Hello readers, Welcome to the JKBOSE Class 5th Syllabus section of our website. This post will detail you a complete breakdown of the Syllabus for JKBOSE Class 5th. There is complete unitization of the syllabus and it will guide you to prepare for the exams. JKBOSE Class 5th Latest Syllabus PDF Download from our website. The syllabus is designed by JKSCERT for Academic Session 2023- 2024 (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 5th:
JKBOSE Class 5th Latest Syllabus 2023 PDF Download
Breakdown of Syllabus for Class 5th
| Content Load | Diagonal Linkage for class 5th | ||||
|---|---|---|---|---|---|
| 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% | 40% |
Subject: English
Book: Tulip Series English Book V
| Course | Percentage of Syllabus to be achieved | Contents |
|---|---|---|
| Unit I | 10% | 1. The Fowler and the Quails |
| 2. The Idiot Box | ||
| Unit II | 20% | 1. Birbal, the wise |
| 2. The Shadow | ||
| 3. Gulliver among the Lilliput | ||
| Term I | 20% | 1. From the Pied Piper of Hamelin |
| 2. The Man Who Swallowed a Snake | ||
| 3.You are Old, Father William | ||
| Unit III | 15% | 1. The Man Who Empowered the Blind |
| 2. The Eagle | ||
| 3. The Prodigal Son | ||
| Term II | 35% | 1. The Fountain |
| 2. The Cat’s Paradise | ||
| 3. Paper Boats | ||
| 4. Pangong Tso | ||
| 5. This Land of Ours |
LEARNING OUTCOMES
The learner –
- answers coherently in written or oral form to questions in English based on day-to-day life experiences, unfamiliar stories, and poems heard or read.
- recites and shares English songs, poems, games, riddles, stories, and tongue twisters etc, and recites and shares with peers and family members.
- use the dictionary for reference. Moral, Unity/harmony —- day to day conversation, Pairs of words. Substitution, imperative sentences.
- reads independently in English storybooks, news items/ headlines, advertisements, etc. talks about it and composes short paragraphs.
- attempts to write creatively (stories, poems, posters, etc) the Child’s inner spirit, rhyming words, recitation of the poem with proper tone pronunciation, and opposite words. Satire on society with an element of humour / Synonyms, reflexive pronouns Language through fun and laughter.
- conducts short interviews of people around him e.g. interviewing grandparents, teachers, school librarians, gardeners etc.
- uses meaningful grammatically correct sentences to describe and narrate incidents, and for framing questions.
- writes and speaks on peace, equality etc suggesting personal views.
- writes paragraphs in English from verbal, and visual clues, with appropriate punctuation marks and linkers.
- writes informal letters, messages and e-mails wisdom and intelligence use of had, might have, irregular verbs, narration (yes/ no type questions).
- Language through pleasure and fun, making of compound words Sense of inclusiveness —– use of would…. & used to.
- reads the text with comprehension, locates details and sequences of events.
- connects ideas that he/she has inferred, through reading and interaction, with his/ her personal experiences Love of birds — rhyming words Love and forgiveness of parents
Prepositions —for, too, about, at, on etc
Sense of pleasure –, rhyming words
- takes dictation for different purposes, such as lists, paragraphs, dialogues etc.
- identifies kinds of nouns, and adverbs; differentiates between simple past and simple present verbs
- writes paragraphs in English from verbal, and visual clues, with appropriate punctuation marks and linkers
- writes a ‘mini biography’ and ‘mini autobiography’
- reads print in the surroundings (advertisements, directions, names of places etc), understands and answers queries
- appreciates either verbally / in writing the variety in food, dress, customs and festivals as read/heard in his/her day-to-day life, in storybooks/ heard in narratives/ seen in videos, films etc
SUGGESTED PEDAGOGICAL PROCESSES AND TIPS FOR TEACHING.
The learner may be provided opportunities in pairs/groups/ individually and encouraged to–
- discuss and present orally, and then write answers to text-based questions, and short descriptive paragraphs.
- participate in activities which involve English language use, such as role-play, enactment, dialogue and dramatization of stories read and heard.
