CBSE Class 11 Knowledge Traditions and Practices of India Syllabus for academic session 2026-27
This page contains the CBSE Class 11 Knowledge Traditions and Practices of India syllabus for the academic session 2026-27, as prescribed by CBSE curriculum.
RATIONALE
In a country like India which is rich in cultural heritage, diversity and an enviable uniqueness gives each citizen the sense of belonging. Focusing on the rich traditions and practices will undoubtedly lead to help students connect with their roots and take pride in their rich and unique culture. A focused study on the Knowledge, Traditions and Practices in India can engender a sense of belonging.
The study can range from exploration of our ancient texts, books and poems written by great authors, paintings, architecture, festivals and traditions, songs and music and many such aspects that are unique to each local setting,
Thus the KTPI course has immense scope for this exploration and discussion in classrooms, thereby strengthening the much needed 21st Century Skills of Collaboration, Effective communication, Creative thinking, Lateral and Critical thinking, use of appropriate information, media and technology, strengthening flexibility skills, leadership skills, Initiative taking skills, Productivity skills, Social and emotional skills besides a host of other skills that would serve to develop a wholesome personality.
The NEP 2020, emphasizes on these aspects too: Para 4.27 of National Education Policy (NEP) 2020 refers to the traditional knowledge of India that is both sustainable and strives for the welfare of all. In order to become the Knowledge power in this century, it is imperative that we understand our heritage and teach the world the ‘Indian way’ of doing things.
The knowledge traditions of India are continuous and cumulative. They are textual and exegetical traditions in different areas of thought and experience: philosophy, medicine, grammar, architecture, geography, literary theory, polity and political economy, logic, astronomy and mathematics, military science, metallurgy, agriculture, mining and gemology, and shipbuilding, among others. Concepts and technical vocabularies of these traditions are still a part of the thinking and the languages of modern India.
The course concepts will broadly focus on the following outcomes in our students:
1.
Help to develop a positive sense of self identity
2.
Develop respect for self and others
3.
Nurture tolerance for all cultures and differences
4.
Reinforce values that are integral to every personality
5.
Create responsibility and empowerment to preserve our rich cultural heritage
AIMS AND OBJECTIVES OF THE COURSE
Students will be able to:
•
develop a better appreciation and understanding of the Knowledge Traditions and Practices of India (KTPI)
•
analyze many contemporary questions and issues that arise in related disciplines.
•
Relate KTPI in their local contexts
•
Relate KTPI to scientific explanations/ reasoning: develop critical analytical abilities by exploring primary texts/various local resources (interpret /infer/ suggest/propose/alternatives)
•
connect the textual materials to actual, local contexts by comparing and contrasting information
•
Infer on the rich diversity of the nation by interpreting and analyzing different kinds of practices and beliefs
•
explore the contribution of Indian minds in various fields.
•
Develop a global perspective on various disciplines
•
Examine the course materials for varied career options
COURSE STRUCTURE
Chapter No.
Chapter Name
No. of Periods
Weightage allotted
Marks allocated (70)
1.
Astronomy in India
25
19%
13
2.
Chemistry in India
For internal assessment only
3.
Indian literature part I – introduction of Indian literature
28
21%
15
4.
Indian philosophical systems
27
20%
14
5.
Indian Traditional Knowledge on Environmental Conservation
For internal assessment only
6.
Life sciences (1): Ayurveda for life, health and well-being
Written
29
21%
15
7.
Life sciences (2): the historical evolution of medical tradition in ancient India
Written
25
19%
13
8.
Mathematics in India
For internal assessment only
9.
Theatre and Drama in India
For internal assessment only
Total
134
100
70
COURSE CONTENT
Chapter 1: Astronomy in India
Specific Learning Objectives:
•
Examine the main characteristics of Indian Astronomy from their historical perspective
•
research and present how the subject of Astronomy had a profound impact on humans especially in ancient India
•
Investigate and concur on methods used in ancient astronomy to infer on the astronomical predictions that are validated even today
•
Research and relate methods used in ancient astronomy with modern methods of astronomical predications/events by modern scientists
Teaching Learning Process:
•
Textual reading and presenting a summary by way of Graphic Organizers
•
Presenting their learning/ discussions through debates
•
Examine case studies and interpret the data/ information given and infer therein
•
Use varied pedagogical learning structures like story telling/role play/arts integration/
•
Reflective practices (3-2-1)
•
Discussion (student led) on comparing and contrasting ancient versus modern methods used in astronomy
Learning Outcomes with specific Competencies:
Students will be able to:
•
summarize the beginnings of the Indian Astronomy
•
analyse the method of reading the Indian calendar/ Panchangam, Indian dates, each day’s nakshatra etc. And infer on their perfection of timings with reference to celestial occurrences like eclipses/ full moon/new moon and so on
•
examine and Identify some of the nakshatras correlating the constellations on a clear night sky.
