CBSE NCERT Syllabus 2016 – 2017 for class 9, 10, 11, 12 maths, social, science, Hindi, English, Physics, Chemistry, Biology, Home science, Accounts, Business Studies, Economics and all other additional subjects for 2016 – 2017 in PDF format.
Following the following link:
Committees of Courses of various subjects offered by the Board annually review the curricula of their respective subjects. It is, therefore, obligatory for the schools and the students preparing for the Board’s Examination for a particular year to follow the CBSE NCERT Syllabus 2016 – 2017, courses and the books prescribed by it for the year 2016 – 2017. No deviation from the prescribed ones is permissible. The syllabi and courses in Regional and Foreign Languages have been provided in the Volume II, the syllabi and courses in Music and Dance have been provided in the Volume III printed separately.
PRINCIPLES OF SCHOOL CURRICULUM
The CBSE’s School Curriculum gets its lead from the National Curriculum Framework (NCF 2005).
The paramount guiding principles as proposed by NCF-2005 are
connecting knowledge to life outside the school, ensuring that learning is shifts away from rote methods, enriching the curriculum to provide for overall development of children rather than remain textbook centric, making examinations more flexible and integrated into classroom life and, nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.
According to NCF 2005 the greatest national challenge for education is to strengthen our participatory democracy and the values enshrined in the Constitution. Meeting this challenge implies that we make quality and social justice the central theme of curricular reform. Citizenship training has been an important aspect of formal education. Today, it needs to be boldly re-conceptualised in terms of the discourse of universal human rights and the approaches associated with critical pedagogy. A clear orientation towards values associated with peace and harmonious coexistence is not only desirable but also essential. Quality in education includes a concern for quality of life in all its dimensions. This is why a concern for peace, protection of the environment and a predisposition towards social change must be viewed as core components of quality, not merely as value premises.
Aims of Education
- The Aims of Education are landscaped in the guiding principles of constitution which reflect a commitment to democracy and the values of equality, justice, freedom, concern for others’ well-being, secularism, respect for human dignity, and human rights. Education should aim to build a commitment to these values, which are based on reason and understanding. The CBSE NCERT Syllabus 2016 – 2017, therefore, should provide adequate experience and space for dialogue and discourse in the school to promote such a commitment in children.
- Independence of thought and action points to a capacity of carefully considered, value-based personal & collective decision-making. Sensitivity to others’ well-being and feelings, together with knowledge and understanding of the world, should form the basis of a rational commitment to values.
- Ability to learn & re-learn is important as means of responding to new situations in a flexible and creative manner. The curriculum needs to emphasise the processes of constructing knowledge.
- The ability to choose in life and the ability to participate in democratic processes depend on the ability to contribute to society in various ways. This is why education must develop the ability to work and participate in economic processes and social change. This necessitates the integration of work with education.
- We must ensure that work-related experiences are sufficient and broad-based in terms of skills and attitudes, that they foster an understanding of socio-economic processes, and help inculcate a mental frame that encourages working with others in a spirit of cooperation. Work alone can create a social temper.
Appreciation of beauty and art forms is an integral part of human life. Creativity in arts, literature and other domains of knowledge is closely linked.
CBSE School Curriculum -The underlying Values and Rationale
- The core values of CBSE School Curriculum draw its strength, by keeping pace with the 21st century and the global trends of educational transformations, as well as keeping in view that India is an independent nation with a rich variegated history, extraordinarily complex cultural diversity, and commitment to democratic values and general well-being.
- One of the basic aims of education is to nurture in the learner a sound mind and strong values driven character. Learners should be educated to uphold the democratic values, respect the Rules of Law, and support humanitarian ideals; they should engage in healthy practices to be able to develop robust and healthy physiques, learn how to think for themselves and be creative.
- We aim at nurturing responsible citizens with a sense of patriotism and a global perspective. In principle, education is a learning progression to help learners explore their innate capacity and talents as well as develop their potential to improve and enhance sustainable nature of their living environment.