- look at print-rich environments such as newspapers, signs and directions in public places, pamphlets, and suggested websites for language learning.
- prepare a speech for morning assembly, group discussions, debates on selected topics, etc.
- infer the meaning of unfamiliar words from the context while reading a variety of texts.
- refer to the dictionary, for spelling, and meaning and to find out synonyms and antonyms.
- understand the use of synonyms, such as ‘big/large’, ‘shut/ close’, and antonyms like inside/outside, light/dark from clues in context.
- relate ideas, proverbs and expressions in the stories that they have heard, to those in their mother tongue/surroundings/ cultural context.
- read independently and silently in English/ Braille, adventure stories, travelogues, folk/fairy tales etc.
- find out different forms of writing (informal letters, lists, stories leave applications, notices etc.)
- learn grammar in a context and integrated manner (such as the use of nouns, and adverbs; differentiates between simple past and simple present verbs.)
- use linkers to indicate connections between words and sentences such as ‘Then’, ‘After that, etc.
- take dictation of short texts such as lists, paragraphs and dialogues.
- enrich vocabulary through crossword puzzles, word chain etc.
- look at cartoons/ pictures/comic strips with or without words and speak/write a few sentences about them.
- write a ‘mini biography’ and ‘mini autobiography.
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
Book: Merry Math V
| Course | Percentage of | Content |
|---|---|---|
| Syllabus to be achieved | ||
| Unit I | 10% | The Fish Tale |
| Shapes and Angles | ||
| Unit II | 20% | How Many Squares |
| How Many Squares Parts and Wholes? | ||
| Be My Multiple I will be your factor | ||
| Term I | 20% | Can you see the pattern? |
| Tenths and Hundredths | ||
| Does it Look Same | ||
| Unit III | 15% | Mapping your Way |
| Boxes and Sketches | ||
| Area and its Boundary | ||
| Term II | 35% | Smart Charts |
| Way to Multiply and Divide | ||
| How Big How Heavy |
LEARNING OUTCOMES/GOALS
The learner —
- works with large numbers – reads and writes numbers bigger than 1000 being used in her/his surroundings – performs four basic arithmetic operations on numbers beyond 1000 by an understanding of the place value of numbers – divides a given number by another number using standard algorithms – estimates sum, difference, product and quotient of numbers and verifies the same using different strategies like using standard algorithms or breaking a number and then using operation. For example, divide 9450 by 25, divide 9000 by 25, 400 by 25, and finally 50 by 25 and gets the answer by adding all these quotients.
- acquires an understanding of fractions – finds the number corresponding to part of a collection – identifies and forms equivalent fractions of a given fraction – expresses a given fraction 1/2, 1/4, 1/5 in decimal notation and vice-versa. For example, using units of length and money– half of Rs. 10 is Rs.5 – converts fractions into decimals and vice versa
- explores the idea of angles and shapes – classifies angles into a right angle, acute angle, and obtuse angle and represents the same by drawing and tracing – identifies 2D shapes from the immediate environment that have rotation and reflection symmetry like alphabet and shapes – makes cube, cylinder and cone using nets designed for this purpose
- relates different commonly used larger and smaller units of length, weight and volume and converts larger units to smaller units and vice versa
- estimates the volume of a solid body in known units like the volume of a bucket is about 20 times that of a mug applies the four fundamental arithmetic operations in solving problems involving money, length, mass, capacity and time intervals
- identifies the pattern in triangular numbers and square number
- collects data related to various daily life situations, represents it in tabular form and as bar graphs and interprets it.
Suggestive Pedagogical Processes and Tips for Teaching
The learner may be provided opportunities in pairs/groups/
individually and encouraged to —
- discuss contexts/situations in which a need arises to go beyond the number 1000 so that extension of the number system occurs naturally. For example, the number of grams in 10 kg, the number of metres in 20 km, etc.
