा का*चत ् महMयसी प!व;ा च भाषा ाiया,
सकलभाषाः य याः स/त0त वXपाः। सं कृतमेव सा भाषा। सा एव भाषासम यानाम ् एकमेव समाधानम ्।
सं कृतभाषायाः सE
ु ढं Iयाकरणमि त। नवीनशaद0नमाणसामyयम!प अि त। दशसहzवषपव
ू तनं /थम ् वयम ्
अPया!प पठतुं बो&ुं शBनम
ु ः यद वयं सं कृतं जानीमः। अPय अ माभः 0नमतं साहयं सहzवष=तरम!प
जनाः पठतंु श]यि/त यद वयं सं कृतेन लेखनं कुमः। अतः !वSवि मन ् !वSवे सं कृतमेव सवOे1ठा भाषा।
सं कृतशया सं कृतशaदानाम ् उTचारणमा;ं जा0तः गौरवाि/वता शिBतभत
ृ ा च भव0त। भारते यः सं कृतं
जाना0त तं !वRPKय न कोऽ!प वBतुं शBनो0त। धमरह यं काIयरह यं दशनरह यं च अ यां भाषायां 0नब&मि त।
यो भाषां जाना0त त य परु ः 8ानभाZडार उPघाटतः 0त1ठ0त। न केवलमेताव/मा;म ्। वामी !ववेकान/दः
उBतवान ् - '0नHनजातीयान ् वदाम - य1ु माकम ् अव थायाः उ/न0तसाधन य एकमा;ोपायः
सं कृतभाषाशणम ्।' समाजे जा0तभेद य नाशोऽ!प सं कृताKययनेन भवेत ्। अतः न केवलम ् उTचजातीनाम ्
कृते अ!प तु सवUषां कृते सं कृतम ् अय/तम ् उपकारकम ् अि त।
जग0त ायः सवाः भाषाः सं कृतभाषात एव सम{
ु त
ू ाः। सवासाम!प मल
ू म ् इयं भाषा। भारत य
ाचीने0तहास य अKययनम!प दै शका वैदेशकाः च !वPवांसः *चक7षि/त। पर/तु सं कृतभाषा8ानं !वना पगव
ु त्
ते भवि/त।
भाषा राwय0नमाणकाले राwयभेदानां कारणम ् अभवत ्। दे शे !वभाजन य कारणं ादे शकभाषाः। पर/तु
सं कृतम ् रा1|ै Bय य कारणमि त। बौ&ानां जैनानां ह/दन
ू ां च मल
ू /थाः, नैके दाश0नक/थाः, काIया0न
अ यामेव भाषायां सि/त। अतः इयं केवलं क य*चत ् एक य धम य भाषा इ0त वचनं मख
ू जपनम ्।
काणादं पा2णनीयं च सवशा ;ोपकारकम ् इ0त ाचीनोिBतः। अथात ् आ/वी}क7 !वPया (/यायशा ;म ्),
पा2णनीयं Iयाकरणम ् अ/येषां सवUषाम!प शा ;ाणाम ् उपकारकमि त। अतः सं कृते यां काम!प शाखां !पपठषःु
/यायं Iयाकरणं च नन
ू ं पठे त ्। अतः सं कृतिज8ासन
ू ां कृते Iयाकरण य आयि/तक7म ् उपयो*गताम ् अभल]य
इदं Iयाकरणम ् पाWय!वषयवेन 0नधा.रतमि त।
मह!षः पत+जलः अ~यप
ु गTछ0त यत ् सं कृतIयाकरण8ानपव
ू कम ् यद सं कृतभाषायोगः 5^यते तह
योगकता पZ
ु यं लभते। अयम!प IयाकरणाKययन य लाभोऽि त। अथा!प Iयाकरणम ् अKयेयम ्।
243
भाषया भाव!व0नमयकाले Bव*चद!प ;ु टः भव0त चेत ् !वनः अ!प भ!वतम
ु ह0त। श;वो म;ा2ण
भ!वतम
ु हि/त, म;ा2ण श;वो भ!वतम
ु हि/त। अतः भाषाया अन/यसाधारणं गR
ु वमि त एव। तथाह सभ
ु ा!षतम ्
-
यPय!प बहुनाधीषे तथा!प पठ प;
ु Iयाकरणम ्।
वजनः Sवजनो माभत
ू ् सकलं शकलं सकृत ् शकृत ्।।
अथात ् - (हे ) प;
ु , यPय!प बहु न अधीषे (पठस), तथा!प Iयाकरणम ् पठ।
(वम ्)
(Iयाकरणा8ानकारणात ्) वजनः (आमीयः) Sवजनो (कुBकुरः) मा भत
ू ,् सकलं (समम ्) शकलं (खZडम ्) मा
भत
ू ,् सकृत ् (एकवारम ्) शकृत ् (!व1ठा/मलः) मा भत
ू ्। अथा!प अKयेयं Iयाकरणम ्।
अधकार
अधीतकाIयकोषः अनधीतIयाकरणशा ;ः।
सरलसं कृतं, सं कृतसाहया य सरलगPयांशान ् पPयांशान ् च पठतम
सरलसं कृतं बो&ुं शBनो0त।
वभावं सं कृतभाषया ल2खवा कट0यतुं शBनो0त।
सं कृतIयाकरणं िज8ासरु ि त।
उTचमाKयमक तरे पा2णनीयIयाकरण य पाWयवेन योजन य का0नचन उYेशा0न अ;ाधो दMय/ते।
/यायशा ;ं Iयाकरणशा ;ं च सवशा ;ाणाम ् अKययने अ0त उपकारकम ् अि त। अतः Iयाकरण8ानं छा; य
भवतु इ0त ल]यम ्।
जग0त स
ु स& य पा2णनीयIयाकरण य केषाि+चत ् करणानां सामा/यं दशमकायां 8ानं जातम ्।
अवश1टभाग य 8ानं छा; य भवत।ु काPवयIयापी अयं !वषयः।
सं कृतIयाकरणाKययनेन समथः छा;ः अ/यासां भाषाणाम!प तल
ु नामकाKययने वतताम ्।
सं कृतभाषािज8ासन
ू ां िज8ासाशमनाय अKयेता समथ= भवत।ु
सं कृत य सं कृतेSच रणाय Iयाकरण8ानेन समथः यनपरः O&ाशीलः भवतु छा;ः।
अ0त ाचीनाया भारतीय8ानसHपदः वै8ा0नकता सवजनोपका.रता महमा च सगव\ जग0त सारयेत ् छा;ः।
सं कृतIयाकरण य सामा/य8ानवधनं भ!व1य0त येन सं कृत य सरलान ् अंशान ् पठवा छा;ाः तेषाम ्
अंशानाम ् अथान ् 8ा यि/त। ते वतः मौ2खक7ं ल2खतां च अभIयिBतं कतु\ श]यि/त।
सं कृतIयाकरणं पठवा छा;ाः महा!वPयालय तरे !वSव!वPयालय तरे च वतमानेषु पाWय^मेषु
अKययनाथम ् अवसरं ा_तुं समथाः भ!व1यि/त।
244
भाषाशा ;*च/तने शBताः भ!व1यि/त।
)याकरणे वेशय सामयम ्
महषUः पा2णनेः अ1टाKयायी इ0त स!ु वbयात य /थ य अKययने समथः भवेदKयेता।
Iयाकरणं Pवादशभः वषः पWयते। स!वशालो !व तरो !वPयते। दशमकायां Iयाकरणं पठवा Iयाकरणे
!व1टः छा;ः इमं !वषयं पठवा Iयाकरणं समां Iयाि_तम ् सामा/येन जानीयात ्।
IयाकरणाKययनं सोपन^मेण भव0त। थमका0न सोपना0न दशकायाम ् अ0त^ा/ता0न। तथा!प यावत ् अयं
शेषः पाWय!वषयः न पWयते तावP अ/य; Iयाकरणं न पठतुं शBयते। अतः अ0नवाय=ऽयं !वषयः।
स;
ू ाणां रचना कथं कृता इ0त प1टं 8ानं भवेत ्।
पठतसामीम ् आ*Oतानां Sनानाम ् उतरा2ण दातुं पारयेत ्।।
सZ
ू )या*याने सामयम ्
समास य !व!वधा0न स;
ू ा2ण जानीयात ्।
बहून ् Iयाकरण य पा.रभा!षकशaदान ् जानीयात ्।
अ*धकारः अनव
ु िृ तः पदयोजना च कथं भव0त इ0त 8ा य0त
स;
ू ाथकरणे अ/येषां स;
ू ाणाम ् उपयो*गताम ् अवगTछे त ्।
स;
ू े पदानां पर परम ् अ/वयं कतु\ भवेत ्।
स;
ू Iयाbयाने समथ= भवेत ्।
सZ
ू योगय सामयम ्
स;
ू ं लणं कyयते। स;
ू ं य य सं कारं करो0त तत ् ल]यं कyयते। 5कं स;
ू ं क य ल]य य सं कारं करो0त इ0त
8ावा छा;ः ल]यसं कारं कतु\ श]य0त।
ल]यसं कारकाले स;
ू ाणां पर पर!वरोधं प.रहतु\ समथ= भ!व1य0त।
समं साधुXपं साधुवाBयं वा स;
ू योगपरु ःसरं 0न1पाद0यतुं समथ= भ!व1य0त।
साधश
ु [दयोगय सामयम ्
स;
ू ा2ण Iयवय साधश
ु aदं 0न1पाPय 0नःसंकोचं Iयवहतु\ योoयः भ!व1य0त।
वयं सं कृतभाषायोगकाले वभाषादोषान ् 8ावा Iयाकरणसाहायेन दोषान ् दरू Mकृय श&
ु भाषायोगे समथ=
भ!व1य0त।
अ/ययB
ु तायाः द1ु टभाषायाः अ!प संशोधने समथ= भ!व1य0त।
;ी2ण मु cता0न पु तका0न।
245
एकं शका5कत-म
ू याकनप;म ् दा यते। अनेन सह छा;ैः एकं प.रयोजनाकायम!प करणीयम ्।
Iयाकरण य शणं ायो*गकXपेण अ!प भ!व1य0त। पर/तु ायो*गकपरMा का!प नाि त।
पाठ0नमाणे संपककासु च अKयापनकाले छा;ेषु जीवनकौशलानां सHयक् !वकासः भवेत ् इ0त KयातIयम ्
मB
ु त!वPयालये वेशोतरं पाWय^मममं !वPयाथd एकवषत: अ*धका*धकं प+चवषUषु परू 0यतंु शBनो0त।
अ;कम<
प; य (१००) शतम ् अकाः सि/त। परMाकालः होरा;यामकः। अ य प; य ल2खत वXपमेवाि त
(Theory)। ायो*गकXपं (Practical) 5कम!प नाि त। ^मकम ् (Formative) समिु Tचतं (Summative)
चे0त P!व!वधं म
4मकं म<
ू यायनम ् - !वंशतेः अकानां (२०) शका5कत य काय य (TMA) एकमेव प;ं यात ्। अ य
मल
ू ायनम ् अKययनके/cे (Study Centre) भवेत ्। अ य काय य अकाः अकपh;कायां (Marks sheet)
पथ
समिु @चतं म<
ू यायनम ् - वषU वारPवयं (माचमास अBटोबरमास च) बाiयपरMा भ!व1य0त। त; परMायां
समिु Tचतं म
Sनप;े 8ानम ् (Knowledge), अवगमम ् (Understanding) अभIयिBतं (Application skill)
ु तानप
परMासु अ0तलघू तरामक- लघू तरामक-0नब/धामक-Sनानाम!प समावेशः भ!व1य0त।
स;
ू ाथः स;
ु सBताः के*चP !वषयाः अ!प
य.ु र0त अवधेयम ्।
उतीणतायै पणः (condition) - 0तशतं ;यि ;शP (३३%) अकाः उतीणतायै पणः (मानदZडः) वतते।
सं थान य परMायाम ् उतरलेखनभाषा - सं कृतम ् (अ0नवायम ्)
0नदU शभाषा (Medium of instruction) - सं कृतम ्।
वाKयायाय कालाव*धः (Self-study hours) २४० होराः
/यन
भारांशः - सै&ाि/तकः (Theory) शतं 0तशतम ्।
ायो*गकम ् (Practical) - नाि त।
246

उTचतरमाKयमककाया Iयाकरण य पु तके 0नHन!वषयाः अ/तभवि/त।
अयायः - १ समासः Zीययाः च (पाठाः १-११)

यथा कृ0तययमेलनेन शaदः 0न1पPयते तथा Pवयोः पदयोः मेलनेन समासः 0न1पPयते। समासः
कतIयः चेत ् 5कं पदं पव
ू म ् 5कं वा परम ् इ0त !ववेकः अपे]यते। ततSच साधश
ु aद0नमाण य समास य का*चत ्
वक7या 5^या अि त सा अ; सस;
ू म ् उप/य यते। समास य 8ानं !वना समास य अथः प1टः न भव0त।
अतः सं कृत8ेन नन
ू ं समासः अKयेतIयः। अतः स!व तरम ् अ; !वभागे प+चो !वधा यते।
सं कृतभाषायां ;ील*गशaदाः शaदाः सि/त। त; लगं शaद य अथ य वा इ0त !वचारः तय
ू ते।
!वभ/नानां शaदानां ;ीयययोगेन 5कं !वधं Xपं भव0त इ0त सस;
ू म; पदSयते। अ य करण य 8ानेन
;ीलङशaदानां 0नमाण5^या प1टMभ!व1य0त।
अयायः - २ 6तङतकरणम ् (पाठाः - १२-२३)

