DATE REVISION TOPIC

24-Feb-2024 7. Classification of elements: Dobereiner's law of Triads, law of octaves,

madeleeff's periodic law and his classification- Mosley periodic law, modem
periodic law and main A features of modern periodic table.
26-Feb-2024 Trends of properties of elements in periods and groups i.e. atomic size, ionization
energy, electron affinity, elenctronegitivity, electro positivity, Trends of properties
of elements in periods and groups i.e. atomic size, ionization energy, electron
affinity, elenctronegitivity, electro positivity Influencing factors of electron affinity
and ionization energy.
27-Feb-2024 8. Chemical Bonidng: Lewis dot structure -Ionic bond formation -covalent
bond““formation with examples VSEPRT Theory-Valance bond theory
28-Feb-2024 Covalent bond formation with examples Hybridization-valance bond theory -
covalant formation with examples
29-Feb-2024 9. Electric current: Electric conductors, insulators, potential difference, e.m.f.
simple electric circuit.
1-Mar-2024 Omhs law: experiment -required material, precautions to be taken and
procedure. Influencing factors of electric resistivity and activities. Resistors
combination problems -Kirchhoff's laws-problems
2-Mar-2024 10.Electro magnetism: Oersted experiment-required material-experiment
procedure- precautions to be taken-magnetic field lines around barmagnet-
andMagnetic flux, Flux density, current carrying straight wire and magnetic
field lines, magnetic field around current carrying solinoid, coil.
4-Mar-2024 focus on F=QvB, applications, Right hand rule,Force produced when current
carrying wire place in a uniroform magnetic field. Electric motor-construction
and working priciple, Faraday law-magnetic induction- lenz law, applications
of faraday law, AC & DC Dynamo working.
5-Mar-2024 11. Metalurgy: Mineral-ore, concentration methods of ore-air and water is
essential for rusting of iron articles- experiment,Purification methods of metal-
corrosion of metal and prevention.
6-Mar-2024
7-Mar-2024 12. Carbon and its compounds: Carbon tetravalency-sp,sp2,sp3 hybridization,
Allotropes of carbon-Versatile nature of carbon-Saturated and un saturated
hydro carbons-homologus seriesFunctional groups
8-Mar-2024 Naming the carbon compounds, Chemical properties of carbon compounds.
Uses of acids, alcohol,easter, esterification reaction, preparation of soap,
cleasing action of soap.
PRE-FINAL EXAMS

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 39

 \ø£å´
(LAKSHYA)
10e ‘·s¡>∑‹ ` Á|ü‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£
(10th Class - Special Action Plan)
2023-24

JeXÊg+
(BIOLOGICAL SCIENCE)
 $wüj·Tdü÷∫ø£ (INDEX)
1. Á|ü‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ ` ÄeX¯´ø£‘· (Need of the Special Action Plan) 3-4

2. dæ\ãdt |üP]Ô#j
˚ T· &É+ (Completion of Syllabus) 5

3. uÀ<ÛHä ê eT]j·TT kÕ<ÛHä ê |”]j·T&ÉT¢ (Teaching and Practice Periods) 6

4. HÓ\yêØ>±, s√EyêØ>± ø±sê´#·s¡D Á|üD≤[ø£

(Month Wise, Day wise Action Plan) 7 - 28

5. ãVüQfi¯kÕúsTT $<ë´s¡Tú\T - kÕúsTT Ä<Ûës¡uÀ<Ûäq - ø±sê´#·s¡D neT\T 29 - 30

(Multilevel Students - Level based Teaching - Implementation of Action Plan)

6. uÀ<ÛäHê |”]j·T&é˝À bÕ{Ï+#ê*‡q k˛bÕHê\T

(Steps to be followed in the Teaching Period) 31 - 35

7. kÕ<ÛäHê |”]j·T&é˝À bÕ{Ï+#ê*‡q k˛bÕHê\T

(Steps to be followed in the Practice Period) 36 - 38

8. dü+Á>∑Vü≤D≤‘·àø£ eT÷˝≤´+ø£q+`uÛ≤s¡‘·« |ü{Ϻø£

(Summative Assessment - Weightage Table) 39 - 40

9. Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤D düeTj·T+˝À #˚j·Te\dæq$

(To be done during the Special Classes) 41 - 42

10. |æ\¢\ Á|ü>∑‹ì ìs¡+‘·s¡+>± eT~+|ü⁄ #˚j·T&É+

(Assessment of Children Progress Continuously) 43 - 44

11. 10e ‘·s¡>∑‹ $<ë´s¡Tú\ ‘·*¢<ä+Á&ÉT\ Á|ü‘˚´ø£ düe÷y˚XÊ\T

(Special Meetings to Class -10 Students Parents) 45 - 46

12. yê]¸ø£ |üØø£å\ô|’ $<ë´s¡Tú\≈£î #Ó’‘·q´ ø±s¡´Áø£e÷\T

(Awareness Programmes on Annual Exams) 46

iiiii

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 2

 1. Á|ü‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ ` ÄeX¯´ø£‘·
(Need of the Special Action Plan)

x |ü<äe ‘·s¡>∑‹ |üØø£å\ |òü*‘ê\T bÕsƒ¡XÊ\ jÓTTø£ÿ |üìrs¡TqT Á|ü‹_+_kÕÔsTT. á |òü*‘ê\T

Á|ü<ÛëH√bÕ<Ûë´j·TT\T, ñbÕ<Ûë´j·TT\ |üìrs¡T≈£î dü÷∫ø£\T>± uÛ≤$+#·ã&É‘êsTT. $<ë´s¡Tú\T,
‘·*¢<ä+Á&ÉT\‘√bÕ≥T |üP]Ô düe÷»+ á |òü*‘ê\ Ä<Ûës¡+>±H˚ bÕsƒ¡XÊ\ |üìrs¡T≈£î >∑T]Ô+|ü⁄ìkÕÔsTT.
x kÕ<Ûës¡D+>± |ü<eä ‘·s>¡ ‹∑ øÏ dü+ã+~Û+∫ Á|ü‹ $<ë´dü+e‘·‡s¡+ »qe] HÓ\˝À Á|ü‘´˚ ø£ ø±sê´#·sD¡ qT
s¡÷bı+~+#·Tø=ì sêÁwüº+˝Àì $$<Ûä bÕsƒ¡XÊ\\ yês¡T neT\T #˚düTÔHêïs¡T.
x Bìe\q yê]¸ø£ |üØø£\å |ò*ü ‘ê\ kÕ<Ûqä n+X¯+˝À $<ë´s¡T\ú ô|,’ ñbÕ<Ûë´j·TT\ô|,’ Á|ü<ëÛ H√bÕ<Ûë´j·TT\ô|’
ˇ‹Ô&ç ô|s¡T>∑T‘·Tqï~. ˇø√ÿkÕ] Ä•+∫q y˚Ts¡≈£î |òü*‘ê\T ≈£L&Ü sêe&É+ ˝Ò<äT.
x n+<äTe\¢ $<ë´dü+e‘·‡s¡+ Äs¡+uÛ+Ñ qT+&˚ |ü<eä ‘·s>¡ ‹∑ øÏ dü+ã+~Û+∫ Á|ü‘´˚ ø£ ø±sê´#·sD¡ Á|üD≤[ø£
s¡÷bı+~+#·Tø=ì neT\T|üs∫¡ q≥¢sTT‘˚ $<ë´s¡T\ú ô|,’ ñbÕ<Ûë´j·TT\ô|’ ˇ‹Ô&ç ñ+&É<Tä . ø±sê´#·sD¡ qT
düeTs¡úe+‘·>± ìs¡«Væ≤+#˚ neø±X¯+ ñ+≥T+~. Ä•+∫q dü‘·Œ¤*‘ê\T e#˚à neø±X¯+ ñ+≥T+~.
x Á|ü‘˚´ø£+>± ãVüQfi¯kÕúsTT˝À¢ >∑\ $<ë´s¡Tú\≈£î kÕeTsêú´\ Ä<Ûë]‘· nuÛÑ´düHêìï ø£*Œ+∫q≥¢sTT‘˚
>∑TD≤‘·àø£ $<ä´qT n+~+#·e#·TÃ.
x 10e ‘·s¡>∑‹ $<ë´s¡Tú\ Á|ü>∑‹ kÕ<Ûäq≈£î dü+ã+~Û+∫ düu…®≈£îºô|’ ne>±Vü≤q eT]j·TT |òü*‘ê\ kÕ<Ûäq
á ¬s+&ÉT n+XÊ\ô|’ ≈£L&Ü <äèwæºô|≥ºe\dæ ñ+≥T+~.
x ø±ã{Ϻ Á|üdTü ‘Ô e· TTqï |ü]dæ‘ú T· \˝À yÓTs¡T>∑T|üs#¡ e· \dæq n+XÊ\qT >∑T]Ô+∫ dü÷ø£àå kÕúsTT˝À ø±sê´#·sD¡
Á|üD≤[ø£qT s¡÷bı+~+#·Tø=ì neT\T #˚j·Te\dæq nedüs¡eTT+~.
x eTTK´+>± 10 õ.|æ.m. bÕsTT+≥¢ kÕ<Ûäqô|’ m+‘·>± <äèwæºô|≥º&É+ »s¡T>∑T‘·Tqï<√, n+‘˚ kÕúsTT˝À
ñrÔs¡í‘· kÕ~Û+#·˝Òs¡ì uÛ≤$+#˚ $<ë´s¡Tú\ô|’ ≈£L&Ü <äèwæº kÕ]+#·e\dæ ñ+≥T+~. eT<Ûä´kÕúsTT˝À
ñqï $<ë´s¡Tú\T ≈£L&Ü 9 øÏ ô|’>± õ.|æ.m. bÕsTT+≥T¢ kÕ~Û+#˚˝≤ #·÷&Ée\dæ ñ+≥T+~.
x |ò*ü ‘ê\‘√ bÕ≥T, düu≈®… î£ º n+XÊ\ ne>±Vü≤q ≈£L&Ü m+‘√ eTTK´yÓTqÆ ~. düu≈®… î£ º n+XÊ\ ne>±Vü≤q
ñ+fÒ |òü*‘ê\ kÕ<Ûäq düT\uÛÑeTe⁄‘·T+~.
x ø±ã{Ϻ Á|üX¯ï\≈£î`»yêãT\T ã{°º |ü{Ϻ+#·&É+, ¬>’&ÉT¢ eT]j·TT nuÛ Ñ´düq kÕeTÁ– #·~$+#·&É+ e+{Ï$
#˚j·T≈£î+&Ü JeXÊÁdüÔ uÛ≤eq\ô|’ ne>±Vü≤q ø£*Œ+#·&É+ eTTK´eTì >∑ T]Ô+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 3

 x n+<äTø=s¡≈î£ dü÷ø£àå Á|üD≤[ø£‘√ ≈£L&çq á Á|ü‘´˚ ø£ ø±sê´#·sD¡ Á|üD≤[ø£qT s¡÷bı+~+#·&+É »]–+~.
x Á|ü‹ õ˝≤¢˝À õ˝≤¢ bÕ\Hê~Ûø±], õ˝≤¢ $<ë´~Ûø±] Ä˝À#·q\≈£î nqT>∑TD+>± $$<Ûä ø±sê´#·s¡D
Á|üD≤[ø£\T s¡÷bı+~+#·Tø=ì neT\T#˚j·T&É+ »s¡T>∑T‘·Tqï~.
x ø±ã{Ϻ sêhyê´|ü+Ô >± nìï bÕsƒX¡ Ê\˝À¢ @ø£s÷¡ |üø+£ >± ñ+&˚≥T¢>± n+<ä]ø° ñ|üj÷Ó >∑|&ü ˝˚ ≤ ø±sê´#·sD¡
Á|üD≤[ø£qT #·]Ã+∫ s¡÷bı+~+#·&É+ »]–+~. á Á|üD≤[ø£qT eTq+ bÕsƒ¡XÊ\˝À¢ neT\T|üs¡#·&É+
<ë«sê Ä•+∫q \øå±´\qT, |òü*‘ê\qT kÕ~Û+#·e#·TÃ.
x |ü<äe ‘·s¡>∑‹ $<ë´s¡Tú\T JeXÊÁdüÔ+˝À nuÛÑ´düq |òü*‘ê\T, $<ë´Á|ü e÷D≤\T eT]j·TT Ä•+∫q
|òü*‘ê\T kÕ~Û+#·&ÜìøÏ dü÷ø£åà Á|üD≤[ø£ s¡÷|üø£\Œq eT]j·TT neT\T ÄeX¯´ø£+.
x á dü÷ø£åà Á|üD≤[ø£˝À ñbÕ<Ûë´j·TT\T bÕsƒê´+XÊìï uÀ<Ûäq eT]j·TT kÕ<ÛäHê |”]j·T&é\T>±
$uÛÑõ+#·Tø√e&É+, uÀ<ÛäHê |”]j·T&éqT k˛bÕHê\ Á|üø±s¡+ ìs¡«Væ≤+#· &É+, kÕ<ÛäHê |”]j·T&é
ìs¡«Vü≤D‘√bÕ≥T Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤Dô|’ #·]Ã+#·&É+ »]–+~.
x M{Ï‘√bÕ≥T ãVüQfi¯kÕúsTT |æ\¢\ $wüj·T+˝À neT\T#˚j·Te\dæq Á|üD≤[ø£ , dü+Á>∑Vü≤D≤‘·àø£
eT÷˝≤´+ø£q+˝À $<ë´Á|üe÷D≤\ yêØ>± uÛ≤s¡‘·«+, \|òüTT|üØø£å ìs¡«Vü≤D, ôdŒwü˝Ÿ f…dtº\ >∑T]+∫
≈£L&Ü #·]Ã+#·&É+ »]–+~.
x n<˚ $<Ûä+>± |ü<äe ‘·s¡>∑‹ $<ë´s¡Tú\ ‘·*¢<ä+Á&ÉT\ Á|ü‘˚´ø£ düe÷y˚XÊ\T, ¬øØsY mqTïø√e&É+ e+{Ï
n+XÊ\ >∑T]+∫ bı+<äT|üs¡#·&É+ »]–+~.
x á dü÷ø£àå Á|üD≤[ø£ düeTj·÷qT≈£L\+>± ìs¡«Væ≤+#ê*‡q uÀ<ÛHä êuÛ´Ñ düq, eT÷˝≤´+ø£q ø±s¡´Áø£e÷\qT
≈£L&Ü dü$es¡+>± ‘Ó*j·TCÒdüTÔ+~.
x JeXÊÁdüÔ ñbÕ<Ûë´j·TT\T uÀ<ÛäHê eP´Vü‰\qT neT\T|üs¡Ã&É+˝À á dü÷ø£åàÁ|üD≤[ø£ e÷s¡Z<ä]Ù>±
‘√&ÉŒ&ÉT‘·T+~.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 4

 2. dæ\ãdt |üP]Ô#˚j·T&É+
(Completion of Syllabus)

|ü<äe ‘·s¡>∑‹ JeXÊÁdüÔ dæ\ãdtqT m|üŒ{Ï es¡≈£î |üP]Ô#˚j·÷*?

x nø£&É$Tø˘ ø±˝…+&ÉsY˝À dü÷∫+∫q Á|üø±s¡+ 10 »qe] 2024 es¡≈£î dæ\ãdtqT |üP]Ô#˚j·÷*.
dæ\ãdt |üP]Ô #˚j·T&É+ n+fÒ ns¡ú+ @$T{Ï?
x dæ\ãdt |üP]Ô#˚j·T&É+ n+fÒ ø±\ìs¡íj·T|ü{Ϻø£ Á|üø±s¡+ j·÷+Á‹ø£+>± uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\T
ìs¡«Væ≤+∫ bÕsƒê´+XÊ\T |üP]Ô#˚j·T&É+, Ä ‘·sê«‘· |üØø£å\ ù|s¡T‘√ ã{°º |ü{Ϻ+∫ sêsTT+#·&É+ ø±<äT.
$<ë´s¡Tú\ nuÛÑ´düq+‘√ dü+ã+<Ûä+ ˝Ò≈£î+&Ü bÕsƒê´+XÊ\T |üPs¡ÔsTT‘˚ dæ\ãdt |üPs¡ÔsTT+<äì ø±<äT.
$$<Ûä j·T÷ì{Ÿ\˝Àì ø°\ø£ uÛ≤eq\ |ü≥¢ |üP]Ô ne>±Vü≤q ø£*Œ+#·≈£î+&Ü, HêeTe÷Á‘·+>± dæ\ãdt
|üP]Ô#˚j·T&É+ dü]ø±<äT.
x bÕsƒ¡´|ü⁄düÔø£+˝Àì bÕsƒê´+XÊ\˝À $<ë´s¡Tú\T nuÛÑ´düq |òü*‘ê\T kÕ~Û+∫q|ü⁄Œ&ÉT e÷Á‘·y˚T dæ\ãdt
|üPs¡ÔsTTq≥T¢. n+fÒ Á|ü‹ $<ë´]ú JeXÊÁdü+Ô ˝À ìsêú]+#·Tø=qï $<ë´Á|üe÷D≤\T, nuÛÑ´düq |ò*ü ‘ê\T
kÕ~Û+∫q|ü⁄Œ&˚ dæ\ãdt |üPs¡ÔsTTq≥T¢>± uÛ≤$+#ê*.
x dæ\ãdt |üP]Ô#j˚ T· &É+ n+fÒ j·T÷ì{Ÿ ìsêàDÁø£eT+ Á|üø±s¡+ nìï k˛bÕHê\qT $$<Ûä uÀ<ÛHä êeP´Vü‰˝À¢
ìs¡«Væ≤+∫ Á|ü‹ n+X¯+|ü≥¢ $<ë´s¡T\ú ≈£î |üP]Ô ne>±Vü≤q ø£*Œ+#ê*‡ ñ+≥T+~. nq>± uÀ<ÛHä êuÛ´Ñ düq
Á|üÁøÏj·T\˝À uÛ≤>∑+>± ø°\ø£ |ü<ë\T, ø°\ø£ uÛ≤eq\T, Á|üjÓ÷>±\T, u§eTà\T, |ü{Ϻø£\T, ø£è‘ê´\T
yÓTT<ä\>∑Tq$ ìs¡«Væ≤+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 5

