Introduction of National Core Curriculum in Science and Mathematics
for First Year PUC from the Academic Year 2012-13.

Circulars on Implementation of National Science Curriculum:

a)  I and II PUC Question bank 2018-19
b)  Programme of Work and Minimum Learning Levels for I PUC (2012-13)
c)  Model Blue Print and Model Question Paper for I PUC Non Practical Subjects (2012-13)
d)  Model Question Paper for I & II PUC PCMB (2014-15)
e)  Model Question Paper for II PUC Arts,Commerce & Languages (2014-15)
f)  IInd PUC PCMB Model Question Paper for March 2016

National Science Curriculum
Vignanada Pathadedege Nimma Nadige
Accessible Science Education to All
Bridge Course for SSLC/I PUC Science Students

1. The National Core Curriculum.

  a) The Council of Boards of School Education (COBSE) is the apex body of all State Boards / Departments imparting Education from I to XII Standards in India. It also includes CBSE , ICSE and NIOS. To arrive at a uniform content for Higher Secondary Education, it took a decision in 2008 in a meeting held at Hyderabad to prepare National Core Curriculum in Science and Maths for XI and XII standards.
  b) The National Core Curriculum in Science prepared by COBSE is based on the National Curriculum Framework-2005.The syllabus was arrived at after a long consultative process of discussions and contributions from all the state boards including Karnataka from 2008 onwards.
  c) The National Core Curriculum has already been adopted by 13 State Boards of Higher Secondary Education and two National Boards of education that is CBSE and ICSE. The department of Pre-University Education, Karnataka is adopting the syllabus from the year 2012-13 along with NCERT textbooks.
2. Karnataka State has adopted the National Science Core Curriculum as its Syllabus for I PUC from 2012-2013

New Syllabus:        Physics  |  Chemistry  | Mathematics  | Biology

Old Syllabus:          Physics  |  Chemistry  | Mathematics  | Biology

  a) Pre –University course sets the base for a student for Higher Education. It is a bridge for a student to move across from what he/she is to what he/she wants to be.  There is a national syllabus for Science adopting the same brings our syllabi and our students on par with the national benchmarks. The accessibility options for Higher Education in Science whether Pure Sciences,Medicine, or Engineering for a student of Karnataka increases exponentially
  b) All entrance exams for higher education is based on the national syllabus. Hence it will be advantageous to all students of Karnataka
  c) At the national level based on the Honorable Supreme Court directions and as policy of the Ministry of Human Resources Development (MHRD), there is a concerted move to have a single Common Entrance Test for various Higher Education Courses-Medicine(NEET Exam),Engineering, Management and Law
  d) All single entrance tests for Science Courses is based on the National Science Curriculum. Hence it is imperative that we adopt the same in the interest of our students. Right now Karnataka students take up to 8-14 Medical Entrance tests-CET,COMED-K,AIPMT,JIPMER,AIIMS,AFMC and all the respective entrance tests of the Minority Medical Colleges and the Deemed Medical Colleges in Karnataka. An engineering aspirant takes up to 5-8 entrance tests CET,COMED-K,AIEEE etc.
  e) A single entrance test for Engineering and Medicine has tremendous advantages for the students. There will be a common merit list prepared on the basis of the Entrance exam and that list cannot be violated. Hence the number of Medical and Engineering seats available to the students increases. The second major advantage is that the plethora of entrance exams that a students has to face will be removed and will be a great stress buster for parents and students. The third advantage is that the expenditure on science education for parents and students will be reduced as the dependence on tutions for each of these different entrance exams reduces-right now for each entrance exam there is a different question paper pattern, hence coaching for each exam there is a different fee structure. In Bangalore, for instance, parents spend a large amount of money on the same.
3. Adoption of NCERT Text books.
  a) Pre-University department was the only Higher Secondary Board in the country not to have textbooks. As a result a science student was forced to buy several text books prescribed by the colleges, by the tution faculty etc. The lack of a clearly defined syllabus and the lack of text books made a student more reliant on out of classroom sources of learning. Science education in Karnataka has thus become expensive and has moved out of the college classrooms. This is an area of concern to the department.

NCERT text books are noted for their quality of content and student friendly curriculum dispensation. The cost of the books is low. The Government of Karnataka has permitted the Department of Pre-University Education to adopt the Textbooks, Exemplars (Workbooks) and Lab Manuals prepared by NCERT based on this National Core Curriculum. NCERT has accorded permission and the copy right to the Department of Pre-University to print, publish and sell the books in Science and Mathematics. The Karnataka Textbooks Society has taken the responsibility of getting these books printed. The quality of the books in terms of paper, cover page, color, print and binding will be that of NCERT books. The price of these Textbooks / Exemplar problems / Lab Manuals will be that of NCERT book with a difference of 10% either on the higher side or lower side.
  b) The prescribed textbooks are the NCERT books for 1st PUC.

