Syllabus Class 8th

Government of Jammu & Kashmir
Academic Calendar-Cum-Syllabus
Middle Stage
Class – 8th
Session – 2023-24
State Council of Educational Research & Training

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Contents
S. No. Title/Subject Page Numbers
Class – 8th
1. English 1 – 17
2. Science 18 – 31
3. Mathematics 32 – 45
4. Social Science 46 – 65
5. Urdu 66 – 94
6. Kashmiri 95 – 110
7. Dogri 111 – 116
8. Hindi 117 – 123
9. Punjabi 124 – 126
Appendix
(i) Suggestive Calendar of Activities Appx. 1
(ii) Suggestive 10 Bag-less Days Appx. 4
(iii) Student Assessment & Evaluation Scheme Appx. 5
(iv) Formative Assessment - Guidelines Appx. 9

English
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Academic Calendar Cum Syllabus Class 8 English
Learning Outcomes
Suggested Pedagogical Processes Learning Outcomes
The learner may be provided opportunities in ENG801: responds to instructions and announcements in school and
pairs/groups/ individually and encouraged to– public places viz. railway station, market, airport, cinema hall, and act
accordingly.
• participate in classroom activities/ school ENG802: introduces guests in English, interviews people by asking
programmers‟ such as Morning Assembly/ questions based on the work they do.
extempore/debate etc. by being exposed to input- ENG803: engages in conversations in English with people from different
rich environment professions such as bank staff, railway staff, etc. using appropriate
vocabulary.
• speak about objects / events in the class / school ENG804: uses formulaic/polite expressions to communicate such as „May
environment and outside surroundings. I borrow your book?‟, „I would like to differ‟ etc.
ENG805: speaks short prepared speech in morning assembly.
• participate in grammar games and kinesthetic ENG806: speaks about objects / events in the class / school environment
activities for language learning. and outside surroundings.
ENG807: participates in grammar games and kinesthetic activities for
• use English news (newspaper, TV, Radio) as a language learning.
resource to develop his/her listening and reading ENG808: reads excerpts, dialogues, poems, commentaries of sports and
comprehension, note-taking, summarizing etc. games speeches, news, debates on TV, Radio and expresses opinions
about them.
• watch / listen to English movies, serials, ENG809: asks questions in different contexts and situations (e.g., based
educational channels with sub-titles, audio-video/ on the text / beyond the text / out of curiosity / while engaging in
multi-media materials, for understanding and conversation using appropriate vocabulary and accurate sentences)
comprehension. ENG810: participates in different events such as role play, poetry
recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc.,
• interview people from various professions such as organized by school and other such organizations;
doctors, writers, actors, teachers, cobblers, ENG811: narrates stories (real or imaginary) and real-life experiences in
newspaper boy, household helps, rickshaw pullers English.
and so on. ENG812: interprets quotations, sayings and proverbs.
ENG813: reads textual/non-textual materials in English/Braille with
comprehension.
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• use formulaic expressions / instructions such as ENG814: identifies details, characters, main idea and sequence of ideas
„Could I give you…‟ „Shall we have a cup of tea?‟ to and events while reading.
develop communication skills ENG815: reads, compares, contrasts, thinks critically and relates ideas to
life.
• participate in individual activities such as ENG816: infers the meaning of unfamiliar words by reading them in
introducing personalities/ guests during school context.
programmes‟ ENG817: reads a variety of texts for pleasure e.g., adventure stories and
science fiction, fairy tales, also nonfiction articles, narratives, travelogues,
• learn vocabulary associated with various biographies, etc. (extensive reading
professions and use them in different situations. ENG818: refers dictionary, thesaurus and encyclopedia as reference
books for meaning and spelling while reading and writing.
• read stories / plays (from different books/ ENG819: prepares a write up after seeking information in print / online,
newspapers in education (NIE) / children‟s section in notice board, newspaper, etc.
magazines in English / Braille) and narrate them. ENG820: communicates accurately using appropriate grammatical forms
(e.g., clauses, comparison of adjectives, time and tense, active passive
• locate main idea, sequence of events and corelate voice, reported speech etc.)
ideas, themes and issues in a variety of texts in ENG821: writes a coherent and meaningful paragraph through the
English and other languages. process of drafting, revising, editing and finalizing.
ENG822: writes short paragraphs coherently in English/Braille with a
• use various sources from English and other proper beginning, middle and end with appropriate punctuation marks.
languages to facilitate comprehension, correlation ENG823: writes answers to textual/non-textual questions after
and critical understanding of issues. comprehension /inference; draws character sketch, attempts
extrapolative writing.
ENG824: writes email, messages, notice, formal letters, descriptions/
• interpret quotations, sayings and proverbs. narratives, personal diary, report, short personal/ biographical
experiences etc.
ENG825: develops a skit (dialogues from a story) and story from
dialogues.
ENG826: visits a language laboratory.
ENG827: writes a Book Review
ENG828: Identifies poetic devices like rhyme scheme, simile, metaphor,
alliteration, imageries etc.
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Time line
Topic
Key
LO/ Part of LO
Competencies Suggestive Activities
ENG802: Introduces guests  Reading  The teacher will act as guest in the class and will ask
in English ENG809: Asks Comprehension the learners to introduce themselves one by one (first
questions in different  Communication in Home Language than in Target Language).
contexts and situations Skills  The teacher will introduce the topic by doing any
1. How Teachers Learn
(e.g., based on the text /  Vocabulary suitable activity.

beyond the text / out of  Writing for  The teacher will narrate the events of the lesson to
Week 01 & 02
curiosity / while engaging in purpose the learners and write difficult words on board for
conversation using word drill.
appropriate vocabulary and  The teacher will ask the learners to read the lesson
accurate sentences) (or a specific portion) using any reading strategy.
ENG813: Reads textual  The learners will be asked to sit in groups and relate
materials in English / the content with the teacher‟s narration.
Braille with comprehension  The learners will be asked to answer certain
ENG823: Writes answers to questions both orally and in writing related to the
textual/non-textual topic.
questions after  The learners will also be asked to write a message
comprehension /inference about any situation using a particular format.
ENG803: engages in  Listening &  Divide class into groups and ask them to have
conversations in English speaking discussion about various stages of life.
ENG809: asks questions in  Reading
different contexts and Comprehension  A role-play to be organized in the class for better
Week 03
situations  Communication understanding of the given lesson.

2. Life
. Skills.
ENG815: reads, compares,  Project about day-to-day experiences.
contrasts, thinks critically  Decision making
and relates ideas to life abilities  Develop a skit to understand the main ideas of the
ENG825: develop a skit  Self-awareness lesson.
ENG824: writes a dialogue.
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ENG805: speaks short  Roleplay on Global Warming.
prepared speech in morning  Listening &
assembly. speaking  Group discussion about the various environmental
ENG806: speaks about  Reading issues.
objects / events in the class Comprehension
3. Global Warming
/ school environment and  Communication  Assign a project on quotations and proverbs related
outside. Skills. to environment.
Week 04
ENG812: interprets  Social Awareness

quotations, sayings and  Debates on causes of Global warming given in the
proverbs. text.
ENG816: infers the meaning  Discuss the format of formal letters in the class and
of unfamiliar words by ask them to write a formal letter.
reading them in context.
ENG824: writes formal
letters.
ENG811: narrates stories  Reading  Ask students to listen stories from grandparents /
(real or imaginary) and real- Comprehension elders on the importance of values and narrate them
life experiences in English.  Listening & in the classroom.
4. For God‟s Sake, Hold Thy Tongue
ENG815: reads, compares & Speaking skill  After silent reading, divide the students into groups
thinks critically and relates  Vocabulary
ideas to life. to have a discussion on backbiting and why we
development
ENG823: writes answers to should avoid it.
 Writing for
textual/non-textual  After discussing the acronym CODER for paragraph
purpose
questions after writing, ask the students to write a paragraph on any
Week 05
comprehension /inference  Truthfulness

social evil.
ENG821: writes a coherent
and meaningful paragraph
through the process of
drafting, revising, editing
and finalizing.
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ENG805: speaks short  Reading  Ask students to prepare speeches on their favourite
5. Polo- The King of Games

prepared speech in morning Comprehension sports for presentation.
assembly about different  Listening &  Ask the students to list the different sports being
sports. Speaking skill played in and outside their localities and share it with
Week 06 ENG816: infers the meaning  Understands the your peers for better understanding.
of unfamiliar words by importance of  Quiz competition to be conducted on various
reading them in context. sports adventure games.
ENG823: writes answers to
 Team sprit
textual/non-textual
questions after
comprehension /inference
ENG810: participates in  Listening &  Dramatization of different characters of the story.

different events such as role speaking
play, skit, drama, debate,  Reading  Debate/skit on the main ideas of the story.
speech etc. organized by Comprehension
school.  Communication  Take the class in to the ICT room or use your cell
ENG814: identifies details, Skills. phone and play the movie Julius Caesar for better
characters, main idea and  Self-confidence comprehension of the story.
sequence of ideas and
6. Julius Caesar
 Correct usage of
events while reading clauses in a  Ask the students to identify the different clauses and
Week 07
ENG817: reads a variety of context. put them in appropriate given boxes.

texts for pleasure e.g.,  Concept of ICT Noun Adjective Adverbal
adventure stories clause clause clause
ENG820: using appropriate
grammatical forms (e.g.,
Nouns, Adjectives, and
Adverb clauses,)
ENG823: writes character
sketch.
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ENG805: speaks short  Communication  Organize a rally with placards displaying the
prepared speech in morning skill. consequences of polyethene.
assembly about Polythene a  Reading skill  Assign a project on quotations and proverbs related
Disaster.  Social awareness to hazards of polyethene
ENG806: speaks about
7. Polythene: A Disaster
 Self confidence  Conduct a cleanness drive in and around the school
class / school environment  Responsibility to save the environment.
and outside surroundings.  A quiz to be organized in the school on various issues
ENG810: participates in related to environment problems.
Week 08
different events such as  A skit on the hazards of polythene to be conducted in

skit, drama, debate, quiz, the morning assembly for better understanding of ill
etc., organized by school effects of polythene.
and other such
organizations.
ENG812: interprets
quotations, sayings and
proverbs.
ENG825: develops a skit
(dialogues from a story)
ENG808: reads poems, and  Fluency  Group discussion on different modes or feelings
expresses opinions about  Creative writer expressed in the poem.
them.  Listening &  One by one recitation of the poem to be done by the
ENG810: participates in speaking students.
different events such as,
8. A Nation‟s Strength
 Appreciation  Group discussion to be held on various ideas present

poetry recitation  Enrichment of in the poem and relate them in day today life.
ENG815: reads, compares, vocabulary  Students in different groups to be asked to identify
Week 09
contrasts, thinks critically . the rhyming words of the poem and understand the
and relates ideas of the rhyme scheme of the poem.
poem.
ENG827: Identifies poetic
devices like rhyme words,
rhyme scheme etc.
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ENG808: reads poems, and  comprehension  One by one recitation of the poem to be done by the
expresses opinions about  Analysis students.
them.  Listening &  Group discussion to be held on various ideas present
9. Porus and His Elephant

ENG815: reads, compares, speaking in the poem and relate them in day today life
contrasts, thinks critically  Writing  Students in different groups to be asked to identify
and draws conclusion.  Loyalty the rhyming words of the poem so as to understand
ENG828: Identifies poetic the rhyme scheme of the poem.
Week 10
devices like rhyme scheme.

ENG822: writes short
paragraphs coherently in
English/Braille with a
proper beginning, middle
and end with appropriate
punctuation marks.
ENG808: reads poems, and  Fluency  One by one recitation of the poem to be done by the
expresses opinions about  Listening & students.
them. speaking  Group discussion to be held on various ideas present
ENG815: reads, compares,  Critical in the poem and relating them in day today life
contrasts, thinks critically Appreciation  An outing to be organized and the students be asked
10. The Bangle-Sellers
and relates ideas towards  Enrichment of to interact with people of different ages about their
different stages of life. vocabulary choices and preferences. After the interaction as
ENG823: writes answers to  Self-realization them to prepare a write up and present it in their
Week 11
textual/non-textual class.
questions after  Divide the class in three groups. Ask one group to
comprehension /inference encircle the simile and other two groups to underline
ENG828: Identifies poetic and colour metaphors and imagery respectively given
devices like, simile, in the poem.
metaphor, imagery etc.
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expresses opinions about  Listening & students.
11. Prayer for Strength

ENG815: reads, compares,  Humbleness in the poem and relate in day today life.
Week 12 contrasts, thinks critically  Emotional  Home Assignment to be given to students regarding
and relates ideas to life. development different kinds of prayers being offered by the people
ENG823: writes answers to  Social service belonging to different faiths.
textual/non-textual  Ask the students to identify the words repeatedly
questions after used in the poem.
comprehension /inference
devices like repetition.
ENG808: reads poems, and  comprehension  Choral and individual recitation.
expresses opinions about  Listening &  Group discussion to be held on various stages of the
them. speaking Journey of the Brook and relate it to the mortal life.
ENG810: participates in  Interpret the  Ask students to discuss the beauties of nature and
different events such as,
12. The Brook
main idea share with other groups.

poetry recitation  Analysis  Ask students to prepare a list of animal sounds so as
Week 13
ENG823: writes answers to  Love for nature to understand the concept of onomatopoeia.
textual/non-textual
questions after
comprehension /inference.
devices like onomatopoeia,
metaphor, alliteration,
imagery.
ENG808: reads poems, and  Reads with  Group discussion to be held on various ideas present
expresses opinions about comprehension in the poem and relate them in day today life.
them.  Listening &  Roleplay to be organized on love for humanity.
ENG815: reads, compares, speaking  Divide the class in groups and ask each group to
13. Mercy
contrasts, thinks critically  Interpret the encircle the similes & underline metaphors given in
Week 14
and relates ideas to life. main idea the poem.

ENG823: writes answers to  Compare and
textual/non-textual contrast
questions after  Love for
comprehension /inference. humanity
devices, simile, metaphor.
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ENG808: reads poems, and  Reads with  A debate to be organized on the theme “Paradise Lies
expresses opinions about comprehension Beneath the Feet of the mother.”
them.
14. Wrinkles
 Listening &  Group discussion to be held on various ideas present
Week 15
ENG815: reads, compares, speaking in the poem.
contrasts, thinks critically  Interpret the  Roleplay to be organized on duties and
and relates ideas to life. main idea responsibilities of children towards their parents.
ENG828: Identifies poetic  Analysis
devices, metaphor, imagery.  Responsibility
ENG808: reads poems, and

expresses opinions about  Reads with
them. comprehension  Group discussion to be held on various ideas present
ENG810: participates in  Listening & in the poem.
different events such as, speaking  Divide class into groups and ask them to write the
15. Meetings Poets
poetry recitation  Interpretation connotative & denotative meaning of the words from
ENG815: reads, compares,  Analysis the poem like,
Week 16
contrasts, thinks critically  Sensitivity

and relates ideas to life. towards Words denotative Connotative
ENG828: Identifies poetic appearances.
devices like metaphor, Colour appearance Disorderliness
 Enrichment of
symbols vocabulary
development.
ENG808: reads poems, and  Reads with  Group discussion to be held on various ideas present
16. Stars Speak to Man
expresses opinions about comprehension in the poem.

them.  Listening &  A debate on diversity of religions depicting respect for
ENG815: reads, compares, speaking humanity to be conducted in the school.
Week 17
contrasts, thinks critically  Analysis  Divide the class in groups and ask each group to
and relates ideas to life.  Love & affection encircle the similes & underline metaphors given in
ENG817: reads a variety of  Unity & kindness the poem
texts for pleasure.
devices like simile,
metaphor.
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expresses opinions about
17. Summer And Winter

 Listening & students.
ENG815: reads, compares,  Critical in the poem
Week 18 contrasts, thinks critically Appreciation  Divide the students into four groups and name them
and relates ideas to life.  Self-realization spring, summer, autumn and winter respectively. Ask
/Inference. them to prepare the list of things found in different
ENG828: Identifies poetic seasons and share with one another.
devices like rhyme scheme,
simile, metaphor, imagery.
ENG806: speaks about  Students be divided into groups and asked to discuss
different events of the story.  Reading the main ideas of the story and present them in the
ENG820: using appropriate Comprehension class.
grammatical forms (e.g.,  Communication  Divide the students into groups and ask each group
tense, reported speech etc.) Skills. to narrate the different kinds of conversations taking
ENG823: writes answers  Writing place in their day-to-day life so as to have the better
18. The Unthankful Man
after comprehension  Decision making understanding of the tenses and narration.

/inference; draws character  Students be divided into groups and asked to write
Week 19 and 20
abilities
sketch. the character sketches of the main characters
ENG825: develops a skit present in the story.
(dialogues from a story) and
story from dialogues.
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ENG811: narrates stories  Reading  Ask students to listen imaginary cum real stories
(real or imaginary) and real- Comprehension from your parents/grandparents/ elders and narrate
life experiences in English.  Communication the same in front of your classmates.
ENG813: reads Skills.
 An activity to be done by dividing students into
textual/non-textual  Love for animal
materials in English/Braille groups and asked to write the answers of the
world.
with comprehension.  Writing skill questions given in the text
ENG814: identifies details,  Narrate stories  Students be divided into groups and asked to draw
characters, main idea and  Critical thinking the sketches of the main characters present in the
sequence of ideas and story
events while reading.
 A guided activity to be done by dividing students into
ENG816: infers the meaning
19. Achilles
groups and asked to use dictionaries or to browse

Week 21
of unfamiliar words by
reading them in context. different online sources to search the
ENG817: reads a variety of meanings of unfamiliar words.
texts for pleasure e.g.,  Students be divided into groups asked to complete
adventure stories the worksheets on count /uncountable nouns and
ENG820: using appropriate
anagrams
grammatical forms (e.g.,
Countable & uncountable  Divide the class into four groups and ask students to
nouns, anagrams etc. write a paragraph on their favorite animals.
ENG822: writes short
paragraphs coherently in
English/Braille with a
proper beginning, middle
and end with appropriate
punctuation marks.
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ENG804: uses polite  Reads with  Play memory games. You can write down ten new
expressions to comprehension words from the lesson on the whiteboard. Let the
communicate. children look at the words for two minutes. Ask the
ENG806: speaks about  Narrates the children to close their eyes. You can then erase one
20. Colours of Rainbow

events in the school story word. The children will then open their eyes and
environment and outside identify the word that has been erased.
Week 22 and 23
surroundings.  Vocabulary  Divide the students into groups and ask each group
ENG820: using appropriate development to write ten polite expressions being used in day-to-
grammatical forms (e.g., day conversations and present them in the class.
Question Tags, idioms)  After forming the groups each group be provided tag
ENG823: writes answers question work sheets and asked to fill them up in a
after comprehension given time.
/inference; draws character  Students be divided into groups and asked to write
sketch. the character sketches of the main characters
ENG825: develops a skit present in the story.
(dialogues from a story) and  After the formation of groups each group be asked to
story from dialogues. underline a few dialogues to form stories out of it.
ENG811: narrates stories  Reading  Ask students to listen imaginary cum real stories
(real or imaginary) and real- Comprehension from your parents/grandparents and narrate the
life experiences in English. same in front of your classmates.
21. Rustam & Sohrab
ENG814: identifies details,  Communication

characters, main idea and Skills.  Divide the students into groups and ask them to
Week 24 & 25
sequence of ideas and discuss the tragic events of the story.

events while reading  Divide the students into groups and ask each group
ENG815: reads, compares,  Empathy to narrate the different kinds of conversations taking
contrasts, thinks critically place in their day-to-day life so as to have the better
and relates ideas to life. understanding of the tenses and narration.
ENG820: using appropriate  Divide students into four groups and ask each group
grammatical forms (e.g., to write letters/messages to one another.
reported speech)
ENG824: writes email,
messages, formal letters.
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ENG814: identifies details,  Reading  Divide the students in groups and ask them to
characters, main idea and Comprehension discuss the play "A strange play" as a dream
22. A strange Trial

sequence of ideas and  Communication  A skit on the main characters of the play to be
Week 26-28 events while reading Skills performed.
ENG820: using appropriate  A guided activity to be done with the help of
grammatical forms (e.g., worksheets on contractions, simple and compound
compound and complex sentences
sentences)  Discuss the format and requisites of poster writing
ENG824: writes posters, and ask students to design posters on given themes.
informal letters.
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Selected Learning Outcomes for Summative Assessment Class—VIII

The learner–
ENG808: reads excerpts, dialogues, poems, commentaries of sports and games speeches, news, debates on TV, Radio and
expresses opinions about them.
ENG809: asks questions in different contexts and situations (e.g., based on the text / beyond the text / out of curiosity /
while engaging in conversation using appropriate vocabulary and accurate sentences)
ENG811: narrates stories (real or imaginary) and real-life experiences in English.
ENG812: interprets quotations, sayings and proverbs.
ENG813: reads textual/non-textual materials in English/Braille with comprehension.
ENG814: identifies details, characters, main idea and sequence of ideas and events while reading.
ENG815: reads, compares, contrasts, thinks critically and relates ideas to life.
ENG816: infers the meaning of unfamiliar words by reading them in context.
ENG819: prepares a write up after seeking information in print / online, notice board, newspaper, etc.
ENG820: communicates accurately using appropriate grammatical forms (e.g., clauses, comparison of adjectives, time and
tense, active passive voice, reported speech etc.).
ENG821: writes a coherent and meaningful paragraph through the process of drafting, revising, editing and finalizing.
ENG822: writes short paragraphs coherently in English/Braille with a proper beginning, middle and end with appropriate
punctuation marks.
ENG823: writes answers to textual/non-textual questions after comprehension /inference; draws character sketch,
attempts extrapolative writing.
ENG824: writes email, messages, notice, formal letters, descriptions/ narratives, personal diary, report, short personal/
biographical experiences etc.
ENG825: develops a skit (dialogues from a story) and story from dialogues.
ENG828: Identifies poetic devices like rhyme scheme, simile, metaphor, alliteration, imageries etc.
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Design of Assessment for Class-VIII
Section A
Reading Comprehension 15 Marks
1) One seen stanza from the prescribed poems to be attempted followed by 3 MCQs, one open ended question and one fill up,
based on comprehension, literary devices, inference, etc.
1 × 5 = 5 Marks
2) One unseen passage of about 200-250 words to be attempted followed by MCQs, comprehension questions, providing
suitable title to the passage, one-word substitution, vocabulary, inference, analysis, etc
1× 5 = 5 Marks
3) One question on visual clues/ statistical data/ bar graphs/ pie charts/ histograms to be attempted followed by 4 MCQs
and one open ended question based on inference, analysis, evaluation, etc.
1× 5 = 5 Marks
Section (B) Grammar 8 Marks
 Parts of speech
 Auxiliary verbs
 Articles
 Tenses
 Reported speech (Statements, Questions)
 Punctuation marks
4) One passage with blank spaces to be filled by using appropriate parts of speech, articles, auxiliaries etc.
2½ Marks
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5) One passage given in direct/indirect speech to be converted into vice-versa.

2½ Marks
6) One contextualized passage/ story/ paragraph to be edited testing the use of tenses, punctuation and the appropriate spelling etc.
3 Marks
Section (C) Writing Skills 12 Marks
7) One question to be attempted on story/dialogue writing on the given situation with the help of hints.
3 Marks
8) One question to be attempted on message/email writing on the given situation (50words).
2 Marks
9) One question to be attempted on letter writing out of two letters with some given situations. (formal/informal).
3 Marks
10) One question to be attempted on report writing on incidents, events, situations etc out of the two with the given hints, visual
clues. (80 -120 words) 4 Marks
Section (D) Literature 15 Marks
11) Three out of five short competency-based questions to be attempted from the prose lessons of the prescribed textbook.
3 × 2=6 Marks
12) Two out of four short competency-based questions based on theme, central idea, literary devices etc. to be attempted from the
poems excluding the one given in reading comprehension.
2 × 2=4 Marks
13) One out of three long answer competency-based questions to be attempted based on character, scene, theme, plot, situation,
event, irony etc. from the short stories and the play.
1× 5=5 Marks
Page 17 of 126
Science
Page 18 of 126
Academic calendar cum Syllabus Class 8th Science
Class 8th (Science) Learning Outcomes
The learner be provided SCI801: differentiates materials and organisms, such as, natural and human made
opportunities in fibers; contact and non-contact forces; liquids as electrical conductors and
pairs/groups/ individually insulators; plant and animal cells; viviparous and oviparous animals, on the basis of
and encouraged to — their properties, structure and functions.
1. explore surroundings, natural
SCI802: classifies materials and organisms based on properties/ characteristics,
processes, phenomena using
e.g., metals and non-metals; kharif and rabi crops; useful and harmful
senses viz. seeing, touching,
microorganisms; sexual and asexual reproduction; celestial objects; exhaustible and
tasting, smelling, hearing
inexhaustible natural resources, etc.
2. pose questions and find
answers through reflection, SCI803: conducts simple investigations to seek answers to queries, e.g., What are
discussion, designing and the conditions required for combustion? Why do we add salt and sugar in pickles
performing appropriate and murabbas? Do liquids exert equal pressure at the same depth?
activities, role plays, debates,
SCI804: relates processes and phenomenon with causes, e.g., smog formation with
use of ICT, etc.
the presence of pollutants in air; deterioration of monuments with acid rain, etc.
3. record the observations during
the activity, experiments, SCI805: explains processes and phenomenon, e.g., reproduction in human and
surveys, field trips, etc. animals; production and propagation of sound; chemical effects of electric current;
formation of multiple images; structure of flame, etc.
SCI806: writes word equation for chemical reactions, e.g., reactions of metals and
non-metals with air, water and acids, etc.
SCI807: measures angles of incidence and reflection, etc.
Page 19 of 126
4. analyse recorded data, interpret SCI808: prepares slides of microorganisms; onion peel, human cheek cells, etc.,
results and draw inference/ and describes their microscopic features
make generalizations and share
SCI809: draws labelled diagram/ flow charts, e.g., structure of cell, eye, human
findings with peers and adults
reproductive organs; experimental set ups, etc.
5. exhibit creativity presenting
novel ideas, new SCI810: constructs models using materials from surroundings and explains their
designs/patterns, working, e.g., ektara, electroscope, fire extinguisher, etc.
improvisation, etc.
SCI811: applies learning of scientific concepts in day to day life, e.g., purifying
6. internalise, acquire and
water; segregating biodegradable and non-biodegradable wastes; increasing crop
appreciate values such as
production; using appropriate metals and non-metals for various purposes;
cooperation, collaboration,
increasing/ reducing
honest reporting, judicious use
of resources, etc. friction; challenging myths and taboos regarding adolescence, etc.
SCI812: discusses and appreciates stories of scientific discoveries
SCI813: makes efforts to protect environment, e.g., using resources judiciously;

making controlled use of fertilizers and pesticides; suggesting ways to cope with
environmental hazards, etc.
SCI814: exhibits creativity in designing, planning, making use of available

resources, etc.
SCI815: exhibits values of honesty, objectivity, cooperation, freedom from fear and
prejudices.
Page 20 of 126
Time line
Chapter
Learning Outcome Key Competencies Suggestive Activities / Pedagogy
SCI802: Classifies organisms  Microorganisms

based on properties /  Microbial habitat.  Visit to hospital or any health and wellness
Chapter-1. Microorganisms Friend
characteristics useful and  Useful and Harmful center, and collect information from a
harmful microorganisms. microorganisms health professional on immunity, side
SCI803: Conducts simple  Communicable effects of taking antibiotics without doctor’s
Week- 1 and Week 2
investigation to seek answers diseases. prescription etc.

to queries, e.g., why do we  Vaccination  Prepare a list of various covid-19 vaccines
and Foe.
add salt and sugar to pickles  Microorganisms and being administered in India and rest of
and murabbas? environment. world,
SCI808: Prepares slides of  Soil fertility and  Ask the students to draw the structure of
microorganisms; and nitrogen fixation by corona virus
describes their microscopic micro-organisms.  Ask students to bring a bottle of fresh pond
features  Food Preservations. water and examine it under microscope, to
SCI812: Discusses and observe tiny organisms moving around.
appreciates stories of
scientific discoveries.
SCI801: Differentiates  Natural resources  Find out the major power plants in J&K,
materials, such as, natural (exhaustible and enlist weather they are thermal / hydro
and manmade resources on inexhaustible) power plants. Also give your opinions why
Chapter-2 Coal And Petroleum.
the basis of their properties  Fossils fuels they may be located in those places.
and functions.  Coal and its products  Distribute the students in two different
SCI802: Classifies materials groups Ask group 1 what energy resources
 Fractions of
based on properties /
Petroleum. are they using in their homes? Ask group 2
characteristics e.g. exhaustible
Week 3
 Clean fuels. to differentiate these energy resources in

and inexhaustible natural
exhaustible and inexhaustible.
resources.
SCI813: Makes efforts to
protect environment, e.g.,
using resources (exhaustible
and inexhaustible) judiciously.
SCI814: Exhibits creativity in
designing, planning, making
use of available resources e.g.
coal and petroleum.
Page 21 of 126
SCI802: Classifies materials  Deforestation (causes  To get students connected with nature,
based on properties / and consequences) conduct a plantation drive in school.
Chapter -3 Conservation Of Plants And

characteristics, e.g.,  Wildlife and its
exhaustible and conservation.  Assign a task to prepare a list of animals
inexhaustible natural  Biosphere reserve that their parents / grandparents used to
resources  Flora and fauna see quite often in their childhood but are
Week 4 and Week 5
SCI813: Makes efforts to  Endemic / now rarely seen. Also enquire a possible
protect environment, e.g., endangered species reason for their declining population.
using resources judiciously;  Wildlife sanctuary /
Animals
suggesting ways to protect National park  Make a list of National parks, Biosphere
wildlife, forests.  Migration reserves and sanctuaries of India.
SCI814: Exhibits creativity in  Recycling of paper.
designing, planning, making
 Reforestation
use of available resources.
SCI815: Exhibits values of

honesty, objectivity,
cooperation, in preserving
wildlife.
SCI801: Differentiates  Modes of  Draw the life cycle of frog. Mention the
organisms: viviparous and reproduction in various structural differences between early
oviparous animals on the animals. tadpole and adult frog.
bases of their characteristics  Sexual reproduction:
and structure.
Reproduction In Animals
 Reproductive organs  In ICT lab / on laptop / PC show the

students the documentary (in the womb)
Week 6 and Week 7
and gametes
SCI805: Explains processes  Fertilization or any relevant documentary.
and phenomenon, e.g.,
Chapter-4
 Development of
reproduction in human and embryo
animals.  Viviparous and
oviparous animals
SCI809: Draws labelled  Life cycle of frog
diagram / flow chart e.g.  Asexual reproduction:
human reproductive organs,
 Binary fission
sperm, different stages of
 Budding
binary fission.
 Cloning
Page 22 of 126
SCI805: Explains processes  Make use of local resources and make a
and phenomenon, e.g.,  Formation of sound. working model of ektara.
production and propagation  Sound produced by
of sound; etc. humans.  Demonstrate the tuning fork experiments
SCI809: Draws labelled  Propagation of sound to explore students with sound.
diagram e.g. human ear, etc. in different media.
SCI810: Constructs models  Make a list of various musical instruments
Chapter-5
 Human ear.
Week 8
Sound
using materials from  Musical instruments of past and present.
surroundings and explains  Amplitude, time
their working, e.g., ektara, period and frequency
toy telephone etc. of a vibration.
SCI807:Measures frequency,  Loudness and pitch
amplitude and time period of  Noise pollution.
sound etc.
SCI802: Classifies material  Agriculture  Make a mixture of dry sand with saw dust
and organisms based on  Main crops grown in or powdered dry leaves. Keep this mixture
properties / characteristics J&k. on plate. Ask the students to separate it.
e.g. kharif and rabi crops.  Horticulture in J&K.  Visit a nearby poultry/fish farm/dairy
Food Production And Management.
 Various requirements farm.

SCI803: Conducts simple for good crop
production.
investigation to seek answers
 Rabi and kharif crops
Week 9 and Week 10
to queries, e.g., what are

 Crop protection.
conditions required for good
 Harvesting
Chapter-6
crop production?  Threshing

 Winnowing
SCI811: Applies learning of  Process of storing crops.
scientific concepts in day to-  Poultry.
day life, e.g. increasing crop  Apiculture.
production.  Pisciculture
 Dairying (feeding
breeding and heeding)
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SCI803: Conducts simple  Process of  Activity: - Take two dry pieces of wood, (1)
investigation to seek answers Combustion Burn the first piece and put an air tight
to queries, e.g., what are  Combustible and glass jar on it. Does the piece of wood
conditions required for non-combustible extinguish? Now (2) take another piece of
combustion? substances. wood and immerse it in water now burn it
SCI805: Explains processes does it take longer time to burn? (3) Take a
Combustion And Flame.
 Ignition temperature
and phenomenon e.g.  Types of combustion. dry piece of stone. Try to burn it. Why does
combustion and Structure of  Structure of flame it not burn?
Chapter-7
flame.  Fuel (efficiency and  Draw different zones of candle flame.

Week 11
SCI810: constructs models calorific value) Indicating Hottest, moderately hot and
using materials from  Fire extinguish least hot zone on a drawing sheet. Also
surroundings and explain  Impact of fossil fuels write reasons why outer zone is the hottest
their working e.g. fire on environment. zone.
extinguisher.  Ask the student to Collect the contact
 Global warming.
SCI811: Applies learning of number of nearest fire service station and
 Acid rain.
scientific concepts in day to- write it on a poster, and paste it on news
day life, e.g., extinguishes board of your school.
small intensity fires and  Consult nearest fire service department/
demonstrates precautionary station requesting for conducting
measures. awareness program in your school.
SCI801: Differentiates material,  Take some distilled water in a plastic
such as liquids as electrical  Good and poor beaker and add few drops of orange juice.
Chemical Effects Of Electric Current.
conductors and insulators. conductors of Test if it conducts electricity. Similarly take

SCI805: Explains processes and
electricity. some other liquids like kerosene, milk,
phenomenon e.g. chemical
effects of electric current.  Liquids and electric edible oil etc and test whether they conduct
Week 12 and Week 13
SCI809: Draws labelled diagram conductivity. electricity.

/ flow chart e.g. experiment set  Chemical effects of
Chapter-8
ups (of electro chemical cell), electric current.  Ask the students to record the talk on the
etc.  Process of electrolysis theme -Electroplating and beautification-
SCI810: constructs models  Electroplating and its and post it on the WhatsApp group of your
using materials from application. school.
surroundings and explains their
working, e.g., electro chemical
cell etc.
SCI811: applies learning of
scientific concepts in day today
life, e.g., electroplating metallic
items to avoid corrosion.
Page 24 of 126
SCI801: Differentiates forces,  Force -a pull or a  Arrange a football match for learners.
such as, contact and non- push. During/after the match ask learners.
Chapter-9 Force And Pressure.

contact forces.  Exploration of forces. (a) What do you do to make football move,
 Changes brought (b) How does goal keeper stop the ball?
Week 14 and Week 15
SCI803: Conducts simple about by force. (c) How does player change the direction of
investigations to seek  Contact and non- moving football?
answers to queries e.g., Do contact forces
liquids exert equal pressure  Pressure exerted by  Demonstration of the fact that it is easier to
at the same depth? liquids and gases. burst an air-filled balloon with a needle
 Atmospheric than by a finger.
SCI804: Relates processes pressure.
and phenomenon with cause,
e.g., change in shape, size
and motion of body by force.
SCI805: Explains process  Adolescence and  Make a list of some challenging myths and
and phenomenon e.g. puberty. taboos regarding adolescence found in
reproduction in humans and  Secondary sexual J&K.
Reaching The Age Of Adolescence.
animals. characters.
 Development of sex  Call an expert/counselor to your school to
Week 16 and Week 17
SCI811: Applies learning of organs. deliver a lecture on adolescent issues.

scientific concepts in day to-  Role of hormones in
Chapter-10
day life e.g. Challenging initiating reproductive

myths and taboos regarding function.
adolescence.  Sex determination.
 Reproductive health
SCI814: Exhibits values of and phase of life in
honesty, objectivity, humans.
cooperation, freedom from  Nutritional needs of
fear and prejudices. the adolescents.
Page 25 of 126
SCI802: Classifies material  Physical and chemical  Ask the students to prepare the list of
based on properties / properties of metals various metals used in their homes.
Chapter-11 Materials Metals And

characteristics e.g. Metals and non-metals.  Ask the students to make the list of
and non-metals.  Uses of metals and mineral wealth of J&K.
Week 18 and Week 19
non-metals
SCI806: Writes word  Mineral wealth of
Non-Metals. equation for chemical J&k.
reactions, e.g. Reaction of  Highly reactive
metals and non-metals with metals.
air, water and acids etc.
SCI811: Applies learning of

scientific concepts in day to-
day life e.g.
Using metals and non-metals
for various purposes.
SCI805: Explains processes  Concept of Light  The learner may be provided an
and phenomenon, e.g.,  Laws of reflection. opportunity in pairs/groups/individually in
formation of multiple images,  Lateral inversion. an inclusive setup and encouraged to-
etc.  Regular and diffused conduct activities/experiments (on laws of
reflection. reflection, Multiple image formation using
SCI807: Measures angles of  Double reflection candle and laser light .etc.) and record
incidence and reflection etc.  Multiple images. observation.
 Kaleidoscope
SCI809: Draws labelled
 Dispersion of light
12. Light.
Week 20
diagram/ flow charts, e.g.,

 Structure and
structure of eye, etc.
working of Eyes.
 Care of eyes
SCI810: Constructs models
using material from  Visually challenged
surroundings and explains persons.
their working e.g.,  Braille system
kaleidoscope. introduction.
Page 26 of 126
SCI804: Relates processes  Pollution.  Visit to water treatment plant. To observe
and phenomenon with  Pollutants working of water treatment plant and
causes, e.g., smog formation  Air pollution. different stages of water purification.
with the presence of  Water pollution
pollutants in air;
13. Pollution Of Air And Water.  Potable water  Visit a trusted world education site and
deterioration of monuments  Acid rain collect 10 slogans on Global warming with
Week 21 and Week 22
with acid rain etc.  Chemical the help of class teacher.