 3. uÀ<ÛäHê eT]j·TT kÕ<ÛäHê |”]j·T&ÉT¢
(Teaching and Practice Periods)

10e ‘·s¡>∑‹ JeXÊÁdüÔ+˝À yÓTT‘·Ô+ |ü~ j·T÷ì≥T¢ ø£\e⁄. á |ü~ j·T÷ì≥¢≈£î dü+ã+~Ûs∫q dæ\ãdtqT
10 »qe] 2024 es¡≈£î |üP]Ô#˚j·÷*‡ ñ+≥T+~. dæ\ãdt |üP]Ô #˚j·T&ÉeT+fÒ bÕsƒê´+XÊ\ uÀ<Ûäq, ø£è‘ê´\
ìs¡«Vü≤D, Á|üj÷Ó >±\ ìs¡«Vü≤D, ø°\ø£|<ü ë\ $X‚w¢ Dü , eTqy˚T+ H˚sT¡ Ã≈£îHêï+, nuÛ´Ñ düHêìï yÓTs¡T>∑T|üsT¡ #·T≈£î+<ë+
˝Àì Á|üX¯ï\ $X‚¢wüD‘√ düVü‰ nìï n+XÊ\qT |üP]Ô#˚j·÷*‡ ñ+≥T+~. Á|ü‹ j·T÷ì{Ÿ≈£î πø{≤sTT+#·ã&çq
|”]j·T&É¢qT uÀ<Ûäq eT]j·TT kÕ<ÛäHê |”]j·T&ÉT¢>± $uÛÑõ+#·Tø√yê*.
uÀ<Ûqä ø=s¡≈î£ kÕ<Ûqä ø=s¡≈î£ yÓTT‘·+Ô
Áø£.dü+. j·T÷ì{Ÿ ù|s¡T HÓ\ øπ {≤sTT+∫q øπ {≤sTT+∫q |”]j·T&É¢
|”]j·T&É¢ dü+K´ |”]j·T&É¢ dü+K´ dü+K´
1. b˛wüD pHé 7 3 10
2. XÊ«düÁøÏjT· E˝…’ 7 3 10
3. Á|üdsü D¡ E˝…’ 7 3 10
4. $düsq®¡ Ä>∑wßü º 7 3 10
5. ìj·T+Á‘·D Ä>∑wüߺ / ôdô|º+ãsY 7 3 10
6. Á|ü‘T· ´‘·Œ‹Ô ôdô|+º ãsY/nø√ºãsY 10 5 15
7. JeÁøÏj·T\˝À düeTq«j·T+ nø√ºãsY/qe+ãsY 7 3 10
8. nqTe+•ø£‘`· |ü]D≤eT+ qe+ãsY 10 5 15
9. eTq |üsê´es¡D+ &çôd+ãsY 7 3 10
10. düVü≤» eqs¡T\T &çôd+ãsY/»qe] 7 3 10
yÓTT‘·+Ô 76 34 110
x JeXÊÁdüÔ dæ\ãdtqT |üP]Ô#˚j·T&ÜìøÏ yÓTT‘·Ô+ 110 |”]j·T&ÉT¢ πø{≤sTT+#·&É+ »]–+~. M{Ï˝À 76
uÀ<ÛHä ê |”]j·T&ÉT,¢ 34 kÕ<ÛHä ê |”]j·T&ÉT¢ ø£\e⁄. ñbÕ<Ûë´j·TT\T ‘·eT kÂ\uÛ´Ñ + y˚Ts¡≈î£ 10`01`2024
es¡≈£î dæ\ãdt |üP]Ô#˚ùd˝≤ dü«\Œ e÷s¡TŒ\T #˚düTø√e#·TÃ. HÓ\yêØ dæ\ãdt $uÛÑ»q Äj·÷ HÓ\\
|üì~Hê\ Ä<Ûës¡+>± #˚j·Tã&ç+~.
x uÀ<ÛäHê |”]j·T&é˝À uÛ≤eq\ $es¡D, #·s¡Ã, ø£è‘ê´\ ìs¡«Vü≤D, Á|üjÓ÷>±\ ìs¡«Vü≤D, kÕsê+X¯
$es¡D, eT~+|ü⁄ e+{Ï$ ìs¡«Væ≤+#ê*. kÕ<ÛHä ê |”]j·T&é˝À ªnuÛ≤´dü B|æøμ£ ˝Àì uÛ≤eq\T, nuÛ≤´kÕ\T,
u§eTà\T, bÕsƒ¡´|ü⁄düÔø£+˝Àì nuÛ≤´kÕ\T, $$<Ûä |üØø£å\˝À e∫Ãq e÷~] Á|üX¯ï\ kÕ<Ûäq e+{Ï
n+XÊ\ô|’ nuÛ≤´dü+ ø£*Œ+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 6

 4. HÓ\yêØ>±, s√EyêØ>± ø±sê´#·s¡D Á|üD≤[ø£
(Month Wise, Day wise Action Plan)

|”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê

|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

1 pHé 10 b˛wüD x ñb˛<ëÈ‘·+, dü«j·T+ b˛wüD uÀ<ÛäHê |”]j·T&é

June Nutrition x øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T (Teaching
x øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T ø±s¡ø±\T Period)
Introduction, Autotrophic Nutrition,
Photosynthesis and its factors
2 x Ä≈£î\˝À |æ+&ç|ü<ës¡ú+ uÀ<ÛäHê |”]j·T&é
x ˙s¡T eT]j·TT øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T (Teaching
x >±* eT]j·TT øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T Period)
Starch in leaves, water and
photosynthesis,
air and photosynthesis

3 x ø±+‹ eT]j·TT øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T uÀ<ÛäHê |”]j·T&é

x ôV’≤Á&ç˝≤¢ Á|üjÓ÷>∑+, øÏs¡D»q´ (Teaching
dü+jÓ÷>∑ÁøÏj·T≈£î ø±s¡“Hé &Ó’ Ĭø’‡&é Period)
nedüse¡ Tì ìs¡÷|æ+#·T≥
Light and photosynthesis,
Hydrilla experiment, CO2 is
essential for photosynthesis
experiment
4 x |üÁ‘·Vü≤]‘·+ eT]j·TT uÀ<ÛäHê |”]j·T&é
øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T (Teaching
x øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·÷ j·÷+Á‹ø£+ Period)
Chlorophyll and photosynthesis,
Mechanism of photosynthesis

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 7

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

5 x øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T ø±s¡ø±\T, kÕ<ÛäHê |”]j·T&é

Á|üjÓ÷>±\T, øÏs¡D»q´ (Practice
dü+jÓ÷>∑ÁøÏj÷· j·÷+Á‹ø£+ Period)
Photosynthesis - its factors,
experiments, Mechanism
of photosynthesis.

6 x |üs¡b˛wüø±\˝À b˛wüD uÀ<ÛäHê |”]j·T&é

Heterotrophic Nutrition (Teaching
Period)

7 x e÷qe⁄\˝À Js¡íe´edüú uÀ<ÛäHê |”]j·T&é

x ÄVü‰s¡ yêVæ≤ø£≈£î dü+ã+~Û+∫q (Teaching
Äs√>∑´ø£s¡ n+XÊ\T Period)
Human Digestive System,
Health aspects of alimentary canal

8 x b˛wüø±Vü‰s¡+˝À|ü+ ` yê´<ÛäT\T uÀ<ÛäHê |”]j·T&é

x $≥$TqT¢ ` yê{Ï ˝À|ü+ e\¢ ø£*π> (Teaching
yê´<ÛäT\T. Period)
Mulnutrition - Diseases,
Vitamins - their deficiency diseases

9 x |üs¡b˛wüø±\˝À b˛wüD, e÷qe⁄ì˝À kÕ<ÛäHê |”]j·T&é

Js¡íeedüú ` b˛wüø±Vü‰s¡˝À|ü+ ` (Practice
yê´<ÛäT\T, $≥$TqT¢ Period)
Heterotrophic Nutrition,
Digestion in humans,
Malnutrition - Diseases

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 8

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

10. x øÏs¡D»q´ dü+jÓ÷>∑ ÁøÏj·T Á|üjÓ÷>±\T, kÕ<ÛäHê |”]j·T&é

e÷qe⁄\˝À Js¡íe´edüú ` b˛wüø±Vü‰s¡ (Practice
˝À|ü yê´<ÛäT\T (j·T÷ì{Ÿ yÓTT‘·Ô+) Period)
Photosynthesis
Human digestive system.
Malnutritional diseases

\|òüTT |üØø£å (Slip test)

1 p˝…’ 10 XÊ«düÁøÏjT· x ñb˛<ëÈ‘·+— XÊ«düÁøÏj·T, yêj·TTe⁄\ uÀ<ÛäHê |”]j·T&é
July Respiration Ä$wüÿs¡D (Teaching
x XÊ«düÁøÏj·T <äX¯\T Period)
Introduction; Discovery of
gases, respiration,
Stages of respiration

2 x XÊ«düÁøÏj·T (ñ#êä«dü, ìXÊ«kÕ\T) uÀ<ÛäHê |”]j·T&é

x e÷qe⁄˝˝À yêj·TT Á|ükÕs¡ e÷s¡Z+ (Teaching
x ñ|üõVæ≤«ø£ ` yêj·TT Á|ükÕs¡+ Period)
Respiration (Inhalation and
Exhalation, pathway of air)

3 x e÷qe⁄\˝À XÊ«düÁøÏj·÷ $<Ûëq+ uÀ<ÛäHê |”]j·T&é

x yêj·TTe⁄\ e÷]Œ&ç (yêj·TT>√DT\ (Teaching
qT+&ç s¡ø£ÔπøX¯ Hê[ø£\ es¡≈£î) Period)
x yêj·TTe⁄\ s¡yêD≤, yêj·TTe⁄\ e÷]Œ&ç
(s¡ø£ÔπøX¯ Hê[ø£\ qT+&ç ø£D≤\ es¡≈£î)
Mechanism of respiration in humans,
Gases Exchange
(Alveoli to capillaries)
Transport of gases,
exchange of gases
(capillaries to cells)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 9

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

4 x ø£DXÊ«düÁøÏj·T uÀ<ÛäHê |”]j·T&é

Cellular Respiration (Teaching
Period)

5 x nyêj·TT XÊ«düÁøÏjT· `ádt‘º √ Á|üj÷Ó >±\T uÀ<ÛHä ê |”]j·T&é

x øÏD«q+ (Teaching
Anaerobic respiration, Experiments Period)
with yeast, Fermentation
6 x XÊ«düÁøÏj·T Vs <äVü≤q+ uÀ<ÛäHê |”]j·T&é
x düJe⁄\T XÊ«düÁøÏj·T˝À ñwüí+ $&ÉT<ä\ (Teaching
#˚j·TT≥. Period)
x XÊ«dü(yêj·TT) e´edüú |ü]D≤eT+
Respiration Vs Combustion
Heat production by living
organisms
Evolution of respiratory system
7 x yÓTTø£ÿ\˝À XÊ«düÁøÏj·T uÀ<ÛäHê |”]j·T&é
x y˚s¡¢ <ë«sê XÊ«düÁøÏj·T (Teaching
x XÊ«düÁøÏj·T˝À CO2, ñwüí+ $&ÉT<ä\ Period)
x øÏs¡D»q´ dü+jÓ÷>∑ÁøÏj·T Vs XÊ«düÁøÏj·T
Respiration in plants
Respiration through roots
Release of CO2 and heat in
aerobic respiration
Photosynthesis Vs Respiration
8 x XÊ«düÁøÏj·T <äX¯\T, yêj·TTe⁄\T— kÕ<ÛäHê |”]j·T&é
e÷qe⁄ì˝À yêj·TT Á|ükÕs¡ e÷s¡Z+ (Practice
XÊ«düÁøÏj·÷ $<Ûëq+— ø£DXÊ«düÁøÏj·T Period)
Respiration-stages, gases, pathway
of air in humans, mechanism of
respiration, cellular respiration

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 10

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

9 x nyêj·TT XÊ«düÁøÏjT· `ádt‘º √ Á|üj÷Ó >±\T, kÕ<ÛäHê |”]j·T&é

øÏD«q+, XÊ«düÁøÏj·T Vs <äVü≤q+— (Practice
XÊ«dü (yêj·TT) e´edüú |ü]D≤eT+ Period)
Anaerobic respiration -
Experiments with yeast,
respiration Vs combustion
Evolution of respiratory system

10 x yÓTTø£ÿ˝À¢ XÊ«düÁøÏj·T— yêj·TT XÊ«düÁøÏj·T˝À kÕ<ÛäHê |”]j·T&é

CO2,ñwüí+ $&ÉT<ä\— øÏs¡D»q´ (Practice
dü+jÓ÷>∑ÁøÏjT· Vs XÊ«düÁøÏj·T Period)
Respiration in plants; Release of
CO2 and heat in aerobic respiration;
photosynthesis Vs respiration.

\|òüTT |üØø£å (Slip test)

1 p˝…’ 10 Á|üdsü D¡ x ñb˛<ëÈ‘·+— Vü≤è<äj·T düŒ+<äq uÀ<ÛäHê |”]j·T&é
July Circulation Hê&û düŒ+<äq (Teaching
Introduction; Heart beat-pulse rate Period)

2 x ø°ås¡<ë\ >∑T+&Ó n+‘·]ïsêàD+ uÀ<ÛäHê |”]j·T&é

Internal structure of (Teaching
mammlian heart Period)

3 x s¡ø£ÔHêfi≤\T ` s¡ø£ÔÁ|üdüs¡D uÀ<ÛäHê |”]j·T&é

Blood vessels- Blood circulation (Teaching
Period)

4 x Vü‰]›ø£ e\j·T+ ` dü+eè‘·, $eè‘·, uÀ<ÛäHê |”]j·T&é

@ø£e\j·T, ~«e\j·T s¡ø£ÔÁ|üdüs¡D (Teaching
Cardiac cycle - closed, open, Period)
Single and double circulation

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 11

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

5 x XÀwüs¡dü e´edüú ` Á|üdüs¡D e´edüú uÀ<ÛäHê |”]j·T&é

|ü]D≤eT+ (Teaching
x s¡ø|Ô£ &” qÉ +, s¡øÔ£ düÿ+<äq+. Period)
Lymphatic system - Evolution
of the transport system.
Blood pressure, blood coagulation

6 x yÓTTø£ÿ\˝À |ü<ësêú\ s¡yêD≤ uÀ<ÛäHê |”]j·T&é

x y˚s¡¢ <ë«sê ˙{Ï XÀwüD, y˚s¡T |”&Éq+ (Teaching
Transport of substances in plants Period)
Absorption of water through roots;
root pressure

7 x yÓTTø£ÿ\˝À ˙{Ï Á|üdüs¡D $<Ûëq+ uÀ<ÛäHê |”]j·T&é

x yÓTTø£ÿ\˝À ÄVü‰s¡|ü<ä<ësêú\ s¡yêD≤ (Teaching
Mechanism of water movement Period)
in plants.
Transport of food material in plants

8 x Vü≤è<äj·T düŒ+<äq, ø°ås¡<ë\ >∑T+&Ó kÕ<ÛäHê |”]j·T&é

n+‘·]ïsêàD+, s¡øHÔ£ êfi≤\T`s¡øÁÔ£ |üdsü D¡ (Practice
Heartbeat, internal structure of Period)
mammalian heart, blood vessels-
blood circulation.