साधश
ु aद0नमाणं IयवहारSच Iयाकरण य मb
ु यं ल]यम ्। सब
ु /त0तङ/तभेदेन पदं P!व!वधम ्। 0तङ!प
पर मैपदामनेपदभेदेन P!व!वधः। धातवः !वकरणभेदेन दशगणेषु !वभBताः। अतः अि मन ् !वभागे धातोः
0तयययोगेन पदसाधन य 5^या स;
ू Iयाbयानपरु ःसरं दSयते। त; ~वादकरणम ् अ0त मb
ु यम ्।
तw8ानेन अ/येषा!प 8ानं झट0त भ!वतम
ु ह0त तकरणम; स!व तरमप
ु /य यते। 5^यापद0नमाण य
Iयाकरण5^या अ; मख
ु ो !वषयः। कथं 5^यापदं सw
ृ यते सं कृते इ0त रमणीयोऽयं !वषयोऽ;।
247
अयायः - ३ 8णजता!दकं तFतययाः च (पाठाः २४-३१)
0तङ/तकरण यैव अंशभत
ू ोऽयं !वभागः। अ; वैश1Nयं ह योजकधात0ु नमाणम ्
इTछाथकस/न/तधात0ु नमाणम0त। ततSच !वश1टाथPयोतनाय उपसगयोगेन वा धातोः परं कदा*चत ् पर मैपदं
भव0त कदा*चTच आमनेपदं भव0त। अि मन ् करणे सोऽ!प भागः वतते। कत.र योगः कम2ण योगः भावे
योगः इ0त h;!वधः योगो भव0त सं कृते। तथा योगः कतIयः चेत ् धातोः Xपं कथं साधनीयम!प सस;
ू मह
उपादMयते।
सब
ु /तपद य कृ0तषु अ/यतमो भव0त त!&ता/तशaदः। स च ा0तपदकात ् त!&तयययोगेन
0न1पPयते। !व!वधाः त!&तययाः। अतः !वभागशः तw8ानाय अयं !वभागः साहायं करो0त। ा0तपदकात ्
त!&तययः कथं भवती0त सस;
ू म; उप/य यते। अ; 0नमतः त!&ता/तशaदः सब
ु /तकरणे Iयव यते।
4.सं. म*
ु यRबदवः वायायाय भारांशः
१ अयायः- १ समासः Zीययाः च ७८ ३६
पाठः - १ केवलसमासः अIययीभावसमासः च
पाठः - २ तपR
ु षसमासः - P!वतीयादतपR
ु षसमासः
पाठः - ३ तपR
ु षसमासः- त!&ताथादतपR
ु षसमासः
पाठः - ४ तपR
ु षसमासः- कुग0तादसमासः, उपपदसमासः च
पाठः - ५ बहुीहसमासः- Iय*धकरणबहुीहः समा/तययः च
पाठः - ६ बहुीहसमासः- समासा/तययः 0नपातIयव थादकम ्
पाठः - ७ Pव/Pवसमासः- पव
ू पर0नपातः !वशेषकाया2ण एकशेषः च
पाठः - ८ क7ण\ समासकरणम ्
Zीययः-
पाठः - ९ ;ीययः- चाप ् टाप ् डाप ् ययाः
पाठः - १० ;ीययः- ङMप ् ङMप ् ययौ

पाठः - ११ ;ीययः- ङMष-् ययः
२ अयायः- २ 6तङतकरणम ् - १०० ४०
पाठः - १२ ~वादकरणे- भध
ू ातोः लट Xपसाधनम ् -१
248
पाठः - १३ ~वादकरणे- भध
ू ातोः लट Xपसाधनम ् -२
पाठः - १४ ~वादकरणे - भध
ू ातोः लट लु ट च Xपसाधनम ्
पाठः - १५ ~वादकरणे- भध
ू ातोः लृ ट लोट च Xपसाधनम ्
पाठः - १६ ~वादकरणे- भध
ू ातोः लङ लु ङ लृ ङ च Xपसाधनम ्
पाठः - १७ ~वादकरणे - लN लN एतयोः स;
ू शेषः
पाठः - १८ ~वादकरणे - लN-लका य स;
ू शेष
पाठः - १९ ~वादकरणे - ल ल
ु एतयोः स;
ू शेषः
पाठः - २० ~वादकरणे आमनेपदकरणम ्
पाठः - २१ अदादतः दवादपय/तम ् - अP हु दव ् धातवः
पाठः - २२ वादतः Rधादपय/तम-् सु तP

ु Rध ् धातवः
पाठः - २३ तनादतः चुरादपय/तम-् तन ् कृ ^7 चुर ् धातवः
३ अयायः- ३ 8णजता!दकं तFतययाः च- ६२ २४
पाठः - २४ 0तङ/ते 2णज/तकरणम ्
पाठः - २५ 0तङ/ते स/न/तकरणम ्
पाठः - २६ 0तङ/ते पर मैपदामनेपद!वधानम ्
पाठः - २७ 0तङ/ते भावकमकरणम ्
तFताः-
पाठः - २८ त!&तेषु अपया*धकारः
पाठः - २९ त!&तेषु मवथdयययाः
पाठः - ३० त!&तेषु रBताPयथकययाः
पाठः - ३१ त!&तेषु ठञ*धकारः
249
Bharatiya Darshan
Code No.-347
औचयम ्
सवUऽ!प ज/तव इ1टं लaधम
ु ् इTछि/त। अ0न1टं प.रहतम
ु ् इTछि/त। सख
ु म ् इ1टम ् दःु खं ह अ0न1टम ्।
अत एव सख
ु य उपायः अ!प इ1टः। दःु ख य उपायः अ!प अ0न1टः। त; सख
ु ं P!व!वधम ्। 0नयम ् अ0नयं च।
0नयं सख
ु म ् आमसख
ु म ्। तत ् ज/यम ् नाि त। न केना!प कारणेन तत ् सख
ु म ् उपPयते। तत ् सख
ु म ् तु
आम वभावः एव। अ0नयम ् सख
ु म ् ज/यम ् अि त। त य 5कम!प कारणम ् अि त। अ0नयसख
ु य कारणं ह
धमः। धम\ !वना सख
ु ं नैव भव0त। धम=ऽ!प ज/यः अि त। वेद!वहतयागादः धमः। तPयागादज/यः पZ
ु याbयः
अE1ट!वशेषो वा धमः। धमः अ/तःकरणे !वPयमानः किSचत ् गण
ु !वशेषः।
दःु ख य 5कम!प कारणं तु यादे व। सख
ु ं वा दःु खं वा कारणं !वना नैव उपPयेत।े सख
ु य 5कं कारणम ् इ0त
यथायथम ् असि/दoधं च 8ानम ् आवSयकम ्। तेन इ1टं यत ् सख
ु ं त य यत ् साधनं त; 0न1ठया विृ तः भवेत ्।
5क+च सख
ु य क0त भेदाः सि/त तद!प प1टं जानीयात ्। इथम ् 'इदं मद1टसाधनम'् इ0त 8ानम ् विृ तं 0त
कारणं भव0त।
पR
ु षः नरो वा नारM वा यP कामयते इTछ0त अथयते स एव पR
ु षाथः। पR
ु षः सख
ु मेव अथयते। अतः
सख
ु मेव ह पR
ु षाथः सकला2णसाधारणः। सख
ु य काराः सि/त। अतः एव पR
ु षाथ य काराः सि/त। 0नयसख
ु ं
ह मोः कyयते। अ0नयसख
ु ं ह कामः कyयते। काम य कारणं ह धमः कyयते। धम य साधनं ह अथः
कyयते। अथ= ह धम य सामी धनादकम ्। एवं धमाथकाममोाः चवारः पR
ु षाथाः स
ु स&ा वैदकसं कृतौ।
तेषु काममोौ मb
ु यौ। काम य साात ् कारणं धमः। धम य योजकः अथः। कामलाभाय एव धमः अथः च
सेIयते ना/यथा। अथः धमाथ गौणौ। मb
ु ययोः काममोयोः अ!प मोः 0नयः। अतः मोः एव परमः पR
ु षाथः।
अथः अ0नयः इ0त येण 8ायते। इि/cयज/यं सख
ु म ् 2णकम ् इ0त तद!प अ0नयमेव इ0त अनभ
ु वस&म ्।
अ0नयसख
ु य कारणं धमः अ!प अथात ् अ0नयः एव। न ह कारणसवे कायाभावः भव0त।
वेदा/ते Oु0तः तदन
ु क
ु ू ला यिु Bतः अनभ
ु वSच इ0त एतत ् h;तयम ् सदा माणवेन उप/य यते।
यकृतकं तद0नयम ् इ0त 0नयमः E1टानम
ु ानोभयस&ः। धमः कमज/यः। अतः अ0नयः। कामः
धमज/यः। अतः अ0नयः। इथं स&म ् यत ् मोः एव परमः पR
ु षाथः 0नयवात ्। मोः niम8ानाP भव0त इ0त
अPवैतवेदा/त य स&ा/तः। अतः niम 5कम ्। तw8ानं 5कम ्। तलाभ य माणं 5कम0त िज8ासा। ति/नवृ तये
अPवैतवेदा/तमतानक
ु ू ला0न करणा0न अ; सि/त।
सवUऽ!प दाश0नका जीवानां सख
ु वा+छापण
ू ाथ\ यत/ते। पर/तु सख
ु साधन!वषये वXप!वषये च तेषु नैके
मतभेदाः सि/त।
दशमकायाः /थे समे◌ेषाम!प दशनानाम ् सामा/यः प.रचयः !वPयते। वेदा/त य थानानाम ्
वेदा/तसHपदायानां च !वशेषः प.रचयः !वPयते। एव+च अPवैतवेदा/तानस
ु ारम ् संेपेण के*चP !वषया
250
उप/य ताः। स !वषयः दशHयाम ् पठतः यात ्। त य पठनेन Pवादशकायाः पाठः सब
ु ोधः तीयेत। अतः
दशमकायाः पाठानां सHयक् अKययनं !वधाय Pवादशकायाः पाठा अKयेतIया। तेन !वषय या य स1ु ठु 8ानं
भ!व1य0त।
Pवादशकायाः अि मन ् पाWय^मेम सांbयानां दशन य !वशेषः प.रचयः का.रतः। यतो ह क!पल य
सांbयदशनं वेदा/त य अ0त 0नकटम ्। मb
ु यः पव
ू पः च। सांbयानां गण
ु !वचारः पR
ु ष!वचारः सिृ 1ट!वचारः
इयादकम ् अPवैतवेदा/ते 5कि+चत ् प.रवतनेन गह
ृ Mतं ESयते। अतः पव
ू पवेन मल
ू वेन च सांbयानाम ्
अKययनम ् अय/तम ् आवSयकम0त हे तोः अ; सांbयदशन य !वषयाः अ; उप/य य/ते।
सकला0न दशना0न माण!वषये वमतम ् अ~यप
ु गTछि/त। वेदाि/तनोऽ!प तथैव वमते Eढाः सि/त।
अतः अPवैतवेदा/तमते का0न माणा0न इय!प अ यपाWय^म य वैश1Nयम ्।
इथम ् बहुभः कारै ः पाWय^मः छा;हताय 0नमतः। तेन दाश0नकतवा0न सग
ु मा0न भ!व1यि/त इ0त
आशा महे ।
अधकार
अधीतकाIयIयाकरणकोषः अनधीतदशनशा ;ः।
/यायशा ; य तकसंह इ0त /थं दM!पकासहतं जाना0त।
/यायभाषाम ् अथात ् /यायशा ; य शैलMं जाना0त।
दशनं दEुः मम
ु
ु ुSच।
उTचमाKयमक तरे भारतीयदशन य पाWयवेन योजन य का0नचन उYेशा0न अ;ाधो दMय/ते।
जीवन य चरमल]यं सख
ु लाभः। इह पर; च। तP!वषयकं प1टं 8ानं छा; य भवतु इ0त ल]यम ्।
बहू0न दशना0न सखु 0तपादनाय वृ ता0न !वRKय/ते। तेषु !वरोध य का0न कारणा0न इ0त 8ावा छा;ः
स]
ू मं *च/तनं कतमु ् भवेत ्।
जीवने !वभ/नानां दाश0नकसHदायानां पर परकलह य कारणं 8ावा तेषु सौहाद य 0नमाणाय यतेत इ0त
सामyयम ् छा; य जायताम ्।
व य वप.र*चतानां च जीवनं दशनमवलHaय नेतम
ु ् शBनय
ु ात ्।
भारतीयदशन य महमानम ् अवगHय त य चारे ब&ादरः सO&ं वतताम ्।
251
अ0त ाचीनाया भारतीय8ानसHपदः वै8ा0नकतां सवजनोपका.रतां महमानं च सगव\ जग0त सारयेत ् छा;ः।
दशन य सामा/य8ानवधनं भ!व1य0त येन दाश0नक/थानाम ् सरलान ् अंशान ् पठवा छा;ाः तेषाम ्
अंशानाम ् अथान ् 8ा यि/त। ते वतः मौ2खक7ं ल2खतां च अभIयिBतं कतु\ श]यि/त।
दशनाKययनेन छा;ाः महा!वPयालय तरे !वSव!वPयालय तरे च वतमानेषु पाWय^मेषु अKययनाथम ्
अवसरं ा_तुं समथाः भ!व1यि/त।
दाश0नक*च/तने R*चम/तः भू वा शBताः संलoनाSच भ!व1यि/त।
दशने वेशय सामयम ्
दशने के !वषया अ/तभवि/त इ0त सामा/य8ानं भवेत ्।
आि तकनाि तकदशनभेद य 8ानं भवेत ्।
अPवैतवेदा/त य !वश1टः प.रचयः भवेत ्।
पठतसामीम ् आ*Oतानां Sनानाम ् उतरा2ण दा यि/त।
दशनाययने सामयम ्
सांbयानां दशन य !वश1टं प.रचयं ा_नय
ु ात ्।
अPवैतवेदा/तमतेन अKयारोपः अपवादः मोः तसाधना0न इयादMनां बहूनां !वषयाणां 8ानं भवेत ्।
वेदा/तमते वीकृतानां माणानां स!व तरं 8ानं भवेत ्।
अ य पाWय!वषय य 8ानेन ति मन ् दशने !वPयामानानाम ् अ/येषाम ् आकर/थानाम ् अKययने समथ=
भवेत ्।
दशनयोगय सामयम ्
दशन य प1टं 8ानं ा_य व य जीवने त य योगं कृवा कृतकृयो भ!व1य0त।
यथा वैPयः जनं E1Nवा त य रोगादकं *च/तय0त। चौरः !वतकाषादकं *च/तय0त। व2णक् ^ेतारम ्
पSय0त। तथा जगतः दाश0नकXपेण दशने समथ= भवेत ्।
अ/येषाम!प दoा/तानां जनानां जीवने पथदशकदMपवत ् सहायो भ!व1य0त।
Pवे मु cते पु तके।
एकं शका5कत-म
ू याकनप;म ् दा यते। अनेन सह छा;ैः एकं प.रयोजनाकायम!प (Project)
करणीयम ्।
दशन य शणं ायो*गकXपेण अ!प भ!व1य0त। पर/तु ायो*गकपरMा का!प नाि त।
252
पाठ0नमाणे संपककासु च अKयापनकाले छा;ेषु जीवनकौशलानां सHयक् !वकासः भवेत ् इ0त KयातIयम ्
मB
ु त!वPयालये वेशोतरं पाWय^मममं !वPयाथd एकवषत: अ*धका*धकं प+चवषUषु परू 0यतुं शBनो0त।
अ;कम<
प; य (१००) शतम ् अकाः सि/त। परMाकालः होरा;यामकः। अ य प; य ल2खत वXपमेवाि त
(Theory)। ायो*गकXपं (Practical) 5कम!प नाि त। ^मकम ् (Formative) समिु Tचतं
(Summative) चे0त P!व!वधं म
4मकं म<
ू यायनम ् - !वंशतेः अकानां (२०) शका5कत य काय य (TMA) एकं प;ं यात ्। अ य
मल
ू ायनम ् अKययनके/cे (Study Centre) भवेत ्। अ य काय य अकाः अकपh;कायां (Marks
sheet) पथ
ू यायनम ् - वषU वारPवयं (माचमास अBटोबरमास च) बाiयपरMा भ!व1य0त। त;
परMायां समिु Tचतं म
ु तानप
परMासु अ0तलघू तरामक- लघू तरामक-0नब/धामक-Sनानाम!प समावेशः भ!व1य0त।
स;
ू ाथः स;
ु सBताः के*चP !वषयाः
अ!प य.ु र0त अवधेयम ्।
उतीणतायै पणः (condition) - 0तशतं ;यि ;शP (३३%) अकाः उतीणतायै पणः (मानदZडः)
वतते।
वाKयायाय कालाव*धः (Self-study hours) २४० होराः
/यन
भारांशः - सै&ाि/तकः (Theory) शतं 0तशतम ्।
253

