CBSE CLASS 6 SYLLABUS
Language I-English Class 6 Course Structure Term-1
Most people, at some point in their lives, long for adventure. By definition, adventure is an exciting or very unusual experience. It is a part of human nature to desire these experiences, to want for events that will define their lives, to give them meaning, to make them special. An adventure is often a defining experience in a person's life. It is usually risky and uncertain and often requires boldness, courage and strength. Adventures sometimes make us stronger. Many times, adventure teaches lessons that always change us. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/ expectations outlined here.<
The purpose of this unit is to introduce students to a variety of friendship issues using high-quality children's literature. This unit contains activities that have been organized to teach about the following friendship issues: making friends and friendly behaviour, difficulties in friendships, intergenerational friendships, interracial and cross cultural friendships, imaginary friends, and loss of a friend. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/expectations outlined here.
Inventions that changed the World
Throughout history, people have imagined and then created new things to make their lives better, easier, and more enjoyable. From the wheel to penicillin to the computer, inventions continue to change the way we live. This theme/unit introduces students to the amazing world of inventions — they'll learn about famous inventors, explore everyday inventions, discuss the most important inventions of all time. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/expectations outlined here.
Space the Final Frontier
Space is indeed the final frontier. Even from the confines of our tiny planet, we have been able to discover much about our immediate neighbourhood and thanks to technology, we have discovered mysteries that extend into the vastness beyond. Our technology has taken us to the moon and someday, perhaps, our technology will allow us to follow our imaginations to Mars and beyond. In this unit we will highlight some of the information we have discovered about space from planets to galaxies, from the sun to super novas, from Apollo to ISS. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/expectations outlined here.
Language I-English Class 6 Course Structure Term - II
Caring for Animals
This unit aims to open up students to be more sensitive and aware of the importance of lives around us. We need to remember that the world we know will not be the same without the plants and animals which are a part of its identity. Many species have become extinct. This issue is serious enough to warrant a close inspection of the status of the species. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/expectations outlined here.
This unit aims to introduce environmental issues in an engaging manner. Students will participate in discussion about things they know about caring for the environment and things they want to learn. They will know at least some different types of pollution, and how to reduce that pollution. They will know and understand the term “recycle”. They will know how to “reuse” materials to make something functional for their final projects. All students will be able to write about this project and its use. They will have an idea of how to keep their environment cleaner and safer. In this Unit, students will read and research on environmental issues, and in the process discover their own connection with nature. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/ expectations outlined here.
The World of Sports
This unit aims to introduce students to sports and sporting issues in an engaging manner. Students will realise the importance of sports and physical education in life. The main objective of the unit is to inculcate a spirit of fairness not only in the field of sports and games but also in life. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/ expectations outlined here.
This unit aims to expose students to the kinds of people who choose a life of exploration, adventure, and danger and discuss where we would be without them. Students will answer those questions as they investigate explorers and determine their impact on our world. Note: a wide selection of activities have been provided to help any teacher wishing to extend their students beyond the learning outcomes/expectations outlined here.
Social Science Class 6 Course Structure Term - I
Unit-1: The Story of Man
Unit-2: Man in the Stone Ages
Unit-5: My Home... My City...where I Live
Unit-6: Earth and its History Unit-7: The Earth and its Movements in Solar System
Unit-11: Family, School and Society
Unit-12: Rural and Urban Society- (Part-I) Life in the Rural and Urban Societies
Unit-13: Rural and Urban society (Part-II)- Governance
Unit-15: What is Economics?
Social Science Class 6 Course Structure Term - II
Unit -3: River valley Civilizations-I-River Nile and Egyptian Civilization
Unit-4: River valley Civilizations-II - River Indus: Indus Valley Civilization
Unit-8: Landforms-I- Mountains
Unit -9: Landforms-II- Plains and River Valleys
Unit -10: Landforms-III- Plateaus
Unit-14: Rural and Urban Society (Part-II)- Governance
Unit-16: Money as Medium of Exchange Integrated Project.
