Hello readers, Welcome to the JKBOSE Class 4th Syllabus section of our website. This post will detail you a complete breakdown of the Syllabus for JKBOSE Class 4th. There is complete unitization of the syllabus and it will guide you to prepare for the exams. JKBOSE Class 4th Latest Syllabus PDF Download from our website. The syllabus is designed by JKSCERT for Academic Session 2021- 2022 (Winter Zone) and 2022- 2023 (Summer Zone). You can also check out the syllabus of all classes from 1st to 12th of JKBOSE from here. Here is a detailed JKBOSE Syllabus for the 4th:
JKBOSE Class 4th Latest Syllabus PDF Download
Breakdown of Syllabus for Class 4th
|Content Load||Diagonal Linkage for class 4th|
|Unit 1||Unit 2||Term 1||Unit 3||Term 2|
Book: Tulip Series IV
|Course||Percentage of Syllabus to be achieved||Contents|
|Unit I||10%||1. Budshah – The Great|
|2. The Blind Boy|
|Unit II||20%||1. Mansar Lake|
|2. All Things Bright and Beautiful|
|3. Ladakh, the Land of Passes|
|Term I||20%||1. Resting on a Bridge|
|2. With A Little Bit of Luck|
|3. An Evening Prayer|
|Unit III||15%||1. Tom and his New Medicine|
|2. The Naughty Boy|
|3. Against Idleness and Mischief|
|Term II||35%||1. From Alice in Wonderland|
|2. Robin Hood|
|3. Foreign Lands|
|4. Be Adventurous|
|5. What Animals Do|
The learner –
- participates in role-play, enactment, dialogue and dramatisation of stories read and heard
- listens to simple instructions, and announcements in English made in class/school and acts accordingly
- to enrich vocabulary in English mainly through telling and re-telling stories/folk tales
- writes/types dictation of short paragraphs (7-8 sentences)
- Use of punctuation marks/ use of link words.
- participate in classroom discussions on questions based on the day-to-day life and texts he/she already read or heard.
- be sensitive to social and environmental issues such as gender equality, conservation of natural resources, etc.
- Listens and speaks briefly on familiar issues like conservation of water; and experiences of day-to-day life like a visit to a zoo; going to a mela or a hill station
- learns English through posters, charts, etc., in addition to books and children’s literature
- start using a dictionary to find out the spelling and meaning
- Corrects sentences having grammatical errors.
- read independently and silently in English/ Braille, adventure stories, travelogues, folk/ fairy tales etc.
- shares riddles and tongue-twisters in English.
- expresses orally her / his opinion/understanding about the story and characters in the story, in English/ home language.
- recites poems individually/ in groups with correct pronunciation and intonation.
- understand different forms of writing. (informal letters, lists, stories, diary entries etc.)
- learn grammar in a contextual and integrated manner and frame grammatically correct Sentences.
- notice the use of nouns, pronouns, adjectives prepositions and verbs in speech and writing. and in different language activities.
- take dictation of words/phrases/ sentences / short paragraphs from known and unknown texts.
- practise reading aloud with pause and intonation, with an awareness of punctuation (full stop, comma, question mark); also use punctuation appropriately in writing.
- infer the meaning of unfamiliar words from the context
- develops imagination/creativity through storytelling.
- recites poems (Clearly and Fluently).
- look at cartoons/pictures/comic strips with or without words and interpret them.
- enrich vocabulary through crosswords. puzzles, word chains, etc.
- appreciates verbally and in writing the variety in food, dresses and festivals as read/heard in his/her day-to-day life and story book, seen in videos, films, etc.
- uses punctuation marks appropriately in writing such as question mark, comma, full stop and capital letters.
- develops language through conversation and storytelling.
SUGGESTED PEDAGOGICAL PROCESSES AND TIPS FOR TEACHING.
The learner may be provided opportunities in pairs/groups/ individually and encouraged to –
- participate in role-play, enactment, dialogue and dramatization of stories read and heard.
- listen to simple instructions, and announcements in English made in class/school and act accordingly.
- participate in classroom discussions on questions based on the day-to-day life and texts he/she already read or heard about.
- learn English through posters, charts, etc., in addition to books and children’s literature
- read independently and silently in English/ Braille, adventure stories, travelogues, folk/fairy tales etc.
- understand different forms of writing (informal letters, lists, stories, diary entry etc.)
- learn grammar in a contextual and integrated manner and frame grammatically correct sentences.