1)Physics-Part I&II, Exemplar Problems and Lab Manual.
2)Chemistry-Part I&II Text Book, Exemplar Problems ,Lab Manual.
3)Mathematics –Text Book, Exemplar Problems
4)Biology –Text book ,Exemplar Problems ,Lab Manual.
4. The focus of the department as a part of the initiation of the National Science Curriculum is to address issues which are responsible for the declining number of students opting for Science at the Pre-University level reasons for which are-
  * Science education is expensive because of the societal perception that Science education and tuitions are interlinked and inseparable.
  * Tutions centres are largely an urban phenomenon hence the perception that rural students cannot have good quality Science education.
  * The societal myth that has developed interlinking quality Science education with accessibility to tuitions.
  * Due to these reasons the high cost of Science education has brought in barriers of accessibility in terms of economic(poor),language(Kannadamedium),location(rural),gender(girls) from accessing Science education.
These are the issues that the department is seeking to address through the National Science curriculum introduction.

5. The focus of the department in 2012-13 will be to ensure equal access, equality in access and quality Science education to all students who pass the X standard examinations and create the same options and opportunities to all students of Karnataka to access quality Science education.
  The initiation of the department are:-

a) As a part of introduction of the National Science Curriculum, the department is simultaneously undertaking steps for encouraging rural students to take up Science education. Of a total of 450700 (Freshers) students in II PUC in March 2011 , 208390 are from the Arts stream,125465 are from Commerce and 116845 from Science.

b) A total of 183093 II PUC students are from rural areas. Of the total students in rural areas, 78054 are studying Arts, 20046 Commerce and 10293 Science.228034 students come from Kannada medium schools. More than 50% of them take up Arts not out of choice but out of compulsion. Hence there is a requirement for a policy initiative to popularize Science education in rural areas.

c) Study of Science is concentrated in urban areas only. Of the 116845 students who took up Science in March 2011, 26873 are from Bangalore, 6978 from Mysore city , 8416 from Mangalore city, 7019 from Belgaum city , 5585 from Dharwad city and 5371 from Tumkur.

d) The number of Science students is extremely low in Chamarajanagar at 847, is 741 in Koppal, is 700 in Yadgiri and 1437 in Chikkamagaluru. There is a need to focus on these regions.

e) 6,95,589 students passed SSLC in 2010-11.Of this 5,18067 students gained admission in I PUC. Of this 130741 students took up Science in PUC.

  There were gaps in the existing SSLC curriculum and the earlier PUC science curriculum.To address this issue several private colleges were/are using bridge curriculum developed privately by their lecturers. However the Government College Science students are not getting the benefit of this bridge curriculum.The students in Government PU Colleges come from economically deprived sections of society, from Kannada medium schooling and lack access to books and study materials.They also cannot afford to go for external coaching.

  Hence in order to facilitate the students to not only to have a smooth transition from SSLC to PUC in the National Science Curriculum but also address issues of economic, language, social, regional barriers that prevent access to science education the Pre-University department is preparing bridge course materials for the First Year Pre-University students.

  This Bridge Course preparation is being addressed at two levels.

  i) For low achievers or those who are low in educational achievement fundamental concepts / ideas/ terms / processes/ definitions/ problems/ formulae have to be reinforced and revised.
  ii) For all SSLC students certain concepts that have been learnt by CBSE/ICSE students in their school curriculum but not by State syllabus students have to be introduced and taught independently.
  Preparation of Bridge Course Books by senior Assistant Masters from SSLC, Kendriya Vidyalaya teachers and College Lecturers is underway. The study modules and materials are being prepared in English and Kannada. The books are combination of theory and work material. The Bridge Course Books will be distributed free of cost to the Government College Science students and will be accessible to all other students and other colleges.

  The Vision Group on Science and Technology is supporting this initiative of the Pre-University department.

  b) Tele coaching of Bridge Curriculum in Science to SSLC students.

The Governing Council of the Karnataka Examination Authority has approved the proposal to conduct teaching of the Bridge Curriculum for SSLC students in Science due to the introduction of the National Science Curriculum. The classes will commence from April 25th 2012 till 1st July and will be telecast throughout the State on Doordarshan. This initiative will help SSLC students to overcome fear of Science, will help hesitant students to reinforce their existing knowledge of Science subjects and will prepare students to competently handle the I PUC National Science Curriculum syllabus without taking recourse to tuitions as they are doing in the prevailing Pre-University system.

  c) Tele coaching for I PUC Science and other entrance exams for Engineering and Medical Courses.

