SYLLABI FOR STANDARDS IX AND X

SYLLABIFORSTANDARDS IX AND X(As sanctioned under Government of MaharashtraLetter No. SSC-210/(195/10)/ C. m.{e.2 {X.12/03/2012Maharashtra State Board of SecondaryAnd Higher Secondary Education,Pune – 411 004.

All rights reservedNo part of this book shall be reproduced or transmitted in any form or by any means, such as Printed,C. D. Rom / Audio / Video Cassettes or Electronic / Mechanical, including photo, copying, recording orby any information storage and retrieval system, at any portal, website etc. All rights reserved withSecretary of Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 411 004.Publisher:Shahaji DhekaneSecretary,Maharashtra State Board of Secondary andHigher Secondary Education, Pune - 411 004.Liaison Officers:K. B. Gawade Research OfficersDr. Shivaji Shelke Research OfficersG. D. Sonawane Research OfficersMaharashtra State Board of Secondary andHigher Secondary Education, Pune - 411 004.Co- ordinator:Dr. Umesh D. PradhanType Setting:Maharashtra State Board of Secondary andHigher Secondary Education, Pune - 411 004.Printer:Mudrankan Offsets Pvt. Ltd.69 Mahesh Society, Opp. Datta Mandir,Bibwewadi, Pune -411 037.Ph. : (020) 24410036 Fax : (020) 24410037e-mail : mudrankan.offsets@gmail.com2

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CONTENTSPage No.1.FIRST LANGUAGE1.1Marathi . 01 to 031.2Hindi . 04 to 061.3Urdu . 07 to 091.4Gujarati . 10 to 141.5Kannada . 15 to 161.6Tamil . 17 to 181.7Telugu . 19 to 201.8Malayalam . 21 to 221.9Sindhi. 23 to 241.10 Bengali . 25 to 271.11 Punjabi . 28 to 311.12 English . 32 to 382.SECOND LANGUAGEModern Indian LanguagesXI2.1Hindi . 39 to 402.2Hindi (Composite) . 412.3Marathi . 42 to 432.4Marathi (Composite) . 442.5Urdu . 45 to 462.6Urdu (Composite) . 47 to 482.7Gujarati . 49 to 51

2.8Gujarati (Composite) . 52 to 532.9Kannada . 54 to 552.10 Kannada (Composite) . 56 to 572.11 Tamil . 58 to 592.12 Tamil (Composite) . 60 to 612.13 Telugu . 62 to 632.14 Telugu (Composite) . 64 to 652.15 Malayalam . 66 to 672.16 Malayalam (Composite) . 68 to 692.17 Sindhi. 70 to 712.18 Sindhi (Composite) . 72 to 732.19 Punjabi . 74 to 762.20 Punjabi (Composite) . 77 to 782.21 Bengali . 79 to 812.22 Bengali (Composite) . 82 to 83Classical Languages . 842.23 Sanskrit . 85 to 882.24 Sanskrit (Composite) . 89 to 902.25 Pali . 91 to 922.26 Pali (Composite) . 932.27 Ardhamagadhi . 94 to 952.28 Ardhamagadhi (Composite) . 96 to 972.29 Persian . 98 to 992.30 Persian (Composite) . 1002.31 Arabic. 101 to 1022.32 Arabic (Composite) . 103XII

2.33 Avesta. 104 to 1052.34 Pahalavi . 106Modern Foregin Languages2.35 French . 107 to 1092.36 French (Composite) . 110 to 1122.37 German . 113 to 1152.38 German (Composite) . 1162.39 Russian . 117 to 1192.40 Russian (Composite) . 120 to 1223.THIRD LANGUAGE3.1English . 123 to 1283.2Hindi . 1294.INFORMATION COMMUNICATION TECHNOLOGY . 130 to 1325.MATHEMATICSAlgebra and Geometry . 133 to 142orGeneral Mathematics .6.SCIENCE AND TECHNOLOGY . 143 to 1487.SOCIAL SCIENCES7.1History Political Science . 149 to 1517.2Geography Economics . 152 to 1558.PERSONALITY DEVELOPMENT . 156 to 1639.WORK EDUCATION(Anyone from Group A or Group B or Group C of the following subjects)Group AA 9.1 Electrical Appliances (J1) . 164 to 168XIII