उTचतरमाKयमककाया भारतीयदशन य पु तके 0नHन!वषयाः अ/तभवि/त।
अयायः - १ सां*यदशनम ् (पाठाः १-४)

मह!षः क!पलो ह ज/मना स&ः। सवUषाम!प दशनानां तYशनादे व ारHभः। एव+च क!पल य
सांbयदशनं वेदा/त य अ0त 0नकटम ्। मb
ु यः पव
ू पः च। सांbयानां गण
ु !वचारः पR
ु ष!वचारः सिृ 1ट!वचारः
इयादकम ् अPवैतवेदा/ते 5कि+चत ् प.रवतनेन गह
ृ Mतं ESयते। अतः पव
ू पवेन मल
ू वेन च सांbयानाम ्
अKययनम ् अय/तम ् आवSयकम0त हे तोः अ; सांbयदशन य ोBताः !वषयाः अ; उप/य याः।
अयायः - २ वेदाते माणा6न (पाठाः ५-१०)

0ना/तं 8ानं ममा तु को वा न वा+छ0त। पर/तु 8ानं कथं भव0त, केन माKयमेन भव0त इ0त प1टता
आवSयक7। त; वेदा/तमते ाि/तरहतं 8ानं मा केन माणेन भव0त, त; वेदाि/तनः का0न माणा0न
अगीकुवि/त, तेषां वXपं 5कम,् 5^या का, मेया2ण का0न, माभेदाः के इ0त नैके !वषयाः अि मन ् करणे
0तपाPयाः। /यायशैयाः 8ानं !वना अ य !वभाग य अKययनं द1ु करम ् इ0त हे तोः त; त; /यायशैयाः अ!प
!व तरः दशनीयवेन आपत0त।
अयायः - ३ अ]वैतवेदाते अयारोपः (पाठाः - ११-१६)

254
सकलदशनानां सामा/यप.रचयः, अPवैवेदा/त य !वशेषप.रचयः च माKयमकायां का.रतः। तथा!प
अPवैतवेदा/तदशनेन व य स&ा/ताः कथं स&ाि/तताः, काभः यिु Bतभः सम*थताः, यिु Bतदशन य
माणा0न वा का0न इयादसवम!प स!व तरं 8ातIयम ् भव0त छा;ेण। अतः दशनेषु मध
ू /य य दशन यैव
स!व तरं प.रचयो भवतु इ0त *धया अPवैतवेदा/त य करणशः !वभागं प.रक_य PवादSयाम ् उप/य य/ते। त;
niम माया इ0त 8ानोतरं कथम ् अKयासः भव0त, कथं ततः सिृ 1टः भव0त इ0त !वषयः अ; उप/य तः। अयं
!वषयः अKयारोपः इयT
ु यते।
अयायः - ४ अ]वैतवेदाते अपवादः (पाठाः - १७-२७)

पव
ू भागे अKयारोपः 8ातः। अKयारोप य अपवादः कथं कतIयः इ0त !वषयः अ; मख
ु ो भव0त। अ;
अ था;यं प+चकोशाः महावाBय!वचारः समा*धः तसाधनमतीमे !वषयाः अ; 0तपाPयाः सि/त। वेदा/त य
जग0त चार य मख
ु ं काय\ येन कृतं यPवशाP भारतीय8ान य गौरवं जग0त वतते त य वामनो
!ववेकान/द य मतं 5कम0त !वषये एकः अ/ते योिजतः अि त।

उTचतरमाKयमककायाः भारतीयदशन य पु तके 0नHन!वषयाः अ/तभवि/त -
वायायाय भारांशः
4.सं. म*
ु यRबदवः
१ अयायः- १ सां*यदशनम ्- ३६ १२
कृ0तपR
ु षप.रचयः- सांbयपद याथः, सांbयाचायाः, तP/थाः,
पाठः - १
सांbयतवानां सामा/यप.रचयः, पR
ु षः, ब/धः, मोः
कृ0तपR
ु षप.रचयः- कृ0तः। धानतवम ्। गण
ु ;य!वचारः।
पाठः - २
ु षबहुव!वचारः। साHयाव था। कृतेः विृ तः।
पR
सिृ 1ट!वचारः- सिृ 1टतवम ्। स1ृ टपदाथाः। सिृ 1टकारणम ्।
पाठः - ३
सिृ 1टयोजनम ्।
सकायवादः- साधकयB
ु तयः। श/
ू यकायवादः। असकायवादः।
पाठः - ४
!ववतवादः। !वरो*धवादखZडनम ्।
२ अयायः- २ वेदाते माणा6न- ६० ३०
पाठः - ५ माणा0न- षNमाणा0न। भू मका, दशन, 8ानाद, मा
माणा0न- यमाणम ्। लणम ्। प.र1कारः।
पाठः - ६
यवयोजक!वचारः।
255
पाठः - ७ माणा0न- यमाणभेदाः। लणा0न।
माणा0न- अनम
ु ानम ् - लणम ्। /यायः। स&ेतःु । मyयावम ्।
पाठः - ८
उपमानम ् च।
पाठः - ९ माणा0न- आगमः। विृ तः। वाBयथबोधे हे तवः।
पाठः - १० माणा0न- अथापितः, अनप
ु लिaधः, ामाZयम ्।
३ अयायः-३ अ]वैतवेदाते अयारोपः- ५४ २२
niमलणम-् niमपद याथः। niमणः वXपलणम,्

पाठः - ११
तट थलणम ्। 0नगणniम।
ु सगण
ु niम।
मायालणम-् मायापद याथः। मायाः लणम,् अनादवम,्
पाठः - १२
ु ामकवम ्। मायासवे माणा0न। मायाया एकवबहुव!वचारः।
h;गण
अKयासः- अKयासयोजनम ्। पदIयपितः। वXपम,् 0नमतम,्
पाठः - १३
फलम ्। अKयाससवे माणम ्।
अKयासः bया0तः !ववतः प.रणामः च- अKयासकारणा0न।
पाठः - १४
अKयास वXपम ्। सता;यम ्। !ववतप.रणामयोः वXपम ्।
सिृ 1ट!वचारः- सिृ 1टOत
ु ीनाम ् योजनम ् । अKयारोपापवाद/यायः।
पाठः - १५
कायकारणयोरन/यवम ्।
सिृ 1टलय!वचारः- अ!वPया। त याः शिBतPवयम ्। प+चीकरणम ्।
पाठः - १६
लय!वचारः।
४ अयायः- ४ अ]वैतवेदाते अपवादः- ९० ३६
पाठः - १७ अव था;य!ववेकः-जा व_नसष

ु _ु तयः। !वSववैSवानरादकम ्।
प+चकोश!ववेकः- अKयारोपापवादौ। अ/नमयादप+चकोशः। ते~यः
पाठः - १८
भ/न आमा। niमणः उपा*धवशाP भेदः।
पाठः - १९ महावाBय!वचारः- चतण

ु ाम ् महावाBयानां तापयम ्।
महावाBय!वचारः- पदा/वय!वचारः। लणादMनाम ् उपयोगः।
पाठः - २०
पदाथसंशोधनम ्।
पाठः - २१ साधन!वचारः-१ अनब

ु /धः कम, 0न1कामकम।
पाठः - २२ साधन!वचारः-२ 0न1कामकम, उपासना
पाठः - २३ साधन!वचारः-३ साधनचत1ु टयम ् Oवणाद ।
पाठः - २४ समा*ध वXपम ्। 0नदKयासनम ्। समा*धभेदाः। *चतविृ तः।
पाठः - २५ समाधेरगा0न। अ/तरायाः।
256
जीव/मिु Bतः, !वदे हमिु Bतः- अहम ् niमाि म। अखZडाकाराका.रता
पाठः - २६
*चतविृ तः। कम;ै!वKयम ्। लणम ्।
!ववेकान/दवेदा/त*च/तनम ् - !ववेकान/दमतेन वेदा/त य
पाठः - २७
Iयावहा.रकता। योगसम/वयः। आधु0नकता। ास*गकता।
257
Sanskrit Sahitya
Code No.-348
औचयम ्
सं कृते काIयसHपितः सागरवत ् अपारा अम
ू या च वतते। त; अ माकं सनातन8ानराशः
तदामकं जीवनं च 0तhबिHबतं वतते। कवीनां काIयानाम ् अलकारशा ; य च अKययने छा; य
भू मका अपे}ता। काIयराशेः मल
ू ं वXपं वेदे एव ESयते। साहय य वेशाथ\ वेदादवामय य
प.रचयः आवSयकः अि त। अ!प च वेदेन उपद1टं तवमेव काIयेन कटM5^यते। वेद तु षडगसहतः
अि त। अतः वेद य षडगाना+च प.रचयः अ!प आवSयकः। वेदकाIययोः मKयव0त परु ाणसाहयम ्।
त मात ् परु ाण या!प सामा/यप.रचयः आवSयकः। स च अ; अि त। एवं वेद य परु ाण य च प.रचयं
ा_य काIय य वेशः भव0त।
सं कृ0तनाम सप
ु .र1कृता जीवनप&0तः यया ^मशः आमो&ारः सPKय0त।
भारतीयसनातनसं कृ0तः चतु भः पR
ु षाथः प.रकिपता वतते। धमः अथः कामः मोः इ0त चवारः
पR
ु षाथाः। कामो नाम लौ5ककजीवनस/तिृ _तः सख
ु ं वा। अथ= नाम ताEशसख
ु लाभाथम ् अपे}ता0न व ;-
आहार-धन-े;ादM0न जीवनसाधना0न। धम= नाम अथानामजने तPवारा सख
ु लाभे शा ;ोBतः
0नयम!वशेषः। मोः अन/तः शाSवतान/दः। एतेषां !ववेके वेदः परमं माणम ्।
कवेः कम काIयम ् इ0त आलका.रका वदि/त। तTच रमणीयं शaदाथयग
ु लम ्, रसामकं वाBयम ्
इय!प अ/या/य!वPवांसः वदि/त। अ मपरHपरायां जीवन!ववेकाय शा ;मागः इव काIयमाग=ऽ!प
अतीव आEतो वतते।
वेदः भुसिHमतः इयुTयते। पुराणं म;सिHमतम ् उयुTयते। काIयं ह का/तासिHमतं भव0त।
का/तासिHमतं नाम का/तासEशम ् इयथः। का/ता नाम !या भाया इयथः। (यदा) लोके साKवीं कुशलां
च का/तां 5कम!प िज8ासमानः पT
ृ छ0त। तदा सा साात ् अभायवाचकं वाBयं प.रयज0त। ततः
ि मत-कटा-मुखावनमनादचे1टा!वशेषपुरःसरं परोतः वाभायसूचकैः वचनैः अभमताथ\
8ापय/ती त; का/तं वतय0त। यथा 5कम ् अ◌ाफलम ् आ वादयस उत cााफलम ् इ0त का/तः
का/तां पT
ृ छ0त। तदा आफलमा वादयाम इ0त साात ् न वद0त। आफलं मधरु ं प.रमलयुBतं
!व!वधवणरि+जतं भव0त इ0त वद0त। तेन एतदे व उBतं भव0त यत ् अहम ् आफलम ्
आ वाद0यतु मTछाम इ0त। एवं का/तानां यथा परोतः वाभायाभIय+जनशैलM वचने भव0त तथा
काIय या!प भव0त। अतः काIयं का/तासिHमतम ् इ0त स&म ्। का/तावचनं यथा सरसं मनोहरं भव0त
तथा काIयम!प सरसरमणीयं भव0त येन सदयदयम ् आकृ1टं भव0त। एत मात ् कारणात ् वेदात ्
परु ाणात ् च !वलणं भव0त।
258
ईEशनां काIयानाम ्, कवीनाम ्, काIयशा ; य च प.रचयः छा;ाणाम ् भवतु इ0त *धया
सं कृतसाहयम ् नाम प;ं पाWयवेन योwयते। (Communications Skill) भाव!व0नमयकौशलम ् परु ा
अPया!प च गR
ु वम ् आवह0त। वाभायः कथं साात ् परोतः वा कट0यतंु शBयः इ0त काIयात ्
8ायते। इथं काIयाKययन य बहू0न योजना0न स/ती0त औ*चयम ् आवह0त यP सवOे1ठानां
कवीनाम ् काIया0न पठनीया0न इ0त।
अधकार
अयं पाWय!वषयः सHपूणXपेण सं कृतभाषया ल2खतः अि त। परMा अ!प सं कृतमाKयमेन
एव भ!व1य0त। अतः अ य पाठ य कः अ*धकारM इ0त नन
ू म ् समुदे0त Sनः।
अधीतIयाकरणकोषः काIयरस!पपासःु ।
उTचतरमाKयमक तरे सं कृतसाहय य पाWयवेन योजन य का0नचन उYेशा0न अ;ाधो दMय/ते।
जीवन य चरमल]यं सुखलाभः। इह पर; च। काIयाKययनेन तत ् सPKय0त। अतः अKयेतॄणां

