Back  

Syllabus of Higher Secondary
Standard 8-9-10
Implemented From June - 2004 in Standard - 8, Implemented From June - 2005 in Standard - 9
Implemented From June - 2006 in Standard - 10

Forward

In line with the National Education Policy - 1986, the syllabi for the various subjects in standards 8 to 10 were framed by the N.C.E.R.T. They were accepted in theory with the approval of the Government and were adopted in practice since June 1991 Std. 8 onwards.

Curriculum renewal is a continuous process as the needs and the aspirations of the society keep on changing. Even in this new millennium, some of the earlier and yet significant social concerns of our country have remained unchanged. But at the same time, there have arisen certain new concerns which need to be given prime importance. Keeping this in mind, the National Curriculum Framework for School Education (a document published by the N.C.E.R.T. in 2000) has recommended the reformation of the school education. Some of these recommendations merely echo the previous ones. However, it has evolved some guidelines which are either new or in improved form taking into account the developments of the past decades. 

Continuous contemplation, awareness and research are the prerequisites for making our education lively and relevant. Only then shall webe able to maintain the quality of education and to produce skilled and efficient citizens. Keeping this in mind, the Government of Gujarat has also accepted the national level cu rriculum approved by the Ministry of Human Resource Development, New Delhi, with marginal changes. The curriculum dives paramount importance to the following points :

• National identify for the fundamental social, ethical, cultural and spiritual heritage

• Need for strengthening unity and protecting cultural heritage

• Integrating curricula with locally relevant knowledge with a view to making them cohesive and coherent

• The new curriculum offers suggestions to meet the challenges of globalization and the emergence of ICT (information and Communication Technology)

• Linking Education with Basic Life Skills

• Value Education

• Coherence of knowledge, emotions and creativity

• Yoga and aesthetic development

• Making curricula less content loaded

• Relating education with activity

• Introducing the upgraded National syllabus keeping in mind the trends & challenges of 21st Century steps to overcome the problems posed by them and for future development

The three foundations of Curriculum - Appropriateness, Equality and Excellence have been taken into consideration. Moreover the element of flexibility is inherent in it. However, its success will be determined by the way in which educational objectives are realized at various levels i.e. from policy making to curricula framework, syllabus, textbooks and teachers and finally in the classroom. in this long chain the syllabus is an important link between the curricula framework, the teaching materials and the teachers.

At the Secondary leval (Std. 81 9~ 10) first language teaching aims at improving the communication skills, correctness in the usage of grammar and appropriate style of the learner. Hindi, English and other modern languages taught as second languages aim at Initiating the learner to use the language in real life situations - orally and in written form and developing his/her reading comprehension at a reasonable speed. At the end of the secondary education, learners should be able to use the first language orally and in written form effectively and the second language in a generally acceptable manner. 

The course of mathematics has been designed for the double purposes. The methodological approach employed in the course can help those who would like to go for further studies. The course will also prove to be relevant to a large number of students who would use it in their day-to-day life -for its wide range of usefulness. The aims of general education are taken into consideration while framing the curricula of science, technology and social sciences. The integrated approach employed in these subjects will prove to be helpful to make-out and analyse learners' points as a whole. 

Work experience, Teaching of Arts, Health and Physical Education are the co curricular fields and detailed syllabuses have been designed for each one of them.

The elements of general importance have been interwoven into the syllabus of various subjects. Growth of basic. values is necessary through various curricular and co-curricular fields.

Syllabuses at Secondary level should be viewed with reference to the process of curricula development which is a continuous process. They should be reviewed from time to time, and researches are welcome in this field. As Educational objectives have been reflected in its publication; its effective implementation will depend on the transaction, day-to-day classroom methods of teaching and practical work assigned. For these reasons, enormous stress has been given on activities in each subject.

Secondary and Higher Secondary Board has been in constant touch with the School Textbook Board, teachers, teacher educators and subject experts for enhancing the syllabi. The syllabi in secondary section from Std- 8 to 10, have been approved by the education Department (ref. No. BMS / 103 / 2619 /G Dated 23-09-2003) from standard onwards.

Shri M. M. Shah, Research Education Officer of the Board has contributed to the publication of the curriculum booklets in time. .1 also congratulate Mrs. Revathi Shaker, Principal Tejas Vidyalaya, Vadodara. For her help in translation into English, with their best efforts. The Board has been able to publish a separate curriculum booklet in English, which is something rare in the history of the Board. I hope this booklet will, prove to be instrumental in achieving the expected educational goals. However, suggestions for further improvement of its quality are always welcome.