10. Subjects in Grades 11 and 12
Subjects in Grades 11 and 12
The design of the Secondary Stage including Grades 11 and 12 is detailed in Part A, Chapter 2. This chapter details the design of the subjects that students will study in Grades 11 and 12. As described in Part A, Chapter 2, in Grades 11 and 12, students will have flexibility and choice for the subjects that they want to study. They would choose from the subjects on offer from the schools. To truly enrich the education in these grades, schools should offer a wide range of subjects. As this NCF starts getting implemented, due to practical reasons, the schools may start with a few additions to their subject list. However, in the medium term and long term, this should cover the entire range of Curricular Areas and disciplines within them. This chapter has only an illustrative set of subjects for Grades 11 and 12. The intent of this chapter is to lay out the principles by which the subjects and the content therein would be designed. While the requirements from students and schools in Grades 11 and 12 will ensure a breadth of study providing multidisciplinary exposure, the study of each subject must also provide depth of study. The approach and the principles described below intend to provide depth of study in each of the subjects taken up.
As with all such situations in curricular design, depth of study will not come from loading an excessive load of content on to the student. The content must be ‘just enough’ and appropriate to give an understanding of the most important conceptual structures and paradigms in the subject to the key questions in the subject and the nuances of methods of enquiry. The expectation must be that having studied the subject in Grades 11 and 12, students should be able to pursue it further, independently or in a higher education institution. The chapter describes what can be the ‘generic Curricular Goal’ for the subjects in Grades 11 and 12. The ‘actual subject goals’ and curriculum must respond to these generic Curricular Goals with specific matters that are relevant. Generic Curricular Goals for Subjects in Grades 11 and 12: Students develop an understanding of the subject, including its key conceptual structures, paradigms, range of questions, most contemporary issues and subfields of study, and methods of inquiry at a level of depth that enables them to pursue the study of the subject independently or in higher education. The rest of this chapter has taken up some subjects as illustrations. Each illustration has the principles for design for Grades 11 and 12 and illustrative content areas which could be spread over these two Grades. These content areas together make for adequate content for Grades 11 and 12 to achieve depth. Other content areas may also be chosen, but they must be adequately comprehensive as these areas are together. It must be noted that, as with the list of subjects here, even the content areas within each subject are illustrative — they are intended to convey a sense of what the subject design may look like for these Grades.
Section 10.1
Social Science
The Social Science and Humanities Curricular Area will, illustratively, offer History, Geography, Political Science, Psychology, Psychology and Mental Health, Economics, Development Economics, Sociology, Anthropology, Archaeology, and Philosophy.
10.1.1 Philosophy
This is an illustration for Philosophy.
10.1.1.1 Principles for Designing Courses in Philosophy
The aim of teaching Philosophy in Grades 11 and 12 is to create independent thinkers, rooted in the local context, but with the lifelong capacity to apply abstract ideas to a range of different contexts through the acquisition of necessary tools and skills. The courses for Philosophy must be designed keeping the following in mind:
a. Students will understand and appreciate the rich traditions of Indian philosophical thought.
b. They will be able to explore contemporary issues in light of classical Indian philosophy.
c. They will understand the synthesis of ancient Indian and later Western ideas from the view of 20th century Indian thinkers.
d. They will develop an ethos that will enable them to become better citizens. The study of this discipline in Grades 11 and 12 must take a comparative approach, rooted in Indian thought and the Indian context, but also encouraging dialogue between different traditions and time periods. This approach will allow students to see how ancient ideas can shed light on current problems. They will also be able to see how solutions from one context can address problems from another context. Such an approach requires not only thinking critically, but thinking creatively, imaginatively, and innovatively.
10.1.1.2 Illustrative Content Areas
Given below are illustrative content areas for Philosophy in Grades 11 and 12.
Content Area 1: Reasoning
The focus will be on different kinds of reasoning, both formal and informal, drawing from the rich tradition of Indian logic, using ideas from texts such as the Vaisesika-sutra, Varsaganya’s Sasti-tantra, and Aksapada’s Nyaya-sutra. Students will learn to identify, reconstruct, and evaluate arguments, as well as different techniques for responding to arguments. This will enable them to participate in rigorous debates but with a focus on cooperation rather than competition based on the classical Indian model of vaada. They will be introduced to formal (deductive) reasoning through identifying what is wrong with an argument (propositional calculus), as well as engaging with probabilistic reasoning. Finally, they will study inductive reasoning with a focus on arguments from analogy and inference to reach the best explanation. They will refer not only to examples taken from their own lives, but also texts such as Nagarjuna’s Mula-madhyamakakarika and Yogacara-bhumi-sastra.
Content Area 2: Knowledge and Scepticism
This content area is based on the classical Indian theory of knowledge, pramana-sastra, which is concerned with the idea of pramana — how we come to have knowledge. The three main types of pramana — perception, inference, and testimony — proposed by ancient thinkers will be studied, along with later voices in Western philosophy, and the ideas applied to understand contemporary issues. Questions explored by students will include — How do we come to know anything at all? And how can we be certain of what we know? We live in an age where it seems that knowledge can be accessed by anyone with a smartphone — but is this real knowledge? This content area will include ideas put forward by Advaita Vedanta, Carvaka, Yogacara, and Kumarila Bhatta in his commentary on the Mimatsa-sutra, and Buddhist thinkers. Students will also be introduced to a lively debate between Prabhakara Mimamsa and Nyaya that will help them in getting a firmer grasp on this problem. They will focus on the problems of trust, testimony, and expert knowledge through exploring questions, such as How do we know whom to trust when even experts cannot agree on a given issue? How can we trust some witnesses as believable and others as not in a court of law? On what grounds can we judge that a given website or news source is biased?
Content Area 3: Ethics
Through this content area, students will be introduced to ethical reasoning as a way of thinking about moral issues (cheating, violence, plagiarism, littering, tolerance, equality, empathy) they face in day-to-day life, enabling them to consider the ethical dimensions of these matters. This will help students understand ethical dilemmas by showing them normative ways of thinking about various issues. Students will develop the ability to be practical problem solvers while thinking about what it is to live an ethical and virtuous life themselves. This will be done through an introduction to ethics through writings from both Indian tradition (Buddhist thought, stories from Panchatantra, Jataka, Hitopadesh, Purusarthasiddhyupaya) and the Western tradition. Students will be enabled to take a multi-perspective approach to ethical reasoning, where they will be encouraged to develop their ethical views on these issues in cooperation with each other. Students will particularly be enabled to think about traditional Indian values and the values enshrined in the Constitution from an ethical point of view.
Content Area 4: Philosophy of Mind
What exactly are we? What is the nature of the atman? This was, along with questions about knowledge acquisition, one of the most divisive questions in classical Indian philosophy. On the one hand, substance dualism in the Upanisads and the texts of the Nyaya-Vaisesika Darsana sees the self as an eternal immaterial substance, while on the other hand, materialists, such as the Lokayata Darsana, see the self as no more than a conscious body. Some Buddhists deny that there even is such a thing as the self and argue that this illusory belief in atman is the source of all suffering. In the contemporary context, these debates about the self usually end up as debates about personhood, the mind, and the brain. Through this content area, students will examine how these ancient debates about the self can help us think about current issues around the mind, consciousness, and artificial intelligence. The Jainas believed that there were many kinds of jiva much as some philosophers today argue that non-human living beings such as animals (and even sophisticated computers) have minds. What are the implications of such a view? Students will focus on arguments for and against the implication of views, as well as examine the social and ethical implications of these various stances on the nature of the mind or self.
Content Area 5: Environmental Philosophy
Through this content area, students will be able to think abstractly about questions related to environmental issues, such as — Who is to blame for climate change, and are current solutions ethical? Is damage to the environment bad only because of its effects on humans, or do ethics reach beyond humanity? How should we change our political systems to take into account the rights of non-human animals? Is a carbon tax unfair to developing countries? What is climate justice? Students must be enabled to have an idea of potential answers and an understanding of how to adjudicate between these. They will be introduced to Indian and Western philosophical perspectives on the environment through engaging with environmental ideas from Vedas, Upanishads, Charaka Samhita, Matsya Purana, Panchtantra, and Jataka, as well as Gandhi and Amartya Sen. They will also undertake a close study of grassroots environmental movements such as the Chipko Movement, Green Revolution, and Navdanya. The problems and questions addressed are at the foundations of environmental science and environmental economics and also draw on environmental history.
10.1.2 History
This is an illustration for History.
10.1.2.1 Principles for Designing Courses in History
The aim of teaching History is to inculcate a historical sensibility about the past while acquiring disciplinary understanding and knowledge. The courses for History must be designed keeping the following in mind:
a. Students will examine the Indian subcontinent from a historical lens spanning from prehistory and early history to the birth of the nation.
b. They will receive a strong grounding in the substantive content of Indian History while remaining aware of India’s place in the world.
c. They will engage with perspectives on the emergence of modernity across the world, with a specific focus on key transformations in Europe.
d. They will understand the impact of events that occurred in one part of the world on other parts of the world over a period of time.
e. They will acquire the methods of history including the interpretation of literary texts and the methods of archaeology. Students will develop a historical consciousness by engaging with necessary disciplinary foundations, methodological tools, and comparative frameworks.