9 x Vü‰]›ø£ e\j·T+, XÀwüs¡dü e´edüú ` kÕ<ÛäHê |”]j·T&é

Á|ües¡D e´edüú |ü]D≤eT+, s¡ø£Ô |”&Éq+, (Practice
s¡ødÔ£ ÿü +<äq+ Period)
Cardiac cycle, Lymphatic system
Evolution of the transport system,
Blood pressure, blood coagulation

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 12

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

10 x yÓTTø£ÿ\˝À |ü<ësêú\ s¡yêD≤, y˚s¡T kÕ<ÛäHê |”]j·T&é

|”&qÉ +, uÛ≤c˛Œ‘˚‡ø£+. (Practice
x yÓTTø£ÿ\˝À ÄVü‰s¡ |ü<ësêú\ s¡yêD≤ Period)
Transport of substances in plants,
root pressure, Transpiration,
Transport of food materials in plants

\|òüTT |üØø£å (Slip test)

ìsêàD≤‘·àø£ eT~+|ü⁄ - 1 (Formative Assessment - 1)
1 Ä>∑wßü º 10 $düsq®¡ x ñb˛<ëÈ‘·+— e÷qe⁄\˝À $düs¡®q uÀ<ÛäHê |”]j·T&é
August Excretion x s¡ø£Ô+, eT÷Á‘· |üØø£å\ ìy˚~ø£\ $X‚¢wüD (Teaching
Introduction; Excretion in humans. Period)
Analysis of blood and urine test
reports

2 x ø°ås¡<ë\ eT÷Á‘·|æ+&Ü\ |ü]o\q uÀ<ÛäHê |”]j·T&é

x eT÷Á‘·|æ+&Ü\ n+‘·]ïsêàD+ ` HÓÁbòÕHé (Teaching
x Observation of mammalian kidney, Period)
Internal structure of kidney-nephron

3 x eT÷Á‘·+ @s¡Œ&˚ $<Ûëq+ uÀ<ÛäHê |”]j·T&é

x eT÷Á‘·Hêfi≤\T, eT÷Á‘êX¯j·T+, Á|üùdø£+ (Teaching
Urine formation Period)
Ureters, urinary bladder, urethra

4 x eT÷Á‘· $düs¡®q uÀ<ÛäHê |”]j·T&é

x eT÷Á‘· dü+|òTü ≥q+ (Teaching
x eT÷Á‘·|+æ &É e÷]Œ&ç Period)
Micturition
Composition of Urine
Kidney transplantation

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 13

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

5 x &Éj÷· \dædt uÀ<ÛHä ê |”]j·T&é

x nqTã+<Ûä $düs¡®ø±ej·Tyê\T (Teaching
Dialysis Period)
Accessory excretory organs

6 x Ç‘·s¡ Je⁄\˝À eT÷Á‘· $düs¡®q uÀ<ÛäHê |”]j·T&é

x yÓTTø£ÿ\˝À $düs¡®q (Teaching
Excretion in other organisms Period)
Excretion in plants

7 x ~«rj·T JeÁøÏj·÷ ñ‘·Œqïø±\T, uÀ<ÛäHê |”]j·T&é

Ä\ÿ˝≤sTT&ÉT¢ (Teaching
x $düs¡®q Vs ÁkÕe+ Period)
Secondary Metabolites, Alkaloids
Excretion Vs secretion

8 x e÷qe⁄\˝À $düs¡®q, eT÷Á‘·|æ+&Ü\ kÕ<ÛäHê |”]j·T&é

n+‘·]ïsêàD+, HÓÁbòÕHé, eT÷Á‘·$düs¡®q, (Practice
eT÷Á‘· dü+|òTü ≥q+ Period)
Excretion in humans , Internal
structure of kidney- nephron,
Micturition, Composition of Urine

9 x eT÷Á‘·|æ+&É e÷]Œ&ç, &Éj·÷\dædt kÕ<ÛäHê |”]j·T&é

x nqTã+<Ûä $düs¡®ø±ej·Tyê\T (Practice
x Ç‘·s¡ Je⁄\˝À eT÷Á‘·$düs¡®q Period)
Kidney transplantation, dialysis,
Accessory excretory organs,
Excretion in other organisms

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 14

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

10 x yÓTTø£ÿ\˝À $düsq®¡ `n\ÿ˝≤sTT&ÉT¢ kÕ<ÛäHê |”]j·T&é

x ~«rj·T JeÁøÏj·÷ ñ‘·Œqïø±\T, (Practice
x $düs¡®q Vs ÁkÕe+ Period)
Excretion in plants - alkaloids
secondary metabolites
Excretion Vs secretion

\|òüTT |üØø£å (Slip test)

1 Ä>∑wüߺ / 10 ìj·T+Á‘·D x ñb˛<ëÈ‘·+— ñB›|üq≈£î Á|ü‹düŒ+<äq uÀ<ÛäHê |”]j·T&é
ôdô|+º ãsY Coordination x Hê&ÉT\ düeTq«j·T+ (Teaching
Introduction; response to stimuli Period)
Nerves coordination

2 x Hê&ûø£D ìsêàD+ uÀ<ÛäHê |”]j·T&é

x ñB›|üq qT+&ç Á|ü‹düŒ+<äq es¡≈£î (Teaching
Structure of nerve cell Period)
response to stimuli

3 x Á|ürø±s¡ #·sê´#ê|ü+ uÀ<ÛäHê |”]j·T&é

Reflex arc (Teaching
Period)

4 x πø+Á<äHê&ûe´edüú ` yÓT<ä&ÉT, yÓqTïbÕeTT uÀ<ÛäHê |”]j·T&é

Central nervous system - brain, (Teaching
spinal coard Period)

5 x |ü]BÛj·T Hê&ûe´edüú uÀ<ÛäHê |”]j·T&é

x dü«j·T+#√~‘· Hê&ûe´edüú (Teaching
Peripheral nervous system Period)
Autonomous nervous system

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 15

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

6 x ÇqT‡*Hé ø£<∏ä uÀ<ÛäHê |”]j·T&é

x n+‘·ÁkÕe Á>∑+<∏äT\T ` Vü‰s√àqT¢ (Teaching
The story of insulin - Period)
Endocrine glands - Hormones

7 x |ü⁄qX¯Ãs¡D j·÷+Á‹ø£+, yÓTTø£ÿ\˝À uÀ<ÛäHê |”]j·T&é

s¡kÕj·Tìø£ düeTq«j·T+ (Teaching
Feedback mechanism, Chemical Period)
coordination in plants.
8 x ñB›|üq≈£î Á|ü‹düŒ+<äq, Hê&ÉT\ kÕ<ÛäHê |”]j·T&é
düeTq«j·T+, Hê&ûø£D ìsêàD+, (Practice
Á|ürø±s¡ #·sê´#ê|ü+. Period)
Response to stimuli, Nervous
coordination, Structure of nerve
cell, Reflex arc.
9 x πø+Á<äHê&û e´edüú ` yÓT<ä&ÉT, yÓqTïbÕeTT kÕ<ÛäHê |”]j·T&é
x |ü]BÛj·T Hê&ûe´edüú, dü«j·T+#√~‘· (Practice
Hê&ûe´edüú Period)
Central nervous system - brain,
spinal cord, peripheral nervous
system, autonomous nervous system
10 x »+‘·Te⁄\˝À s¡kÕj·Tìø£ düeTq«j·T+` kÕ<ÛäHê |”]j·T&é
yÓTTø£ÿ\˝À s¡kÕj·Tìø£ düeTq«j·T+ (Practice
Chemical coordination in animals Period)
Chemical coordination in plants

\|òüTT |üØø£å (Slip test)

ìsêàD≤‘·àø£ eT~+|ü⁄ - 2 (Formative Assessment - 2)
dü+Á>∑Vü≤D≤‘·àø£ eT÷˝≤´+ø£q+ - 1 (Summative Assessment - 1)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 16

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

1 ôdô|+º ãsY/ 15 Á|ü‘T· ´‘·Œ‹Ô x ñb˛<ëÈ‘·+ uÀ<ÛäHê |”]j·T&é

nø√ºãsY Reproduction x n˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô $<ÛëHê\T (Teaching
Introduction Period)
Methods of asexual reproduction

2 x XÊFj·T yê´|æÔ ` s¡ø±\T uÀ<ÛäHê |”]j·T&é

Methods of Vegetative (Teaching
propogation Period)

3 x dæ<ä∆;C≤\T @s¡Œ&ÉT≥ uÀ<ÛäHê |”]j·T&é

Sporulation (Teaching
Period)

4 x n˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô $<ÛëHê\T, XÊFj·T kÕ<ÛäHê |”]j·T&é

yê´|æÔ, dæ<ä›;C≤\T @s¡Œ&ÉT≥ (Practice
Methods of asexual reproduction Period)
Methods of Vegetative
propagation, sporulation

5 x ˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô ` ø°ås¡<ë\˝À uÀ<ÛäHê |”]j·T&é

(e÷qe⁄\˝À) ˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô (Teaching
|ü⁄s¡Twü Á|ü‘T· ´‘·Œ‹Ô e´edüú Period)
Sexual reproduction -
Reproduction in placental mammals
- male reproductive system.

6 x ø°ås¡<ë\˝À (e÷qe⁄\˝À) ˝…’+–ø£ uÀ<ÛäHê |”]j·T&é

Á|ü‘·T´‘·Œ‹Ô ` Ád”Ô Á|ü‘·T´‘·Œ‹Ô e´edüú, (Teaching
•X¯ó»qq+ Period)
Reproduction in polacental
mamamals female reproductive
system, Child birth

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 17

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

7 x ø°ås¡<ë\˝À (e÷qe⁄\˝À) ˝…’+–ø£ kÕ<ÛäHê |”]j·T&é

Á|ü‘T· ´‘·Œ‹Ô. (Practice
Reproduction in placental Period)
mammals

8 x |ü⁄wæŒ+#˚ yÓTTø£ÿ\˝À ˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô uÀ<ÛäHê |”]j·T&é

x |ü⁄wüŒ+ ` Á|ü‘·T´‘·Œ‹Ô uÛ≤>±\T (Teaching
Sexual reproduction in flowering Period)
plants
Flower the reproductive part.

9 x n+&É+ ìsêàD+ uÀ<ÛäHê |”]j·T&é

x $‘·qÔ + yÓTT\¬ø‘·&Ô +É (Teaching
Structure of ovule Period)
Seed germination

10 x |ü⁄wæŒ+#˚ yÓTTø£ÿ\˝À ˝…’+–ø£ Á|ü‘·T´‘·Œ‹Ô kÕ<ÛäHê |”]j·T&é

Sexual reproduction in flowering (Practice
plants Period)

11 x ø£D $uÛÑ»q #·]Á‘· uÀ<ÛäHê |”]j·T&é

x ø£D$uÛ»Ñ q (Teaching
x ø£D#·Áø£+ Period)
Cell division - History
Cell division
Cell cycle

12 x düeT$uÛ»Ñ q uÀ<ÛäHê |”]j·T&é

x ø£åj·Tø£s¡D $uÛÑ»q (Teaching
Mitosis Period)
Meiosis

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 18

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

13 x ø£D $uÛÑ»q ` #·]Á‘·, düeT$uÛÑ»q, kÕ<ÛäHê |”]j·T&é

ø£åj·Tø£s¡D $uÛÑ»q (Practice
Cell division - History, Mitosis, Period)
Meiosis

14 x |ü⁄qs¡T‘·Œ‹Ô ` Äs√>∑´+ uÀ<ÛäHê |”]j·T&é

x ≈£î≥T+ã ìj·T+Á‘·D e÷sêZ\T (Teaching
x kÕe÷õø£ <äTsê#êsê\≈£î Period)
e´‹πsø£ b˛sê≥+
Reproductive health
Birth control methods
Fighting against social ills

15 x |ü⁄qs¡T‘·Œ‹Ô Äs√>∑´+, ≈£î≥T+ã kÕ<ÛäHê |”]j·T&é

ìj·T+Á‘·D e÷sêZ\T, kÕe÷õø£ (Practice
<äTsê#êsê\≈£î e´‹πsø£ b˛sê≥+ Period)
Reproductive helath, Birth control
methods, Fighting against social ills.

\|òüTT |üØø£å (Slip test)

1 nø√ºãsY / 10 JeÁøÏj·T\˝À x ñb˛<ëÈ‘·+ uÀ<ÛäHê |”]j·T&é
qe+ãsY düeTq«j·T+ x Äø£* y˚jT· &É+ (Teaching
Coordination Introduction Period)
in life process hunger pangs

2 x s¡T∫ eT]j·TT yêdüq eT<Ûä´ dü+ã+<Ûä+ uÀ<ÛäHê |”]j·T&é

Relation between taste and smell (Teaching
Period)

3 x H√s¡T ˇø£ q$T˝Ò j·T+Á‘·+ uÀ<ÛäHê |”]j·T&é

Mouth - the munching machine (Teaching
Period)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 19

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

4 x |æ+&çô|’ ˝≤˝≤»\+ jÓTTø£ÿ #·s¡´ uÀ<ÛäHê |”]j·T&é

x H√{Ï˝Àì pHqT |üØøÏå+#·T≥ (Teaching
Action of saliva one flour Period)
Testing pH of mouth
5 x ÄVü‰s¡yêVæ≤ø£˝À ÄVü‰s¡ Á|üj·÷D+ uÀ<ÛäHê |”]j·T&é
x ÄVü‰s¡yêVæ≤ø£˝À ô|]kÕº*{Ïø˘ #·\q+ (Teaching
Travel of food through oesophagus Period)
Peristaltic movement in oesophagus
6 x JsêíX¯j·T+ ˇø£ s¡TãT“s√\T e+{Ï~ uÀ<ÛäHê |”]j·T&é
x ÄeT¢+ eT]j·TT |üÁ‘· Á|üjÓ÷>∑+ (Teaching
Stomach the mixer and digester Period)
Acid and leaf experiment
7 x JsêíX¯j·T+ qT+&ç Áù|>∑T\˝ÀøÏ uÀ<ÛäHê |”]j·T&é
ÄVü‰s¡ Á|üj·÷D+ (Teaching
x e´sêú\ $düs¡®q Period)
Travel of food from stomach to
intestine, defecation
8 x JeÁøÏj·T\˝À düeTq«j·T+ ` Äø£* kÕ<ÛäHê |”]j·T&é
y˚j·T&É+, s¡T∫ eT]j·TT yêdüq eT<Ûä´ (Practice
dü+ã+<Û+ä Period)
Coordination in the life processes
hunger pangs, Relationship
between taste and smell.
9 x H√s¡T ˇø£ q$T˝Ò j·T+Á‘·+, H√{Ï˝Àì kÕ<ÛäHê |”]j·T&é
pHqT |üØøÏå+#·T≥, ÄVü‰s¡yêVæ≤ø£˝À (Practice
ÄVü‰s¡ Á|üj·÷D+ Period)
Mouth - the munching machine,
Testing pH of mouth, travel of
food through oesophagus

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 20

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

10 x JsêíX¯j·T+ ˇø£ s¡TãT“s√\T e+{Ï~ kÕ<ÛäHê |”]j·T&é

JsêíX¯j·T+ qT+&ç Áù|>∑T\˝ÀøÏ ÄVü‰s¡ (Practice
Á|üj÷· D+ Period)
Stomach the mixer and digester,
Travel of food from stomach to
intestine.

\|òüTT |üØø£å (Slip test)

1 qe+ãsY / 15 nqTe+•ø£‘`· x ñb˛<ëÈ‘·+ uÀ<ÛäHê |”]j·T&é
&çôd+ãsY |ü]D≤eT+ x ø=‘·Ô \ø£åD≤\T, yÓ’$<Ûë´\T (Teaching
Heredity - Introduction Period)
Evolution New characters and variations

2 x yÓT+&É˝Ÿ eT]j·TT n‘·ì Á|üjÓ÷>±\T uÀ<ÛäHê |”]j·T&é

Mendel and his exdperiments (Teaching
Period)

3 x yÓT+&É˝Ÿ nqTdü]+∫q |ü<‹∆ä uÀ<ÛHä ê |”]j·T&é

x @ø£ dü+ø£Øø£sD
¡ + (Teaching
Procedure followed by Mendel Period)
Monohybrid cross

4 x F1 ‘·s+
¡ ˝À Ä‘·à|üsê>∑d+ü |üsÿ¡ + uÀ<ÛäHê |”]j·T&é
x F2 ‘·s+
¡ (Teaching
x <äèX¯´s¡÷|ü+, »qT´s¡÷|ü+ Period)
Self-pollination in F1 generation
F2 generation
Phenotype, genotyupe

5 x ~«dü+ø£Øø£sD¡ + uÀ<ÛäHê |”]j·T&é

x yÓT+&É˝Ÿ dü÷Á‘ê\T (Teaching
Dihybrid corss Period)
Mendel's laws

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 21

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

6 x ø=‘·Ô \ø£åD≤\T, yÓ’$<Ûë´\T kÕ<ÛäHê |”]j·T&é

x yÓT+&É˝Ÿ eT]j·TT n‘·ì Á|üjÓ÷>±\T Practice
yÓT+&É˝Ÿ dü÷Á‘ê\T Period)
New characters and variations
Mendel and his experiments,
Mendel's laws.

