CBSE Class 11 Home Science Syllabus for academic session 2026-27
This page contains the CBSE Class 11 Home Science syllabus for the academic session 2026-27, as prescribed by CBSE curriculum.
Preface
The course in Home Science encompasses five areas namely, Foods and Nutrition, Human Development and Family Studies, Fabric and Apparel, Resource Management and Communication and Extension. All these domains have their specific content in focus that contributes to the study of an individual and family in Indian social cultural context.
The purpose of Home Science is the creation of an environment and outlook to enable learner to live a richer and more purposeful life, become future ready and develop 21st century life skills for work, livelihood and careers. All the domains within the Home Science discipline provide ample scope for professional avenues of higher education and career opportunities. They range from professions catering to various health and service institutions/agencies, educational organizations, industry and business houses of textiles, garments, food industry, teaching learning materials, ergonomically appropriate equipment and work situations. The subject integrates an application of various sciences and humanities to improve Human Environment, Family Nutrition, Management of Resources and Child Development.
In class XI, “Self and family” and “Home” are focal points for understanding the dynamics for individual lives and social interactions. In class XII, the emphasis is on “Work and careers” through the life span.
Learning Objectives:
The Home Science curriculum at senior secondary level has been framed to enable the learners to:
•
Develop an understanding of the self and one’s role and responsibilities as a productive individual and as a member of family, community and society.
•
Integrate learning across diverse domains and undertake a critical analysis of issues and concerns specific to family, community and society.
•
Appreciate the discipline of Home Science for professional careers.
•
Acquaint learners with the basic knowledge specific to five domains namely, Foods and Nutrition, Human Development and Family Studies, Fabric and Apparel, Resource Management and Communication and Extension.
•
Develop functional skills in the five domains for career and employment.
•
Equip learners for enrichment and higher studies.
Learning Outcomes:
After undertaking the course students will be able to:
•
Function as a productive and responsible individual in relation to self, family, community and society.
•
Apply the basics of human development with specific reference to self, family and community.
•
Utilize the skills of judicious management of various resources.
•
Be sensitized to fabric and apparel, their selection and care.
•
Inculcate healthy food habits and lifestyle to enable prevention and management of diseases.
•
Become alert and aware consumer.
•
Appreciate the potential of entrepreneurship and other varied professional opportunities to make informed career choices.
Introduction
In class XI, “Self and family” and “Home” are focal points for understanding the dynamics for individual lives and social interactions. The curriculum is divided in five units. Unit I introduce the concept of Home Science. Unit II begins with the stage of adolescence and related concerns. Unit III deals with the expanding interactions of an adolescent with others in family, school, community and society, and the needs emerging from each of these contexts. Unit IV and V focus on Childhood and Adulthood respectively.
Marking Scheme
Course Structure: Theory & Practical
Theory: 70 Marks
Time: 3 Hours
Practical: 30 Marks
S. No.
Units
Marks
1.
Introduction to Home Science
02
2.
Understanding oneself: Adolescence
23
3.
Understanding Family, Community and Society
15
4.
Childhood
15
5.
Adulthood
15
Theory
70
Practical
30
Grand Total
100
Syllabus
Unit I: Introduction to Home Science
Unit II: Understanding oneself: Adolescence
Ch. Understanding the Self
A.
What makes me ‘I’?
B.
Development and Characteristics of the Self
C.
Influences on Identity
Ch. Food, Nutrition, Health and Fitness
Ch. Management of Resources
Ch. Fabric Around us
Ch. Media and Communication Technology
Unit III: Understating family, community and society
Ch. Concerns and needs in diverse contexts:
A.
Nutrition, Health and Hygiene
B.
Resources Availability and Management
Unit IV: Childhood
Ch. Nutrition, Health and Well being
Ch. Our Apparel
Unit V: Adulthood
Ch. Financial Management and planning
Ch. Care and Maintenance of fabrics
UNIT I: INTRODUCTION TO HOME SCIENCE
•
What is Home Science
•
Areas of Home Science
•
Home Science is important for both boys and girls
•
Career options of Home Science
UNIT II: UNDERSTANDING ONESELF: ADOLESCENCE
Unit II focus on the stage of adolescence-the stage of life to which you belong at present. This unit deals with understanding your own self in terms of your personal and social identity, your nutritional and health requirements, management of basic resources of time and space, fabrics around you, and your communication skills. The last chapter of the unit situates the adolescent in the context of the family and larger society, thereby linking it to the next unit that deals with the individual in relation to her/his family, school, community and society.
CHAPTER: UNDERSTANDING THE SELF
A.
What makes me ‘I’?
•
What is Self?
•
Personal dimension
•
Social dimension
•
Self- concept
•
Self esteem
•
What is Identity?
•
Personal identity
•
Social identity
B.
Development and Characteristics of the Self
•
Self during Infancy: characteristics
•
Self during Early Childhood: characteristics
•
Self during Middle Childhood: characteristics
•
Self during Adolescence: characteristics
C.
Influences on Identity
•
How do we develop a sense of Self?