10.1.2.2 Illustrative Courses
Given below are illustrative content areas for History in Grades 11 and 12.
Content Area 1: Ancient World Through this content area, students will take a comparative and methodological approach towards understanding the prehistory and early history of the Indian subcontinent in the context of other parts of the world. It will cover the earliest population of the Indian subcontinent, followed by the spread of agriculture in the fertile crescent and South Asia, and the emergence of the earliest known cities and city-based civilisations in Mesopotamia, Egypt, and the Indian subcontinent. Students will examine the ancient literary (mythological and religious) works produced in India, Greece, and Syria, also covering the rise of new religions and philosophies in India and China. Methodologically, students will be introduced to the basics of the archaeological and historical methods and will learn to interpret early literary texts, as well as material culture to produce a historical narrative.
Content Area 2: States and Empires in India
Through this content area, students will be introduced to various kinds of large and complex political formations (such as states and empires) in India from about the 5th century to the 16th century. They will learn about the formation of more centralised state systems than those that existed in the previous periods. They will critically examine the nature of these states, especially the structures of power and levels of control over diverse geographies and communities. Students will also be introduced to the widespread agricultural ecology and economy in India, as well as to the Indian Ocean trade networks and overland trade routes, such as the Silk Road, to see how India was deeply connected to the rest of the world in those times.
Content Area 3: Towards Modernity
Through this content area, students will be introduced to the emergence of modernity, as a temporal period and a concept, especially in the context of Europe. They will engage with the transformations to modern cultural, State, and economic institutions in Europe. In the cultural realm, Europe witnessed several key transformations, including the Renaissance and Reformation, the Scientific Revolution, Humanism, and the emergence of the nation-state. Economic aspects of modernity included the emergence of mercantilism and the concurrent search for the New World, the Industrial Revolution, and the spread of capitalism and colonialism. While the content area will focus on key historical transformations in Europe, it will also consider the impact these transformations had on the rest of the world, especially in America, Africa, and Australia.
Content Area 4: Birth of the modern Indian Republic
Through this content area, students will chart the emergence of colonial rule in India, from the 16th century, when the first European joint stock trading company arrived in India, to the birth of the modern nation-state in 1947, extending the moment of this birth up to the integration of princely States and the adoption of the Constitution by our Republic in 1950. Students will be familiarised with the struggle between European colonial powers for control over various parts of India, and the various forms of Indian resistance, including peasant and Adivasi resistance movements. Students will also be introduced to the vast administrative, educational, and social reforms that were introduced during the colonial period. Finally, students will discuss India’s freedom struggle, including not only its well-known figures but also some lesser-known figures.
10.1.3 Sociology
This is an illustration for Sociology.
10.1.3.1 Principles for Designing Courses in Sociology
The aim of teaching Sociology is to help students understand society as a form of reality, as a level of human existence which exists within and beyond the individual. They must be able to connect sociological knowledge to understanding, actions, and strategies in the everyday world, as well as in building strategies for structural change. The courses for Sociology must be designed keeping the following in mind:
a. Students will be enabled to better understand their own selves and the social institutions and structures which shape their lives.
b. They will be able to grasp our shared humanity across all the variations that occur in different social locations.
c. They will be able to understand how gender, material conditions, and social groups and identities shape our subjectivities so that they can start building greater intersubjectivities.
d. They will become aware of different ways of seeing society, including from Western and Indian perspectives and different social locations within India.
The emphasis must be on doing Sociology rather than only reading it, thereby offering students reflexive, analytical, and emancipatory ways of seeing the world.
10.1.3.2 Illustrative Content Areas
Given below are illustrative content areas for Sociology in Grades 11 and 12.
Content Area 1: Introduction to Sociology
Through this content area, students will be introduced to the sociological perspective through the exploration of certain social patterns that are fundamental to life in the contemporary era. These will include institutions, such as family, marriage, and kinship. They will also include the growth of capitalism, rationalisation, industrialism, and the State. Students will be introduced to sociological ways of understanding various forms of ethnicity and nationalism. Through these, the basic concepts and methods of Sociology will be learnt, such as roles, norms, social structures, and culture. Students will also be introduced to some basic research methods of Sociology and how sociological knowledge is constructed. A ‘sociological imagination’ will thus be learnt through which students will be able to see their selves within a broader changing social context.
Content Area 2: Social Structure, Identity, and Self in India
Students will be introduced to the study of India’s social structure and how to connect it with patterns of subjectivity, such as the formation of the self and identity. They will learn to look at these from functionalist, conflict, and interpretivist perspectives. Important aspects of India’s social structures will be introduced, including the differences between rural and urban social life. The focus of the content area will be social structures that can lead to social inequalities and diversities related to gender, class, caste, tribe, and religion, as well as how unity and harmony with these diversities can be achieved. Their historically changing contours will be studied along with the social forces changing them. The social construction of the self and various kinds of identities will be discussed along with the relationship between the micro and the macro in social life. The ways in which agency operates to change social structures, as well as the ways in which social structures affect our subjectivity, will be discussed.
Content Area 3: Politics, State, and Development in India
Politics is a way of deciding between contending points of view and can be a way of reconciling them or asserting one over the other. Through this content area, students will be introduced to the institutions and cultures involved in making decisions related to social life in India. They will also learn about various social forces that act to influence politics. The State is one of the major institutions which balances and decides between conflicting voices and strives for unity. Different approaches to the State will be introduced along with the challenges of bureaucratisation. Democracy will be discussed as a way of connecting the State with different interest groups and social forces. Its trajectory in India will be explored along with challenges to it. Social movements will be discussed as a way of exerting pressure from outside the established system of power, which can provide an important corrective impulse. The relationship between politics, the State, and the economy will be introduced. Students will learn the different ways in which humans adapt to their environment and their systems of production, distribution, and consumption. Capitalism as the pre-eminent contemporary way of organising this will be discussed, along with the challenges it poses. The changing and contested role of the State will also be discussed, along with different views on privatisation. The trajectories of development in India and its experience by different social groups will be studied. The impact of globalisation on the State, culture, and the economy will be traced.
Content Area 4: Sociology of Culture — Mass Media, Education, and Religion
Through this content area, students will learn about the importance of culture in human existence and the different institutions which shape and contest it. The major ways of understanding culture will be introduced, including culture as the entire way of life of a community, and culture as a code of symbols and practices. The multi-layered and overlapping character of culture will be illustrated through different examples in the mass media, where many voices exist at the same time. The politics of culture will be introduced through ideas of hegemony and counterhegemony in mass media. Cultural power and the assertion of interpretations as a method of domination will be explored through examples of communities, castes, religions, languages, and so on. Status groups and their politics will also be discussed. Connected with this will be the problem of social location and objectivity in knowledge. The sociological perspective on culture will be deepened through the study of education and religion. The functions of religion in social life will be introduced along with its relationship with other social structures and processes such as family, gender, and politics. The social and cultural processes changing religion will be explored. The functions of education along with interpretivist and conflict perspectives on education will be introduced through examples from India. A particular focus will be to understand differences in educational access and achievement in India.
Section 10.2
Science
The Science Curricular Area will, illustratively, offer Biology, Chemistry, Physics, Modern Physics, Computational Biology and Earth Sciences.
10.2.1 Biology
10.2.1.1 Principles for Designing Courses in Biology
The aims of teaching Biology are for students to explore the subject at different scales, and have an appreciation for the process of science, and the progression of scientific ideas. Students will develop the capacity to engage more deeply with any area in the discipline. The courses for Biology must be designed keeping the following in mind:
a. Students will be able to see the integration of different fields of biology and highlight the interconnections between these fields.
b. They will develop capacities for observation, documentation, and familiarity with quantitative reasoning and multi-disciplinary approaches.
c. They will engender sensitivity towards biological issues (environment, health) in their surroundings and be aware of how citizens can contribute to their local communities and to science.
d. They will be aware of bioethical concerns that arise in biology today.
e. They will also be exposed to diverse careers in the life sciences. Biology has a reputation for being descriptive and students often have to remember many facts without having any context. This produces students who have a lot of factual knowledge but are ill-equipped to meet the challenges of modern life sciences. To align school education with current practices in life sciences, the content must be streamlined. Whenever description-heavy content is included, an attempt must be made to provide appropriate context. Students must be exposed to a multi-pronged approach to studying life sciences, and a balance between breadth and depth in covering different themes must be maintained.
10.2.1.2 Illustrative Content Areas in Biology
Given below are illustrative content areas for Biology in Grades 11 and 12.
Content Area 1: Biodiversity and Biogeography of India Through this content area, students will be given an overview of the scope of life sciences, the various length and time scales at which biological phenomena occur, and the methods employed by scientists to investigate these phenomena. Students will be encouraged to think like a scientist by using case studies from India. They will develop an appreciation for natural history, and an understanding of biodiversity and the factors which affect the richness and diversity of life in different regions. A broad exposure to biodiversity in India will be complemented by a deeper exploration of biodiversity in their local region, and an introduction to systematic practices of studying biodiversity through taxonomy and nomenclature. Students will engage with units on the impact of climate change and the importance of conservation efforts. Through the theme of biodiversity and biogeography, students will develop general capacities for quantitative reasoning (interpretation of graphs, computation of summary statistics), as well as observation skills through activities requiring them to identify and classify species in their surroundings. Students will also be made aware of careers in ecology, sustainability, and other allied fields and how citizens can contribute to scientific research.