Science Class 6 Course Structure Term - I
Classification of Materials
Food and Nutrition
The Living Organisms and their Surroundings
Separation of Mixtures
Science Class 6 Course Structure Term - II
Variation, Classification and inheritance
Changes Around us
Movement in Plants and Animals
Mathematics Class 6 Course Structure Term - I
Number System : Knowing our numbers
Numbers up to 5 digits Consolidating the sense of 5 digit numbers, place value of numbers, estimation of numbers to the nearest tens, identifying smaller and larger of the given numbers
Place value of numbers Recapitulate the concept of place value and extend it to the use of large numbers. Use of connectives <,=,>
Application of number operations Word problems on number operations involving large numbers up to a maximum of 5 digits in the answer after all operations
Approximation of large numbers Introduction to the sense of largeness and familiarity with large numbers up to 8 digits
2 Number System : Whole numbers and playing with numbers
3 Number System : Negative numbers and Integers
4 Fractions and Decimals
Mathematics Class 6 Course Structure Term - II
6 Basic Geometry
7 Understanding Elementary Shapes (2-D and 3-D)
9 Data handling
Information and Communication Technology (ICT) Class 6 Course Structure Term - I
1 Let us Explore
2 Operating Systems
3 Application Software
4 Learning Impress
Information and Communication Technology (ICT) Class 6 Course Structure Term - II
5 Animations in Slides
6 Reviewing Presentations
7 Problem Solving
Visual Arts Class 6 Course Structure
(a) Identification and appreciation of some selected famous forms of visual arts (painting, sculpture, architecture and Handicrafts, etc.) including the art forms covered in the curriculum of India and the country concerned, through the study of reproductions, collections and other reference material.
(b) A general introduction to the History of Indian Painting, Sculpture and Architecture of India (classical and folk forms) in brief by the Art teacher through story-telling method.
(c) Understanding important terms used in the field of Visual Arts during the process of practical activities.
(d) A general awareness of the Fundamentals of Visual Arts (Elements - space, point, line form, colour, tone and texture).
(e) Some reproductions/photographs/prints of the famous Visual Arts forms (paintings, sculptures, graphic-prints, monuments/buildings of cultural and historical importance) must be displayed in the Visual Arts studio as well as in the main corridors/places in the school building prominently alongwith some text required for their appreciation.
(f) Verbal-appreciation of art works created/produced by learner (her/himself) and by others. (g) Visit programme of local museum, art galley, zoo, monument/building of cultural and historical importance.
1. Drawing and Painting: Drawing from imagination with pencil, crayon, charcoal, chalk, dry brush on different surfaces e.g., papers with different textures and colours, chalk-board, old newspapers, takhti, slate etc. Indoor and outdoor pencil sketching of static and moving objects, both natural and man-made. Progressively, sketch pen, brush and paint, pen and ink to be introduced.
2. Crayon Resist: Drawing picture or design with wax crayon and applying water colour over it. Water colour painting with wet colours (powder, poster, etc.) felt pens, crayons and also its combination to be attempted.
3. Printing and Designing:
(a) Printing (stamping) with the help of small carved clay-box, wood-blocks, plain or carved cut vegetables and other similar material and objects having low-relief, surfaces e.g., tree- leaves, bottle caps made of cork, wood or tin; keys of different designs, buttons and coins, etc., threads and chords of varied thickness dipped in colours and pressed between two papers, etc., and combination use above.
(b) Mono-printing i.e., making drawing or design by applying or spreading, filling poster colours or printing inks on a glass sheet or similar smooth surface. Taking out print(s) on paper of above mentioned things.
(c) Paper marbling/dyeing i.e., crumpling the paper into a ball, dipping it in colour(s) made in shallow plates for colouring the outer surface, unfolding paper ball thus coloured and allowing it to dry. The process may be repeated for further interesting effects.
(d) Stencilling i.e., cutting form or pattern on paper cardboard sheet. Obtaining its print(s) in various formations. Colour application by spraying with tooth brush or dabbing with cloth/cotton ball.
NOTE: The information taken from Central Board of Secondary Education(CBSE) at cbse.nic.in, is represented here in a user-friendly way for convenience of students. User must refer CBSE for current status of information.