सKयत।ु
बहू0न काIया0न सुख0तपादनाय वृ ता0न सफला0न !वफला0न च भवि/त। त; वैफय य
कारणा0न का0न इ0त 8ावा छा;ः काIय य स]
ू मं *च/तनं कतुम ् भवेत ्।
क!वः यथा व य !व*च;ाभः उिBतभः जनान ् र+जय0त तथा काIयाKययनेन छा;ोऽ!प सामyयम ्
अजयेत ्। अ/यकृत य काIय य च आदरं कुयात ्।
व य वप.र*चतानां च जीवनं काIयरसेन प.रपूण\ कतु\ वतते।
सं कृतकाIयानां महमानम ् अवगHय तचारे ब&ादरः सO&ं वतताम ्।
अ0त ाचीनाया भारतीय8ानसHपदः वै8ा0नकता सवजनोपका.रता महमा च सगव\ जग0त
सारयेत ् छा;ः।
काIय/थानाम ् सरलान ् अंशान ् पठवा छा;ाः तेषाम ् अंशानाम ् अथान ् 8ा यि/त। ते वतः
मौ2खक7ं ल2खतां च अभIयिBतं कतु\ श]यि/त।
काIयाKययनेन छा;ाः महा!वPयालय तरे !वSव!वPयालय तरे च वतमानेषु पाWय^मेषु
अKययनाथम ् अवसरं ा_तुं समथाः भ!व1यि/त।
259
काIयेषु R*चमान ् भूवा शBतः संलoनः भ!व1य0त।
संकृतसा!हये वेशय सामयम ्
काIयेषु के !वषया अ/तभवि/त इ0त सामा/य8ानं भवेत ्।
कवीनां प.रचयं ा_नुयात ्।
काIयानां प.रचयं ा_नुयात ्।
काIयालकारTछ/दसाम ् प.रचयं ा_नय
ु ात ्।
रसस&ा/तं जानीयात ्।
पठतसामीम ् आ*Oतानां Sनानाम ् उतरा2ण दातुं भवेत ्।।
संकृतसा!हयाययने सामयम ्
काIयानाम ् अKययन य किSचत ् !वश1टः ^मः वतते। तw8ानं ा_य काIय य अे अKययने
समथ= भवेत ्।
काIये !वPयामानां छ/दसाम ् अलकाराणां Iयाकरणांशान ् च 8ा य0त।
तेषां 8ानेन अ/य; !वPयमानानाम ् अलकारादMनां 8ानं भवेत ्।
कवीनाम ् अलका.रकाणां च प.रचयं ा_नय
ु ात ्।
छ/दः अलकारः रसः इयादMन ् !वषयान ् बुPKवा वयं काIयरचनायां सामyयाशालM भवेत ्।
अ य पाWय!वषय य 8ानेन ति मन ् दशने !वPयामानानाम ् अ/येषाम ् आकर/थानाम ् अKययने
समथ= भवेत ्।
संकृतसा!हययोगय सामयम ्
सं कृतकाIयानाम ् अKययनेन व य वा*च काIयामकता यात ्।
अपरकृत य काIययोग य 8ानं भवेत ्।
भाव!व0नमयः भा!वतया कतुम ् भवेत ्।
वाZया भाव!व0नमये अलकारादMनाम ् शा ;सHमतं योगं कतु\ वतUत
वा*च !वPयमानं संयोग!वयोगसामyयम ् अवगTछे त ्।
यथा वैPयः जनं E1Nवा त य रोगादकं *च/तय0त। चौरः !वतकोषादकं *च/तय0त। व2णक्
^ेतारम ् पSय0त। तथा जगतः क!वXपेण दशने समथ= भवेत ्।
पा1य4मेण सह 6न7नल8खतसाम2ी समायोिजता भवय6त
260
Pवे मुcते पु तके।
एकं शका5कत-मूयाकनप;म ् दा यते। अनेन सह छा;ैः एकं प.रयोजनाकायम!प
(Project) करणीयम ्।
काIय य शणं ायो*गकXपेण अ!प भ!व1य0त। पर/तु ायो*गकपरMा का!प नाि त।
पाठ0नमाणे संपककासु च अKयापनकाले छा;ेषु जीवनकौशलानां सHयक् !वकासः भवेत ् इ0त
KयातIयम ् भ!व1य0त। अनेन तेषु वतः युिBतसमि/वत*च/तनशBतेः !वकासः भ!व1य0त।
मुBत!वPयालये वेशोतरं पाWय^मममं !वPयाथd एकवषत: अ*धका*धकं प+चवषUषु पूर0यतुं
शBनो0त।
अ;कम<
प; य (१००) शतम ् अकाः सि/त। परMाकालः होरा;यामकः। अ य प; य
ल2खत वXपमेवाि त (Theory)। ायो*गकXपं (Practical) 5कम!प नाि त। ^मकम ्
(Formative) समुिTचतं (Summative) चे0त P!व!वधं मूयायनं भ!व1य0त।
4मकं म<
ू यायनम ् -!वंशतेः अकानां (२०) शका5कत य काय य (TMA) एकं प;ं यात ्।
अ य मल
ू ायनम ् अKययनके/cे (Study Centre) भवेत ्। अ य काय य अकाः अकपh;कायां
(Marks sheet) पथ
ू यायनम ् -वषU वारPवयं (माचमास अBटोबरमास च) बाiयपरMा भ!व1य0त। त;
परMायां समुिTचतं मूयायनं भ!व1य0त।
चावलHaय युBतानुपातेन Sनाः समा!व1टाः यःु ।
परMासु अ0तलघूतरामक- लघूतरामक-0नब/धामक-Sनानाम!प समावेशः भ!व1य0त।
सू;ाथः सू;Iयाbया Xपसाधनम ् इ0त ;यो मुbयाः !वषयाः यःु । अ/ये सBतानुसBताः के*चP
!वषयाः अ!प यु.र0त अवधेयम ्।
उतीणतायै पणः (condition) - 0तशतं ;यि ;शP (३३%) अकाः उतीणतायै पणः (मानदZडः)
वतते।
वाKयायाय कालाव*धः (Self-study hours)२४० होराः
261
/यन
भारांशः - सै&ाि/तकः (Theory)शतं 0तशतम ्।

उTचतरमाKयमककायाः सं कृतसाहय य पु तके 0नHन!वषयाः अ/तभवि/त।
सम य पाWय!वषय य भागाः किपताः सि/त। 0तभागम ् क0त पाठाः, वाKयायाय क0त
होराः, सै&ाि/तकपरMायाम ् 5कयान ् अंशः, ायो*गकपरMायाम ् 5कयान ् अंशः, यKयायम ्
अक!वभाजनं चे0त !वषयाः अ; दMय/ते।
प^र@छे दः - १ कवप^रचयः (पाठाः १-३)

यैः क!वभः सं कृतं रHयं कृतं, काIयावदानेन पो!षतं तेषां दे शकालकृ0त-!वषये रसकानां
िज8ासा वाभा!वक7 एव। तदे वा; 5कि+चत ् उप/य य/ते।
प^र@छे दः - २ का)याययनम ् - १ (पाठाः ४-११)

क!वकुलगुRः कालदासः। त य Oे1ठा रचना रघुवंशम ्। छा;ाः कालदासशैया रघुवंशं जानीयःु ,
त/माKयमेन काIयरसा वादं कुयुः इ0त अ; रघुवंश य थमसंसगतः किSचदं शः अ; उपादाय
Iयाbया यते।
262
नैके काIय य काराः। तो;ं जनानां मनांस रमय0त। अतः बोधाय मोदाय च सुस&ं तो;म ्
मोहमP
ु गराbयम; दMयते। अिHबकादा य गPयकाIयं शवराज!वजयः अ0त स&म ्। त य
अंश!वशेषाः अ; उप था_य/ते।
प^र@छे दः - ३ का)याययनम ् - २ (पाठाः १२-१९)

उतररामच.रतं नाम नाटकं भवभूतेः सव=कृ1टं दानं म/य/ते !वPवांसः। अ; रामायण य
उतराध\ व2णतम ्। नाटकमदं स_ताकामकं वतते। लकायाः महारणे Oीरामेण रावणं 0नहय सीता
अशोकवनात ् उ&ृता। ततः वनवासं समा_य अयोKयां यागतः। ततः राम य राwयाभषेकः सHप/नः।
ततः आर~य सीतया सह !वTछे दः पु;योः लवकुशयोः ज/म सीतया सह पन
ु मलनपय/तं नाटकमदं
प.रIया_तम ्। त य किSचदं शः अ; उप था_यते।
बाणभः गPयकाIयरचनायां पटुतमः। त य 5कम!प गPयकाIयं छा;ैरवSयपठनीयम0त हे तोः
कादHबयाः कथाभाग य एकः अंशः शुकनासोपदे शः अ; 0तपाPयमानो !वषयः। भुवलाभे युकव य या
!वपत ् सHभव0त तP!वषये शुकनासेन कृतः उपदे शोऽ; मुbयोि त। केना!प युवकेन नन
ू मयं
!वषयोऽKयेतIय इ0त ास*गकता त य।
प^र@छे दः - ४ का)यदपणः (पाठाः २०-२७)

काIयरचनाया !व8ानमि त। काIय0नमाणे ये 0नयमा अवलHबनीयाः, काIयाKययनेऽ!प ये
0नयमा अवSयं 8ातIया ते सवUऽ!प 0नयमा रMतयः प&तयः काIयशा ;े आलोTय/ते। तेषु के*चP
ाथमकतया 8ातIया !वषया अि मन ् !वभागे अ/तभवि/त। अलंकारशा ;म!प तत ् कyयते। अ;
अलंका.रकाणां प.रचयोऽ!प दMयते। अलंकारः विृ तः छ/दः रस इयेते मुbया !वषया अ; *चताः सि/त।

उTचतरमाKयमककायाः सं कृतसाहय य पु तके 0नHन!वषयाः अ/तभवि/त -
4.सं. म*
ु यRबदवः वायायाय भारांशः
१ थमः कवप^रचयः- २४ ८
प^र@छे दः
पाठः - १ कवीनां दे शकालकृ0तप.रचयः- वामी5कः Iयासः भासः
263
पाठः - २ कवीनां दे शकालकृ0तप.रचयः- कालदासः भार!वः अSवघोषः
पाठः - ३ कवीनां दे शकालकृ0तप.रचयः- Oीहषः ेमे/cः भवभू0तः
कहणः शव वामी
२ ]वतीयः का)याययनम ् - १- ६० ३०
पाठः - ४ रघव
ु ंशम ् (थमसगः)- रघव
ु ंशीयनप
ृ ाणां गण
ु वणनम ् (१-१०
Sलोकाः)
पाठः - ५ रघव
ु ंशम ् (थमसगः)- रा8ो दलMप य गण
ु वणनम ् - १ (११-२३
Sलोकाः)
पाठः - ६ रघव
ु ंशम ् (थमसगः)- रा8ो दलMप य गण
ु वणनम ् - २ (२४-३४
Sलोकाः)
पाठः - ७ रघुवंशम ् (थमसगः)- वश1ठाOमं 0त गमनम ् (३५-४८
Sलोकाः)
तोZा!दसा!हयम-्
पाठः - ८ तो;साहयम ् - - मोहमुPगरः - अ/वयः Iयाbया, सरलाथः,
Iयाकरणम ्
पाठः - ९ ऐ0तहासकम ् अवाचीनं काIयम-् - शवराज!वजयः -
बटुसंवादः
पाठः - १० ऐ0तहासकम ् अवाचीनं काIयम-् - शवराज!वजयः -
योगीराजसंवादः
पाठः - ११ ऐ0तहासकम ् अवाचीनं काIयम-् - शवराज!वजयः -
यवनदरु ाचारः
३ तत
ृ ीयः का)याययनम ् - २- ७० ३०
पाठः - १२ उतररामच.रतम ् (थमोकः)- Sलोक य अ/वयः, अ/वयाथः,
गPयवाBयानां सरलाथः, योजने स0त Iयाकरणट_पणी
!वशेषट_पणी च
पाठः - १३ उतररामच.रतम ् (थमोकः)- अ1टाव^संवादः
पाठः - १४ उतररामच.रतम ् (थमोकः)- *च;दशनम ् - १
264
पाठः - १५ उतररामच.रतम ् (थमोकः)- *च;दशनम ् - २
पाठः - १६ कादHबरM - शुकनासोपदे शः- यौवन वभावः - गPयवाBयानाम ्
अ/वयाथः, सरलाथः, Iयाकरणट_पणी !वशेषट_पणी च
पाठः - १७ कादHबरM - शुकनासोपदे शः ल]माचापयम-्
पाठः - १८ कादHबरM - शक
ु नासोपदे शःल]मीद1ु भावः-१-
पाठः - १९ कादHबरM - शक
ु नासोपदे शःल]मीद1ु भावः-२-
४ चतथ
ु ः का)यदपणः- ८६ ३४
पाठः - २० अलंका.रकपरHपराप.रचयः- भरतः भामहः, दZडी, वामनः,
Rcटः, अभनवगु_तः , कु/तकः - तेषां दशकालकृतयः
पाठः - २१ अलंका.रकपरHपराप.रचयः- आन/दवधनः, अ_पयदM}तः,
मHमटः, भोजराजः, !वSवनाथः, जग/नाथः - तेषां
दशकालकृतयः
पाठः - २२ वाTय-ल]य-Iयoयानां सामा/यप.रचयः
पाठः - २३ छ/दांस- छ/दसां मा;ागणयतीनां प.रचयः। छ/दोभेदाः।
पाठः - २४ छ/दांस- माh;कTछ/दांस, वा2णकTछ/दांस च *चता0न। -
अनु1टुभ ् इcवा वस/त0तलका मालनी शादल!व^7डतम
ू ्
इयादMनां केषां*चत ् छ/दसां लणम,् लण य Iयाbया,
उदाहरणSलोके सम/वयः
पाठः - २५ आलंकारप.रयचः- अथालंकारः, शaदालंकारः -
सामा/यप.रचयः, अलंकार य योजनम,् लणम,् लण य
बोधनम,् E1टा/तपुरःसरम ् अ/वयः। के*चत ् मुbयालंकाराः।
पाठः - २६ आलंकारप.रयचः- उपमा, Xपकम,् E1टा/तः, उेा इयादयः
के*चत ् मुbयालंकाराः
पाठः - २७ रसप.रचयः- !वभावादMनां प.रचयः, सर वXपपुरःसरं
रसा वादकारः, रसभेदाः
265
Physical Education and Yog
Code No- 373
Introduction
Physical Education and Yog plays an important role in the physical growth and development of
an individual. Through Physical Education and Yog, individuals acquire the knowledge, skills,
right attitudes and values towards the pursuit of a lifelong physically active and healthy lifestyle.
It also provides an avenue for individuals to express themselves through movement and physical
activity. In addition, Physical Education and Yog provides a natural platform and valuable
opportunities to develop self-management skills, social and co-operative skills, and build
character. It serves to complement other educational areas in promoting the desired outcomes of
education. In particular, Physical Education and Yog helps to cultivate healthy habits, teamwork,
resilience and resolve.
Rationale
Physical Education and Yog are an integral part of the learning process in school education
system, they have crucial role in all round development of the student. Physical Education and
Yog explains students their health, safety, wellbeing and physical activity participation in context
of scientific fields such as physiology, nutrition and psychology etc. Yog is an ancient art that
focus on healthy mind in a healthy body. The great saints promote yoga as universal element that
enhances the physical, mental, spiritual aspects of human being. Worldwide recognition resulted
that United Nations declared 21 June an annual International Yoga Day. As per NCF, 2005 &
National Policy on Education 2016 report, yoga is a part of school curriculum. The aim of
education system is to build citizen who can contribute in all aspects of life; holistic development
of an individual; which cannot be achieve without Yog and Physical Education program at
school level. The aim of physical education is to build a healthy citizen through physical
activities that may be evaluate during competitions, inter-community sports contests, inter mural
competition, special programs at school level etc
266
Objectives
• appraise the courses in sports, physical education and yog.