Content Area 2: The Unity of Life
Through this content area, students will engage with the common structures and processes that underpin all of biology. This area will include a discussion of cell theory and our current understanding of cellular structures and processes. Subsequently, students will explore important classes of molecules that are constituents of cells and the functions they perform. In this context, students will learn about the identification of DNA as genetic material. This will be followed by a historical account of genetics and how Mendel identified the fundamental principles of heredity and how they were rediscovered later. An essential aspect that must be discussed is how evolutionary processes can provide a framework for investigating biological phenomena across scales. This will involve an overview of the development of the theory of evolution by natural selection through the work of Darwin and Wallace, a discussion of the modern synthesis, and an introduction to phylogenetics through the study of the Tree of Life. Students will also be introduced to molecular biology (Central Dogma, Genetic code) and gene regulation. Case studies (e.g., antimicrobial resistance) will be used to illustrate the importance of an integrated understanding of biological systems in modern life sciences. Students will become familiar with concepts that are essential to study any biological system. They will also appreciate that scientific theories and ideas take time to develop and that there is value in understanding the historical context of their origin.
Content Area 3: Organismal Biology
Through this content area, students will explore many aspects of the biology of non-human organisms (microbes, fungi, plants, animals) using an evolutionary framework. Representative examples of development and simple illustrations of the genetics of the body will be given, along with a small set of topics related to the physiology and anatomy of plants and animals. Topics in ecology and the biology of food production will be covered, including population, community and behavioural ecology, energy flows, and the interaction between different species. A diverse set of examples (spanning the tree of life) will be used to illustrate concepts. Food production, food security (including challenges of climate change and diseases, the role of biotechnology) and sustainability (resource use, environmental impact) will be discussed. Students will be encouraged to draw connections between food security challenges, and physiological and ecological constraints.
Content Area 4: Agriculture and Animal Husbandry Through this content area, students will explore commercially important organisms along with some examples of the developmental biology, anatomy, and physiology of these organisms. The role of breeding and biotechnology will be discussed followed by ecological and environmental constraints and challenges to food production. Students will study the topic of disease management and the possibilities of biocontrol. They will recognise why an understanding of physiology and an ecological sensibility is essential for sustainable food production.
Content Area 5: Human Biology
Through this content area, students will explore the evolutionary history of the genus Homo and the human genome project. Thereafter, they will learn about major organ systems in a manner that connects with discussions of the genome, and concepts of physiology and evolution, as well as health and well-being. After discussions on the importance of diet and nutrition, an overview of communicable and non-communicable diseases will be provided. Coverage of diseases will be accompanied by methods of preventive care, diagnosis, the biology behind administering medication and treatments, and the role of pharmaceutical companies. Given the age group, concerns of reproductive health, mental health, substance abuse, and addiction will be explored. Students will be made aware of many careers related to human health. They will also explore the connection between individual health and planetary health, and why one must view health from a community perspective rather than just an individual one.
10.2.2 Chemistry
This is an illustration for Chemistry.
10.2.2.1 Principles for Designing Courses in Chemistry
The aim of teaching Chemistry is to progressively build a clear framework that gives a coherent overview of the subject, explain why it matters, and shows how different areas of content are connected. The courses for Chemistry must be designed keeping the following in mind:
a. Students will be equipped with tools to begin understanding how chemistry works rather than knowledge of the facts of Chemistry.
b. They will develop the necessary conceptual foundations and, at the same time, develop an overview that is a sufficiently broad introduction to the discipline.
c. They will be able to understand and represent chemical phenomena at three levels — macroscopic, molecular, and symbolic — to identify patterns and form connections that underlie all chemical phenomena.
d. They will recognise that chemists are uniquely qualified to contribute meaningfully to frontier research areas related to climate change, environmental issues, materials science, biology, and medicine.
At this level, students must deal with content at an appropriate level of rigour to build a certain amount of comfort with using all three levels of representation to enable the transition from facts enumerated through rote learning in a fragmented way to connecting phenomena at the molecular scale to those at the astronomical scale. Curriculum content must ensure that students have, and recognise they have, appropriate intellectual resources and know how to connect these resources as they construct and revise explanations or predictions.
10.2.2.2 Illustrative Content Areas in Chemistry Given below are illustrative content areas for Chemistry in Grades 11 and 12.
Content Area 1: Structure, Bonding, and Properties in Chemistry
Through this content area, students will develop a perspective that sees the universe as a collection of fundamental particles and their combinations. It will lead them to the realisation that properties of materials, compounds, and molecules of life are all consequences of the fundamental principles that Chemistry establishes. The interconnectedness of structure to bonding patterns, and thereby their influence on observable properties, will be elucidated, and the connections will be explicitly made. As concepts are accumulated, the connections to the real world will become progressively more comprehensive. This model fundamentally removes the inherent abstraction in Chemistry via observations of the wonders of Science that the student can see, smell, hear, taste, and touch. This area will cover the structure of the atom and its electronic distributions, the classification of elements in the Periodic Table, and their periodic properties. Building on these principles, the combination of elements to form compounds, the nature of these bonds, and molecular geometry will be detailed. To illustrate, principles of structure, and bonding hydrocarbons and their functional groups will be introduced alongside their variations in connectivity and spatial arrangement via isomerism, and the structureproperty relationships in transition metal complexes will be included.
*Content Area 2: Principles of Reactivity *
Through this content area, students will focus on the study of chemical systems; how and why the reactions occur, drawing upon the properties of elements, bonding, and structure learn previously. They will focus on the application of sub-microscopic models of matter and structure property relationships to explain, predict, and control chemical behaviour. Students will be introduced to concepts regarding chemical thermodynamics, acid-base equilibria, and chemical kinetics from the perspective of the transformation of matter, and the underlying principles that govern the reactivity of chemical substances. Reactions of organic and inorganic compounds will be used to illustrate the concepts of enthalpy, free energy, equilibrium, and kinetics of reactions.
Students will explore patterns of reactivity in organic and inorganic systems, functional group chemistry, kinetics, mechanisms, and catalysis. They will initiate the systematic study of the common classes of organic compounds, emphasising theories of structure and reactivity. Students will consider and measure the energies and rates of the chemical reactions and predict the products. Through this content area, students will be able to connect observations of chemical reactivity at the macroscopic level with the changes at the molecular level, and use principles studied to predict reactions and use these reactions to make modifications to small molecules.
Content Area 3: Modern Applications of Chemistry
It is essential to provide students with meaningful contexts in their life and provide a ‘big picture’ of Chemistry. Through this content area, students will have the space to integrate the essential concepts with applications of Chemistry, thereby enabling them to realise the interrelatedness of Chemistry, Society, and Technology. They will explore synthetic approaches, analytical methods, and structure-property relationships of some vital chemicals needed or used in our daily lives, in addition to the analysis of their impact on the environment. This includes natural substances such as biological macromolecules as well as anthropogenic chemicals such as drugs, food substances, colourants, and cosmetics. It also includes a structural understanding of inorganic and hybrid materials. Students will examine classification, preparation methods, applications, and the environmental concerns of polymers, and gain insight and information on fuels and energy and the contribution of Chemistry to sustainable energy technologies. Finally, students will focus on the structure and behaviour of chemical compounds contributing to the biomedical and agricultural fields, and the application of fundamental chemical principles to industrial manufacturing processes.
10.2.3 Physics
This is an illustration for Physics.
10.2.3.1 Principles for Designing Courses in Physics
The aim of teaching Physics is to enable students to explore the methods of Physics, and how theories are built and tested. They are intended to help students engage with the empirical nature of Physics, as well as how these theories help explain phenomenon around them. The courses for Physics must be designed keeping the following in mind:
a. Students will develop the ability to formulate scientific questions about their observations of and experiences in the real world.
b. They will be able to make connections between their experiences and observations to what is transacted in the classroom and laboratory.
c. They will develop the ability to represent real-world phenomena in mathematical terms.
d. They will develop the ability to test laws and theories of Physics through observation and experimentation.
An interdisciplinary approach, integrating Mathematics, Biology, and Chemistry must be taken. Content from Mathematics, such as calculus, vector analysis, and trigonometry must be included, as and when necessary.
10.2.3.2 Illustrative Content Areas
Given below are illustrative content areas for Physics in Grades 11 and 12.
Content Area 1: Mechanics
Through this content area, students will focus on the essential concepts related to motion in one and two dimensions, force and mechanical work, various forms of energy, and the conservation of energy illustrated through various examples. Differential calculus will be taught as part of the unit on motion. Some notions of energy and length scales in matter will be discussed through examples in everyday life, thus introducing students briefly to some of the modern ideas in condensed matter and biological physics. Applications of these concepts to other disciplines will be emphasised through various examples. Here, the focus will be on giving a hands-on experience and relating this to the phenomena in everyday life.
