** UPDATED CBSE CLASS XI Home Science Syllabus: 2018-19
Hi friends, today we are going to discuss you the latest Syllabus of Class XI Home Science Syllabus. As you know very well that Central Board of Secondary Education (CBSE) has its own curriculum and they hold the supreme authority to change it further for the benefit of students.
So it’s always a wise decision to keep an eye on what happening around with the subject you are going to learn. This year CBSE made little bit changes in class XI Home Science Syllabus. Let us have a look at the updated CBSE class XI Home Science Syllabus for the academic year 2017-18
CBSE class XI Home Science Syllabus (2018-19 Session)
One Paper (Theory) 70 Marks
Time: 3 Hours Periods: 220
|Unit||No. of periods||Marks|
|I||Concept of Home Science and its Scope||5||25|
|II||Human Development: Life Span Approach (Part I)||40|
|III||Food, Nutrition, Health and Fitness||45||30|
|IV||Family, Community, and Resources||45|
|V||Fabric and Apparel||45||15|
|VI||Community Development and Extension (Part I)||5|
Unit I: Concept of Home Science and its Scope (05 Periods)
(i) Evolution of the discipline of Home Science
(ii) Five major areas
(iii) Relevance in improving the quality of life
Unit II: Human development: lifespan approach (Part I) (40 Periods)
(i) Introduction to different stages infancy, early childhood, childhood, adolescence, adulthood and old age
(a) Infancy (birth to 2 years): Physical – height, weight, and body proportions; motor development Social and Emotional development; expression of emotions, socialization; Cognitive and Language development during 0-3 months, 3-6 months, 6-9 months, 9-12 months and 1-2 years (milestones only);
(b) Early childhood (3-6 years): characteristics
(c) Childhood (7-11 years): behavioural problems of children and suggestive measures
(ii) Protection from preventable disease:
(a) Immunization – (i) concept and types (natural and acquired), (ii) breastfeeding (one of the ways to develop natural immunity); (iii) immunization chart;
(b) Symptoms, prevention, aftercare and incubation period of childhood diseases: Tuberculosis, Diphtheria, Pertussis (a whooping cough), Tetanus, Polio, Measles, Cholera, Diarrhoea and Chicken Pox.
(iii) Substitute care at home and outside:
(a) by Grandparents, crèche/daycare centres
(b) integrated Child Development Scheme (ICDS) – objectives and functions
(iv) Special needs and care of disadvantaged and differently abled children: Socially Disadvantaged, Visually Impaired (partial and complete), Hearing Impaired, Orthopedically Impaired (affected/missing limb)
(v) Managing Emergencies First aid to cuts, burns, fractures, bites (snake, dog, and insects), poisoning, fainting, asthma, heart attack, drawing.
Unit III: Food, Nutrition, Health and Fitness (45 Periods )
(i) Definition of food, nutrition, health (WHO) and fitness. (ii) Functions of food:
- Physiological (bodybuilding, energy giving, protective, regulatory)
(iii) Selection of food for optimum nutrition and good health:
(a) Nutrients: sources, functions and deficiency and its prevention; Proteins, Carbohydrates, Fats, Vitamins- Fat soluble (A, D, E, K) and water-soluble (B1, B2, Niacin, Folic acid, B12 and Vitamin C), Minerals (Calcium, Iron, Zinc, and Iodine).
(iv) Maximising the nutritive value of food by proper selection, preparation, and storage:
(a) Selection of foods: Fruits, vegetables, egg, fish, poultry, meat, milk and milk products, spices, cereals and pulses and convenience food. Storage of foods: Perishable, semi-perishable, nonperishable and convenience food.
(b) Food Processing
- Food spoilage & its reasons.
- Food processing methods – Dehydration, Freezing. Use of preservatives: Natural and chemical.
c) Preparation of food:
- Methods: boiling, steaming, pressure cooking, deep and shallow frying, baking, sautéing, roasting, grilling, solar cooking and microwave cooking.
- Loss of nutrients and steps to minimize nutrient loss during preparation.
- Methods of enhancing nutrient availability germination, fermentation, fortification and food combination.
Unit IV: Family and Community Resources (45 Periods)
(i) Concept of Family and Community resources
(ii) Types, Management and Conservation of:
(a) Human / Personal Resources: knowledge, skills, time, energy, aptitude.
(b) Non-human/material resources: money, goods, property.
(c) Community facilities / shared resources: Schools, parks, hospitals, roads, transport, water, electricity, library, fuel, and fodder. (Keeping community spaces clean and use of environment-friendly measures)
(a) Meaning and need for management.
(b) Steps in management: planning, organizing, controlling, implementing and evaluation.
(c) Decision making and its role in management.
(iv) Time, energy and space management:
(a) Need and procedure for managing time and energy.
(b) Work simplifications: Techniques for time and energy management.
(c) Need and ways of space management.
(d) Elements of art and principles of design.
(e) Use of colours, light, and accessories in space management; Prang colour wheel, dimensions of colours, classes and colour schemes.
Unit V: Fabric and Apparel (45 Periods)
(i) Introduction to Fibre Science:
(a) Classifications of fibre
- Natural: cotton, silk, and wool
- Manufactured: rayon, nylon, and polyester
- Blends: terry cot, terry silk, terry wool
(b) Characteristics of fibre
(c) Suitability for use
(ii) Fabric Construction:
(a) Yarn making: the Basic procedure of making yarn.