SCI806: Writes word contamination
equation for chemical  Global warming
reactions, e.g. reactions of
 Greenhouse effect
non-metals with air and
 Causes and remedies
water etc.
of different types of
SCI811: Applies learning of
pollution.
scientific concepts in day to-
day life, e.g. purifying water.
SCI813: Makes efforts to
protect environment, e.g.,
making controlled use of
fertilizers and pesticides;
suggests ways to cope with
environmental hazards.
SCI803: Conducts simple  Causes and effects of  Make an inclined plane of wood, and some
investigation to seek answer friction. wooden blocks, set the inclined plane at an
to queries, e.g. Why ball  Types of friction. angle of 45 °, and (a) put a wooden block on
bearings are used in  Laws of limiting it observe how it slides.
bicycle/hand cart etc. friction. (b) Wet the block and put the wooden block
Chapter-14
Friction
SCI804: Relates processes

Week 23
 Methods to reduce again on it observe again how it slides.

and phenomenon with cause, friction. (c) Now apply some lubricant and observe
e.g. Friction due to different  Friction as necessary the effect.
surfaces. evil.
SCI11: Applies learning of  Friction due to Fluids.  Suggest some ways to increase the force of
scientific concepts in day-to- friction between feet and icy floor.
day life, e.g.
Increasing/reducing friction.
Page 27 of 126
SCI802: Classifies material  Universe and  Using ICT show the learners documentary
and objects based on heavenly bodies. on celestial objects /solar system.
properties /characteristics  Stars as light emitting
Stars And The Solar System.

celestial objects. bodies.  Organize a discussion of students in the
SCI803: Conducts simple  Constellations school/classroom on the theme “PLANETS
investigations to seek answer  Sun and its family. AND THEIR UNIQUE FEATURES”. With
to queries e.g. How does special reference to earth
Chapter-15
 Moon (as natural
Week 24
earth supports life? satellite) and its

SCI809: Draws labelled phases.  Construct the working model of solar
diagram of phase of moon,  Comets system.
solar system, constellation  Meteors and
etc. meteorites.
SCI810: Construct model  Astronomical unit of
using material from distance.
surrounding and explain
their working e.g. solar
system
SCI801: Differentiates  Cell as a basic unit of  Display the animal /plant cell organelle
materials and organisms, life. chart, and ask learners to find the cell
such as plant and animal  Discovery of cell. organelle common to both cells etc.,
cells on the basis of their  Diversity in cells
properties, structure and  Prokaryotic and  Get some plant material from the field and
functions. eukaryotic cell prepare a few temporary slides .Observe the
SCI802: Classifies  Plant cell and animal specimen.
Week 25 and Week 26
organisms based on cell.

properties /characteristics  Parts of plant and
Chapter-16
different types of cells.

The Cell.
animal cell.
SCI808: Prepares slides of  Cell organelles
microorganisms; onion peel, (composition,
human cheek cells, etc., and structure, size
describes their microscopic functions etc.)
features
 Magnifying
SCI809: Draws labelled instruments
diagram /flow chart e.g.
 Set-ups for preparing
structure of cell.
microscopic slides.
SCI812: Discusses and
appreciates stories of
scientific discoveries.
Page 28 of 126
SCI804: Relates processes  Charging by rubbing  Make a list of DO’S and don’ts during
and phenomenon with cause,  Types of charges and lightening and earthquake and hang it on
e.g. lightening as an electric their interaction. the front wall of your classroom.
discharge due to  Transfer of charges.  Using common house hold material make a
Some Natural Phenomena.

accumulation of charges in  lightning (causes, working electroscope model, ask the
clouds etc. consequences) students to prepare their own
SCI810:- Constructs models  Earthquake (causes, electroscopes.
Chapter-17
Week 27-28
using material from consequences)

surroundings and explain  Safety measure
their working, e.g. (during) lightning and
Electroscope earthquake)
SCI811: Applies learning of  Richter scale and
scientific concepts in day to seismograph.
day life e.g. (installation of
lightening conductors)
Page 29 of 126
Table SA: Summative Assessment Content
S. No. Learning outcome Chapter Title Marks in Summative

codes Assessment
SCI802, SCI803,
1 Microorganisms friends and foe 5
SCI808, SCI812
SCI801, SCI805,
2 Reproduction in animals 5
SCI809
SCI802, SCI803,
3 Food production 4
SCI811
SCI801, SCI805,
4 SCI809, SCI810, Chemical effects of electric current 4
SCI811
SCI805, SCI811,
5 Reaching the age of Adolescence 5
SCI814
SCI802, SCI806,
6 Materials metals and non-metals 4
SCI811
SCI805, SCI807,
7 light 5
SCI809, SCI810
SCI804, SCI806,
8 Pollution of air and water 5
SCI811, SCI813
SCI803, SCI804,
9 friction 4
SCI8011
SCI801, SCI802,
10 SCI808, SCI809, The cell 5
SCI812
SCI804, SCI810,
11 Some natural phenomena 4
SCI811
Total 50
Page 30 of 126
Assessment scheme
Sr.No. Level of cognition Marks Percentage
CL1: Remembering and Understanding:
Exhibiting memory of previously learned
material by recalling facts, terms, basic
concepts, and answers; Demonstrating
1 understanding of facts and ideas by 18 36%
organizing, comparing, translating,
interpreting, giving descriptions and
stating main ideas
CL2: Applying: Solving problems to new

situations by applying acquired knowledge,
2 10 20%
facts, techniques and rules in a different
way
CL3: Formulating, Analysing, Evaluating

and Creating: Examining and breaking
information into parts by identifying
motives or causes; Making inferences and
finding evidence to support
generalizations; Presenting and defending
3 opinions by making judgments about 22 44%
information, validity of ideas, or quality of
work based on a set of criteria;
Compiling information together in a
different way by combining elements in a
new pattern or proposing alternative
solutions.
Total 50 100%
Page 31 of 126
Mathematics
Page 32 of 126
Learning Outcomes (NCERT) with suggestive pedagogical processes Class 8th

The learner may be provided opportunities in pairs/groups/ individually and The learner —
encouraged to — M801: generalises properties of addition,
• explore examples of rational numbers with all the operations and explore patterns subtraction, multiplication and division of
in these operations rational numbers through patterns
• use generalised form of numbers up to 3 digits and uses her understanding of M802: finds out as many rational numbers
algebra to derive the divisibility rules for 2, 3, 4 …. done earlier by observing patterns as possible between two given rational
on them numbers.
• explore patterns in square numbers, square roots, cubes and cube roots of numbers M803: proves divisibility rules of 2, 3,4, 5, 6,
and form rules for exponents as integer 9 and 11
• observe situations that lead to simple equations and solve them using suitable M804: finds squares, cubes and square roots
processes and cube roots of numbers using different
• multiply two algebraic expressions and different polynomials based on previous methods.
knowledge of distributive property of numbers and generalise various algebraic M805: solves problems with integral
identities using concrete examples exponents.
• factorise algebraic expressions using relevant activities based on previous M806: solves puzzles and daily life problems
knowledge of factorising two numbers using variables.
• observe contexts that involve the use of percentages like discount, profit & loss, M807: multiplies algebraic expressions. e.g.
VAT, simple and compound interest, etc. expands (2x-5)(3x2+7).
• generalise the formula of compound interests through repeated use of simple M808: uses various algebraic identities in
interest solving problems of daily life
• observe situations where one quantity depends on the other. the quantities increase M809: applies the concept of per cent in
together, or in which while one increases the other decreases. For example, as the profit and loss situation in finding discount,
speed of a vehicle increases the time taken by it to cover the distance decreases. VAT and compound interest. e.g., calculates
• measure the angles and sides of different quadrilaterals and identify patterns in the discount per cent when marked price and
relationship among them, make hypothesis on the basis of generalisation of the actual discount are given or finds profit per
patterns and later on verify through examples cent when cost price and profit in a
• verify the properties of parallelograms and apply reasoning by doing activities such transaction are given.
as constructing parallelograms, drawing their diagonals and measuring their sides M810: Solves problems based on direct and
and angles inverse proportions
• express/represent a 3-D shape into its 2-D form from their daily life like, drawing a M811: Solves problems related to angles of a
box on a plane surface, showing bottles on paper, board or wall etc. quadrilateral using angle sum property
Page 33 of 126
• make nets of various shapes like cuboids, cubes, pyramids, prisms, etc. and from M812: verifies properties of parallelograms
nets make the shapes and establish relationship among vertices, edges and surfaces and establishes the relationship between
• demonstrate the construction of various quadrilaterals using geometric kit them through reasoning.
• sketch the figure of trapezium and other polygons in the given graph paper and M813: represents 3D shapes on a plane
asked student to estimate their areas using counting of unit square surface such as sheet of paper, black board
• derive the formula for calculating area of trapezium using the areas of triangle and etc.
rectangle (square) M814: verifies Euler’s relation through
• identify that surface of various 3-D objects like cubes, cuboids and cylinder pattern
• derive formulae for surface area of cubes and cuboids using the formulae for areas M815: constructs different quadrilaterals
of rectangles, squares and circles using compasses and straight edge.
• demonstrate to find volume of a given cube and cuboid using unit cubes M816: estimates the area of shapes like
• collect data, organise it into groups and represent it into bar graphs/ pie chart trapezium and other polygons by using
• conduct activities related to throwing a large number of identical dice/coins together square grid/ graph sheet and verifies using
and aggregating the result of the throws to get a large number of individual events formulas.
and make assumptions for future events on the basis of the above data. M817: finds the area of a polygon.
M818: finds surface area and volume of
cuboidal and cylindrical object.
M819: draws and interprets bar charts and
pie charts.
M820: makes hypotheses on chances of
future events on the basis of its earlier
occurrences or available data like, after
repeated throws of dice and coins
Page 34 of 126
Class 8th Academic Callendar cum Syllabus, Mathematics
Learning
Chapter
Time Outcome/part of Key Concepts Suggestive Activities/Pedagogical Process
Learning Outcome
M801- • Rational Numbers Activity:1

Generalizes Properties • Properties of Rational Take two square papers to do Addition of Rational numbers
of Addition, numbers 4 2
(Closure) {(7+ (-7)}. Divide square paper into seven rows and
Subtraction, (closure, commutative, seven columns to get 49 grids. Put + sign in 4 rows and put -
Multiplication Division Associative,
1.Rational Numbers
sign in two columns.

Week -1 and week 2
of Rational Numbers Distributive) Now have a look +and – cancelled. There left 6 negative signs
through patters • Role of zero and 20+ signs then cancel 6 - signs with 6 + signs among 20.
/Number line. • Negative of a number 14 2
there left 14 + signs and total grids are 49. this implies49 = 7
• Reciprocal.
M802- • Representation of ± ± + + + + +
Find out as many Rational Numbers on ± ± + + + + +
Rational Numbers as the Number line ± ± + + + + +
possible between two • Rational Numbers ± ± + + + + +
given Rational between two Rational - -
Numbers Numbers - -
- -
Do this activity and paste on your note book.
M806- • Linear Equations Activity-1
Solves Puzzles and • Solving equations Using Calendar
Week-3 and week 4, week 5
daily life problems which have linear 1. Select any four dates in square.
using variables. expression on one (Eg,10,11,17,18)
2.Linear Equations
side and numbers 2. High light the four dates.

on the other side 3. Take first number as x, the
• Some Applications 4. Next number will be 𝑥 + 1, 𝑥 + 7, 𝑥 + 8
• Solving equations likewise.
having the variables 5. Add them all i.e., 𝑥 + 𝑥 + 1 + 𝑥 + 7 + 𝑥 + 8 = 10 + 11 + 17 + 18
on both sides. 6. Arrange them as 𝑥 + 𝑥 + 𝑥 + 𝑥 + 1 + 7 + 8 = 56
• Equations reducible ⇒ 4𝑥 + 16 = 56 (linear equation in one variable)
to Linear form ⇒ 4𝑥 = 56 − 16
⇒ 4𝑥 = 40 𝑥 = 40/4 = 10
That is the first date you have taken
Note: Take more Activities which you like.
Page 35 of 126
M811-Solves • Quadrilateral Activity:1
problems related to • Kinds of 1.Take a number of match sticks and small pieces of Rubber
angles of a Quadrilaterals tubes, join two match sticks with rubber tubing so that an
Quadrilaterals using • Polygons, and its angle is formed, join two more sticks at the free ends
3.Understanding Quadrilaterals
angle sum property classification Of match sticks, by doing so we obtain an object in the shape
convex, concave, of Quadrilateral.
M812-Verifies Regular, irregular Activity 2:
Week -6, week 7
properties of polygon) Angle Sum Property of Quadrilateral

parallelogram and • Angle sum Property
establishes the Join plastic strips with the half protractor by using screws,
relationship between formed a Quadrilateral and by moving strips we can form
them through different types of Quadrilaterals and measure the angles of
reasoning. Each Quadrilateral so formed and verify the properties. (Use
Math kit and Do this Activity)
Discussion Time:
Encourage students to discuss in groups/peer:
1. Is it possible to have a quadrilateral having sum of four
interior angles more than 360.
2. Is there any quadrilateral which is also a rectangle,
parallelogram, rhombus, trapezium and kite.
M815-Constructs Constructing a Activity:1
different Quadrilaterals Draw a rough sketch that visualizing the Quadrilateral
Quadrilaterals using (a) When four sides 𝑃𝑄𝑅𝑆 𝑊𝑖𝑡ℎ 𝑃𝑄 = 4𝑐𝑚, 𝑄𝑅 = 6𝑐𝑚
compasses and and one diagonal 𝑅𝑆 = 5𝑐𝑚, 𝑃𝑆 = 5.5𝑐𝑚 𝑎𝑛𝑑 𝑃𝑅 = 7𝑐𝑚. first construct Triangle PQR
straight edges. are given. by using SSS Construction.
4.Practical Geometry
(b) When two Now locate the 4th point S. This S Would be on the side
Week -8 and week 9
diagonals and three opposite to Q With reference to PR For that we have two
sides are given measurements S is 5.5 cm away from P. So, with P as center
(c) When two adjacent draw an arc of radius 5. 5cm. S is 5 cm away from R. so R as
sides and three center, draw an arc of radius 5cm.S should lie on both the
angles are given arcs drawn. So, it is the point of intersection of the two arcs.
(d) When three sides Mark S and complete PQRS.
and two included Discussion Time:
angles are given Encourage students to discuss in groups/peer:
(e) When other special 1. Can we construct a quadrilateral uniquely in which the
properties are lengths of its only four sides is given.
known 2. Why we can construct a square uniquely in which the
length of its only one side is given.
Page 36 of 126
M819- • Organizing data Activity:1
Draws and interprets • A Pictograph, A bar Collect information of modes of travelling to school. Like as
bar charts and pie graph. Circle graph or
charts. pie chart. Modes walk cycle Bus scooter sumo
• Chance and probability

5.Data Handling M820-
Make hypothesis on No. 7 3 11 4 5
Week-10
chances of future
events on the basis
of its earlier
occurrences or Show this data by bar graph and Pictograph.
available data like, Note: Do more Activities.
after repeated Discussion Time:
throws on dice and Encourage students to discuss in groups/peer:
coins. 1. Why there is need to represent the data through various
graphs/charts
2. What is the importance of representative values of data.
M804- • Finding a square of a Activity no.1
Finds squares, and number Take a graph paper and visualize 22 =4,
square roots of • Finding square root 32 =9
numbers using through repeated Take 2× 2 squares =4 which stands 22 =
6.Square and Square roots
different methods. subtraction, prime 4 Similarly to find the squares of other

Week-11, and week -12
factorization, and by numbers.

division method
• Properties of square
Numbers.
• Square root of decimals Discussion Time:
• Estimating square root Encourage students to discuss in groups/peer:
• More interesting Patterns. 1. What is the relation between the square of a number ′𝑥′ and
a) Adding Triangular the geometric square whose side is ′𝑥′ units
numbers. 2. Is it possible to make the square of some number without
b) Adding odd numbers multiplying actually. If yes, find it.
c) Sum of consecutive 3. Is there any number whose square root is a negative
numbers number?
• Pythagorean triplets
Page 37 of 126
M804- • Cubes and their Activity: 1
Finds cubes and Prime factors (Estimation Method)
cube roots of • Cube root of a cube Let’s assume a number, say 205379.Start clubbing three
numbers using number numbers from the right hand side.so the first group will have
different methods. • Smallest multiple 379, while the second group will have 205.since the unit place
7.Cube and Cube roots that is perfect cube of first group is 9, we can say that cube roots unit place will also
Week-13, week 14
• Some interesting be 9. Next, Take the second group number and determine the
patterns closest perfect cubes to it. The closest perfect cubes to 205 is
(a) Adding consecutive 125, which is 53 and 216 which is 63 .Assume the lower cube root
odd numbers number as the first digit for the stating number. Thus, with this
method. you can arrive at the result,59 which is indeed the cube
root for205379. Keep practicing cubes and cube root exercises
to give better understanding.
Discussion Time:
Appreciate students to discuss in groups/peer:
1. Can estimation method be applied to find the cube root of
a non-perfect cube number?
2. Give a real life situation where cube root is used
M809- • Recalling Ratio and Activity:1
Applies the concept Percentage Two Students got 5 pieces of cake.one student took 2 pieces
of per cent in profit • Finding the increase and remaining 3 pieces taken by another student. Who have
and loss situation in or Decrease percent more cake pieces, it can be Expressed as fractions,
Week-15 and week 16-week 17
finding discount, • Estimation in One student took=5

3
8.Comparing Quantities
VAT and compound percentages 2

interest. e.g., Another student-= 5
• Finding Discount
calculates discount • Finding cost price, This comparison can be done by using %age. We know the
per cent when selling price, word percent means per100 or for every 100.
3 20 60
marked price and profit%, One student took= 5 × 20 = 100 =60%
actual discount are Loss% Another student took
• Sales tax/Value 2
× =
20 40
=40%
5 20 100
added tax
given or finds profit This activity stands the comparison of two Quantities and
• Compound interest knows who got more.
per cent when cost
price and profit in a Note: Do some more such activities
transaction are
given.
Page 38 of 126
M806- • Algebraic Activity:1
Solves puzzles and Expressions Cut outs of squares of sides a and b units, two rectangular cut
9. Algebraic Expressions and Identities

daily life problems • Terms, Factors and outs of length a units and breadth b units. To explore the
using variables., Coefficients identities.
M807- • Monomials, Note: Do some more activities as desired.
Multiplies algebraic
Week 18 and week -19
Binomials and
expressions. e.g., Polynomials
expands • Addition and Discussion Time:
(2x-5) (3x2 +7) subtraction of Appreciate students to discuss in groups/peer:
Algebraic 1. How to make puzzles using algebra.
M808- Expressions 2. Use algebra to find the magic in some puzzle
uses various • Multiplication of Puzzle
algebraic identities Algebraic Take some number
in solving problems Expressions Double it
of daily life • Standard Identities Add 40 to the result and get sum
Divide the obtained sum by 2 and get quotient
Subtract 40 from it
There remains half of the number you chose at first
Now, discuss with your friend, how it works
M813- • Closed Plane Activity:1
Represents 3D shapes figures. Fold the paper cutouts of given nets of different solid shapes and
on a plane surface
Week- 20, week- 21 and week- 22
• Area of Trapezium explore the possibility of formation of different solids like cubes,
such as sheet of paper, cuboids, cones, cylinders, Prisms etc. By observing try to
black board etc.
• Area and Perimeter
of General explore the formulae for calculation of lateral and Total surface
/Special Areas and volumes of these solid shapes.
10. Mensuration
M816-
Estimates the area of Quadrilaterals, Note: Do some more Activities as Desired.
shapes like trapezium • Solid Shapes (Make use of Math Kits)
and other polygons by
using square Surface Area and Discussion Time:
grid/graph sheet and Volumes of Cubes, Encourage students to discuss in groups/peer:
verifies using formulas. Cuboids and Cylinders 1. The real-life application of mensuration
M817-Finds the area of 2. What should be the length, breadth and height of an
a polygon. underground reservoir to store 2000𝑙 of water.
M818-
3. To measure the capacity of the cylindrical tanks available
Finds surface area and
volume of cuboidal and in their homes and check it the tanks occupies exactly as
cylindrical objects, written on them.
Page 39 of 126
M805- • Exponents Activity:1
Solves problems with • Powers with Negative Paper Folding Activity
integral exponents. Exponents Take a rectangular paper sheet and have zero-Fold, it means
11. Exponents and Powers

• Use of Exponents to No. of Fold represents Power 20 = 1.Fold the rectangle in 1 time
Express Small and count the rectangle
Numbers in Standard It means 21 =2. Fold the paper 2 times ‘it means22 = 4 similarly
Week-23
Form with other numbers.
Discussion Time:
Encourage students to discuss in groups/peer:
1. What is the need to write numbers in exponential form.
2. Can we write 25 − 23 = 22 ? Why or why not?
3. What is exponent and what is power.
M810- • Direct Proportion Activity :1

Solves problems • Inverse Proportion Take a Graph paper sheet cut and paste it in different ways.
based on direct and • Application of direct 1. 6 rows and 6 columns 6×6, 4×9, 3×12, 2×18.
12. Direct and Inverse Proportions
inverse proportions and inverse This shows No. of rows decreasing and no. of columns
proportion increasing. that stands inverse proportion.
Rows 6R1 4 R2 3R3 2R4

Week- 24
Columns 6C1 9C2 12C3 18C4
Discussion Time:
1. To find some situations where direct and inverse proportion
is found.
2. If values are increased or decreased at a constant rate, is it
proportion?
3. Compare direct and inverse proportion and discuss their
need in real life situations.
Page 40 of 126
M806 • Factors of natural Activity:1
Solves puzzles and numbers, Algebraic Factorize 𝑥 2 +5x+6
daily life problems expressions Take one 𝑥 tile and 6-unit tiles. Arrange them to form a
2
using variables. • Factorization using rectangle

identities 𝑥2 𝑥 𝑥
M808 • Division of Algebraic x 1 1
Uses various Expressions x 1 1
algebraic identities 𝑥 1 1
13. Factorization
in solving problems This shows that

Week-25-26
of daily life 𝑥 2 +5x+6=(x+2) (x+3)

Note: Create more Activities by your choice
Discussion Time:
1. How many methods are there to factorize the algebraic
expressions. Review all and discuss the situations where
these methods are used.
2. To factorize 𝑥 2 + 5𝑥 + 6 by “splitting middle term” method
We split 5𝑥 as 3𝑥, 2𝑥 not any other way
Why so, why not 5𝑥 as 4𝑥, 𝑥 or 5𝑥, 0𝑥
M819- • A bar graph, Activity:1

Draws and interprets Histogram, pie Ask the students that which is your popular subjects and
bar charts and pie organize it as follows
14. Introduction to Graphs
chart, Linear
charts. graph
Geography
English
Science
Subject
Maths
Hindi
Week-27
No
30
20
21
35
31
Represent this information using Bar-Chart. Also collect some more data and
represent using Bar-Chart and Pie-Chart
Page 41 of 126
M803- • Numbers in General Activity :1
Proves divisibility Form Roll three Dice, Put the dice together in a line, use the numbers
rules of 2, 3,4, 5, 6, on the dice to form a three-digit number, Referencing the
9 and 11 52= 50+2=10×5+2 divisibility rules chart, determine if the number is divisible by
• Letters for Digits 2,3,4,5,6,9, and 10
• Tests of Divisibility Repeat the process with one more three-digit numbers.
• Application of
divisibility test
15. Playing with Numbers
Week-28
Discussion Time:
1. What is importance of divisibility test.
2. We say a number is divisible by 6 if it is divisible by 2 and
3, why so?
3. If a number is divisible by 12, why is also divisible by 2,3,
4, 6
4. If 3 and 4 divides a number, the number is also divisible
by 12. Why
5. If a number leaves remainder 6 when divided by 9, what
will be the remainder when the same number is divided
by 3
6. Why an odd number divides both (Some even and some
odd) but an even number divide only (some even
numbers). Why
Page 42 of 126
Summative Assessment Learning Outcomes
S. Learning outcome Chapter number and title Marks in

N aligned Summative
o Assessment
1 M815 4. Practical Geometry 6
2 M804 6. Square and Square roots 5
3 M804 7. Cube and Cube roots 5
4 M807, M808 9. Algebraic Expressions 8
and Identities
5 M813, M816, M817, M818 10. Mensuration 7
6 M805 11. Exponents and Powers 6
7 M806, M808 13. Introduction to Graphs 7
8 M803 15. Playing with numbers 6
TOTAL 50
Page 43 of 126
Total %
Cogitative levels Marks Weightage
(approx.)
CL-1: Demonstrate Knowledge and Understanding.
-Exhibit memory of previously learned material by recalling facts,
terms, basic concepts and answers. 18 36%
-Demonstrate understanding of facts and ideas by organising,
comparing, translating, interpreting, giving descriptions and stating
main ideas.
CL-2: Application of knowledge/concept.
- Solve problems to new situations by applying acquired knowledge, 10 20%
facts, techniques and rules in a different way.
CL-3: Formulate, Analyse, Evaluate and Create.
- Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalisations.
Present and defend opinions by making judgements about 22 44%
information’s, validity of ideas, or quality of work based on a set of
criteria.
- Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
Total 50 100
Weightage
Page 44 of 126
Summative Assessment Blueprint

Question Format Marks per Cognitive Levels Total Questions Marks
question
1 Mark CL-1 4 4
Multiple Choice Questions CL-2 1 1
(MCQs) CL-3 2 2
Total 7 7
1 Mark CL-1 1 1
Questions
Response
Selected
Case Based/Data Based CL-2 1 1

(CB-MCQs)
Total 3 3
1 Mark CL-1 1 1
Assertive – Reasoning CL-2 1 1
(AR-MCQs)
Total 3 3
2 Marks CL-1 2 4
Very Short Answer CL-2 2 4
Questions (VSAQs) CL-3 2 4
Total 6 12
Constructed
3 Marks CL-1 1 3
Questions
Response
Short Answer Questions CL-2 1 3

(SAQs) CL-3 3 9
Total 5 15
5 Marks CL-1 1 5
Long Answer Questions CL-2 Nil Nil
(LAQs) CL-3 1 5
with internal choice
Total 2 10
Total Summative Assessment Marks 50
Page 45 of 126
Social Science
Page 46 of 126
Academic calendar cum Syllabus, Class 8th Social Science
SOCIAL SCIENCE CLASS 8th

Rationale
Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education
because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical,
reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens
with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-
building.
The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of
Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in
relation to each other. Each subject‘s distinct methods of enquiry help the learners to understand society from different angles and
form a holistic view.
Objectives
The main objectives of this syllabus are to:
 develop an understanding of the processes of change and development-both in terms of time and space, through which human
societies have evolved
 make learners realize that the process of change is continuous and any event or phenomenon or issue cannot be viewed in
isolation but in a wider context of time and space
 develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and
policies of national development in independent India, and of the process of change with appropriate connections to world
development
 deepen knowledge about and understanding of India‘s freedom struggle and of the values and ideals that it represented, and to
develop an appreciation of the contributions made by people of all sections and regions of the country
 help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their
roles and responsibilities as effective citizens of a democratic society
Page 47 of 126
 deepen the knowledge and understanding of India‘s environment in its totality, their interactive processes and effects on the
future quality of people‘s lives
 facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
 develop an appreciation of the richness and variety of India‘s heritage-both natural and cultural and the need for its
preservation
 promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of
the development process
 help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and
groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
 develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing
and evaluating data and information as well as views and interpretations
 develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms -
cooperating with others, taking initiatives and providing leadership in solving others‘ problems
 develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and
socially effective.
COURSE STRUCTURE CLASS - VIII (2023-24)
S. Books Marks
No. (In summative Assessment)
1 Resource and Development 16
2 Our Pasts– III 18
3 Social And Political Life – III 16
Total 50
Page 48 of 126
Class 8th (Social Sciences)
The learner be provided opportunities in The learner:

pairs/groups/ individually and encouraged to — SST801:classifies different types of resources and industries
1. collect information about distribution of various based on raw materials, size and ownership
natural resources like land, soil, water, natural SST802:describes major crops, types of farming and agricultural
vegetation, wildlife, minerals, power resources, practices in her/his own area/ state
types of industries in their environs and relate it SST803:interprets the world map for uneven distribution of
with India and the world. population
2. explore various farming practices carried out in the SST804:describes causes of forest fire, landslide, industrial
neighbourhood/ district/ state and interact with disasters and their risk reduction measures
farmers. SST805:locates distribution of important minerals, e.g., coal and
3. use pictures/news clippings/ videos to be familiar mineral oil on the world map
with the availability of natural resources and their SST806:analyses uneven distribution of natural and human made
protection, various agricultural practices in other resources on the earth
states/ countries SST807:justifies judicious use of natural resources such as water,
4. develop projects on conservation of natural and soil, forest, etc. to maintain developments in all areas
human made resources SST808:analyses the factors due to which some countries are
5. discuss with peers about forest fire, landslide, known for production of major crops, e.g. wheat, rice, cotton, jute,
industrial disasters, natural and human reasons etc., and locates these countries on the world map
for their occurrence and control measures SST809:draws interrelationship between types of farming and
6. use atlas /maps for locating major agricultural development in different regions of the world
areas of the world, industrial countries/regions, SST810:draws bar diagram to show population of different
understanding spatial distribution of population. countries/India/states distinguishes the ‗modern period‘ from the
7. read stories of lived experiences of individuals and ‗medieval‘ and the ‗ancient‘ periods through the use of sources,
communities of the period. nomenclatures used for various regions of the Indian subcontinent
8. discuss events and processes in groups and as a and the broad developments
whole in the classroom situation. SST811:explains how the English East India Company became
9. raise questions on different issues and events like, the most dominant power
‗Why the English East India Company felt it SST812:explains the differences in the impact of colonial agrarian
necessary to involve itself in feuds amongst Indian policies in different regions of the country like the ‗indigo rebellion‘
rulers? SST813:describes the forms of different tribal societies in the 19th
Page 49 of 126
10. visit places of historical importance particularly century and their relationship with the environment.
those associated with centres of colonial SST814:explains the policies of the colonial administration
administration and Indian national movement. towards the tribal communities
11. undertake ‗projects‘ and ‗activities‘ like (a) writing SST815:explains the origin, nature and spread of the revolt of
an essay on ―Gandhiji‘s Idea of Nonviolence and its 1857 and the lessons learned from it
Impact on India‘s National Movement‘, (b) drawing SST816:analyses the decline of pre-existing urban centres and
up a timeline on ‗Significant Events of India‘s handicraft industries and the development of new urban centres
National Movement‘, (c) enacting a role play on ‗The and industries in India during the colonial period
ChauriChaura Incident,‘ and (d) locating on an SST817:explains the institutionalisation of the new education
outline map of India the ‗Regions Most Effected by system in India
Commercial Crop Cultivation during the Colonial SST818:analyses the issues related to caste, women, widow
Period‘. remarriage, child marriage, social reforms and the laws and
12. familiarise with sources like vernacular and British policies of colonial administration towards these issues
accounts, autobiographies, biographies, novels, SST819:outlines major developments that occurred during the
paintings, photographs, contemporary writings, modern period in the field of arts
documents, newspaper reports, films, SST820:outlines the course of the Indian national movement from
documentaries and also recent writings to the 1870s till Independence
understand and reconstruct histories of various SST821:analyses the significant developments in the process of
movements. nation building
13. expose to pedagogically innovative and criterion- SST822:interprets social and political issues in one‘s own region
referenced questions for self assessment like ‗What with reference to the Constitution of India illustrates the
were the reasons for the Battle of Plassey?‘ Fundamental Rights and the Fundamental Duties with
14. participate in a discussion on the concepts of appropriate examples
Constitution, Parliament, judiciary and SST823:applies the knowledge of the Fundamental Rights to find
marginalisation out about their violation, protection and promotion in a given
15. prepare posters with drawings and pictures and situation (e.g., Child Rights)
make oral and written presentations on the SST824:differentiates between State government and Union
significance of the Constitution of India, Preamble, government
Parliamentary government, separation of powers, SST825:describes the process of election to the LokSabha
federalism SST826:locates one‘s own constituency on parliamentary
16. debate how the principles of liberty, equality and constituency map of State/ UT and names local MP
fraternity are being practised in classroom/ SST827:describes the process of making a law. (e.g., Domestic
school/ home/ society Violence Act, RTI Act, RTE Act)
17. do projects (solo, pair or group) about the SST828:describes the functioning of the judicial system in India
Fundamental Rights and Fundamental Duties by citing some landmark cases
18. screen and discuss the RajyaSabha TV series, SST829:demonstrates how to file a First Information Report (FIR)
Samvidhan and movies such as Gandhi, Sardar, SST830:analyses the causes and consequences of marginalisation
Dr.Babasaheb Ambedkar. faced by disadvantaged sections of one‘s own region
Page 50 of 126
19. observe parliamentary constituency map of State/UTs SST831:identifies the role of Government in providing public
20. organise a mock election with model code of conduct facilities such as water, sanitation, road, electricity etc., and
and Youth parliament (BalSansad) recognises their availability
21. prepare a list of registered voters in one‘s own SST832:describes the role of Government in regulating economic
neighbourhood. activities.
22. carry out an awareness campaign in one‘s own
locality about significance of voting
23. find out some public works undertaken by the MP of
one‘s own constituency
24. examine contents of a First Information Report (FIR)
form.
25. express views, through descriptive and critical
writing, about the role of judges in the delivery of
justice to the litigants
26. conduct focus group discussions on violation,
protection and promotion of human rights, especially
of women, SCs, STs, religious/ linguistic minorities,
persons with disabilities, children with special needs,
sanitation workers, and other disadvantaged sections
27. screen and discuss the movie, I am Kalam (Hindi,
2011)
28. perform a role play about child labour, child rights,
and the criminal justice system in India
29. visit any office under the Union Government (e.g.,
post office) in one‘s own locality to observe its
functioning and prepare a brief report
30. share experiences with peers on public facilities and
reasons for the disparity in availability of water,
sanitation, electricity
31. organise a debate why Government be responsible for
providing public facilities
32. case studies or newspaper clippings can be provided
to learners as an example of the negligence in
enforcement of the laws and compensation
33. group discussion on role of Government in regulating
economic activities, e.g., analysing the reasons of
‗Bhopal gas tragedy‘.
Page 51 of 126
Social Science 8th (Geography)
Time Content LEARNING OUTCOME Key Concepts Suggested Activity

Duration
(Week)
Resources SST801: classifies  Utility
Week-1 different types of  Value  Projects on
resources and  Resources and its types conservation of
industries based on  Resource Conservation resources
raw materials, size and  Sustainable development
ownership.
Week-2 Land, Soil,  Land use