• explain the concept of Physical Education and yog.
• describe the origin and various paths of yog.
• broaden the understanding of Physical, Physiological, Psychological, Social and Spiritual
aspects of humans.
• provide an in-depth understanding about the aspect of health, diet and nutrition
• enhance the knowledge about health with special reference to lifestyle disorder.
• provide knowledge and skills in Sukshma Vyayama, Assana, Pranayam, Meditation &
Physical Fitness Test.
• apprise career aspects in Physical Education, sports and yog
• educate and inculcate ethics and values
• educate the learners with the sports competition and tournament organization.
• educate about various sports injuries and its management.
• promote awareness for health and wellness.
• promote health, safety and physical activities.
• list allied fields of physical education and yog.
Scope and Job Opportunity
This field has a large number of opportunities for employment, some of these are Athletic Coach,
Corporate Fitness Instructor, Teacher, Physical Therapist, Personal Trainer, Sports Manager,
Health Education Trainer, Sports Journalist, Yoga Instructor or Teacher, Yoga Aerobic
Instructor, Yoga Therapist.
Age: 15 Years
267
Weightage
Theory: 70 Marks
Practical: 30 Marks
Scheme of studies: Theory (168 hours), Practical (72 hours), TMA (self paced)
Scheme of evaluation: Theory paper 70 marks (3 hours), Practical 30 marks, internal

assessment (TMA) - 20% of theory marks (self paced)
Pass criteria: 33% marks in each component (Theory and Practical)
Course Content
S. Module/ Topic Duration Module Approach Descripti Weighta

No (in (Theory) on of ge
hours) Practical (marks)
1. Concept of Physical Education and Yog 24
1. Introduction and Historical This module is developed to
Development acquaint learners about the basic
2. Ethics and Values concept and historical development
3. Physical Fitness & Wellness* of Physical education and Yog. The
4. Career Aspects of Physical learner would be able to understand
Education* ethical values inculcated through
physical education. They will be able
to learn about the importance of the
wellness and how physical fitness
and wellness can be promoted. They
will be able to learn various career
avenues available in physical 10
268
education & yog
2 Dimensions of Physical Education and 33 This module is designed to 14

Yog familiarize the learner about various
dimensions of physical education
1. Physical and Physiological
and yog. They will be able to learn
Aspect*
how physical education and yog can
2. Psychological Aspects
help to promote physical aspect. The
3. Social Aspects
will be able to learn the
4. Spiritual Aspects
physiological changes and
adaptations. The learner will be able
to learn the psychological benefits of
physical activities and understand
the social values as well understand
the spiritual aspects through yog.
3 Holistic Health 33 This module is designed to make 14

5. Introduction to health* learner understand the spectrum of
6. Diet and Nutrition health and role of diet and nutrition
7. Awareness of Lifestyle Disorders for promoting health. The will be
8. School Health Programme able to learn complexity of obesity
and disease management, awareness
about lifestyle disorder. The learner
will be able to understand the
conceptual framework of the school
health program.
4 Physical Education and Sports 39 This module is developed to aquint
Sciences learners about the practioners of the
9. Physical Education for various physical education program and
Populations* sports. The learner would be able to 16
269
10. Sports Training understand various sections of
11. Test and Measurement population practicing sports. They
12. Organization of Tournaments will be introduced to scientific
13. Athletic Injuries, First Aid and process of sports training and
Safety performance enhancement and
procedure the talent and sports
performance. They will be able to
understand different aspects of
organization of completion and
tournament. They will be able
understand various injuries
associated to sports and its
management.
5 Yogic Practices 39 This module is designed to help
learners understand the importance
14. Hatha Yog of Yog as unification of physical,
15. Shatkarma mental, intellectual and spiritual
16. Asana* aspects of human being through
17. Pranayama various yogic practices. The learner
18. Mudra and Bandha will learn about Patanjali Ashtang
yog as well as various components
of Hath yog such as Shatkarma,
Asanas, Pranayams, Mudra and
Bandh. They will be able to the
therapeutic aspects of yogic practices
in preventing and curing various
diseases. 16
*Assessed through Tutor Marked Assignment (TMA)
270
Practical
Sl Contents Marks Hours

No.
1 Measurement of Health related Fitness Tests( All the Components) 5 12
2 Measurement of Physical and Motor Fitness Test (All the Items) 5 12
3 Skills of any Team/ Individual Game 5 15
4 Yog Practical-I 5 12
• Sukshma Vyayama
• Asana (Surya Namaskar, Forward Bending, Backward Bending,
Inverted Poses, Twisting, Balancing, Standing)
5 Yog Practical-II 5 12
• Shatkarma ( Jal Neti, Kunjal, Kapal-bhati, Tratak)
• Pranayam
• Mudra
• Bandh
• Meditation
6. Record File & Viva 5 12
Total 30 72
271
Military Studies
Code No-374
Introduction
Military Studies is also known by various names like defence and strategic studies, military
science, war and national security studies, war and strategic studies etc. Military studies from
ancient times, deals with all subjects pertaining to the military and how soldiers and kings are
trained in the art of fighting. It can be defined as the study of military organizations, analysis of
security threats to a country, the art of warfare and the method of using the armed forces in the
defence of the nation.
Rationale
This course can well form the foundation for strategic thinking on security and therefore its
importance to students at the school level. At the Senior Secondary level, a child should carry the
truthful perception of matters military. The curriculum aims at bridging the gaps in knowledge
about the country’s military power and distinguishes between the various aspects of providing
security to the people and the country. The senior secondary Military Studies course paper will
provide knowledge regarding basics of security concepts concerning the defence forces
organization, role during war and peace, an insight into India's relations with her neighbors. This
course shall also help the student to get a glimpse of the present equipment profile of Indian
Armed Forces, their capabilities, futuristic technological developments in the military field
including Nuclear, Biological and Chemical (NBC) Warfare.
Objectives
• generate capability and skills, useful in service and for resettlement in civil life.
• examine and incorporate military security concepts, practices in order to improve
educational and professional standards.
• gain a holistic idea of military studies as a subject and its application in governance.
• explain the various aspects of military organization, role, tasks undertaken by the armed
forces.
• describe India's relationship with her neighbours and its importance.
272
• explain the basic principles of the technological developments in the military field.
This field has a large number of opportunities for employment; some of these are
Indian Army Officer, Ground Duty Officer, Indian Defence Officer, Military Officer, Research
Officer, Research Associate, Military Intelligence Specialist, and Security Agencies.
Age: 15 Years
Weightage
Theory: 100 Marks
273
Course content
S. Module/Topic Duration Module Approach/Description Weightage

No (in (marks)
hours)
1. 31
Military Studies This module is developed to acquaint
1. Importance of learners about the basic understanding of
Military Studies the Armed Forces of our country, concept,
2. Concept and need and evaluation of military studies.
Evolution of
Military Studies*
3. Contemporary Need
of Military Studies 13
2 Structure and Role of the 31 This module is developed to acquaint
Armed Forces learners about the organizations structure
of the Armed Forces, Special Forces and
4. Armed Forces
Para Military forces, their role and
5. Special Forces*
structure.
6. Para Military Forces
13
3 Security and Geo-Strategy 34 The module titled Security and Geo-
Strategy aims to provide an overview of
7. Geo-Strategy
India's geo-strategic importance, its varied
8. Geo-Politics*
natural resources and economic
9. Maritime Security
potentialities. It will help to explain the
strategic importance in terms of its
geographical location and will further
explore the natural and human resource
potentials of the country. The module also
aims to explain the economic advantages
of the resources and will provide an 14
274
overview of the strategic relations with
neighboring countries. The maritime
security problems of India are also
highlighted in this module.
4 Indian Armed forces : 20 The module aims at providing an
Weapons and War overview of all the weapons and
Equipment and equipment in use by the Army, Navy and
Modernization The Air Force. It is intended to give an
idea of the weapon system within the
10. Role and Equipment purview of public information.
used by the Armed Forces
11. Modernization of the
Indian Armed Forces 48
5 Warfare and its Types 20 This module is developed to acquaint
12. Nuclear Warfare learners about the potential of Nuclear,
13. Chemical Warfare* Biological and Chemical weapons. The
14. Biological Warfare* lesson gives an introductory idea of the
15. Cyber Warfare nuclear reaction, its application as a
weapon by the Armed Forces. The effects
of an NBC strike and NBC defence are
highlighted 48
6 Armed Forces its Role in 20 This module covers the aspect of
Internal Security peacekeeping operations conducted by
UN and our participation and current
16. Armed Forces in peace deployment. The Module also covers the
keeping role of armed forces in disaster
17. Armed forces in disaster management and internal security.
Management
18. Armed forces in Internal
Security
48
275
Military History
Code No- 375
Introduction
Military history is a humanities discipline within the scope of general history, recording of armed
conflict in the history of humanity, and its impact on the societies, their cultures, economies and
changing intra and international relationships. The essential subjects of military history study are
the causes of war, the social and cultural foundations, military doctrine on each side, the
logistics, leadership, technology, strategy, and tactics used, and how these changed over time. A
country can take pride in the present and its citizens can seek a glorious future only when they
are told about the magnificent past. Citizens need to carry the truthful perception of matters
military.
Rationale
Military history is a study about the armed forces of a country, its origin, its transformation over
a period of time and changes in the art of warfare and weapons brought about by science and
technology. This subject will cover the military aspects of Indian History. Our ancient scriptures
describe the importance of military, its composition and the battles and wars that have occurred.
The earliest recordings are found in the Rig Veda.
The curriculum aims at bridging the gaps in knowledge about the country's military power and
distinguishes between the various aspects of providing security to the people and the country. An
understanding of military history becomes a stepping stone to understanding strategy and
warfare.
Objectives
• promote an understanding of the necessity of army as a pillar of strength of a nation;
• impart an understanding of why nations go to war, the evolution of armies over the ages
and structural changes to its organization, the way battles were fought and the weapons
used by the armies;
• enable learners to imbibe the military ethos and explain with examples that bravery and
courage are synonymous with army;
276
• develop the basic knowledge of tactics and strategy, and application of weapons of war;
• assimilate the post independence origin and history of the Indian Army, Navy and Air
Force
• discuss participation of Indian troops and battles fought during WW-I and WWII and the
wars fought by India post independence.
• impart rudimentary knowledge and thought with contemporary trends of 'Terrorism' and
'Insurgency'.
This field has a large number of opportunities for employment; some of these are Indian Army
Officer, Indian Defence Officer, Ground Duty Officer, Research Officer, In-service Officer,
Military Officer, Military Intelligence Specialist and Lecturer / Professor
Age: 15 Years
Weightage
Theory: 100 Marks
277
Course content
S. Module/ Topic Duration Module Approach/Description Weightage

No (in (marks)
hours)
1. 24
Military History of This module is designed to familiarize the
Ancient India learner about warrior system, different types
of organization and weapons of armies,
1. Warrior System in importance of flag and Maurya and Gupta
Ancient India armies.
2. Armies in Ancient
Age
3. Military Ethos*
4. Maurya and Gupta
Armies 10
2 Military History of 24 This module is developed to acquaint
Medieval India learners about the impact of foreign invasion
during Delhi Sultanate, battles, weapons and
5. Establishment of the
military structure and downfall of the
Delhi Sultanate
mugals.
6. Military System of
the Mughals
7. Battles of Mughal
Army*
8. Rise and Fall of the
Mughal Empire*
10
3 Military History of the 36 This module is designed to familiarize the
Colonial Era learner about the establishment of
9. Colonial Era and the Presidencies, different war and battles, first
Indian Sepoy* war of independence and World War –I and 15
278
10. Battles Fought in the II.
Colonial Era*
11. Revolt of 1857 and
Reforms in the
Indian Army
12. Indian Army in
World War I & II
4 Armed Forces 60 This module is designed to familiarize the