7 x »q≈£î\ qT+&ç dü+‘·‹øÏ uÀ<ÛHä ê |”]j·T&é

x e÷qe⁄\˝À *+>∑ ìsêús¡D (Teaching
Parent to progeny Period)
Sex determination in humans

8 x nqTe+•ø£‘·, e÷qe⁄\˝À *+>∑ìsêús¡D kÕ<ÛäHê |”]j·T&é

Heredity-Sex determination in Practice
humans Period)

9 x |ü]D≤eT+ uÀ<ÛäHê |”]j·T&é

x ¬sø£ÿ\ |ü⁄s¡T>∑T\ »HêuÛ≤˝À yÓ’$<Ûë´\T (Teaching
Evolution Period)
Variations in beetle population

10 x ˝≤e÷sYÿ yê<ä+ uÀ<ÛäHê |”]j·T&é

x &Ü]«ì»+ (Teaching
Lamarckism Period)
Darwinism

11 x |ü]D≤eT+, ˝≤e÷sYÿ yê<ä+, &Ü]«ì»+ kÕ<ÛäHê |”]j·T&é

Evolution, Lamarckism, (Practice
Darwinism Period)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 22

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

12 x C≤‘·T\ ñ‘·Œ‹Ô uÀ<ÛäHê |”]j·T&é

x Je|ü]D≤eT+ Ä<Ûësê\T (ìsêàD (Teaching
kÕeT´, ÁøÏj·÷kÕeT´ nej·Tyê\T— Period)
|æ+&√‘·Œ‹Ô XÊÁdüÔ ì<äs¡ÙHê\T)
Speciation
Evidences of evolution
(Homologous and analogous organs,
Embriological evidences)

13 x •˝≤C≤\T ` ì<äs¡ÙHê\T uÀ<ÛäHê |”]j·T&é

x e÷qe |ü]D≤eT+ (Teaching
x e÷qe⁄&ÉT ` q&ç#˚ neX‚cÕej·Tyê\ Period)
eT÷´õj·T+
Evidences from Fossils
Human evolution
Humans-A moving museum of
vestigial organs

14 x Je|ü]D≤eT+ ` Ä<Ûësê\T— e÷qe kÕ<ÛäHê |”]j·T&é

|ü]D≤eT+ (Practice
Evidences of evolution, Human Period)
evolution.

15 x j·T÷ì{Ÿ yÓTT‘·Ô+˝Àì ø°\ø£ uÛ≤eq\ kÕ<ÛäHê |”]j·T&é

nuÛ≤´dü+ (Practice
Practice on all key concpets of Period)
the unit

\|òüTT |üØø£å (Slip test)

ìsêàD≤‘·àø£ eT~+|ü⁄ - 3 (Formative Assessment - 3)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 23

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

1 &çôd+ãsY 10 eTq x ñb˛<ëÈ‘·+ uÀ<ÛäHê |”]j·T&é

|üsê´es¡D+ x ÄVü‰s¡|⁄ü >=\TdüT (Teaching
Our Introduction Period)
Environment Food chain

2 x ÄVü‰s¡|ü⁄ C≤\ø£+ uÀ<ÛäHê |”]j·T&é

x Jyêes¡D |æs¡$T&ÉT¢ (Teaching
x dü+U≤´|æs$¡ T&ÉT¢ Period)
Food Web
Ecological pyramids
Number pyramids

3 x JeÁ<äe´sê• |æs¡$T&ÉT¢ uÀ<ÛäHê |”]j·T&é

x X¯øÔÏ |æs$¡ T&ÉT¢ (Teaching
Biomass pyramids Period)
Energy pyramids

4 x |üsê´es¡D+ô|’ e÷qe ø±s¡´ø£˝≤bÕ\ uÀ<ÛäHê |”]j·T&é

Á|üu≤Û e+ (Teaching
x ø=˝Ò¢s¡T ø£<∏ä Period)
The effects of human activities
on ecosystem
Story of Kolleru lake

5 x |ü]düsê\˝Àì @<˚ì ˇø£ |üsê´es¡D≤ìï uÀ<ÛäHê |”]j·T&é

|ü]o*+#·T≥ ($<ë´]∆ ø£è‘·´+) (Teaching
Observation of any ecosystem in Period)
surroundings by student

6 x @<äT˝≤u≤<é ]»sê«j·TsY˝Àì #˚|ü\˝À uÀ<ÛäHê |”]j·T&é

uÛ≤s¡˝ÀVü‰\ ìøÏå|üÔ+ (Teaching
Bioaccumulation of heavy metals Period)
in fish of Edulabad water reservoir

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 24

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

7 x |æ#T· Ãø£ô|’ ÁãVü‰àÁdü+Ô uÀ<ÛHä ê |”]j·T&é

x C…’$ø£ ìj·Te÷\T (Teaching
Sparrow campaign Period)
Biological Principles

8 x ÄVü‰s¡|ü⁄ >=\TdüT, ÄVü‰s¡|ü⁄ C≤\ø£+, kÕ<ÛäHê |”]j·T&é

dü+U≤´ |æs$¡ T&ÉT¢ (Practice
Food chains, Food web, Number Period)
pyramid

9 x JeÁ<äe´sê• |æs¡$T&ÉT¢, X¯øÏÔ |æs¡$T&ÉT¢ kÕ<ÛäHê |”]j·T&é

x |üsê´es¡D+ô|’ e÷qe ø±s¡´ø£˝≤bÕ\ (Practice
Á|üu≤Û e+ Period)
Biomass pyramid, Energy pyramid
The effects of human activities on
ecosystem.

10 x ø=˝Ò¢s¡T ø£<∏ä, @<äT˝≤u≤<é ]»sê«j·TsY˝Àì kÕ<ÛäHê |”]j·T&é

#˚|ü\˝À uÛ≤s¡˝ÀVü‰\ ìøÏå|üÔ+. (Practice
x C…’$ø£ ìj·T+Á‘·D Period)
Story of Kolleru lake,
Bioaccumulation of heavy metals
in fish of Edulabad water reservoir
Biological Principles

\|òüTT |üØø£å (Slip test)

1 &çôd+ãsY / 10 düVü≤» x e&ç¶#Ós¡¢, eq|ü]Ô Á>±e÷\˝Àì ˙{Ï uÀ<ÛäHê |”]j·T&é
»qe] eqs¡T\T eqs¡T\ |ü]dæú‹ (Teaching
Natural Situation of water resources of Period)
Resources Wanaparthy and vaddicherla village.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 25

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

2 x ∫qï, ô|<ä› ¬s’‘·T\T u≤e⁄\ <ë«sê ˙{Ï uÀ<ÛäHê |”]j·T&é

bÕs¡T<ä\ô|’ uÛÑ]+#˚ yê]¸ø£ Ks¡TÃ (Teaching
x |ü+≥\ qT+&ç bı+~q Ä<ëj·T+ Period)
Annual expenditure on well
irrigation for small and large farmers
Income of crops.
3 x n+<ä]ø° ˙s¡T uÀ<ÛäHê |”]j·T&é
x düeTT<ëj·T Ä<Ûë]‘· $<ÛëHê\T (Teaching
x ¬s’‘·T Ä<Ûë]‘· $<ÛëHê\T Period)
Water for all
Community based interventions
Farmer based interventions
4 x ;&ÉT uÛÑ÷eTT\ n_Ûeè~∆ ` yÓTTø£ÿ\ uÀ<ÛäHê |”]j·T&é
ô|+|üø+£ (Teaching
x eTq #·T≥÷º ñ+&˚ düVü≤» eqs¡T\T Period)
Wasteland development and
tree plantation
Natural resources around us
5 x n&É$ ` ˇø£ |ü⁄qs¡T<ä∆]+|ü<ä–q eqs¡T uÀ<ÛäHê |”]j·T&é
x H˚\ (Teaching
x Je yÓ’$<Ûä´+ Period)
Forest - an important renewable
resource.
Soil
Biodiversity
6 x •˝≤» Ç+<ÛäHê\T uÀ<ÛäHê |”]j·T&é
x KìC≤\T (Teaching
Fossil Fules Period)
Minerals

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 26

 |”] j·T÷ì{Ÿ ù|s¡T uÀ<Ûqä /kÕ<ÛHä ê
|”]j·T&é j·T&É¢ (Name of |”]j·T&é
dü+K´ HÓ\ dü+K´ the Unit) uÀ<ÛHä ê+XÊ\T (Teaching/
(Period) (Month) (No. of (Topics) Practice
Peri- period)
ods)

7 x dü+s¡ø£åD ` eTTK´yÓTÆq u≤<Ûä´‘· uÀ<ÛäHê |”]j·T&é

x dü+s¡ø£åD≤ düeT÷Vü‰\T (Teaching
Conservation - A vital concern Period)
Conservation groups

8 x e&ç¶#Ós¡¢, eq|ü]Ô Á>±e÷˝À¢ì ˙{Ï kÕ<ÛäHê |”]j·T&é

eqs¡T\ |ü]dæú‹, ∫qï, ô|<ä› ¬s’‘·T\T (Practice
u≤e⁄\ <ë«sê ˙{Ï bÕs¡T<ä\ô|’ uÛÑ]+#˚ Period)
yê]¸ø£ Ks¡TÃ
Situation of water resources of
Wanaparthy and vaddicherla
villages, Annual expenditure on
well irrigation for small and
large farmers.

9 x düeTT<ëj·T Ä<Ûë]‘· $<ÛëHê\T, ¬s’‘·T kÕ<ÛäHê |”]j·T&é

Ä<Ûë]‘· $<ÛëHê\T, ;&ÉT uÛÑ÷eTT\ (Practice
n_Ûeè~∆ ` yÓTTø£ÿ\ ô|+|üø£+ Period)
Community based interventions,
Farmer based interventions -
Wasteland development and tree
plantation.

10 x eTq #·T≥÷º ñ+&˚ düVü≤» eqs¡T\T kÕ<ÛäHê |”]j·T&é

n&É$, H˚\, KìC≤\T, •˝≤» Ç+<ÛäHê\T (Practice
x dü+s¡ø£åD ` eTTK´yÓTÆq u≤<Ûä´‘· Period)
Natural resources around us,
Forest, Soil, Minerals, Fossil fuels
Conservation - A vital concern.

\|òüTT |üØø£å (Slip test)

ìsêàD≤‘·àø£ eT~+|ü⁄ - 4 (Formative Assessment - 4)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 27

 x ìπs›•+∫q uÀ<Ûäq eT]j·TT kÕ<ÛäHê |”]j·T&É¢ Á|üø±s¡+ |”]j·T&ÉT¢ ìs¡«Væ≤+#ê*.
x uÀ<ÛäHê |”]j·T&É¢˝Àì uÀ<ÛäHê+XÊ\ ìs¡«Vü≤D˝À dü«\Œ e÷s¡TŒ\T #˚düTø√e#·TÃqT.
x nq>± ˇø£ j·T÷ì{Ÿ≈£î 7 uÀ<ÛäHê |”]j·T&ÉT¢, 3 kÕ<ÛäHê |”]j·T&ÉT¢ πø{≤sTT+∫q|ü&ÉT ìπs›•+∫q
|”]j·T&É¢˝ÀH˚ uÀ<Ûäq, kÕ<Ûäq |üP]Ô#˚j·Te\dæ ñ+≥T+~.
x ˇø£ |”]j·T&é˝À ìπs›•+∫q uÀ<ÛäHê |”]j·T&é˝Àì uÀ<ÛäHê+XÊ\T Ä |”]j·T&é˝À |üP]Ôø±ø£b˛‘˚
‘·sê«‘· |”]j·T&é˝À |üP]Ô#j
˚ T· e#·TÃ. ˇø£ y˚fi¯ ˇø£ |”]j·T&é˝À ìπs•› +∫q uÀ<ÛHä ê+XÊ\T |üPs¡sÔ TTq#√
eTs=ø£ |”]j·T&é uÀ<ÛäHê+XÊ\T ≈£L&Ü ø=ìï #Ó|üŒe#·TÃqT.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 28

 5. ãVüQfi¯kÕúsTT $<ë´s¡Tú\T - kÕúsTT Ä<Ûës¡uÀ<Ûäq - ø±sê´#·s¡D neT\T
(Multilevel Students - Level based Teaching - Implementation of Action Plan)

eTq bÕsƒ¡XÊ\˝À¢ ãVüQfi¯kÕúsTT >∑\ |æ\¢\T düs¡«kÕ<Ûës¡Dy˚T. kÕ<Ûës¡D+>± 10 e ‘·s¡>∑‹ >∑~˝À ≈£L&Ü
ãVüQfi¯kÕúsTT $<ë´s¡Tú\T ñ+{≤s¡T. M]˝À ‘·s¡>∑‹kÕúsTT ø£*– bÕsƒê´+XÊ\ô|’ |üP]Ô ne>±Vü≤q ø£*–
ñbÕ<Ûë´j·TT\ e÷s¡ìZ sπ X› +¯ Á|üø±s¡+ kı+‘·+>± H˚sT¡ Ãø√>∑*>π $<ë´s¡T\ú T` d”«j·T nuÛ≤´dü≈î£ \T (performers),
kÕ<Ûës¡D kÕúsTT ø£*– ‘√{Ï $<ë´s¡T\ú T, ñbÕ<Ûë´j·TT\ düV≤ü ø±s¡+ nedüse¡ TsTTq $<ë´s¡T\ú T (peer support
learners) eT]j·TT kÕ<Ûës¡D kÕúsTT ø£+fÒ ~>∑Teq ñ+&ç ñbÕ<Ûë´j·TT\ e´øÏÔ>∑‘· düVü≤ø±s¡+ nedüs¡eTsTTq
$<ë´s¡Tú\T (Teacher support learners) ñ+{≤s¡T. á $<Ûä+>± Á|ü<Ûëq+>± eT÷&ÉT kÕúsTT\T ø£*– $$<Ûä
kÕúsTT\˝À ñqï $<ë´s¡Tú\T ñ+{≤s¡T. ø±ã{Ϻ n+<ä]ø° ˇπø $<Ûä+>± uÀ~Û+#·&É+ e\q yê] nuÛÑ´düq
nedüsê\T rs¡e⁄. á düeTdü´qT kÕúsTT Ä<Ûës¡ uÀ<Ûäq <ë«sê e÷Á‘·y˚T n~Û>∑$T+#·>∑\+.
‘·s>¡ ‹∑ >∑~ Á|üÁøÏjT· \˝À uÀ<ÛHä ê |”]j·T&é, kÕ<ÛHä ê |”]j·T&é s¬ +&ç+{Ï˝À ≈£L&Ü $<ë´s¡T\ú ãVüQfi¯kÕúsTT\
Ä<Ûës¡+>± uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\T ìs¡«Væ≤+#ê*. Ç+<äT≈£î $<ë´s¡Tú\ kÕúsTTì >∑T]Ô+#ê*. ø£è‘ê´\T nìï
kÕúsTT\ yê]øÏ dü+ã+~Û+∫q$ ñ+&˚˝≤ #·÷&Ü*. $<ë´s¡Tú\T kı+‘·+>± #˚ùd$, Ç‘·s¡T\ düVü≤ø±s¡+‘√
|üP]Ô#˚ùd$, ñbÕ<Ûë´j·TT\ düVü≤ø±s¡+‘√ |üP]Ô#˚ùd˝≤ ø£è‘ê´\ s¡÷|ü ø£\Œq, ìs¡«Vü≤D »s¡>±*.
$<ë´s¡Tú\qT A, B, C ˝Ò<ë d”«j·T nuÛ≤´dü≈£î\T, düeTej·TdüTÿ\ ãè+<ä düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚yês¡T,
ñbÕ<Ûë´j·TT\ düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚yês¡T>± eØZø£]+#·&ÜìøÏ yê] kÕúsTT\qT Ä<Ûës¡+ #˚düTø√yê*.
uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\˝À $<ë´s¡Tú\ Á|ü‹düŒ+<äq\ Ä<Ûës¡+>±, $$<Ûä |üØø£å\˝À $<ë´s¡Tú\T sêdæq
düe÷<ÛëHê\T, bı+~q e÷s¡Tÿ\ Ä<Ûës¡+>± Á>∑÷|ü⁄\T>± eØZø£]+#ê*. bÕsƒê´+X¯+ uÀ~Û+#˚ düeTj·T+˝À
$<ë´s¡Tú\ Á|ü‹düŒ+<äq\ Ä<Ûës¡+>± ≈£L&Ü ô|’ Á>∑÷|ü⁄\T>± $<ë´s¡Tú \qT eØZø£]+#·e#·TÃqT. ˇø√ÿkÕ]
bÕsƒê´+XÊìï ã{Ϻ ñbÕ<Ûë´j·T düVü≤ø±s¡ nuÛ≤´dü≈£î\T`düeTej·TdüTÿ\ ãè+<ä nuÛ≤´dü≈£î\ Á>∑÷|ü⁄˝ÀøÏ e#˚Ã
neø±X¯+ ñ+≥T+~. n<˚$<Ûä+>± düeTej·Tdüÿ nuÛ≤´dü≈£î\ Á>∑÷|ü⁄ qT+&ç ø=+<äs¡T ñbÕ<Ûë´j·T düVü≤ø±s¡
nuÛ≤´dü Á>∑÷|ü⁄˝ÀøÏ e#˚à neø±X¯+ ñ+≥T+~.
ø±ã{Ϻ Á>∑÷|ü⁄\qT @sêŒ≥T#˚ùd≥|ü⁄Œ&ÉT ô|’ ¬s+&ÉT $<ÛëHê\˝À @<√ ˇø£ $<ÛëHêìï ne\+_+#ê*.
kÕ<ÛäHê |”]j·T&é˝À, Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤D düeTj·T+˝À $<ë´s¡Tú\ kÕúsTT Ä<Ûës¡+>± Á>∑÷|ü⁄\ @sêŒ≥T,
Á>∑÷|ü⁄\ Ä<Ûës¡+>± ø£è‘ê´\ ìs¡«Vü≤D »s¡>±*. eTTK´+>± kÕ<ÛäHê |”]j·T&é˝À ãVüQfi¯kÕúsTT Á>∑÷|ü⁄\
$<ë´s¡Tú\≈£î ø£*Œ+#˚ nuÛ≤´kÕ\T n‘·´+‘· eTTK´yÓTÆq$. á nuÛ≤´kÕ\ s¡÷|üø£\Œq, neT\T $wüj·T+˝À
ÁøÏ+<ä dü÷∫+∫q eT÷&ÉT kÕúsTT\ $<ë´s¡Tú\ô|’ Á|ü‘˚´ø£ <äèwæº ñ+#ê*.
x d”«j·T nuÛ≤´dü≈£î\T (Individual learners) : kı+‘·+>± nuÛÑ´dæ+#·>∑\ nuÛÑ´düq kÕeTsêú´\T ø£*–
ñ+{≤s¡T. Ms¡T ñqï‘·kÕúsTT Ä˝À#·q\T, uÛ≤eq\qT ôd’‘·+ düT\uÛÑ+>± nuÛÑ´dæ+#·>∑\s¡T. (You Do)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 29