The Governing Council of the Karnataka Examination Authority has approved the proposal in principle to conduct continuous tele coaching for Pre-University students in Science(among other subjects also) as well as contituous tele coaching for entrance exams.The modalities are being worked out and will be placed before the Governing Council and the Government for further approvals.

The classes will commence from 1st July 2012 and will continue throughout the Academic Year. This initiative will help PUC students to handle the Science Curriculum syllabus and the Entrance exams without taking recourse to tuitions as they are doing in the prevailing Pre-University system. This will also help address the issues of accessibility to Science education by overcoming barriers of poverty, rural location and accessibility to quality study resources.

  d) Translation of NCERT Science Text books into Kannada.

Study of science is concentrated only in urban areas. Out of 10,39,977 students in 1st and 2nd year PUC in 2011-12 only 281001 students have taken Science which works out to be just 27% as most of the students who come from Kannada medium schools do not take science as Kannada medium books are not available in Science. In order to popularize Science Education in rural areas and provide access to Kannada medium students to study Science the Department has taken the initiative to bring out NCERT science text books in Kannada medium. A team of 115 lecturers of the Pre-University department are working on the translation work with the assistance of the Kannada University, Hampi. These Kannada medium books will be made available in the open market for sale before the commencement of the 2012-2013 academic year. Hampi University has been requested to maintain the cost of these books at 50% less than the English books.

  e) Preparation of Exhaustive and Comprehensive Question Banks.

The Department of Pre-University by May 2012 will come out with a comprehensive Question Bank for I PUC students based on the new National Science Curriculum syllabus. It shall include all variety of questions framed under different objectives like knowledge / understanding / application / skill / analysis and synthesis. It shall also include HOTS and study modules.

By August 2012 this shall be made comprehensive to include the II PUC questions (of the National Science Curriculum) and the various question banks on entrance exams like CET,AIEEE,IIT JEE,AIPMT etc

It shall include all variety of questions framed under different objectives like knowledge / understanding / application / skill / analysis and synthesis. It shall also include HOTS and study modules.

These shall be accessible to all on the Pre-University department’s website and the KEA website.
  f) Capacity building of Lecturers:

The Department is organizing capacity building programmes for effective dispensation of the new curriculum. Training programmes are commencing from March 2012.An intensive eight day training programme for subject lecturers is to be conducted by the Indian Institute of Science at its Talent development Centre, Kudapura. The department is also coordinating with the Commissioner, Kendriya Vidyalaya Sanghatan and the Regional Institute of Education,Mysore for further training programmes.

A detailed Training Model for lecturers will also be evolved by the department by February and shall be sent to all the colleges shortly.
6. Strengthening Science Infrastructure in Government Pre University Colleges.
  There are 1202 Government Pre-University Colleges in Karnataka. Science as a subject is taught in 649 colleges. Of these colleges in 421 colleges Science was introduced as a new combination in the years 2009-11.

  Most of these colleges are facing the challenges of shortage of infrastructure in the form of laboratory equipment in effectively addressing the issues of curriculum dispensation.

  It is essential to strengthen these colleges by providing adequate Science infrastructure for the following reasons.

  i) A well equipped Government Pre-University College succeeds in winning over skeptical local community and therefore starts attracting students.
  ii) All new Government Pre University colleges are situated in rural areas. However, talented rural boys at the cost of immense economic hardship travel to towns to pursue Science education in costly Private Colleges. The talented rural girls and poor students reconcile to studying Arts in the local Government Colleges despite an aptitude for Science. Thus providing adequate Science infrastructure in rural colleges will help spread Science education.
  iii) The department is introducing the National Science Curriculum from 2012-13 at the I PUC level. Hence there is a renewed stress on strengthening Science teaching.
  iv) The following are the initiatives being taken by the department for strengthening Science infrastructure.
  a) Capacity building of all Government PU College lecturers as detailed above.
  b) Allocation of grants to all Government PU colleges for strengthening laboratory infrastructure.
  c) Provision of grants for Government PU Colleges functioning in the shift system.
7. Awards for the best Science Lecturers at Pre-University.
  It is the endeavor of the Pre-University to popularize Science education at the under graduate level. There are several lecturers addressing issues of increasing accessibility to Science education and enthusing students towards Science and Pure Sciences. They are working at the micro level and changing the lives of the students that they are coming in contact with for the better. It is proposed that their exemplary services be recognized and the Vision Group has agreed to sponsor TWO annual awards to the lecturers who are rendering such services.

On Teachers Day ,the department also plans to reward one outstanding Science Lecturer from every district.
8. Core Groups constituted by the Department are going into issues of allocation of working hours for every subject, hours for Practicals, Annual Programme of Work and the bifurcation of marks between theory and Practicals.A detailed communication will be addressed to all the colleges on this issue shortly.