Water, Natural SST802: describes  Ownership of Land  Researching (Has
Vegetation and major crops, types of  Soil and its formation your own place
Wildlife farming and  Landslides undergone any
Resources agricultural practices  Methods of Soil Conservation change in the
in her/his own area/  Water as a resource land use pattern
state  Blue planet in recent years?)
 Water cycle
 Usage of water
SST804: describes
 Scarcity of water
causes of forest fire,
landslide, industrial  Water pollution
disasters and their  Water Harvesting
risk reduction  Biosphere
measures important  Ecosystem
minerals, e.g., coal and  Conservation and protection of
mineral oil on the wildlife
world map  CITES (The Convention on
International Trade in
Endangered Species of wild flora
and fauna.)
Page 52 of 126
Social and Political life - III

Chapter: 1 SST822: interprets  Constitution: key features  Identify the
social and political  Monarchy issues in your
issues in one‘s own  Democratic form of Govt. Or locality where
region with reference to Polity any of your
Week-3 The Indian the Constitution of  Fundamental rights fundamental
Constitution India illustrates the  Majority right (s) is/ are
Fundamental Rights  Minority infringed. Make
and the Fundamental  Dictatorial rule an action plan
Duties with  Nationalists how to address
appropriate examples
 Colonial rule these issues.
SST823: applies the
 Constituent Assembly
knowledge of the
Fundamental Rights to  Federalism
find out about their  Parliamentary form of Govt.
violation, protection  Separation of powers
and promotion in a  Directive principles of state policy
given situation (e.g.,
Child Rights)
SST824: differentiates
between State
government and Union
government.
Chapter: 2 SST823: applies the  Secularism  Prepare posters

knowledge of the  Separation of state from religion with drawings
Fundamental Rights to (western Secularism) and picture of
Understanding find out about their  Indian Secularism different
Week-4 secularism violation, protection religious worship
and promotion in a places and
given situation discuss their
importance
Page 53 of 126
 Indian Act 1909  On a

Chapter:3 SST825:  Parliament constituency
Describes the process  National Government map of UT of
Week-5 Why do we of election to the Lok  Elected representatives J&K locate your
need a Sabha  Chosen representatives own
Parliament?  Decision making constituency.
SST826:  President  Lok Sabha mock
Locates one‘s own  Lok Sabha election
Constituency on
 Rajya Sabha
Parliamentary
 Coalition Govt.
Constituency Map of
State/ UT and names  Opposition party
local MP.  MLA
 MPs
 Law making
Chapter: 4  Arbitration  Identify in your

SST827:  Rule of law locality issues
Describes the process  Sedition Act of 1870 related to
Week-6 Understanding of making a law (e, g.  Unpopular and controversial laws violation of
laws Domestic violence Act,  Domestic violence Act, 2005 educational
RTI Act, RTE Act.  Civil Rights Act in 1964 rights and make
 RTI Act, RTE Act. Etc. an action plan
how to address
these issues to
the competent
authorities.
OUR PAST III

Chapter 1 The learner —  Periodization
Week-7 How When and SST811:explains how  Administrative Records Research arguments
Where the English East India  Surveys both in support and
Company became the against the
most dominant power periodization proposed
by James Mill
Page 54 of 126
 European Companies
Chapter: 2  East India Company Arrange an activity in
 Battles ( Plassey, Boxer) the classroom to
Week-8 From Trade To SST811:explains how  War with Maratha and Mysore prepare posters and
Territory the English East India  Policies ( Paramountcy, Doctrine charts of places of India
Company Company became the of Lapse, Subsidiary Alliance) where the East India
Established most dominant power  New administration company stayed
Power  Company army chronologically and
make research the
policies how the East
India Company became
the most dominant
power
Chapter: 3  Diwan Make a group
SST812:explains the  Revenue Collection System( discussion in the
Ruling The differences in the Permanent Settlement, classroom and Advise
Week-9 Countryside impact of colonial Mahalwari System, Munro students to Imagine
agrarian policies in System) you are a witness giving
different regions of the  Indigo Cultivation( Nij and Ryoti) evidence before the
country like the ‗indigo  Blue Rebellion indigo commission.
rebellion‘ W.S.Setonkarr asks you
―On what conditions
will ryots grow indigo?‖
What will your answer
be? And write down.
Chapter: 4  Tribal activities (Jhum Instruct students to
SST813:Describes the Cultivation, Hunting Gathering, Imagine you are a jhum
Week-10 Tribals, Dikus forms of different tribal Hearding, Settled Cultivation) cultivator living in a forest
and The Vision societies in the 19th village in the 19th century
 Effects of Colonial Rule on( Tribal
and told them that the
of a Golden Age century and their Chiefs, Shifting Cultivators, land you were born on no
relationship with the Trade) longer belongs to you. In a
environment.  BirsaMunda a closer look meeting with British
SST814:explains the officials you try to explain
policies of the colonial the kinds of problems you
administration towards face. What would you
the tribal communities say? And write them
Page 55 of 126
Geography
Mineral and SST805: locates  Types of Minerals  On an outline
Week-11 Power distribution of  Extraction of Minerals map of India
Resources important mineral  Distribution of Minerals locate the
resources. Eg. Coal,  Use and Conservation of Minerals following
mineral oil on the  Power Resources – Conventional  Digboi,
World map and Non-Conventional Jaisalmar,
SST806: analyses  Tidal Energy Bombay High,
uneven distribution of  Biogas Krishna-
natural and human Godavari delta,
made resources on the Tripura,
earth Raniganj, Jharia,
Dhanbad,
SST807: justifies Bokaro.
judicious use of
natural resources such  Collect the
as water, soil, forest, pictures of the
etc. to maintain following hydel
developments in all power stations
areas  Bhakra-Nangal,
Gandhi Sagar,
NagarjunSagar,
Damodar-Valley
Project.
SST808: analyses the  Agriculture as Primary Activity  On an outline
Week-12 Agriculture factors due to which  Allied Sectors of Agriculture map of India
some countries are locate the
 Types of Farming
known for production of
 Major Crops around the World leading wheat,
major crops, e.g.,, wheat,
rice, cotton, jute, etc.,  Agricultural Development rice, cotton and
and locates these Jute producing
countries on the world countries
map
SST809: draws
interrelationship between
types of farming and
development in different
regions of the world
Page 56 of 126
Week-13 Industries SST801: classifies  Manufacturing Sector  Research the
different types of  Classification of Industries factors
resources and  Locational Factors for Industries responsible for
industries based on  World‘s Industrial Regions the development
raw materials, size and  Sunrise Industries of cities like
ownership.  Industrial Disaster Pittsburgh and
 Iron and Steel Industry Jamshedpur.
 Cotton textile Industry
Week-14 Human SST803: interprets the  People as Resource  Discuss the
Resources world map for uneven  Pattern of Population characteristics of
distribution of Distribution a society with
population  Population Density ‗too many under
 Factors affecting Population 15s‘ and one
SST810: draws bar Distribution with ‗too few
diagram to show  Population Change under 15s‘.
population of different  Population Composition  (Hint: need for
countries/India/states  Population Pyramid schools, pension
distinguishes the schemes,
‗modern period‘ from teachers, toys,
the ‗medieval‘ and the wheelchairs,
‗ancient‘ periods labour supply,
through the use of and hospitals.)
sources,
nomenclatures used
for various regions of
the Indian
subcontinent and the
broad developments
Week-15 Industries of SST801(A)  Handlooms, handicrafts, carpet  Prepare the list of
Jammu, Classifies industries of making Industry, Paper Machie, small scale
Kashmir and J & K as handloom, Kangri making, pashmina shawl industries found in
Ladakh agro-based, forest industry, silver ware and your district.
based, mineral based imitation jewellery, silk industry,
 Visit any cottage
and tourism based. forest based Industry, agro-based industry in your
Industry, mineral based area and make a
Industry, tourism based list of raw
Industry. materials used in
it.
Page 57 of 126
Social and Political life - III
Week-16 Chapter: 5  Dispute Resolution  Arrange an
SST828:  Judicial Review activity in the
Describes the  Article 21( Right to life) classroom to
Judiciary functioning of the  Independent Judiciary prepare charts
Judicial system in  Branches of legal system reflecting the
India by citing some  Separation of powers Hierarchy of the
landmark cases.  Structure of courts Indian judicial
 Appellate system system
 Public Interest litigation or PIL
 Acquit, Eviction, violation.
Week-17 Chapter: 6  Public Prosecutor Organize a skit in the
SST829:  Defense Lawyer school demonstrating
Demonstrates how to  Detention how to file FIR.
Understanding file a first Information  Offences
our Criminal Report FIR  First Information Report ( FIR)
Justice System  Impartiality
 Fair Trial
 Charge sheet
 Cross-examine
Week-18 Chapter: 7  Marginalization Conduct group
SST830:  Adivasis and stereotyping discussions on
Analyses the causes  Adivasis and development violation, protection
Understanding and consequences of  Minorities and Marginalization and promotion of
Marginalization marginalization faced  Muslims and Marginalization human rights,
by disadvantaged  Ghettoization especially of women,
sections of one‘s own SCs, STs, religious/
region.
linguistic minorities,
persons with
disabilities, children
with special needs,
sanitation workers, and
other disadvantaged
sections.
Page 58 of 126
Week-18 Chapter: 8 Visit your locality and

SST830:  Laws for Marginalized Sections of conduct a survey of any
Analyses the causes society marginalized group
Confronting and consequences of  Scheduled Castes or Dalits. regarding their
Marginalization Marginalization faced Scheduled Tribes hardships and prepare
by disadvantaged  Rights of Dalits and Adivasis a report to suggest
sections of one‘s own  The SCs and STs Act, 1989 possible remedies.
region.  Ostracise
 Morally reprehensible.
Week-19 Chapter: 9  Universal access Identify and enlist
SST831:  Public Facilities deficient public
Identifies the role of  Sanitation, health care, electricity facilities of your locality
Public Facilities Govt. in providing etc. and prepare a
public facilities such as  Role of Govt. ‗Representation‘ to
water/ address these issues to
Sanitation/Road/ the competent
Electricity/etc. and authority.
recognizes their
availability.
Week-20 Chapter: 10  Worker Visit to the local market
SSTT832:  Consumer and interact with
Describes the role of  Producer different shopkeepers to
Law and social Govt. in regulating  Investment understand producer-
justice economic activities.  Social Justice. consumer relationship.
Week-21 Chapter: 11  Social Exclusion Collect pictures and

SST830:  Political Exclusion posters of specially
Analyses the causes  Economic Exclusion abled achievers from
Social and consequences of  Cultural Exclusion different spheres who
Exclusion and Marginalization faced  Special ability made their valuable
Inclusive Policy by disadvantaged  Hearing Impaired contribution for the
in Jammu and sections of one‘s own  Bullying betterment of the
Kashmir region. nation.
 Sensitization
 Deprivation
History
Page 59 of 126
Week-22 Chapter: 5  Response of people to- Develop a project on
SST815:explains the Policies, Reforms social, economic,
When People origin, nature and  Rebellion (Meerat, Delhi, Kanpur, political, religious and
Rebel 1857 and spread of the revolt of Lucknow etc.) immediate causes of
After 1857 and the lessons  Company fights back revolt of 1857.
learned from it  Aftermath
 The Khurda Uprising
Week-23 Chapter: 6  Indian Textile in European and Arrange group

Weavers, Iron SST816:analyses the world market discussion in the
Smelters and decline of pre-existing  Decline of Indian textiles classroom on how did
Factory Owners urban centres and  Spinning Jenny and Cotton mills the invention of
handicraft industries  Handlooms and Handicrafts of spinning Jenny(1764),
and the development of Kashmir Steam engine(1786)
new urban centres and  Indian Steel and Iron works and Calico Act(1720)
industries in India  Abandoned furnaces in villages thrown out thousands
during the colonial  Iron and steel factories came up of weavers out of
period employment from
SST819:outlines major different weaving
developments that communities.
occurred during the
modern period in the
field of arts
Week-24 Chapter:7  Indian education views of ( Divide the students into

SST817:explains the orientalists and Westrnists) two groups as
Civilizing the institutionalisation of  Local schools and new rules ‗Orientalists‘ and
Native, the new education  English education-views of ‗Westernists‘ and each
Educating the system in India  (Mahatma Gandhi, Tagore) group shall highlight
Nation the importance of
institutionalization of
education system which
they want to introduce.
Page 60 of 126
Week-25 Chapter:8  Working towards change (widows,

SST818:analyses the woman education) Arrange group activity
Woman Caste issues related to caste,  Caste and social reform to prepare posts and
and Reforms women, widow  Social reformers (Raja Ram Mohan charts highlighting the
remarriage, child Roy, Dayanand Sarasvati, Sri importance of Sati
marriage, social Narayana Guru, Jyotriaophule, Abolition Act, 1829.
reforms and the laws Rama Swamy Naicker, Swami Child marriage
and policies of colonial Vivikananda, Ishwar Chandra Restraint Act,1929 etc.
administration towards Vidyasagar, Pandita Ramabai) their
these issues contribution as reformers
 Some Movements and
Organisations
 Social Reforms in Jammu and
Kashmir
Week-26 Chapter:9  Emergence of Nationalism Organize open
SST820:outlines the  Mass Nationalism (Rowlett demonstrations in the
The Making of course of the Indian Satyagraha, Khilafat Movement, premises of school to
the National national movement Non-Cooperation Movement, highlight the nature
Movement from the 1870s till Dandi March, Quit India and importance of
1870s – 1947 Independence Movement Satyagraha, Khilafat
 Towards Independence and Movement, Non-
partition Cooperation Movement,
Dandi March, Quit
India Movement etc.
during the course of the
Indian national
movement.
Week-27 Chapter:10  A new and divided nation
SST821:analyses the  A constitution is written Prepare a report on
India After significant  State formation creation of Andhra
Independence developments in the  Planning for development
process of nation  Post-independence development
building in Jammu and Kashmir
Page 61 of 126
Week-28 Chapter:11 SST800:Explains  Formation of J&K state (Treaty of Organize a Quiz

Formation of formation of J&K state Lahore and Amritsar) Programme among
Erstwhile viz, socio economic and  Dogra rule consolidated different groups of
Jammu and cultural development  Society, Economy and Culture students on formation
Kashmir State under Dogra rule  Women in everyday life of J&K state viz, socio
and the Dogra  Public welfare measures( Local self economic and cultural
government, roads and railways,
Rule etc. development under
irrigation, healthcare etc.
Dogra rule.
Page 62 of 126
Class – 8th Summative Assessment Content

S. Text Book Chapter Chapter Title Marks in Summative
No. Number Assessment
1 Resource and 4 Agriculture 05

2 Development 5 Industries 04
3 6 Human Resources 04
4 7 Industries of Jammu, Kashmir and 03
Ladakh
5 Our Past - III 5 When People Rebel – 1857 and After 04
6 8 Women, Caste And Reform 04

7 9 The Making of The National Movement: 05
1870s - 1947
8 10 India After Independence 03
9 11 Formation of Erstwhile Jammu & 02

Kashmir State and The Dogra Rule
10 Social And Political 1 The Indian Constitution 04

11 Life - III 3 Why Do We Need A parliament 04
12 6 Understanding Our Criminal justice 03
System
13 7 Understanding Marginalisation 02
14 9 Public Facilities 03
TOTAL 50
Page 63 of 126
Time – 2.5 Hours Maximum Marks - 50

Serial Cognitive Level Total Marks Percentage
Number
1 CL-1: Remembering and Understanding: Exhibiting 18 36%
memory of previously learned material by recalling facts,
terms, basic concepts, and answers; Demonstrating
understanding of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions and stating
main ideas
2 CL-2: Applying and Maps: Solving problems to new 10 20%

situations by applying acquired knowledge, facts,
techniques and rules in a different way (Maps will be from
all the three books)
3 CL-3: Formulating, Analysing, Evaluating and Creating: 22 44%

Examining and breaking information into parts by
identifying motives or causes; Making inferences and
finding evidence to support generalizations; Presenting and
defending opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria; Compiling information together in a different
way by combining elements in a new pattern or proposing
alternative solutions.
TOTAL 50 100%
Page 64 of 126
QUESTION PAPER DESIGN CLASS 8th
Marks per
Question Format Cognitive Levels Total Questions Marks
question
CL-1 4 4
Multiple Choice Questions CL-2 Nil Nil
1 Mark
(MCQs) CL-3 3 3
Total 7 7
CL-1 1 1
Case Based/Data Based
Selected Response CL-2 1 1
Multiple Choice Questions 1 Mark
Questions CL-3 1 1
(CB-MCQs)
Total 3 3
CL-1 Nil Nil
Assertive – Reasoning
CL-2 2 2
Multiple Choice Questions 1 Mark
CL-3 1 1
(AR-MCQs)
Total 3 3
CL-1 2 4
Very Short Answer CL-2 1 2
2 Marks
Questions (VSAQs) CL-3 3 6
Total 6 12
CL-1 3 9
Short Answer Questions CL-2 Nil Nil
Constructed Response 3 Marks
(SAQs) CL-3 2 6
Questions
Total 5 15
CL-1
Long Answer Questions
(LAQs) CL-2 1 5
5 Marks
with internal choice
CL-3 1 5
Total 2 10
Total Summative Assessment Marks 50
Page 65 of 126
Urdu (‫ُ)اردو‬
Page 66 of 126
‫‪Academic calendar cum Syllabus Class 8th Urdu‬‬
‫س‬
‫اسالہنایکڈمڈنیلکر‪ /‬یلبســـ‪2024-2023‬‬
‫امجع‪:‬آوھٹی‬ ‫زابن ‪ :‬اردو‬

‫اعترف‬
‫ج‬
‫یٹھچ ےس آوھٹی امجع کت ےک ےچب ذینہ اورامسجین وطر رپ اکیف اسحس وہےتںیہ۔ اس ےئن دورںیم اوکسل‪،‬الکس اور ااتسداک تبثمروہی وچبں ےک ت وک تحص دنم تمس دے اتکس ےہ‬
‫اتہکاکیاسحسرفدیکلکشںیماسیکذینہوشنامنوہےکس۔ اسےکےئلرضوریےہہکوہ امجعےکاسھتذجابیتاورذینہوطررپوایگتسب وسحمسرکی۔ امجایلیتسحاورذوقامجلوکااھبرےناور‬
‫امسیجوایسیساموحلوکےنھجمسںیمہیدوراخاصامہےہ۔ ویکہکناسدورںیمیئکااسقمےکذوقےکجیبوھپےتٹںیہ۔ اچےہوہزابناک نسحوہایاموحلاک‪،‬وکیئزیچوخبوصرتےہوتویکںےہ!ارگوکیئزیچ‬
‫رحتریایملفایھچےہوتوہوکنےسوعالمںیہوجاسوکااھچانبےتںیہ؟انےکابرےںیماصف‪،‬تحصدنماورواحضوصتراتاکوہانےبدحرضوریےہ۔‬
‫ادتبایئالکوسںںیمھجمسرکڑپےنھیکالصتیحدیپارکےنےکدعبابلطاسحطسرپڑپےتھوتقیسکرحتریےکاسھتذجابیتوطررپڑجاجےتںیہ۔یسکیئنرحتریاییئناتکبیکرطفوتمہجوہےن‬
‫اوراسںیموموجدومادوکڑپےنھاکسسجتانںیمدیپاوہات ےہ۔ اسحطسرپابلطوکہیابتولعمموہیتےہہکاابخرںیمایکاتپھچےہ۔ اسںیمیسکربخ‪ ،‬ومضمناییہکیئگابتںیمایکوہفممایینعموپدیشہ‬
‫ےہ۔ اہیں ہی وکشش وہین اچےیہ ہکابلط ےنھکل واےل یک وسچ ا وراس ےک رسواکروریغہ وک اچہپن ںیکس۔ اسدورںیم ابلط اوراطابلت وخد اامتعدیےک اسھت یسک زابن‪ ،‬رفد‪ ،‬زیچ‪،‬اقمم اوررحتری وریغہ اک‬
‫زجتہیاوررشتحیرکےنےکالہوہاجےتںیہ۔‬
‫‪Page 67 of 126‬‬
‫آومزیشاملصح‬
‫فلتخم وشیپں ےس قلعت رےنھک واےل ولوگں اک ارٹنووی رکےت ںیہ ےسیج‬ ‫‪URD810‬‬ ‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس احلص وہےن وایل اتکںیب‬ ‫‪URD801‬‬
‫ڈارٹک‪،‬ااتسد‪،‬ومیچ‪،‬اابخررفوش‪،‬ادبی‪،‬ادااکر‪،‬رھگولیدمداگروریغہ‬ ‫یھبڑپےتھںیہ۔‬
‫وگتفگ یک اہمرت وک رپوان ڑچاھےن ےک ےئل آداب وگتفگ اک اامعتسل‬ ‫‪URD811‬‬ ‫ومظنں اور اہکوینں وک انمبس بل وہجہل ےک اسھت ڑپےتھ ںیہ۔‬ ‫‪URD802‬‬
‫اجےتنںیہےسیج‪":‬ںیمآپ ےسذعمرت اچیتہوہں۔۔۔۔۔۔۔۔۔‬ ‫ڑپیھ یئگ اہکوینں‪ ،‬ومظنں وک ڑپھ رک ان ےک ابرے ںیم اینپ‬ ‫‪URD803‬‬
‫رہمابینرکےکےھجماانپملقوھتڑی دریےکےئلدےدےیجی"‬ ‫راےئ رحتری رکےت ںیہ۔‬
‫ارفنادی رسرگویمںںیمہّصحےتیلںیہےسیجہکاوکسلےک‬ ‫‪URD812‬‬ ‫امسج ںیم وہےن واےل وااعقت اور اسملئ ےک ںیئت اسحس‬ ‫‪URD804‬‬
‫رپورگاومںےکدوران‪،‬ایصخشت‪/‬امہمونںاکاعترف رکواانوریغہ۔‬ ‫اور دیبار ںیہ اور ان اک آزادی ےک اسھت زجتہییھب رکےتںیہ۔‬
‫فلتخم وشیپں ےس واہتسب اافلظ ےتھکیس ںیہ اور اںیہن فلتخم احالت ںیم‬ ‫‪URD813‬‬ ‫مظن ای اہکین اک رمزکی ایخل اور الخہص ھجمس رک ھکل ےتکس ںیہ۔‬ ‫‪URD805‬‬
‫اامعتسلرکےتںیہ۔‬ ‫اوکسل یک امتم رسرگویمں ےسیج ہک امرگن ایلبمس ‪ /‬یف ادبلہی اقمہلب‪/‬‬ ‫‪URD806‬‬
‫اابتقاست‪،‬اوقالاوراہکوت یکرشتحیرکےتںیہ۔‬ ‫‪URD814‬‬ ‫ابمےثحوریغہںیمہّصحےتیلںیہ۔‬
‫وصتریوں‪ /‬اخوکں‪،‬اچرسٹ اور وشقنں وریغہ یک رشتحی رکےت ںیہ۔‬ ‫‪URD815‬‬ ‫زابنےنھکیسےکےئلرگارمئےکقلعتمرسرگویمںںیمہّصحےتیلںیہ۔‬ ‫‪URD807‬‬
‫اورانوکرحترییلکشدےتیںیہ۔‬ ‫اردو وینز( اابخر‪ ،‬یٹ وی‪،‬رڈیوی) ےنھکیس ےک ےئل وطبر وہلیس اامعتسل‬ ‫‪URD808‬‬
‫دیقنتی وطررپ رکداروں‪ ،‬وااعقت‪ ،‬ایخالت‪ ،‬وموضاعت وریغہ ےک‬ ‫‪URD816‬‬ ‫رکےت ںیہ۔ اتہک انںیم ےننس‪ ،‬ڑپےتھ‪ ،‬ونٹ رکےن اور الخہص ےنھکل یک‬
‫ابرےںیم وسےتچںیہاور اناک ومازہنرکےتںیہ۔ اور اںیہنزدنیگےک‬ ‫ھجمسدیپاوہ۔‬
‫اسھتوجڑےتںیہ۔اسملئےکابرےںیمراےئدےنییکوکششرکےتںیہ۔‬ ‫اردو یک وی ویٹب چیلنز وک اور اردو وماد وک رتہباور مہف ےک ےئل دےتھکی‬ ‫‪URD809‬‬
‫ںیہ۔‬
‫‪Page 68 of 126‬‬
‫ایسقوابسقںیمٰینعماورنتمےنھجمسےکےئلتغلاور ااسنولکیئڈیپایےسیجذراعئاکوحاہلدےتیںیہ۔‬ ‫‪URD817‬‬

‫امس‪،‬لعف‪،‬تفص‪،‬الہقح‪،‬اسہقب‪،‬رمبک‪،‬احمورے‪،‬وادحعمج‪،‬ذمرکومثن‪،‬ادضاداکاامعتسلاجےتنںیہ۔‬ ‫‪URD818‬‬
‫اقہیف‪،‬ردفی‪،‬ہیبشت‪،‬ااعتسرہوکاجےتناوراناکاامعتسلیھباجےتنںیہ۔‬ ‫‪URD819‬‬
‫اصنیبوتاعقت‬
‫اصنب ںیم اشلم اابسق یک ینف اور ادیب وخویبں اور دقروں ےسابلط اک روانشس‬ ‫❖‬ ‫ےننس‪ ،‬وبےنل ‪ ،‬ڑپےنھ اور ےنھکل یک اہمروتں رپ وصخیص وتہج دانی۔‬ ‫❖‬
‫وہان۔‬ ‫ا اجتل‪ ،‬رکشہی‪ ،‬ذعمرت وریغہ ںیم اامعتسل ںیم آےن واےل بل و ےجہل وک ےنھجمس‬ ‫❖‬
‫❖ وقادع ےک اینبدی اوصولں وک انھجمس اور زابن یک استخ اک اںیہن ملع وہان۔‬ ‫‪.‬یک الصتیح دیپا رکان۔‬
‫❖ دریس اتکوبں ےک العوہ دورسی اتکوبں ےک اطمےعل یک اعدت وہاجان۔‬ ‫❖ ابت تیچ رکےت وتق ومعق و لحم یک انمتبس ےس زابن او ر انمبس بل و ‪.‬‬
‫❖ تغل ےک اامعتسل ےک رطےقی ےس وافق وہان۔‬ ‫ہجہل اایتخر رکانسج ےس ہک ان ےک ذریخہ اافلظ ںیم زمدی ااضہف وہ۔‬
‫❖ رڈیوی‪ ،‬یلیٹ وژین وریغہ رپ رشن وہےن وایل اقترری اور ابموثحں وک انھجمس۔‬ ‫مظن اور رثن یک اگل اگل فنصیکتیثیح ےس انشتخ رکان۔‬ ‫❖‬
‫❖ آس اپس ےک اموحل اور وااعقت رپ ااہظر ایخل رکان۔‬
‫‪Page 69 of 126‬‬
‫ےنھکیسےکرطےقیاوراموحل‬
‫ابلط وک اغیپامت انسےن ےک وماعق رفامہ ےیک اجںیئ ؛ ےسیج ‪:‬اوتار ےک دنوادلنی اور ااسذتہ یک اکی گنٹیم وہیگ‪ ،‬اسھت یہ یسک ابت تیچ وک نس‬ ‫❖‬
‫رک اےساینپ زابن ںیم انسےن ےک وماےعق رفامہ ےیک اجںیئ۔‬
‫فلتخم رسرگویمں ےک ذرعی وبےنل ےک وماعق اور اموحل رفامہ ایک اجےئ۔ الثم ثحب و ابمہثح ‪ ،‬تیب ابزی‪ ،‬مظن وخاین‪ ،‬اشمرعہ ےک ذرعی وہ‬ ‫❖‬
‫اینپ ابت وکےب کجھج ھک رک اورواضتح ےس یپ رکںیکس۔ دنلبوخاین ںیم ان یک آواز‪،‬ظفلت‪ ،‬ااتر ڑچاھ و ‪ ،‬رحاکت و انکست رپ ظن ریھک‬
‫اجےئ۔ رول ےلپ‪ ،‬اہکین وکانسان‪ ،‬ایلبمس اور اسالہن ےسلج ےک ومعق رپ رپورگاومں ںیم یسک وموضع رپلسلست ےک اسھت رقتری رکےن ےک وماعق‬
‫رفامہ رکاےئ اجںیئ۔‬
‫یسک اہکین ای مظن وک ڈرام یک لکش ںیم وھکلاان۔ اس ںیم وچبں وک وپری آزادی دی اجےئ ہک ڈرام وک اہکین یک لکش ںیم وھکلاان۔ اس رطح‬ ‫❖‬
‫فلتخموموضاعت رپ مظن ےنھکل یک رتبیغ یھب دی اجیتکس ےہ۔‬
‫الکس ںیم ااسی اموحل اور وماعق رفامہ رکاای اجںیئ ہک وہیسکوموضع رپ رقتری رکںیکس۔ابلط اتزہ وااعقت ای ولئسمں رپ ثحب و ابمہثحںیمہّصح ںیل‬ ‫❖‬
‫اوراےنپایخالتآزادیےسیپرکںیکس۔‬
‫‪Page 70 of 126‬‬
‫وجمزہرسرگایمں‬ ‫دیلکیازجا‬ ‫آومزیشاملصح‪/‬زجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬
‫٭ ااسذتہ یسک وخش نحل اطبل ملع ےس اس مح وک ڑپوھاےئ اور‬ ‫ومظنں وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪1‬‬ ‫ہتفہ‪1‬‬
‫امتم ابلطاس وک وغر ےس ںینس ےگ اوررتمن ےس ڑپےنھ یک وکشش‬ ‫ںیہ۔‬
‫مح‬
‫رکی۔‬
‫٭راےئاکااہظررکان‬ ‫ہحفصربمن‪07‬‬
‫ڑپیھ یئگ ومظنں وک ڑپھ رک ان ےک ابرے ںیم‬ ‫‪URD803‬‬
‫٭ ااسذتہرہدنب یک رشتحیابلط ےسیہ رکاںیئاوررہ اطبلملعوک‬ ‫اینپراےئرحتریرکےتںیہ۔‬
‫اسمحےکابرےںیماینپراےئدےنیاکومعقدی۔‬ ‫٭رمزکیایخل‬
‫مظن اک رمزکی ایخل اور الخہص ھجمس رک ےتھکل‬ ‫‪URD805‬‬
‫٭ابلطٰءوکوڈیویےکذرعیےسیھبہیمحاوردورسی وکیئاورمح‬ ‫ںیہ۔‬
‫یھب انُسیئ اجےئ اتہک ابلطء وک مح اور تعن اک رفق واعض وہ ۔‬ ‫٭ےنھجمسیکالصتیح‬
‫)‪(CWSN‬‬ ‫اردو یک ویویٹب زلنیچ وک اور اردو وماد وک رتہب‬ ‫‪URD809‬‬

‫٭تغلاکاامعتسل‬ ‫ھجمساورمہفےکےئلدےتھکیںیہ۔‬
‫٭ابلط وک لکشم اافلظ ےک ٰینعم ےک ےئل تغل اک اامعتسل اھکسای‬
‫اجےئ۔‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫تغل اورااسنولکیئڈیپای ےسیج ذراعئ اکوحاہل دےتی‬
‫ںیہ۔‬
‫‪Page 71 of 126‬‬
‫٭ ااسذتہ قبس وک ڑپاھےن ےک دعب‪ ،‬اھجمسےن ےک دعب ابلطء ےس‬ ‫٭ھجمسرکڑپنھ‬ ‫ابلط اصنیباتکبےکالعوہفلتخمذراعئےس‬ ‫‪URD801‬‬ ‫قبسربمن‪2‬‬ ‫ہتفہ‪ 2‬اور‬
‫اسقبسےکابرےںیماینپاینپراےئدےنیوکںیہک۔‬ ‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬
‫اکلہ‬ ‫ہتفہ‪3‬‬
‫امسجںیموہےنواےل اسملئےکںیئتاسحس ٭یقیلختالصتیح‬ ‫‪URD804‬‬ ‫ہحفصربمن‪11‬‬

‫٭ ااسذتہ انمبس بل و ہجہل ےک اسھت دنلب وخاین رکی۔ ابر ابر‬
‫اور دیبار ںیہ اور ان اک آزادی ےک اسھت زجتہی‬
‫دنلبوخاینرکےنےسابلطءاکبلوہجہلدرتسوہاگ۔‬
‫یھبرکےتںیہ۔‬
‫٭ذریخہاافلظ‬
‫٭ ااسذتہ ابلطء ےک دو رگوپ انب رک اکی آدھ ہلمج ہہک رک اکی‬ ‫قبس وک انمبس بل و ہجہل ےک اسھت ڑپےتھ‬ ‫‪URD802‬‬
‫رگوپوک ہلمج وپرارکےن وک ںیہک ۔ رھپ دورسے رگوپ ےس یھب‬ ‫ںیہ۔‬
‫دورساہلمجلمکمرکاںیئ۔‬ ‫٭ےنھکلیکالصتیح‬
‫زابن ےنھکیس ےک ےئل رگارمئ ےک قلعتم فلتخم‬ ‫‪URD807‬‬
‫٭ااسذتہ ابلطء وک یسک اخص تیصخش ےک ابرے ںیم دنپرہ ےلمج‬ ‫رسرگویمںںیمہّصحےتیلںیہ۔‬
‫رھگےسےنھکلوکںیہکےگ۔‬
‫اردو وینز (اابخر‪ ،‬یٹ وی) رڈیوی وک وطبر وہلیس‬ ‫‪URD808‬‬
‫اامعتسلرکےتںیہاتہکانےکےننساور‬
‫ڑپےنھ‪ ،‬ونٹ رکےن اور الخہص ےنھکل یک ھجمس‬
‫دیپاوہ۔‬
‫‪Page 72 of 126‬‬
‫٭ااسذتہ انمبسبلوہجہلےکےئلدنلب وخاینرکی۔ ابرابردنلب‬ ‫قبس وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪3‬‬ ‫ہتفہ‪ 3‬اور‬
‫وخاینےسابلطاکبلوہجہلدرتسوہاگ۔‬ ‫ںیہ۔‬
‫للددی‬ ‫ہتفہ‪4‬‬
‫ڑپےھ ےئگا ابسقوک ڑپھرک انےک ابرے ںیم‬ ‫‪URD803‬‬
‫٭ ااسذتہ قبس "لل ددی" ےک ابرے ںیم اینپ اینپ راےئ رحتری‬ ‫اینپراےئرحتریرکےتںیہ۔‬
‫رکاںیئ۔ رھپ رہ اطبل ملع دورسے اطبل ملع یک راےئ وک بس‬ ‫امسجںیموہےنواےل اسملئےکںیئتاسحس‬ ‫‪URD804‬‬
‫ےکاسےنماویچنآوازںیمڑپھرکانسںیئ۔‬ ‫اور دیبار ںیہ اور ان اک آزادی ےک اسھت زجتہی ٭الہقحاوراسہقب‬
‫یھبرکےتںیہ۔‬
‫٭ امسج ںیم اپےئ اجےن واےل اسملئ ںیم ےس اکی ہلئسم رپ‬ ‫زابن ےنھکیس ےک ےئل رگارمئ ےک قلعتم فلتخم‬ ‫‪URD807‬‬
‫ابمہثحرکاںیئےسیج(رُباایئںاوراناکدتارک)۔‬ ‫٭ارٹنوویرکان‬ ‫رسرگویمںںیمہّصحےتیلںیہ۔‬
‫امسیجرُباایئں‬ ‫‪5‬۔‬ ‫زیہج‬ ‫‪1‬۔‬ ‫فلتخم وشیپں ےس قلعت رےنھک واےل ولوگں اک‬ ‫‪URD810‬‬
‫ہشنیکل‬ ‫‪6‬۔‬ ‫رسسالیکزایدایتں‬ ‫‪2‬۔‬ ‫ارٹنووی رکےت ںیہ۔ ےسیج ڈارٹک‪ ،‬ادبی‪ ،‬ادااکر‪،‬‬
‫وخدشک‬ ‫‪3‬۔‬ ‫اشرعوریغہ۔‬
‫وعروتںےکاسھتانرواولسک‬ ‫‪4‬۔‬ ‫الہقحاوراسہقباکاامعتسلاجےتنںیہ۔‬ ‫‪URD818‬‬
‫٭الہقح اسہقب‪ ،‬وادح عمج‪ ،‬رتمادافت وک اید رکاےن ےک ےئل‬
‫فلتخممسقیکرسرگایمںرکایئاجںیئ۔‬
‫‪Page 73 of 126‬‬
‫٭ انمبس بل و ہجہل ےک ےئل ابلط وک رومز و اواقف اک ااعدہ رکاای‬ ‫مظن وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪4‬‬ ‫ہتفہ‪5‬‬
‫اجےئ۔ےسیج‪:‬وفقاکلم‪،‬وہفق‪،‬واونیوقنیسوریغہ‬ ‫ںیہ۔‬
‫تعن‬
‫٭ااسذتہ ابلطےسرہدنبیکرشتحیاگلاگلرکاںیئ۔‬ ‫اینپراےئرحتریرکےتںیہ۔‬
‫مظن ای اہکین اک رمزکی ایخل اور الخہص ھجمس رک‬ ‫‪URD805‬‬
‫٭ ااسذتہ ابلط ےس اس تعن اک رمزکی ایخل وپںیھچ اور ان ےس‬ ‫٭رمزکیایخل‬ ‫ےتھکلںیہ۔‬
‫رحتریرکاںیئ۔‬ ‫دیقنتی وطر رپ رکداروں‪ ،‬وااعقت ایخالت‪،‬‬ ‫‪URD816‬‬
‫٭ابلط اس تعن اک دورسی تعنں ےک اسھت اقہیف‪ ،‬ردفی ےک‬ ‫وموضاعت وریغہ ےک ابرے ںیم وسےتچ ںیہ‬
‫اابتعر ےس ومازہن رکےت ںیہ اور ہی یھب اجےتن ںیہ ہک ہی مظن یک‬ ‫اور ان اک ومازہن رکےت ںیہ۔ اںیہن زدنیگ ٭دیقنتیظن‬
‫وکیسنمسقےہ۔‬ ‫ےک اسھت وجڑےت ںیہ۔ اسملئ ےک ابرے‬