A 9.2 Bakery Products (J2) . 168 to 170A 9.3 Food Preservation (J3) . 170 to 172A 9.4 Maintenance and Elementary Repairs of water pump (J4) . 172 to 174A 9.5 Milk and Milk Products (J5) . 174 to 175A 9.6 Integrated Nutrient Management for SustainableAgriculture (J6). 175 to 177A 9.7 A - Tie and Dye (only for Std. IX) (J7) . 177 to 179B - Batic Work (only for Std. X) (J7)A 9.8 Screen Printing (J8) . 180 to 183A 9.9 Hand Embroidery (J9) . 183 to 184A 9.10 Stitching with Sewing Machine andIts Repairing & Maintenance (K1) . 185 to 186A 9.11 Dolls and Soft Toys Making (K2) . 186 to 188A 9.12 Prepare of Articles Useful for School (K3) . 188 to 193A 9.13 Preparation of Soaps and Detergents (K4) . 193 to 195A 9.14 Preparation of Decorative Pieces by Utilisation ofWaste Materials (K5) . 195 to 198A 9.15 Fundamentals of Electronics (K6) . 198 to 201A 9.16 (A) Cultivation of Vegetables (Only for Std. IX)(B) Gardening for Decoration (Only for Std. X) (K8) . 201 to 204A 9.17 Preparation of Name-Plates and Badges (K9) . 205 to 207A 9.18 Bio-Gas and Its Use (L1) . 207 to 209A 9.19 Plumber (L2) . 209 to 211A 9.20 Creative Applied Art (L3) . 211 to 215A 9.21 Crochet Work and Knitting (L4) . 215 to 218XIV

A 9.22 Household Laundry (L5) . 218 to 220A 9.23 Cookery (L7) . 221 to 222A 9.24 Typewriting (English and Marathi) (M4-M5) . 222 to 225A 9.25 Elements of Agriculture and Crop Production (M2) . 225 to 228A 9.26 Green House (R3) . 228 to 230A 9.27 Paper Work, Card Board and Book-Binding (M7) . 230 to 232A 9.28 Beautification (M8) . 233 to 236A 9.29 Clay Mould Work (N1) . 236 to 238A 9.30 Cane and Bamboo Work (N2) . 238 to 241Group BB 9.1 Drawing and Painting (M6) . 242 to 244B 9.2 Indian Music (Vocal and Instrumental) (M3) . 244 to 248B 9.3 Elements of Commerce (L8) . 249 to 250B 9.4 Elements of Book Keeping (L9). 250 to 252B 9.5 Fisheries (M1) . 252 to 254B 9.6 Vocational Guidance (R4) . 255 to 259Group CC 9.1 New work Experience Activity . 26010PREVOCATIONAL SUBJECTS . 261 to 263(Option to subjects of work experience)(Any one of the following)10.1 Introduction to Basic Technology (V-1) . 264 to 27310.2 Elements of Mechanical Engineering (V-2) . 274 to 29210.3 Elements of Electrical and Electronics Technology (V-3) . 293 to 308XV

11SCHOOL EXAMINATION CERTIFICATE SUBJECT (COMPULSORY)11.1 Health and Physical Education . 309 to 31412.SCHOOL EXAMINATION CERTIFICATE SUBJECTS(Any One of the following)12.1 Scouting/Guiding (P2) . 315 to 31612.2 M.C.C. (For Std. IX only) . 317 to 31812.3 N.C.C./Sea Cadet Corps (P3) . 31912.4 Defence Studies (P4) . 320 to 32212.5 Civil Defence and Road Safety (P5) . 323 to 32412.6 Social Service (P6) . 325 to 32712.7 Vocational Guidance (R4) . 328XVI