 x düeTej·Tdüÿ ãè+<ä düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚yês¡T (Peer learners): »≥Tº˝Àì düuTÑÛ ´\ düV≤ü ø±s¡+‘√
nuÛÑ´dækÕÔs¡T. Ms¡T uÛ≤eq\qT ns¡ú+#˚düTø=ì yê{Ï nqTes¡ÔHê\qT kÕ~Û+#·>∑\s¡T. (We Do)
x ñbÕ<Ûë´j·T düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚ yês¡T (Teacher Support learners): M]ô|’ ñbÕ<Ûë´j·TT\T
Á|ü‘˚´ø£ ÁX¯<ä∆ #·÷bÕ*. (I Do)
JeXÊÁdüÔ ñbÕ<Ûë´j·TT\T ‘êeTT uÀ~Û+#˚ 10 e ‘·s¡>∑‹ $<ë´s¡Tú\ kÕúsTT Ä<Ûës¡+>± $<ë´s¡Tú\
$esê\ ]õwüºsY ‘·|üŒø£ ìs¡«Væ≤+#ê*.
ñ<ëVü≤s¡D≈£î yÓT{Æ Àø±+Á&çj÷· u§eTà^dæ, uÛ≤>±\T >∑T]Ô+∫, $e]+#·+&ç nH˚ uÛ≤eq≈£î dü+ã+~Û+∫
n+<äs¡T $<ë´s¡Tú\T á uÛ≤eq˝Àì eT÷&ÉT n+XÊ\T n+fÒ yÓTÆ{Àø±+Á&çj· ÷ u§eTà^j·T&É+, Ä u§eTà˝À
uÛ≤>±\T >∑T]Ô+#·&É+, yÓTÆ{Àø±+Á&çj·÷ >∑T]+∫ $e]+#·&É+ #˚j·T>∑\>±*.
x á eT÷&ÉT n+XÊ\˝À eTT+<äT>± n+<äs¡T $<ë´s¡Tú\qT yÓTÆ{Àø±+Á&çj·÷ u§eTàqT ^j·TeTHê*.
x u§eTà^dæq yê]ì uÛ≤>±\qT >∑T]Ô+#·eTHê*.
x u§eTà^dæ, uÛ≤>±\T >∑T]Ô+∫q yê]ì yÓT{ Æ Àø±+Á&çj÷· ìsêàD+, $<ÛTä \ >∑T]+∫ $e]+#·eTHê*.
x u§eTà ^j·T˝Òì yê]øÏ {°#·sY düVü‰j·T+ (Teacher Support group) #˚dü÷Ô u§eTà^dæ uÛ≤>±\T
>∑T]Ô+#˚˝≤ #·÷&Ü*.
x u§eTà e÷Á‘·y˚T ^dæ uÛ≤>±\T >∑T]Ô+#·ì yê]ì ‘√{Ï yê]‘√ (Peer support group) #·]Ãdü÷Ô
uÛ≤>±\qT >∑T]Ô+#˚≥≥T¢ nuÛ≤´dü+ #˚j·TeTHê*.
x u§eTà^dæ uÛ≤>±\T >∑T]Ô+∫ $es¡D e÷Á‘·+ sêj·T˝Òì yê]ì kı+‘·+>±, ˝Ò<ë ‘√{Ï yê]‘√
#·]Ãdü÷Ô $es¡D sêj·T&É+ H˚s¡TÃø√eTì #ÓbÕŒ*.
x $es¡D ≈£L&Ü sêdæq yê]øÏ (Performers - self learners) Á|üy˚X¯ |üØø£å\˝À n&çπ> Á|üX¯ï\
kÕúsTT˝À ø=ìï Á|üX¯ï\T Ç∫à nuÛ≤´dü+ #˚j·TeTHê*.
x á $<Û+ ä >± ãVüQfi¯kÕúsTT $<ë´s¡T\ú ≈£î yê] yê] kÕúsTT\≈£î nqT>∑TD+>± nuÛ≤´dü+ ø£*Œ+#ê*.
x ñbÕ<Ûë´j·T düV≤ü ø±s¡+‘√ nuÛ´Ñ dæ+#˚ nuÛ≤´dü≈î£ \T »qe] es¡≈î£ düeTej·TdüTÿ\ ãè+<ä+˝À nuÛ´Ñ dæ+#˚
Á>∑÷|ü⁄>± Á|ü>∑‹ kÕ~Û+#·>∑\>±*.
x düeTej·TdüTÿ\ ãè+<ä+˝À nuÛÑ´dæ+#˚ nuÛ≤´dü≈£î\T d”«j·T nuÛ≤´dü≈£ î\ kÕúsTTøÏ m<ä>±*.
x Á|ürHÓ˝≤ Á|ür Á>∑÷|ü⁄ $<ë´s¡Tú\˝À ‘·|üŒø£ yÓTs¡T>∑T<ä\ ø£ì|æ+#ê*.
x ôdŒwü˝Ÿ f…dtº ìs¡«Væ≤+#˚ Hê{ÏøÏ ñbÕ<Ûë´j·T düVü≤ø±s¡+‘√ nuÛÑ´dæ +#˚ nuÛ≤´dü≈£î\T ñ+&É≈£î+&Ü,
yês¡+<äs¡÷ Á|ü>∑‹ kÕ~Û+#˚˝≤ #·÷&Ü*.
x yÓTT‘·Ô+ $<ë´s¡Tú\˝À ø£˙dü+ 10% eT+~ $<ë´s¡Tú\T 9.5 ô|’>± bÕsTT+≥T¢ kÕ~Û+#˚˝≤, 20% ô|’>±
$<ë´s¡Tú\T 9 bÕsTT+≥T¢ kÕ~Û+#˚˝≤ #·÷&Ü*.
x n+<äs¡÷ ñrÔs¡í‘· kÕ~Û+#·&É+ ‘·|üŒìdü].
10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 30
6. uÀ<ÛäHê |”]j·T&é˝À bÕ{Ï+#ê*‡q k˛bÕHê\T
(Steps to be followed in the Teaching Period)

x uÀ<ÛäHê |”]j·T&é˝À Ä |”]j·T&é˝À ìπs›•+#·T≈£îqï uÀ<ÛäHê+XÊ\qT ns¡ú+#˚sTT+#·&É+, yê{Ï >∑T]+∫

Ä˝À∫+|ü#˚j·T&É+ »s¡>±*.
x j·T÷ì{Ÿ yÓTT<ä{Ï |”]j·T&é˝À Á|ü<Ûëq n+X¯+ô|’ yÓTÆ+&ée÷´|æ+>¥ ìs¡«Væ≤+#ê*. ˇø£ ø°\ø£ |ü<ä+
Ä<Ûës¡+>± Ä˝À#·Hê‘·àø£ Á|üX¯ï\‘√ #·s¡ÃqT ìs¡«Væ≤+#ê*. Á|üdüTÔ‘· bÕsƒê´+X¯ uÀ<Ûäq≈£î nedüs¡eTj˚T´
|üPs¡«uÛ≤eq\qT |ü]#·j·T+ #˚dü÷Ô #·]Ã+#ê*.
x Á|ü‹ j·T÷ì{Ÿ≈£î Concept Mapping sêdæ $e]+#ê*.
x $<ë´s¡Tú\#˚ bÕsƒê´+X¯+ #·~$+#ê*. ø°\ø£ |ü<ë\qT >∑T]Ô+|ü#˚j·÷*.
x ø°\ø£|ü<ë\ô|’ $<ë´s¡Tú\‘√ #·]Ã+#ê*.
x Ä j·T÷ì{Ÿ˝À ñqï uÛ≤eq\T nìï+{Ïì |ü]#·j·T+ #˚j·÷*.
x Çe«ã&çq ø£è‘ê´\T, Á|üjÓ÷>±\T ìs¡«Væ≤+#ê*.
x |ü{Ϻø£\qT $X‚¢wædü÷Ô #·s¡Ã ìs¡«Væ≤+#ê*.
x u§eTà\qT Ä≈£î|ü#·Ãã\¢ô|’ ñbÕ<Ûë´j·TT\T ^j·÷*. yê{Ïì $<ës¡Tú\#˚ e´øÏÔ>∑‘·+>± ^sTT+#ê*.
uÛ≤>±\T >∑T]Ô+#˚≥≥T¢ kÕ<Ûäq #˚sTT+#ê*.
x Á|ü‹ |”]j·T&é˝À uÀ~Û+#˚ bÕsƒê´+X¯+‘√ bÕ≥T>± <ëìøÏ dü+ã+~Û+∫q ªø°\ø£ |ü<ë\Tμ, ªeTq+ @+
H˚s¡TÃ≈£îHêï+μ, ªnuÛÑ´düHêìï yÓTs¡T>∑T|üs¡T#·T≈£î+<ë+μ˝Àì Á|üX¯ï\ $X‚¢wüD ≈£L&Ü »s¡>±*.
x Ä s√E |”]j·T&é˝À #·]Ã+∫q bÕsƒê´+X¯ kÕsê+XÊìï q\¢ã\¢ô|’ sêj·÷*.
x uÀ<ÛäHê |”]j·T&é˝ÀH˚ |üØø£å\˝À Ä bÕsƒê´+XÊìøÏ dü+ã+~Û+∫ m˝≤+{Ï Á|üX¯ï\T ekÕÔjÓ÷ ≈£L&Ü
$X‚¢wæ+#ê*. $$<Ûä $<ë´Á|üe÷D≤\ yêØ>± Á|üX¯ï\ düs¡[ m˝≤ ñ+≥T+~? Ä bÕsƒê´+XÊìøÏ
dü+ã+~Û+∫ m˝≤+{Ï Á|üXï¯ \T n&ç>π neø±X¯+ ñ+≥T+<√ $<ë´s¡T\ú ‘√ #·]Ã+#ê*. Äj·÷ Á|üXï¯ \≈£î
m˝≤ düe÷<Ûëq+ sêj·÷˝À ≈£L&Ü $e]+#ê*.
x ˇø£ ø°\ø£ uÛ≤eq≈£î dü+ã+~Û+∫ Á|üX¯ï\≈£î $$<Ûä $<ë´Á|üe÷D≤\ yêØ>± m˝≤ Á|üX¯ï\T n&É>∑{≤ìøÏ
neø±X¯+ ñ+≥T+<√ #·]Ã+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 31

 x Á|ür dü+<äs¡“¤+˝À &çõ≥˝Ÿ eqs¡T\qT ‘·|üŒø£ ñ|üjÓ÷–+#ê*. (K-yan, QR ø√&ÉT¢, IFP Board
yÓTT<ä\>∑Tq$)
x bÕsƒê´+XÊ\˝Àì uÛ≤eq\qT ì»J$‘· $ìjÓ÷>±ìøÏ nqTdü+<Ûëq+ #˚dü÷Ô #·] Ã+#ê*.
x bÕsƒ¡´Á|üD≤[ø£˝Àì k˛bÕHê˝qT ‘·|üŒø£ bÕ{Ï+#ê*.
x yÓTÆ+&é e÷´|æ+>¥, $<ë´s¡Tú\‘√ ø°\ø£ |ü<ë\ >∑T]Ô+|ü⁄, ø°\ø£ |ü<ë\ô|’ #·s¡Ã, uÛ≤eq\ ne>±Vü≤q≈£î
ø£è‘ê´\T, u§eTà\T, Á|üjÓ÷>±\T, #·s¡Ã, |ü{Ϻø£\ $X‚¢wüD e+{Ï$ ìs¡«Væ≤+#ê*.
x $<ë´s¡Tú\T Á>∑÷|ü⁄\˝À, e´øÏÔ>∑‘·+>± ìs¡«Væ≤+∫q n+XÊ\qT yÓTT‘·Ô+ ‘·s¡>∑‹ >∑~˝À #·]Ã+#ê*.
x ∫es¡˝À eT÷˝≤´+ø£q+ ‘·|üŒø£ ìs¡«Væ≤+#ê*.
x Bì˝À uÛ≤>∑+>± ªnuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·T≈£î+<ë+μ ˝Àì Á|üX¯ï\qT $<ë´s¡Tú\‘√ #·]Ã+#ê*.
x á #·s¡Ã yê]¸ø£ |üØø£å\≈£î ñ|üjÓ÷>∑|ü&˚˝≤ ñ+&Ü*.
x Ä Á|üX¯ï≈£î »yêãT\T $<ë´s¡Tú\#˚ #Ó|æŒ+∫, ˝ÀbÕ\Tqï#√ dü]#˚j·÷*.
x Ä Á|üX¯ï yê]¸ø£ |üØø£å˝À mìï s¡ø±\T>± e#˚à neø±X¯eTT+<√, Ä Á|üX¯ï≈£î »yêãT @ $<Ûä+>±
sêj·÷˝À $e]+#ê*.
uÀ<ÛäHê |”]j·T&é k˛bÕHê\T (Steps for Teaching Period)
1. ñb˛<ëÈ‘+· (Introduction)
x |ü\ø£]+|ü⁄ (Greetings)
x yÓT+Æ &é e÷´|æ+>¥ ` y˚T<Û√eT<Ûqä + (Mind mapping - Brain Storming)
x |üPs¡«uÛ≤eq\ >∑T]Ô+|ü⁄ (Identification of prerequisites)
x ø±HÓ‡|tº e÷´|æ+>¥ (Concept Mapping)
x bÕsƒ+¡ ù|s¡T Á|üø{£ +Ï #·&+É (Declaration of lesson)
2. bÕsƒê´+X¯+ #·~$ ø°\ø£|ü<ë\T >∑T]Ô+#·&É+ (Reading the lesson and identifying key words)
x $<ë´s¡Tú\T bÕsƒ¡+ #·<äe&É+, ø°\ø£ |ü<ë\T, uÛ≤eq\T, q÷‘·q |ü<ë\T >∑T]Ô+#·&É+. (Reading
the lesson, identifying key words, new words and concepts)

x ø°\ø£|<ü ë\ >∑T]+∫ #·]Ã+#·&+É (Discussion on Key words)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 32

3. ø£è‘ê´\ ìs¡«Vü≤D ` uÛ≤eq\ ne>±Vü≤q (Conducting Activities - Conceptual Understanding)
x e´øÏ>Ô ‘∑ ,· »≥Tº ø£è‘ê´\T #˚jT· &É+ (Doing individual and group activities)
x Á|üj÷Ó >±\T ìs¡«Væ≤+#·&+É (Conducting experiments)
x ìy˚~ø£\T sêj·T&É+, u§eTà\T, bò˛¢ #ês¡Tº\T ^j·T&É+, Á>±|òü⁄\T, qeT÷Hê\T ‘·j·÷s¡T#˚j·T&É+,
$X‚w¢ +æ #·&+É (Writing the reports, Drawing pictures, graphs and making models and analysis)
x #·sá (Discussion)
4. Á|ü<äs¡Ùq ` #·s¡Ã (Demonstration - Discussion)
x $<ë´s¡Tú\T s¡÷bı+~+∫q ìy˚~ø£\T, u§eTà\T, qeT÷Hê\T, Á>±|òü⁄\T, ø£è‘ê´\T Á|ü<ä]Ù+#·&É+
(Demonstration of reports, diagrams, models, graphs and activities)

x |æ\¢\ Á|ü<äs¡Ùq Ä<Ûës¡+>± Ä˝À#·Hê‘·àø£ Á|üX¯ï\T q\¢ã\¢ô|’ sêdæ $e]+#·&É+, #·]Ã+#·&É+.