Today learner about the role tasks and weapons of
13. Indian Army Indian Army. The learner will also learn
14. Indian Navy about the role and responsibilities and
15. The Indian organizational structure of Indian Navy and
Air Force Indian Air Force. 25
5 Major Wars Post 48 This module is designed to familiarize the
Independence learner about the reasons of Indo-Pakistan
16. Indo-Pakistan War war.
(1947-48)* The learner will also learn about problem
17. Sino-Indian War – between China and India and Kargil
1962 conflict.
18. India-Pakistan War -
1965
19. India - Pakistan War
– 1971
20. Kargil Conflict 1999
20
6 Insurgency and Terrorism 48 This module is designed to familiarize the
21. Insurgency learner about causes and consequences of
22. Terrorism insurgency and terrorism. The learner will
also learn about the history of terrorism. 20
279
Early Childhood Care and Education
Code No-376
Introduction
It is well established that children grow from the time of conception. It is also believed that their
learning starts even before they are born. Current research has repeatedly conveyed that an
interactive environment, stimulation, warmth and care are essential for children to grow and
learn. Earliest care and experiences affect children’s development and the nature of interactions
build a strong orientation towards the way children think. Early Childhood Care and Education
(ECCE) provide an opportunity to children to be the best they can be. The course in ECCE at
senior secondary level offers learners an opportunity to learn about early development and
learning of children.
Rationale
ECCE is acknowledged the world over as a significant intervention which aims to help children
develop a sound foundation for lifelong learning and development. It is also recognised as the
first step in the education ladder which, if done well, prepares children better for primary
schooling and promotes school retention and learning. The National Policy on ECCE 2013 has
highlighted the significance of ECCE. The policy has slowly emerged from growing awareness
and attention on the significance of the early years. Quality ECCE is the issue of ensuring
adequate quality in the programme, particularly from the perspective of making it
developmentally and age appropriate and child-friendly. This course has been designed to orient
learners to the sensitivity required to understand the early learning and developmental needs of
young children and how they may vary in different contexts. It also addresses the essential role
of nutrition, health and safety of children for holistic development. Learners will learn about
appropriate ways necessary to provide a responsive environment to meet the situation-specific as
well as stage related needs of children. This programme also aims to prepare learners to value
diversity and recognize the significance of inclusive education.
280
Objectives
The course aims at enabling the learners to develop an understanding of:
early childhood care and education and its significance;
the rights and developmental needs of children;
children’s need for nutrition, good health, protection, education and development;
appropriate methods of care during early years;
play and stimulation in early childhood;
interdependence of child development and learning;
the issues inECCE and directions to address the issues;
concept and importance of school readiness and smooth transition;
language and cultural diversity comprising the Indian social fabric and many co-existing
social realities;
the requirements of an inclusive classroom;
appropriate interventions to meet the requirements of an inclusive classroom; and
building meaningful relationships with parents, community and other stakeholders for an
effective ECCE programme.
Scope and Job Opportunity:
• Caretaker: Caretaker in an ECCE centre helps ECCE teacher in planning and managing
for children.
• Babysitting: The learners may opt for the profile of babysitting.
• Entrepreneur: The learner may start her/his own startup in early childhood education.
• Higher Studies: After completing the course, the learner may opt for higher studies in
ECCE.
Eligibility Conditions
Age: 15 Years
Duration of the course: One year
281
Weightage
Theory:80 Marks
Practical: 20 Marks
Tutor Mark Assignment (TMA): 20% weightage of theorymarks
Scheme of Evaluation: Theory paper 80 Marks (3 hours), Practical 20 Marks, internal

assessment (TMA) - 20% weightage of theory marks (self paced)
Pass criteria: 33% marks in each component (Theory and Practical)
Course Content:
Module (Topics):
S. No Module Duratio Module Approach/Description Description of Practical Weight
n age
(in (Marks)
hours)
1. Early Childhood Care and 50 This module aims at providing The practicum activities 20
Education fundamental knowledge about are divided into five
the ECCE, significance of categories:
1.Early Childhood Care and A. Observation
ECCE, essential componentsof
Education: Meaning and B. Family Practices
Significance ECCE focussing on how the C. School Records
relevance and awareness have D.
2.Early Childhood in India evolved in both the Indian and InfrastructureandFaciliti
global context. The learners will esinan ECCE Centre
3. Needs and Rights of Children also learn about factors E. ECCE
* StaffandProgramme.
influencing childhood in India,
necessity for attention on
4. ECCE Policies, Schemes and nutrition and health and the
Programmes in India
needs and rights of young
5.Issues and Directions in children. Brief discussions on
ECCE important government
initiatives/schemes and policies
for ECCE will appraise learners
about the role of the state and
civil society. Issues and
concerns related to ECCE are
addressed to build awareness
and interest of the learners.
282
2. Fundamentals of Child 50 The module discusses different Observation 15
Development aspects of child development to
provide a comprehensive 1) Design a format to
6.Growth and Development record the
understanding of development
during the early years. Domains observations of
7.Domains of Development children. Observe a
of development and child/children in
8. Stages of Child developmental milestones have your neighborhood/
Development: -Prenatal; and been elaborated to inform family for 20
-Birth to Three Years learners about nature of growth minutes in the
and development. Stages of settings listed below.
9. Stages of Child Prepare a report of
development are organised into
Development: Three to Six each your
Years and Six to Eight Years two lessons-prenatal to three
observations in 150
years, and three to eight years, words.
to highlight appropriate areas of Infant of five
emphasis during different months: Observe the
stages.The module provides milestones achieved.
learners an understanding of the Toddlers at outdoor
developmental characteristics of play: Comment on
the interaction ofthe
young children.
toddler with other
children and the type
of play indulged in.
Five year old child
at indoor play.
Comment on the
interaction and type
of play indulged in.
Family Practices
1) Design a
questionnaire to be
used to interview
parents of a
toddler regarding
development in
any one domain.
283
3. Curriculum, Practices and 65 This module focuses on dealing Family Practices 25
Progress with children in orienting
learners to interpersonal 2) Prepare a list of
10. Care of Children in Early eight to 10
dealings to foster growth and
Years questions to gather
development. The module also
information of
11. Play and Early Learning learners with specific needs of family practices
babies when they are in group with regard to: (a)
12.Planning Developmentally care. Creating aresponsive Feeding practices
*
Appropriate ECCE Curriculum environment for children in of infants and
group settings requires special toddlers (b)
13. How Children Learn (Early features to address the Childcare routines
Learning and Teaching) and practices of
individual child in acollective.
children in the age
* Such interactions are usually group of four to
14. Methods of Child Study based on a curriculum, five years
principles of pedagogy or
practices to reviewprogress. 3) List of innovative
These dimensions are critical for play activities and
providing quality in childcare materials used by
children in your
with emphasis on stimulation,
neighbourhood/fam
warmth andsensory inputs in the ily
first two years. This evolves into
play and learning essential for ECCE Staff and
early childhood education. Programme
Themodule elaborates on
understanding methods that 2) Design a three hour
enhance learners’ understanding ECCE programme to
of how children learn using be followed in a
child-friendly techniques such preschool after
as play, art, music and visiting and studying
movement. Learners will also the same in the
learn methods of child study to neighbourhood
note progress and preschool.
developmental advances
4. Organisation and 45 This module provides basic School Records 10

Management of ECCE Centre information regarding the
*
everyday needs in an ECCE 1) Visit the
15. Profile of an ECCE Centre centre keeping in mind that the neighbourhood
centre has to be inclusive and ECCE centre and
16. Administration and study the children’s
child-friendly. It also discusses
Management of an ECCE
284
Centre principles of administration and and teacher’s records
management for proper running maintained by them.
17. Qualities and Roles of an of the centre. Qualities of a Write a report of 150
ECCE Teacher
good ECCE teacher, words on your
18. Involvement of Parents and significance and ways of observation.
* involving the parents and 2) Design the following
Community
community members have also records based on
* been elaborated in the module to your observation
19.Smooth Transition
build a comprehensive during the above
knowledge of the requirements visit:
in an ECCE centre. Child’s cumulative
record/Child’s
profile record
Child’s admission
record
Child’s portfolio
Infrastructure and
Facilities in an
ECCE Centre
1) Design an assessment
sheet for easy and
quick assessment of
requisite
infrastructure of an
ECCE Centre.Using
this format, visit the
neighbourhood ECCE
centre and assess the
following:
Space Management
Outdoor play
equipment
Indoor play
equipment
Water and toilet
facilities
Air, light and
ventilation
ECCE Staff and

Programme
1) Draw up a set of
questions to be asked
during the selection
285
interview of the
following staff:
Teacher
Centre In-charge
Centre Helper
5. Diversity and Inclusion 30 Diversity is embedded in the 10

fabric of our society with
20. Understanding Diversity multiple languages, religions
and the geographical variation
21.Inclusion: Concept and shaping everyday lives
Practice according to the ecology. The
wide range of economic
22.Early Identification and situations of families impacts
Intervention access to resources. This
module provides awareness
regarding the presence of
features of social differences as
well as differences in ability,
with a focus on issues and
strategies to address diversity in
the classroom. The module also
describes the concept of
inclusion and inclusive
classroom practices for
promoting inclusion.
286
Committees of Courses
HINDI ENGLISH URDU
Chairperson Chairperson Chairperson
Prof. Namvar Singh Prof. R. K. Dixit Prof. Gopichand Narang
HOD, DESSH, NCERT, New Delhi Director Sahitya Akademy, Mandi House,
Professor Emeritus, Centre for Indian
Languages, SLL&CS, JNU, New Delhi New Delhi
Members Members Members

Prof. Ashok Priyadarshi Prof. S. K. Ram Dr. Khalid Mahmood
(Retd.) Dept. of Hindi, Ranchi University (Retd.) NCERT, New Delhi Dept. of Urdu, Jamia Milia Islamia,
Dr. Kamal Bhasin New Delhi
Dr. Pushplata Srivastav
(Retd.) Reader, Teacher Education Dept. Reader, ARSD College, New Delhi Dr. Jameel Akhtar
Jamia Milia Islamia, New Delhi Mrs. Usha Ram General Sec. International Urdu
Principal, LP School, New Delhi Foundation Munirka, New Delhi
Mr. Suryanath Singh
Editorial division ‘Jansatta’. Sh. Swaesh Sharma Mr. Anjum Usmani
Lecturer, PGDAV College, New Delhi Deputy Director Urdu Prog.
Dr. Suresh Pant
Prof. Pushpa Ramakrishna Doordarshan Kendra, Parliament
(Retd.) Vice-Principal, Govt. Senior
Dean, Faculty of Arts Deptt. B. R. Street, New Delhi
Secondary School, New Delhi
Ambedkar Open University, Hyderabad
Ms. Khalida Zahidi
Dr. Snehlata Prasad Prof. Paul Gunasekhar Headmistress, Govt. High School,
Reader, NCERT, New Delhi HOD, Materials Production CIEFL, Delhi
Dr. Ajay Bisaria Hyderabad
Ms. Ayesha Khatoon
Asso. Prof. Dept. of Hindi AMU, Prof. Mamta Agrawal
Senior Teacher, Jamia Senior
Aligarh (U.P.) DTTEE, NCERT, New Delhi
Secondary School, Jamia, New Delhi
Prof. V. R. Jagannath Sh. K. K. Sharma
Principal, Sarswati Bal Mandir, New Delhi Dr. Waseem Begum
(Retd.) Humanities Divison IGNOU,
Asst. Regional Director, Maulana Azad
New Delhi Dr. Usha Bhatnagar
National Urdu University New Delhi
Reader, SPM College, New Delhi
Dr. Indrasen Sharma
Dr. Lalji Mishra Dr. Maula Bakhsh
(Retd.) Reader, NCERT, New Delhi
HOD, Eng. & Research Studies, Dept. of Urdu, Dyal Singh College,
Dr. Rachna Bhatia K.N. Govt. PG College University of Delhi, New Delhi
Assistant Director (Academic), NIOS
Prof. Arpita Banerjee Dr. Shoaib Raza Khan
Institute of English, Kolkata Academic Officer (Urdu), NIOS
Dr. Soma Bhattachariya
Former Academic Officer (English) NIOS
Mrs. Gopa Biswas
Former Deputy Director, NIOS
287
SANSKRIT MATHEMATICS PHYSICS
Prof. Vachaspati Upadhyaya Prof. G. Ravindra Prof. C. K. Ghosh
Vice-Chancellor, Lal Bhadur Shashtri Director (Retd.) NCERT, New Delhi Director, NCIDE, IGNOU, New Delhi
Rashtriya Sanskrit Vidyapeeth, New Delhi
Members Members
Members
Sh. Puran Chand
Prof. Manik Govind Chaturvedi, Prof. Mohan Lal Former Joint Commissioner, KVS Joint
Professor (Retd.), NCERT, New Delhi Principal (Retd.) PG DAV College, Secretary, COBSE, New Delhi
Nehru Nagar, New Delhi Sh. R. P. Sharma
Dr. Suresh Pant
Education Officer (Retd.) CBSE, New Delhi
Senior Lecturer (Retd.) Government Prof. D. P. Shukla
Sr. Secondary School, New Delhi Dept. of Mathematics, University of Dr. P. K. Mukherjee
Lucknow, Lucknow Associate Professor (Physics),
Dr. Sudarshan Kaushik Desh Bandhu College, New Delhi
Reader (Retd.), Daulatram College Prof. C. P. S. Chauhan
Sh. Jayavir Singh
University of Delhi, New Delhi Dept. of Education AMU, Aligarh
PGT (Physics), Holy Cross School,
Dr. Shubhankar Mishra Sh. J. C. Nijhawan Najafgarh, New Delhi
Assistant Research Officer, Vice Principal (Retd.) Govt. Sr. Sec. Prof. R. R. Yadav
Kendriya Hindi Nideshalaya, New Delhi School Keshav Puram, New Delhi Department of Physics, University of
Ms. Shashi Prabha Goyal Prof. Arun Kapur Allahabad, Allahabad
Reader (Retd.), SCERT, New Delhi Professor (Retd.) Dept. of Mathematics Prof. V. P. Srivastava
Jamia Milia Islamia University, New Delhi Retd Professor (Physics), DESM,
Dr. Chamu Krishana Shastri
NCERT, New Delhi
Sanskrit Bharti, New Delhi Prof. V. P. Gupta
Dept. of Measurement & Evaluation, Prof. B. K. Sharma
Dr. Rajeev Kumar Mishra Retd. Professor (Physics), DESM,
NCERT, New Delhi
Senior Teacher (Sanskrit) NCERT, New Delhi
Kendriya Vidyalay, New Delhi Sh. G. D. Dhall
Sh. Kanhaiya Lal
Reader (Retd.), NCERT, New Delhi
Principal (Retd ), Direc. of Education,
Dr. Rajendra Kumar Nayak New Delhi
Academic Officer (Mathematics) NIOS Late Sh. Sher Singh
Principal, Navyug School, Lodhi Road,
New Delhi
Dr. K. B. Thapa
Assistant Professor, UIET,
CSJM University, Kanpur
Prof. A. K. Jha
Department of Physics,
College of Commerce, Patna
Prof. Balak Das
Department of Physics,
University of Lucknow, Lucknow
Dr. Alok Kumar Gupta
Academic Officer (Physics), NIOS
288
CHEMISTRY BIOLOGY HISTORY
Prof. A. K. Sharma Prof. Keshav Trehan Prof. T. K. V. Subramaniam
Former Director, NCERT, Deptt. of Botany, Kurukshetra University, Head, Dept. of History, University of Delhi,
New Delhi Kurukshetra Delhi