‫٭ ااسذتہ ابلطء ےس اس تعن ےک امتم اقہیف اور ردفی اکیپ رپ‬ ‫ںیمراےئدےنییکوکششرکےتںیہ۔‬
‫٭تغلاکاامعتسل‬
‫رحتریرکاںیئ۔‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫٭ااسذتہ ابلطء وک تغل اک اامعتسل اھکسںیئ اوروفن یک ‪Digital‬‬ ‫تغل اورااسنولکیئڈیپای ےسیج ذراعئاکوحاہل دےتی‬
‫‪Dictionary‬تغلاکاامعتسلیھباھکسںیئ۔‬ ‫ںیہ۔‬
‫‪Page 74 of 126‬‬
‫٭بلوہجہلوکدرتس رکےنےکےئلرہاکیاطبلملعےسدنلب‬ ‫اابسق وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪5‬‬ ‫ہتفہ‪ 6‬اور‬
‫وخاینرکاںیئاورانیکاسھتاسھتاالصحیھبرکی۔‬ ‫ںیہ۔‬
‫ااتسداکارتحام‬ ‫ہتفہ‪7‬‬
‫ڑپیھ یئگ اہکوینں‪ ،‬ومظنں وک ڑپھ رکان ےک‬ ‫‪URD803‬‬
‫٭ قبس" ااتسد اک ارتحام" ےک ابرے ںیم امتم ابلط ےس اینپ اینپ‬ ‫ابرےںیماینپراےئرحتریرکےتںیہ۔‬
‫راےئرحتریرکاںیئ۔ اوررہاکیاطبلملعوکااتسدےکقلعتموکیئ‬ ‫اہکین ای قبس اک رمزکی ایخل اور الخہص ھجمس رک‬ ‫‪URD805‬‬
‫اکی واہعق یسک یھب ریغ دریساتکب ےسڑپھ رک آےن وک ںیہک رھپ‬ ‫٭رمزکیایخل‬ ‫ےتھکلںیہ۔‬
‫اکیدنااتسدےکارتحامےکوااعقتاکرقترییاقمہلبرکاںیئ۔‬ ‫اوکسل یک امتم رسرگویمں ےسیج ہک امرگنن‬ ‫‪URD806‬‬
‫ایلبمس‪ /‬یف ادبلہہی اقمہلب‪ /‬ابمےثح وریغہ ںیم‬
‫٭ اقمےلب ابمےثح ںیم ٭ امرگنن ایلبمس رپ یف ادبلہہی اکی رقتریی اقمہلب رکاںیئ سج‬ ‫ہّصحےتیلںیہ۔‬
‫ںیماےنپدنسپدیہااتسدےکابرےںیموبےنلےکےئلںیہک۔ہییف‬ ‫ہّصحنیل‬
‫فلتخم وشیپں ےس قلعت رےنھک واےل ولوگں اک‬ ‫‪URD810‬‬
‫ادبلہیاقمہلب"رچیٹسڈے"رپیھبوہاتکسےہ۔‬ ‫ارٹنوویرکےتںیہےسیجااتسدوریغہ‬
‫٭ابلط وک ہی ومعق رفامہ رکاںیئ ہک یھبک وہ اےنپ دنسپدیہ ااتسد اک‬ ‫الہقحاوراسہقباکاامعتسلاجےتنںیہ۔‬ ‫‪URD818‬‬
‫٭ارٹنووینیل‬
‫ارٹنوویںیل اوراسوکراکیرڈ رکاےئ۔ اسرطحاسںیم تہبیس‬
‫وخایبںاکیرسرگیمےکذرعیےسدیپاوہگن۔‬
‫‪Page 75 of 126‬‬
‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭ ریغ دریس اتکب اک ٭ ونلب ااعنم ےک ابرے ںیم اور اجاکنری ےک ےئل ابلطء وک آج‬ ‫‪URD801‬‬ ‫قبسربمن‪6‬‬ ‫ہتفہ‪ 7‬اور‬
‫الربئریی ےل اجںیئ۔ اور ان وک ارفیڈ ونلب اور ونلب ااعنم ےک‬ ‫اطمہعل‬ ‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬
‫ونلبااعنم‬ ‫ہتفہ‪7‬‬
‫ابرےںیمزمدیاجاکنریدی۔‬ ‫اہکوینں اور اابسق وک انمبس بل و ہجہل ےک‬ ‫‪URD802‬‬
‫ہحفصربمن‪30‬‬
‫اسھتڑپےتھںیہ۔‬
‫٭انمبسبلوہجہل‬
‫٭ ابلط ےک دو رگوپ انبںیئ۔ اکی رگاوپ بک اور سک وک ونلب‬ ‫امسجںیم وہےن واےل وااعقت اوراسملئ ےک‬ ‫‪URD804‬‬
‫ااعنم المےہ۔ اس یک رہفتس انبےیئ۔ اور دورسا رگوپ سک وک‬ ‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫٭ اسملئ ےک ںیئت ویکںااعنمالمےہ۔اسیکرہفتسانبںیئ۔‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫فلتخم وشیپں ےس واہتسب اافلظ ےتھکیس ںیہ اور دیباراوراسحسوہان‬ ‫‪URD813‬‬

‫٭ ابلط ںیم ہی وشق دیپا رکےن ےک ےئل ہک وہ یھبزدنیگ ںیم ھچک‬ ‫اںیہنفلتخماحالتںیماامعتسلرکےتںیہ۔‬
‫رتہبرکی۔ونلبااعنمےنلمیکوہجیکرطفاملئرکی۔‬ ‫دیقنتی‪،‬ایخالت‪،‬وموضاعتوریغہےک‬ ‫‪URD814‬‬
‫٭ادب یک ونلب ااعنم ایہتف وکیئ اتکب اینپ اوکسل یک الئریی‬ ‫٭ذریخہاافلظ‬ ‫ابرےںیموسےتچںیہ۔اوراناکومازہن‬
‫ںیمرضوررںیھکاتہکےچبابریابریاساکاطمہعلرکی۔‬ ‫رکےت ںیہ اور اںیہن زدنیگ ےک اسھت وجڈےت‬
‫ںیہ۔‬
‫٭ وااعقت اک ومازہن‬
‫رکان‬
‫‪Page 76 of 126‬‬
‫٭ ااسذتہ ابلط وک رتمادف یک قشم یسک رسرگیم ےک تحت‬ ‫ومظنں وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪7‬‬ ‫ہتفہ‪9‬‬
‫رکاےئ۔‬ ‫ںیہ۔‬
‫اتیسیجآہوزاری‬
‫٭ڑپےنھیکالصتیح‬ ‫ہحفصربمن‪37‬‬
‫٭ مظن وک ڑپےنھ ےک دعب ااسذتہ اکی رصمہع دی اور ابلط ےس‬ ‫اینپراےئرحتریرکےتںیہ۔‬
‫ںیہکہکاساکدورسارصمہعانبںیئ۔‬ ‫اہکین ای قبس اک رمزکی ایخل اور الخہص ھجمس رک‬ ‫‪URD805‬‬
‫٭راےئاکااہظر‬ ‫ےتھکلںیہ۔‬
‫٭ ابلط وکاس مظن اک الخہص اور رمزکی ایخل رحتری رکےن وک‬ ‫اوکسل یک امتم رسرگویمں ےسیج ہک امرگنن‬ ‫‪URD806‬‬
‫ںیہک۔‬ ‫ایلبمس‪ /‬یف ادبلہی اقمہلب ‪ /‬ابمےثح رسرگویمں‬
‫٭رمزکیایخل‬ ‫ںیمےّصحےتیلںیہ۔‬
‫٭ ابلط ےک رگوپ اس مظن ےک اقہیف اور ردفی یک اگل اگل‬ ‫اردو یک ویویٹب زلنیچ وک اور اردو وماد وک رتہب‬ ‫‪URD809‬‬
‫رہفتسانبںیئےگ۔‬ ‫ھجمساورمہفےکےئلدےتھکیںیہ۔‬
‫٭ےنھکلیکالصتیح‬
‫اقہیف۔ ردفی۔ ہیبشت۔ ااعتسرہ وک اجےتن ںیہ‬ ‫‪URD819‬‬
‫٭اقہیف‪ ،‬ردفی یک‬
‫٭اس مظن " اتیس یج آہ زاری‪ :‬ںیم ینتج یھب ہیبشت ےہ وہ بس‬ ‫اوراناکامعتسلیھباجےتنںیہ۔‬
‫اجاکنری‬
‫التشرکےکیھکل۔‬
‫‪Page 77 of 126‬‬
‫٭ویہگںےکداہناسیجواہعقایاہکینابلطوکرحتریرکےنوکںیہک۔‬ ‫٭ےنھکلیکالصتیح‬ ‫ڑپیھیئگاہکوینں‪،‬ومظنںوکڑپھانےک‬ ‫‪URD803‬‬ ‫قبسربمن‪8‬‬ ‫ہتفہ‪10‬‬

‫ابرےںیماینپراےئرحتریرکےتںیہ۔‬ ‫اور‬
‫ویہگںاکداہن‬
‫٭ تحص یک رخایب ےک ووجاہت اجےنن اور رحتری رکاےن ےک ےئل‬ ‫امسجںیم وہےن واےل وااعقت اوراسملئ ےک ٭وبےنلالصتیح‬ ‫‪URD804‬‬
‫ہحفصربمن‪42‬‬ ‫ہتفہ‪11‬‬
‫ابلطوکدہاتیدی۔‬ ‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫"اباوربتاکرفقےکونعانےساکیذمارکہرکاںیئ۔‬ ‫٭زجتہیرکان‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫اہکین ای قبس اک رمزکی ایخل اور الخہص ھجمس رک‬ ‫‪URD805‬‬
‫٭ابلط ےس اس واہعق ےس ڑجے امتم امہاکنت وک طبض رحتری ںیم‬ ‫ےتھکلںیہ۔‬
‫٭ رمزکی ایخل اور‬
‫الےنوکںیہک۔‬ ‫اوکسل یک امتم رسرگویمں ےسیج ہک امرگنن‬ ‫‪URD806‬‬
‫الخہص‬
‫ایلبمس‪ /‬یف ادبلہہی اقمہلب‪ /‬ابمےثح وریغہ ںیم‬
‫٭ "وموجدہ دور ںیم امیبرویں یک ووجاہت" رپ الکس ںیم اکی‬ ‫ہّصحےتیلںیہ۔‬
‫٭ابمےثحںیمرشک‬
‫ابمہثحرکاںیئ۔‬ ‫زابن ےنھکیس ےک ےئل رگارمئ ےک قلعتم فلتخم‬ ‫‪URD807‬‬
‫٭ارٹنووینیل‬ ‫رسرگویمںںیمہّصحےتیلںیہ۔‬
‫٭اےنپ العےق ںیم یسک اسکن اک ارٹنووی رضور ںیل۔ (ابلط وک اس‬ ‫فلتخم وشیپں ےس قلعت رےنھک واےل ولوگں اک‬ ‫‪URD810‬‬
‫رسرگیموکرکےنںیمتہبزمہآےئاگ۔‬ ‫ارٹنودی رکےت ںیہ ےسیج ااتسد‪ ،‬ومیچ‪ ،‬اسکن‪،‬‬
‫ڈارٹکوریغہ‬
‫‪Page 78 of 126‬‬
‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭ ریغ دریس اتکب اک ٭ اجرب نب ایحن ےس قلعتم وکیئ اوراتکب ابلط وک الربئریی ےس‬ ‫‪URD801‬‬ ‫قبسربمن‪9‬‬ ‫ہتفہ‪11‬‬
‫رضوردیاتہکوہاوراجاکنریاحلصرکںیکس۔‬ ‫اطمہعل‬ ‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬ ‫اور‬
‫اجربنبایحن‬
‫اہکوینں اور اابسق وک انمبس بل و ہجہل ےک‬ ‫‪URD802‬‬
‫ہحفصربمن‪48‬‬ ‫ہتفہ‪12‬‬
‫٭ درتس بل وہجہلےک ےئل اکی اکی اطبلملع ےسدنلب وخاین‬ ‫اسھتڑپےتھںیہ۔‬
‫٭انمبسبلوہجہل‬
‫رکاںیئ۔‬ ‫امسجںیم وہےن واےل وااعقت اوراسملئ ےک‬ ‫‪URD804‬‬
‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫٭اجربنبایحنیکزدنیگرپاکیرصتخمونٹدنبملقرکاںیئ۔‬ ‫٭زجتہیرکان‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫فلتخم وشیپں ےس قلعت رےنھک واےل ولوگں اک‬ ‫‪URD810‬‬
‫٭ اےنپآسڑپوسںیمارگوکیئاسسنئداںےہوتاساکارٹنووی‬ ‫ارٹنودی رکےت ںیہ ےسیج ااتسد‪ ،‬ومیچ‪ ،‬اسکن‪،‬‬
‫ںیل۔‬ ‫٭تغلاکاامعتسل‬ ‫ڈارٹکوریغہ‬
‫٭ اسیسنئ وسچ دیپا رکےن ےک ےئل ابلط وک اسسنئ ےس قلعتم‬ ‫دیقنتی وطر رکداروں‪ ،‬وااعقت‪ ،‬ایخالت‪،‬‬ ‫‪URD816‬‬
‫وکیئ ‪Project‬رکاںیئ۔‬ ‫وموضاعتوریغہےکابرےںیموسےتچںیہ۔‬
‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫٭ابلطوکلکشماافلظےکینعمتغلےساھکسںیئ۔‬ ‫تغل اورااسنولکیئڈیپای ےسیج ذراعئاکوحاہل دےتی‬
‫ںیہ۔‬
‫‪Page 79 of 126‬‬
‫٭ انمبس بل و ہجہل ےک ےئل اافلظ یک قشم اور ظفلت یک قشم‬ ‫ومظنں وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪10‬‬ ‫ہتفہ‪13‬‬
‫رکایئاجےئ۔‬ ‫ںیہ۔۔‬
‫اخکوط‬
‫مظن ای اہکین اک رمزکی ایخل اور الخہص ھجمس رک ٭رواین‬ ‫‪URD805‬‬
‫٭ اس مظن "اخک وط" ںیم رہ اطبلملع وک اکی اکی رعش یک‬ ‫ےتھکلںیہ۔‬
‫رشتحیرکےناکومعقدی‬ ‫دیقنتی وطر رکداروں‪ ،‬وااعقت‪ ،‬ایخالت‪،‬‬ ‫‪URD816‬‬
‫٭ رمزکی ایخل اور‬
‫وموضاعتوریغہےکابرےںیموسےتچںیہ۔‬
‫الخہص‬
‫٭ "اخک وط" مظن یک وکن یس مسق ےہ ابلط وک اتبںیئ۔ رہ رعش‬ ‫اور ان اک ومازہن رکےت ںیہ۔ اور اںیہن زدنیگ‬
‫ےکاےنپاقہیفوایلمظنوکایکےتہکںیہ۔‬ ‫ےک اسھت وجڑےت ںیہ۔ اسملئ ےک ابرے‬
‫٭تغلاکاامعتسل‬ ‫ںیمراےئدےنییکوکششرکےتںیہ۔‬
‫٭ مظن " اخک وط" ونثمی ےہ ایس رطح اینپ اتکب یک اور‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫تغل اورااسنولکیئڈیپای ےسیج ذراعئاکوحاہل دےتی ٭اقہیف‪ ،‬ردفی یک ومظنںےکابرےںیماتبںیئہکوہمظنیکوکنوکنیسمسقںیہ۔‬
‫اجاکنری‬ ‫ںیہ۔‬
‫اقہیف۔ ردفی۔ ہیبشت۔ ااعتسرہ وک اجےتن ںیہ‬ ‫‪URD819‬‬
‫اوراناکامعتسلیھباجےتنںیہ۔‬
‫‪Page 80 of 126‬‬
‫٭ ااسذتہ " رگسٹی ونیش ےک رضم ارثات" رپ اکی ابمہثح‬ ‫اابسق وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪11‬‬ ‫ہتفہ‪14‬‬
‫رکاںیئ اتہک ابلط داللئ ےک ذرعی ےس اینپ ابت اثتب رکان‬ ‫ںیہ۔‬ ‫اور‬
‫رگسٹیونیشیک‬
‫ںیھکیس۔‬ ‫ڑپیھ یئگ اہکوینں‪ ،‬ومظنں وک ڑپھ رک ان ےک‬ ‫‪URD803‬‬
‫٭راےئرحتریرکان‬ ‫ابتہاکرایں‬ ‫ہتفہ‪15‬‬
‫٭ ااسذتہابلطےساکیاچرٹانبےنوکںیہک۔ سجںیمرگسٹی‬ ‫ابرےںیماینپراےئرحتریرکےتںیہ۔‬
‫ےکرضمارثاتاصتوریےکاسھتےھکلوہں۔‬ ‫زابن ےنھکیس ےک ےئل رگارمئ ےک قلعتم فلتخم‬ ‫‪URD807‬‬
‫٭ ابلط وک رگسٹی ونیش ےک قلعتم وفن رپ تہب ےس رنیب‬ ‫٭ومازہنرکان‬ ‫رسرگویمںںیمہّصحےتیلںیہ۔‬
‫)‪(Brochure‬اتک ہچب داھکںیئ اتہک وہ اس وک ڑپںیھ اور ھجمس‬ ‫اردو وینز (اابخر‪ ،‬یٹ وی‪ ،‬رڈیوی) وک وطبر وہلیس‬ ‫‪URD808‬‬
‫ںیکس۔‬ ‫اامعتسلرکےتںیہاتہکانےکےننساور‬
‫٭ااسذتہابلطیکاعموتنرکیےگ۔ابلطےکاسھترگسٹیےک‬ ‫ڑپےنھ‪ ،‬ونٹ رکےن اور الخہص ےنھکل یک ھجمس ٭وبےنلیکالصتیح‬
‫الخف اکی ریلی اکنںیل ےگ سج ںیم ےچب رگسٹی ےک رضم‬ ‫دیپاوہ۔‬

‫ارثات ےک قلعتم رعنے دے رےہ وہں ےگ۔ اور رنیب ےل رک‬ ‫وصتریوں‪ /‬اخوکں‪ ،‬اچرسٹ اور وشقنں وریغہ‬ ‫‪URD815‬‬
‫٭رشتحیرکان‬
‫لچ رےہ وہں ےگ ۔ رعنہ وہاگ‪ " :‬آپ یک ابمتوق ونیش ریمے‬ ‫یک رشتحی رکےت ںیہ اور ان وک رحتریی لکش‬
‫تحصےکےئل ُمےہ"‬ ‫دےتیںیہ۔‬
‫‪Page 81 of 126‬‬
‫٭ااسذتہھچکریغدریسومادابلطوکڑپےنھےکےئلدی۔‬ ‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭راےئرحتریرکان‬ ‫‪URD801‬‬ ‫قبسربمن‪12‬‬ ‫ہتفہ‪15‬‬
‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬ ‫اور‬
‫آزامشئرشط‬
‫٭ اس قبس اک الخہص امتم ابلط ےس اےنپ اافلظ ںیم ےنھکل ےک ےئل‬ ‫ڑپیھ یئگ اہکوینں‪ ،‬ومظنں وک ڑپھ رک ان ےک‬ ‫‪URD803‬‬
‫ےہ‬ ‫ہتفہ‪16‬‬
‫٭وبےنلیکالصتیح‬
‫ںیہک۔‬ ‫ابرےںیماینپراےئرحتریرکےتںیہ۔‬
‫اردو وینز (اابخر‪ ،‬یٹ وی‪ ،‬رڈیوی )وک ےنھکیس ےک‬ ‫‪URD808‬‬
‫٭ریغدریسومادڑپنھ ٭ اردو وک ےنھجمس ےک ےئل وکیئ وڈیوی )‪ (Video‬داھکںیئ۔‬ ‫ےئلوطبروہلیساامعتسلرکےتںیہ‬
‫)‪(CWSN‬‬ ‫اردو یک ویویٹب زلنیچ وک اور اردو وماد وک رتہب‬ ‫‪URD809‬‬
‫ھجمساورمہفےکےئلدےتھکیںیہ‬
‫٭اساہکینوکڈرامیکلکشدےرکابلطےسرکاںیئ۔‬ ‫دیقنتی وطر رکداروں‪ ،‬وااعقت‪ ،‬ایخالت‪ ،‬٭ومازہنرکان‬ ‫‪URD816‬‬
‫وموضاعتوریغہےکابرےںیموسےتچںیہ۔‬
‫اور ان اک ومازہن رکےت ںیہ۔ اںیہن زدنیگ‬
‫ےک اسھت وجڑےت ںیہ۔ اسملئ ےک ابرے‬
‫ںیمراےئدےنییکوکششرکےتںیہ۔‬
‫‪Page 82 of 126‬‬
‫٭ ااسذتہ یسک وخش نحل اطبل ملع ےس اس مظن وک ڑپوھاےئ اور‬ ‫ومظنں وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪13‬‬ ‫ہتفہ‪17‬‬
‫امتم ابلط اس وک وغر ےس ںینس ےگ اوررتمن ےس ڑپےنھ یک وکشش‬ ‫ںیہ۔‬
‫اکیڑلیک‬
‫رکیےگ۔‬
‫٭راےئاکااہظر‬ ‫ہحفصربمن‪70‬‬
‫٭ ااسذتہرہدنب یک رشتحیابلط ےسیہ رکاںیئاوررہ اطبلملعوک‬ ‫اینپراےئرحتریرکےتںیہ۔‬
‫اسمظنےکابرےںیماینپراےئدےنیاکومعقدی۔‬ ‫٭رمزکیایخل‬
‫اہکین ای قبس اک رمزکی ایخل اور الخہص ھجمس رک‬ ‫‪URD805‬‬
‫٭ ابلط ویویٹب ےک ذرعی رھگ ےس اکی اکی رعش ھکل رک الںیئ‬ ‫ےتھکلںیہ۔‬
‫اوراُس ےس الکس ںیم یپ رکی اتہک اُںیھن مظن اور رثن یک رفق‬ ‫٭ےنھجمسیکالصتیح‬
‫آاجےئ۔‬ ‫اردو یک ویویٹب زلنیچ اور اردو وماد وک رتہب‬ ‫‪URD809‬‬

‫ھجمساورمہفےکےئلدےتھکیںیہ۔‬
‫٭تغلاکامعتسل‬
‫٭ ابلط وک لکشم اافلظ ےک ینعم ےک ےئل تغل اک اامعتسل اھکسای‬
‫اجےیئ۔‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫تغل اورااسنولکیئڈیپای ےسیج ذراعئاکوحاہل دےتی‬
‫ںیہ۔‬
‫‪Page 83 of 126‬‬
‫٭ااسذتہ ابلطےکاسےنمااسنینزدنیگںیماسسنئیکاتیمہےک‬ ‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭ڑپےنھیکالصتیح‬ ‫‪URD801‬‬ ‫قبسربمن‪14‬‬ ‫ہتفہ‪18‬‬
‫ابرےںیمرصتخماجاکنریدی۔‬ ‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬ ‫دنچالخابز‬ ‫اور‬
‫امسجںیم وہےن واےل وااعقت اوراسملئ ےک‬ ‫‪URD804‬‬
‫وخایت‬ ‫ہتفہ‪19‬‬
‫٭اموحلےسوایفق‬
‫٭ ااسذتہ ابلط ےک اسھت ااسنین زدنیگ ںیم اسسنئ یک اتیمہ رپ‬ ‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫اکیابمہثحرکاںیئ۔‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫اہکین ای قبس اک رمزکی ایخل اور الخہص ھجمس ٭یقیلختالصتیح‬ ‫‪URD805‬‬

‫٭ ااسذتہ ابلط وکوہشمر وخایت (وہنجں ےن زدنیگ ےک فلتخم‬ ‫رکےتھکلںیہ۔‬
‫وبعشں ںیم اکر اہےئ امنای ں ااجنم دےیئ)ےک قلعتم دس ےلمج‬ ‫اردو وینز (اابخر‪ ،‬یٹ وی‪ ،‬رڈیوی )وک ےنھکیس ےک‬ ‫‪URD808‬‬
‫ےنھکلوکںیہک۔ ےچبوگلگ‪،‬ویویٹبوریغہےسدمدےلےتکسںیہاور‬ ‫٭انکیٹولیجاکاامعتسل‬ ‫ےئلوطبروہلیساامعتسلرکےتںیہ‪.‬‬
‫دعبںیماینپرحتریاکمالکسیکدویاررپاپسچںرکی۔‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل‬ ‫‪URD817‬‬
‫٭ تغل اک اامعتسل بتک‬
‫٭ وچبں وک وخد ومضمن ایتر رکےن یک قشم رکاںیئ اتہک ےچب وخد‬ ‫ںیہ۔‬
‫ینیب‬
‫ومضمنھکلںیکس۔‬
‫‪Page 84 of 126‬‬
‫وجمزہرسرگایمں‬ ‫دیلیازجا‬ ‫آومزیشاملصحزجآومزیشاملصح‬ ‫وموضع‬ ‫دوراین‬
‫٭ااسذتہڑپاھےنےسےلہپ ُبھتمےکقلعتماجاکنریدی۔‬ ‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭ڑپےنھیکالصتیح‬ ‫‪URD801‬‬ ‫قبسربمن‪15‬‬ ‫ہتفہ‪21‬‬
‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬ ‫اور‬
‫وگمتدبھ‬
‫٭رواین‪،‬بلوہجہل‬ ‫ہحفصربمن‪83‬‬ ‫ہتفہ‪20‬‬

‫٭ ااسذتہ ابلط وک اےنپ العےق ےک اکیسک ذمیبہ رامنہ ےک ابرے‬ ‫اہکوینں اور اابسق وک انمبس بل و ہجہل ےک‬ ‫‪URD802‬‬
‫ںیماکیریپارگافسیبولمجںاکایتررکےنوکںیہک۔‬ ‫اسھتڑپےتھںیہ۔‬
‫٭اموحلےسوایفق‬
‫٭ ااسذتہ ابلط ےس وگمت دبھ ےک احالت زدنیگ رپ اکی ونٹ‬ ‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫رحتریرکواںیئےگ۔‬ ‫٭یقیلختالصتیح‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫اابتقاست‪ ،‬اوقال اور اہکوت یک رشتحی رکےت‬ ‫‪URD814‬‬

‫ںیہ۔‬
‫‪Page 85 of 126‬‬
‫٭ انمبس بل و ہجہل ےک ےئل اافلظ اور ظفلت یک قشم رکایئ‬ ‫ومظنںوکانمبسبلوہجہل ںیمڑپےتھ ںیہ۔ ٭ومزوتین‪/‬رواین‬ ‫‪URD802‬‬ ‫قبسربمن‪16‬‬ ‫ہتفہ‪21‬‬
‫اجےئ۔‬ ‫امہریاتری‬
‫ومظنںوکڑپھرکانےکابرےںیماینپراےئ‬ ‫‪URD803‬‬
‫٭ااہظرراےئ‬ ‫ہحفصربمن‪90‬‬
‫٭ ااسذتہ ابلط وک رگووپں ںیم اھٹب رک مظن ےک دنبوں یک رشتحی‬ ‫رحتریرکےتںیہ۔‬
‫رکواںیئےگ۔‬
‫مظن اک رمزکی ایخل اور الخہص ھجمس رک ےتھکل ٭یقیلختالصتیح‬ ‫‪URD805‬‬

‫٭ااسذتہابلطوکمظناکالخہصاوررمزکیایخلوھکلاںیئےگ۔‬ ‫ںیہ۔‬
‫٭ااسذتہابلطوک'تیبابزی'رکاےنےکےئلایتررکیےگ۔‬ ‫اقہیف۔ ردفی۔ ہیبشت۔ ااعتسرہ وک اجےتن ںیہ ٭رعشیازجا‬ ‫‪URD819‬‬

‫اوراناکامعتسلیھباجےتنںیہ۔‬
‫‪Page 86 of 126‬‬
‫٭ ااسذتہ ابلط وک فلتخم ولصفں ےک ابرے ںیم اجاکنری دے رک‬ ‫ابلط اصنیب اتکب ےک العوہ فلتخم ذراعئ ےس ٭بتکینیب‬ ‫‪URD801‬‬ ‫قبسربمن‪17‬‬ ‫ہتفہ‪22‬‬
‫قبسیکرطفرابغرکی۔‬ ‫احلصوہےنوایلاتکںیبیھبڑپےتھںیہ۔‬ ‫زرفعان‬ ‫اور‬
‫ہتفہ‪23‬‬
‫٭وبےنلیکالصتیح‬ ‫ہحفصربمن‪95‬‬
‫٭ ااسذتہ ابلط وک زرفعان یک اکتش ےک ابرے ںیم ابمہثح‬ ‫وگتفگ یک اہمرت وک رپوان ڑچاھےن ےک ےئل‬ ‫‪URD811‬‬
‫رکوای۔‬ ‫آدابوگتفگاکاامعتسلاجےتنںیہ۔‬
‫٭حیحصبلوہجہل‬
‫٭ ااسذتہ ابلط وک زرفعان ےک اامعتسل اور وفائےک ابرے ںیم‬ ‫ارفنادیرسرگویمںںیمہّصحےتیلںیہ۔‬ ‫‪URD812‬‬
‫دسےلمجوھکلاےنوکںیہک۔‬
‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل ٭وخداامتعدی‬ ‫‪URD817‬‬
‫ںیہ۔‬
‫٭ذریخہاافلظ‬
‫‪Page 87 of 126‬‬
‫٭ ااسذتہ قبس اک آاغز یسک ومزوں رسرگیم ےس رکی ےسیج‪:‬‬ ‫ابلطقبسوکانمبسبلوہجہلےکاسھتڑپےتھ ٭ےنھجمساوروبےنلیک‬ ‫‪URD802‬‬ ‫قبسربمن‪18‬‬ ‫ہتفہ‪23‬‬
‫وچبںےسآجلک ےکانکیٹولیج دور ےک وحاےلوساالتوپانھچ۔‬ ‫الصتیح‬ ‫ںیہـ‬ ‫اور‬
‫وپمکٹاکاراقتیئ‬
‫٭ااہظرراےئاوریقیلخت‬ ‫فس‬ ‫ہتفہ‪23‬‬
‫امسجںیمروامنوہےنواےلےکںیئتاسحس‬ ‫‪URD804‬‬
‫٭ااسذتہ قبس یکدنلب وخاین حیحص ظفلتےک اسھت رکی اوررہ ےئن‬ ‫وقتـ‬
‫اوردیبارںیہاورااکن آزادیےکاسھتزجتہی‬
‫ظفلاورےلمجوکوپریواضتحےکاسھتابلطےکاسےنمرںیھکـ‬ ‫٭تغلاکاامعتسل‬
‫یھبرکےتںیہـ‬
‫٭انکیٹولیجاکحیحص‬
‫٭ےئناورلکشماافلظوکہتختدیفسرپینعمےکاسھتھکلرکابلطوک‬ ‫اردوویویٹبزلنیچوکاوراردو ومادوکرتہبھجمس اامعتسلـ‬ ‫‪URD809‬‬
‫انرپےلمجانبےنوکںیہکـ‬ ‫اورمہفےکےئلدےتھکیںیہـ‬
‫٭ویپمکٹےسقلعتم‬
‫االطصاحتیکحیحص‬
‫٭ویپمک ٹ ےک فلتخم وصحں وک اصتوری یک دمد ےس وچبں وک‬ ‫اجاکنریـ‬
‫اھجمسےنیکوکششرکیـ‬ ‫ایسقوابسقںیمینعمونتمےنھجمسےکےئل‬ ‫‪URD817‬‬
‫٭ویپمکٹیکاتیمہا اکس‬
‫تغلاکاامعتسلرکےتںیہ۔‬
‫حیحصاامعتسل‬
‫‪Page 88 of 126‬‬
‫٭انمبسبلوہجہل ٭ انمبس بل و ہجہل ےک ےئل اافلظ یک قشم اور ظفلت یک قشم‬ ‫ومظنںوکانمبسبلوہجہل ںیمڑپےتھ ںیہ۔‬ ‫‪URD802‬‬ ‫قبسربمن‪19‬‬ ‫ہتفہ‪25‬‬
‫رکایئاجےئ۔۔‬ ‫مظن اک رمزکی ایخل اور الخہص ھجمس رک ےتھکل‬ ‫‪URD805‬‬
‫ریماوط‬
‫٭ اس مظن " ریما وط" رہ ابلط وک اکی اکی رعش یک رشتحی‬ ‫ںیہ۔‬
‫٭رواین‬ ‫ہحفصربمن‪110‬‬
‫رکےناکومعقدی۔‬ ‫دیقنتی وطر رکداروں‪ ،‬وااعقت‪ ،‬ایخالت‪،‬‬ ‫‪URD816‬‬
‫٭ ااسذتۃابلطےک دورگوپانبںیئ ۔ اکیرگوپوک اس مظنںیم‬ ‫وموضاعتوریغہےکابرےںیموسےتچںیہ۔‬
‫اور ان اک ومازہن رکےت ںیہ۔ اور اںیہن زدنیگ ٭ رمزکی ایخل اور ےسرپدنوںےکانمےنھکلوکںیہکاوردورسےرگوپوکلھپاور‬
‫وھپل ےنھکل وک ںیہک ےگ۔ دوونں رگوپ اانپ اانپ وفتضی ایک یگ اکم‬ ‫ےک اسھت وجڑےت ںیہ۔ اسملئ ےک ابرے الخہص‬
‫ااتسدےکاسےنمیپرکیےگ۔‬ ‫ںیمراےئدےنییکوکششرکےتںیہ۔‬
‫٭ ااسذتہ اس مظن ےس ڑُجے وہےئ رپدنوں ےک قلعتم دس‬ ‫ایسق و ابسق ںیم ٰینعم اور نتم ےنھجمس ےک ےئل ٭تغلاکاامعتسل‬ ‫‪URD817‬‬
‫ےلمج رحتری رکےن وک ںیہک ےگ۔ ےچب وی ویٹب اوروگلگ وریغہ اک‬ ‫تغل اورااسنولکیئڈیپای ےسیج ذراعئاکوحاہل دےتی‬
‫اامعتسل رک ےتکس ںیہ۔ ےچب اانپ رحتری امرگنن ایلبمس ںیم یپ رکی‬ ‫ںیہ۔‬
‫اقہیف۔ ردفی۔ ہیبشت۔ ااعتسرہ وک اجےتن ںیہ ٭اقہیف اور ردفی یک ےگ۔‬ ‫‪URD819‬‬
‫٭ ااسذتہ وچبں ےس اکی اکی وھپل انبےن وک ںیہک ےگ۔ ےچب‬ ‫اچہپن‬ ‫اوراناکامعتسلیھباجےتنںیہ۔‬
‫ومابلیئ ےس یھب دمد ےل ےتکس ںیہ۔ سج ےچب یک پ رتہبنی وہ‬
‫یگاُسوکااعنمدایاجےئاگ۔‬
‫‪Page 89 of 126‬‬
‫٭ ااسذتہ "اُف ہی اموحایلیت آولدیگ"رپ اکی ابمہثح رکاںیئ اتہک‬ ‫اہکوینں اور اابسق وک انمبس بل و ہجہل ےک ٭انمبسبلوہجہل‬ ‫‪URD802‬‬ ‫قبسربمن‪20‬‬ ‫ہتفہ‪26‬‬
‫ابلطوظفلںےکذرعیےساینپابتاثتبرکانںیھکیس۔‬ ‫اسھتڑپےتھںیہ۔‬
‫اُف!ہیاموحایلیت‬
‫٭زجتہیرکان‬ ‫آولدیگ‬
‫٭ ااسذتہ ابلط وک اموحل اور اموحایلیت آولدیگ یک وڈیویز داھک رک‬ ‫ںیئت اسحس اور دیبار ںیہ۔ اور ان اک آزادی‬
‫اھجمسںیئ۔‬ ‫ےکاسھتزجتہییھبرکےتںیہ۔‬
‫وکسل یک امتم رسرگویمں ےسیج ہک امرگنن ٭ ابمےثح ‪ ،‬اقمےلب ںیم‬ ‫‪URD806‬‬