Content Area 2: Electricity and Magnetism
Through this content area, students will get a broad overview of the main phenomena, including the historically significant experiments starting from Gilbert’s work on static electricity and properties of magnets to Hertz’s experiment confirming the existence of electromagnetic waves. Related theoretical ideas will also be covered, along with familiarising students with basic experimental techniques and relevant foundational mathematical concepts. For example, students will learn the techniques of basic integral calculus that are needed for understanding and applying Gauss’ Law and Ampere’s Law. This content will help students appreciate the links between all the above aspects and understand certain everyday natural phenomena and technologies from the lens of physical principles.
Content Area 3: Waves and Optics
Through this content area, students will build on ideas related to Mechanics, and Electricity and Magnetism. This will involve building a connection between various topics in Physics and also a bit of repetition of those topics, which will help students assimilate and appreciate various phenomena. Topics include the pendulum and spring-mass system as simple harmonic oscillators, basic acoustics, the Doppler effect, ray optics and optical instruments, and finally ideas in wave optics keeping in mind interference and diffraction.
Content Area 4: Thermodynamics and Properties of Matter
Through this content area, students will engage with coherent and integrated handling of thermodynamics, properties of materials, and essential topics, such as collection of particles, basic gas laws (such as the law of Avogadro), energy and energy transfer and radiation as a mode of energy transfer. They will learn about hydrostatics, motion of fluids, ideal gas laws, laws of thermodynamics, phase changes, modes of heat and energy transfer including blackbody radiation, and the photoelectric effect.
Section 10.3
Mathematics and Computational Thinking
Mathematics and Computational Thinking will illustratively offer Core Mathematics, Business Mathematics, Advanced Mathematics, and Computer Science.
10.3.1 Core Mathematics
This is an illustration for Core Mathematics.
10.3.1.1 Principles for Designing Courses in Core Mathematics The aim of teaching Core Mathematics is to develop the capacity of students to think logically and analytically, and at the same time, discover their own strengths and interests in the discipline. The courses for Core Mathematics must be designed keeping the following in mind:
a. Students will engage in mathematical processes, such as reasoning, modelling, visualisation, problem solving, and formal communication while engaging with the content areas of Mathematics such as algebra and geometry.
b. They will develop an appreciation of the structure of Mathematics as a discipline, making connections between areas of Mathematics as well as with other disciplines of study.
c. They will be introduced to powerful ideas of Mathematics, such as infinite sums, limits, and probability, towards developing a deeper understanding of Mathematics as a discipline.
d. They will develop a healthy predisposition to formal problem-solving as an opportunity to promote self-learning and reflection, as well as the application of concept learning. Students must be exposed to a structure that places importance on problem solving through building concepts, skills, processes, and metacognition. They should progress in the content areas of number systems, algebra, geometry, and trigonometry, and engage with coordinate geometry, calculus, and probability and statistics. New representations help students make connections between algebra and geometry; they must also get opportunities for modelling.
10.3.1.2 Illustrative Content Areas
Given below are illustrative content areas for Core Mathematics in Grades 11 and 12.
Content Area 1: Mathematical Foundations
Through this content area, students will strengthen their capacity for mathematical reasoning and be able to understand the need for proof as well as what constitutes proof. A powerful proof technique, the principle of mathematical induction, is introduced. Students learn the language of sets, functions, and relations. They engage with a range of functions that students may have already encountered (in algebra, geometry) and with newer functions (trigonometry) to understand the domain and range in each case.
Content Area 2: Algebra and Geometry
Students learn to go back and forth between geometric objects on the plane, and their algebraic expressions. Linear equations and their solutions are related to their geometric visualisation. Their representation by matrices provides a powerful tool for computation and helps the transition to three dimensions. Geometric objects, such as parabolas, ellipses, circles, and hyperbolas, are studied as loci of points in motion.
Content Area 3: Calculus An informal understanding of the notion of limit leads to a similar notion of continuity, which is adequate to understand the Mathematics of motion and rate of change. Students learn the gradient of a curve at a point and the notion of a second derivative, with its application to maxima minima problems. Integration is understood as the reverse process of differentiation. Students learn to evaluate definite integrals and use this to compute the area of a region bounded by a curve and lines parallel to the axes.
Content Area 4: Probability and Statistics
Students learn to select between ways of representing raw data (and explain why). They learn to use measures of central tendency and variation and use these to compare two sets of data. They learn permutations and combinations and use them in calculating probabilities of events. The notion of sample space is introduced, and students learn to set up one. The basic laws of probability, independence of events, and conditional probability are learnt.
Section 10.4
Art Education The Art Education Curricular Area will, illustratively, offer Indian Classical Music, Folk Music, Contemporary Music, Theatre, Puppetry, Sculpture, Fine Arts, Folk Painting, Graphic Design, Motion Pictures, Photography, and Textile Designing. Art Education aims to help students achieve more depth in a chosen art form, while also providing flexibility to explore related areas of study. Content should be based on the art and culture of their region, and by considering the resources and infrastructure that can be set in place for these programmes to operate efficiently.
Students who choose Art Education as one of their areas of study will need to decide which of the two categories they would like to specialise in — Art Practice or Art Appreciation and Management. Within these categories, they will choose a form — Visual Arts, Theatre, Music, or Dance and Movement. Based on this choice, students must engage largely with content in the chosen category, with some engagement with content from the other. For example, if a student chooses Art Practice, they will focus on content related to this category and also study some content in Art Appreciation and Management. This is to ensure that the student gains breadth in both Art Appreciation and Management and Art Practice while allowing them to go deeper in one of the categories.
10.4.1 Art Practice
This is an illustration for the category of Art Practice.
10.4.1.1 Principles for Designing Courses in Art Practice
The aim of Art Practice in Secondary Stage is to develop capacities in a specific art form and refine students’ aesthetic sensibilities. They will learn the structure of the form, develop an appreciation for it, and be able to creatively express themselves through it. The courses for Art Practice must be designed keeping the following in mind:
a. Students will engage in embodied and experiential learning through the making, thinking, and appreciation processes.
b. They will undergo rigorous practice in a chosen form.
c. They will be able to link practice to theory, art history, and contemporary issues relevant to each art form.
10.4.1.2 Illustrative Content Areas The table below contains an illustrative set of areas for study in Art Practice.
| Visual Arts | Theatre | Music | Dance and Movement | |
|---|---|---|---|---|
| 1 | Drawing | Theatre for Social Change | Indian Classical Vocal | Indian Classical Dance |
| 2 | Painting | Introduction to Acting | Indian Classical Instrumental | Indian Folk Dance |
| 3 | Sculpture and Ceramics | Theatre in Education | Indian Folk Music | Yoga and Indian Martial Arts |
| 4 | Textile Arts and Design | Participatory Theatre | Indian Light-classical and Film Music | Contemporary Dance and Movement |
| 5 | Indian Decorative Arts and Crafts Traditions | Indian Folk Theatre | Orchestra, bands, and ensembles | Costume and Stage design for Dance and Movement |
| 6 | Photography | Indian Classical Theatre | Recording, Editing, and Production | Dance and Movement choreography |
| 7 | Graphic design and New Media | Theatre Design and Stagecraft | Song writing | Dance for physical fitness and wellbeing |
| 8 | Film, Video, Animation | Scriptwriting for Theatre | Music and New Media | Dance Drama |
The table below illustrates content areas for Visual Arts in the category of Art Practice.
| Category | Content Areas | Other Related Content Areas |
|---|---|---|
| Art Practice | Drawing | Indian Decorative Art and Crafts Traditions |
| Art Practice | Sculpture | Theatre Design and Stagecraft, Film, Video, Animation, Portfolio Development |
| Art Appreciation and Management | Visual Arts in India (Past to Contemporary) | |
| Art Practice (Elective) | Textile Arts and Design | |
Content Area 1: Drawing Drawing serves as a foundation for a wide range of creative disciplines - painting, sculpture, architecture, visual communication, engineering, or fashion design. The ability to draw well contributes to developing effective communication skills. Through this content area, students will learn key skills and techniques across artistic mediums and applications.
Content Area 2: Sculpture Through this content area, students will learn to develop their own artistic ideas and expression by creating sculptural objects. They will learn to refine their skills and techniques in any medium of their choice (clay, wood, fabric, mixed media) through rigorous practice.
Content Area 3: Visual Arts in India (Past to Contemporary) Through this content area, students will be introduced to the history of Indian Art through selective examples from pre-history to contemporary times. Every example will provide students with an opportunity to study the aesthetic qualities of the artwork, as well as understand the social and cultural context of artists through history. Students will also have space to explore archives and find artwork or artefacts of importance on their own. They will learn to interpret artworks, develop perspective, and appreciate diverse artistic expressions.
Content Area 4: Textile Arts and Design Through this content area, students will be introduced to the world of textiles, and their diverse forms and functions in our lives. Students can experiment with various materials, fibres, and fabrics, understand their properties of colour, texture, insulation, opacity, and longevity, and explore their applications in multiple contexts (clothing, sports gear, safety gear, interior design, and architecture, as a medium for artistic expression). Based on the local traditions, students could be introduced to techniques of embroidery, knitting, weaving, applique, textile dyeing, and quilting.