•
Compare and contrast the Indian 12 Rishis and European Usi zodiac signs and summarize the commonalities and differences if any
•
Identify /locate some of the architectural marvels based on astronomical importance like Jantar Mantar and others
•
present views on the ancient and modern methods of astronomical predictions
Chapter 2: Architecture: A Survey
Specific Learning Objectives
For Internal assessment only
Teaching Learning Process
Refer Course Structure
Chapter 3: Indian literature part I – introduction of Indian literature
Specific Learning Objectives
•
to re-connect the young minds with the large body of intellectual activity that has always happened in India
•
to relate the knowledge available to the contemporary life, theories and practices.
•
to develop, wherever feasible, a comparative view on a level ground of the contemporary Western ideas and the Indian theories and practices.
•
to extend students’ horizons beyond what is presented or is available and contemplate on possible new meanings, extensions and uses of the ideas.
Teaching Learning Process
•
Students will read different genres of Indian literature available in translated versions in English -a class discussion will take place where they examine the author’s intent/ story setting/cultural settings/characters analysis /values and attitudes exposed through the reading
•
Students will examine the case studies in the text/have discussions/analyse and infer based on their readings
•
Group work -to enhance collaboration/ effective communication /critical thinking
•
Presentation through pedagogical techniques: role play/ arts integration (any form) story telling/ panel discussion/ meet the authors/ and so on
•
Reflective writing after the session -Log books
Learning Outcomes with specific Competencies
•
Compare and contrast different genres in Indian literature
•
Critique the author’s style/ story.
•
Cite specific examples of Indian cultural heritage being expressed in the books
•
Students will create products to demonstrate their appreciation for Indian Literature by expressing through different modes like a Journal/ E books/ Newspaper and other related products
•
Analyse the content of literary works and their connection with contemporary issues in society
•
infer how these issues impact our society even today
Chapter 4: Indian philosophical systems
Specific Learning Objectives:
•
identify the direct relationship between philosophy and ordinary day to day life.
•
distinguish between ethics and philosophy/ their intricate links and their significance in our lives
•
Analyse how philosophical systems differ based on the nature of right knowledge.
•
Explore how Indian philosophical systems are essentially democratic by nature
Teaching Learning Process:
•
Students will read and analyse passages on philosophy and present their analyses in modes suggested by the teacher (PPT/ Comic strips/ flow charts)
•
Show understanding of the terms in different systems by using them appropriately in different contexts-through Journal writing/ essays
•
Create and use mind maps to present summary of learning perform role plays of abstract qualities personified to explain the philosophical thought
•
Make presentations on the different philosophers and their contributions
•
Use Venn diagrams to present similarities and dissimilarities on the systems studied
•
Quizzes on various aspects of the chapter that require recall
•
Panel discussions on given topics
•
Role play that simulates the study of philosophy and various systems
Learning Outcomes with specific Competencies:
•
Enlist the 9 systems of philosophy and the key features of each system
•
Evaluate these systems on their application to ordinary or day to day lives of people
•
Express their reflections on ethical goals in western thoughts and Indian thoughts of philosophy
•
Present similarities and dissimilarities of systems
•
present the core ideas of different philosophers
•
Tabulate the practical dimension of Indian philosophy
•
Illustrate how philosophy has true democratization & civilizational value in India
Chapter 5: ndian Traditional Knowledge on Environmental Conservation
Specific Learning Objectives:
•
Internal assessment only
Teaching Learning Process:
Refer Course Structure
Chapter 6: Life sciences ayurveda for life, health and well-being- Part 1
Specific Learning Objectives:
•
examine various aspects of how Ayurveda is a holistic study and practice that balances the inner environment with the external.
•
Appraise the concept of good health according to Ayurveda
•
Explore and verify the role of dietary and behavioral changes in restoring health.
•
Examine how Ayurveda is relevant in modern ailments too
•
Analyse and infer how Ayurveda conforms to the concept of an “Integrative medicine”
Teaching Learning Process:
•
Gather information on common plants within our reach and their medicinal use- with focus on locally available medicinal plants
•
Prepare a recipe that will have at least one medicinal plant among its ingredients.
•
Watch relevant URLs among the internet resources on Ayurveda listed and explain the content.
•
Role play to depict the difference between happy life and a wholesome life
•
Case studies as exploratory projects on interviewing people who have recovered with ayurveda
Learning Outcomes with specific Competencies:
•
List the eight specific factors constituting a balanced diet and discuss how one would improve diet.
•
Describe the Principles of ayurvedic healing
•
Summarize what is the impact of diet and yoga on humans and how it requires to be modified depending on time and place.
•
Present through research that Ayurveda dosage forms as prescribed in texts of Ayurveda- have commonality with Health Information Portability Accountability Act, enforced in countries like USA
•
Discuss and explain the difference between a happy life and a wholesome life
Chapter 7: Life sciences (2): The historical evolution of medical tradition in ancient India
Specific Learning Objectives:
•
understand the key concepts and developments in the evolution of medical tradition in ancient times
•
Examine the historical context of medical tradition in ancient India, including its development, spread, and influence.