- notice the use of nouns, pronouns, adjectives, prepositions and verbs in speech and writing and in different language activities.
- enrich vocabulary in English mainly through telling and re-telling stories/folk tales.
- start using a dictionary to find out spelling and meaning.
- practise reading aloud with pause and intonation, with an awareness of punctuation
- (full stop, comma, question mark); also use punctuation appropriately in writing.
- infer the meaning of unfamiliar words from the context.
- take dictation of words /phrases/sentences/ short paragraphs from known and unknown texts.
- be sensitive to social and environmental issues such as gender equality, conservation of
- natural resources, etc.
- look at cartoons/pictures/comic strips with or without words and interpret them.
- enrich vocabulary through crossword puzzles, word chain, etc.
- appreciates verbally and in writing the variety in food, dresses and festivals as read/heard in
- his/her day-to-day life and story book, seen in videos, films, etc.
Note: The teachers shall apply different methods and materials to enable children to develop the 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.
Book: Merry Math IV
|Syllabus to be achieved|
|Unit I||10%||Building with Bricks|
|Long and Short|
|A Trip to Bhopal|
|Unit II||20%||Tick Tick Tick|
|The Way the World Looks|
|Term I||20%||The Junk Seller|
|Jugs and Mugs|
|Unit III||15%||Carts and Wheels|
|Halves and Quarters|
|Play with Patterns|
|Term II||35%||Tables and Shares|
|How Heavy How light|
|Fields and Fences|
The learner —
- applies operations of numbers in daily life – multiplies 2 and 3-digit numbers – divides a number by another number using different methods like – pictorially (by drawing dots), equal grouping or repeated subtraction and by using inter-relationship between division and multiplication – creates and solves simple real-life situations/ problems including money, length, mass and capacity by using the four operations
- works with fractions – identifies half, one-fourth, and three-fourths of a whole in a given picture by paper folding and also in a collection of objects. – represents the fractions as half, one-fourth and three-fourths by using numbers/ numerals – shows the equivalence of a fraction with other fractions
- acquires understanding about shapes around her/him – identifies the centre, radius and diameter of the circle – finds out shapes that can be used for tiling – makes cube/ cuboids using the given nets – shows through paper folding/ paper cutting, ink blots, etc. the concept of symmetry by reflection – draws top view, front view and side view of simple objects
- explores the area and perimeter of simple geometrical shapes (triangle, rectangle, square) in terms of a given shape as a unit. For example, the number of books that can fill the top of a table.
- converts metre into centimetre and vice versa
- estimates the length of an object/distance between two locations, the weight of various objects, the volume of liquid, etc., and verifies them by actual measurement
- solves problems involving daily life situations related to length, distance, weight, volume and time involving four basic arithmetic operations
- reads clock time in hours and minutes and expresses the time in a.m. and p.m.
- relates to 24 hr clock with respect to 12 hr clock • calculates time intervals/ duration of familiar daily life events by using forward or backward counting/ addition and subtraction
- identifies the pattern in multiplication and division (up to multiple of 9)
- observes, identifies and extends geometrical patterns based on symmetry
- represents the collected information in tables and bar graphs and draws inferences from these.
Suggestive Pedagogical Processes and Tips for Teaching
The learner may be provided opportunities in pairs/groups/ individually and encouraged to —
- explore and write multiplication facts in various ways like skip counting, extending patterns, etc. For example, for developing a multiplication table of 3, children could use either skip counting or repeated addition or pattern as shown below:
- 1 2 3 4 5 6 7 8 9 10 11 12 – – – – – – – – – expand the two-digit number and multiply, e.g., 23 multiplied by 6 could be solved as follows: 23×6 = (20+3) ×6 = 20×6+3 ×6 120+18 = 138
- solve and create daily life problems using multiplication like, if a pen costs Rs. 35 what will be the cost of 7 pens?
- discuss and evolve standard algorithms for multiplication.
- make groups for division, e.g., 24÷3 means i.e. to find how many groups of 3 can be there in 24 or how many 3’s make 24?
- create contextual questions based on mathematical statements, e.g., the statement 25 – 10 =15 may trigger different questions from different students. A student may create: “I had 25 apples. Ten were eaten. How many apples are still left?”
- create a contextual problem through group activity such as dividing the class into two groups where one group solves the problem given by the other group by using different operations and vice-versa. to discuss and correlate fractional numbers like half, one fourth, three fourths with daily life
- represent the fractional numbers through activities related to pictures/paper folding For example – shade half the picture Shaded part of which of the following pictures do not represent one fourth (¼)
- draw circles with various lengths of radius, and compasses and explores various designs with the shape.