- represents numbers beyond 1000 (up to 100000) using a place value system, like extending the learning of numbers beyond 9 thousand, how to write number one more than 9999
- operate (addition and subtractions) large numbers using the standard algorithm. This may be identified as an extension of the algorithm for one more place
- using a variety of ways to divide numbers like equal distribution and inverse process of multiplication
- to estimate the results of number operation through approximations and then verifies it
- develop the idea of multiples of a number through its multiplication facts, skip counting on a number line and number grid
- develop the concept of factors through the division of numbers and multiples
- discuss and use contexts/ situations from daily life in activities to develop understanding about fractional part of the group like, how many bananas are there in half a dozen bananas? • compares fractions through various ways like paper folding, shading of diagrams etc.
- develop the idea of equivalence of fractions through various activities. For example, by paper folding and shading:
- understand the idea of decimal fractions (1/10th and 1/100th)
- develop an earlier understanding of angles and describe them. observe angles in their surroundings and compare their measures. For example, whether the angle is smaller, bigger or equal to the corner of a book which is a right angle; further, classify the angles
- introduce a protractor as a tool for measuring angles and use it to measure and draw angles
- explore symmetry by using paper folding/ paper cutting
- explore shapes so that they can find out that some shapes look the same only after one complete rotation/ part of a rotation
- plan their shopping— to make estimates of money (in different denominations) and the balance of money one would get
- conducts role play of shopkeepers/ buyers in which students create bills
- measure the length of different objects using a tape/ metre scale.
- appreciates the need of converting bigger units to smaller units
- discuss experiences on units of capacity printed on a water bottle, soft drink pack, etc.
- fill a given space by using different solid shapes, cubes, cuboids, prisms, spheres, etc. and encourage students to decide which solid shape is more appropriate
- measure volume by counting the number of unit cubes that can fill a given space
- explore patterns in numbers while doing various operations and generalise them as patterns in square numbers
- Triangular number as shown below also forms a pattern
- collect information and display it in a pictorial form. For example, the heights of students from their class and represent pictorially
- collect and discuss various diagrams/ bar charts from the newspapers/ magazines that may be in the class
Subject: EVS
Book: Let’s Look Around and Learn
| Course | Percentage of | Content |
|---|---|---|
| Syllabus to be achieved | ||
| Unit I | 10% | Super Senses |
| From Tasting to Digesting | ||
| Seeds and Seeds | ||
| Unit II | 20% | Experiments with Water |
| Our Health Services | ||
| A Treat for Mosquitoes | ||
| First Aid | ||
| Term I | 20% | Rocks and Minerals |
| #row span# | Up You Go! | |
| A Shelter So High | ||
| The Earth | ||
| Unit III | 15% | When the Earth Shook! |
| Across the Wall | ||
| Like Father, | ||
| Like Daughter | ||
| A Seed Tells a Farmer’s Story | ||
| Term II | 0.35 | Whose Forests |
| On the Move Again | ||
| Who will do this Work? | ||
| Sunita in Space | ||
| Air: Its Uses and Pollution | ||
| Clothing and Culture |
Learning Outcomes
The learner —
- explains the super senses and unusual features (sight, smell, hearing, sleep, sound, etc.) of animals and their responses to light, sound, food etc.
- explains the use of technology and the process of accessing basic needs (food, water etc.) in our daily life. (e.g., farm produce to the kitchen; grains to Roti, preservation techniques, storage and tracking of water source)
- describes the interdependence among animals, plants and humans. (e.g., communities earning a livelihood from animals, dispersal of seeds etc.)
- explains the role and functions of different institutions in daily life. (Bank, Panchayat, cooperatives, police station, etc.)
- establishes linkages among terrain, climate, resources (food, water, shelter, livelihood) and cultural life. (e.g., life in distant/difficult areas like hot/cold deserts)
- groups objects, materials, and activities for features and properties such as– shape, taste, colour, texture, sound, traits etc.
- traces the changes in practices, customs, and techniques of past and present through coins, paintings, monuments, museums etc. and interacting with elders. (e.g., cultivation, conservation, festivals, clothes, transport, materials or tools, occupations, buildings and houses, practices activities like cooking, eating, and working)
- guesses (properties, conditions of phenomena), estimates spatial quantities (distance, area, volume, weight etc.) and time in simple standard units and verifies using simple tools/setups. (e.g., floating/ sinking/ mixing/evaporation /germination /spoilage /breathing /taste) records observations and experiences; information in an organised manner (e.g., in tables/ sketches/ bar graphs/ pie charts) and predicts patterns in activities/ phenomena (e.g., floating, sinking, mixing, evaporation, germination, spoilage) to establish a relationship between cause and effect.