(Writing the probing questions based on children demonstrations and discussion)

5. eTT–+|ü⁄ ` eT÷˝≤´+ø£q+ (Sumup - Evaluation)

x bÕsƒê´+X¯+˝À #·]Ã+∫q uÛ≤eq\ìï+{Ïô|’ ≈£î|¢ +Ôü >± eTT–+|ü⁄ Çe«&É+, Ä≈£î|ü#÷ ã\¢ô|’ kÕsê+X¯+
sêj·T&É+. (Brief sumup on all the concepts discussed on the topic and writing the summary
on the green board)

x nuÛ´Ñ düHêìï yÓTs¡T>∑T|üsT¡ #·T≈£î+<ë+ ˝Àì Á|üXï¯ \qT $<ë´Á|üe÷D≤\≈£î nqT>∑TD+>± Á|ü•ï+#·&+É .
x |æ\¢\T Á|üX¯ï\≈£î kı+‘·+>± düe÷<ÛëHê\T #Ó|üŒ&É+, sêj·T&É+— ‘·sê«‘· |”]j·T&é≈£î nedüs¡yÓTÆq
bÕsƒê´+X¯+ #·<eä &É+, ø±yê*‡q kÕeTÁ– eT]j·TT düe÷#ês¡+ ùdø£]+#˚ u≤<Û´ä ‘·\T n|üŒ–+#·&+É .
(Children writing answers to the questions in their own words, Reading the lesson for the
next period, giving responsibilites to collect required material and information)

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 33

 e÷~] uÀ<ÛäHê |”]j·T&é (Model Teaching Period)
j·T÷ì{Ÿ ù|s¡T : XÊ«düÁøÏj·T
bÕsƒê´+X¯+ : e÷qe⁄\˝À yêj·TT Á|ükÕs¡ e÷s¡Z+
düeTj·T+ : 40 ì$TcÕ\T
1. ñb˛<ëÈ‘·+:
x |ü\ø£]+|ü⁄
x yÓTÆ+&é e÷´|æ+>¥
XÊ«düÁøÏj·T˝Àì <äX¯˝Ò$?
ñ#êä«dü+˝À @+ »s¡T>∑T‘·T+~?
ñ#êä«dü+˝À |”\Ãã&çq >±* @ nej·Tyê\≈£î #˚s¡T‘·T+~?
ìXÊ«dü Á|üÁøÏj·T˝À $&ç#˚>±* @ uÛ≤>±\ <ë«sê Á|üj·÷DÏ+∫ ãj·T≥≈£î edüTÔ+~?
2. ø°\ø£ |ü<ë\ / uÛ≤eq\ >∑T]Ô+|ü⁄:
x JeXÊÁdüÔ bÕsƒ¡´|ü⁄düÔø£+˝Àì dü+ã+~Û‘· bÕsƒê´+XÊìï $<ë´s¡Tú\#˚ #·~$+∫ ø°\ø£|ü<ë\qT /
ø°\ø£ uÛ≤eq\qT >∑T]Ô+|üCÒj·÷*. M{Ïì Ä≈£î|ü#·Ãã\¢ô|’ sêj·÷*.
ñ<ë: Hê•ø±s¡+Á<Ûë\T, Hê•ø± ≈£îVü≤s¡+, Á>∑düì, dü«s¡ù|{Ïø£, yêj· TTHêfi≤\T, XÊ«düHêfi≤\T,
XÊ«düHê[ø£\T, yêj·TTø√X¯ >√DT\T, }|æ]‹‘·TÔ\T, ñ|üõVæ≤«ø£, X‚¢wü à+.
3. ø£è‘ê´\ ìs¡«Vü≤D:
x e÷qe⁄\˝À yêj·TT Á|ükÕs¡e÷sêZìï #·÷|æ+#˚ M&çjÓ÷ Á|ü<äs¡Ùq ` #·s¡Ã.
x e÷qe⁄\˝À yêj·TT Á|ükÕs¡e÷sêZìï #·÷|æ+#˚ #ês¡Tº Á|ü<äs¡Ùq ` #·s¡ Ã
x e÷qe X¯Øs¡ qeT÷Hê <ë«sê yêj·TTÁ|ükÕs¡ e÷s¡Z+ ` Á|ü<äs¡Ùq ` #·s¡Ã.
x q\¢ã\¢ô|’ yêj·TTÁ|ükÕs¡ e÷sêZìï #·÷ù| u§eTà^j·T&É+ ` #·s¡Ã

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 34

 $<ë´s¡Tú\qT Á>∑÷|ü⁄\T>± $uÛÑõ+#ê*. yês¡T #·÷dæq M&çjÓ÷\T / #ês¡ Tº /qeT÷Hê / u§eTà Ä<Ûës¡+>±
#·]Ã+#ê*. yês¡T ne>±Vü≤q #˚düT≈£îqï n+XÊ\qT u§eTà‘√ düVü‰ H√≥T|ü⁄düÔø£+˝À sêj·TeTHê*. uÀ~Û+∫q
n+XÊ\≈£î dü+ã+~Û+∫ #·sá ˙j·÷+XÊ\≈£î #Ó+~q Á|üXï¯ \qT q\¢ã\¢ô|’ sêj·÷*. $<ë´s¡T\ú T yê] düeT÷Vü≤+˝À
#·]Ã+∫ düe÷<ÛëHê\T H√≥T|ü⁄düÔø£+˝À sêj·÷*.
ñ<ë: Hê•ø± ≈£îVü≤s¡+˝À X‚¢wüà+ ˝Òø£b˛‘˚ @eTe⁄‘·T+~?
dü«s¡ù|{Ïø£ <ë«sê X¯u≤›\T m˝≤ ñ‘·Œ‹Ô ne⁄‘êsTT?
e÷qe X¯Øs¡+˝À ñ|üõVæ≤«ø£ jÓTTø£ÿ bÕÁ‘· @$T{Ï?
4. Á|ü<äs¡Ùq ` #·s¡Ã
Á|ü‹ düeT÷Vü≤+ yê]‘√ ‘·eT Á>∑÷|ü⁄ |üìì Á|ü<ä]Ù+|üCÒj·÷*. <ëìô|’ nìï Á>∑÷|ü⁄\ $<ë´s¡Tú\‘√ |üP]Ô
‘·s¡>∑‹ ø£è‘·´+>± #·s¡Ã »s¡>±*. yÓTT‘·Ô+ n+XÊ\qT Áø√&ûø£]+∫ $e]+#ê*.
5. eTT–+|ü⁄ ` eT~+|ü⁄:
ñbÕ<Ûë´j·TT\T eTTU≤´+XÊ\qT, ø°\ø£ |ü<ë\T / uÛ≤eq\qT |ü⁄qsêeè‘·+ #˚dü÷Ô #·]Ãdü÷Ô kÕsê+XÊìï
Ä≈£î|ü#÷ ã\¢ô|’ sêj·÷*. $<ë´ Á|üe÷D≤\ Ä<Ûës¡+>± ˇø£{Ï ˝Ò<ë s¬ +&ÉT Á|üXï¯ \qT q\¢ã\¢ô|’ sêdæ e´øÏ>Ô ‘∑ +· >±
düe÷<ÛëHê\T sêsTT+#ê*. düe÷<ÛëHêìï $X‚¢wæ+∫ $<ë´s¡Tú\T sêdæq dü e÷<ÛëHê\qT dü]#·÷düTø√eTì
#ÓbÕŒ*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 35

 7. kÕ<ÛäHê |”]j·T&é˝À bÕ{Ï+#ê*‡q k˛bÕHê\T
(Steps to be followed in the Practice Period)

$<ë´s¡T\ú nuÛ´Ñ düq+˝À kÕ<ÛHä ê |”]j·T&é ø°\ø£bÕÁ‘· b˛wædTü +Ô ~. uÀ<ÛHä ê |”]j·T&é˝À uÀ~Û+∫q bÕsƒê´+XÊìøÏ
#Ó+~q ªø°\ø£|ü<ë\Tμ, ªeTq+ @+ H˚s¡TÃ≈£îHêï+μ ` eTTK´+>± ªnuÛÑ´düHêìï yÓTs¡T>∑T|üs¡#·T≈£î+<ë+μ n+XÊ\T
#·]Ãdü÷Ô |ü⁄q]«eTs¡Ù #˚j·Te\dæ ñ+≥T+~. á n+XÊ\qT |ü{Ïwüº+>± $<ë´s¡Tú\T H˚s¡TÃ≈£îH˚˝≤ nuÛ≤´dü+
#˚sTT+#·e\dæ ñ+≥T+~.
nuÛ≤´dü |”]j·T&é ìs¡«Vü≤D $<ë´s¡T\ú uÛ≤eq\ ne>±Vü≤q≈£î ‘√&ÉŒ&Ü*. uÀ<ÛHä ê |”]j·T&é˝Àì bÕsƒê´+XÊ\
ne>±Vü≤q ã˝Àù|‘·eTj˚T´˝≤ yê]¸ø£ |üØø£å\qT <äèwæº˝À ñ+#·Tø=ì nuÛ≤´dü |”]j·T&é ìs¡«Vü≤D »s¡>±*.
nuÛ≤´dü |”]j·T&é $<ë´s¡T\ú kÕúsTT Ä<Ûës¡+>± ìs¡«Væ≤+#·ã&Ü*. $<ë´s¡T\ú ãVüQfi¯ kÕúsTT\≈£î nqT>∑TD+>±
ø£è‘ê´\T ø£*Œ+#ê*. d”«j·T nuÛ≤´dü≈£î\T (self learners - performers), düeTej·TdüTÿ\ düVü≤ø±s¡+
nedüse¡ TsTTq yês¡T (peer support learners), ñbÕ<Ûë´j·TT\ düV≤ü ø±s¡+‘√ nuÛ´Ñ dæ+#˚ yê] (teacher support
learners) kÕúsTTøÏ nqT>∑TDyÓTÆq ø£è‘ê´\T ìs¡«Væ≤+#ê*.

$<ë´s¡Tú\ >∑‘· |üØø£å\˝À kÕúsTT\ Ä<Ûës¡+>± ˝Ò<ë Ä bÕsƒê´+X¯+ô|’ $<ë´s¡Tú\ Á|ü‹düŒ+<äq\ Ä<Ûës¡+>±
$<ë´s¡Tú\qT Á>∑÷|ü⁄\T>± eØZø£]+#ê*.
nuÛ≤´dü |”]j·T&é˝À bÕsƒ¡´|ü⁄düÔø£+, nuÛ≤´düB|æø£, b˛{°|üØø£å\ nuÛÑ´düq kÕeTÁ–ì ñ|üjÓ÷–+#·Tø√yê*.
eTT+<äT>± >∑‘· |”]j·T&é˝À #·]Ã+∫q bÕsƒê´+XÊ\qT $<ë´s¡Tú\‘√ #·]Ã+#ê*. Ä #·s¡Ã Ä<Ûës¡+>± bÕsƒê´+X¯
kÕsê+XÊìï sêãfÒº Á|üj·T‘·ï+ #˚j·÷*.
Ä Á|ü‹düŒ+<äq\ Ä<Ûës¡+>± $<ë´s¡Tú\qT eT÷&ÉT Á>∑÷|ü⁄\T>± #˚j·÷*. ˇø√ÿ Á>∑÷|ü⁄≈£î Ä $<ë´s¡Tú\
kÕúsTTøÏ ‘·–q ø£è‘ê´\T ìs¡«Væ≤+#ê*. düeTej·TdüTÿ\ düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚ nuÛ≤´dü≈£î\ Á>∑÷|ü⁄ yês¡T
‘·eT Á>∑÷|ü⁄ |üìì Á|ü<ä]Ù+#ê*. <ëìô|’ nìï Á>∑÷|ü⁄\ yê]‘√ #·s¡Ã »s¡>±*. nìï n+XÊ\qT #·]Ã+∫
$e]+#ê*.
x $<ë´s¡Tú\≈£î ÁøÏ+~ dü÷#·q\T Çyê«*.
x Á>∑÷|ü⁄\T>± @sêŒ≥Tø£eTàì #ÓbÕŒ*.
x d”«j·T nuÛ≤´dü≈£î\qT kı+‘·+>±, e´øÏÔ>∑‘·+>± sêj·TeTHê*. sêdæq ‘·sê«‘· ˇø£s¡T sêdæq
düe÷<ÛëHê\qT eTs=ø£s¡T |ü]o*+#·Tø√eTHê*. Ä bÕsƒê´+XÊìøÏ dü+ã+~Û+∫ b˛{° |üØø£å\
n+XÊ\T ≈£L&Ü H˚sT¡ Ãø√eTHê*. Ç+<äT≈£î nuÛ≤´düB|æø,£ Ç‘·s¡ nuÛ´Ñ düq kÕeTÁ–, bÕsƒ´¡ |ü⁄düøÔ ±\qT
ñ|üjÓ÷–+#·Tø√eTHê*.
10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 36
 x »≥¢˝À düVü≤ø±s¡+‘√ nuÛÑ´dæ+#˚ Á>∑÷|ü⁄ $<ë´s¡Tú\qT kı+‘·+>± sêùd˝≤ Á|üj·T‹ï+#·eTHê*.
»yêãT sêj·T>∑*π>yê]ì sêj·Tì yê]øÏ, ‘√{Ïyê]øÏ düVü≤ø±s¡+ n+~+#·eTHê*. n+<äs¡÷
#·]Ã+#·Tø=ì sêùd˝≤ Áb˛‘·‡Væ≤+#ê*. ñbÕ<Ûë´j·TT\ düVü≤ø±s¡+ rdüTø√eTHê*. bÕsƒ¡´|ü⁄düÔø±\T,
nuÛ≤´düB|æø£qT |üP]Ô kÕúsTT˝À $ìjÓ÷–+#·Tø√eTHê*. á Á>∑÷|ü⁄ yêπs Á|ü<äs¡Ùq #˚j·Te\dæ
ñ+≥T+<äì ‘Ó\bÕ*.
x ñbÕ<Ûë´j·T düVü≤ø±s¡+ nedüs¡yÓTÆq Á>∑÷|ü⁄ $<ë´s¡Tú\qT n+<äs¡÷ #·]Ã+∫ sêj·TeTHê*. sêì
n+XÊ\ô|’ ñbÕ<Ûë´j·TT\T á Á>∑÷|ü⁄ <ä>∑Zπs ñ+&ç düVü≤ø±s¡+ n+~kÕÔ eTì ‘Ó\bÕ*. eTs√kÕ]
bÕsƒê´+XÊìï ñbÕ<Ûë´j·TT\T $e]+#·>\∑ eTì ‘Ó\bÕ*. Á|ür $<ë´]úì Á>∑÷|ü⁄˝À ‘·|Œü ø£ #·Ts¡T≈£î>±
Á|ü‹düŒ+~+#·eTHê*.
e÷~] kÕ<ÛäHê |”]j·T&é (Model Practice Period)
j·T÷ì{Ÿ ù|s¡T : XÊ«düÁøÏj·T
bÕsƒê´+XÊ\T : XÊ«düÁøÏj·T yêj·TTe⁄\ Ä$wüÿs¡D, XÊ«düÁøÏj·T <äX¯\T, e÷qe⁄\˝À yêj·TTÁ|ükÕs¡ e÷s¡Z+,
ñ|üõVæ≤«ø£, XÊ«düÁøÏj·÷ $<Ûëq+, ø£DXÊ«düÁøÏj·T
düeTj·T+ : 40 ì$TcÕ\T
x á kÕ<ÛHä ê |”]j·T&é≈î£ øπ {≤sTT+∫q uÀ<ÛHä ê+XÊ\T / bÕsƒê´+XÊ\ Ä<Ûës¡+>± $<ë´s¡T\ú kÕúsTTì
ã{Ϻ eT÷&ÉT düeT÷Vü‰\T>± $uÛÑõ+#ê*.
1. e´øÏ>Ô ‘∑ +· >± #˚jT· >∑*–qyês¡T (Individual performers)
2. ãè+<ä düVü≤ø±s¡+‘√ H˚s¡TÃø√>∑*π>yês¡T (Peer support group)
3. ñbÕ<Ûë´j·T düVü≤ø±s¡+‘√ H˚s¡TÃ≈£îH˚yês¡T (Teacher support group)
bÕsƒ¡´|ü⁄düÔø£+, nuÛ≤´düB|æø£ Ä<Ûës¡+>± uÀ<ÛäHê+XÊ\≈£î dü+ã+~Û+ ∫q Á|üX¯ï\qT q\¢ã\¢ô|’ sêj·÷*.
ñ<ë: x e÷qe⁄\˝À yêj·TTÁ|ükÕs¡ e÷sêZìï $e]+#·+&ç. (AS 1)
x yÓTÆ{Àø±+Á&çj·÷ u§eTà^dæ, uÛ≤>±\T >∑T]Ô+#·+&ç. (AS 5)
x XÊ«düÁøÏj·T˝À &Éj·÷Á|òü+ ˝Òø£b˛‘˚ @+ »s¡>∑e#·TÃ? (AS 1)
ô|’ eT÷&ÉT Á|üX¯ï\qT $X‚¢wædü÷Ô $<ë´s¡Tú\‘√ #·]Ã+#ê*. eT÷&ÉT dü eT÷Vü‰\ $<ë´s¡Tú\≈£î y˚πs«s¡T>±
ø£è‘ê´\qT øÏ+~ $<Ûä+>± ìs¡«Væ≤+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 37