10.4.2 Art Appreciation and Management
This is an illustration for Art Appreciation and Management.
10.4.2.1 Principles for Designing Courses in Art Appreciation and Management
The aim of teaching Art Appreciation and Management is to develop among students the capacity for appreciation of the Arts through engaging with theoretical, historical, and contemporary perspectives. They will also develop an understanding of managing art exhibits (conservation, curation, and event management in the Arts).
The courses for Art Appreciation and Management must be designed keeping the following in mind:
a. Students will acquire knowledge of art history and aesthetics.
b. They will refine their skills of interpretation, writing, documentation, community engagement, and organisation.
c. They will develop a meaningful appreciation for the Arts.
10.4.2.2 Illustrative Content Areas An illustrative set of areas for study in Art Appreciation and Management is given in the table below:
| Visual Arts | Theatre | Music | Dance and Movement | |
|---|---|---|---|---|
| 1 | Visual Art in India (Past to Contemporary) | Indian Classical Theatre and its Theories | Indian Classical Music Theory | Indian Classical Dance and its Theories |
| 2 | Visual Art from around the World (Past to contemporary) | Theatre traditions from around the world | Musical traditions from around the world | Classical Dance traditions from around the World |
| 3 | Crafts traditions from India and the World | Indian Folk Theatre | Folk Music Traditions from India and the World | Folk Dance and Movement Traditions from India and the World |
| 4 | History of Visual Design and Communication | Theories of Acting | Study of Indian Musical Instruments | History and Traditions of Yoga and Indian Martial Arts |
| Common to all forms | ||||
| 5 | Indian Aesthetics and Rasa Theory | |||
| 6 | Museums and Archives (Conservation and Documentation) | |||
| 7 | Curation and Event Management in the Arts | |||
| 8 | Portfolio Development (Particularly for students who wish to apply for higher education in the Arts) | |||
The table below illustrates content areas for Music in the category of Art Appreciation and Management.
| Content Areas for Art Appreciation and Management in Music | ||
|---|---|---|
| Category | Content Areas | Other Related Content Areas |
| Art Appreciation and Management | Museums and Archives | Indian Aesthetics and Rasa Theory |
| Art Appreciation and Management | Indian Classical Music Theory | |
| Art Practice | Indian Folk Music | Curation and Art Event Management |
| Art Appreciation and Management (Elective) | Portfolio Development | |
Content Area 1: Museums and Archives
Through this content area, students will be introduced to the importance of museums and archives in preserving and promoting art and culture. Students will study museum collections and their resources through visits to local museums as well as online resources of museums across India and the world. Students will also learn about the various processes of maintenance, conservation, research, and outreach programmes that museums undertake. Students will be required to work on their own projects to design, visualise, and present a select collection of artefacts, objects, or documents in a museum.
Content Area 2: Indian Classical Music Theory
Through this content area, students will be introduced to the philosophy, canons, and compositional structure that characterise different aspects of Indian music. Students will learn about different srutis and scales, frequencies of notes, arrangements of notes in raagas, emotions and rasas evoked through raagas, taal patterns, their styles, and combinations, as well as important composers, music theorists, and developments that have occurred in Indian Classical Music through history.
Content Area 3: Indian Folk Music
Through this content area, students will be introduced to the practice of folk genres from different parts of India. Students will explore and practise different styles of folk music to develop an understanding of musical styles, themes, instruments, and performance techniques that are used in folk music.
Content Area 4: Portfolio Development
Through this content area, students will be introduced to the concept, design, and development of portfolios for the purpose of external viewership. Students will be exposed to various samples of portfolios to analyse their design, structure, content, and effectiveness in representing an artist’s work. Through such exercises, they will be guided to conceptualise their own portfolio, make selections from their existing portfolios, and create new works to strengthen them. They will write about their own motivations and ideas for their artworks and develop a visual consolidation and presentation of the portfolio.
Section 10.5
Vocational Education
The Vocational Education Curricular Area will offer subjects to be aligned to the National Skills Qualifications Framework NSQF, within the three forms of work. Illustratively, the Curricular Area will offer Agriculture, Gardening, Automotive, Automobile Servicing, Machining, Electronics, Community Health, Accounting Services, Data Entry and Management, Banking Services, Retail Services, and Textile and Garments.
*10.5.1.1 Principles for Designing Courses in Vocational Education * The aim of Vocational Education is to enable students to acquire the necessary understanding and skills related to a specific job role. They will be equipped to take up a job after leaving school if they so wish. With this in mind, the courses will be aligned with Levels 3 and 4 of the NSQF or higher. It must be noted that NSQF is a ‘outcomes based’ framework and the levels are not tied to years of study.
The courses for Vocational Education must be designed keeping the following in mind:
a. Students will acquire the necessary knowledge to perform routine jobs of their choice.
b. They will demonstrate necessary skills and follow routine processes based on an understanding of appropriate rules and equipment.
c. They will acquire the vocabulary of their chosen vocation.
d. They will acquire a basic understanding of the social, political, and natural environment the vocation is located in.
Schools will offer courses in at least one vocation in the three forms of work - Engaging with Life and Nature, Engaging with Machines and Materials, and Engaging with Human Beings. Students will engage with actual practice; as far as possible, this will be enabled within schools through setting up appropriate workshops with available resources. In addition, students will undergo internships as well as an apprenticeship in their chosen vocation. These will enable students to experience working under supervision and develop an understanding of the workplace and its place in the larger world. The combined time spent on internship and apprenticeship should be at least 40% of the total time allotted for this Curricular Area.
It is important to note that, in this NCF, ‘apprenticeship’ is used as an essential pedagogical approach to gain ‘know-how’ knowledge, while the students are in school. This must not be seen from the lens of the Apprentice Act, 1961. See Part C, Chapter 9,
10.5.1.2 Illustrative Content Areas
Below is a list of illustrative areas of study — one area has been elaborated for each of the forms below in this table.
| Work with Life Forms | Work with Machines and Materials | Work in Human Services |
|---|---|---|
Dairy Farming
|
Agricultural Machine Operation
|
Frontline Health Worker
|
Sericulture
|
Irrigation Service Technician
|
Vision Technician
|
Small Poultry Farming
|
Plumber (General)
|
Heritage Tour Guide
|
Soil and Water Testing Lab Assistant for Agriculture
|
Hi-tech technical services
|
Beauty Therapist
|
Gardening
|
Field Technician - Washing Machine/ Air Conditioning/ Refrigerator
|
Yoga Instructor
|
| Floriculture | Auto Service Technician | Hair Stylist |
|
|
|
| Mushroom Cultivation | Baking | Dietician |
|
|
|
| Sheep / Goat Farming | Jam, Jelly and Ketchup Processing | Home Health Aide |
|
|
|
Schools should offer areas of study that respond to multiple considerations weighed adequately, for example, aspirations of students, school’s ability to transact the curriculum, local needs, future needs of society.
Also, it is important for school education to have the widest possible range of such offerings, and not be restricted by any constraint or restraint. For example, areas of work, where actual employment is governed by any licensure requirements, does not imply that that area of work cannot be studied in schools — only that the school study should be integrated within the licensure requirements, or that the student will have to fulfil the licensure conditions after graduating from school in order to be eligible for employment. Equally, since the NSQF levels are not tied to years of study, it should be possible to prepare students for higher NSQF levels, if required by the licensure requirements.
*Work with Life Forms — Gardening *
This is an illustration for Work with Life Forms. Given below are illustrative content areas for Gardening in Grades 11 and 12.
Content Area 1: Managing Gardens and Nurseries
Students will be introduced to the care and maintenance of gardens and nurseries. Gardens will include small home gardens and pot gardening. Nurseries will include those at both, small and large scale. Students will learn to grow and maintain plants grown in the region, from the preparation of pots/soil to nutrition and irrigation. They will identify and correctly use the appropriate tools and equipment. They will also understand the marketing of plants, including flowers.
*Content Area 2: Landscaping and Ornamentation *
Students will learn to visualise small and large spaces as aesthetically pleasing gardens. They will learn how to identify ornamental plants suitable for the climate in the region, where to source them, and how to grow them. They will learn how to establish and maintain lawns, ranging in size from a small patch to a large park. Students will also be able to identify and place elements (e.g., bird baths, garden furniture, wind chimes, stones/rocks, arches, waterfall, ornamental pots, trellises, follies) that help make a garden functional and attractive.
Content Area 3: Workplace Culture and Practices
Students will engage with the culture of the workplace as well as practices specific to the nature of the vocation they have chosen. This will be enabled through on-site exposure, videos, and discussions in the classroom. On-site exposure will be through internships at relevant different facilities, where students will get a chance to observe and interact with persons working there. They will also be required to view videos of different kinds of facilities (e.g., practices related to the maintenance of large parks, ornamental gardens, gardens in heritage monuments). Discussions will help them consolidate their observations and draw general principles of work. This will be conducted jointly by the Teacher and Resource Persons. Apprenticeship
Students will work as part-time apprentices in an actual place of work — this will be one of the facilities in which they were placed as interns. This will enable them to have an on-site work experience and understand the different factors involved in actually doing a job. It will help them become aware of the culture and language of work and the factors affecting its functioning. Students will gain experiential skills and knowledge of the work under the supervision of a Mentor. The Mentors will be identified persons already working in the chosen facility, with sufficient work expertise, who will undergo a short course to prepare them to work with students. Students will also be required to maintain a portfolio containing products they have created or processes they have followed.