‫٭ ااسذتہ ابلط وک اموحل وک اچبےن ےکفلتخم رطےقی اھکس رک ان‬ ‫ایلبمس‪/‬یف ادبلہی اقمہلب‪/‬ابمےثح وریغہ ںیم ہّصحنیل‬
‫ےکقلعتمدنپرہدنپرہےلمجےنھکلوکںیہک۔‬ ‫ےّصحےتیلںیہ۔‬
‫اردو یک ویویٹب زلنیچ وک اور اردو وماد وک رتہب‬ ‫‪URD809‬‬
‫٭ااسذتہ اموحلےکقلعتمفلتخماصتوریانبرکانےکقلعتمابلط‬ ‫٭ےنھکلیکالصتیح‬ ‫ھجمساورمہفےکےئلدےتھکیںیہ۔‬
‫وکاجاکنریوپھچرکوھکلاںیئ۔‬ ‫وصتریوں‪ /‬اخوکں‪ ،‬اچرسٹ اور وشقنں وریغہ‬ ‫‪URD815‬‬
‫یک رشتحی رکےت ںیہ اور ان وک رحتریی لکش‬
‫٭رشتحیرکان‬
‫دےتیںیہ۔‬
‫‪Page 90 of 126‬‬
‫قبس وک انمبس بل و ہجہل ےک اسھت ڑپےتھ ٭ ھجمس رک ڑپےنھ یک ٭ ااسذتہ قبس وکڑپاھےن ےسےلہپدنچ امہابداشوہںیک اصتوری‬ ‫‪URD802‬‬ ‫قبسربمن‪21‬‬ ‫ہتفہ‪27‬‬
‫وچبںوکداھکرکانےکقلعتماجاکنریاکابتدہلرکی۔‬ ‫الصتیح‬ ‫ںیہ۔‬ ‫مب‬
‫رااجاج ھو‬
‫ولچ‬
‫مب‬
‫٭ ااسذتہ وچبں وک وڈیویز داھکرک ان وک ومجں اور رااج اج ھو‬ ‫امسجںیموہےنواےل اسملئےکںیئتاسحس ٭امسیجدیباری‬ ‫‪URD804‬‬
‫ولچےکقلعتماجاکنریرفامہرکی۔‬ ‫اور دیبار ںیہ اور ان اک آزادی ےک اسھت زجتہی‬
‫٭يحص زابن اک اامعتسل‬ ‫یھبرکےتںیہ۔‬
‫مب‬
‫٭ ااسذتہ ابلطء وک دو رگوسپ ںیم اھٹبرک رااج اج ھو ولچ ےک‬ ‫اوروگتفگےکآداب‬
‫اکرانومںرپابمہثحرکاںیئ۔‬ ‫وگتفگیکاہمرتوکرپوانڑچاھےنےئلیکآداب‬ ‫‪URD811‬‬
‫٭زجتہی‬ ‫وگتفگاکاامعتسلرکےتںیہ۔‬
‫٭ااسذتہ ابلطء وک ےئن اافلظ اور تفص واےل اافلظ رپ ےلمج انبےن‬
‫یک قشم رکاںیئ اور ان اافلظ یک دمد ےس ےئن ےئن ےلمج یھب‬ ‫وصتریوں‪،‬اخوکں‪،‬اچرسٹاوروشقنںوریغہیک ٭وقادعاکيحصاامعتسل‬ ‫‪URD815‬‬
‫ونباںیئ۔‬ ‫رشتحیرکےتںیہ۔‬
‫الہقحاوراسہقباکاامعتسلاجےتنںیہ۔‬ ‫‪URD818‬‬
‫‪Page 91 of 126‬‬
‫امسجںیم وہےن واےل وااعقت اوراسملئ ےک ٭انمبسبلوہجہلاور ٭ااسذتہابلطءوکاموحلےکقلعتماجاکنریدیےگ۔‬ ‫‪URD804‬‬ ‫قبسربمن‪22‬‬ ‫ہتفہ‪28‬‬
‫ج‬
‫حیحصظفلت‬ ‫ںیئتاسحساوردیبارںیہ۔‬ ‫ھب‬ ‫لب‬
‫اپ نج‬
‫٭ ااسذتہ ابلطء وک اکمہمل اور رقتریی الصتیح ےک ےئل ایتر‬
‫رکواںیئےگ۔‬ ‫وگتفگ یک اہمرت وک رپوان ڑچاھےن ےکےئل ٭وبےنلیکالصتیح‬ ‫‪URD811‬‬
‫آدابوگتفگاکاامعتسلاجےتنںیہ۔‬
‫٭امسیج اور اموحایلیت ٭ااسذتہ ابلطےساکیڈراہمرکواںیئ۔‬
‫دیباری‬ ‫ارفنادیرسرگویمںںیمہصحےتیلںیہ۔‬ ‫‪URD812‬‬
‫ج‬
‫لب‬
‫٭ااسذتہ ابلطء ےس اپ ھبن ےک رضم ارثات رپ دس ےس دنپرہ‬ ‫دیقنتی وطر رپ رکداروں‪ ،‬وااعقت ایخالت ٭وخداامتعدی‬ ‫‪URD816‬‬
‫ےلمجوھکلاںیئ۔‬ ‫وریغہےکابرےںیموسےتچںیہاوران‬
‫٭ااہظر راےئ‪ ،‬دیقنتی‬ ‫اکومازہنرکےتںیہ۔‬
‫اجزئہ‬
‫‪Page 92 of 126‬‬
‫وکحتمومجںویمشک‬
‫اٹیٹسوکلسنآفاوجیلنشیکررسیچاڈنیٹگنی (‪)SCERT‬‬
‫ومضمن‪:‬اردو‬ ‫ربمنات‪50:‬‬ ‫امجع‪:‬آوھٹی‬ ‫یصیخشترطہقیاکر )‪(Design of Assessment‬‬
‫ربمنات‪15:‬‬ ‫ہّصح ال (ڑپےنھاکمہف)‬
‫‪5x1=5‬‬ ‫ریغدریساابتقس(‪150‬ےس‪200‬اافلظاک)سجےکآرخرپمہفےکاطمقبریثکاالاختنیبوساالت‪/‬قبساکونعان‪ /‬کییظفلوجاب‪ /‬ذریخہاافلظ‪/‬ابزایتف‪/‬زجتہی‬ ‫‪1‬۔‬
‫‪5x1=5‬‬ ‫دریسمظنںیمےساکیدنبسجےکآرخرپمہفےکاطمقبریثکاالاختنیبوساالت‪/‬قبساکونعان‪/‬کییظفلوجاب‪/‬ذریخہاافلظ‪/‬ابزایتف‪/‬زجتہیرکان‬ ‫‪2‬۔‬
‫‪5x1=5‬‬ ‫وصترییوسالسجےکآرخںیمریثکاالاختنیبوساالت‪ /‬زجتہیرکان‪/‬ابزایتف‪/‬صیخشتےکوساالتوپںیھچاجںیئ۔‬ ‫‪3‬۔‬
‫ربمنات‪8:‬‬ ‫ہّصح ب (رگارمئ)‬
‫‪4x1=4‬‬ ‫لعفامیض‪ ،‬احل‪ ،‬لبقتسم‪ /‬امس‪،‬تفص‪،‬لعف‪/‬افلع‪،‬وعفمل‪ /‬لعفرعموف‪،‬لعفوہجمل‬ ‫‪1‬۔‬
‫‪4x1=4‬‬ ‫دضادضاد‪/‬وادحعمج‪/‬ذمرکومثن‪/‬رومزاواقف‬ ‫‪2‬۔‬
‫‪Page 93 of 126‬‬
‫ربمنات‪12:‬‬ ‫ہّصح ج (ےنھکلیکالصتیح)‬
‫‪5x1=5‬‬ ‫ااشروںایوصتریوںیکدمدےس(‪150‬ےس‪)200‬اافلظرپلمتشمیسکاکیوموضعرپومضمنرحتریرکی۔‬ ‫‪1‬۔‬
‫‪3x1=3‬‬ ‫دییئگوصرتاحلےکقلعتماکیریپارگاف‪/‬اہکین‪/‬اکمہمل‪ /‬ااہتش‪/‬اافلظاوراحموروںاکولمجںںیماامعتسل‬ ‫‪2‬۔‬
‫‪4x1=4‬‬ ‫دوںیمےساکیریمسطخ‪/‬ریغریمسطخرحتریےیجیک۔‬ ‫‪3‬۔‬
‫ربمنات‪15:‬‬ ‫ہّصح د (ادب)‬
‫‪3x2=6‬‬ ‫(اچرںیمےسیت)‬ ‫اتکبےکیسکیھبرثنیقبسںیمےسرصتخمادعتسادیوساالت‬ ‫‪1‬۔‬
‫‪2x2=4‬‬ ‫اتکبںیمدییئگمظنےکقلعتمرصتخمادعتسادیوساالت ےسیج۔یفنصاالطصح‪/‬وموضعوریغہ (یتںیمےسدو)‬ ‫‪2‬۔‬
‫‪5x1=5‬‬ ‫دریساتکبںیماشلم یسکاکیوموضعاکرمزکیایخل‪/‬الخہص‪/‬ونٹرحتریرکی۔‬ ‫‪3‬۔‬
‫ونٹ‪:‬‬
‫اابسقوکایھچرطحےنھجمسےکےئلدریساتکبوکوغرےسڑپنھاورانھجمسازدحرضوریےہ۔‬ ‫•‬
‫نحتمماتکیبوساالتےکاجبےئادعتسادیوساالتیہوپںیھچےگ۔‬ ‫•‬
‫وقادعدریساابسقےساموخذوہےگن۔‬ ‫•‬
‫‪Page 94 of 126‬‬
Kashmiri ( )
Page 95 of 126
‫‪Academic calendar cum Syllabus 8th Kashmiri‬‬
‫ٹ‬ ‫٘‬
‫جماعت‪ :‬ٲ ٗھم‬ ‫مضموٗه‪ :‬کٲصر‬
‫ساه‪-:‬‬
‫‪ٛ‬‬ ‫ٖ‬ ‫‪ٛ‬‬ ‫ل‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫‪ٛ‬‬ ‫٘‬
‫ماحولہ پ ۪ٮٹ ٕھ سنٲنۍ ٕہ ندۍ تجر٘ن ٕہ ن ٕہ تصور ہ ۪ٮٹھ سکوٗلس منز دٲ ٕخل س نداه۔مگز اذھره ہنز نٲرۍ سٲنۍ‪ ،‬لعن ہ ند ۪ٮن معنٗین ن ٕہ ٗتہ ندٗص ىرناىص ذ ٗھ ناقٲعدگی‬ ‫ٕ‬ ‫ہ‬ ‫ن‬
‫ٕ ٕ‬‫ہ‬ ‫دان‬ ‫ان‬ ‫‪،‬خ‬‫گز‬
‫ٗ‬ ‫ہ‬ ‫ن‬
‫ٗ‬ ‫ن‬ ‫پ‬ ‫ھ‬
‫ٗ‬ ‫ذ‬ ‫رۍ‬ ‫ص‬
‫٘‬ ‫٘‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٔ‪ٛ‬‬ ‫‪ٛ‬‬
‫ٗ‬
‫ساه سکولس من ٕزےانزۍ ٔمنزۍ گژھاه۔اٹھ ىٲن ٗضہ منز ذ ٗھ اذھر نزسٕن ٕاىنۍ مش ٗکل‪،‬ت ٕوکٕنۍ ذ ٕھ رصم الخ ٕطکۍ نٗشان ٕہ ن ٕہ یٗمن نٗشاٮن سٍنۍ حوٗ ٗرٹھ آىاسٕ ساننٗہ ن ٕہ ص ٕمج ٗنہ مشکٗل۔ لہرا ذھ٘ ضرىری س ٗ سناه‬
‫‪ٛ‬‬ ‫٘ ٘‬ ‫‪ٚ‬‬ ‫ٖ‬ ‫‪ٚ‬‬
‫م‬ ‫‪ٛ‬‬ ‫٘‬ ‫ل‬ ‫٘‬ ‫ٔ‬ ‫ص‬ ‫ٔ‬ ‫٘‬ ‫ہ‬ ‫‪ٚ‬‬ ‫ن‬ ‫ل‬ ‫ٔ‬ ‫ٔ‬ ‫٘‬ ‫ہچ‬
‫ے سناه یچھ نک م قصد نٗن ٕہ دل ٖن ٗلہ ذریعہ خٲ ٗ ل کزن ٕہ۔دل ٖن ٗلہ ذھ دظ نلنہ تٗواه ن ٕہ اٹھ منز ذھ دٗ چسنی ہ ند عنصر سٲ ٗل‬ ‫مہ ناپٹھ نٗنہ د ٖ لن مدد ہنن ٕہ یعن‬ ‫ی ھ ناىنک دسالن ٕہ س ند ٗ معنی سٍنۍ ن ٕہ ا ٗ‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫‪ٚ‬‬ ‫ٖ‬
‫م لل ٘ ‪٘ ٛ‬‬
‫آساه توے ہ ‪ٚ‬ن ٗکہ سناه ہی ھ ناىن ٕہ ناپٹھ د ٖ ل ىرن ٕاىنۍ سن ٕاد کارگز ن ٕہ انز دار نٲنٗت س ندٗٹھ۔صر ۪ٮن نٗن ٗہ گۅڈٕ کاتہہ د ٖ ل توسناىن ٕہ نن ٕہ نٗن ٗہ اٹھ دل ٖن ٗلہ منز ىرناىن ٕہ آ ن ۪ین عن ہ ند یعارف دٗن ٕہ‬
‫ٔ‬ ‫ن‬ ‫ل‬ ‫ٔ‬ ‫ن‬ ‫ل‬ ‫ٔ‬ ‫چ‬
‫٘‬ ‫٘‬ ‫٘‬ ‫٘‬ ‫‪ٚ‬‬
‫ن‬ ‫ل‬ ‫ٔ‬ ‫ٗ‬ ‫ن‬‫۪‬ ‫ہ‬ ‫ن‬ ‫ص‬ ‫ٗ‬
‫گژھ کزن ٕہ پٗنۍ س ٗ صر ۪ٮن ٮٗن ٗتم دل ٖنلہ توسناىن ٕہ ی من ٗتم آسٲنی ساه جمٗٹھ ن ٕہ لطف لٗٹھ کن۔ی من د ٖ لن‬ ‫ٔ‬ ‫ٗ‬ ‫چ‬ ‫ہ‬ ‫ذ‬ ‫ٹ‬
‫ن ٕہ پٗٹ ٕھ نٲ ھۍ ٮٗن ٗتم ا ھر نزسٕناىنس نا رصم الخط ی ھ ناىنس کن ىان ناىن ٕہ ۔ کوضش ٗ‬
‫٘‬
‫اس‬ ‫ن‬
‫مح ٗ ن ‪ٛ‬‬
‫غ‬ ‫و‬ ‫ف‬ ‫رىسه‬ ‫ۍ‬ ‫ن‬ ‫ۍ‬ ‫ن‬ ‫ھ‬‫اٹ‬ ‫ہ‬ ‫ن‬ ‫کن‬ ‫ے م طلب ٔکذٹھ ہ ‪ٚ‬ن‬ ‫ن‬ ‫م‬ ‫ہ‬ ‫ہ‬
‫‪ٛ‬‬
‫لن‬‫منز نہ ٔدل نلو پٮنر گژھ ٘صر ۪ٮن نا ٹھ پ ٘ ‪ٛ‬ٹھ ماحوم فراہم کزنہ ٮن ‪ٚ‬ننہ ٗتم ٘کنہ ٹھر نہ ڈکھہ ىرٲے شۅد تۅد ىرنٲىٹھ یٗمن ٔدل ٖن‬ ‫‪ٛ‬‬
‫ٗ ٗ‬ ‫ک‬ ‫ٍ‬ ‫س‬ ‫ٍ‬ ‫س‬ ‫ٕ‬ ‫ٗ‬ ‫ع‬ ‫کات‬ ‫ٗ‬ ‫ٗ ٗ ٕ ٕ‬ ‫ٗ‬ ‫پ‬ ‫ٕ‬ ‫پ ٗٮ‬ ‫ٗ‬ ‫ٕ ٖ ۪‬
‫‪ٚ‬‬
‫٘‬ ‫پ‬ ‫‪ٛ‬‬ ‫٘‬ ‫‪ٛ‬‬ ‫چ‬ ‫ہ‬ ‫‪ٛ ٛ‬‬ ‫‪ٛ‬‬ ‫ع‬ ‫ك‬
‫نفشنٲنی طور ذ ٗھ صرۍ دن ناہس متعلق پنن ٗہ ہ ٕمح نہ ل ٕمح یعمنر نانے کزاه۔ ٗت ٕہنز ن ٗہ ی‬
‫٘‬
‫عمنر ذھن ٕہ کٲن ٗضہ ٕہ ند ٗ ھ ناىن ٕہ نا سىرسنزدسنی کزن ٕہ سٍنۍ س نداه۔اٹھ منز ذ ٗھ صرٮن ہ ندۍ ٮٕنۍ تجرن ٕہ ن ٕہ‬
‫۪‬ ‫ی‬ ‫ٖ‬ ‫ٖ‬ ‫ٕ‬
‫مشٲہٗدٕ سٲمٗل آساه۔‬
‫‪ٚ‬‬
‫ذ ‪ٚ‬‬ ‫م‬
‫ج‬
‫ص‬ ‫ن‬ ‫٘ ۪ ٘ ‪ٛ‬‬ ‫‪ ٛ‬ٹ ‪٘ ٚ‬‬ ‫‪ٛ‬‬ ‫۪‬
‫٘ ٘‬
‫ٗ‬ ‫ٗ‬ ‫٘‪ٛ‬‬
‫پ‬ ‫ٗ‬ ‫٘‬ ‫چ‬
‫ی‬ ‫ہ‬
‫ے‬‫عملہ اندر ذھ احت ناع ٗنہ ضرىری ن ٗاکہ ٮٹھ صورتحام س ند ٗ ن ٕہ ن ٕٲد پٹھ صرٮن ہ ندٗص ف طری اٗظہارص کاتہہ ھور پٹ ٗھ نٗنہ۔صرٮن ہ ند فس نات ٕیح ٗنہ ھ‬ ‫سناه ھ ناى ٕتچ ٗہ ٗ‬
‫‪ٛ‬‬ ‫‪٘ ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٗ‬ ‫ٗ‬
‫طہ ذھن ٕہ سکوٗلس منز‬
‫منز صرۍ پٮٕنۍ تجرنہ نہ احشاص نٲ ٗىٹھ کاه ذھ ٘‬
‫ٗ‬ ‫ہ ۪ن‬ ‫ٕ‬ ‫ۍ‬‫ٲن‬ ‫سن‬ ‫ھ‬‫ٹ‬‫پ‬ ‫در‬ ‫ان‬ ‫س‬‫الن‬‫س‬ ‫منز حوف مچسوٗص کزاه۔ ٔ‬
‫د‬ ‫س‬ ‫ن‬ ‫منز پٮٕنۍ ٹھ ى ٕپ‬
‫ک‬ ‫ضرىرت س ٗ عموٗمن ذ ٗھ ٗتم کالص رىمکٗس ماحولس‬
‫‪ٛ ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ذ ‪ٚ‬‬ ‫ش‬
‫ے رصمی یعنی سنٲنۍ ن ٕہ قٲنده ٕہنزه نان ندٮن منز ن ند۔‬ ‫ن لیم کزن ٕہ تٗواه۔ سکوٗ ٕلح سناه ھ‬
‫‪Page 96 of 126‬‬
‫‪ٖ ٛ‬‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬

‫‪ٛ‬‬ ‫٘ ‪ٚ ٛ‬‬
‫صر ۪ٮن ذ ٗھ سکوٗلچ ٕہ رصمی سنٲنۍ ہ ند پیوٹھ حوف آساه س ٗ ٗتم ذ ٗھ پنن ٗہ ٗف طری سنٲنۍ منز کٹھ کزنس منز حوف ن ٕہ م ندذھ مچسوٗص کزاه لہرا گژھ سناه ہ ھ ناىنس منز نژ سنانی‬
‫چ‬
‫ی‬
‫‪ٚ‬‬
‫‪ٚ‬‬ ‫چ‬‫٘ ۪ ہی‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫ٖ‬ ‫٘‬
‫چ‬ ‫ہ‬ ‫ٹ‬ ‫ت‬ ‫٘‬ ‫ن‬ ‫‪ٚ‬‬
‫ن‬ ‫ن‬ ‫ھ‬ ‫پیوظر٘ك خ نام ٹھاىن ٕہ ٮن۔ اگز ىيس ناد نژ سنٲنۍ پیوظر نزىتہہ کن ٗہ ھا ٗى ن ٕہ الضس منز سارن‬
‫ک‬ ‫ٹ‬
‫ے صرٮن ٕکۍ ٗہوۍ موق ٕعہ فراہم ٗکز ن ٕلہ ہ ۪ ٗکہ طہ سناه ہنر نٲ ھۍ ی ھنٲ ٗىٹھ۔ ٕ‬
‫امہ سٍنۍ‬
‫‪ٕ٘ ٛ‬‬
‫‪ٚ‬‬
‫٘‪ٛ‬‬ ‫ہیچ ٘‬
‫گژھ نژ سنٲنی پیوظ ٕرچ اہمیت صمجن ٕہ پٗنۍ ن ٕہ پٹھ پنش ن طر ھ ناىنک پٗٮٹھ‬ ‫را‬ ‫لہ‬ ‫۔‬‫ہ‬ ‫ن‬ ‫ن‬ ‫ک‬ ‫گی‬ ‫لگہ ٘صر ۪ٮن ہ ‪ٛ‬ندص ٗف طری اظہارص توذھر نہ ت ٘ہ ‪ٛ‬ند طۅه ٹھنر تہرپنی نہ ٗشٲنی ر ‪ ٛ‬گا رن‬
‫ٗ‬ ‫ٗ‬ ‫ٕل‬ ‫ٗ‬ ‫ٕ ٗ‬ ‫ٕ ٗ‬ ‫ٗ‬
‫ٗ‬ ‫ت‬ ‫ٗ ‪ٚ‬‬ ‫٘ ٘‬
‫‪ٛ‬‬ ‫ہچ‬
‫ظر ٖنق ٕہ ىرناىن ٕہ ٮن نس سناه ی ھنس ن ٕہ نزنس منز تہنر ‪ ،‬ظہل ن ٕہ انز دار نٲنت س ندٗ۔‬
‫تصٲنی تو قع‪:‬‬
‫ٗ‬
‫٘‬
‫گژھ مخ نلف آىاسٕ توٗسٗٹھ یٗمن درم ناه ب ۪ٮن شار ٕتح صٲلحیت ن ٕٲد۔‬
‫صر ۪ٮن ٗ‬ ‫‪1‬۔‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫جمٲشه ﴿گزىٮن﴾ منز کٹھ ناٹھ ہی ھ ن ٕاىنۍ۔‬
‫چ‬ ‫‪2‬۔‬
‫‪ٔ ٛ‬‬ ‫‪ٛ‬‬ ‫ک‬ ‫لن‬
‫مدد انداسٕ کزٹھ نز ٕتح صٲلحیت ن ٕٲد ٕکزنۍ ۔‬
‫د ٖ ل ‪/‬ط لن ٕہ ند ٕ‬ ‫‪3‬۔‬
‫انفرٲدی ن ٕہ احیمٲعی طور نظم لن ٗہ ساه ن ٕہ لل غ ٕہ لل غ ٕہ نز ٕتح مہارت ن ٕٲد ٕکزنۍ ۔‬ ‫‪4‬۔‬
‫‪ٛ‬‬ ‫ل‬
‫دل ٖنل پتن ۪ین لعن منز توسناى ٕتح مہارت ن ٕٲد ٕکزنۍ۔‬ ‫‪5‬۔‬
‫‪ٛ‬‬
‫لل غ ٕہ راضس منز ٘ہ ۪رنز ٘کزه۔‬ ‫‪6‬۔‬
‫‪ٛ‬‬ ‫ٔ ‪ٔ ٛ‬پک‬
‫زاىنۍ۔‬ ‫نانس اند ۍ ھۍ تولن ٕہ نن ٗہ ىاخن ۪ین سنٲٮن ٕہ ندۍ ل كظ ٗ‬
‫سٲن ٕ‬ ‫‪7‬۔‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫ىار معنٲری سناه ہ ھ ن ٕاىنۍ۔‬
‫چ‬
‫ی‬ ‫ىار‬
‫ٕ ٕ ٕ‬ ‫ہ‬‫ن‬ ‫ۍ‬‫ن‬‫اى‬
‫ٕ‬ ‫ن‬ ‫رق‬‫ف‬ ‫اه‬‫ن‬ ‫م‬ ‫در‬ ‫ن‬ ‫اٮ‬‫سن‬ ‫ن‬ ‫ی‬‫۪‬ ‫ن‬‫منز ىرناىنہ ننہ ىاخ‬
‫ٕ ٕٗ‬ ‫ٗگز ن ٕہ سکوٗلس‬ ‫‪8‬۔‬
‫‪Page 97 of 126‬‬
‫٘‬
‫٘ ‪ٛ‬‬ ‫٘‬ ‫ح‬ ‫‪٘ ٛ‬‬ ‫‪ٚ‬‬ ‫‪٘ٚ‬‬ ‫٘‬
‫اگہ تورت عالق ٕہ پنن ٗہ تولن ٕہ نٗن ٕہ ىاخٗن ۪ین سناٮن منز ذھ مۅلل ن ٕہ معنٲری ادب ت لیٖق کزن ٕہ آمت۔کٲص ٗر سنٲنۍ ہ ند ادنی‬ ‫جموو ى کش ٖمنر ذھ لٗشٲنی اعت ن ٕار اکھ ن ٗ‬
‫٘ ٖ‬ ‫٘‬ ‫٘‬
‫ذ ‪ٚ‬‬
‫ے پٹھ‬
‫٘‬
‫مہ سنٲنۍ ٕہ ند ٗ ادنی کارىانک سفر رىاه دىاه۔ن ٗہ ھ‬
‫‪ٛ‬‬
‫ا‬ ‫ھ‬ ‫ذ‬ ‫ان‬ ‫ن‬ ‫س‬ ‫ن‬ ‫ى‬ ‫ھ‬‫ٹ‬ ‫۪‬ ‫پ‬ ‫ہ‬ ‫ن‬ ‫ىق‬ ‫د‬‫ن‬
‫‪ٛ‬‬
‫س‬
‫ؒ‬
‫عالم‬ ‫ا‬ ‫خ‬ ‫ی‬‫س‬ ‫ہ‬ ‫ن‬ ‫د‬‫دن‬ ‫ل‬ ‫توٲر ٖ تخ ٘ذھ سٮن ہین ٔىرٮن پ ۪ٹھ ٹھہ ٗٹھ۔ل‬
‫ٗ‬ ‫ٕ ٗ ٕ ٮٕ ٗ‬ ‫۪ ٕ ل‬ ‫ل‬ ‫ٗ ٮ‬
‫‪ٚ‬‬
‫ہچ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٹ ذ ‪ٚ ٚ‬‬ ‫‪ٛ‬‬
‫ے پنن ٗہ خ ٗہ آنٲدی ٕہ ند پنشنر ٗخ ٕصح مادری سناه۔پٹھ مسودص منز دٗن ٕہ آ ٕمنۍ ی ھن نز‬ ‫عالقس منز تولن ٕہ نٗن ٕہ ىاحٗنۍ سا ٗر ٕىے کھۅن ٕہ ٔنذ سناه ن ٕہ پٗٹھ ٕہ نٲ ھۍ ھ‬
‫ذ ‪ٚ‬‬ ‫‪ٛ‬‬
‫منز دنہ آمژ عم‬ ‫‪ٛ‬‬
‫آمژ ۔سٲنۍ‬ ‫ٕ ٕ‬‫ہ‬ ‫ن‬‫ٗ‬ ‫د‬ ‫مواد‬ ‫ٲلی‬ ‫ن‬ ‫م‬
‫ٗ‬ ‫ر‬
‫ٗ‬ ‫طو‬ ‫ن‬ ‫ے‬‫ھ‬ ‫صرگزمی‬ ‫لی‬ ‫ٕ ٕ‬ ‫ٗ‬ ‫ھ‬ ‫۔اٹ‬ ‫ہ‬ ‫کزن‬
‫ٕ ٕ‬ ‫مہ‬ ‫ج‬ ‫ز‬ ‫ن‬ ‫ھ‬‫ٹ‬‫۪‬
‫ٮ‬
‫ٕ ٕ‬ ‫پ‬ ‫ز‬ ‫اىن‬
‫ٖ‬ ‫ن‬ ‫س‬ ‫د‬ ‫‪Learning‬‬ ‫‪Outcome‬‬ ‫ٗ‬ ‫د‬ ‫ن‬ ‫آے اردى ن ٕہ ان ٖگزنزۍ سناٮن ٕہ‬
‫‪٘ٚ‬‬
‫٘ ت ک ت ٖ‬ ‫٘ ہیچ‬ ‫٘‬
‫ىيس ناد ہ ۪نکن م ننٲدٗم صرگزمی ن ٗہ ىرنٲ ٗىٹھ پٹھ ھن ن ٕہ نزناىه ہنر ھۅن ٕہ ہنر نن ٗہ۔‬
‫‪Page 98 of 126‬‬
‫‪ٚ‬‬
‫ہیچ ٖ‬
‫آمژ ندرنٖسی عمل‬
‫تج ٖونز کزن ٕہ ٕ‬ ‫ھن نز‬
‫٘‬
‫* صر ۪ٮن ٮٗن نٲعان توسناى ٕنکۍ موق ٕعہ فراہم کزن ٕہ م نلن پیوا ٗر ديً س ند ٗ ىيس ناده ن ٕہ مال ۪ٮن‬ ‫صل س نده ىاجن ٗہ ک نان ٕہ ن ٗہ نزاه۔‬ ‫الى ذھ مخ نلف ٔذرتو خٲ ٗ‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕ‬
‫‪ٛ‬‬ ‫ل‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫ماحن ٕہنز اکھ مت ٹت نگ متعقد۔ اٹھ سٍنۍ نٗنہ یٗمن کاتہہ کٹھ ناٹھ توٗسٗٹھ شۅ پتٕن ۪ین لعن منز‬ ‫‪ :KMR802‬عٲر تصٲنی مواد ذھ نزاه ن ٕہ صمحاه۔‬
‫٘‬ ‫ن‬
‫ناىنک موق ٕعہ فراہم کزن ٕہ۔‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ ذھ پٮٕنۍ راے پنش کزاه۔‬
‫٘ ‪ ٛ‬نش ٘ش ص‬ ‫‪ٚ‬‬ ‫٘‬ ‫‪ٛ‬‬
‫* صر ۪ٮن نٗنہ عٲر تصٲنی دل ٖن ٕلہ‪/‬ڈراما ٔن ٗزٹھ ىاقعن ن ٕہ خ نالن ہ ند ل ل ٕجیح ن ٕہ مرکزی‬
‫م‬ ‫‪ :KMR804‬صماحس منز پنش نٗن ٕہ ىال ۪ٮن ىاقعن ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫ٗ‬
‫ٔ‪ٛ‬‬
‫خ نام ىٔ ٗنزاى ٕتح آسٲدی دٗن ٕہ۔‬ ‫‪ :KMR805‬نانس اندۍ پکھۍ پنش نٗن ٕہ ىال ۪ٮن ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔‬
‫٘‬ ‫ٖ‬ ‫‪٘ ٚ‬ذ‬ ‫٘‬ ‫‪ٚ‬‬ ‫٘‬ ‫‪ٛ‬‬
‫سالہ‪،‬رنذتو‪،‬نی ىی ن ٕہ دى ٗتم ى ھ ٕنکۍ ن ٕہ توس ٕپکی۪و آلو ناپٹھ م نٲسب ماحوم‬ ‫ٕ‬ ‫ر‬
‫ٗ‬ ‫ار‪،‬‬ ‫ن‬ ‫خ‬ ‫ا‬ ‫ہ‬ ‫ن‬ ‫ٗ‬ ‫ن‬ ‫ن‬ ‫۪‬
‫ٮ‬ ‫ر‬ ‫ص‬ ‫*‬ ‫۔‬ ‫ھاه‬ ‫ک‬ ‫ی‬ ‫ل‬ ‫ھ‬‫ذ‬ ‫الصہ‬
‫ٕ‬ ‫خ‬ ‫مہ ہ ندۍ مرکزی خ نام نا‬ ‫ن‬ ‫ٔ‬
‫‪ :KMR806‬دل ٖن ٗلہ نا ظ ٗ‬
‫٘‬ ‫ن‬ ‫‪ٛ‬‬ ‫٘‬ ‫٘‬ ‫٘‬ ‫٘‬ ‫٘‬
‫‪ :KMR807‬ناىت‪ ،‬اٗس ٕار ناىت‪ٛ ،‬کزاىت‪ٛ ،‬کزىىمت ن ٕہ ناىت ‪ٛ‬گزامری اص طالحن ہنز ساه فراہم کزن ٕہ۔یٗمن نٗنہ توسمژه ٔدل ٖنلن‪ ،‬ظمن‪،‬خنره‪،‬رنذتو‪،‬نی ىی نزىگزامن ق ٮٕنۍ‬
‫پ‬ ‫ل‬ ‫ع‬‫ت‬ ‫م‬
‫ٖ‬ ‫ج٘م ‪ٛ‬‬
‫سنر ل ن ٕہ رنذتو‪،‬نی ىی نزىگزامن‬ ‫ن‬ ‫ن‬ ‫م‬ ‫پ‬ ‫ذھ ٹھاىاه ن ٕہ ٗتم ذھ لو من ٕز شاراه ن ٕہ ىرناىاه۔‬
‫راے پ ٕنن ٗہ انداسٕ ى ٕٕیح آسٲدی دٗن ٕہ۔ لن من نس ند ٖ‬
‫‪ٛ‬‬ ‫ٖ‬ ‫٘‬ ‫‪ٚ‬‬
‫خ‬‫ل‬ ‫٘‬ ‫‪ٛ‬ن‬ ‫٘‬ ‫ٗ‬ ‫ی‬ ‫ل‬ ‫ع‬ ‫ت‬‫م‬ ‫ک‬ ‫‪ :KMR808‬مۅ صر نٲعان‪ ،‬دعونی نٲعان نہ لۅکنۍ پن ‪ٛ‬‬
‫گژھ ن ٗہ مواد نز ل رصم ا طس منز ن ٗہ‬ ‫ٗ‬ ‫الى‬
‫ٕ‬ ‫ع‬ ‫مہ‬
‫ٗ‬ ‫۔ا‬ ‫ہ‬ ‫ن‬‫ٗ‬
‫ق ٕ ٕ‬‫د‬ ‫عہ‬ ‫مو‬ ‫ک‬ ‫ن‬ ‫ل‬ ‫و‬ ‫ت‬ ‫من‬ ‫ہ‬
‫ٗ‬ ‫ن‬ ‫ن‬ ‫ق‬ ‫۔‬ ‫ھاه‬ ‫ی‬ ‫راگزاف ذھ ل‬ ‫ٕ‬ ‫خ‬
‫ن‬‫۪‬ ‫ہ‬ ‫٘‬
‫ن‬ ‫ع‬ ‫ٔ‬ ‫ٗ‬ ‫م‬ ‫٘ ٘‬ ‫ٔ‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬
‫مہ س ند ٗ ن ٕاى ذھ درحواست ل ھاه۔ دست ناب آضن پٹھ خصوط ضرىرش ىٲلۍ طٲلب لم قٲندٕ لٗٹھ کن۔‬
‫ٗ‬
‫ک‬ ‫ی‬ ‫ٕ‬ ‫ک‬ ‫خٲ‬ ‫ہ‬
‫ٗ‬ ‫ن‬ ‫ضہ‬
‫ٗ‬ ‫ن‬ ‫کٲ‬ ‫۔‬ ‫ھاه‬ ‫ک‬ ‫ی‬ ‫‪ :KMR809‬رصمی ن ٕہ عٲر رصمی حٗٹھ ذھ ل‬
‫‪ٚ‬‬
‫ہچ‬ ‫٘ ٘‬ ‫‪٘ٚ ٚ ٛ‬‬ ‫‪ٚ‬‬
‫* کالضس منز نن ٗہ پٮٹھ ماحوم ن ٕہ موق ٕعہ فراہم کزن ٕہ پٹھ صرۍ نف ٖرنز ٘کزه ی ھن۔خام خالے‬ ‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام ٹھٲ ٗىٹھ ذھ مضموٗه لسلست ساه لیکھاه۔‬
‫ٕ‬
‫ٖ‬ ‫٘‬
‫الہ ناىٹھ کزه۔‬ ‫ن‬ ‫خ‬ ‫ق‬ ‫پنش آمن ۪ین مشلن پ ۪ٮٹھ کٹھ ناٹھ کزن ٕاىنۍپٹھ ٗتم یٗمن مشلن متعل‬
‫ٕ‬
‫٘‬ ‫٘‬ ‫‪ٚ‬‬ ‫٘‬
‫* صر ۪ٮن نن ٗہ مخ نلف گزامری اص طالح شارنک ن ٕہ ىرناىنک موق ٕعہ دٗن ٕہ۔‬
‫‪٘ ٚ‬‬ ‫‪ٚ‬‬ ‫٘‬
‫* صر ۪ٮن نن ٗہ دىسٮن‪/‬رشن ٕہ داره مۅخصر نٲعان‪،‬دعونی نٲعان لیکھ نک موق ٕعہ فراہم‬
‫٘‬ ‫‪ٚ‬‬
‫کزن ٕہ۔ اٹھ سٍنۍ نن ٗہ یٗمن مخ نلف عیواٮن پ ۪ٮٹھ لۅکٕنۍ پنراگزاف ل ۪یکھ نک موقع ٕہ دٗن ٕہ۔‬
‫‪Page 99 of 126‬‬
‫‪Academic calendar cum Syllabus 8th Kashmiri‬‬ ‫‪ٚ‬‬
‫٘‬ ‫ٖ‬ ‫ہچ‬
‫آمژ عملی صرگزمی‬ ‫ی ھن نز‬
‫موصوػ‪/‬عیواه‬
‫تج ٖونز کزن ٕہ ٕ‬ ‫کل ٖندی جز‬
‫ی منر صمار‬
‫ىق‬
‫٘‬
‫٘‬ ‫‪ٛ‬‬ ‫ل‬ ‫‪ٛ :KMR803‬ن ۪زنژھن‪ٔ ،‬دل ٖنلن نہ نظمن پ ۪ٹھ *ض‬
‫مہ متعلق راے۔‬ ‫ٗ ظ ٗ‬
‫ن‬ ‫ه‬‫د‬ ‫رۍ‬ ‫ص‬ ‫*‬ ‫ز‬‫من‬ ‫ن‬ ‫ع‬‫ل‬ ‫ن‬ ‫ی‬ ‫ن‬
‫ٕ۪‬ ‫ت‬ ‫پ‬ ‫ھ‬ ‫ٹ‬ ‫م‬
‫جٗ‬ ‫ش‬
‫ٮ‬ ‫ٕ‬
‫‪ٛ‬‬ ‫۪ک ٘‬ ‫ٖ٘‬
‫*ن ظم ٹٗھره پنرص منز۔‬ ‫ىٮن‪/‬لی ھن‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫ہفن ٕہ اکھ‬
‫دعا‬
‫‪10‬‬
‫‪ٚ‬‬
‫٘‬
‫ت ٘ ‪ ٛ‬م لیک‬ ‫‪ٛ‬‬ ‫ل‬ ‫٘ ‪ٛ‬‬ ‫ل‬ ‫‪ٛ‬‬
‫*تو ۪ٮن لعن ٕہنز نٗشاندہی ن ٕہ ٗہ ند عنی ھن۔‬ ‫اىند ۪ٮن لعن ہ ند معنی‬ ‫مہ ہ ندۍ مرکزی * ۪‬ ‫ن‬ ‫ٔ‬
‫٘‬ ‫‪ٚ‬‬ ‫٘‬
‫*دعا ک نا گو‬ ‫الصہ ذھ لیکھاه۔‬‫ٕ‬ ‫خ‬ ‫خ نام نا‬
‫ٔ ‪ٛ‬‬ ‫٘‬ ‫‪٘ٚ‬‬
‫*صرۍ کزه کش ٖن ٗر ٕہ ندص پٹھ کالس پ ۪ٮٹھ اکھ نزىخ نکٹ‬ ‫الى ذھ مخ نلف *ن ٗ‬
‫اگہ تورٹھ پٹھ کام‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕ‬
‫‪ٛ‬‬
‫ن نار۔‬ ‫*مخ نلف ناىب ۪ٮن ٕہنز ساه‬ ‫ٔذرتو خٲ ٗ‬
‫صل س نده ىاجن ٗہ ک نان ٕہ ن ٗہ نزاه۔‬
‫ہفن ٕہ ‪ 0‬ن ٕہ ‪3‬‬