 1. Individual performers group: Çe«ã&çq eT÷&ÉT Á|üXï¯ \≈£î düe÷<ÛëHê\qT ‘·eT kı+‘· e÷≥˝À¢
$es¡+>± sêj·÷*. nedüs¡yÓTÆ‘˚ bÕsƒ¡´|ü⁄düÔø£+ düVü‰j·T+ rdüTø√e#·TÃ.
2. Peer support group: á Á>∑÷|ü⁄ düuTÑÛ ´\T Çe«ã&çq Á|üXï¯ \qT n+<äs÷¡ ø£*dæ #·]Ãdü÷Ô nedüsy¡ TÓ qÆ
y˚Ts¡≈£î ñbÕ<Ûë´j·TT\ düVü‰j·T+‘√ düe÷<ÛëHê\qT sêj·÷*. ø£˙dü+ u§eTà\T ^dæ, uÛ≤>±\qT
>∑T]Ô+∫, yê{Ï >∑T]+∫ yê]øÏ ‘Ó*dæq n+XÊ\qT sêj·T>∑\>±*.
e÷qe⁄ì˝À yêj·TTÁ|ükÕs¡ e÷sêZìï >∑T]Ô+#ê*. Hê•ø±s¡+Á<Ûë\T, Hê•ø± ≈£îVü≤s¡+, Á>∑düì,
dü«s¡ù|{Ïø£, yêj·TTHêfi¯+, XÊ«düHêfi≤\T, yêj·TTø√X¯>√DT\T, }|æ]‹‘·TÔ\ >∑T]+∫ ‘Ó*dæq n+XÊ\T
sêj·÷*. yÓTÆ{Àø±+Á&çj·÷ u§eTà ^j·T&É+ nuÛ≤´dü+ #˚j·÷*. &Éj·÷Á|ò ü+ ˝Òø£b˛‘˚ @eTe⁄‘·T+<√
ˇø=ÿø£ÿ]‘√ #Ó|æŒ+#ê*.
3. Teacher support group: ø°\ø£ uÛ≤eq\qT ne>±Vü≤q #˚düTø√e&É+˝À yÓqTø£ã&çq $<ë´s¡Tú\≈£î
eTs=ø£kÕ] ñbÕ<Ûë´j·TT\T $e]+∫ yÓTÆ{Àø±+Á&çj·÷ u§eTà ^dæ uÛ≤>±\T >∑T]Ô+#˚≥≥T¢>± kÕ<Ûäq
#˚sTT+#ê*. düs¡fi¯yÓTÆq uÛ≤wü˝À ø°\ø£ uÛ≤eq\qT sêùd$<Ûä+>± Áb˛‘·‡Væ≤+#ê*. Á|ü‹ uÛ≤eq >∑T]+∫
¬s+&ÉT, eT÷&ÉT ø°\ø£ |ü<ë\qT q\¢ã\¢ô|’ sêdæ yê{Ï Ä<Ûës¡+>± $<ë´s¡Tú\T ‘·q kı+‘· e÷≥˝À¢
sêùd˝≤ Áb˛‘·‡Væ≤+#ê*.
x e÷qe⁄\˝À yêj·TT Á|ükÕs¡ e÷s¡Z+ bò˛¢#ês¡TºqT kÕ<Ûäq #˚sTT+#ê*.
x yÓTÆ{§ø±+Á&çj·÷ u§eTà^dæ uÛ≤>±\T >∑T]Ô+#˚˝≤ #·÷&Ü*.
x &Éj÷· Á|ò+ü ˝Òøb£ ˛‘˚ ñ#êä«dü, ìXÊ«kÕ\˝À @+ »s¡>e∑ #√à ˇø=ÿø£ÿ]ì Ä˝À∫+#·eTHê*.
<ëìøÏ dü+ã+~Û+∫q n+XÊ\qT sêj·TeTHê*.
Á|ü<sä Ù¡ q:
eTT+<äT>± ˇø£ Á|üX¯ï≈£î düe÷<ÛëHêìï Peer support group yê]#˚ Á|ü<ä]Ù+|üCÒj·÷*. Á|ü<äs¡Ùq
»]π>≥|ü⁄Œ&ÉT $T>∑‘ê $<ë´s¡T\ú +<äs÷¡ ‘êeTT sêdæq düe÷<ÛëHê\qT dü]#·÷düTø√yê*. nedüsy¡ TÓ qÆ n+XÊ\qT
düe÷<ÛëHê\≈£î ñbÕ<Ûë´j·TT\ dü\Vü‰ y˚Ts¡≈£î CÀ&ç+#ê*.
x nq+‘·s¡+ eTs=ø£ Á|üX¯ïqT q\¢ã\¢ô|’ sêdæ Ç|üŒ{Ï es¡≈£î #˚dæq $<ÛëHêH˚ï ø=qkÕ–+#ê*.
x ∫es¡≈£î Ä s√E kÕ<Ûäq #˚dæq eTTU≤´+XÊ\qT Áø√&ûø£]+∫ ôdwüHé eTT–+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 38

 8. dü+Á>∑Vü≤D≤‘·àø£ eT÷˝≤´+ø£q+`uÛ≤s¡‘·« |ü{Ϻø£
(Summative Assessment - Weightage Table)

x dü+Á>∑Vü≤D≤‘·àø£ eT÷˝≤´+ø£q+˝À JeXÊÁkÕÔìøÏ 40 e÷s¡Tÿ\T πø{≤sTT+#·&É+ »]–+~.

x Á|üXÊï|üÁ‘·+˝À bÕsYº ` A, bÕsYº `B $uÛ≤>±\T ñ+{≤sTT.
x bÕsYº ` A ≈£î 30 e÷s¡Tÿ\T, bÕsYº ` B ≈£î 10 e÷s¡Tÿ\T πø{≤sTT+#·&É+ »]–+~.
x |üØøå±düeTj·T+ 1.30 ì$TcÕ\T.
x ∫e] 15 ì$TcÕ\˝À bÕsYº ` B Çe«&ÉÉ+ »s¡T>∑T‘·T+~.

$<ë´Á|üe÷D≤\ yêØ>± uÛ≤s¡‘·« |ü{Ϻø£ (Academic Standards wise Weightage table)

dü+K´ $<ë´Á|üe÷D+ e÷s¡Tÿ\ πø{≤sTT+|ü⁄
1. $wüj÷· e>±Vü≤q (Conceptual understanding) 18
2. Á|ü•ï+#·&+É ` |ü]ø£\Œq #˚jT· &É+ (Questioning - Hypothesis) 02
3. Á|üj÷Ó >±\T (Experiments) 09
4. düe÷#ês¡ HÓ’|ü⁄D≤´\T ` ÁbÕC…≈£îº |üqT\T
(Information skills - project works) 04
5. u§eTà\T, bò¢˛#ês¡Tº\T ^j·T&É+ <ë«sê uÛ≤eÁ|ükÕs¡+
(Communication through diagrams, flow charts) 07
6. ì»J$‘· $ìjÓ÷>∑+, Á|üX¯+dü, $\Te\T
(Utilisation in daily life, appreciation, values) 06

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 39

 dü+Á>∑Vü≤D≤‘·àø£ eT÷˝≤´+ø£q+ ` uÛ≤s¡‘·« |ü{Ϻø£
$<ë´Á|üe÷D+ πø{≤sTT+∫q
A.S. e÷s¡Tÿ\T VSAQ SAQ Essay MCQ
Marks allotted

1. $wüj·÷e>±Vü≤q 18 ` 1(4) 1(6) 8(1)

2. |ü]ø£\Œq\T #˚j·T&É+ 02 1(2) ` ` `
3. Á|üj÷Ó >±\T 09 1(2) ` 1(6) 1(1)
4. düe÷#ês¡ HÓ’|ü⁄D≤´\T 04 ` 1(4) ` `
5. u§eTà\T, bò˛¢ #ês¡Tº\T 07 ` ` 1(6) 1(1)
6. ì» J$‘· $ìjÓ÷>∑+ 06 1(2) 1(4) ` `
yÓTT‘·+Ô 40/46 Á|ü. 3 Á|ü. 3 Á|ü. 2/3 Á|ü. 10
e÷. 6 e÷. 12 e÷. 12 e÷. 10
Á|ü : Á|üX¯ï\ dü+K´
e÷ : e÷s¡Tÿ\T
x @Á|æj·T˝Ÿ ` 2023 yê]¸ø£ Á|üXÊï|üÁ‘êìï $X‚¢wædü÷Ô $<ë´s¡Tú\‘√ #·]Ã+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 40

 9. Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤D düeTj·T+˝À #˚j·Te\dæq$
(To be done during the Special Classes)

x qe+ãsY yÓTT<ä{Ï ‘˚~ qT+&ç Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤D #˚|ü{≤º*. ñ<äj·T+/kÕj·T+Á‘·+ ˇø£ |üP≥
e÷Á‘·y˚T Á|ü‘˚´ø£ ‘·s¡>∑‘·T\T ìs¡«Væ≤+#·e\dæ ñ+≥T+~.
x á düeTj·T+˝À @y˚ì ¬s+&ÉT $<ë´Á|üe÷D≤\ Ä<Ûës¡+>± yê]¸ø£ |üØø£å˝À Ç#˚à Á|üX¯ï\ $<Ûëq+˝À
|üØø£å ìs¡«Væ≤+#ê*.
x yÓTT<ä{Ï 30 ì$TcÕ\T |üØø£å ìs¡«Væ≤+∫ Ä ‘·sê«‘· Á|üX¯ï|üÁ‘êìï $X‚¢wæ+∫ düe÷<ÛëHê\T m˝≤
sêj·÷˝À $e]+#ê*.
x ¬s>∑T´\sY |”]j·T&é˝À eT÷˝≤´+ø£q+ #˚dæq »yêãT |üÁ‘ê\T Ç∫à yÓTs¡T>∑T<ä\≈£î nedüs¡eTsTTq
dü÷#·q\T Çyê«*.
x 1 »qe] qT+&ç ñ<äj·T+, kÕj·T+Á‘·+ ¬s+&ÉT |üP≥\T Á|ü‘˚´ø£ ‘·s¡>∑‘·T\T ìs¡«Væ≤ +#ê*.
x Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ düeTj·T+˝À bÕsƒê´+XÊ\ |ü⁄qX¯Ãs¡D e÷Á‘·y˚T #˚j·Te\dæ ñ+≥T+~. |üØø£å\T
ìs¡«Væ≤+#·sê<äT.
x ˇø£ bÕsƒê´+XÊìøÏ dü+ã+~Û+∫ $<ë´ Á|üe÷D≤\qT <äèwæ˝º À ñ+#·Tø=ì ø=ìï uÛ≤eq\qT $<ë´s¡T\ú ≈£î
$e]+#ê*. Ä uÛ≤eq\qT $<ë´s¡T\ú T H˚sT¡ Ã≈£îH˚˝≤ #·÷&Ü*. n<˚$<Û+ä >± u§eTà\T ^j·T&É+ nuÛ≤´dü+
#˚sTT+#ê*.
x Á|üjÓ÷>±\≈£î dü+ã+~Û+∫ Á|üjÓ÷>∑ k˛bÕHê\T sêsTT+#ê*.
x |ü{Ϻø£\qT $X‚¢wæ+|üCÒj·÷*.
x ˇø£ bÕsƒê´+XÊìøÏ dü+ã+~Û+∫q uÛ≤eq\≈£î #Ó+~q uÛÒ<ë\T, ñ<ëVü≤s¡D\T, ø±s¡D≤\T, $es¡D,
u§eTà\T, Á|üjÓ÷>±\T, |ü{Ϻø£\T, |ü]ø£\Œq, ì»J$‘· $ìjÓ÷>∑+ nuÛÑ´ dæ+#˚˝≤ #·÷&Ü*.
x Ç+<äT≈£î ªnuÛ≤´dü B|æø£μqT |üP]ÔkÕúsTT˝À $ìjÓ÷–+#·Tø√yê*.
x Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ düeTj·T+˝À yÓTT<ä{Ï 20 ì$TcÕ\T $e]+#·&É+, $T–*q düeTj·T+˝À $<ë´s¡Tú\T
nuÛ≤´dü+ #˚j·T&É+ »s¡>±*.
x á 40 ì$TcÕ\T A, B, C Á>∑÷|ü⁄\˝À nuÛ≤´dü+ »s¡>±*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 41