Analytical Perspective onCurriculum DevelopmentBackgroundTaking into consideration therecommendations of the KothariCommission (1964-66) and NationalEducation Policy (1968), the State ofMaharashtra adopted the 10 2 3educational pattern and implementeduniformly throughout the state. Accordinglythe first Secondary School CertificateExamination on the new syllabi was held inApril 1975. The implementation at the 2stage for Std. XI and Std. XII was done fromthe academic year. 1975-76 and 1976-77respectively. The first Higher SecondaryCertificate Examination was held inApril 1977.Subsequently the syllabi were revisedbased on the recommendations ofDr. Ishwarbhai Patel National ReviewCommittee. This was implemented forStd. VII from the academic year 1982-83 andthe first S.S.C Examination wasconducted in March 1985. It wasimplemented at the 2 stage from theyear 1986-87 respectively and the firstHigher Secondary Certificate Examinationwas held in March 1987.the syllabi were implemented for Std. IX andStd. X simultaneously in the academic year2006-2007 and for Std. XI and Std. XII in theyear 2007-2008. The first Secondary SchoolCertificate and Higher Secondary CertificateExamination were held in March 2008 bythe Board.Participate Restructuring of the SyllabiWhile restructuring the syllabi afteralmost a decade, a variety of exercise wereundertaken by the State Board to ensure abroad based participation of thestakeholders. Syllabi are often criticized asbeing framed by expert in ivory towers andstakeholders’ views are ignored. The syllabifail to reflect the needs and aspirations ofthe society. To pre-empt this, the State Boardundertook various studies beforeforming its policy. This also ensured theadopting of the ‘bottom up’ policy i.e.taking into consideration the needs of thesociety before framing the syllabi.Maharashtra State Curriculum Framework (MSCF)The state policy a education is clearlystated in this document. Realisation of theprinciples and approacher is as envisagedin NCF 2005 were brought into the contextBased on the National policy of 1986XVII

of the state. While restructuring the Syllabithe recommendations in respect of policy,teaching and learning procedure, evaluationare considered. The major thrust is onconstructivism.curriculum set up.3.To analyse the structuring of the contentof the syllabi.4.To study the scope and limitation ofdifferent subject.5.To study scope and limitation of thecontent.6.To decide the best approachtowards teaching and learning.7.To study the syllabi through differentperspectives.8.To study the evaluation systems.9.To find out which syllabus is closest toour needs.Other StudiesThe State Board also undertookvarious studies to have the relevant databasefor revising the syllabi.1.Subject wise review of previousSyllabi.The study included a review of the oldand existing syllabi implemented in theState from time to time. It is to be notedthatinkeepingwiththechanging needs of the times, the Boardincorporated changes in the content,approach, methodology, etc. the syllabiat every stage. In framing the newsyllabi, again, a conscious effort wasmade to include challenging areas tokeep pace with the challenges of thechanging world scenario.2.2.11.To establish a foundation forrestructuring the syllabi.12. To undertake the necessary researchand restructure the syllabi.Study of the Syllabi of other states.Before framing its own policy anin-depth study of the syllabi of varioussubjects from different State Boards ofEducation in India was undertaken.The major objectives of the enterprisewere –1.10. To find out the extent to which thesyllabi in Maharashtra is at par withthe syllabi of other states.To study difficulty levels of syllabi inMaharashtra with that of syllabi of otherstates.To decide the importance to beaccorded to particular subject in theXVIIIDifferent parameters of observationwere decided upon the detailed reading ofthe syllabi was undertaken. The parametersincluded –1.The place of the subject in thecurriculum2.Objectives of the syllabus3.Presentation of the syllabus4.Contents of the syllabus

5.Suitability of the textbooks with respectto the syllabus1.6.Periods to be allotted7.Evaluation pattern1.1 The suitability of the objectives in eachsubject8.Total marks to be allotted to theexamination1.2 Clarity of the objectivesDuration of the examination1.4 Drawbacks of the objectives9.10. Minimum marks of passing11.Design of the question paper and testitemsUnder ‘objectives’ the study in ea

Maharashtra adopted the 10 2 3 educational pattern and implemented uniformly throughout the state. Accordingly the first Secondary School Certificate Examination on the new syllabi was held in April 1975. The implementation at the 2 stage for Std. XI and Std. XII was done from the academic