SYLLABI

1 ISYLLSYLLSYLLSYLLSYLLABIABIABIABIABIFORS TANDARDS XI AND XIIGENERAL SUBJECTS( To be introduced in Standards XI and XII from the academic year2012-2013 and 2013-2014 respectively )As sanctioned under Government of Maharashtra,School Education and Sports Department,Letter No. SSC-2012/(28/12) , dated 28 Feb. 2012 Maharashtra State Board of Secondaryand Higher Secondary EducationPune - 411 Maharashtra State Board of SecondaryJune 2012and Higher Secondary Education,Pune-411 rights reservedNo part of this-book shall be reproduced or transmitted in any form or by any means, such asprinted Rom/Audio Video Cassettes or Electronic/Mechanical, including , or by any information storage and retrieval system, at any portal, website, etc. Allrights are reserved with the Secretary of the Maharashtra State Board of Secondary and HigherSecondary Education.

2 Pune - 411 :Shahaji Haribhau DhekaneSecretaryMaharashtra State Board of Secondary andHigher Secondary Education. Pune-411 Officers:Kalyan B. GawadeDr. Shivaji H. ShelkeGovardhan D. SonawaneResearch OfficersMaharashtra State Board of Secondary andHigher Secondary Education. Pune-411 :Dr. U. D. PradhanType setting Printer :Delight Printers16-A, Shivajinagar, Pune 411 Edition:June 2012iiiivvNATIONAL ANTHEMvi Education plays a vital role in shaping the destiny of the nation is an old dictumwhich percolates in all spirit while restructuring the SYLLABI , the fifth phase of change, eversince the State accepted 10+2 pattern of education. Marked as the premier SYLLABI of thetwenty-first century, it intends to empower the students for confronting the present and futurechallenges of life and be citizen of tomorrow, in letter and SYLLABI for the different subjects have been restructured after the careful reflectionof the analogous documents of the different States and that of NCERT s NationalCurriculum Framework of School Education 2005 keeping the standard at par with theNational level.

3 The unique position of the State, the local needs and aspirations of the peopleare duly considered in Maharashtra State Curriculum Framework 2010. The expectations asenvisaged in the document are well reflected into the making of the SYLLABI . A solid base forthe foundation of the new SYLLABI is being provided by the other documents, such as Rightto Education 2009 and Learning without Burden . Infact, these documents are the motivatingdocuments that have prompted to restructure the SYLLABI . These documents have raised manyissues that are social, economical, cultural and so on. They need to be immediately addressedthrough the revised textbooks. The SYLLABI will provide the essential structure to remould withthe expectations of new era. While restructuring the SYLLABI the Board had undertaken variousstudies, such as, comparative analysis of the SYLLABI of NCERT and the SYLLABI of the differentstates, analysis of the information/suggestions collected through widely circulated questionnaire,newspaper reports, historical perspective, etc.

4 A critical exercise of knowing the expectationsof the stakeholders was carried out with a specially designed questionnaire, which provedhelpful in shaping the " SYLLABI of the people .The curricular concerns ushered in due to the National, International, Global affairs,political, social, economic upheavals along with explosion of knowledge and technologyhave all been reflected in the SYLLABI . The metamorphosis experienced in the last decade inall the fields of life and envisaging the aftermath of the circumstances have been rightlyinterwoven in the fabric of the different subjects, making the SYLLABI truly needbased,futuristic fulfilling the requisitions of the SYLLABI will be implemented progressively in Stds. XI and XII commencingfrom the academic year 2012-2013 and 2013-2014 respectively. It is hoped that the syllabiwill be received warmly and in its right a remarkable feature of the SYLLABI Information and Communication TechnologySkill (ICT) will be introduced as a compulsory subject from Std.

5 IX. It is hoped that it willtake the students of Maharashtra far above the national JadhavChairmanMaharashtra State Board of Secondary and HigherSecondary Education, Pune - 411 Perspective on CurriculumDevelopmentBackgroundTaking into consideration therecommendations of the Kothari Commission(1964-66) and National Education Policy(1968), the State of Maharashtra adopted the10+2+3 educational 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 in April the SYLLABI were revisedbased on the recommendations of Patel National Review was implemented for Std.

