Hello readers, Welcome to the JKBOSE Syllabus section of our website. This post will detail you a complete breakdown of the Syllabus for JKBOSE Class 1st. There is complete unitization of the syllabus and it will guide you to prepare for the exams. JKBOSE Class 1st Latest Syllabus PDF Download from our website. The syllabus is designed by JKSCERT for Academic Session 2021- 2022 (winter Zone) and 2023- 2024 (Summer Zone). Here is a detailed syllabus of all subjects for students of JKBOSE:
JKBOSE Class 1st Latest Syllabus 2023 PDF Download
Breakdown of Syllabus for Class 1st.
| Content Load | Diagonal Linkage for class 1st | ||||
|---|---|---|---|---|---|
| Evaluation | |||||
| Unit 1 | Unit 2 | Term 1 | Unit 3 | Term 2 | |
| Unit 1=10% | 6% | 4% | |||
| Unit 2=20% | 14% | 6% | |||
| Term 1=20% | 20% | ||||
| Unit 3=15% | 10% | 5% | |||
| Term 2=35% | 35% | ||||
| Total= 100% | 6% | 14% | 30% | 10% | 4% |
Subject: English
Class 1st English (CHANT-I)
| Course | Percentage of | Contents |
|---|---|---|
| Syllabus to be achieved | ||
| Unit I | 10% | 1. Letter Sounds |
| Unit II | 20% | 2. Sounds Together |
| Term I | 20% | 3. Words Together |
| Unit III | 15% | 4. Meet me |
| Term II | 35% | 5. At Home |
| 6. Hello School | ||
| 7. Mehr and |
LEARNING OUTCOMES
Unit I
- To know the sounds and names of the letters.
- To produce the sounds each letter makes.
- To recognize pictures & identify the letter sounds.
Unit II
- To know & produce the vowel sounds.
- To produce the sound each letter makes.
Term I
- To speak simple words and sentences.
- To use ‘a’ & ‘an’.
- To use ‘and’, this, that, these, those, in, on, under, I, my, you, your, he, she, etc.
Unit 3
- To be able to introduce yourself.
- To ask/ answer personal questions.
Term II
- To learn the names of different relations in a family and understand their roles.
- To understand the roles and responsibilities in school.
- To share experiences with friends and classmates.
- To use polite expressions.
- To identify noun/s.
SUGGESTED PEDAGOGICAL PROCESSES AND TIPS FOR TEACHING.
Unit I
Make the students listen to the sound of each letter. Allow the students to say the sounds & words. Allow the students to read letters and words. Learners should be allowed to do scribbling, Strokes – slanting, sleeping & vertical.
Unit II
Make the students listen to short and long vowel sounds. Allow the students to say vowel and consonant sounds. Allow the students to read sight words. Learners should be allowed to write uppercase letters as in the workbook.
Term I
Make the students listen to the different words and sentences. Learners should be allowed to produce words and sentences. Allow the students to read words and sentences. Allow the students to write lowercase letters as in the workbook.
Unit III
Make the students listen to the information. Learners should be allowed to take part in role-play, and to talk about themselves. Allow the students to read words and sentences. Allow the students to write two-letter words.
Term II
Allow the students to listen to information. Learners should be allowed to take part in role-play, and to talk about themselves. Allow the students to read words and sentences. Allow the students to write three-letter words.
NIPUN LEARNING OUTCOMES
ECL2-4.1a
Listens to English words, greetings, and polite forms of expression, and responds in
English/home language like ‘how are you?’, ‘I’m fine; thank you, etc
ECL2-4.1b
Talks about the available print in the classroom.
ECL2-4.2
Sings and recites poems rhymes and draws pictures
ECL2-4.3
Picks the storybook from the reading area and tries to read the pictures.
ECL2-4.4
Responds orally to questions related to stories/poems bilingually.
ECL2-4.5
Forms letters correctly, uses sound-symbol correspondence to write invented spellings.
ECL2-4.6
Recognises familiar signs, logos and labels in the environment.
ECL2-4.7
Connects text with illustrations while reading the story.
ECL2-4.8
Creates her/his own story by writing a few words and mixing codes.
ECL2-4.9
Brings the toy and introduce them to the class.
ECL2-4.10
Creates rhyming words based on the available text.
ECL2-4.11
Writes words beginning with the same letter.