•
Influences on identity
•
How do we develop a sense of self?
•
Developing a sense of self and identity
•
Influences on formation of identity
•
Biological and Physical changes
•
Socio-cultural contexts
•
Emotional changes
•
Cognitive changes
CHAPTER: FOOD, NUTRITION, HEALTH AND FITNESS
•
Introduction
•
Definition of :
•
Food
•
Nutrition
•
Nutrients
•
Balanced diet
•
Definition
•
RDA
•
Health and Fitness
•
Using basic food groups for planning Balanced Diets
•
Food guide pyramid
•
Vegetarian food Guide
•
Dietary patterns in Adolescence
•
Modifying diet related behaviour
•
Factors influencing eating behaviour
•
Eating disorders at adolescence
CHAPTER: MANAGEMENT OF RESOURCES
•
Introduction
•
Classification of resources
•
Human and Non-human resources
•
Individual and Shared resources
•
Natural and Community resources
•
Characteristics of resources
•
Managing Resources
•
Management process
CHAPTER: FABRIC AROUND US
•
Definition of yarns, fibres, textile products, finishing.
•
Fibre properties
•
Classification of textile fibres
•
Filament and Staple fibres
•
Natural and Manufactured (manmade) fibres
•
Types of Natural Fibres
•
Cellulosic fibres
•
Protein fibres
•
Mineral fibres
•
Natural rubber
•
Types of Manufactured Fibres
•
Regenerated cellulosic fibres
•
Modified cellulosic fibres
•
Protein fibres
•
Non-cellulosic fibres
•
Mineral fibres
•
Yarns
•
Yarn processing
•
Yarn terminology
•
Fabric production
•
Weaving
•
Knitting
•
Braiding
•
Nets
•
Laces
•
Textile Finishing
•
Finishing with colour
•
Printing
•
Some Important fibres and their properties
•
Cotton
•
Linen
•
Wool
•
Silk
•
Rayon
•
Nylon
•
Polyester
•
Acrylic
•
Elastomeric fibres
CHAPTER-MEDIA COMMUNICATION TECHNOLOGY
•
Communication and Communication Technology
•
What is Communication?
•
Classification of communication
•
How does communication take place?
•
What is media?
•
Media classification and functions
•
What is communication technology?
•
Classification of communication technologies
•
Modern communication technologies
UNIT III: UNDERSTANDING FAMILY, COMMUNITY AND SOCIETY
The chapters in Unit III were all addressed to you for the understanding of self and of the factors that influence your decision making. Let us now move on to understanding the family, the community and the society that you are a part of. In the first section- the focus will be on relationships and interactions with significant others, i.e. those important to you in these contexts. The second section- will discuss concerns and needs, such as those of health, work, resources, education and textile tradition in the adolescent’s diverse social contexts.
CHAPTER: CONCERNS AND NEEDS IN DIVERSE CONTEXTS
A.
NUTRITION, HEALTH AND HYGIENE
•
Health and its Dimensions
•
Social health
•
Mental health
•
Physical health
•
Health care
•
Indicators of Health
•
Nutrition and Health
•
Nutrients
•
Factors affecting nutritional well being
•
Nutritional Problems and their consequences
•
Malnutrition
•
Under nutrition
•
Over nutrition
•
Hygiene and Sanitation
•
Personal Hygiene
•
Environmental Hygiene
•
Food Hygiene
•
Water Safety – Qualities of potable water, methods of water purification (Boiling, chlorine, storage and electric filter, RO)
B.
RESOURCES AVAILABILITY AND MANAGEMENT
•
Time Management
•
Definition of time plan
•
How good is your time management?
•
Steps in making time and activity plan
•
Tips for effective time management
•
Tools in time management (Peak load period, Work curve, Rest /break periods, Work simplification)
•
Space Management
•
Space and the home
•
Principles of space planning
UNIT IV: CHILDHOOD
The theme of this unit is ‘Childhood’. You may wonder why did the book address the adolescent years first and childhood later. Well, it is because if you as an adolescent understand issues about yourself first, it would be easier to grasp the issues that are concerned with the stage of childhood, and later with adulthood. In this unit you will be studying about, critical concerns of children about their health, nutrition, education and clothing. As we would like children with disabilities to be an inclusive part of our society, the chapters provide us important information on their needs and ways to meet them.