- discuss observation on tiling (of different shapes) which they see in their homes/ on footpaths/floors of various buildings
- make their own tiles and verify whether the tiles they created tessellate or not
- look at various objects in the classroom from different viewpoints and make a deep drawing of the view. For example, a glass may look different from the front. Questions like, ‘But how it would look like from the top?’ Or ‘how it would look like from below?’ may be raised
- convert rupees into paisa, e.g., how may 50 paisa coins you will get in exchange of 20 rupees
- make bills so that the students while making bills will use the four operations of addition/ subtraction/ multiplication/ division
- estimate the length of an object/ distance first and then verify them by actually measuring them. For example, estimating the length of their bed or distance between the school gate and the classroom and verifying it by measuring them making a balance and weighing things with standard weights. In case standard weights are not available, packages with standard weights may be used like packets of ½ kg dal, 200 gm pack of salt, 100 gm pack of biscuits
- innovate use of weights like using two 250 gm packets instead of 500gm packet ( or by using stones of equivalent weights, etc.)
- make their own measuring vessel to measure the capacities of other vessels. For example, a bottle may have the capacity of 200 ml and can be used as a measurement unit to know the amount of water in a jug or a container
- observe and study the calendar and come up with the number of weeks in a month/ in a year. Let children explore the pattern in the number of days in each month and how days are associated with dates in a month, etc.
- utilise their experiences inside/outside the class having exposure to telling time/ reading clock in hours and minutes, along with peers
- discover the time lapsed in an event by counting forward or using subtraction/ addition
- to explore patterns/ designs in their environment (using shapes and numbers) and make such patterns and extend them
- collect information and draw meaningful results in their daily life. Using these experiences, the children may be involved in activities focusing on data handling
- reading data/bar graphs, etc., from newspapers/magazines and interpreting them.
Subject: Environmental Studies (EVS)
Book: Let’s Look Around and Learn
|Syllabus to be achieved|
|Unit I||10%||Going to School|
|Chuskit Goes to School|
|Living and Non- living Things|
|Unit II||20%||Ear to Ear|
|From the Window|
|Term I||0.2||Safe Drinking Water|
|A Busy Month|
|A visit to J & K|
|Unit III||15%||How Days and Nights are Formed|
|Abdul in the Garden|
|Food and Fun|
|Term II||35%||The World in My Home|
|Home and Abroad|
|Defence Officer: Wahida|
|From Home to Market|
The learner —
- identifies simple features (e.g., shape, colour, aroma, where they grow/any other) of flowers, roots and fruits in immediate surroundings.
- identifies different features (beaks/teeth, claws, ears, hair, nests/shelters, etc.) of birds and animals.
- identifies relationships with and among family members in an extended family.
- explains the herd/group behaviour in animals (ants, bees, elephants), birds (building nests); changes in the family (e.g., due to birth, marriage, transfer, etc.)
- describes different skilled work (farming, construction, art/craft, etc.); their inheritance (from elders) and training (role of institutions) in daily life
- explains the process of producing and procuring daily needs (e.g., food, water, clothes) i.e., from source to home. (e.g., crops from field to mandi and home, water from a local source and ways of its purification at home/ neighbourhood)
- differentiates between objects and activities of past and present. (e.g., transport, currency, houses, materials, tools, skills farming, construction, etc.)
- groups the animals, birds, plants, objects, and waste material for observable features. (e.g., on appearance (ears, hair, beaks, teeth, texture of skin/surface), instincts (domestic/wild, fruit/ vegetable/ pulses/ spices and their shelf life) uses (edibility, medicinal, decoration, any other, reuse), traits (smell-taste, likes, etc.)
- guesses (properties, conditions of phenomena), estimates spatial quantities (distance, weight, time, duration) in standard/local units (kilo, gaz, pav etc.) and verifies using simple tools/setups to establish a relationship between cause and effect. (e.g., evaporation,
- condensation, dissolution, absorption; for places– near/ far, objects– size and growth; shelf life of flower, fruit, vegetables) records her observations /experiences/ information for objects, activities, phenomena, and places visited (mela, festival, historical place) in different ways and predict patterns in activities/phenomena.
- identifies signs, location of objects/places and guides for the directions w.r.t a landmark in school/ neighbourhood using maps etc.
- uses the information on signboards, posters, currency (notes/coins), and railway tickets/timetables.