Prof. N. K. Jha Dr. H. S. Vishnoi Prof. J. K. Sharma
Retd. Professor IIT, New Delhi Retd. Reader (Zoology), Punjab University, Chandigarh
Dr. K. C. Trikha Delhi University, Delhi
Dr. B. R. Mani
Reader, ARSD college, Dhaula Kuan, Mrs Durga Jodhani Deputy Director, ASI, New Delhi
New Delhi Retd. Vice Principal, Central School No.3,
Ms. Padma Srinivasan
Dr. V. P. Singh NH-41Faridabad
PGT, DPS, R. K Puram, New Delhi
Principal, DIET SCERT, New Delhi
Prof. Tasneem Fatima
Dr. Sulekh Chandra Dr. Gurpreet Maini
Deptt. of Botany, Jamia Millia Islamia,
Associate Professor, Zakir Hussain Delhi Punjab Education Service, New Delhi
New Delhi
College University of Delhi, New Delhi Prof. A. R. Khan
Dr. Meenakshi Arya
Sh. K. C. Saxena Professor of History, IGNOU, New Delhi
Retd. Reader (Botany),
Vice-Principal Govt. Sarvodaya Vidyalaya,
Kanodia Kanya Mahavidhyalaya, Jaipur Dr. P. K. Basant
New Delhi
Asso. Professor, Dept. of History,
Dr. Ashok Kumar Sharma Ms. Neelam Gupta
Jamia Milia Islamia, New Delhi
Lecture (Chemistry) Govt. Boys’s Executive Officer NIOS, New Delhi
Sr. School No. 1, C- Block, Ms. Manjistha Bose
Dr. Jasvant Sokhi
Yamuna Vihar, New Delhi Retd. PGT and HOD Social Science
Reader in Life Sciences,
Springdales School, Pusa Road,
Prof. B.S. Saraswat School of Sciences, IGNOU Maidan
New Delhi
School of Sciences IGNOU, New Delhi Garhi, New Delhi
Prof. Sunita Malhotra Ms. Anita Devraj
Dr. Bharati Sarkar
School of Sciences IGNOU, New Delhi Principal, DAV Public School,
Retd. Reader (Zoology),
Bahadurgarh, Haryana
Dr. Vijay Sarda Maitreyi College, Delhi
Associate Professor, Zakir Hussain Delhi Dr. Anita Priyadarshini
Mrs. Shivani Goswami
College, New Delhi Director (Academic), NIOS
Ex-HOD (Biology), Mother International
Dr. Vinod Kumar School, New Delhi
Associate Professor, Hansraj College,
New Delhi Dr. Rita Singh
Deptt. of Botany, GGB Singh
Ms. Vinita Sharma
Indraprastha University, Delhi
PGT, Chemistry Kendriya Vidyalaya
No. 3, Railway Colony, Mathura Dr. Sanghmitra Suryapani
Dr. Rajeev Prasad Academic Officer (Biology)
Academic Officer (Chemistry) NIOS NIOS, NOIDA
289
GEOGRAPHY POLITICAL SCIENCE ECONOMICS
Prof. S. K. Aggarwal Prof. C. S. R. Murthy Dr. O. P. Agarwal
Former Head, Department of Geography, CIPOD, School of International Studies, Former Director of Economic Department,
Delhi School of Economics, Delhi University, JNU, New Delhi. NREC College, Meerut University, Meerut
Delhi

Dr. Kanchan Singh Prof. D. S. Muley Sh. J. Khuntia
Former Associate Professor, (Retd.) NCERT, New Delhi Associate Professor, School of Open
Meerut College, Meerut Learning University of Delhi, New Delhi
Prof. Alok Pant
Dr. D. S. Yadav Dept. of Political Science, Allahabad Prof. Renu Jatana
Former Principal, Govt. of Delhi, University, Allahabad (U.P.) Associate Professor, MLSU, Udaipur,
New Delhi Rajasthan
Mr. R. S. Pasricha
Dr. Ramashraya Prasad (Retd.) Vice-Principal D.A.V. School, Sh. A. S. Garg
Associate Professor, Bhim Rao Ambedkar Green Park, New Delhi (Retd.) Vice Principal, NCT,
College DU, New Delhi New Delhi
Prof. D. S. Muley
Sh. S. K. Sharma (Retd.) NCERT, New Delhi Dr. Padma Suresh
PGT, K.V. Shalimar Bagh, New Delhi Associate Professor, Sri Venkateshwara
Mr. V. N. Khanna
College University of Delhi, Delhi
Mrs. Kamla Menon ( Retd.) Reader Deshbandhu College
Former Principal, Mirambika School, University of Delhi, New Delhi Sh. H. K. Gupta
New Delhi PGT, NCT, New Delhi
Dr. R. P. Singh
Dr. Subhkant Mohapatra Reader Allahabad Degree College Sh. Ramesh Chandra
Associate Professor SOS, IGNOU, Allahabad University, Allahabad (U.P.) (Retd.) Reader ( Economics)
New Delhi NCERT, New Delhi
Dr. R. K. Shrivastava Dr. Manish Chugh

Senior Lecturer, SCERT, New Delhi Academic Officer ( Economics) NIOS
290
BUSINESS STUDIES ACCOUNTANCY HOME SCIENCE
Dr. O. P. Agarwal Prof. Jawahar Lal Dr. S. Roy
Former Director of Economic Department, Deptt. Of Commerce, Professor and Head, DEE, College of Home
NREC College, Meerut University, Meerut Delhi School of Economics, New Delhi Science, PAU, Ludhiana

Sh. J. Khuntia Dr. Shipra Vaidya Dr. Amita Amte
Associate Professor (Economics) Department of Social Sciences & Former Lecturer,HE, New Delhi
School of Open Learning, Humanities, NCERT, New Delhi
Mrs. Veena Kapur
University of Delhi, New Delhi
Dr. H. V. Jhamb Reader (Retired) Deptt. of Textiles
Prof. Renu Jatana Reader, Dept. Of Commerce, and Clothing, Lady Irwin College,
Associate Professor, MLSU, Udaipur, Khalsa College, New Delhi New Delhi
Rajasthan
Ms. Meena Goel Dr. (Mrs.) P. Seetharaman
Sh. A. S. Garg Principal, Navhind Girls Sr. Sec. School, Reader (Retired)
(Retd.) Vice Principal, NCT, New Delhi New Rohtak Road, New Delhi Department of Community Resource
Management, IHE, New Delhi
Dr. Padma Suresh Dr. A. K. Sahajpal
Associate Professor ( Economics) Reader, Dept. of Correspondence, Dr. Sumita Katyal
Sri Venkateshwara College, Panjab University, Sector-14, PGT, Home Science, Govt. SKV,
University of Delhi, New Delhi Chandigarh New Delhi
Sh. H. K. Gupta (Retd.) Dr. Jagmohan Gupta Dr. Amarjeet Kaur

PGT, NCT, New Delhi Reader, Dept. of Commerce, Head H.Sc. Deptt. GCG, Chandigarh
Moti Lal Nehru College, New Delhi
Sh. Ramesh Chandra Ms. Aparna Khanna
(Retd.) Reader, NCERT, Sh. S. K. Bansal Lecturer, Department of Community
New Delhi (Retd.) Lecturer, Commercial Sr. Sec. Resource Management, Lady Irwin
School Daryaganj, New Delhi College, New Delhi
Dr. Manish Chugh
Academic Officer ( Economics) NIOS Dr. Piyush Prasad Dr. Anita Singh
Academic Officer (Accountancy) Senior Lecturer, Department of Food
NIOS and Nutrition, AK PG College,
Varanasi
Mrs. Asheema Singh

AEP, Project Coordinator, NIOS
Dr. Sandhya Kumar

Deputy Director, NIOS
291
PSYCHOLOGY PAINTING COMPUTER SCIENCE
Prof. Girishwar Misra (Retd.) Dr. Daljeet Dr. M. P. Goel
Department of Psychology, Curator, National Museum, New Delhi Principal, Systems Analyst, National
University of Delhi, Delhi Informatics Centre (NIC), New Delhi

Prof. Asha Bhatnagar Mr. K. Khan Dr. A. K. Saini
(Retd.) NCERT, New Delhi Retd. Principal, Govt. Sr. Secondary FMS, University of Delhi, New Delhi
School, Seemapuri, New Delhi
Prof. K. D. Broota Mr. C. D. Sharma
(Retd.) Department of Psychology, Mr. K. K. Kashyap Education Officer, CBSE, New Delhi
Delhi University, New Delhi Director Bharati Vikash Manch,
Darbhanga (Bihar) Ms. Shashi Bhushan
Dr. Akbar Husain Reader, Computer Science,
Mr. D. Apte
Dept. of Psychology, IGNOU, New Delhi
Graphic Artist, India Trade Promotion
Aligarh Muslim University, Aligarh
Organization, New Delhi Dr. Kuldeep Agarwal
Dr. Ashok Kumar Mrs. Niti Sethi Bose Director (Academic) NIOS
Jaipur Freelancer, Painter, New Delhi
Mr. S. K. Prasad
Dr. Mahesh Prasad Sharma Dr. Kamlesh Dutt Pandey System Analyst and Programmer,
Principal, Saraswati Bal Mandir, Head of the Department, MMN Post NIOS
NOIDA Graduate College, Ghaziabad (U.P.)
Ms. Koushalya Barik
Dr. G. P. Bagoria
Prof. A. K. Mohanty Assistant Director
Officer on Special Duty Exam Cell,
Zakir Husain Centre, JNU, (Vocational Education) NIOS
Directorate of Education, New Delhi
New Delhi
Mr. Prayag Shukla
Dr. K. K. Jain Editor/Art Critic, Ranga Prasanga
(Retd.) Reader, New Delhi Magazine, New Delhi
Dr. K. N. Tripathi Mr. K. A. Subbanna
Barkatullah University, Bhopal (M.P) Sr. Drawing Teacher, Delhi Kannada
Sr. Sec. School, New Delhi
Ms. Pratibha Sharma
Mr. Goutam Mondal
Principal, DIET, New Delhi
Teacher, St. Mark School,
Janak Puri, New Delhi
Mr. M. Barua
P.G.T. Lecturer, Raisina Bengali School,
New Delhi
Mr. J. D. Virmani
(Retd.) Reader in Art Education,
NCERT, New Delhi
Mr. G. N. Saran
Principal, G.B.S.S.School (Morning)
Lalita Park, New Delhi
Ms. Sanchita Bhattacharjee
SEO, NIOS
292
SOCIOLOGY ENVIRONMENTAL SCIENCE MASS COMMUNICATION
Prof. Sachchindananda Prof C. K. Varshney Prof. N R Mohanty
Chairman, A.N. Sinha Institute, Retd. Professor, School of Environmental Director, JIIMC, F-33, Sec-6, NOIDA
Patna, Bihar Sciences, JNU, New Delhi

Prof. D. Sunderam Prof. T. R. Rao Prof. C. P. Singh
Retd. Professor & H.O.D. School of Environmental Sciences, Dean, Department of Mass
University of Madras, Chennai University of Delhi, New Delhi Communication, GGSIP University,
Dwarka, New Delhi
Prof. Rajeshwar Prasad Dr. S. M. Nair
Retd. Director, Indian Social Science Programme Director, Centre of Ms. Biraj Swain
Association, Agra Environmental Education, Swaami Nagar, Consulting Editor, News laundry &
New Delhi Development Communication
Prof. A. B. Saran
Retd. Professor & H.O.D. Prof. Geeta Kaicker Sh. K. G. Suresh
Ranchi University Ranchi, Jharkhand School of Sciences, IGNOU, Director General, IIMC, New Delh
New Delhi
Dr. S. Prasad Prof. J. S. Yadav
Retd. From NCERT, New Delhi Dr. Yash P Abrol Department of Former Director General,
Environmental Botany, Hamdard University, IIMC, New Delhi
Prof. S. N. Radha
New Delhi
Retd. H.O.D.Sambalpur University Prof. Parvaiz Alam
Dr. B. S. Attri (Former BBC Journalist) Dean,
Prof. M. N. Karna
Retd. Advisor (Environment) School of Journalism and Mass Comm.
H.O.D. Sociology,
Ministry of Environment & forest, Apeejay Satya University,
NEHU University, Shilliong
Govt of India, New Delhi Gurgaon, Haryana
Prof. V. S. Upadhayay
Mr. Srikanta Panigrahi Sh. Rajesh Priyadarshi
Retd. Professor & Head Ranchi University
Consultant, Environment & Digital Editor, BBC
Ranchi, Jharkhand
Forest Division Planning Commission,
Sh. Indra Jit Singh
Dr. Manju Bhatt Yojna Bhawan Parliament Street,
Course Coordinator, NIOS
DESSH, NCERT, New Delhi New Delhi
Mrs. Prity Srivastava Ms. Neelam Gupta

Executive Officer, NIOS SEO, NIOS
293
DATA ENTRY OPERATIONS INTRODUCTION TO LAW LIBRARY AND INFORMATION
SCIENCE
Chairperson Chairperson
Prof. A. K. Saini Prof. Jayadev Pati Chairperson
Professor (Information Technology) SNIL, SOA University, Bhubaneswar, Ms. C. M. Anand
University School of Management Studies, Odisha Scientist F (Retd.) CSIR-NISCAIR,
GGS Indraprastha University, New Delhi New Delhi

Prof. Kamlesh Mittal Prof. V. G. Ajjappa Prof. Jaideep Sharma
(Retd.) DCETA, NCERT, New Delhi Retd. Professor, Karnataka University, Faculty of Library and Information
Dharwad, Karnata Science, IGNOU, New Delhi
Mr. Purnedu Hota
Senior Manager, NIIT Ltd., New Delhi Professor. Ajit Mittal Dr. Bullu Maharana
Professor, Amity Law and Associate Professor, Sambhalpur
Ms. Vibha
Business School, NOIDA University, Odisha
Assistant Professor, Deptt. of Computer
Science & Engineering, Indira Gandhi Mr. Devraj Singh Dr. Indra Kaul
Institute of Technology, New Delhi Lawyer, High Court, Delhi Deputy Director, ICSSR, New Delhi
Dr. M. P. Goel Prof. Sri Krishna Deva Rao Dr. B. N. Singh

(Retd.) Principal, Systems Analyst, Vice-Chancellor Library and Information Officer,
NIC, New Delhi National Law University, Odisha CBSE, New Delhi
Ms. Madhavi Sharma Mr. Manwendra Kumar Tiwari Dr. R. Sevukan