 x ñbÕ<Ûë´j·TT\T ‘·q düVü≤ø±s¡+ nedüs¡eTsTTq Á>∑÷|ü⁄ $<ë´s¡Tú\≈£î düVü‰j·T+ #˚j·÷*.
x Á|ür düeT÷Vü≤|ü⁄ $<ë´s¡Tú\≈£î \øå±´\qT ìπs›•+#ê*.
x Á|ü‹ Á>∑÷|ü⁄ nuÛÑ´düHêìï |üs¡´y˚øÏå+#ê*.
x á n+XÊ\ô|’ eTs¡Tdü{Ï s√E ¬s>∑T´˝sY |”]j·T&é˝À |üØø£å ìs¡«Væ≤+#ê*.
x Ä ‘·sê«‘· s√E ¬s>∑T´\sY |”]j·T&é˝À »yêãT |üÁ‘ê\qT $X‚¢wæ+∫ #·]Ã+∫ yÓTs¡T>∑T<ä\≈£î
dü÷#·q*yê«*.
x ˇø£ Á|ü‘˚´ø£ ‘·s¡>∑‹ ìs¡«Vü≤D nq+‘·s¡+ ¬s+&ÉT ¬s>∑T´\sY |”]j·T&ÉT¢ Ç+<äT≈£î $ìjÓ÷–+#·Tø√yê*.
Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ ìs¡«Vü≤D düeTj·T+˝À ¬s>∑T´\sY |”]j·T&é˝À #˚j·Te\dæq n+XÊ\T.
x ˇø£ bÕsƒê´+XÊìøÏ dü+ã+~Û+∫ $<ë´ Á|üe÷D≤\qT <äèwæ˝º À ñ+#·Tø=ì ø=ìï uÛ≤eq\qT $<ë´s¡T\ú ≈£î
$e]+#ê*. Ä uÛ≤eq\qT $<ë´s¡T\ú T H˚sT¡ Ã≈£îH˚˝≤ #·÷&Ü*. n<˚$<Û+ä >± u§eTà\T ^j·T&É+ nuÛ≤´dü+
#˚sTT+#ê*.
x Á|üjÓ÷>±\≈£î dü+ã+~Û+∫ Á|üjÓ÷>∑ k˛bÕHê\T sêsTT+#ê*.
x |ü{Ϻø£\qT $X‚¢wæ+|üCÒj·÷*.
x ˇø£ bÕsƒê´+XÊìøÏ dü+ã+~Û+∫q uÛ≤eq\≈£î #Ó+~q uÛÒ<ë\T, ñ<ëVü≤s¡D\T, ø±s¡D≤\T, $es¡D,
u§eTà\T, Á|üjÓ÷>±\T, |ü{Ϻø£\T, |ü]ø£\Œq, ì»J$‘· $ìjÓ÷>∑+ nuÛÑ´ dæ+#˚˝≤ #·÷&Ü*.
x Ç+<äT≈£î ªnuÛ≤´dü B|æø£μqT |üP]ÔkÕúsTT˝À $ìjÓ÷–+#·Tø√yê*.
x yÓTT<ä{Ï 20 ì$TcÕ\T $e]+#·&É+ $T–*q düeTj·T+˝À $<ë´s¡Tú\T nuÛ≤´dü+ #˚j·T&É+ »s¡>±*.
x á 40 ì$TcÕ\T A, B, C Á>∑÷|ü⁄\˝À nuÛ≤´dü+ »s¡>±*.
x ñbÕ<Ûë´j·TT\T ‘·q düVü≤ø±s¡+ nedüs¡eTsTTq Á>∑÷|ü⁄ $<ë´s¡Tú\≈£î düVü‰j·T+ #˚j·÷*.
x Á|ür düeT÷Vü≤|ü⁄ $<ë´s¡Tú\≈£î \øå±´\qT ìπs›•+#ê*.
x Á|ü‹ Á>∑÷|ü⁄ nuÛÑ´düHêìï |üs¡´y˚øÏå+#ê*.
x á n+XÊ\ô|’ eTs¡Tdü{Ï s√E |”]j·T&é˝À |üØø£å ìs¡«Væ≤+#ê*.
x Ä ‘·sê«‘· s√E |”]j·T&é˝À »yêãT |üÁ‘ê\T $X‚¢wæ+∫ #·]Ã+∫ yÓTs¡T>∑T<ä\≈£î dü÷#·q*yê«*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 42

 10. |æ\¢\ Á|ü>∑‹ì ìs¡+‘·s¡+>± eT~+|ü⁄ #˚j·T&É+
(Assessment of Children Progress Continuously)

10 ‘·s¡>∑‹ $<ë´s¡Tú\qT yê]¸ø£ |üØø£å\≈£î düqï<ä∆‘· #˚j·TT≥ ø=s¡ ≈£î $$<Ûä |üØø£å\qT ìs¡«Væ≤+#ê*.
yê]¸ø£ |üØø£å\qT $<ë´s¡Tú\T Ä‘·à$XÊ«dü+‘√ sêùd˝≤ M{Ïì ìs¡«Væ≤+#ê*.
x ìsêàD≤‘·àø£ eT÷\´+ø£q+˝À uÛ≤>∑+>± E˝…,’ Ä>∑wßü ,º qe+ãs¡T, »qe]˝À \|òTü T|üØø£\å T ìs¡«Væ≤+#ê*.
x qe+ãsY e÷dü+ qT+&ç ìs¡ÙVæ≤+#˚ Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ düeTj·T+˝À \|òüTT |üØø£å ìs¡«Væ≤+#ê*.
x |òæÁãe] e÷dü+˝À Á|ü‘˚´ø£ |üØø£å (special test) ìs¡«Væ≤+#ê*. SA-1 |üØø£å dæ\ãdt (50%)
$TqVü‰sTT+∫ $T–*q (50%) SA-2 dæ\ãdt Ä<Ûës¡+>± á |üØø£å ìs¡«Væ≤+#ê*.
x e÷]à HÓ\˝À Á|” ô|ò’q˝Ÿ (Pre final) |üØø£å\T ìs¡«Væ≤+#ê*.
x Á|ür |üØø£å≈£î dü+ã+~Û+∫ s¡÷bı+~+#˚ Á|üXÊï|üÁ‘ê\ uÛ≤s¡‘·«+ yê]¸ø£ |üØø£å Á|üXÊï|üÁ‘· $<Ûëq+˝À
ñ+&Ü*. $<ë´Á|üe÷D≤\ Ä<Ûës¡+>± ñ+&Ü*.
x \|òüTT|üØø£å˝À ˇø£ yê´düs¡÷|ü Á|üX¯ï (6 e÷.), ¬s+&ÉT \|òüTT düe÷<Ûëq Á|üX¯ï\T (4 e÷.), eT÷&ÉT n‹
\|òüTT düe÷<Ûëq Á|üX¯ï\T (2 e÷.) Çyê«*. ˇø£y˚fi¯ yê]¸ø£ |üØø£å\˝À e÷s¡Tÿ\T, Á|üX¯ï\ πø{≤sTT+|ü⁄
uÛÑ$wü´‘·TÔ˝À e÷]qqT yê´düs¡÷|ü, \|òüTT, n‹\|òüTT düe÷<Ûëq Á|üX ¯ï\T e÷Á‘·+ ‘·|üŒø£ ñ+&˚˝≤
#·÷&Ü*.
x Á|ür |üØø£å ìs¡«Vü≤D nq+‘·s¡+ ‘·|üŒ≈£î+&Ü düe÷<Ûëq |üÁ‘ê\qT dü]#·÷dæ, dü]~~› |òü*‘ê\qT
$<ë´s¡Tú\≈£î n+<äCÒj·÷*.
x $<ë´s¡Tú\T #˚dæq ˝ÀbÕ\qT #·]Ã+∫ düe]+|üCÒj·÷*.
x yÓTs¡T>∑T<ä\≈£î dü÷#·q\T Çyê«*.
x |üØø£å\ nq+‘·s¡+ á n+XÊ\ ìs¡«Vü≤D n‘·´+‘· ø°\ø£+.
x Á|ür |üØø£å˝À $<ë´s¡Tú\T kÕ~Û+∫q Á|ü>∑‹ì ]ø±s¡T¶ #˚j·÷*. Ä ]õwü ºs¡T¢ ìs¡«Væ≤+#ê*.
x |æ\¢\ Á|ü>∑‹ì m|üŒ{Ïø£|ü⁄Œ&ÉT n+#·Hê y˚ùd $<Ûä+>± Á|üD≤[ø£ s¡÷bı+~+#·Tø√yê*.
x ‘·s¡>∑‹>∑~˝À ìs¡«Væ≤+∫q uÀ<ÛäHêuÛÑ´düq ø£è‘ê´\≈£î dü+ã+~Û+∫q ø°\ø£ uÛ≤eq\ eTTU≤´+XÊ\qT
$<ë´s¡Tú\T ‘·eT kı+‘· e÷≥˝À¢ sêj·÷*. yê{Ïì eTs¡Tdü{Ï s√E ñbÕ<Ûë´j·TT\T |ü]o*+∫
|üØøÏå+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 43

 x yêsê+‘·|ü⁄ |üØø£å\T eTÚœø£+>± / sê‘·|üPs¡«ø£+>± Ä yês¡+˝À uÀ~Û+∫q dæ\ãdt Ä<Ûës¡+>±
ìs¡«Væ≤+#ê*.
x j·T÷ì{Ÿ uÀ<Ûäq nq+‘·s¡+ ‘·|üŒìdü]>± \|òüTT |üØø£åqT ìs¡«Væ≤+#ê*.
x JeXÊÁdüÔ+˝À yÓTT‘·Ô+ 10 j·T÷ì≥T¢ ø£\e⁄. j·T÷ì{Ÿ≈£î ˇø£{Ï #=|ü⁄Œq yÓTT‘·Ô+ 10 |üØø£å\T
ìs¡«Væ≤+#ê*.
x \|òüTT |üØø£å˝À 2 ˝Ò<ë 3 $<ë´Á|üe÷D≤\ Ä<Ûës¡+>± Á|üXÊï|üÁ‘êìï s¡÷bı+~+#ê*.
x \|òüTT |üØø£å Á|üXÊï|üÁ‘·+˝À yê´düs¡÷|ü (Essay), \|òüTTdüe÷<Ûëq (SAQ), n‹ \|òüTTdüe÷<Ûëq
(VSAQ) Á|üX¯ï\T ñ+&˚ $<Ûä+>± yê]¸ø£ |üØø£å qeT÷Hê˝À s¡÷bı+~+#ê*.

x $wüj·÷e>±Vü≤q≈£î #Ó+~q Á|üX¯ï\T Á|ü‹ |üØø£å˝À ñ+&˚≥≥T¢>± #·÷&Ü*. yê{Ï‘√bÕ≥T Á|üjÓ÷>±\T,

u§eTà\T, |ü{Ϻø£\T ñqï j·T÷ì≥¢≈£î ÁbÕ<Ûëq´‘· ìyê«*.
x SAQ eT]j·TT VSAQ \˝À ì»J$‘· $ìjÓ÷>∑+, |ü]ø£\Œq\T #˚jT· &É+ e+{Ï Á|üXï¯ \T ‘·|Œü ìdü]>±
ñ+&˚≥≥T¢ #·÷&Ü*.
x Á|ü‹ \|òTü T |üØø£≈å î£ dü+ã+~Û+∫ $<ë´s¡T\ú Á|ü>‹∑ ì qyÓ÷<äT #˚j÷· *. @ $<ë´Á|üe÷D≤\˝À $<ë´s¡T\ú T
yÓqTø£ã&çHês√ >∑T]Ô+#ê*. n˝≤+{Ï n+XÊ\ô|’ kÕ<ÛäHê |”]j·T&é˝À Á|ü‘˚´ø£ ÁX¯<ä∆ eVæ≤+#ê*.
x FA \qT nø£&É$Tø˘ ø±˝…+&ÉsY˝À dü÷∫+∫q $<Ûä+>± Äj·÷ HÓ\˝À¢ |üP]Ô#˚j·÷*.
x Á|ü‘˚´ø£ ‘·s¡>∑‘·T\ düeTj·T+˝À @y˚ì ¬s+&ÉT, eT÷&ÉT $<ë´Á|üe÷D≤\≈£î dü+ã+~Û+∫q Á|üX¯ï\‘√
|üØø£åqT ìs¡«Væ≤+#ê*.
x @ |üØø£å ìs¡«Væ≤+∫qqT Ä |üØø£å nq+‘·s¡+ düe÷<ÛëHê\qT |ü]o*+∫, Ä Á|üX¯ï\ô|’ $<ë´s¡Tú\‘√
#·]Ã+∫ düe÷<ÛëHêìï $X‚¢wæ+#ê*. düe÷<Ûëq |üÁ‘ê\qT $<ë´s¡Tú\øÏ∫à yês¡T #˚dæq ˝ÀbÕ\qT
dü«j·T+>± dü]~<äT›ø=ì sêùd˝≤ Áb˛‘·‡Væ≤+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 44

11. 10e ‘·s¡>∑‹ $<ë´s¡Tú\ ‘·*¢<ä+Á&ÉT\ Á|ü‘˚´ø£ düe÷y˚XÊ\T
(Special Meetings to Class -10 Students Parents)

x $<ë´dü+e‘·‡s¡+ ÁbÕs¡+uÛÑ+˝À |ü<äe ‘·s¡>∑‹ $<ë´s¡Tú\ ‘·*¢<ä+Á&ÉT \ Á|ü‘˚´ø£ düe÷y˚XÊìï

@sêŒ≥T#˚j·÷*. á düe÷y˚X¯+˝À |ü<äe ‘·s¡>∑‹ $<ë´s¡Tú\¬ø’ #˚|ü&ÉT‘·Tqï Á|ü‘˚´ø£ ø±sê´#·s¡D
>∑T]+∫ $e]+#ê*.
x Ç+{Ï <ä>∑Zs¡ #·<äee\dæq, #˚j·Te\dæq |üqT\≈£î dü+ã+~Û+∫ Á|ü‹ $<ë´]ú e´øÏÔ>∑‘· düeTj·TkÕ]DÏ
s¡÷bı+~+#·Tø√yê*. <ëìì $<ë´s¡Tú\T bÕ{Ï+#˚ $<Ûä+>± Ç+{Ï e<ä› ‘·* ¢<ä+Á&ÉT\T ÁX¯<ä∆ #·÷bÕ\ì
‘Ó\bÕ*.
x nuÛ≤´dü+ ø=s¡≈£î nqTyÓ’q yê‘êes¡D≤ìï Ç+{Ï˝À ‘·*¢<ä+Á&ÉT\T ø£*Œ+#ê*‡ ñ+≥T+<äì ‘Ó\bÕ*.
x Á|ü‹ j·T÷ì{Ÿ |üØø£å nq+‘·s¡+ ‘·*¢<ä+Á&ÉT\ düe÷y˚XÊìï @sêŒ≥T#˚dæ $<ë´s¡Tú\ Á|ü>∑‹ >∑T]+∫
#·]Ã+#ê*.
x SA-1 eTT–dæq nq+‘·s¡+ ‹]– ‘·*¢<ä+&ÉT\ düe÷y˚XÊìï ìs¡«Væ≤+∫ $<ë´]ú Á|ü>∑‹,
yÓTs¡T>∑T|üs¡#·Tø√e\dæq n+XÊ\T, yÓqTø£u≤≥T≈£î ø±s¡D≤\qT #·]Ã+#ê*.
x |ü~ j·T÷ì{Ÿ |üØø£å\ nq+‘·s¡+ n+fÒ dæ\ãdt |üPs¡Ôj·÷´ø£ ‘·*¢<ä+ÁÁ&ÉT\ Á|ü‘˚´ø£ düe÷y˚XÊìï
@sêŒ≥T#˚dæ, $<ë´s¡Tú\ Á|ü>∑‹ì #·]Ã+#ê*. yê]¸ø£ |üØø£å\ düeTj·T+ <ä>∑Zs¡|ü&ÉT‘·Tqï+<äTq Ç+{Ï
e<ä› $<ë´s¡Tú\ nuÛ≤´dü+, düeTj·TkÕ]DÏ neT\Tô|’ Á|ü‘˚´ø£ ÁX¯<ä› ô|{≤º\ì ø√sê*.
x ôdŒwü˝Ÿ f…dtº nq+‘·s¡+ ≈£L&Ü düe÷y˚XÊìï @sêŒ≥T#˚dæ $<ë´s¡Tú\ Á|ü>∑‹ô|’ #·]Ã+#ê*. $<ë´s¡Tú\
Á|ü>∑‹ì n_Ûq+~+#ê*. ‘·*¢<ä+Á&ÉT\T u≤<Ûä´‘·‘√ e´eVü≤]düTÔqï+<äT≈£î Á|ü>∑‹ yÓTs¡T>∑T|ü&ç+<äì,
yê]¸ø£ |üØø£å\ es¡≈£î eT]+‘· u≤<Ûä´‘·>± e´eVü≤]+#ê\ì ø√sê*.
x Á|ür |üØø£å nq+‘·s¡+ »yêãT |üÁ‘ê\T, $<ë´s¡Tú\T kÕ~Û+∫q e÷s¡Tÿ\T, Áπ>&ÉT\ $esê\qT
m|üŒ{Ïø£|ü⁄Œ&ÉT ‘·*¢<ä+Á&ÉT\≈£î |ü+bÕ*.
x ‘·*<¢ +ä Á&ÉT\T Ç+{Ï <ä>sZ∑ ¡ $<ë´s¡T\ú T ìπs•› +#·T≈£îqï düeTj·TkÕ]DÏ Á|üø±s¡+ nuÛ´Ñ dæ+#˚˝≤ #·÷&Ü\ì
ø√sê*.
x $<ë´s¡Tú\T, ñbÕ<Ûë´j·TT\T, ‘·*¢<ä+Á&ÉT\ düVü≤ø±s¡ uÛ≤>∑kÕ«eT´+ <ë«sêH˚ |òü*‘ê\ kÕ<Ûäq
kÕ<Ûä´eTe⁄‘·T+<äì $e]+#ê*.

10e ‘·s¡>∑‹ |üÁ‘˚´ø£ ø±sê´#·s¡D Á|üD≤[ø£ 45