‫دند رٲنۍ‬
‫٘ ‪ٛ‬‬
‫*مین ٔن ٗزٹھ شاره ىٲخد ن ٕہ جمع ن ٕاىنۍ ن ٕہ ىرناىه‬ ‫‪ :KMR802‬عٲر تصٲنی مواد ذھ نزاه ن ٕہ *محاىره ہ ند معنی ن ٕہ ىرناى‬
‫‪10‬‬
‫۪‬
‫٘‬
‫‪ٛ‬‬
‫ج لن منز۔‬
‫م‬ ‫صمحاه۔‬
‫٘‬
‫‪ٛ‬‬ ‫٘ ‪ٛ‬‬
‫*محاىره ہ ند معنی ساٮن ن ٕہ ٗتم ىرناىه ج لن منز۔‬
‫م‬
‫‪Page 100 of 126‬‬

‫٘ ٖ‬ ‫ٖ ٔ‬ ‫‪ٛ‬‬
‫ٗ‬ ‫ٗ‬
‫*صرۍ ىٮن اىلودگی ٘ہر ٕنکۍ ىحوہات۔‬ ‫منز پنش نہ ىالٮن * ٗ‬
‫اىلودگی ک نا ٔگن ٗہ‪-‬امٗکۍ قشم‬ ‫نٗ ٕ ۪‬ ‫‪ :KMR804‬صماحس‬
‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫٘‬
‫ٗ پ ۪ لیک‬ ‫ٗ‬
‫* اىلودگی سٍنۍ س نده ىٲلۍ *ہوا ‪،‬آب ن ٕہ پنرٲش ٕہنز ٗ اىلودگی ٮٹھ ھن اکھ‬ ‫ىاقعن ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫ہفن ٕہ ‪ 4‬ن ٕہ ‪5‬‬

‫اىلودگی‬
‫ٗ‬ ‫‪ :KMR805‬نانس ٔا ‪ٛ‬ندۍ پکھۍ پنش ننہ تۅكصاه‬
‫‪13‬‬
‫مۅحنصر مضموه۔‬
‫ٗ‬
‫ٕٗ‬
‫٘‬ ‫ٗ‬ ‫* ٗ‬
‫اىلودگی کان ٗہ رن ٕنکۍ ندپ ٖنر‬
‫*اىلودگی کان ٗہ ر ٕپیح راے ٗده صرۍ۔‬ ‫ىال ۪ٮن ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔‬
‫* ‪ٛ‬کزاى ٗتح ساه‪،‬شٲر ن ٕہ ىرناى‬
‫٘‬ ‫٘ ٖ‬ ‫‪ٛ‬‬
‫ل‬‫سٗ‬
‫*سٲری صرۍ اٮن اکھ اکھ کل ن ٕہ الگن کو کٗس‬ ‫‪ :KMR804‬صماحس منز پنش نٗن ٕہ ىال ۪ٮن *پٮٕنۍ راے ط ٗٲہر ٕکزنۍ‬
‫‪ٛ‬‬
‫صحنس منز۔‬ ‫*م ن ٗٲسب لب ى لہچ ٗہ‬ ‫ىاقعن ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫ٔ‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٔ‪ٛ‬‬
‫*گزىٮن منز ن نا ٗى ن ‪ٛ‬زٹھ کاتہہ تچ ٗہ اکھ خارٹ س ٗ اسۍ‬ ‫‪ :KMR805‬نانس اندۍ پکھۍ پنش نٗن ٕہ *تجزن ٗہ ٘کزه‬
‫ٖ ٔ‬
‫اه توط ٗہ ن ٗلہ ن ٗلہ ىه توط ٗہ‬

‫ٖ‬
‫ٗ‬ ‫ٗ‬
‫کوناً آک ٖسیجن ذٗھ ساً نٗن ٕہ ٗىس ٗ اندر تٗواه ن ٕہ توناً آک ٖسیجن‬ ‫*اٗس ٕار ن ٕاىنۍ ن ٕہ امٗکۍ قشٕ م‬ ‫ىال ۪ٮن ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔‬
‫٘‬
‫ہفن ٕہ ‪ 5‬ن ٕہ ‪6‬‬

‫ک ٘‬
‫ن‬
‫‪ٖ ٚ ٚ‬‬
‫ٔدست ناب ٹھاىن ٕہ ناپٹھ کٍت ناً لۍ ذٗھ ر ٕىنۍ۔‬
‫‪14‬‬
‫ن‬
‫‪ٛ ٚ‬‬ ‫٘‬
‫مہ من ٕز ٗتم مخ نلف‬ ‫ہ‬
‫ٗ ٕ پی ٗ‬ ‫ن‬ ‫د‬ ‫اص‬ ‫ن‬ ‫ت‬ ‫ق‬ ‫ا‬ ‫اکھ‬ ‫ہ‬
‫ٗ‬ ‫ن‬ ‫ن‬ ‫ن‬ ‫۪‬
‫ٮ‬ ‫ر‬ ‫ص‬ ‫*‬
‫اٗس ٕار ن ٕاىنۍ شاره۔‬

‫٘‬ ‫٘‬
‫٘‬
‫*کلۍ کٲن ناً اہم خہ سان ٗہ ناپٹھ اٹھ متعلق نن ٗہ صر ۪ٮن‬
‫ٗ‬
‫٘‬
‫اکہ تول نک موق ٕعہ دٗن ٕہ۔‬‫اکہ ٗ‬ ‫ٗ‬
‫‪Page 101 of 126‬‬

‫‪ٛ‬‬ ‫٘‬ ‫ن‬
‫آطہ‬
‫ٗ‬ ‫ز‬ ‫من‬ ‫ھ‬‫اٹ‬ ‫ش‬ ‫ن‬ ‫*صرۍ کزه ن ظمہ متعلق راے پ‬
‫ٗ‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ *راے ن ٕاىنۍ‬
‫٘‬ ‫ٖ‬
‫سٲعران ٕہ ىم ن ٕہ ل لظت سن ٗز تحث۔‬ ‫*مرکزی خ نام‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫‪ٛ‬‬ ‫ن‬ ‫٘‬ ‫‪ٛ‬‬ ‫ن‬ ‫ٔ‬
‫مہ ٕہ ندۍ ہم آىاس ل كظ شاره۔‬
‫*ظ ٗ‬ ‫مہ ہ ندۍ مرکزی *م نٲسب لب ى لہچ ٗہ‬
‫٘‬ ‫‪ٚ‬‬ ‫٘‬
‫رقاقت‬
‫٘‬ ‫‪ٚ‬‬ ‫٘‬
‫ہفن ٕہ ‪7‬‬
‫*م نٲسب لب ى لہچ ٗہ ساه نٗن ٗہ یٗ من نزنک موق ٕعہ‬ ‫الصہ ذھ لیکھاه۔‬
‫‪15‬‬
‫*اکار تکار ٮن‬ ‫ٕ‬ ‫خ‬ ‫خ نام نا‬
‫دٗن ٕہ۔‬
‫ٔ‬ ‫ذ ‪ٚ‬‬ ‫‪ٖ ٛ‬‬
‫زمژ پٹھ‬ ‫ک‬ ‫ٲعره‬ ‫س‬ ‫ے‬‫ھ‬ ‫ی‬ ‫دہ‬ ‫ان‬ ‫ش‬ ‫ح‬ ‫ت‬‫ٕ‬ ‫گۅ‬ ‫مہ‬ ‫ن‬
‫ٕ‬ ‫نٗ‬ ‫مہ منز ک ٗ‬
‫*ظ ٗ‬
‫٘‬
‫پ ۪ٮٹھ کزه صرۍ تحث۔‬
‫٘‬ ‫‪ٚ‬‬
‫*صرۍ ن ناىه ريق ٕہ ن ٕہ شوسه ن ٹٕنٗس دىسنس پٹھ پ ۪ٮٹھ‬ ‫‪ :KMR809‬رصمی ن ٕہ عٲر رصمی حٗٹھ ذھ *رنسۍ ىٲر‬
‫٘‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬
‫آمژ۔‬
‫آطہ کزن ٕہ ٕ‬ ‫دعونس ٕپٗیح گزٲ ٗرض ٗ‬ ‫مہ س ند ٗ ن ٕاى ذھ درحواست *مخ نلف نزرل‬‫ٕ‬ ‫ک‬ ‫خٲ‬ ‫ہ‬
‫ٗ‬ ‫ن‬ ‫ضہ‬
‫ٗ‬ ‫ن‬ ‫کٲ‬ ‫۔‬ ‫ھاه‬ ‫ک‬ ‫ی‬ ‫ل‬
‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬
‫پ ۪ لیک‬ ‫م‬ ‫ع‬ ‫ش‬
‫ضہ ىلی کٲ ٗل ٕسنز سندگی ٮٹھ ھن اکھ‬ ‫مت لق *کٲن ٗ‬ ‫خصس‬ ‫ضہ‬
‫*کٲن ٗ‬ ‫لیکھاه۔‬
‫محدىٗن ص ؒ‬
‫ہفن ٕہ ‪ 8‬ن ٕہ ‪9‬‬

‫ٗ‬
‫مضموه۔‬ ‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام پنراگزاف‬
‫‪16‬‬
‫‪ٚ‬‬
‫ٲب‬
‫‪ٛ‬‬ ‫٘‬ ‫ٖ‬ ‫ٔ‬ ‫۪ک‬ ‫‪ٚ‬‬ ‫ٗ‬
‫*کش ٖن ٗر ک ناس ٗ ٗذھ رنسۍ ىٲر ىناه‪،‬کٲصر ۪ٮن ہ ند عملی ن ٕہ‬ ‫*حٗٹھۍ لی ھٕنۍ‬ ‫ٹھٲ ٗىٹھ ذھ مضموه لسلست ساه لیکھاه۔‬
‫ٖ‬ ‫ٗ‬
‫رىخٲنی تجر نن ٗہ سن ٗز تحث انن ٕہ۔‬
‫‪Page 102 of 126‬‬

‫٘‬ ‫‪ٛ‬‬
‫ہ نلٹھ‬ ‫نزای مری‬ ‫نرد ٖنکی‬ ‫کزن ٕاىنۍ‬ ‫*صرۍ‬ ‫مہ‬
‫ٕ‬ ‫ی‬‫ٖ‬ ‫ظ‬ ‫منز پنش ننہ ىال ۪ٮن *رصاکار پن‬
‫ٕٗ‬ ‫‪ :KMR804‬صماحس‬
‫٘‬ ‫٘ ‪ٛ‬‬ ‫‪ٛ‬‬
‫دىر پٹھ ٗتم سجمن مرہم کزن ٕہ‬‫ٕ‬ ‫د‬‫ن‬ ‫ہ‬ ‫سری‬ ‫ن‬ ‫ٹ‬ ‫ست‬ ‫ر‪/‬ڈ‬ ‫ن‬ ‫ٮ‬‫ن‬ ‫س‬ ‫کٲن‬ ‫ز‬ ‫ن‬ ‫* ۪رنذ ‪ٛ‬کزاص شوساپنی ٕہ‬ ‫ىاقعن ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫‪ٚ‬‬ ‫ٔ‪ٛ‬‬
‫لیک‬ ‫٘‬
‫نن ٕہ ىىم دىا ن ٕہ ی م نک ىرناى ساٮن ن ٕہ نن ٕہ ھن‬ ‫‪ :KMR805‬نانس اندۍ پکھۍ پنش نٗن ٕہ *قدرنی آف ٕژ‬
‫ٖ‬
‫۪رنذ ‪ٛ‬کزاص شوساپنی‬

‫مض ٗ‬
‫ىال ۪ٮن ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔ * ۪رنذ ‪ٛ‬کزاص ق ن ٕذچ اہمیت نانے پٹھ لق اکھ موه۔‬
‫ع‬‫مت‬
‫ہفن ٕہ ‪01‬‬
‫‪17‬‬
‫‪ٛ‬‬ ‫٘‬ ‫٘‬ ‫ٔ‬
‫ح‬
‫*ىيس ناد دٗن ٗہ صر ۪ٮن قدرنی آفژه ٕہ ند ٗ ىقن ٕہ م فوغ‬ ‫*اکھ ا ٗکس اکار تکار ٮن۔‬
‫‪ٛ‬‬
‫رىسن ٕہ ک ۪ٮن ظرنقن ٕہنز ساه۔‬
‫٘‬ ‫ٔ ذ ٘ذ‬ ‫٘ ٖ ٘‬
‫*صرۍ اٮن کن ٗہ ن ٗہ ا ھو ى ھ ٕمن ٗہ خٲدٗنک ‪/‬قدرنی‬
‫‪ٚ‬‬ ‫٘ ‪ٛ‬‬
‫ک‬
‫ٗ‬ ‫ی‬
‫آف ٗژ ہ ند ىا قع ٗگز ل ھٹھ۔‬
‫‪ٛ‬‬
‫*مخ نلف پنری صٗ نقن ٕہنز ساه کزن ٕاىنۍ۔‬ ‫الى ذھ مخ نلف *مۅخصر اقشانہ‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕ‬
‫٘ ‪ٛ‬‬ ‫٘‬ ‫ح‬
‫*صرۍ کزه کٲصر ۪ٮن اقشانہ تگاره ہ ند اکھ كہرست‬ ‫*ت لیٖقی صٲلحیت‬ ‫ٔذرتو خٲ ٗ‬
‫ٗ‬
‫ن نار۔‬ ‫‪ :KMR802‬عٲر تصٲنی مواد ذھ نزاه ن ٕہ *پنری صٗ نق ٕہ‬
‫ہفن ٕہ ‪00‬‬
‫ر ‪ٚ‬نن ٗہ‬
‫‪18‬‬
‫٘‬
‫*عٲر تصٲنی ٗک نان ٕہ نزنک *مۅخصر اقشانس متعلق ساه ٕکزنۍ۔‬ ‫صمحاه۔‬
‫٘‬ ‫٘‬ ‫ٔ ٖ‬ ‫‪ٛ‬‬
‫اکہ ام ‪ٚ‬نک مرکزی‬
‫ٗ ٗ‬ ‫اکہ‬ ‫رۍ‬ ‫ص‬ ‫ن‬ ‫ٮ‬ ‫ى‬ ‫ھ‬‫ٹ‬‫ز‬ ‫ن‬
‫ٕ ٗ‬‫ہ‬ ‫شان‬ ‫ق‬ ‫ا‬ ‫*‬ ‫وق‬ ‫ش‬ ‫مرکزی‬ ‫دۍ‬ ‫ن‬ ‫مہ ہ‬ ‫ن‬ ‫ٔ‬
‫‪ٚ‬‬ ‫٘‬
‫خ نام۔‬ ‫الصہ ذھ لیکھاه۔‬‫ٕ‬ ‫خ‬ ‫خ نام نا‬
‫‪Page 103 of 126‬‬

‫‪٘ ٚ‬‬ ‫٘‬ ‫ٔ ‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫٘‬
‫*قۅرنی ىٔس ٖنلن ٕہنز اہمیت *کش ٖن ٗر ٕہ ندص کن ٗہ ن ٗہ صرص متعلق ہیوه صر ۪ٮن اکھ‬ ‫‪ :KMR807‬ناىت‪ ،‬اٗس ٕار ناىت‪،‬‬
‫ٗ ‪ٚ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫٘‬ ‫٘‬
‫*قۅدرنی ىسٲنلن ٕہنز رٲذھ مضموه ل ھٹھ ۔‬
‫ک‬
‫ٗ‬ ‫ی‬ ‫‪ٛ‬کزاىت‪ٛ ،‬کزىىمت ن ٕہ ناىت ‪ٛ‬گزامری‬
‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫ج٘م ‪ٛ‬‬ ‫‪ٛ‬‬
‫ہفن ٕہ ‪ 00‬ن ٕہ ‪03‬‬

‫*سندگی منز آن ٕہ ک ۪ٮن ذخ ٖنره ٕہنز اہمیت ن ٕہ‬ ‫راىٹھ‬
‫ٕ‬ ‫اص طالحن ہنز ساه ذھ ٹھاىاه ن ٕہ ٗتم ذھ لو من ٕز‬
‫ماه صر‬
‫‪19‬‬
‫٘‬ ‫٘‬
‫٘‬ ‫ک‬
‫اقٲدنت ۪ىنژھ ن ٕاىنۍ ن ٕہ پٹھ پ ۪ٮٹھ اکھ ھ ٕلہ تحث کزه۔‬ ‫* ماحوم ڈتچہ ٹھاىه‬ ‫شاراه ن ٕہ ىرناىاه۔‬
‫ٗ‬
‫٘‬ ‫٘‬ ‫٘‬
‫*گزامری اٗص طالح ناىت *عیوانس متعلق صر ۪ٮن شوام ن ‪ٛ‬زشھٕ نۍ۔‬ ‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام‬
‫٘‬ ‫‪ٚ‬‬
‫‪ٛ‬‬ ‫م‬ ‫ج‬ ‫‪ٛ‬‬ ‫ٗ‬
‫شارنۍ ن ٕہ لن منز ىرن ٕاىنۍ‪.‬‬ ‫*سنق ٕہ ٕ ٕ ٕ‬
‫ۍ‬ ‫ن‬ ‫اى‬ ‫ن‬ ‫ز‬ ‫من‬ ‫ٹھٲ ٗىٹھ ذھ مضموه لسلست ساه لیکھاه۔‬
‫‪ٛ‬‬ ‫ن‬
‫* تجن اٹ ٗھ کزنٲتو اکھ كہرست ن نار پٹھ منز مخ نلف‬ ‫ردنف‬‫*قٲقن ٗہ ن ٕہ ٖ‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ‬
‫ٗ‬ ‫‪ٛ‬‬
‫خاتوره ٕہن ٕز خصوصنن ٕہ ناىن ٕہ ٮٗن۔مشلن پٹ ٕھ نٲٹھۍ‬ ‫* پٹھ کا ٕلح من طر کسی‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫ٔ ذ ‪ٚ‬‬ ‫‪ٛ‬‬ ‫ٗ‬ ‫‪ٛ‬‬ ‫ن‬ ‫ٔ‬
‫ے۔‬‫زمژ ھ‬ ‫کۅکز ٕسنز اہمیت ن ناه ک ٕ‬ ‫ٕ‬ ‫زه‬ ‫صٲن‬ ‫ب‬ ‫اتو‬ ‫*فرماپنردٲری‬ ‫‪ :KMR806‬دل ٖن ٗلہ نا ظ ٗ‬
‫مہ ہ ندۍ مرکزی‬
‫ہفن ٕہ ‪ 04‬ن ٕہ ‪05‬‬

‫٘‬ ‫‪ٛ‬‬ ‫٘‬ ‫‪ٚ‬‬ ‫٘‬
‫پ‬ ‫پ‬ ‫ن‬ ‫الصہ ذھ لیکھاه۔‬ ‫خ‬
‫کۅکز‬
‫‪01‬‬
‫مہ منز ناىه صرۍ ٮٕنۍ ٮٕنۍ خ نام۔‬ ‫*کۅکز ظ ٗ‬ ‫*طنزىمزاح‬ ‫ٕ‬ ‫خ نام نا‬
‫٘‬
‫‪ٛ‬‬ ‫٘‬
‫*صرۍ کزه یٗ من خ ٖنزه ٕہنز نٗشاندہی ٗتم سار ۪ٮن‬
‫ٗ‬ ‫‪ٛ‬‬
‫کالہ ٲسۍ مگز اس ٗذھن ٕہ موحود۔ اٹھ متعلق‬ ‫ٗ‬ ‫ھ‬ ‫ٹ‬‫گزه پ‬
‫ز‬ ‫من‬
‫٘ ٘‬ ‫٘‬
‫کزه صرۍ بٮن بٮن خارٹ ن نار۔‬
‫‪Page 104 of 126‬‬

‫‪ٛ ٛ‬‬
‫٘ن ۪ ٘ ‪ٛ‬‬ ‫ٔ‬ ‫‪ٛ‬‬ ‫ٔ‬
‫*اکھ ڈراما ٗسکٹ ک ٗزى ن نار پٹھ منز ماتچھ لزٮن ہ ند‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕالى ذھ مخ نلف ذرتو *قدرنی یعمژه ٕہنز اہمیت‬
‫خٲ ٗ ل س نده ىاجن ٗہ ک نان ٕہ ن ٗہ نزاه۔‬ ‫ص‬
‫رىم درساىن ٕہ نن ٗہ۔‬ ‫*کٲن کز ٕتح صٲلحیت‬
‫‪ٛ‬‬ ‫ن‬
‫۪‪ٛ‬‬ ‫ٹ‬ ‫‪ٚ‬‬ ‫ھ‬‫چ‬‫ت‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ ذھ پٮٕنۍ‬
‫*گزامری اص طالح ن ٕاىنۍ ن ٕہ *ما ٗ کۍ ن ٕہ دىیٗم ۪ٮن پ ٗھ ۪ٮن خ ٖنزه ٕہ ندٗٮن طنی‬
‫ہفن ٕہ ‪ 06‬ن ٕہ ‪07‬‬

‫ماتچھ ٕلز‬
‫راے پنش کزاه۔‬
‫‪٘ ٛ‬‬
‫‪00‬‬
‫متعل ٔ مض ٗ‬ ‫‪ٛ‬‬
‫ن‬
‫قٲنده ق ک ٗزى اکھ موه ن نار۔‬ ‫کز ٕاىنۍ ساپٕنۍ‬ ‫٘‬ ‫٘‬ ‫٘‬
‫٘‬ ‫‪٘ٚ‬‬ ‫‪ :KMR807‬ناىت‪ ،‬اٗس ٕار ناىت‪ٛ ،‬کزاىت‪،‬‬
‫‪ٛ‬‬ ‫ک‬
‫‪،‬کز ٕاىنۍ ن ٕہ کزه ٗتم جملن منز‬
‫* چہ شاره ناىنۍ ‪ٛ‬‬
‫ٕ‬ ‫تٗ‬ ‫*ن ٘زه ن ٕہ لی ھن‬ ‫‪ٛ‬‬ ‫٘‬ ‫٘‬
‫‪ٛ‬کزىىمت ن ٕہ ناىت ‪ٛ‬گزامری اص طالحن ہنز ساه ذھ‬
‫استعمام۔‬ ‫ج٘م ‪ٛ‬‬
‫ٗ‬ ‫ٹ‬
‫ھاىاه ن ٕہ تم ذھ لو من ٕز شاراه ن ٕہ ىرناىاه۔‬
‫٘ ‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫ن‬
‫*سنفس منز استعمام س ندۍ ٕمن ۪ین محاىره ہ ند اکھ كہرست‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ *ل ٕکہ اد ٕتح ساه‬
‫ٕ‬
‫‪ٛ‬‬ ‫٘ ٘‬ ‫ٔ‬
‫ک ٗزى ن نار ن ٕہ ىرنٲتو ج لن منز۔‬
‫م‬ ‫٘‬
‫ماد‬
‫ٕ‬ ‫ک‬ ‫کزن‬ ‫*کٲن‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫٘‬ ‫‪ٛ‬‬ ‫٘‬
‫مۅکٹ کٲن پٹھ یٗمن اندر کٲن‬ ‫* چہ کزنٲتوٗ‬
‫ٹ‬ ‫لۅک‬ ‫ہ‬
‫کات ٕ‬‫ہ‬ ‫کھ‬ ‫‪ٛ‬‬
‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام *محاىره ٕہنز ساه‬
‫ٕ‬ ‫تٗ‬
‫ہفن ٕہ ‪ 08‬ن ٕہ ‪09‬‬

‫نسن ٕہ ھ ٕھج‬
‫‪ٚ‬‬
‫کز ٕتح صٲل ٘حیت اىن ٗز۔‬
‫‪00‬‬
‫‪ٚ‬‬
‫ٹ‬
‫ٗ‬
‫٘‬
‫*من طر کسی‬ ‫ٹھٲ ٗىٹھ ذھ مضموه لسلست ساه لیکھاه۔‬
‫ٹ‬
‫ٖ‬ ‫٘‬ ‫ٹ ٘‬
‫مہ‬‫راے۔ا‬ ‫ۍ‬ ‫ن‬‫ٕ‬ ‫ٮ‬ ‫* نسنہ ھٹ ٕھج لکہ ٹھ متعلق ناىه صرۍ پ‬
‫ٗ‬ ‫ٕک ٗ‬ ‫ٕ‬
‫‪ٚ‬‬ ‫ٔ‬ ‫٘‬ ‫‪ٛ‬‬ ‫٘‬ ‫ٖ‬
‫الى اٮن صرۍ ٗگز کاتہہ ل ٕکہ کٹھ ناد ک ٗزٹھ پنن ٗہ توسناىه‬ ‫ع ٕ‬
‫‪ٛ‬‬
‫اکہ۔‬‫اکہ ٗ‬ ‫کالضس منز ٗ‬
‫‪Page 105 of 126‬‬

‫٘‬ ‫٘‬ ‫٘‬ ‫٘‬ ‫ن‬
‫*تچہ کزنٲتوٗکھ ىپ۪ٹ ٗھ نا نن ٕہ ک ٗنہ نرد ٖنکی ٔدرناىك سٲم پٹھ یٗمن‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ *حب الوطنی‬
‫ٗ‬
‫عملی ی ٕمح اہمیت ق ٗکز ن ٗز۔‬ ‫ٔ ‪ٛ‬‬
‫*کش ٖن ٗر ٕہنز ساه‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫‪ٚ‬‬ ‫ٖ ‪ٚ‬‬
‫*تجن اٹ ٗھ لیکھنٲتوٗ ن ٹٕنٗس محلس‪/‬ظہرص‪/‬گامس نا پنن ٗہ‬ ‫ح‬ ‫‪ٛ‬‬
‫مہ ہ ندۍ مرکزی *ت لیٖقی صٲلحیت‬ ‫ٔ‬
‫پٹھ رنش ىا ٗر ى ۪پنس نا رٲذھ‬

‫ن‬
‫ہفن ٕہ ‪ 01‬ن ٕہ ‪00‬‬

‫٘‬
‫کن ٗہ خان ٗہ پ ۪ٮٹھ اکھ مضموٗه۔‬
‫‪ٚ‬‬
‫‪ٚ‬‬ ‫٘‬
‫*من طر کسی‬ ‫الصہ ذھ لیکھاه۔‬ ‫خ‬
‫‪03‬‬
‫ٔ‬ ‫‪ٛ‬‬ ‫‪ٚ‬‬ ‫٘‬ ‫ٕ‬ ‫خ نام نا‬
‫*صر ۪ٮن نن ٗہ کاتہہ ىطنی نظم ٗگز سٍنۍ اپٗٹھ پٹھ پ ۪ٮٹھ تحث‬
‫٘‬
‫کزنک موق ٕعہ فراہم ٘کزن ٕہ۔‬
‫٘‬ ‫ٔ‬ ‫٘ ‪ٛ‬‬ ‫‪ٛ‬‬ ‫ٔ‬
‫*کش ٖنرٗ ٕہنصد ۪ٮن دلکش ن طاره ہ ند نرکزً ک ٗزٹھ کزه صرۍ‬
‫س نٲہنی خاٮن پ ۪ٮٹھ اکھ نزىخ نکٹ ن نار۔‬

‫٘‬
‫*ہوٲنی دہاسٕ‪،‬رنذتو نا پنن ٗہ کن ٗہ ساپنسی آلٕکۍ قٲن ٕد ن ٕہ‬ ‫الى ذھ مخ نلف *ساپنسی ذہن ن ٕٲد ٘کزه‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕ‬
‫٘‬ ‫ٔ‬ ‫٘‬ ‫ٖ‬
‫ٗ‬ ‫ی‬ ‫‪ٛ‬‬
‫ٗ‬ ‫رد‬ ‫ک‬ ‫ن‬ ‫ا‬ ‫ہ‬‫ض‬
‫نٗ ٗ م‬ ‫من‬ ‫ى‬‫ز‬ ‫ک‬ ‫ہ‬‫ن‬ ‫۔‬‫ہ‬
‫نٗ ٗ ن ٕ ٗ‬‫ض‬ ‫ن‬‫ج‬‫ت‬ ‫و‬ ‫تۅكصانات ۪ىنژھ نٲت‬
‫*بٮن ن نک نالوری ٮن ٕہنز ساه‬ ‫ٔذرتو خٲ ٗ‬
‫صل۔‬
‫عمل خٲ ٗ‬ ‫‪ٛ‬‬
‫ہفن ٕہ ‪ 00‬ن ٕہ ‪03‬‬

‫‪ :KMR802‬عٲر تصٲنی مواد ذھ نزاه ن ٕہ *محاىره ٕہنز ساه‬
‫ہوٲنی دہاسٕ‬
‫٘‬ ‫٘‬ ‫٘‬
‫*صر ۪ٮن نن ٗہ ہوٲنی دہاسٕ ن ناىنک سفر پ ٕنن ٗہ پ ٕنن ٗہ آن ٗہ ى ٕن نک‬
‫‪04‬‬
‫ح‬
‫*ت لیقی ذہن‬ ‫صمحاه۔‬
‫موق ٕعہ فراہم کزن ٕہ ۔‬
‫٘‬
‫ت‬ ‫پ‬ ‫‪ٛ‬‬ ‫٘‬ ‫ت‬ ‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام *گزامری اص طالح‪-‬ناى‬
‫اطہ من ٕز ن ٕاىنۍ ن ٕہ ىرناىه ٕن ۪ین‬ ‫*صرۍ شاره دٗن ٕہ آمن ٗہ اقت ن ٕ‬
‫٘‬ ‫ٔ‬ ‫‪ٚ‬‬
‫نہ امٗکۍ ق‬ ‫مض ٗ‬
‫‪ٛ‬‬ ‫م‬ ‫ج‬
‫ٕن ۪ین لن منز ۔‬ ‫ت‬ ‫پ‬ ‫شم‬ ‫ٕ‬ ‫۔‬ ‫ھاه‬ ‫ک‬ ‫ی‬ ‫ل‬ ‫ساه‬ ‫لسلست‬ ‫ه‬ ‫ٹھٲ ٗىٹھ ذھ مو‬
‫‪Page 106 of 126‬‬