Deputy Director, Computer Division, Assistant Professor (Law) Hidayatullah, Associate Professor, Faculty of Library
IGNOU, New Delhi National Law University, Raipur and Information Science, Pondicherry
University
Ms. Sangeeta Chaturvedi Dr. Sushila
Coordinator, AISECT, New Delhi Assistant Professor Dr. S. R. Gupta
National Law University, Delhi (Retd.) Associate Professor,
Mr. S. K. Prasad
System Analyst and Programmer, Dr. Manish Chugh
NIOS Academic Officer (Economics) Dr. M. Madhusudhan
NIOS, NOIDA Asstt. Professor, University of Delhi,
Ms. Koushalya Barik
New Delhi
Assistant Director (Vocational Education) Dr. Chunnu Prasad
NIOS Academic Officer (Political Science) Sh. K. N. Jha
NIOS, NOIDA Lecturer, Meerabai Polytechnic,
New Delhi
Dr. Sukanta K. Mahapatra
Academic Officer (Sociology) Mr. Naipal Singh
NIOS, NOIDA Librarian, NIOS
294
TOURISM ARABIC
Chairperson
Chairperson
Prof. Syed Inayet Ali Zaidi Prof. Shafiq Ahmad Khan
Jamia Millia Islamia
UGC Emeritus Fellow, Department of Arabic,
New Delhi
Jamia Millia Islamia, New Delhi.
Members
Members
Dr. Abdul Gani
Registrar, Kashmir University Prof. Syed Kafeel Ahmad Qasmi
Srinagar
Professor of Arabic and Dean Faculty of
Prof. Sampad Swain Humanities, Aligarh Muslim University, Aligarh.
Head Department of Tourism Prof. Mohammd Iqbal Hussain
Hospitality & Hotel Management Dean, School of Arab Studies and Head,
Indira Gandhi National Tribal Delhi Department of Arabic, EFL University,
University, Amarkantha Hyderabad.
Sh. Vipul Singh Prof. Wali Akhtar
Associate professor
Motilal Nehru College Department of Arabic,
University of Delhi University of Delhi.
Prof. Rizwanur Rahman
Father.Babu Joseph Centre of Arabic and African Studies,
Head Jawahalal Nehru University,New Delhi.
Dept. of History and Tourism
Salesian College, Sonada Dr. Md. Qutbuddin
Darjeeling, West Bengal Associate Professor, Centre of Arabic
and African Studies,Jawahalal Nehru University,
H.K. Bhutani New Delhi.
Executive Manager Dr. Haifa Shakri
Ashoka Hotel Assistant Professor, Department of Arabic,
ITDC New Delhi
Jamia Millia Islamia, New Delhi.
Dr. AzmatNoori Dr. Shamsuddin Nadvi
Academic Officer(History) Teacher of Arabic Language,
NIOS, NOIDA (UP) Madarsa Talimul Quran, Bhopal.
Dr. Mujeeb Akhtar
Dr. Saumya Rajan Assistant Professor,Department of Arabic,.
Academic Officer(English) University of Delhi. Delhi
NIOS, NOIDA (UP)
Dr Shoib Raza Khan
Co-ordinator, Academic Officer (Urdu),
National Institute of Open Schooling, NOIDA.
295
PERSIAN MALAYALAM
Chairperson
Chairperson
Professor Iraq Raza Zaidi
Prof. K.P Sankaran
Professor and Head,Department of Persian, Retd. Reader,
Jamia Millia Islamia, New Delhi Regional Institute of Education (RIE)
NCERT, Mysore
Members
Dr. H. Haider Members
Regional Director Dr. B.V Sasikumar
Maulana Azad National Urdu University, Reader, Dept. of Malayalam,
Patna, Bihar University of Kerala
Dr. P. Sathyanesan
Professor Mohd. Iqbal
Assistant Professor (Retd.),
Department of Persian, SCERT, Thiruvananthapuram
Jamia Millia Islamia, New Delhi
Dr. Tanveer Khudnumai Dr. P. Basheer
Department of Persian, Former Research Officer,
Osmania University, Hyderabad, A.P. SCERT, Thiruvananthapuram
Professor Aleem Ashraf
Dr. P. KThilak
Department of Persian,
Research Officer,
Delhi University, Delhi SCERT, Thiruvananthapuram
Mr. A. H. Kazmi
Lecturer,Department of Persian, Sh. KadangotPrabhakaran
Anglo Arabic Sr. Sec. School Writer, ‘Tejas’, P.K Road,
Ajmeri Gate, Delhi Chunkamvazhi, Ayyanthol,
Dr. Nakhat Fatima Thrissur
Asstt. Professor,Department of Persian
Sh. Manikanda Das K.V
MANUU Campus, Lucknow Principal, Chattanchall HSS,
Dr. Asad Ali Khursheed Thekkil, Kasargode
Asstt. Professor,Department of Persian
Kashmir University, Kashmir Sh. T.K Ummer
Mr. Mohd. Tayyab Retd.HSST,
KPR GopalanSmarakaGHSS,
Lecturer,Department of Persian,
Thaliparambu, Kannur
Anglo Arabic Sr. Sec. School Ajmeri Gate, Delhi
Dr. Shuaib Raza Khan
Asstt. Director,National Institute of Open Schooling,
NOIDA, U.P.
296
VEDA ADHYAYAN SANSKRIT VYAKARANA
Chairperson
Chairperson
Dr. K E Devanathan
Vice-Chancellor,Sri Venkateswara Vedic Prof. (Dr.) Ark Nath Chaudhary
University,Chandragiri by-pass Road Alipiri, Vice-Chancellor, Shree Somnath Sanskrit
Tirupati, Andhra Pradesh Unversity, Rajendra Bhuvan,
Veraval,Dist- Gir Somnath (Gujarat)
Members
Prof. Ram Nath Jha Members
Professor, Special Center for Sanskrit Studies,
Jawaharlal Nehru University, New Delhi Dr. Neeraj Kumar Bhargave
Dr. Santosh Kumar Shukla Assistant Professor,
Professor,Special Center for Sanskrit Studies, Ramakrishna Mission
Jawaharlal Nehru University, New Delhi Vivekananda University,
Swami Vedatattwananda Belur Math, Howrah
Principal, Vivekananda Veda Vidyalaya,
Belur Math, Howrah Swami Vedatattwananda
Dr. Ram Narayan Meena
Belur Math, Howrah
Assistant Director (Academic),
Academic Department, NIOS Dr. Hari Ram Mishra
Dr. Dilip Panda Assistant Professor,
Hiralal Mazumder Memorial College for Women Special Center for Sanskrit Studies,
Jadunath Sarbobhouma Ln,near Kali Temple, College JNU, New Delhi
Para, Dakshineswar, Kolkata, West Bengal
Sh. Sant Kumar Pan Dr. Ram Narayan Meena
Asstist. Professor, Bijoy Narayan Mahavidyalaya, Assistant Director (Academic),
Itachuna, HooghlyWest Bengal Academic Department, NIOS
Acharya Pradhyuman ji Sh. Malay Porey

Acharya,Vaidic Gurukulam, Assistant Professor, Government General Degree
Patanjali Yogapeeth,Haridwar (Uttarakhand) College , Ranibandh, Rautora,
Bankura, West Bengal -722 135
Acharya Phool Chand ji
Acharya, Vaidic Gurukulam, Patanjali Yogapeeth, Sh. Sumanta Chowdhury
Haridwar (Uttarakhand) Assistant Professor, Sabang Sajani Kanta
Mahavidyalaya, Temathani - Bene Dighi Road,
Lutunia, (West Bengal)
Sh. Vijender Singh,

Senior Teacher (Sanskrit), Directorate of Education
New Delhi
297
BHARATIYA DARSHAN SANSKRIT SAHITYA
Swami Atmapriyananda
Swami Atmapriyananda
Vice Chancellor,Ramakrishna Mission Vivekananda
Vice Chancellor, Ramakrishna Mission
University, Belur Math, Howrah
Vivekananda University, Belur Math, Howrah
Members
Members
Prof. Ram Nath Jha
Dr. Venkataraman Bhat
Professor, Special Center for Sanskrit Studies,
Assistant Professor, Ramakrishna Mission
Jawaharlal Nehru University, New Delhi
Vivekananda University
Belur Math, Howrah
Swami Vedatattwananda
Academic Department, NIOS
Belur Math, Howrah
Dr. Nagaraj Bhat
Asst Professor, Ramakrishna Mission Vivekananda
Academic Department, NIOS
Swami Vedarthananda
Vice-Principal, Vivekananda Veda Vidyalaya
Sh.Palash Ghodai
Belur Math, Howrah
Asst Professor, Raja Narendra Lal Khan
Women’s College, Gope Palace,
Dr. Venkataraman Bhat
PO: Vidyasagar University,
Asst Professor, Ramakrishna Mission Vivekananda
(West Bengal)
Sh.Malay Porey
Sh.Vivek Karmakar
Assistant Professor, Raniganj Girls College,
Asst Professor, Scottish Church College,
P.O. Searsole Rajbari,
1 & 3, Urquhart Square,
Dist- Burdwan, (West Bengal)
Kolkata, (West Bengal)
Dr. Bhaskaranand Pandey
Sh.Palash Ghodai
Former Vice principal,
Asst Professor,
Sarvodaya Bal vidyalaya, Delhi
Raja Narendra Lal Khan Women’s College
Gope Palace, PO: Vidyasagar University, (West Bengal)
Sh. Sant Kumar Pan
Asstist. Professor, Bijoy Narayan Mahavidyalaya,
Itachuna, Hooghly, West Bengal
298
PHYSICAL EDUCATION AND YOG MILITARY STUDIES
Prof. Kalpana Sharma Major General G. Murali (Retd.)
Director ASPESS & Sports
Amity University, U.P Members
Members Dr. Utham Kumar Jamadhagni

Associate Professor and Head I/c
Mrs. Sarita Sharma Defence and Strategic Studies,
Director ,Yog Sarita Foundation, University of Madras
Delhi
Dr. E. Prabhakaran
Prof. Ikram Hussain Assistant Professor
Department of Physical Education Defence and Strategic Studies
A.M.U., Aligarh University of Madras
Prof. Arvind Malik Dr. M. Venkataraman
Head & Professor, Department of Assistant Professor
Physical Education, Kurukshetra Defence and Strategic Studies
University, Kurukshetra University of Madras
Prof. Ishwar Bharadwaj Col Pradeep Kumar T R
Head of Yoga Department
Gurukul Kaangri, Haridwar Col Rajesh Singh, SC,SM
Dr. Lalit Sharma

Associate Professor, IGIPESS,
University of Delhi
Mr. S.K.Sinha
Director ( Academic)
NIOS
Dr. Ashminder Singh Bahal

Director (Vocational ), NIOS
Dr.B.K.Rai
Assistant Director (Academic), NIOS
Dr. Azmat Noori

Assistant Director (Academic)
NIOS, NOIDA, U.P
Mr. P.K.Chauhan
Senior Executive Officer, (Vocational)
NIOS, NOIDA, U.P
299
MILITARY HISTORY EARLY CHILDHOOD CARE AND EDUCATION
Major General G. Murali (Retd.) Prof. Asha Singh

Former Associate Professor,Human Development and
Members Childhood Studies (HDCS)Lady Irwin College,
Dr. Utham Kumar Jamadhagni
Associate Professor and Head I/c Members
Defence and Strategic Studies,
University of Madras Prof. Reeta Sonawat
Professor and Head, Human Development
Dr. E. Prabhakaran Dept. of Human Development, SNDT Women’s University,
Assistant Professor Mumbai
Defence and Strategic Studies Dr. Bhanumathi Sharma
University of Madras Associate Professor, Human Development and Childhood
Studies (HDCS) Lady Irwin College, University of Delhi,
Dr. M. Venkataraman New Delhi
Assistant Professor Dr. Bharti
Defence and Strategic Studies Associate Professor, Department of Education of Groups
University of Madras with Special Needs , NCERT, New Delhi
Shri B. Sahu
Lt. Col Raja Pillai Deputy Director Training
NIPCCD, New Delhi
Dr. Sandhya Sangai
Associate Professor,Department of Elementary Education,
NCERT, New Delhi
Dr. Romilla Soni
Assistant Professor, Department of Elementary
Education, NCERT, New Delhi
Dr. Sangeeta Choudhary
Senior Lecturer, DIET, Rajendra NagarNew Delhi
Ms. Premlata Mullick
Former Director, Sushila Devi Polytechnic for Women,
Ghaziabaad
Ms. Sonia Mehdiratta
PGT, Happy Model SchoolNew Delhi
Ms. Fariha Siddiqui
Programme Manager, BVoc in Early Childhood
Management and Entrepreneurship,Ambedkar University
New Delhi
Dr. Madhur Bhatia
Academic Officer (Teacher Education)
NIOS, NOIDA
300

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CURRICULA

Senior Secondary Course

National Institute of Open Schooling

This book or part thereof may not be reproduced by

Published by : National Institute of Open Schooling

2. Open Schooling system

3. Flexibilities in Open Schooling

3.8 Combination of Academic and Vocational subjects: A number of vocational subjects

3. Internal/Formative assessment through Tutor Marked Assignments (TMA): Tutorare

Scope and job opportunity

Qualification: 10th pass

Medium of instruction: English

Duration of the course: 1 Year

Theory: 100 Marks

Tutor Marked Assignments (TMA): 20% Marks of the theory

Scheme of studies: Theory (240 hrs), TMA (self paced)

Pass criteria: 33% marks

Module –Speaking skills

Module –Writing skills

Letter writing 5 marks

Note Making 4 marks

Unit –English for specific purposes 15 marks

English for office use (Optional 2)

Scope and job opportunity

Mode of evaluation Syllabus/Contents Duration Weightage

Public/Final Examination All Contents under SLM Part-2. 3 Hours 80%

Pass criteria: 33% Marks

Part-1: [For Tutor Marked Assignment]

1. Module-I 30 Sets and functions are the most Assessed

2. Module- II 15 Sequences have many important Assessed

3. Module –III 30 Some equations are not solvable in Assessed

4. Module-IV 30 Coordinate Geometry is that branch Assessed

5. Module-V 15 Statistics is one of the fundamental Assessed

Part-2: [For Public Examination]

6. Module-VI 30 The study of the field of Linear 17

7. Module-VII 30 In this module you will learn about 12

8. Module-VIII 60 Calculus is an important part of 45

9. Module-IX 30 There are many physical situations 17

10. Module-X 30 Linear equations and linear in 09

Scope and job opportunity

Qualification: 10th Pass

Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia.

Duration of the course: 1 Year

Tutor Marked Assignment (TMA): 20% Marks of the theory

Scheme of studies: Theory (240 hours), TMA (self paced)

Mode of evaluation Syllabus/Contents Duration Weightage

Public/Final examination All contents marked as PE 3 Hours (Theory)

Practical 3 Hours (Practical) 80%

Pass criteria: 33% Marks in each component.

1. Module–I 45 Besides To determine the 14

3. Module–III 25 Thermal energy To study the Newton’s 06

4. Module–IV 20 Besides explaining To compare the 06

5. Module–V 45 The basic To verify the law of 16

6. Module–VI 25 After giving a brief To find the value of v 14

7. Module–VII 25 Different atomic 08

8. Module–VIII 35 Semiconductors To draw the 10

Qualification: 10th pass

Medium of instruction: Hindi, English, Urdu, Bengali, Gujarati and Odia

Duration of the course: 1 Year

Tutor Marked assignments (TMA): 20% Marks of theory