Work with Machines and Materials — Jam, Jelly, and Ketchup Processing Technician
This is an illustration for Work with Machines and Materials. Given below are illustrative content areas for a Jam, Jelly, and Ketchup Processing Technician in Grades 11 and 12.
Content Area 1: Fruit and vegetable processing
Students will be introduced to the possibilities and processes of fruit and vegetable processing, as well as the science that underlies it. They will learn different techniques to prepare jams, jellies, and ketchup. They will be given a basic introduction to food microbiology so that they understand how food is preserved and what causes it to spoil. They will learn how to prepare, clean, and maintain materials as well as work areas for processing.
Content Area 2: Quality and Marketing
Students will gain an understanding of food quality and sanitation laws for processed food products. They will learn how to correctly package jams, jellies, and ketchups and maintain necessary documents and records. Students will also understand concepts related to occupational health and hygiene, and basic first aid in case of accidents. They will learn about appropriate pricing, and also about channels through which processed fruit and vegetables can be sold for different target groups.
Content Area 3: Workplace Culture and Practices
Students will engage with the culture of the workplace as well as practices specific to the nature of the vocation they have chosen. This will be enabled through on-site exposure, videos, and discussions in the classroom. On-site exposure will be through internships at relevant different facilities, where students will get a chance to observe and interact with persons working there. They will also be required to view videos of different kinds of facilities (e.g., they can view processes in large, automated facilities, and small businesses run from home). Discussions will help them consolidate their observations and draw general principles of work. The Teacher and Resource Persons will jointly conduct this.
Apprenticeship
Students will serve as part-time apprentices in an actual place of work — this will be one of the facilities in which they were placed as interns. This will enable them to have an on-site work experience and understand the different factors involved in actually doing a job. It will help them become aware of the culture and language of work, and the factors affecting its functioning. Students will gain experiential skills and knowledge of the work under the supervision of a Mentor. The Mentors will be identified persons already working in the chosen facility, with sufficient work expertise, who will undergo a short course to prepare them to work with students. Students will also be required to maintain a portfolio containing products they have created or processes they have followed.
Work in Human Services — Tour Guide
This is an illustration for Work in Human Services. Given below are illustrative content areas for Tour Guide in Grades 11 and 12. Content Area 1: Role and Relevance of a Tour Guide Students will be introduced to the tourism industry and its importance for individuals and the local economy. They will understand the context in which the tourism industry operates and its potential as a vocation. They will also understand the job role of tour guides and their place/role in the tourism industry.
Content Area 2: Managing Different Kinds of Tours
Students will engage with a variety of tours in which the tour guide plays an important role, e.g., pilgrimages, wellness and medical tours, tours for leisure and recreation, gastronomy tours, cultural tours, and tours for sporting events. While understanding the specific requirements for each of the different kinds of tours, they will be encouraged to draw general principles related to communication with clients and colleagues, gender - and age-sensitive practices, health and hygiene, safety practices, etiquette, and hospitable conduct
Content Area 3: Workplace Culture and Practices
Students will engage with the culture of the workplace as well as practices specific to the nature of the vocation they have chosen. This will be enabled through on-site exposure, videos, and discussions in the classroom. On-site exposure will be through internships at relevant different facilities, where students will get a chance to observe and interact with persons working there. They will also be required to view videos of different kinds of facilities (e.g., they can watch a city tour, a heritage tour, or a tour on a train visiting different places). Discussions will help them consolidate their observations and draw general principles of work. The Teacher and Resource Persons will jointly conduct these.
Apprenticeship
Students will serve as part-time apprentices in an actual place of work — this will be one of the facilities in which they were placed as interns. This will enable them to have an on-site work experience and understand the different factors involved in actually doing a job. It will help them become aware of the culture and language of work, and the factors affecting its functioning. Students will gain experiential skills and knowledge of the work under the supervision of a Mentor. The Mentors will be identified persons already working in the chosen facility, with sufficient work expertise, who will undergo a short course to prepare them to work with students. Students will also be required to maintain a portfolio containing products they have created or processes they have followed.
Section 10.6
Physical Education and Well-being
In Grades 11 and 12 of the Secondary Stage, the NCF caters to three broad categories of students, who may wish to pursue Physical Education and Well-being in different forms after completing school:
a. Students who want to continue sports and physical activity for recreational purposes. Such students can also be nodal persons for physical educational knowledge for a community. This group can take up Physical Education for Community Wellness. Illustratively, courses that could be offered in this category include Yoga and Lifestyle.
b. Students who are interested in taking up sports-based vocational opportunities in growing areas, such as sports education and fitness industry, sports management, sports analytics, sports psychology, or even allied medical fields, such as sports physiotherapy. This category can take up Physical Education as a Vocation. Illustratively, courses that could be offered in this category include Physical Education for Children with Disabilities.
c. Students who are interested in taking up playing sports professionally or are interested in allied fields of professional sports. These are students who have already achieved some proficiency in a particular sport, game, or practice (yoga or Tai chi). Such students will have the option to pursue it further, develop advanced skills, and compete at the highest level. This category can take up Physical Education for a Professional Sportsperson. Illustratively, courses that could be offered in this category include Sports and Nutrition and Biomechanics and Sports
10.6.1 Physical Education for Community Wellness
This is an illustration of Physical Education for Community Wellness.
10.6.1.1 Principles for Designing Courses for Physical Education for Community Wellness
The aim of teaching Physical Education for Community Wellness is to prepare students to continue their interest in sports and physical activity from a recreational and wellness point of view. Students will build their capacities to contribute to community wellness through enabling community events related to sports and physical activities. The courses for Physical Education for Community Wellness must be designed keeping the
following in mind:
a. Students will build a foundation for understanding the different aspects of sports and physical activities as well as wellness.
b. They will be introduced to the domain of community wellness.
c. They will be prepared to engage with members of the community in the capacity of a coach and manager.
10.6.1.2 Illustrative Content Areas
Given below are illustrations of content areas Physical Education for Community Wellness.
Content Area 1: Sports and Fitness — An Introduction Through this content area, students will be introduced to basic human anatomy and physiology and its connection with physical activity and fitness. In addition, aspects of nutrition, injury prevention, and basic first aid will also be included.
Content Area 2: Community Coaching (for a chosen sport) Through this content area, students will be prepared to develop capacities for engaging in team sports for community development. Basic coaching skills relevant to the sport and the interconnection between developing life skills through team sports will be the focus.
Content Area 3: Sports and Fitness Advanced Basics
Through this content area, students will be introduced to the practices required for strength and conditioning training. Maintaining strength, endurance, and flexibility is necessary for any sports or physical activity. Students will get an understanding of how to develop these capacities in other persons, including the use of practices like yoga for developing strength and flexibility.
Content Area 4: Sports Management (basic)
Through this content area, students will be introduced to different aspects of managing teams for participating in sporting events. These sporting events are often important aspects of building a community around sports. Students will engage with team management, event management, resource management (sourcing and maintaining equipment and playing areas), and some aspects of sports promotion — sponsorships, endorsements, and so on.
10.6.2 Physical Education as a Vocation
This is an illustration for Physical Education as a Vocation.
10.6.2.1 Principles for Designing Courses for Physical Education as a Vocation
The aim of teaching Physical Education as a Vocation is to develop capacities and skills to be able to work in vocations based on sports and fitness. Students will be introduced to various options available in sports, fitness, and wellness domain. The courses must be designed based on the following principles..
a. Students will acquire a holistic view of sports, fitness, and wellness practices.
b. They will develop an understanding of the physiological, nutritional, socio-emotional and ethical aspects of sports, fitness, and wellness.
c. They will develop capacities in at least one form of vocation connected to sports, fitness, and wellness. Since there are multiple growing areas in this domain, a specific focus could be offered within a content area.
10.6.2.2 Illustrative Content Areas
Given below are illustrations of content areas for Physical Education as a Vocation.
Content Area 1: History of Sports and Wellness in India and the World Through this content area, students will be introduced to the rich heritage of practices related to sports, fitness, and wellness in the Indian subcontinent. It will also give an overview of how these practices have travelled to other countries. Students will be introduced to a few key systems of fitness and wellness practices across the globe, along with sports that originated in India and in different parts of the world.
Content Area 2: Sports and Fitness Advanced Basics
Through this content area, students will go deeper into the practices required for strength and conditioning training. Maintaining strength, endurance, and flexibility is necessary for any sports or physical activity. Emphasis will be on giving students an understanding of how to develop these capacities in others. Students will also engage with the use of practices like yoga for developing strength and flexibility. They will also be introduced to malpractices and the problem of doping in sports.