- Simple: Two-Ply, Four Ply, Multiple and Cord
- Novelty: Slub, Knot, Flock, Spiral
- Blended Yarns
- Basic Mechanism
- Concept of Looms
- Types of weaves – Plain (Basket and Rib), Twill, Satin, and Sateen Weave.
A brief mention of special weave: Pile and Jacquard.
- Effect of weave on appearance, durability, and maintenance of garment.
(c) Other methods of fabric constructions: knitting, non-woven fabrics: felting and bonding
(iii) Fabric Finishes:
(a) Meaning and importance.
(b) Classification of finishes:
- Basic finishes: cleaning, scouring, singeing, bleaching, stiffening, calendering and tentering
- Functional Finishes: Waterproofing, sanforization, mercerization, mothproofing.
(iv) Dyeing and Printing
(a) Importance of dyeing and printing
(b) Types and sources of Dyes-natural, synthetic
(c) Methods of Dyeing and Printing: Plain Dyeing; tie and dye; Batik printing; Block printing.
Unit VI: Community Development and Extension (Part I) (05 Periods)
(i) Respect for girl child
(ii) Media: Concept, Classification, Function
– Effective communicative skills
(iv) Keeping community spaces clean
HOME SCIENCE CLASS XI (2017 – 18)
Maximum Marks: 30
I. Human Development: Life Span Approach
1. Visit a child care centre (Day Care/Crèche/Anganwadi/Nursery Schools/ any other). Write a report on facilities and activities.
2. Select a child with special needs in the neighbourhood. Write a report about her/his special requirement related to:-
c) Physical Infrastructure needed
3. Observation of any two children in different stages of age in the neighbourhood and report on their activities and behaviour.
4. Prepare an educational toy by using local material.
II. Food, Nutrition, Health, and Fitness
1. Plan and prepare a dish rich in selected nutrients (Iron, Calcium, Protein, Fibre).
2. Prepare one preserved product; also prepare a suitable label for it.
3. Prepare dishes involving the following: Germination, Fermentation, and Combination.
III. Family and Community Resources
1. Using elements of art and principles of design, prepare Rangoli, Flower arrangement and one accessory for decoration.
2. Critically evaluate your residential space and suggest improvements.
3. Prepare a day’s routine of self, listing activities and time spent in each. Critically evaluate for improvement for time and energy saving.
4. Cleaning different surfaces & metals (glass, brass, silver, bronze etc.)
IV. Fabric and Apparel
1. Prepare paper samples of the following weaves: Plain, Rib, Basket, Twill (any two), satin and sateen.
2. Collect samples of various fabrics and identify the following weaves: Plain, rib, basket, twill, satin, and sateen
3. Identification of various types of fibres using burning test.
4. Prepare five samples of tie and dye.
V. Community Development and Extension
1. Plan message for ‘respect for girl child’, ‘women’s empowerment’, ‘cleanliness of public spaces’ using different modes of communication for different focus groups.
2. Make a leaflet or a pamphlet using the original slogan for consumer education on any topic.
Scheme for practical examination (Class XI) (30 marks)
1. Unit I: Human Development: Life Span Approach – Project Report (6 marks)
2. Unit II: Food, Nutrition, Health, and Fitness- Anyone from 1, 2 and 3 quoted above (5 marks)
3. Unit III: Family and Community Resources- Any two from 1-4 quoted above ( 2+2=4 marks)
4. Unit IV: Fabric and Apparel: Any two from 1-4 quoted above (2+2=4 marks)
5. Unit V: Community Development and Extension- Pamphlet etc. (4marks)
6. File (5marks)
7. Viva (2marks)
Reference books for teachers:
1. Human Ecology and Family Sciences – Part I, Class- XI, NCERT Publication
2. Human Ecology and Family Sciences – Part II, Class- XI, NCERT Publication
|QUESTION PAPER DESIGN 2017-18|
|HOME SCIENCE CODE NO. 064 CLASS-XI|
|TIME: 3 Hours Max. Marks: 70|
|S. No.||Typology of Questions||Learning outcomes and testing skills||Very Short Answer (VSA) (1 Mark)||Short Answer (SA) (2 Marks)||Case study and picture based (3 Marks)||Long Answer –I (LA-I) (4 Marks)||Long Answer –II (LA-II) (5 Marks)||Total Marks||% Weightage|
|01||Remembering- (Knowledge-based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identity, define, or recipe information)|| ||2||2||1||1||1||18||26%|
|2||Understanding- (Comprehension –to be familiar with the meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information)||1||1||–||1||1||12||17%|
|3||Application(Use the abstract information in a concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem)||1||2||1||2||1||21||30%|
|4||High Order Thinking Skills(Analysis and Synthesis-Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)||1||1||–||1||1||12||17%|
|5||Evaluation-(Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)||1||1||–||1||–||7||10%|
|ESTIMATED TIME||10 min.||35 min.||20 min.||50 min.||50 min.||165 min.+15 min. For revision|
Note: No Chapter wise weightage, care should be taken to cover all chapters.
Scheme of questions
- There will be no choice in the question paper.
- Weightage to the difficulty level of questions
|S. No.||Estimated difficulty||Percentage|