ECL2-4.12
Labels the objects such as furniture/mat/ blackboard/reading area, etc.
ECL2-4.13
Shares their likes about the cartoon/film.
Note: The teachers shall apply different methods and materials to enable children to develop an understanding of concepts embedded in the themes wherein a multilingual approach has also a role. Moreover, the activity-oriented textual exercises are important for the linguistic development of students and these should be transacted through a variety of activities viz. games, puzzles, jigsaw, matching, questioning, debating, discussing, role-playing and dramatizing, etc. that are imbibed through Art Integrated Learning Approach.
Subject: Mathematics
Class: 1st Sub: Mathematics
| Course | Percentage of | Contents |
|---|---|---|
| Syllabus to be achieved | ||
| Unit I | 10% | Shapes & Space |
| Number One to Nine | ||
| Unit II | 20% | Addition |
| Term I | 20% | Subtraction |
| Numbers from Ten to twenty | ||
| Unit III | 15% | Measurement |
| Numbers from Twenty-one to fifty | ||
| Data handling | ||
| Pattern | ||
| Numbers | ||
| Money | ||
| Term II | 35% | How Many |
| Time |
LEARNING OUTCOMES/ GOALS
The learner —
- Classifies objects into groups based on a few physical attributes such as shape, size and other observable properties including rolling and sliding recites number names and counts objects up to 20, concretely, pictorially and symbolically
- Works with numbers 1 to 20 – counts objects using numbers 1 to 9 – compares numbers up to 20. For example, tells whether the number of girls or number of boys is more in the class
- Applies addition and subtraction of numbers 1 to 20 in daily life – constructs addition facts up to 9 by using concrete objects.
- Solves day-to-day problems related to the addition and subtraction of numbers up to 9
- Recognises numbers up to 99 and writes numerals.
- Describes the physical features of various solids/shapes in her own language. For example- a ball roll, a box slide etc.
- Estimates and measures short lengths using non-uniform units like a finger, hand span, length of a forearm, footsteps, etc.
- Observes, extends and creates patterns of shapes and numbers. For example, the arrangement of shapes/ objects/ numbers, etc.
- Collects, records (using pictures/numerals) and interprets simple information by looking at visuals. (For example, in a picture of a garden the child looks at different flowers and draws the inference that flowers of a certain colour are more).
- Develops the concept of zero.
SUGGESTIVE PEDAGOGICAL PROCESSES AND TIPS FOR TEACHING.
The learner may be provided opportunities in pairs/groups/ individually and encouraged to:
- Observe different contexts and situations from the immediate environment such as things that are inside/outside the classroom They may be encouraged to use spatial vocabulary/ concepts like top-bottom, on under, inside-outside, above-below, near-far, before-after, thin-thick, big-small etc.
- Identify and draw the things which are near-far, tall-short, thick-thin, etc.
- Handle concrete materials or models and classify them. For example, objects which are round in shape such as chapati, ball, etc and those which are not round such as pencil boxes.
- Count objects, for instance, students may take out objects up to 9 from a given collection of objects such as picking any 8 leaves /4 beads/6 ice-cream sticks etc, from the given box.
- Take out objects up to 20 from a given collection of objects.
- Use words like more than, less than or equal through the strategy of one-to-one correspondence in objects in two groups
- Explore different strategies to add numbers up to 9 like counting forward and using already-known addition facts
- Evolve different strategies to subtract numbers up to 9 for example, recounting after taking out objects from a given collection.
- Use different strategies like aggregation, counting forward, using addition facts, etc. to extend addition up to 20 (sum not exceeding 20)
- Develop different strategies of subtraction by taking away objects/ pictures
- Count in groups of tens and ones for numbers more than 20 e.g. 38 has 3 groups/bundles of ten each and 8 loose (ones) sort objects based on similarities and differences through their sense of touch and observations
- Verbalise the properties of shapes/criteria used by them in sorting/ classifying solids/ shapes
- Use concrete play money for making amounts up to Rs 20
- Finds short lengths in their immediate environment using non-uniform units like a finger, hand span, length of a forearm, footsteps, etc.
- Conduct classroom discussions on learner observations of patterns and allow them to describe them in their own language. Let children find what will come next and justify their answers.
- Observe and collect information from the visuals, and contexts/ situations such as the number of items.
Subject: Urdu
Subject: Kashmiri
Subject: Hindi
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