Keeping this in mind we need to have a rationale with core components as follows:
● “Nurturing Life-skills” includes developing an improved self-esteem, building empathy towards others and different cultures, etc. Improving on their critical and creative thinking and making them better at problem solving with a balanced approach towards decision-making. The core life-skills must be integral to the whole process of education.
● “Integration” includes creating harmony of sense with sensibility, a connection between knowledge and application, and integrating human sciences with technological innovations.
● “Upholding Constitutional values” safeguarding values expressed in the Constitution- sovereignty, socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation.
● “A global perspective” keeping pace with the 21st century and the global trends, enhance learner’s ability to understand her status and position in the community and the world. Develop understanding how we all are interconnected and how we can bring about transformations as well as the individual’s responsibility in this change process.
● “Lifelong learning” to see education as a liberating process, leading to active exploration, problem solving, and the utilization of information and languages leading to socially transformative practices.
● “Appreciating Individual Differences” to promote and nourish wide range of capacities and skills in learners. As intelligence is diverse in its dimension, pedagogy and evaluation should aim at making it possible for this diversity to bloom. Excellence in diverse areas should be accepted and rewarded.
CBSE School Curriculum Mission and Goals
The curriculum will adopt the following principles:
● to facilitate learners’ spiritual, ethical, social, cognitive, mental, and physical growth and development;
● to enhance learner’s innate potentials;
● to foster constitutional values and tolerance for different cultures;
● to develop scientific outlook and transformative competencies to meet the demands of the changing society.
The aim of education is not just to let learners obtain basic knowledge but to make them life-long learners. It is to nurture future citizens who are mentally and physically robust, assertive, confident, empathetic and helpful to the community, intellectually inquisitive and reflective, tolerant and with creative vision and global perspective. Schools will accomplish such standards through the promotion of values based learning activities which emphasize humanity, practicality, individuality, inclusiveness, and modernity. Such activities involve collaborations between oneself and others, individuals and the community, as well as humans and nature. To achieve this, we must guide our learners to achieve the following curriculum goals:
● To enhance self-awareness and explore innate potential;
● To promote capabilities related to goal setting, decision making and lifelong learning;
● To nurture communication and interpersonal skills;
● To learn to be empathetic towards others, display dignity and respect to all , to contribute for the community, and focus on preserving environment;
● To foster cultural learning and international understanding in an interdependent society;
● To strengthen knowledge and attitude related to livelihood skills;
● To acquire the ability to utilize technology and information for the betterment of humankind;
● To develop abilities related to thinking skills and problem solving.
● To develop creativity and the ability to appreciate art and showcase one’s own talents;
Conception of Learning and Learning Environment
Learning occurs both at individual as well as peer group level and lies in the process of building knowledge and skills. Learning, in a purposeful way, takes place by a learner independently, in class with a teacher, in out of class interaction with the peer group and the larger community. Learning is an active and goal oriented process. Learning environment must be physically, psychologically, and socially safe and it must motivate learners to develop effective study skills and to become lifelong learners.
Formulation of CBSE School Curriculum
The National Curriculum Framework (NCF 2005) is the framework on the basis of which the Central Board of Secondary Education formulates its own curriculum and syllabus document by adopting and adapting the guidelines and syllabus provided.
There are a number of underlying factors, which are evident in this document:
● values and underlying principles of the Constitution;
● learning outcomes of different levels Secondary;
● possible innovative pedagogies for curricular transaction transformative and beyond textbooks and classrooms;
● collaboration between home and school;
● project based learning to build research capabilities;
● emphasis on inclusion strategies;
● general and specific teaching and assessment objectives;
● emphasis on multiple modes of assessment through descriptors of good performance;
● provision of integrated activity based program on Environmental Education from classes I-XII;
● provision of NCC/NSS and other activities mentioned under physical education;