Content Area 3: Focus on a specific aspect
Through this content area, students will focus on one of the following.
a. Introduction to sports coaching (in a particular sport)
i. Safeguarding in sports
ii. Strength and conditioning
iii. Teaching skills
iv. Strategy and tactics in sports
b. Introduction to sports officiating (in a particular sport)
i. Rules and regulations of sport
ii. Sport officiating guidelines
c. Introduction to sports education
i. Safeguarding in sports
ii. Strength and conditioning
iii. Teaching skills
iv. Teaching life skills through sports
d. Introduction to sports physiotherapy
i. Human anatomy and physiology
ii. Sports injuries — prevention and management
e. Introduction to sports management
i. Operations and planning in event management
ii. Marketing, sponsorships, endorsements, and publicity
iii. Finances and accounting in events
iv. Team management
v. Athlete management
vi. Ethics in sports
f. Introduction to sports analytics and statistics
i. Strategy and tactics in sports
ii. Basic python programming
iii. Using sports data for strategy
g. Introduction to sports photography and videography
i. Introduction to equipment and maintenance
ii. Basics of photography
iii. Action photography
h. Introduction to sports media and journalism
i. History of sports media and journalism
ii. Journalism — Ethics and norms
10.6.3 Physical Education for a Professional Sportsperson
This is an illustration for Physical Education for a Professional Sportsperson.
10.6.3.1 Principles for Designing Courses for Physical Education for a Professional Sportsperson
The aim of teaching Physical Education for a Professional Sportsperson is to strengthen the capacities and skills in students towards pursuing sports and physical activities at a professional
level. The assumption is that many of these students will already be undergoing coaching in their respective choice of sport and these courses will aid their development. The courses must be designed keeping the following principles in mind:
a. Students will engage with important aspects of the anatomy and physiology of the human body.
b. They will develop skills to build their endurance, strength, and flexibility through different systems.
c. They will learn and apply techniques and strategies in a specific sport. Students must be offered specific content aligned to the specific sport or activity they have chosen to specialise in.
10.6.3.2 Illustrative Content Areas Given below are illustrative content areas for Physical Education for a Professional Sportsperson. Since practice is a particularly important component of this area of study, half the time should be allotted to individual practice and training.
Content Area 1: Sports and Fitness Advanced Basics Through this content area, students will engage with the practices required for strength and conditioning training. Maintaining strength, endurance, and flexibility is necessary for any sports or physical activity. Students will get an understanding of how to develop these capacities and also use practices like yoga for developing strength and flexibility. Students will also be introduced to malpractices and the problem of doping in sports.
Content Area 2: Focus on a specific aspect Through this content area, students will focus on a specific sport or physical activity that may be aligned with the sport they intend to pursue professionally or that is of deep interest to them. They will also be supported in building their individual capacity for playing sports. The focus areas could be: Focus on specific sport/physical activity
a. Basic skills and techniques in sport (in a particular sport)
b. Tactics and strategy in sport (in a particular sport)
c. Basics of Pilates
d. Basics of Tai-chi
Individual
a. Pranayama and understanding yoga sutras
b. Endurance and cardiovascular training (in a particular sport)
c. Advanced strength and conditioning
Section 10.7
Interdisciplinary Areas
The Interdisciplinary Areas Curricular Area will, illustratively, offer Business Studies, Accounting, Sustainability and Climate Change (Environmental Education), Media and Journalism, Family and Community Sciences (the current form of Home Science), Indian Knowledge Systems, and Legal studies. This list may be enhanced continually. Illustration of content areas Sustainability and Climate Change, and Media and Journalism is outlined below.
10.7.1 Sustainability and Climate Change
This is an illustration for Sustainability and Climate Change.
10.7.1.1 Principles for Designing Courses for Sustainability and Climate Change
The aim of teaching Sustainability and Climate Change is to enable in students a deeper engagement with Environmental Education and explore the interconnectedness with sustainability and climate change grounded in the Indian context.
The courses for Sustainability and Climate Change must be designed keeping the following in mind:
a. Students will engage with complex environmental problems without being overwhelmed by them.
b. They will describe and summarise environmental challenges linking society and the environment.
c. They will understand trade-offs and ethical dimensions of sustainability and climate change challenges.
d. They will develop environmental literacy, enabling them to engage in environmental action.
Addressing environmental challenges requires an interdisciplinary perspective incorporating science, society, economy, and politics. The content for Sustainability and Climate Change must be developed using the framework of social-environmental systems that conceptualises environmental issues as complex, non-linear in cause and impact, subject to shocks, and with tipping points. Central to the framework is equity and environmental justice, which must be emphasised.
Students must engage with sustainability and climate change challenges at different scales. They should learn both about the need for and limitations of individual versus systemic change, and technological fix versus participatory action. They should also be involved in analysing case studies of successful interventions at different scales that have addressed environmental problems without being overwhelmed by the complexity of the challenge — an important learning for students.
10.7.1.2 Illustrative Content Areas Given below are illustrative content areas for Sustainability and Climate Change in Grades 11 and 12.
Content Area 1: Environmental Science from a Social-Environmental Systems Perspective
Environmental challenges can no longer be addressed by traditional approaches where there was a clear separation between pure Science and Social Science. As humans, we are today an intrinsic part of our environment, and our actions result in impacts on the environment and humanity. With this is in mind, students will study about the threats to the earth, the interconnected nature of planetary boundaries, and thresholds that are breached, as well as explore using the systems perspective to examine the tipping points. The need for going beyond individual behavioural change to requiring interventions at a systemic level for environmental sustainability will be emphasised. Students will also understand how the use of technology alone (via new approaches to waste management or energy production) cannot completely address sustainability objectives, which require working adaptively with people, culture, markets, and policies.
Content Area 2: Environmental Pollution – Air
Air pollution is one of the major environmental challenges faced today with serious implications for human health. Students will understand concepts around air pollution such as meteorology, composition (SPM, NOX, SOX), and sources (industrial, vehicular). They will examine the effects of air pollution on plants, animals, as well as human health, the economic implications, and issues of pollution and environmental justice. They will also examine air pollution control measures, from technological to behavioural.
Content Area 3: Biodiversity
Students will start by refreshing concepts of biodiversity (ecosystems, species, natural landscapes), and why biodiversity is important for human existence on this earth. They will then understand the threats to biodiversity, and how this has affected biodiversity at a global and national scale. The impacts of the loss of biodiversity linked to human dependence will also be included. This content area will provide a context to the history of biodiversity conservation, with a focus on a critique of Indian legislation (laws, protected areas, community conservation) and their implications. Students will also learn a few methods of documenting local diversity using tools such as citizen science and People’s Biodiversity Registers (PBRs).
Content Area 4: Climate Change Climate change is reshaping the world’s environment with major implications for humanity in the coming decades. Students will be introduced to the science of the earth’s climate system and will explore issues of climate justice and changing weather patterns. They will be introduced to national and international agreements on climate change action, and to positive steps that can be taken for climate change adaptation and mitigation at different levels from the local level to the national and international levels.
10.7.2 Media and Journalism
This is an illustration for Media and Journalism.
10.7.2.1 Principles for Designing Courses in Media and Journalism The aims of teaching Media and Journalism are to introduce students to media in its diverse forms, technology, and function, and to enable them to develop media literacy and production skills. The courses for Media and Journalism must be designed keeping the following in mind:
a. Students will critically examine the role of media in society through a set of broad-ranging engagement with diverse media forms, ranging from traditional media to the news space on social media.
b. They will engage with a comprehensive history of media in its global and local scope.
c. They will understand the basic elements of different mass media and acquire the basic tools of journalism.
d. They will be able to produce media on a smaller scale using available tools and technology.
10.7.2.2 Illustrative Content Areas
Given below are illustrative content areas for Media and Journalism in Grades 11 and 12.
Content Area 1: Media Literacy
Through this content area, students will be enabled to develop into discerning consumers and analytical appraisers of media texts. They will be equipped with knowledge about their working methods. They will be able to distinguish between different media and identify salient features of different media forms. Through real-world examples, they will explore the key characteristics that set each mass medium—including newspapers, radio, television, the internet, and social media—apart from others. They will learn how our perceptions of the outside world are affected by popular media.
Content Area 2: History of Media
Through this content area, students will be supported in identifying socially responsible media practices in India, through historical examples set against the larger background of various social movements and historical developments. Among other things, they will also learn about key figures of the Indian national movement and social reform, such as Mahatma Gandhi and B R Ambedkar, as journalists. They will develop a fairly broad understanding of the postcolonial Indian State and the media institutions, and media policies developed by the State. They will also be provided an overview of such developments in print, broadcast, and digital media.
Content Area 3: Basics of Journalism
Through this content area, students will be introduced to the fundamentals of Journalism, covering newspapers, broadcast media, and social media. They will gain a foundational understanding of reporting, news gathering, interviewing, and story pitching. They will learn about journalistic ethics and how to act socially responsibly, as well as fact-checking techniques while gathering news. They will engage with the journey of a news story within a given span of time, the various stages of mediation it goes through, and learn to be cautious of disinformation.
They will be introduced to the tools and techniques for checking news. They will learn how to differentiate between various news story types and how to report them. Students will also practise reporting in various genres and formats by exploring issues and themes of interest to them.
Content Area 4: Media Making Project
Through this content area, students will work on themes of local relevance and use available resources to create one or more newsletters/school magazines/wall magazines. They will develop capacities for research and planning, gathering data, writing, editing, design, and production. Using available tools and technology, they will create audio and video stories and curate them on social media platforms.
