CBSE Syllabus for Class 11 Home Science
Course Structure for Class XI Home Science (2017-18)
|I.||Concept of Home Science and its Scope||25|
|II.||Human Development: Life Span Approach (Part I)|
|III.||Food, Nutrition, Health and Fitness||30|
|IV.||Family, Community and Resources|
|V.||Fabric and Apparel||15|
|VI.||Community Development and Extension (Part I)|
|Total Theory Marks||70|
Unit I: Concept of Home Science and its Scope
- Evolution of the discipline of Home Science
- Five major areas
- Relevance in improving the quality of life
Unit II: Human development: life span approach (Part 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 during 0-3 months, 3-6 months, 6-9 months, 9-12 months and 1-2 years (milestones only); social and emotional development; expression of emotions, socialization; cognitive and language development.
- (b) Early childhood (3- 6 years):characteristics
- (c) Childhood (7 – 11 years): behavioural problems of children and suggestive measures
- Protection from preventable diseases:
- (a) Immunization – concept and types (natural and acquired), breast feeding (one of the ways to develop natural immunity); immunization chart;
- (b) Symptoms, prevention, after care and incubation period of childhood diseases: tuberculosis, diphtheria, pertussis (whooping cough), tetanus, polio, measles, cholera, diarrhoea and chicken pox.
- Substitute care at home and outside:
- (a) by Grandparents, creche/day care centres
- (b) Integrated Child Development Scheme (ICDS) – objectives and functions.
- Special needs and care of disadvantaged and differently abled children: socially disadvantaged, visually impaired (partial and complete), hearing impaired, orthopedically impaired (affected/missing limb)
- Managing Emergencies: First aid to cuts, burns, fractures, bites (snake, dog and insects), poisoning, fainting, asthma, heart attack, drowing.
Unit III: Food, Nutrition, Health and Fitness
- Definition of food, nutrition, health (WHO) and fitness
- Functions of food:
- Physiological (body building, energy giving, protective, regulatory)
- Selection of food for optimum nutrition and good health:
- 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).
- Maximising 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, non perishable and convenience food.
- (b) Food Processing:
- Reasons of food spoilage of food
- 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, sautÃ©ing, roasting, grilling, solar cooking and microwave cooking.
- Loss of nutrients and steps to minimise nutrient loss during preparation.
- Methods of enhancing nutrient availability germination, fermentation, fortification and food combination.
Unit IV: Family and Community Resources
- Concept of Family and Community resources
- 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.
- (a) Meaning and need for management.
- (b) Steps in management: planning, organizing, controlling, implementing and evaluation.
- (c) Decision making and its role in management.
- 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
(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: Basic procedure of making yarn.
- Simple : Two Ply, Four Ply, Multiple and Cord
- Novelty: Slub, Knot, Flock, Spiral
- Blended yarns
- (b) Weaving:
- Basic mechanism
- Concept of Looms
- Types of weaves: plain (basket and rib), twill, sateen and satin weave. A brief mention of special weaves: pile and jacquard weaves.
- Effect of weaves 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, calendaring and tentering
- Functional Finishes: Water proofing, sanforization, mercerization, moth proofing
(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)
- Respect for girl child
- Media: Concept, Classification, Function
- Effective communicative skills
- Keeping community spaces clean
Maximum Marks: 30
I. Human Development: Life Span Approach
- Visit a child care centre (Day Care/Creche/Anganwadi/Nursery Schools/ any other). Write a report on facilities and activities.
- Select a child with special needs in the neighbourhood. Write a report about her/his special requirement related to:
(c) Physical Infrastructure needed
- Observation of any two children in different stages of age in the neighbourhood and report on their activities and behavior.
- Prepare an educational toy by using local material.
II. Food, Nutrition, Health and Fitness
- Plan and prepare a dish rich in selected nutrients (Iron, Calcium, Protein, Fibre).
- Prepare one preserved product; also prepare a suitable label for it.
- Prepare dishes involving the following: Germination, Fermentation and Combination.
III. Family and Community Resources
- Using elements of art and principles of design, prepare Rangoli, Flower arrangement and one accessory for decoration.
- Critically evaluate your residential space and suggest improvements.
- Prepare a day’s routine of self, listing activities and time spent in each. Critically evaluate for improvement for time and energy saving.
- Cleaning different surfaces & metals (glass, brass, silver, bronze etc.)
IV. Fabric and Apparel
- Prepare paper samples of the following weaves: Plain, Rib, Basket, Twill (any two), satin and sa teen.
- Collect samples of various fabrics and identify the following weaves: Plain, rib, basket, twill, satin and sateen
- Identification of various types of fibres using burning test.
- Prepare five samples of tie and dye.
V. Community Development and Extension
- Plan message for â€˜respect for girl child’, â€˜women’s empowerment’, cleanliness of public spaces’ using different modes of communication for different focus groups.
- Make a leaflet or a pamphlet using original slogan for consumer education on any topic.
Scheme for practical examination (Class XI) 30 marks
- Unit I: Human Development: life Span Approach – Project Report [6 marks]
- Unit II: Food, Nutrition, Health and Fitness- Anyone from 1, 2 and 3 quoted above [5 marks]
- Unit III: Family and Community Resources- Any two from 1-4 quoted above [2+2=4 marks]
- Unit IV: Fabric and Apparel: Any two from 1-4 quoted above [2+2=4 marks]
- Unit V: Community Development and Extension- Pamphlet etc. [4 marks]
- File [5 marks]
- Viva [2 marks]
Reference books for teachers:
- Human Ecology and Family Sciences – Part I, Class- XI, NCERT Publication
- Human Ecology and Family Sciences – Part II, Class- XI, NCERT Publication