6 VIII from theacademic year 1982-83 and first was conducted in March 1985. Itwas implemented at the +2 stage from the year1985-86 and 1986-87 respectively and the firstHigher Secondary Certificate examination washeld in March on the National Policy of 1986the SYLLABI were again restructured for the thirdtime. These SYLLABI were implemented for and Std. XI simultaneously in the academicyear 1994-95 and for Std. X and Std. XII in theyear 1995-96. The first Secondary SchoolCertificate and Higher Secondary CertificateExaminations were held in March 1996 by inspiration from Nationalcurriculum Framework 2000, the enterprise ofrestructuring the syllabus was up with the National Standards therevised syllabus was prepared and it wasimplemented in the schools in the year 2005and 2006 and subsequently in the year 2006and 2007, By the time the revised course wasintroduced, National Curriculum Framework2005 was published.

7 In the light of therecommendations inspection of the SYLLABI andtextbooks was made, considerable changes werealso made. However, taking into considerationthe position papers published by NCERT inconnection with NCF 2005 Maharashtra StateCurriculum Framework was prepared. Thisagain gave a rise to rethink of restructuring thesyllabi. The first Secondary School Certificateexamination and Higher Secondary Certificateexamination will be held in the year restructuring of the SyllabiWhile restructuring the SYLLABI afteralmost a decade, a variety of exercises wereundertaken by the State Board to ensure abroad-based participation of the are often criticized as being framed byexperts in ivory towers and stakeholders viewsare ignored. The SYLLABI fail to reflect the needsand aspirations of the society. To pre-empt this,the State Board undertook various studies beforeforming its policy.

8 This also ensured theadopting of the bottom up policy takinginto consideration the needs of the societybefore framing the comprehensive questionnaire wasdeveloped covering various issues relevant tothe framing of SYLLABI , such as scheme of thesubjects, nature of textbooks, contents of thetextbooks, teaching-learning process, evaluationprocess, inclusion of non-scholastic subjects,need to bring quality into education, need toinclude life skill education, etc. Thequestionnaire was focused and yet kept openfor the public to comment respondents were requested to makea note of their expectations from the newsyllabi and give valuable suggestions. Therespondents to the questionnaire includedheadmasters, teachers, parents, experts ineducation, and heads of the institutions, socialworkers, education officers, deputy directors ofeducation, elected members, governmentofficers, students and regular website exercise gave everyone the opportunity tohave their say in framing the SYLLABI of theState.

9 It was also made available through awebsite. The responses received were analysedand the observations were made available tothe various Subject Boards of Studies for theirconsideration. Thus, an effort has been madeto make the SYLLABI truly of the people and bythe StudiesApart from the questionnaire the StateBoard also undertook various studies to havethe relevant database for revising the study was again reported whilerestructuring the review of previous SyllabiThe study included a review of the oldexisting SYLLABI implemented in the Statefrom time to time. It is to be noted thatin keeping with the changing needs ofthe times, the Board incorporated changesin the content, approach, methodology,etc. in the SYLLABI at every stage. Inframing the new SYLLABI , again, aconscious effort was made to includechallenging areas to keep pace with thechallenges of the changing world analysis of the SYLLABI ofother StatesBefore, framing its own policy as in-depth study of the SYLLABI of varioussubjects from different State Boards ofEducation in India was undertaken.

10 Themajor objectives of the enterprise were compare difficulty levels of SYLLABI inMaharashtra with that of SYLLABI of decide the importance to be accordedto a particular subject in the curriculumset analyse the structuring of the contentof the study the scope and limitations ofdifferent study the scope and limitations decide the best approach towardsteaching and compare the SYLLABI through study the evaluation find out which syllabus is closest toour find out the extent to which the syllabiin Maharashtra are at par with the syllabiof other establish a foundation for restructuringthe undertake the necessary research andixrestructuring the parameters of observation weredecided upon and detailed reading of thesyllabi was undertaken. The parametersincluded place of the subject in of the of the of the of the textbooks with respectto the to be marks to be allotted to of the marks for of the question paper and SYLLABI of the different States likeTamil Nadu, Jammu and Kashmir, MadhyaPradesh, Karnataka, Andhra Pradesh, and WestBengal were considered.