- identifies signs, directions, and location of different objects/landmarks of a locality/place visited in maps and predicts directions in the context of positions at different places for a location
- creates posters, designs, models, setups, local dishes, sketches, maps (of neighbourhood/ different places visited) using a variety of local/waste material and writes poems/ slogans/travelogues etc.
- voices opinions on issues observed/ experienced and related practices/happenings to larger issues of society. (e.g., discrimination for access/ownership of resources, migration/displacement/exclusion, child rights)
- suggests ways for hygiene, health, managing waste, disaster/emergencies and protecting/saving resources (land, fuels, forests, etc.) and shows sensitivity for the disa
Suggestive Pedagogical Processes and Tips for Teaching
The learners may be provided opportunities in pairs/groups/ individually and encouraged to —
- observe and explore the animals for their unique and unusual sense of sight, smell, hearing, sleep, and their response to light, heat, sound etc.
- explore the sources of water in their neighbourhood, and how fruit, vegetables, grains, water, reach their home and the kind of processes/techniques employed to convert grain to flour and flour to Roti, purification of water etc.
- share experiences and discuss the information collected or places visited with peers, teachers and elders
- prepare guide routes to reach from one place to another
- collect information from pictures/elders/ books/ newspapers/ magazines/web resources/museums etc. about animals which have a very sharp sense of hearing, smell and vision, different landforms such as plain areas, hilly areas, deserts, etc. and the varieties of flora-fauna, lives of people in such places
- discuss with teachers and elders and use pictures, and paintings, visit museums and collect information related to the lives of food, shelter, availability of water, means of livelihood, practices, customs, and techniques, of different regions and different periods
- visit petrol pumps, nature centres, science parks, water treatment plants, banks, health centres, wildlife sanctuaries, cooperatives, monuments, museums and if possible, far-off places with different landforms, lifestyles and livelihoods, etc. to observe and interact with with people living there and share experiences in different ways which roots, shoot grow and conduct simple experiments and activities to find out the same
- conduct activities and simple experiments to check the properties/ features of different objects/ seeds/ water/waste materials, etc.
- observe, explore surroundings and critically think about how seeds reach from one place to another, how the plants and trees grow at places where no one plants them e.g., forests, who waters them and who owns them
- visit the night shelters, people living in camps, old age homes, in surroundings and interact with old and/or differently abled and who change their means of earning to find out where people belong and why they left their places, where their ancestors had been living for ages, migration of people and debate on various such issues in the surroundings
- enquire from parents, teachers, peers and elders at home/community to critically think and discuss to reflect on experiences of children related to situations at home, school, neighbourhood
- discuss freely with peers, teachers and elders about the biases, prejudices, and stereotypes by providing counterexamples to one another
- visit departments/ bodies in the surroundings e.g., Banks, Jal Board, and Hospital and Disaster management bodies and interact with related people and interpret different documents related to them watch videos on different types of landforms and the variety of life forms found in such places, different institutions which cater to the need of societies, behaviour of animals, water scarcity, etc. followed by meaningful discussions and debates on occupations that derive from the peculiar geographical characteristics of different regions
- perform simple activities, record the observations in the form of table/ sketch/ bar graph/ pie chart/ oral/ written form, etc. interpret and present their findings
- discuss issues of living beings (plants and animals) as rightful inhabitants of the earth, animal rights and ethical treatment of animals • share experiences of people who work selflessly for common good and what motivates them
- participate actively and undertake initiatives of care, share empathy, and leadership by working together in groups e.g., in different indoor/outdoor/local/contemporary activities, games, dance, fine art, carry out projects/role play for taking care of a plant(s), feed birds/animals, things/ elderly/differently abled around them
- conduct mock drills for emergency and disaster preparedness
Subject: Urdu
Book: Baharistan Urdu
Subject: Kashmiri
Subject: Hindi
Subject: Dogri
That’s it for JKBOSE Class 5th Latest Syllabus 2023 PDF Download.
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