CHAPTER: NUTRITION, HEALTH AND WELL-BEING
•
Introduction
•
Nutrition, Health and Well-being during infancy (birth – 12 months)
•
Nutrition, Health and well-being of preschool children (1-6 years)
•
Nutritional needs of preschool children
•
Guidelines for healthy eating for preschoolers
•
Planning balanced meals for preschool children
•
Some examples of low-cost snacks
•
Feeding children with specific needs
•
Immunization
•
Nutrition, Health and well-being of school-age children (7-12 years)
•
Nutritional requirements of school children
•
Planning diets for school-age children
•
Factors that influence diet intake of preschool-age and school- age children
•
Healthy habits
•
Health and nutrition issues of school age children
CHAPTER: OUR APPAREL
•
Clothing functions and the selection of clothes
•
Factors influencing clothing selection
•
Age
•
Climate and season
•
Occasion
•
Fashion
•
Income
•
Understanding children’s basic clothing needs
•
Clothing requirements at different childhood stages
•
Infancy (birth to six months)
•
Creeping age (6 months to one year)
•
Toddlerhood (1-2 years)
•
Preschool age (2-6 years)
•
Elementary school years (5-11 years)
•
Adolescents (11-19 years)
•
Clothes for children with special needs
UNIT V: ADULTHOOD
With the advent of adulthood, the adolescent passes through the portals of what may be termed as the “real world”. One enters the world of higher education, work, and marriage, and gets involved in establishing one’s own family. Hence responsibilities of the individual increase manifold. In this unit you will learn about the major factors that play a role in determining the quality of adult life, these being, financial planning and management, maintenance of fabrics and apparel that one uses personally as well as in the home.
CHAPTER: FINANCIAL MANAGEMENT AND PLANNING
•
Introduction-Financial Management, Financial Planning
•
Management
•
Family Income
•
Money income
•
Real income: Direct and Indirect income
•
Psychic income
•
Income management
•
Budget
•
Steps in making budget
•
Advantages of planning family budgets
•
Control in money management
•
Savings
•
Investment
•
Principles underlying sound investments
•
Savings and investment avenues
•
Credit
•
Need of credit
•
4C‟s of credit: character, capacity, capital means, collateral
CHAPTER: CARE AND MAINTENANCE OF FABRICS
•
Introduction
•
Mending
•
Laundering
•
Stain removal
•
Techniques of stain removal
•
Reagent for stain removal
•
Common stains and method of removing
•
Removal of dirt: the cleaning process
•
Soaps and detergents
•
Methods of washing: friction, kneading & squeezing, suction, washing by machine
•
Finishing
•
Blues and optical brighteners
•
Starches and stiffening agents
•
Ironing
•
Dry cleaning
•
Storage of textile products
•
Factors affecting fabric care
•
Care label
NOTE:
•
Wherever required latest data/figures to be used.
•
Latest RDA’s to be used.
PRACTICALS
1.
Understanding oneself with reference to:
a)
Physical development in terms of age, height, weight, hip and chest circumference.
b)
Sexual maturity (Age at menarche, Development of breasts: girls), (Growth of beard, change in voice: boys).
2.
Observe developmental norms: (Physical, Motor, Language, Social and Emotional) birth to three years.
3.
List and discuss 4-5 areas of agreement and disagreement with-
a)
Mother
b)
Father
c)
Siblings / Friends
d)
Teacher
4.
a)
Record own diet for a day.
b)
Evaluate qualitatively for adequacy.
5.
Preparation of different healthy snacks for an adolescent.
6.
a)
Record one day’s activities relating to time use and work.
b)
Prepare a time plan for yourself.
7.
Plan a budget for a given situation/purpose.
8.
a)
Record the fabrics and apparel used in a day.
b)
Categorize them according to functionality.
9.
Relationship of fibre properties to their usage:
a)
Thermal property and flammability
b)
Moisture absorbency and comfort
10.
a)
Analyze label of any one garment with respect to: Clarity, fibre content, size and care instructions.
b)
Prepare one care label of any garment.
c)
Analyze two different fabric samples for colour fastness.
SCHEME FOR PRACTICAL EXAMINATION
M.M-30
S.No.
QUESTIONS
MARKS
1.
Observe developmental norms:(Physical, Motor, Language and social emotional) birth to three years.
OR
List and discuss 4-5 areas of agreement and disagreement with:
a)
Mother
b)
Father
c)
Siblings/Friends
d)
Teacher
5
2.
Preparation of healthy snacks for an adolescent.
7
3.
Plan a budget for a given situation/purpose.
3
4.
Prepare a time plan for yourself.
3
5.
Relationship of fibre properties to their usage:
a)
Thermal property and flammability
b)
Moisture absorbency and comfort
OR
Prepare one care label of any garment
5
6.
File Work
5
7.
Viva
2
TOTAL
30
Prescribed textbook:
Human Ecology and Family Sciences (For class XI): Part I and Part II
QUESTION PAPER DESIGN
TIME: 3 HOURS
Max. Marks: 70
S.No.
Typology of Questions
Total Marks
% Weightage
1.
Knowledge and Understanding based questions (terms, concepts, principles or theories; Identify, define, or recite, interpret, compare, contrast, explain, paraphrase, information)
28
40%
2.
Application based questions (Use abstract information in concrete situation, to apply knowledge to new situations or / and use given content to interpret a situation, provide an example, or solve a problem)
21
30
3.
High Order (Formulation, Analysis, Evaluation and Creativity) based questions (Appraise, judge, and /or justify the value or worth of a decision or outcome, or to predict outcomes, classify, compare, contrast, or differentiate between different pieces or integrate unique piece of information from a variety of sources)
21
30%
Total
70
100
NOTE: Internal Choice of 30% will be given
Easy- 20%
Average- 60%
Difficult- 20%