Section 10.8
Languages
A range of languages must be offered in Grades 11 and 12. Illustratively, Languages native to India, Foreign Languages, Classical Languages, and Literature of different Languages. The illustration given in this Chapter is of English Language and English Literature.
10.8.1 English Language
This is an illustration for English Language.
10.8.1.1 Principles for Designing Courses in English Language
The aims of English Language teaching in the Secondary Stage are to develop communicative competence and build language proficiency. Students will build capacities for enhanced language use in real-life contexts and develop cultural awareness and appreciation for the diversity of English-speaking societies. The courses for English Language must be designed keeping the following in mind:
a. Students will explore and understand the history and evolution of the English language in India.
b. They will develop the ability to communicate effectively in a variety of contexts, including formal and informal settings.
c. They will widen their language base for personal, academic, creative, and vocational pursuits.
d. They will develop the ability to comprehend and evaluate texts, and explore rhetoric, reading, and writing in different real-life contexts.
10.8.1.2 Illustrative Content Areas
Given below are illustrative content areas for English Language in Grades 11 and 12.
Content Area 1: English in India
Through this content area, students will learn about the history of English, briefly in England and subsequently in other parts of the world, with a specific focus on India. A sense of the many ‘kinds’ of English spoken globally, including Indian English and English in India, is crucial to young people’s understanding of themselves in the history of a once colonial and now international language. They will engage with perspectives on cross-language borrowings and enhance vocabulary skills, with a focus on etymology and material on English words from Indian languages. Students will also produce reflections on their family histories of language, mapping their respective families’ locations on the language grid, and their own individual languagerelated abilities, achievements, and aspirations.
Content Area 2: Functional English
Through this content area, students will begin to develop functional language proficiency within and beyond academic contexts. The focus will be on effective language use in a range of contexts, through which students can: (i) improve their practical language skills in everyday encounters; (ii) widen and develop their language base for academic, creative, and vocational pursuits; (iii) acquire widely applicable study skills; (iv) reinforce proficiency skills gained in middle - and early secondary-school classes; and (v) become increasingly independent and confident users of English.
Content Area 3: English for Communication
Through this content area, students further enhance their ability to move from the academic context to communication in a real-world context. Using Communicative Language Teaching (CLT) methods, students will be enabled to use language in simulated real-life contexts. The target language (English) will be used by students to perform tasks requiring communicative competence and performance. The focus will be on effective communication, while the production of language in prescribed forms will be a secondary activity. Apart from face-to-face communication, phone conversations would be considered as well as the various forms of digital communication. In the process, students will develop skills in negotiation, critical thinking, and collaborative work. Also, the classroom would come as close to the real world as possible in terms of language use.
Content Area 4: English Language and Composition
Through this content area, students will learn about the power of language in communication. They will gain skills in using language to influence and persuade others, as well as understand the ways in which people communicate ideas and meaning through both spoken and written language. By learning about rhetoric, students can develop the abilities needed to communicate effectively, analyse arguments critically, and engage in discourse. Emphasis will be on non-fiction texts, and students will be provided opportunities to identify and analyse the persuasive language used by authors to shape and influence discourse. Students will gain the tools they need to analyse and put forth arguments, contributing to their development as informed and engaged citizens.
10.8.2 English Literature
This is an illustration for English Literature.
10.8.2.1 Principles for Designing Courses in English Literature
The aim of teaching English Literature is to foster in students both critical and creative skills and a deep love for literature in all its variety. The courses for English Literature must be designed keeping the following in mind:
a. Students will engage with a breadth of literary texts from across India, including those translated from Indian languages.
b. They will engage with and understand the language and the formal aspects of texts through writing.
c. They will use the English language as a tool for creativity and self-expression.
d. They will appreciate the richness and diversity of India through literary and cultural texts. Literature is the means, the ‘subject-matter content,’ for fluent oral and written communication. Immersion in the English language is an important focus of Literature. Therefore, students must engage with reading selections grouped around possible themes of interest to secondary school students, including young adult and school life, environment, magic and wonder, science fiction, and nature. While the focus will remain primarily on written texts, students choosing English Literature will be able to extend their critical and creative skills to other textual forms.
10.8.2.2 Illustrative Content Areas
Given below are illustrative content areas for English Literature in Grades 11 and 12. Through these content areas, students will be introduced to a range of literary forms, and acquaint them with texts from India and abroad, in English and in translation.
Content Area 1: Reading Literature
Through this content area, students will learn to interpret texts and communicate their understanding orally and in writing. Students will be aware of the variety of written forms that are a part of our world—ranging from classical literary texts to newspapers and WhatsApp messages. Students can then be introduced to prose and poetry from different periods of time and diverse cultural contexts. They will learn to identify the formal features of texts and their thematic concerns. Students will individually and in groups rewrite texts by changing words, settings, and beginnings and endings to understand how meanings are produced.
Content Area 2: The Short Story and the Novel
Through this content area, students will be introduced to the idea of human beings as fundamentally narrative creatures with an urge for ‘logical’ conclusions and of storytellers as the first custodians of community histories. Students will read some examples of short story precursors (such as jests, anecdotes, parables) as well as some of their non-western counterparts (including the Indian katha and qissa). They will then move on to folk and fairy tales, and the fable in Western and Eastern traditions. Students will engage with the short story in its modern avatar, examining how it has developed out of earlier forms, and reading four or five examples from various parts of the world. Among other things, they will inspect what fantasy means in the shorter genres, why realism came to take over the short story at a particular time, and why fantasy has made something of a comeback today. Students will briefly learn about the history of the novel and read extracts from some early novels. Finally, they will engage with a complete novel and analyse it in detail.
Content Area 3: Introduction to Poetry and Drama
Through this content area, students will experience a direct engagement with the form, content, and effect of the works themselves. These will be foregrounded over an author - and tradition centric approach to prescribed texts. Poetry-specific activities will direct students to note the relationships between words, sounds, affect, images, and cultural contexts. Drama-centric activities will also include reflections on the continuity and differences between texts and performances, on performance traditions closer home, and on the many spaces of performance (theatre, radio, streets, marketplaces, religious spaces, festivities, television, film, performance art, sketches).
Content Area 4: Reading and Writing: Poetry/Essay/Short Story/Drama
Through this content area, students will concentrate on one of four forms. They will read more advanced texts in the form chosen and engage with them critically. Students will become familiar with the formal and structural elements of the chosen form, as well as with elements of its literary history and its adoption into different literary traditions in India and abroad. They will also engage in a series of writing exercises that will help them gain familiarity with the form on a practical basis and explore the possibilities it offers for their own self-expression. Students will take ownership of the chosen form and adapt it to suit their own contexts. Students will undertake a creative writing project where they will write their own stories, poems, essays, or plays.
Section 10.9
Grades 11 and 12, and Higher Education
‘The current nature of secondary school exams, including Board exams and entrance exams - and the resulting coaching culture of today - are doing much harm, especially at the secondary school level, replacing valuable time for true learning with excessive exam coaching and preparation. These exams also force students to learn a very narrow band of material in a single stream, rather than allowing the flexibility and choice that will be so important in the education system of the future.’ [NEP 2020, 4.36]
In recent decades, there has been an unfortunate trend in India to see Grades 11 and 12 as merely a means to gain admission into higher education. The curricular logic often gets twisted due to this kind of instrumental thinking.
The curricular logic of the NCF is oriented towards realising the aims and goals for school education. The Learning Standards, content, pedagogy, and most crucially the assessments are designed towards achieving these aims. The purpose of the Secondary Stage of schooling, particularly Grades 11 and 12, must not be imagined as a mechanism for selecting and sorting students for different programmes in higher education. This curricular logic is derived from the four fundamental principles articulated by NEP:
a. Flexibility, so that learners have the opportunity to choose their learning trajectories and programmes, and thereby choose their own paths in life according to their talents and interests.
b. No hard separations between Arts and Sciences, between curricular and extra-curricular activities, and between vocational and academic streams. This will eliminate harmful hierarchies among, and silos between, different areas of learning.
c. Multidisciplinarity and a holistic education across the Sciences, Social Sciences, Arts, humanities, and sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge.
d. Emphasis on conceptual understanding rather than rote learning and learning for exams. The curriculum for Grades 11 and 12 is guided by these motivations, rather than as instrumental ‘preparation’ for selection into higher education programmes.
NEP 2020 has made a sincere attempt to delink the school education processes from the admissions processes of higher education.
The National Testing Agency (NTA) will work to offer a high-quality common aptitude test, as well as specialized common subject exams in the sciences, humanities, languages, arts, and vocational subjects, at least twice every year. These exams shall test conceptual understanding and the ability to apply knowledge and shall aim to eliminate the need for taking coaching for these exams. Students will be able to choose the subjects for taking the test, and each university will be able to see each student’s individual subject portfolio and admit students into their programmes based on individual interests and talents. [NEP 2020, 4.42]
It must be emphasised here that the specialised common subject examinations envisaged by NTA should be broad in terms of focussing on the key conceptual structures and methods of investigation in the discipline. If these subject examinations test narrow content knowledge, it would be misaligned with the goals and approaches of the NCF