- creates collage, designs, models, rangolis, posters, albums, and simple maps (of school/ neighbourhood, flow diagrams, etc.) using local/waste material.
- voices opinion on issues observed/ experienced in, family/ school/ neighbourhood, e.g., on stereotypes (making choices/ decision making/solving problems), discriminatory practices on caste in use of public places, water, MDM/ community eating, child rights (schooling, child abuse, punishment, labour).
- suggests ways for hygiene, reduce, reuse, recycle and take care of different living beings (plants, animals, the elderly, differently-abled people), resources (food, water, and public property)
Suggestive Pedagogical Processes and Tips for Teaching
The learners may be provided opportunities in pairs /groups / individually and encouraged to —
- observe and explore the immediate surroundings, i.e., home, school and neighbourhood for different objects/flowers/ plants/animals/birds for their simple observable physical features (diversity, appearance, movement, places of living, food habits, needs, nesting, group behaviour, etc.)
- ask questions and discuss with family members/elders as to why some family members stay together and others are away, interact with relatives, friends etc. who stay at far-off places, about the houses/ transport and life in their place of residence.
- visit community/ home kitchen/ mandi/ museum/ wildlife sanctuaries/ farms/ natural sources of water/ bridges/ construction sites/ local industries/ distant relatives, friends/places famous for making special things such as paintings, carpets, handicrafts, etc.
- interact with people (vegetable sellers, flower sellers, beekeepers, gardeners, farmers, drivers, health and defence personnel, etc.) and share experiences about their work, their skills and tools used by them
- discuss with elders, the situations about changes in a family with the time, roles of different family members, share their experiences and views on stereotypes/ discrimination /unfair treatment to people/ animals/birds/plants in their home/school /neighbourhood
- ask and frame questions and reflect on experiences without any fear or hesitation
- share their experiences and observations through drawing/symbols/tracing/ gestures/ verbally and writing in some sentences and para in simple language
- compare objects and entities based on differences or similarities in the observable features and sorts them into different categories discuss with the parents/guardians/ grandparents/elders in the neighbourhood and compare the lifestyle of past and present (clothes, vessels, nature of work, games); inclusion of children with special needs
- collect objects and materials from their surroundings such as fallen flowers, roots, spices, seeds, pulses, feathers, newspapers, magazine articles, advertisements, pictures, coins, stamps and arrange them, etc. in an innovative manner
- perform simple activities and experiments to observe/smell/taste/feel/hear using different senses as per their abilities e.g., to test the solubility of different substances in water, separate salt and sugar from water, and observe how fast a piece of wet cloth dries up (in sun, in a room, rolled, flattened, with/without fan) blow hot, blow cold
- observe and share experiences of the phenomena, happenings, and situations in daily life such as how to root, flowers grow, lifting of weight with/without a pulley etc. and use ways to check/verify/test the observations through simple experiments and activities
- read train/ bus tickets and Time Table, currency notes, directions to locate places on the map, signboards
- manipulate local /waste material to create/ improvise patterns, drawings, models, motifs, collages, poems/story/slogans using a variety of material. For example, using clay to make pots/vessels, animals birds, vehicles, making trains, furniture from empty matchboxes, cardboard, waste material etc.
- participate in different cultural/national/ environmental festivals/occasions organised in/at home/school/community, e.g., morning or special assembly/ exhibition/ Diwali, Onam, Earth Day, Eid etc. in events of celebrations, dance, drama, theatre, creative writing etc. (e.g., diya/rangoli/kite making/ models of buildings/bridges etc. and sharing experiences through stories, poems, slogans, reports about the events narration/creative writing (poem/story) or any other creative tasks explore/read books, newspaper clippings, audio, stories,/poems, pictures/videos/ tactile /raised material/web resources/ library and any other resources besides textbooks.
- enquire from parents, teachers, peers and elders at home/community, discuss, critically think and reflect on experiences of children related to situations at home, school, and neighbourhood on reuse and reduction of waste, proper use and care of the public property, care of different animals, water pollution and wastage, health, and hygiene
- enquire/care about participation of female members in stereotypical activities for play/work, limited/restricted access of some children/persons/families (differently-abled, castes, the aged) to common places/ resources, etc.
- participate actively and undertake initiatives of care, share empathy, leadership by working together in groups e.g., in different indoor/outdoor/local/contemporary activities and games, carry out projects/ role play for taking care of a plant(s), feed birds/animals, things/elderly/differently-abled around them
That’s it about JKBOSE Class 4th Latest Syllabus PDF Download.
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