‫٘ ‪ٛ‬‬ ‫* ٘صرۍ کزنٲتوٗکھ ٘کنہ ت ٖ‬
‫وارتخی خان ٗہ ہ ند سٲم ن ٕہ‬
‫ن‬
‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ *پٹھ کا ٕلح ساه‬
‫ٗ‬
‫٘‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬
‫ک‬ ‫ٗ‬
‫مہ خان ٗہ ٕہنز اہمیت۔نن ٕہ لی ھن صرۍ‬‫۪ىنژھ نٲتوکھ ی ٗ‬ ‫*گزامری اص طالح‬ ‫ذھ پٮٕنۍ راے پنش کزاه۔‬
‫‪ٛ‬‬ ‫ل‬ ‫٘ذ ٘‬ ‫٘‬ ‫‪ :KMR805‬نانس ٔا ‪ٛ‬ندۍ پکھۍ پنش ننہ ‪ٛ‬کزاى٘ ‪ٛ‬‬
‫نن ٗہ ى ھمت من طر پتٕن ۪ین لعن منز۔‬ ‫م‪،‬کزاىت ن ٕہ ‪ٛ‬کزىمت‬ ‫ٕٗ‬
‫ٗ ٘‬ ‫‪ٛ‬‬ ‫ت ٖ ۪یک ٗ‬ ‫ح‬
‫‪ٛ‬‬ ‫ن‬
‫* جن اٹ ٗھ ل ھنٲتوکھ پ ٕنن ٗہ سنی منز موحود کن ٗہ نزان ٗہ‬ ‫ىال ۪ٮن ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔ *ت لیٖقی صٲلحیت‬
‫ٗ‬
‫کٔشن ٗر ہ ‪ٛ‬نز ک ن‪ٛ‬ہہ ن ‪ٛ‬زان ٗہ ٔ‬

‫عمارش پ ۪ٮٹھ اکھ مضموه۔‬‫ٔ‬ ‫‪ :KMR808‬مۅخصر نٲعان‪ ،‬دعونی نٲعان ن ٕہ‬
‫ٖ ٕ ٕ ٮ‬
‫ہفن ٕہ ‪ 04‬ن ٕہ ‪05‬‬

‫‪ٛ‬‬ ‫‪٘ ٚ‬‬ ‫‪ٚ‬‬
‫*متعلق ٕہ خٲ ٗکمس لیکھنٲتو چس اٹ ٗھ درخاص پٹھ منز‬
‫ت‬ ‫لۅکنۍ پن ‪ٛ‬‬
‫راگزاف ذھ لیکھاه۔‬
‫‪05‬‬
‫عمارش ہ ‪ٛ‬نز رٲذھ ٔ‬
‫وارتخی ٔ‬ ‫‪ٛ‬‬
‫منز ٘کنہ ت ٖ‬ ‫‪ٔ :KMR810‬دسالن ٕہ‪ ،‬مین ن ٕہ ان ٘دك خ نام‬
‫عمارش‬
‫راىٹ ن ٕہ مرمت‬ ‫ٕ‬ ‫ٗ‬ ‫پٹھ‬
‫‪ٚ‬‬ ‫ٗ‬
‫ناپٹھ عرظ کزن ٕہ نن ٗہ۔‬ ‫ٹھٲ ٗىٹھ ذھ مضموه لسلست ساه لیکھاه۔‬
‫٘‬
‫*صر ۪ٮن نن ٗہ مخ نلف گزامری اص طالح ٗم نالے‬
‫٘‬ ‫٘‬ ‫٘‬ ‫‪٘ ٛ‬‬ ‫‪٘ ٛ‬‬
‫ت‪،‬کزاىم ن ٕہ ‪ٛ‬کزىىمت شارنک ن ٕہ ىرناىنک‬ ‫کزاى‬
‫موق ٕعہ فراہم کزن ٕہ۔‬
‫‪Page 107 of 126‬‬

‫‪ٛ‬‬ ‫‪ٛ‬‬ ‫٘‬ ‫ح‬ ‫ن‬
‫ڈاکہ ىٲلۍ ٕسنز اہمیت ن ٕہ‬
‫ٕ‬ ‫ز‬‫من‬ ‫ھ‬‫ٹ‬‫پ‬ ‫ار‬‫ن‬ ‫ن‬ ‫ڈراما‬ ‫اکھ‬ ‫و‬ ‫*تجن اٹ ٗھ کزنٲت‬ ‫‪ :KMR803‬ن ۪زنژه‪ٔ ،‬دل ٖنلن ن ٕہ ظمن پ ۪ٮٹھ ذھ پٮٕنۍ *ت لیٖقی صٲلحیت‬
‫کٲن ہاىن ٕہ نن ٗہ۔‬ ‫*نامہ ى ن نان‬ ‫راے پنش کزاه۔‬

‫‪ٛ ٔ ٛ‬‬ ‫‪ٚ‬‬ ‫٘‬ ‫٘‬ ‫‪ٛ‬‬
‫*ن ٹٕنٗس دىسنس‪/‬رشن ٕہ دارص لیکھنٲتوٗ حٗٹھۍ پٹھ منز کش ٖن ٗر ٕہ ن ٗد‬ ‫‪ :KMR804‬صماحس منز پنش نٗن ٕہ ىال ۪ٮن ىاقعن *صمجن ن ٕہ ىرناىه‬
‫ڈاکہ ىىم‬
‫ہفن ٕہ ‪06‬‬
‫‪06‬‬
‫ٕ‬
‫٘‬ ‫٘ ‪ ٛ‬چ‬
‫آطہ کزن ٕہ آمت۔‬ ‫پٹھ کالچ ٗہ سندگی ہ ند کزت ھر ن ناه ٗ‬ ‫* پٹھ کا ٕلح ساه‬ ‫ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫٘‬ ‫‪ٚ‬‬
‫امہ نٲعان ک ۪ٮن ذریعن‬ ‫ٕ‬ ‫ن‬ ‫کٲلۍ‬ ‫ھ‬ ‫ٹ‬ ‫ہ‬
‫ٕپ‬ ‫ن‬ ‫اسکام‬ ‫ہ‬
‫ٗ‬ ‫ن‬ ‫ن‬ ‫ن‬ ‫ٮ‬ ‫۪‬ ‫ر‬‫ص‬ ‫*‬ ‫‪ :KMR809‬رصمی ن ٕہ عٲر رصمی حٗٹھ ذھ لیکھاه۔‬
‫٘‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫درم ناه فرق کزنک موق ٕعہ دٗن ٕہ۔‬ ‫ک‬
‫مہ س ند ٗ ن ٕاى ذھ درحواست لی ھاه۔‬ ‫ضہ ن ٗہ خٲک ٕ‬
‫کٲن ٗ‬
‫ٖ‬ ‫٘‬ ‫ٔ‬ ‫ٔ‪ٛ‬‬ ‫ٔ‬
‫*سکوٗلس اندۍ پکھۍ کزنٲتو جن اٹ ٗھ نا ٖھٮن مع ن ٕہ‬
‫ج‬ ‫ٹ‬‫ٮ‬ ‫ل‬ ‫ت‬ ‫الى ذھ مخ نلف ذرتو *ماحول نٲنی ن ندٲری‬ ‫‪ :KMR801‬تصٲنی ک ناتو ع ٕ‬
‫‪ٛ‬‬ ‫٘‬ ‫٘‬ ‫لٹ‬
‫ن ‪ٛ‬زاىنٲتو کوزٕ دانس )‪(Dust Bin‬منز ۔‬ ‫ٗ‬ ‫*نا ٮ ٖ‬
‫ھت ٕنکۍ مصر انزات‬ ‫صل س نده ىاجن ٗہ ک نان ٕہ ن ٗہ نزاه۔‬ ‫خٲ ٗ‬
‫٘‬
‫٘‬ ‫٘‬ ‫‪ٛ‬‬
‫*نالٮٹ ٖھٮن سٍنۍ کم مصر انزات ذٗھ سان ٗہ پنرٲش پ ۪ٮٹھ‬ ‫ک‬ ‫ص‬
‫‪ :KMR802‬عٲر تصٲنی مواد ذھ نزاه ن ٕہ محاه۔ * ل ۪ٮن ٕہ ندۍ قٲندٕ‬
‫ہفن ٕہ ‪ 27‬ن ٕہ ‪28‬‬

‫٘‬ ‫ٔ‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬
‫پیواه‪،‬اٹھ عیوانس پ ۪ٮٹھ ک ٗزى سکوٗلس اندر اکھ م نٲجن ٕہ۔‬ ‫‪ :KMR804‬صماحس منز پنش نٗن ٕہ ىال ۪ٮن ىاقعن‬
‫نالٮٹ ٖھٮن‬
‫‪07‬‬
‫ٔ‬ ‫٘‬
‫*ماحوم ٗکٹ ٕھ نٲٹھۍ ذھ اىلوٗ ٕد س نداه ۔مخ نلف قش ٕمچ ٗہ اىلودگی‬
‫ٗ‬ ‫ن ٕہ مشلن متعلق ذھ ن ندار ن ٕہ حشاص۔‬
‫ٔ‪ٛ‬‬
‫اکار انزات ذٗھ سان ٗہ سندگی پ ۪ٮٹھ پی۪واه ۔یٗمو نٗض ٗہ‬‫سٍنۍ کم کم ن ٕ‬ ‫‪ :KMR805‬نانس اندۍ پکھۍ پنش نٗن ٕہ ىال ۪ٮن‬
‫٘‬ ‫٘‬
‫ے کارز۔‬ ‫محفوٗغ رىسن ٕہ ناپٹھ ن ناىنٲ ٗىى صر ۪ٮن اٹٗھ نل‬ ‫ىاقعن ذھ آسٲدی ساه تجزنہ کزاه۔‬
‫‪Page 108 of 126‬‬

‫٘‬
‫کل ٘‬
‫ھہ ﴿‪ ﴾Summative Assessment‬ناپٹھ ظر ٖنق ٗہ کار‬
‫* ہم نزک ٗ‬
‫٘‬ ‫ٹ‬
‫ی منر‪51 :‬‬ ‫مضموٗه‪ :‬کٲصر‬ ‫جماعت‪ :‬ٲ ٗھم‬
‫ی منر‬ ‫عیواه‬ ‫ی منر صمار‬

‫ص٘‬
‫سیکصن الف ﴿ن ٘زه ن ٕہ مجن﴾‬
‫٘ ‪ٛ‬‬ ‫‪ٛ‬‬
‫منز ٔ‬ ‫٘ ‪ٛ‬‬ ‫ل‬
‫‪1× 5=5‬‬ ‫شوالہ‪ /‬محاىره ہ ند ىرناى‪ /‬ن نانس‬
‫ٕ‬ ‫ىٲلۍ‬ ‫ہ‬
‫ٕ‬ ‫وان‬ ‫ح‬ ‫ژ‬ ‫ن‬ ‫شوالہ آضن یٗ من‬
‫ٕ‬ ‫ھہ سٕ ہٹھ لعن ہ ند عٲر تصٲنی پنری اقت ناص پٹھ نن ٕہ کن ٗہ‬ ‫پ‬
‫ڈيڈ ہٹھ ۪ٮٹ ٕ‬
‫‪0‬‬
‫م‬ ‫٘‬
‫دلہ اکھ ل كظ‪ /‬ل ل غ ٕہ راض‪ /‬انداسٕ کزه سٲ ٗل ٗ‬
‫آطہ۔‬ ‫ن ٕ‬
‫٘‬ ‫‪ٛ‬‬
‫‪1× 5=5‬‬ ‫شوالہ‪ /‬عیواه‪ /‬ل ل غ ٕہ راض‪ /‬صمجن‪ /‬انداسٕ ٘کزه ‪ /‬تجزنہ ٘کزه‬
‫ٕ‬ ‫ىٲلۍ‬ ‫ہ‬
‫ٕ‬ ‫وان‬ ‫ح‬ ‫ژ‬ ‫منز ٔ‬
‫ن‬ ‫شوالہ آضن یٗ من‬
‫ٕ‬ ‫تصٲنی شعری اقت ناص پٹھ نن ٕہ کن ٗہ‬ ‫‪0‬‬
‫آطہ۔‬ ‫م‬
‫سٲ ل ٗ‬
‫م‬ ‫٘‬ ‫‪ٛ‬‬
‫‪1× 5=5‬‬ ‫٘‬ ‫٘‬
‫شوالہ ‪ /‬تجزنہ کزه‪ /‬انداسٕ کزه‪ /‬نزکھاىه سٲ ل ٗ‬
‫آطہ۔‬ ‫ٕ‬ ‫ىٲلۍ‬ ‫ہ‬
‫ٕ‬ ‫وان‬ ‫ح‬ ‫ژ‬ ‫ن‬ ‫ز‬ ‫من‬ ‫شوالہ آضن یٗ من‬
‫ٕ‬ ‫طکل پٹھ نن ٗہ کن ٗہ‬ ‫‪3‬‬
‫‪ٚ‬‬
‫س صن ب ﴿ گزامر﴾‬ ‫ک‬ ‫ی‬
‫‪1× 4=4‬‬ ‫شوالہ۔‬ ‫ی‬ ‫ن‬‫ٮ‬ ‫کزىىمت‪ /‬کالہ ندالى‪ /‬ناى٘ت نہ امٗکۍ قشٕ م گزامری اص طالحن پ ۪ٹھ م‬
‫٘‬
‫ت‪/‬‬
‫٘‬
‫کزاى‬ ‫ت‪/‬‬
‫٘‬
‫اى‬ ‫ن‬ ‫ار‬ ‫س‬ ‫ا‬ ‫ت‪/‬‬
‫٘‬
‫ناى‬ ‫‪4‬‬
‫ٕ‬ ‫ٮ‬ ‫ٕ‬ ‫ٕ‬ ‫ٗ ٕ‬
‫‪1× 3=3‬‬ ‫شوالہ۔‬ ‫ھ‬‫ٹ‬ ‫۪‬ ‫پ‬ ‫الحن‬ ‫ط‬ ‫ص‬‫ا‬ ‫گزامری‬ ‫ۍ‬ ‫ن‬ ‫اى‬ ‫ن‬ ‫ماد‬ ‫ہ‬ ‫ن‬ ‫ز‬ ‫ن‬ ‫ۍ‪/‬‬ ‫ن‬ ‫اى‬ ‫ن‬ ‫مع‬‫صد‪ /‬ىاخد نہ ج‬ ‫دۍ‬ ‫ن‬
‫‪ٛ‬‬
‫ہ‬ ‫ن‬ ‫ع‬‫لل‬ ‫‪5‬‬
‫ٕ‬ ‫ٮ‬ ‫ٕ‬ ‫ٕ ٕ‬ ‫ٕ‬ ‫ٕ‬ ‫ٗ‬
‫‪٘ ٛ‬‬ ‫‪ٚ‬‬
‫سیکصن ج ﴿لیکھ نک فن﴾‬
‫ٗ ل ‪ٚ‬یک ٘‬ ‫٘ ‪ٛ‬‬ ‫ل‬ ‫٘‬
‫‪6‬‬ ‫ھہ سٕ ہٹھ لعن ہ ند مضموه ھن۔‬ ‫ٹ‬‫ٮ‬‫۪‬ ‫اٗساره نا طکلن ہ ‪ٛ‬ند ٗ مدد کن ٗہ عیوانس پ ۪ٮٹھ ڈيڈ ہٹھ پ‬ ‫‪6‬‬
‫ٕ‬ ‫ٕ‬
‫‪Page 109 of 126‬‬
‫ل ‪ٚ‬یک ٘‬ ‫٘‬
‫‪3‬‬ ‫دٗن ٕہ آمت صورتحام مد ٗ ن طر ٹھٲ ٗىٹھ پنراگزاف‪ٔ /‬دل ٖنل‪ /‬کٹھ ناٹھ ‪ /‬اٗسنہار ھن۔‬ ‫‪7‬‬
‫‪ٛ‬‬ ‫‪ٚ‬‬
‫ص حٗٹ لیک‬
‫‪4‬‬ ‫رصمی‪ /‬عٲر ر می ھۍ ھٕنۍ۔ ﴿ديتو من ٕز اکھ﴾‬ ‫‪8‬‬
‫‪ٚ‬‬
‫سیکصن د ﴿ادب﴾‬
‫‪ٚ‬‬ ‫‪ٛ‬‬
‫لیک‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬
‫‪2× 3=6‬‬ ‫تصٲنی ک نان ٗہ ہ ند ۪ٮن پنری سنقن متعلق اہلنژ پ ۪ٮٹھ مٮنی شىرى من ٕز نز ۪ٮن شوالن ہ ندۍ مجنصر حواب ھٕنۍ۔‬ ‫‪9‬‬
‫‪ٛ‬‬ ‫‪ٚ‬‬ ‫‪ٛ‬‬ ‫‪ٛ‬‬

‫‪2× 2=4‬‬ ‫ک‬ ‫ی‬ ‫‪ٛ‬‬
‫مہ متعلق اہلنژ پ ۪ٮٹھ مٮنی شىرى من ٕز ديه شوالن ہ ندۍ جمنصر حواب ل ھٕنۍ یٗ من منز ادنی اص طالح‪/‬‬‫ظ‬ ‫منز سٲمل ٘کنہ ن‬ ‫تصانس‬ ‫‪10‬‬
‫ٗ ٗ‬
‫ے سٲمل آضن۔‬
‫موصوػ‪ /‬ل كظ معن‬
‫ل ‪ٚ‬یک ٘‬ ‫٘‬ ‫٘‬ ‫‪ ٛ‬م ٘‬
‫‪5‬‬ ‫الصہ‪ /‬کزداره پ ۪ٮٹھ توٹ ھن۔‬ ‫خ‬ ‫ام‪/‬‬ ‫ن‬ ‫مرکزی‬ ‫ک‬ ‫ق‬ ‫ہ‬ ‫‪11‬‬
‫ٕ‬ ‫خ‬ ‫ن‬ ‫س‬ ‫تصٲنی ک نان ٗہ منز سٲ ل ٗ ٗ‬
‫ن‬ ‫ہ‬ ‫ن‬ ‫ک‬
‫توٹ‪:‬‬
‫ٗ‬ ‫ص‬ ‫‪ٛ‬‬
‫‪ ‬سبق اصل نٲٹھۍ صمجن ٕہ ناپٹھ ذ ٗھ درسی ک نان ٗہ ہ ندۍ سٲری سبق ن ٕزنۍ ن ٕہ جمٗنۍ ضرىری۔‬
‫‪ٛ‬‬
‫شوالہ ن ‪ٛ‬زشھن ٕہ۔‬
‫ٕ‬ ‫ی‬ ‫ن‬ ‫ٮ‬ ‫منز ٮٗن اہلنژ پ ۪ٹھ م‬
‫ٮ‬ ‫‪ ‬امیحانس‬
‫شوالہ ٮٗن درسی ک نان ٗہ م طٲتق ن ‪ٛ‬زشھن ٕہ۔‬

‫ٕ‬
‫‪ٛ‬‬
‫‪ ‬گز ٕ‬
‫امرکۍ‬
‫‪Page 110 of 126‬‬

Dogri ( )
Page 111 of 126

कलासः अठमीं
समाां अविध िबशे/उपिबशे िसक्खनै दे पररणाम योग्यता गितिविधयें लेई सुझाऽ

(हफ्तें च)
1-2 हफ्ता लयबद्धता कन्ने पांिियें अजादी ते गुलामी च ●िवद्यार्थथयें गी अजादी ते गुलामी च फकक दस्सेआ जाई सकदा
15 अगस्त (किवता) गी पढ़ने दी जाच, फकक दा ज्ञान, ऐ।
राष्ट्रीय मह्त्तव आह्त्ले अजादी दे सांघषक बारे ●किवता च बरतोए दे मुहावरें ते खुआनें दा अथक दसदे होई उां दा
ददनें दी समझ, ज्ञान, शब्द ज्ञान च वाक्य च प्रयोगकरने दा अभ्यास िवद्यार्थथयें च लेखन ते वाचन
अजादी दे महतव दी बढ़़ौतरी, देशै दे वीर कला गी मजबूत करग
समझ नायकें बारे ज्ञान च ●अजादी बाद भारत दे नागररकें गी जेह्त्डे अिधकार थ्होएन, उां दे
बढ़़ौतरी बारै िवद्यार्थथयें गी समझाया जाई सकदा ऐ
●तरां गे झांडे दे रां ग, उसदे प्रतीकें ते अशोक चक्र बारै गल्ल
दकती जाई सकदी ऐ।
●भारत दी अजादी लेई श्हीद होनै आह्त्ले दकश वीर योदाएां
बारै चचाक कररयै िवद्यार्थथयें दा ज्ञान बधाया जाई सकदा ऐ।
●किवता गी मूांह्त्जबानी चेते कररयै कलास च सनानै लेई प्रेरत
दकता जाई सकदा ऐ
● अजादी परैं त के ह्-के ह् प्राप्त होआ ते के ह्-के ह् प्राप्त करना अजैं
बाकी ऐ, ए बच्चें गी समझाई देसै लेई दकश करने गी प्रेरत दकता
जाई सकदा ऐ
3-4 हफ्ता जांदे घरै दे इयै लयबद्धता कन्ने पांिियें शब्द ज्ञान, लयबद्ध ●किवता च दस्सी गेददयें बुराइयें बारै िवद्यार्थथयें कन्ने चचाक
राह (किवता) गी पढ़ने दी जाच, पांिियाां पढ़ने दा करदे होई उनेंगी इांदे शा दूर ऱौह्त्ने लेई प्रेररत दकता जाई
धवन्यात्मक समानता ज्ञान, छांदबद्धता दा सकदा ऐ।
आह्त्ले शब्दें बारे समझ मुांडला ज्ञान ●घरै च बड्डें दा आदर- मान ते िनक्कें कन्ने िहरखै कन्ने ऱौहने
, चांगी-बुरी आदतें लेई िसक्खेआ ददती जाई सकदी ऐ
बारे समझ ●िवद्यार्थथयें गी लडाई – झगडें दे नुकसान ते सुलह-सलाह
कन्ने ऱौह्त्नै दे फायदे दस्से जाई सकदे न
5-6 हफ्ता कां ढी ते शैहर कां ढ़ी ते ग्राएां दे जीवन डु ग्गर दी वनस्पितयें ●कां ढी ते ग्राएां दे लोकें दे जीवन बारै गल्लबात कररयै
Page 112 of 126

(किवता) च भेद दी समझ, उत्थूां दे के ईं नाएां दा ज्ञान, िवद्यार्थथयें गी द़ौनें थाहरें बारे जानकारी ददती जाई सकदी ऐ।
दे वनस्पित जगत दी ग्राएां ते शैहरें दे जीवन ●कां ढी लाके ददयाां फस्लाां, फल – सिब्जयाां ते बूटे बगैरा दे बारे
समझ च भेद दा ज्ञान च बच्चें गी िवस्तार कन्ने दस्सेआ जाई सकदा ऐ
●ग्राएां ते शैहरें दे लोकें दे खानपान , कम्मकाज च फकक बारै
चचाक दकती जाई सकदी ऐ।
●ग्राांदे लोकें दा शैहरा पासे पलायन करने दे कारण दस्सदे होई
दकश उदाहरण बी ददते जाई सकदे न।
● कां ढ़ी उप्पर, ग्राएां उप्पर, शैहरें उप्पर, के ई किवताां लखोई ददयाां
न, उां दे बारे बच्चें गी सरसरी जानकारी देइयै पाठ गी होर रोचक
बनाया जाई सकदा ऐ
● पैह्त्लें दी कां ढ़ी ते अज्जै दी कां ढ़ी, पैह्त्लें दे ग्राां ते अज्जै दे ग्राां च
फकक समझाया जाई सकदा ऐ
7-8 हफ्ता लोरी (किवता) लोरी दी जानकारी, आम गीत, किवता ●लोरी दी पररभाशा समझाांदे होई होर भाषाएां दी लोररयें बारे
भ्रूनहत्या दी जानकारी ते लोरी च भेद दा बी जानकारी ददती जाई सकदी ऐ।
ते कारणें बारे जानकारी ज्ञान, भ्रूनहत्या ●किवता च बरतोए दे मुहावरें गी तािलयै उां दे बारै चचाक
जनेही बुराई दे कारण कररयै उनेंगी वाक्य च प्रयोग दकता जाई सकदा ऐ।
ते िनवारण दे पुआएां ●समािजक बुराई भ्रूनहत्या पर खुिल्लयै गल्लबात दकती
दे चचतन पास्सै रुझान जाई सकदी ऐ।
●िवद्यार्थथयें गी पुच्छेआ जाई सकदा ऐ जे क्या उां दी जानकारी च
जाां उदें गै घर जागतें ते कु िडयें च भेदभाव दे उदाहरण उनेंगी
लभदे न
●धीS दे जन्म दे बाद घरै च ऱौनक बधी जांदी ऐ, िधयाां
िजम्मेदार हांददयाां न, इसदे दकश उदाहरण ददते जाई सकदे न
●ए सोचने लेई आक्खेआ जाई सकदा ऐ जे जेकर कु िडयाां सांसार
च औंगन गै नेईं ताां के ह़् होग?
●दुिनयाां दी कामयाब मिहलाएां दे उदाहरण ददते जाई सकदे न
9-10 हफ्ता कां दढया दा बस्सना कां ढी लाके दे जीवन दी लय ते प्रवाह दा ●िवद्यार्थथयें गी चेता कराया जाई सकदा ऐ जे इस्सै चाल्ली दे
Page 113 of 126

(किवता) समझ, पैह्त्लें दी कां ढी ज्ञान, दकश लुप्त िबशे उप्पर एक्क किवता पैह्त्लें बी पढ़ी लैती गेदी ऐ
ते अज्जै दी कां ढी दे भेद होआदे शब्दें दा ज्ञान ●कां ढी लाके दी कु िडयें- लािडयें दे कम्मकाज बारै चचाक दकती
दी समझ जाई सकदी ऐ।
●अजादी दे बाद भारत दे कां ढी खेतर च जेहडे बदलाव होए न,
उां दे पर चचाक दकती जाई सकदी ऐ।
●िवद्यार्थथयें गी पुच्छेआ जाई सकदा ऐ जे चक्की कु न्नै- कु न्नै
ददक्खी दी ऐ
●मशीनी जुग च हून कतने-चपजने, आटा पीह्त्ने जैसे कम्म करने
दे ढांग-तरीके दकन्ने बदली गेदे न, ते उां दे बदलने कन्ने लोकें दे
जीवन च के ह्-के ह् फकक आए न, एह्त्दे पर चचाक दकती जाई
सकदी ऐ ते अग्गें के ह्-के ह् अजैं होर होग, बच्चें गी कल्पना करने
लेई आखेआ जाई सकदा ऐ
●किवता च किवत छांद दा इस्तेमाल होए दा ऐ, बच्चें गी इस छांद
दी जानकारी ददती जाई सकदी ऐ ते मूांह्त्जवानी चेते कररयै
किवता कलास च सनानै लेई बी प्रेरत दकता जाई सकदा ऐ
11-13 हफ्ता क्हानी िवधा दी ●िवद्यार्थथयें गी किवता ते क्हानी च फकक दस्सेआ जाई सकदा ऐ।
ईदी (क्हानी) समझ, नमें शब्दें दी ●ईदी कदूां ते की ददती जांदी ऐ,चचाक करी सकदे ओ।
जानकारी ●पैह्त्ले समें दी दुकानदारी ते अज्ज दी दुकानदारी च फकक दस्सदे
होई ऑनलाइन शॉचपग दी गल्लबात बी दकती जाई सकदी ऐ।
●इस क्हानी दी तत्वें दे अधार पर गल्लबात कररयै िवद्यार्थथयें गी
मती जानकारी ददती जाई सकदी ऐ।
14-16 हफ्ता मांगते दा घराट ●‘मांगते दा घराट’ डोगरी च लखोने आह्त्ले पैह्त्ले क्हानी सांग्रैह
(क्हानी) ‘पैह्त्ला फु ल्ल’ चा लैती दी एक्क क्हानी ऐ। िवद्यार्थथयें गी ए
जानकारी दददे होई दकश मुांडले क्हानी सांग्रह ै ें दी ते डोगरी दे
अज्जै दे क्हानीकारें बारे सरसरी जानकारी ददती जाई सकदी ऐ
●घराट कु न्नै-कु न्नै ददक्खे दा ऐ ते ए दकयाां चलदा ऐ, चचाक दकती
Page 114 of 126

जाई सकदी ऐ।
●चहदू-मुिस्लम एक्कै दी गल्लबात दकती जाई सकदी ऐ।
●घराट दे आटे दे सुआद बारे सनाया जाई सकदा ऐ
17-19 हफ्ता दकश ऐसे शब्दें दी जमीना कन्ने जुडे दे ●क्हानी च दकश नमें शब्द आए देन,िजयाां घमाांह्, मनें आदद,इांदे
सकोलडे (क्हानी) जानकारी जेह्त्डे अमूमन शब्दें दा ज्ञान, कन्नै इांदे मेल्मे शब्द दस्से जाई सकदे न, िजयाां:-कनाल, मले, मन,
अज्जै दे बच्चें गी घट्ट गै साांस्कृ ितक ज्ञान पढ़ोपी, टुप्पा आदद ते इांदे बारै चचाक दकती जाई सकदी ऐ।
सुननै च औंदे न, ●रुट्ट -राह्त्डे, सकोलडे, खमीरे , बब्बरां आदद बारै चचाक दकती
डु ग्गर दी जीवन शैली जाई सकदी ऐ।
बारै जानकारी ●क्हानी च प्लुत(ऽ )िचन्ह दा प्रयोग होए दा ऐ, इसदे प्रयोग ते
उच्चारण बारै गल्ल-बात दकती जाई सकदी ऐ।
●कु िडयें- लािडयें सरबांधी दकश होर तेहारें बारै चचाक दकती जाई
सकदी ऐ।
20-23 हफ्ता सांत परां परा दी एक्क सांतमागक दे बारे च ●सांतकिव रिवदास हांदे बारै पाठ दे अलावा दकश होर जानकारी
सांत किव रिवदास मुक्ख कडी दे रपै च सरसरी ज्ञान, बी ददती जाई सकदी ऐ।
(लेख) सांत किव रिवदास हांदी ईमानदारी दे महतव ●िवद्यार्थथयें गी ए दस्सेआ जाई सकदा ऐ जे कोई बी कम्म िनक्का
जानकारी दा ज्ञान, डु ग्गर च जाां बड्डा नेईं होंदा, उस्सी ईमानदारी कन्ने करना गै बडप्पन ऐ।
सांत रिवदास हांदे मांदरें ●सांत रिवदास हांदे जुगै च जनािनयें कु िडयें गी मते अिधकार नेईं
दा ज्ञान हे, क्या अज्ज साढ़े समाज च इनेंगी बरोबर दे अिधकार हैन?
जेकर नेईं ताां के ह्त्डे-के हडे अिधकार नेईं न, चचाक दकती जाई
सकदी ऐ।
●डु ग्गर प्रदेश च बी रिव दास दे के ईं मांदर न ते उन्दी सुच्ची
सम्हालै च झादकयाां बगैरा किड्डयाां जांददयाां न, उां दे बारै िवद्यार्थथयें
कन्ने चचाक दकती जाई सकदी ऐ
शहीद भगत चसह भारत दे सुतैंत्रता सांग्राम अजादी पैह्त्लें दे भारत ●पाठ पढ़ाने शा पैह्त्ले शहीद भगत चसह हांदे ते उस बेल्ले दे ल्हातें
(लेख) दी जानकारी, शहीद दी दशा दा ज्ञान ते बारै च गल्लबात दकती जाई सकदी ऐ।
भगत चसह दे बारे च अजादी दे महतव दी ●अध्यापक यूट्यूब, गूगल आदद दा स्हारा लेइयै दकश वीिडयो,
जानकारी समझ फोटो बगैरा िवद्यार्थथयें सामनै दस्सी सकदे न।
Page 115 of 126

●पाठ दे अलावा बी श्हीद भगत चसह हांदे जीवन दे दकश होर
दकस्से साांझे करी सकदे ओ।
●शहीद भगत चसह हांदे पर दकश दफल्माां बी बनी ददयाां न उां दे
बारै बी चचाक दकती जाई सकदी ऐ।
24-28 हफ्ता एकाांकी/पऱौह्त्नचारी दकश नमें शब्दें दी दृश्श काव्य ते श्रव्य ●िवद्यार्थथयें गी पऱौह्त्नचारी दी पररभाशा देइयै अज्जै दी
जानकारी, वाक्य काव्य दे भेद दा ज्ञान, पऱौह्त्नचारी ते िपछले समें दी पऱौह्त्नचारी, ग्राां दी पऱौह्त्नचारी
सांरचना दी जानकारी दे पात्रें दे चररत्र िचत्रण ते शैहरा दी पऱौह्त्नचारी बारे जानकारी ददती जाई सकदी ऐ
कन्ने-कन्ने सांवाद दा ज्ञान ●परसराम ते बसांती दे सुभा बारै गल्लबात करदे होई दकश होर
सरां चना दी समझ ऐसे काल्पिनक पात्रें दा िजक्र दकता जाई सकदा ऐ ताां जे
िवद्यार्थथयें दी पाठ च होर रुिच बनी जा
●एकाांकी दे पात्रें दी भूमका नभानै लेई िवद्यार्थथयें गी प्रेरत
दकता जाई सकदा ऐ ते कलास च ए एकाांकी खेढ़ी जाई सकदी ऐ
ताां जे सारी कलास गी ए मनोरां जन दे माध्यम कन्ने समझा बी
आई जा ते भूमका ऩभाने आह्त्लें च अिभनय कला दा बकास बी
होऐ
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Hindi (हिन्दी)
Page 117 of 126

वार्षिक कै लेण्डर 2023-24
कक्षा-8th
समय ऄवधध:- आकाइ-1,
सप्ताह 1 से सप्ताह 5
धवषय/ ईपधवषय:- पाठ1:- धवधन, पाठ2:- लाख की चूधियााँ, पाठ3:- ऄपराधजता
 संज्ञा की पररभाषा और भेद ईदाहरण सधहत धलखो , धवलोम शब्द, ऄथथ तथा प्रयोग ,
 औपचाररक पत्र (फीस माफ करने के धलए)
 मेले हमारी और सभ्यता और संस्कृ धत का प्रदशथन करते हैं, आसी के संदभथ में ककसी मैले का वणथन कीधजए |
सीखने के पररणाम योग्यता/ क्षमता सुझाव गधतधवधध
 ककसी रचना को पढ़कर ईस में  बच्चे भावनात्मक रूप से पढ़ी  ऄध्यापक अदशथ वाचन करते हैं भाषा की बारीककयों को समझाए
सामाधजक मूल्यों पर चचाथ गइ सामग्री से जुि पाएंगे  कहानी तथा कधवता का पाठ करते समय लय और धवराम अकद धचन्हों का ध्यान रखा जाए
करते हैं  बच्चों के शब्द भंडार में वृधि  बच्चों को प्रश्न पूछने के धलए प्रेररत ककया जाए
 पढ़ी गइ सामग्री पर चचतन होगी  वसन्त ऋत में प्राकृ धतक सौदयथ का वणथन
करते हुए बेहतर समझ के धलए  बच्चे धनबंध तथा कहानी लेखन  सदा अशावादी व सकारात्मक दृधिगोचर को ऄपनाने की सीख देते हुए एक ऄनुच्छेद धलखें।
प्रश्न पूछते हैं की धवधवध शैधलयों को जान  कक्षा में ऋतुओं से सम्बधन्धत गीत या कधवता सुनाने की प्रेरणा देते हुए बच्चों मे लगात्मकता व
 कहानी कधवता अकद पढ़कर पाएंगे संगीत की गधतधवधध को बढाने का प्रयास करें
लेखन की धवधवध तरीकों और  'लाख' से बनी हुइ वस्तुओं के बारे में चचाथ करें
शैधलयों को पहचानते हैं जैसे  धवधभन्न धातुओं या पदाथों से बनी हुइ वस्तुओं के बारे में चचाथ करें
वणथनात्मक, धवचारात्मक  चूधियों की दुकान या धवज्ञापन बनाएाँ
,भावनात्मक अकद  लाख से चूधडयों के ऄधतररक्त क्या क्या सामाना /वस्तुओं का धनमाथण होता है, कक्षा में चचाथ
करें ।
 ऄपराधजता' के ऄथथ का प्रधतपादन करते हुए, आससे धमलती झूलती कहानी का कक्षा में वणथत्
करे
 यकद अप कदव्ांग व्धक्त' से धमलते हैं तो ईनके प्रधत अपका व्वहार कै सा रहेगी, कक्षा में
बच्चों से सामूधहक चचाथ करवाए।
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धवषय/ ईपधवषय:- पाठ 4:- दीवानो की हस्ती, पाठ 5:- धचरियों की ऄनोखी दुधनया, पाठ 6:- भगवान के डाककए
 सवथनाम की पररभाषा और ईसके भेद, पयाथयवाची शब्द,

 धनबंध : नकदयों को प्रदूधषत करता मानव त ऄपने जीवन पर खतरा बढ़ा कदया है, आस धवचार से अप सहमत हैं या नहीं, तकथ सधहत धलखे
 ऄपने धमत्र के जन्मकदवस पर बधाइ पत्र
 पढ़कर ऄपररधचत  कल्पनाशीलता और  बच्चों की काल्पधनक शधक्त को धवकधसत करने के धलए ईन्हें धलखने तथा कहानी कहने की कला से
पररधस्थधतयों और घटनाओं की सृजनशीलता का धवकास होगा ऄवगत करवाएं
कल्पना करते हैं और ईन पर  पढ़ने धलखने में सकिय और  भाषा की शुद्ता के धलए ऄधधक से ऄधधक ज़ोर कदया जाएगा
ऄपने मन में बनने वाली जागरूक होंगे  श्याम श्वेत पट का प्रयोग करठन शब्द तथा ईनके ऄथथ धलखने के धलए ककया जाएगा
छधवयों और धवचारों के बारे में  व्ाकरण की शुिता से बाशा  'मस्ती' जीवन के धलए जरूरी है लेककन ककसी सीमा तक, तकथ सधहत बच्चों के साथ चचाथ करे ।
मौधखक सांकेधतक बातें करते हैं की शुिता की तरफ बढ़ेंगे  दीवानों शब्द का सही ऄथथ प्रधतपादन करते हुए -बच्चों में कमथठता व अलस्य का ऄन्तर बताते
 ऄपनी भाषा गढ़ने धलए घटने  शब्द भंडार में वृधि होगी हुए प्रेरक प्रसंग के द्वारा चचाथ करें ।
तथा शब्द खेल कधवता गधत  “धचरियों और पत्रों” के बारे मे बच्चों को जानकारी दें
चुटकले पत्र अकद धलखने की  पत्र-पेटी का धचत्र बताकर, ईसमें लाल रं ग करें
तरफ ऄग्रसर कर होते हैं  अप ककस इश्वर के स्वरूप की पूजा करते हैं, कक्षा में सामूधहक चचाथ करवाए
 धवधभन्न पठन सामधग्रयों में  इश्वर के डककए' के रूप मे ककन की चचाथ की गइ है, आसके बारे में प्रसंग द्वारा ऄध्यापक कक्षा
प्रयुक्त शब्द मुहावरों को बताए
समझते हैं  अपने ककस पक्षी' के बारे में सुना है कक ईनके द्वारा संदश
े धभजवाए जाते थे बच्चों से प्रश्न पूछने
की प्रकिया करें |
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धवषय/ ईपधवषय:- पाठ 7:- प्लारटक जधनत प्रदूषण,पाठ 8 :-क्यों धनराश हुअ जाए, पाठ 9 :- 'कामचोर
 किया की पररभाषा और भेद ईदाहरण सधहत,धवलोम शब्द, ऄपरठत गद्ांश,

 धनबन्ध:- आन्टरनेट अपके धलए वरदान है या ऄधभशाप ? तकथ सधहत धलखें।
 पत्र: शुल्क माफी के धलए प्राथथना पत्र
 धवधभन्न धवषयों पर अधाररत  पत्र लेखन तथा धनबंध रे खन  श्रुतलेख के माध्यम से भाषा को समृि करें
रचनाओं को पढ़कर चचाथ करते की बारीककयों को समझते हैं  छोटे छोटे समूह बनाकर अपसी बातचीत करवाए
हैं  पढ़ी गइ सामग्री पर चचतन कर  धजसमे पाटथ से संबोधन ककया ककसी धवषय पर चचाथ हो
 चहदी भाषा में धवधभन्न प्रकार पाएंगे  पाठ के पाठ में अए धवषयों को जीवन से जोिकर समझाने के ऄवसर प्रदान करें
की सामग्री को समझकर पढ़ते  चहदी में अपसी बातचीत कर  पाठ पढ़कर, आस लघु नारटका को सहपारठयों द्वारा कक्षा में प्रस्तुत करें ।
हैं और ईसमें ऄपनी पसंद पाएंगे  मनुष्य के जीवन पर प्लाधस्टक के प्रयोग के
नापसंद, रटप्पणी राय  ककताबी ज्ञान के जीवन के दुष्प्रभाव के में चचाथ करें ।
,धनष्कषथ अकद को व्क्त करते ऄनुभवों के साथ जोि सकें गे  आस लेख के माध्यम से लेखक हजारी प्रसाद धद्ववेदी की कौन सी ऄनुभूधतयााँ प्रकट हुइ है, कक्षा
हैं मे 'छात्रों के द्वारा कक्षा मे चचाथ करवाऐं |
 धवधभन्न प्रकार की सामग्री  क्या आस ''लेख' का ऄन्य शीषथक हो सकता है, --- 'हा ' या 'ना ', तकथ सधहत प्रस्तुत करें ।
जैसी कहानी ,कधवता, लेख  'कामचोर' शब्द से अपके धवचार मे क्या ऄनुभूधत प्रकट हो रही है, कक्षा में चचाथ करें
अकद की बारीकी से जांच
करते हैं एकल पररवार व संयुक्त पररवार में ऄन्तर बहाते हुए , ऄपने पररवार बारे में बताए कक अप ककस प्रकार के
पररवार में रहते हैं?
Page 120 of 126

समय ऄवधध:- आकाइ-4 ,
धवषय/ ईपधवषय:- पाठ 10:-जीवन नहीं मरा करता, पाठ 11:- जब धसनेमां ने बोलता सीखा, पाठ 12:-जहााँ पधहया है
 ऄनेक शब्दों के धलए एक शब्द,मुहावरे व लोकोधक्तयां

 धनबंध :धप्रय लेखक,
 ऄपने धमत्र को जन्मकदन पर ईसे बधाइ पत्र
धवधभन्न पठन सामधग्रयों में  मुहावरे और लोकोधक्तयों को  कक्षा में ऑधडयो वीधडयो सामग्री को सुनने सुनाने का प्रबंध हो
प्रयुक्त शब्दों मुहावरों समझकर ईनका प्रयोग कर  कल्पनाशीलता और सजथनशीलता को धवकधसत करने वाली गधतधवधधयााँ जैसे ऄधभनय ,रोल
लोकोधक्तयों को समझ सकते हैं सकें गे प्ले,कधवता पाठ संवाद अकद हो
 कहानी कधवता अकद पढ़कर  कल्पनाशीलता में वृधि होगी  मुहावरे लोकोधक्त को जीवन से जोिकर पढ़ाया जाए |
लेखन की धवधवध तरीकों और  समूह में कायथ करने की क्षमता  धवपधि अने पर कभी भी ऄपनी अशावादी या सकारात्मक दृधिकोण नहीं त्यागना चाधहए
शैधलयों को पहचानते हैं ईत्पन्न होगी ,तकथ सधहत चचाथ करें ।
 सकिय और जागरूक बनने  कधवता को हाव-भाव के साथ कक्षा में प्रस्तुत करें ।
वाली रचनाएं ऄखबार  धसनेमा' के आधतहास के बारे में जानकारी देते हुए , चचाथ करें
पधत्रकाएं और ऄन्य सामग्री को  धसनेमा व दूरदशथन का ऄन्तर बताते हुए, चाटथ बनाकर , कक्षा में लगाऐं,
समझेंगे  तधमलनाड के रहन -सहन खात-पीन, रीधत ररवाज के बारे में जानकारी लीधजए।
 समाज मे नारी / मधहला का स्थान, के बारे में बताएं।
Page 121 of 126

धवषय/ ईपधवषय:- पाठ 14:-ऄकबरी लोटा, पाठ 15:-ओ नभ के मंडराते बादल, पाठ 16:- प्रेमचंद
 धवशेषण पररभाषा तथा भेद ईदाहरण सधहत
 धनबंध : राष्ट्रीय-पवथ
 पत्र :छोटे छोटे भाइ को प्रातः काल के भ्रमण के लाभ बताते हुए पत्र
 धवधभन्न संवेदनशील मुद्दों जैसे  व्ाकरण के ऄधधक प्रयोग से  ऄध्यापक अदशथ वाचन करते हुए भाषा की बारीककयों को समझाए
प्रदूषण, बेरोजगारी ,बढ़ती भाषा की शुिता अएगी  पढ़ी तथा पढ़ाइ गइ सामग्री की बेहतर समझ के धलए बच्चों से प्रश्न पूछे जाएं तथा बच्चों का प्रश्न
जनसंख्या अकद पर बातचीत  पत्र लेखन तथा धनबंध लेखन पूछने के धलए प्रेररत करें
करें गे को समझ लेंगे  आस कहानी में जो धवदेशी यात्री के साथ व्वहार ककया गया है, क्या ऐसा करना ईधचत है,
 ककसी रचना को पढ़कर ईसके  प्रदूषण की समस्या तथा ईसके ऄपने धवचार प्रस्तुत कर,
मूल्यों पर चचाथ करते हैं समाधान के प्रधत जागरूक होंगे  आस शीषथक 'ऄकबरी लोटा' जैसी एक काल्पधनक कहानी की रचना
 पाठ्यपुस्तक की जांच करते  यकद समय पर वषाथ न हो तो प्रकृ धत और मानव जीवन पर ईसका क्या प्रभाव पि सकता है ,
हुए धवशेष चबदुओं की जांच बताऐं,
करते हैं 
 कधवता में ऄनुसार धवन्दुओं वाले शब्द बताएं और 10 शब्द स्वयं भी बनाएं।
 प्रेमचंद की कौन - कौन सी कहाधनया अपने पढी है कक्षा में ससुनाऐं और ईनको कहानी से
अपको क्या सीख धमली है?
Page 122 of 126

धवषय/ ईपधवषय:- पाठ 17 :-बाज और सााँप, पाठ 18 :-टोपी, पाठ 19 :- सूरदास, पाठ 20 :-सुदामा
 वाक्य और ईस के भेद, धवराम धचन्ह,
 धनबंध: जीवन पर महामारी का भाव (कोधलङ -19)
 पत्र:धविे ता से पुस्तकें मंगवाने के धलए पत्र
 कधवता के अरोह -ऄवरोह से  धवधभन्न संवेदनशील मुद्दों के  ऄध्यापक बच्चों को शब्दकोश के प्रयोग के धलए प्रेररत करें
ऄवगत होंगे प्रधत जागरूक होंगे  कक्षा को छोटे समूह में बांटकर शब्दों का ईच्चारण करवाए
 पढ़ी गइ सामग्री पर चचतन  वाक्य और शब्द भेद को  ऄधधक से ऄधधक नए शब्द सीखने की तरह प्रेररत करें
करते हुए प्रश्न पूछते हैं पहचान सकते हैं  श्याम श्वेत पट् का प्रयोग कर करठन शब्द तथा ईनके ऄथथ समझाएाँ
 पढ़कर ऄपररधचत  पत्र लेखन की प्रकिया से  धवपरीत स्वभाव वाले पधक्षयों और रें गते वाले जन्तुओं के नाम बताते हुए , एक सूची बनाए
पररधस्थधतयों और घटनाओं की ऄवगत होते हैं  ऄसफलता के बाद भी अप आच्छाशधक्त के बल पर सफलता प्राप्त कर सकते है, आससे संबंधधत
कल्पना करते हैं और ईन पर  भावनात्मक रूप से धवशेष एक कहानी धलखें
ऄपने मन में बनने वाली सामग्री से जुि पाएंगे  " धमत्रता की महत्व ' बताते हुए कक्षा में चचाथ करें ।
छधवयों और धवचारों के बारे में  शब्दकोश के प्रयोग से शब्द  कृ ष्ण को बाल रूप का धचत्र बनाऐं।
मौधखक भाषा में बात करते हैं भंडार में वृधि होगी  सूरदास और श्री कृ शन की धमत्रता के बारे में बताए
 पढ़ी गइ सामग्री पर चचतन
करते हुए समझ के प्रश्न पूछते हैं
ऄपने पररवेश में मौजूद
लोककथाओ और लोकगीतों के
बारे में सुनते तथा बताते हैं
Page 123 of 126

Punjabi (ਪੰਜਾਬੀ)
Page 124 of 126

Academic Calendar cum Syllabus Class 8th Punjabi
pwTkRm vyrvw SRyxI – ATvIN (Class- 8th )
k``Rm smW ivSw isK~x dy nqIjy Xogqw suJweI geI

sMiKAw Time Content Learning outcome. Competancy isiKAw SwSqrI
Sr.No. pRikirAw
Suggestive activities
1. 1-6 hPqy kwPI (kivqw) kivqw dw shI aucwrx lYA- bD kivqw dw b~icAW nMU AiDAwqmk
Aqy AoKy Sbdw dy ArQ aucwrx SuD pVn qy isiKAw Aqy nYiqk
vulr JIl (lyK) bicAW nwl sWJy krn[ bolx dI isiKAw [ mu~lW dI mhqqw [
kSmIr dIAW JIlW dI SuD aucwrx Aqy pwT v~K- v~K JIlW bwry
poVI jwxkwrI, pwT ivc Awey pVun dI Xogqw jwxkwrI krvwauxw
ivAwkrn nWv,pVnwv vDauxw [ nWv,pVnWv dy
Aqy ikirAw SbdW dI audwhrx dy cwrt
pihcwx [ b~icAW rwhIN bxwey
jwauxgy [
grmIAW dI Cu`tIAW
2. 12-14 hPqy AkwlI kOr isMG smwijk jwgrukqw SuD SbdW dI ikrq krn dI rucI
ilAwauxw kivqw dw pihcwx,ivSySx aujwgr krnw [
qvI aucwrx Aqy jbwnI Xwd SbdW bwry jwxkwrI pwT rwhIN qvI dirAw
hyxw [ dw jMmU Sihr ivc
l~dwK dI sYr pwT rwhIN b~icAW dw mhqv dI jwxkwrI [
ldwK dy rihx sihx
bwry jwxU krwauxw [
3. 15-18 hPqy mIAW isMG (jIvnI) b~icAW qoN pwT pVwauxw jIvnI pVnw Aqy b~icAW nMU svY mulWkx
ijMdgI (khwxI) Aqy pu~Cy gey pRySnw dy ilKx dI rucI pYdw Aqy sMpUrx mulWkx
pCwxy jWdy ny auqr pRwpq krxw [ krnI, Su~D rUp ivc duAwrw pRyirq krxw [
Page 125 of 126

Academic Calendar cum Syllabus Class 8th Punjabi
(kivqw) AoKy Sbdw dy ArQ pVnw, SbdW dw nwtk rUp ivc pRdUSn
pRdUSn (lyK) smJxw , imldy juldy vwkW ivc vrqxw, dy hwnIkrk nqIjy
klpnw cwvlw Sbdw dI pihcwx krnw ivAwkrx dI dsxy qy nwtk SYlI nMU
(jIvnI) jwxkwrI [ pRoqswihq krnw [
4. 19-22 hPqy kulPI (khwxI) jIvnI bwry iek not jW dyS BgqI dI Bwvnw b~icAW nMU mhwn lokW
kMD (kivqw) swr krvwauxw [ vDwauxw [ dI sKiSAq dy kIqy
gMxqMqr idvs b~icAW ivc smwijk, kMmW bwry pRyirq
(lyK) rwStrI Bwvnw nMU krnw,rMgmMc rUp ivc
AjwdI (lok khwxI) aujwgr krnw [ nwtk krvwauxw [
b~icAW rwhIN pwT dI
duhrweI [
5. 23-28 hPqy sweIN mIAW mIr AiDAwqmk isiKAw qoN pVnw Aqy b~icAW nMU AiDAwqmk
(jIvnI) jwxU krvwauxw Aqy hr pVwauxw,SuD rUp ivc isiKAw Aqy swihiqk
AvWqIpur dy KMfr Drm leI ipAwr dI ivAwkrx dy SbdW ivSy nwl sMbMiDq
(kivqw) Bwvnw jgwauxw [ nMU smJxw [ swihqkwrW dy ivcwrW
hmswey AMmW jwey swihq nwl joVdy hoey ivAwkrx sMbMdI nMU sWJw krnw [
(lyK) purwxy swihqkwrW bwry Awey pRySnw dy auqr AiDAwqmk isiKAw
hjrq muhMmd (lyK) jwxnw [ dyx dy Xog bxnw [ dyx leI b~icAW nMU
AlV puxy dI aumr ivAwkrx Bwg nMU nwtk rUp ivc mhwn
(lyK) b~icAW qoN krvwauxw sKiSAqW dy guxW qoN
mukqI (lyK) jwxU krvwauxw [
sONq (iqauhwr)
Page 126 of 126

Appendix
Suggestive Calendar of Activities
S.No Date Event Suggested Activity
1. March 8th, 2023 International Women’s Day

Organising skits, Group discussions highlighting
the role of women.
Celebration of Plantation week wherein students

are involved in various activities highlighting the
Arbor Day (Nauroz)-PlantationDay
2. March 21st, 2023 importance of plantation.
Plants like Chinars, Deodars to be planted in the
premises of the school.
Organising Awareness drives, Debates, Painting

nd
3. March 22 , 2023 World Water Day Competitions on the theme of conservation of
Water Resources
Organising debates and discussion about
4. April 2nd, 2023 World Autism Awareness Day
Autism.
Health & Hygiene Camps to be organised in
collaboration with NRHM & nearest Primary
5. April 7th, 2023 World Health Day Health Centres, Community Awareness
programmes, Street Theatre will be some of the
suggestive activities.
Class-wise Competition among students in
6. May 6th, 2023 World Mathematics Day developing mathematical models that make
it interesting to learn.
Inculcate the habit of Social Service among

7. May 8th, 2023 Red Cross Day students, Awareness regarding First-Aid in the
Morning Assembly.
Appx. 1 of 15
8. May 31st, 2023 World Anti-Tobacco Day

Students to be engaged in Anti- Tobacco
Awareness Campaign.
Seminars, debates in collaboration With
Department of Environment. Painting
9. June 5th, 2023 World Environment Day
competitions, poster writing competitions, Rallies
etc will be some of the suggestive activities.
Seminars, debates in collaboration with Drug de-
addiction centers.
10. June 26th, 2023 Anti-Drug Abuse Day Drawing & Painting completion highlighting the
evil caused by drug abuse.
Debates & Seminars, Group Discussions.
11. st Peace & Non-Violence Day Peace is directly proportional to
August 21 , 2023
development.
Importance of sports in physical / mental
fitness. How sports help to inculcate team-
12. August 29th, 2023 National Sports Day
sprit. Awareness about various types of
sports & Games.
Celebration of Teachers day at various levels.
th
13. September 5 , 2023 Teacher’s Day Essay Writing / debate highlighting the role of
Teachers
Commemorating Floods and the courageous

14. September 7th, 2023 Kashmir against Flood Day response of people. Group Discussions on causes
&preventive measures of floods
Awareness about importance of conservation of

15. October 2nd-8th, 2023 Wildlife Week Wildlife with special reference to our local
Fauna.
Appx. 2 of 15
16. Celebrations to reiterate the importance of

November 14th, 2023 Children’s Day
being a child.
17. November 20th - 25th, 2023 School Based Assessment Activities Focus on Self-Assessment, Peer-Assessment
Week and Group Assessment
Celebrating this special day for the Specially

18. December 3rd, 2023 International Disability Day abled classmates to inculcate feeling of empathy
and togetherness.
Schools may organise activities mentioned above and some other Local/National/International events/festivals as
they deem fit for holistic development of the students. Organising such events help students to learn about the
world around them as they grow up in order to become well-informed citizens. It enhances students’ knowledge
about the significance of these days/events and helps to inculcate high morals, values and character in our
students, thereby nurturing their communication and interpersonal skills.
Appx. 3 of 15
Suggestive Ten Bagless Days
Bagless
Day Description
1 Activities like Painting/ Art & Craft/ Photography/ Cooking/ Stitching/ Kite Making/ School
Elections, etc.
2 Exposure Visit to Sericulture Unit/ Vermicompost Unit/ Industrial Area/ Historical Places/Museums,
etc.
3 Gardening: Teachers and students in collaboration to grow some vegetables for mid-day meals.
4 Games and Sports activities like, Hurdle race/ running backward/ Hopscotch, etc.
5 Exposure Visit to University/College/Sainik School/ Medical College/ NIT/ Court/ DC Office, etc
6 TLM development activities
Speak up Day:
7 a. Activities to articulate ideas in simple, clear and appropriate words. Teachers can take help of
some famous media personality
b. Speak up the changes, you want in your school/ locality, etc.
8 a. Meeting most experienced and successful personalities of the locality
b. Be a journalist and highlight the issues of your area
a. Taking proper care of other people, animals and nature

9 b. Local and seasonal vegetable stall
c. Survey: like area of the school, type and number trees in your school, buildings, classrooms,
labs, students’ gender-wise and class-wise, teachers, subjects, book category and number, etc
10 Meet a Professor/Doctor/Journalist/Engineer/Social Activist/Judge, etc.
Note: The Head of the Institution in consultation with subject teachers shall decide the appropriate day, date and activities for 10 bag-less days.
Appx. 4 of 15
Student Assessment & Evaluation Scheme (SA&ES)
Preparatory Stage (Class – 8th)
Stage/Class Duration Scheme of Assessment
School Based Assessment (SBA) shall be conducted

by respective HoS at school level. However, Year
End Assessment (Summative Assessment) shall be
Class 8th 1 Year
conducted at Complex Level under the supervision
of DIETS and uniform Assessment Tools shall be
provided by SCERT through DIETs.
Appx. 5 of 15
Criteria for Evaluation Formative / Summative Assessment:
Object Marks Procedure
Level of preparation & Progress of the
child has to be evaluated by subject
teacher by conducting (I-VI) Tests/
I Formative Assessment 30
Sessional throughout the year as per
School Based Assessment.
(@ 5 marks per Sessional)
20 Detailed description of activities with
II Co-curricular Component
criteria points is appended*
50 External Year End Assessment
III Summative Assessment
tool/Question Paper shall be of 50 Marks.
Qualifying criteria will be as per the
prescribed examination norms/
guidelines.
Total (I+II+III) 100
However, student is required to qualify
with 33% marks in each assessment
(FA/CC/SA).
The design of progress card shall be notified separately.
Appx. 6 of 15
*Description of Criteria Points for Co-Curricular activities:
Object /Activity Criteria Points
Preparatory Stage: (Class 8th)
1 Physical Activities, Sports Yoga, etc 4
Participation in School Activities:
i. Recitation
ii. Discussion
2 4
iii. Debates
iv. Role Playing
v. Morning Assembly ,etc.
Attendance and Discipline

i.>75 upto 85% (1 Marks)
3 ii.>85% upto 100% (1 Marks) 4
iii. Discipline (2 Marks)
(Note: Attendance a minimum of 75% is mandatory)
Cultural and Creative Activities

i.Art
4
ii.Music
iii.Painting and Others.
5 Health and Hygiene 2
6 Environmental Awareness /IT Awareness 2
Appx. 7 of 15
Marks shall be reflected on a 5-point Grade scale as under:
Percentage of Grade
Grade
Marks Point
A+ >85% upto 100% 10
A >70% upto 85% 8.5
B >55% Upto 70% 7
C >40% Upto 55% 5.5
D >33% Upto 40% 4
Appx. 8 of 15
Formative Assessment Marks :30
Guidelines:
 Formative Assessment shall be conducted throughout the academic session as per School Based Assessment.
 Any format can be used or developed for carrying out an assessment activity but it must include Learning Outcome,
Assessment technique and tool besides assessment activity.
 All the assessment activities need not to be recorded.
 A portfolio of the significant assessment activities which reflect the child’s progress throughout the academic session
shall be maintained by the teacher in collaboration with Parent/Caregiver and the Child.
 Report of these significant assessment activities is to be maintained in the given format given at Table-2. Suggestive
Assessment Activity Format”.
 Six recordings of these activities shall be reflected in the given Child’s Progress Table.
 Portfolio of a child shall contain General Information, Significant Assessment Activities, Assessment Activity Reports
and Child’s Progress Table.
 At the end of the academic session, achievement for all the learning outcomes, which Child’s Progress Table clearly
reflects, is to be quantified to marks out of 30.
 Final achievement of a child for some learning outcome is to be considered for evaluation. For example, if child A in
Recording 1 got ‘Sky’ level and child B got ‘River’ level but in Recording 3, both the children got ‘Sky’ level for the
same learning outcome(s), they must be given same marks.
Appx. 9 of 15
1. GENERAL INFORMATION
(To be filled by the teacher in consultation with caregiver/parent)
Name and Address of the School:…………………………………………………………………………………………………………………………………………
UDISE Code:
Name: Roll No.
Registration No.: Class: III Section: Date of Birth:

Photograph
Address:
Phone:
Mother’s Name: Mother’s Education: Mother’s Occupation:

Father’s Name: Father’s Education:
Father’s Occupation: Number of siblings: Siblings age:
Mother Tongue: Medium of Language: Rural/Urban:
MEDICAL HISTORY
Information Remarks Specific Comments
Has the child been a patient in ahospital?
 Yes, please explain Example: My child was in hospital because of car accident. When:
 No, please skip 2 years old
Is child taking any medicines?
 Yes, please explain Name of the medicine: Dosage:
 No, please skip
Outside or Indoor allergies
Does child have an allergic reaction?
Food Allergies (for example: peanuts, milk, wheat …) Reaction due to allergy:
 Yes, please explain Medicine or shots (immunization). (Please list below.)
 No, please skip Example- runny nose
No, my child has no allergies that I know of.
Ear infections, Nose problems, Eye problems, Hearingproblems, Mouth or
Medical problems if any that thechild has ever throat problems, Diarrhea, Constipation, Muscle and bone problems, Please specify
had? Sleeping
problems, Breathing problems
Appx. 10 of 15
ATTENDANCE
MONTHS APR MAY JUNE JUL AUG SEP OCT NOV DEC FEB MAR TOTAL
Working Days
Attended
Attendance Percentage
2. SUGGESTIVE ASSESSMENT ACTIVITY REPORT
ACTIVITIES TO ASSESS THE

SUBJECT Learning Outcome(s) LEVELS OF PROFICIENCY
Learning Outcome(s):
EnvironmentalScience
 The learner identifies simple features (e.g., movement, at
places found/ kept, eating habits, sounds) of animals and
(Class 3) birds) in theimmediate surroundings
*Feedback from Parent/Caregiver:
Suggested Activity:
A Visit to Zoo/ National Park/ Wildlife Sanctuary
1. List the name of animals seen in the Zoo/ National Park/ Wildlife
Sanctuary.
2. Draw any one animal?
3. Categorize these animals based on; ears can be seen, ears cannot be
seen, has hair on skin or has feathers on skin
4. Which of the animals lay eggs?
5. Have you seen any of those animals aroundyour house or
school?
6. Have you kept any pets at home?
Appx. 11 of 15
Note:
1. Observe the learner’s sensitivity and attitude towards animals,

birds and the place. Help him/her to articulate creativeideas
regarding caring of animals, etc.
2. Let the learner enjoy the nature and do not force her/him to *Feedback from Teacher
note down everything. You can carry the assessment activity
at the end of the visit.
Rubric
 Awareness
Sky: Is fully aware about the animals and theirsimple features.

Mountain: Shows interest in gaining awareness about the animals
and their simple features.
River: Has little awareness about the animals and their simple
features.
 Sensitivity
Sky: Is fully or mostly sensitive towards animals. Mountain: Shows
interest in being sensitive towardsanimals.
River: Is little insensitive towards animals. .
 Creativity
Sky: Is creative and original with good observationand draws A: Awareness
animals same as reality.
Mountain: Shows creativity in drawing animals and has apotential to
S: Sensitivity
improve. C: Creativity
River: Displays lack of creativity and interest.
* The rubric has been taken from Holistic Progress Card (HPC) - NCERT.
Appx. 12 of 15
3. Child’s Progress Table Example
Recording of
Assessment Proficiency Level Assessment Descriptive summary of
Activity Reports Learning Outcomes Achieved By learner’s development
(Gathering of (Write NA, if not (Teacher, during the month
evidences of assessed) Self or
Child’s Progress) Peer)
1. Groups birds, animals according to Awareness: Sky The child is aware of the
differences/ similarities using Sensitivity: Mountain immediate surroundings
Teacher
different Creativity: NA and engages
senses himself/herself deeplywith
2. Shows sensitivity for plants, animals, the the environment. S/he
elderly, differently abled and diverse Awareness: Mountain shows positive attitude
family set ups in Sensitivity: Sky Peer towards animals, plants
surroundings Creativity: River and humans. S/he values
Recording 1
water as a precious
Awareness: resource and keeps it
3. Describes availability of water, its use Mountain clean.
at home and surroundings Sensitivity: S/he does not share ideas
Teacher
Mountain or ask questions.S/he
Creativity: needs encouragement and
Mountain words of motivation.
Recording 2
Recording 3
Recording 4
Recording 5
Recording 6
Marks:
Note: 10% to 17% of the assessment activities shall be assessed through peer assessment.
Appx. 13 of 15
Formative Assessment
Assessment for Learning
It occurs during, rather than after, the teaching-learning process as it has its primary focus on the ongoing
improvement of learning for all students.
(a) Assessment is school-based and integral to teaching-learning: For long, assessment has been
considered to be term-end or process-end activity believing that pressurizing and exposing children to
frequent examination and comparing them with the high achievers incites them to perform better. As a
school-based activity integrated with the teaching- learning, it helps in doing away with examination-
related fear, anxiety or trauma.
(b) Multiple evidence-based: As no single strategy of assessment is capable of providing complete information
about a child’s progress and learning, it needs to be multiple evidence-based to make it free from biases or
distortion. This requires tapping different sources to collect information as evidence.
(c) Assessing learning progress holistically: It includes assessment of all aspects of students’ personality,
i.e., knowledge, performance, skills, interests, dispositions and motivation using a range of activities that
the child participates in both inside and outside the classroom for making assessment comprehensive.
(d) Sensitive to individual learning needs: This requires identifying individual and specific needs of all children
(including those with special needs and from the marginalized groups). Teachers may design and use a range of
resources and activities suited to the learning needs (learning pace, style, level and other special needs or
required accommodations) of children and use the gathered information to address their needs. The teachers’
responses to the students’ needs are to be provided sensitively.
(e) Serves to observe changes in learning progress over time: Assessment for learning goes along with
the teaching-learning process in a continuous manner. The manner and modalities, however, may vary.
Teachers map the students’ progress on the processes of learning based on evidence collected using
information from individual or group tasks through self or peer assessments. Observations of changes
taking place in the children’s learning progress are made on a continuous basis that are recorded as per
the needs to develop the profiles of children.
(f) Helps teacher review and modify the teaching-learning: It helps the teacher to probe what a child
can or cannot do and explore the reasons behind the learning gaps. After understanding the students, their
level of learning and the reason behind gaps, the teacher may adopt or adapt her/his teaching-learning to
intertwine this correctional review with the instruction to regulate it to help children progress and improve
their learning.
(g) Helps to address learning gaps: After observing the gaps and determining the possible causes, the
teacher needs to build logical connections between the existing and the new knowledge. This requires
teachers to give children feedback that is specific, timely and clearly stated to scaffold their learning so as
to improve it further.
Appx. 14 of 15
Assessment as Learning
(a) Collaborative and participatory approach: The approach involves students as partners in planning,
transaction and assessment of the teaching-learning process and thus, includes giving and receiving feedback by
both students and teachers. It fosters healthy teacher-pupil and pupil- pupil relationships through teacher-
supported, peer and group learning. It encourages active engagement of students in the process of teaching-
learning and assessment to enhance learning by providing an opportunity for dialogue and feedback between
teacher and student. Involving children by giving more and more opportunities in planning, conducting and
evaluating different tasks, helps build skills of self and peer assessment among them which, in turn, reduces
teachers’ burden to a large extent. Children facilitate them by taking responsibility of assessing their own work,
their peers’ work and promote collaborative learning by helping each other learn. Help from parents or guardians
can be sought in this process as they can also contribute meaningfully towards the progress of their wards.
(b) Helps children seek resources of knowledge: Assessment as learning builds capacity of students to
absorb new ideas and place them in larger contexts, evaluate their own and their peers’ work
against well-defined criteria or learning goals. This helps students build skills for learning in their
lives. It also occurs during teaching-learning process. After identifying their strengths and gaps in
learning, children themselves may plan and make efforts to look for the suitable resources to seek
further knowledge in order to address the gaps or further move on to enhance their learning.
Opportunities for self and peer- assessment and reflection, provided regularly during the process of
assessment for learning, allows children to reflect, build connections between past and new learning,
critique their own work and seek resources for new knowledge and, thus, take self- corrective
measures to learn and progress.
(c) Building skills of learning to learn among children: Out of the three purposes of assessment,
‘Assessment as Learning’, helps imbibe skills of learning to learn and lifelong learning among children
and, therefore, is the most crucial component of assessment under SBA. Helping students understand
their own learning to develop appropriate strategies for learning to learn and seek resources to
enhance themselves, fosters child’s self- confidence and helps develop abilities for lifelong learning,
which is one of the prime goals of education.
Appx. 15 of 15
Academic Calendar-Cum-Syllabus – 2023-24
This syllabus has been designed in order to provide students a

broad and balanced understanding of subjects, to enable them to
communicate effectively, analyze information, take informed
decisions, construct their worldview in alignment with constitutional
values and move ahead in the direction of becoming productive
citizens. The focus of current syllabus is on the development of 21st
century skills in settings where each student feels independent, safe
and comfortable with the learning. To achieve this aim, it is
extremely important that children acquire adequate knowledge and
skills in other core areas like Health and Physical Education, Life
Skills, Value Education, Art Education, Work Education and other
Co-Scholastic areas. The syllabus will help teachers as well as
students to plan accordingly for achieving the desired learning
competencies.
State Council of Educational Research & Training

Syllabus Class 8th

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7. Dogri 111 – 116

8. Hindi 117 – 123

9. Punjabi 124 – 126

(i) Suggestive Calendar of Activities Appx. 1

(ii) Suggestive 10 Bag-less Days Appx. 4

(iii) Student Assessment & Evaluation Scheme Appx. 5

(iv) Formative Assessment - Guidelines Appx. 9

(e.g., based on the text /  Vocabulary suitable activity.

situations  Communication understanding of the given lesson.

ENG812: interprets  Social Awareness

comprehension /inference  Truthfulness

5. Polo- The King of Games

ENG810: participates in  Listening &  Dramatization of different characters of the story.

ENG817: reads a variety of context. put them in appropriate given boxes.

different events such as  A skit on the hazards of polythene to be conducted in

 Appreciation  Group discussion to be held on various ideas present

9. Porus and His Elephant

devices like rhyme scheme.

11. Prayer for Strength

main idea share with other groups.

and relates ideas to life. main idea the poem.

ENG808: reads poems, and

contrasts, thinks critically  Sensitivity

expresses opinions about comprehension in the poem.

17. Summer And Winter

after comprehension  Decision making understanding of the tenses and narration.

groups and asked to use dictionaries or to browse

20. Colours of Rainbow

ENG814: identifies details,  Communication

sequence of ideas and discuss the tragic events of the story.

22. A strange Trial

Selected Learning Outcomes for Summative Assessment Class—VIII

Design of Assessment for Class-VIII

Reading Comprehension 15 Marks

Section (B) Grammar 8 Marks

5) One passage given in direct/indirect speech to be converted into vice-versa.

Section (C) Writing Skills 12 Marks

Class 8th (Science) Learning Outcomes

Suggested Pedagogical Processes Learning Outcomes

SCI807: measures angles of incidence and reflection, etc.

SCI812: discusses and appreciates stories of scientific discoveries

SCI813: makes efforts to protect environment, e.g., using resources judiciously;

SCI814: exhibits creativity in designing, planning, making use of available

SCI802: Classifies organisms  Microorganisms

investigation to seek answers diseases. prescription etc.

 Clean fuels. to differentiate these energy resources in

Chapter -3 Conservation Of Plants And

SCI815: Exhibits values of

 Reproductive organs  In ICT lab / on laptop / PC show the

 Various requirements farm.

to queries, e.g., what are

crop production?  Threshing

flame.  Fuel (efficiency and  Draw different zones of candle flame.

conductors and insulators. conductors of Test if it conducts electricity. Similarly take

SCI809: Draws labelled diagram conductivity. electricity.

Chapter-9 Force And Pressure.

SCI811: Applies learning of organs. deliver a lecture on adolescent issues.

day life e.g. Challenging initiating reproductive

Chapter-11 Materials Metals And

SCI811: Applies learning of