•
evaluate the evidence and sources used to study the historical evolution of medical tradition in ancient India and infer therein
•
evaluate the various aspects of the medical tradition in ancient India, such as its practices, beliefs, and treatments.
•
know about the cultural awareness of the medical tradition in ancient India and its impact on society and individuals.
•
examine the historical evolution of medical tradition in ancient India.
•
connect the history of medical tradition in ancient India to other subjects, such as philosophy, religion, and science.
•
develop a respect for diversity by understanding the differences and similarities between the medical traditions of ancient India and other cultures.
Teaching Learning Process:
•
Research based Learning
•
Interviews with Ayurvedic Doctors
•
Group discussions-Like Panel discussions/ Hard Talk.
•
Graphic Organizers-like Flow Charts/ KWL-3-2-1
•
Display charts (arts integration)
•
Story telling
Learning Outcomes with specific Competencies:
•
recall facts about the historical evolution of medical tradition in ancient India and its impact on society and individuals.
•
present the key concepts and developments in the evolution of medical tradition in ancient India.
•
express the historical context of medical tradition in varied formats of presentation
•
summarize the various aspects of the medical tradition in ancient India and its impact on society and individuals.
•
evaluate the evidence and sources used to study the historical evolution of medical tradition in ancient India.
•
review /present views on the cultural awareness of the medical tradition in ancient India and its impact on society and individuals.
•
describe the historical evolution of medical tradition in ancient India through different presentation modes
•
present the link between the history of medical tradition in ancient India with other subjects, such as philosophy, religion, and science
•
express ideas on the unique diversity based on their understanding of the differences and similarities between the medical traditions of ancient India and other cultures.
•
summarize how the 8 branches of Ayurveda are used in the medical field today
Chapter 8: Mathematics in India
Specific Learning Objectives:
For internal Assessment only
Teaching Learning Process:
Refer Course Structure
Chapter 9: Theatre and Drama in India
Specific Learning Objectives:
For internal Assessment only
Teaching Learning Process:
Refer Course Structure
GUIDELINES FOR INTERNAL ASSESSMENT
1
1 Research based Project (2*10) (Term I&II)
20
2
Portfolio
5
3
Viva voce
5
Total
30
CHAPTERS FOR PROJECT WITH GUIDELINES
Chapter No.
Name
Mode of assessment
2
Chemistry in India
Internal
5
Indian Traditional Knowledge on Environmental Conservation
Internal
8
Mathematics in India
Internal
9
Theatre and drama in India
Internal
Guidelines:
1.
Students must do 2 projects (1 PER TERM) out of the topics given under Internal Assessment-and present their work in the form of a Portfolio that includes research and extended learning of this topic
2.
Topics not covered under the 2 Projects must be completed using other forms of Assessment of simple presentations by students-e.g. Debate/ Scrap Book with appropriate captions/ role Play/ panel discussion/ comic strips and other forms of Arts Integration/ speech.
3.
The Rubric given for the Projects need to be adhered to and marks allotted appropriately
4.
As Group work and 21st Century skills are the core focus of Projects -teachers must design projects that lend themselves to Group work and use of the 21st Century skills like collaboration/ creative thinking/ critical thinking and problem solving/effective communication/ leadership/initiative/ productivity /flexibility/ literacy skills of information usage/ media/ technology
5.
Multi-disciplinary or Inter Disciplinary usage is also strongly recommended though not mandatory
ANNEXURE – II
PROJECT REPRESENTATION RUBRIC
4
3
2
1
Accuracy
Information included in the presentation was very researched and accurate
Information was well researched with some inaccuracies
Information was poorly researched with many inaccuracies
No signs of research and highly inaccurate information presented
Visuals
Presentation included extremely helpful and interesting visual aids
Presentation included helpful and interesting visual aids
Presentation included few helpful visual aids
Presentation included no visual aids or inaccurate/ unhelpful aids
Oral Presentation
All members of the group spoke very clearly and concisely, projected voice to the whole room
Most members spoke clearly and concisely, projected voice
Only 1 or 2 members spoke clearly and others spoke unclearly, didn’t seem to know what he or she wanted to say/
Most spoke unclearly, very few students could hear, information was confusing
Creativity
Presentation was incredibly creative, with nice visual aids and interesting language
Presentation was creative and highlighted information in an interesting way
Presentation was uncreative, student showed little effort to make information interesting
Presentation was uninteresting, student read from cue cards or paper the whole time
Grammar/ Spelling
All written information had few to no spelling/ grammar errors
Written information had 1-3 grammar/spelling errors
Written information had 3-5 grammar/spelling errors
Written information had more than 6 grammar/ spelling errors
Collaboration/ group cohesion
There was a clear cohesion /flow in the presentation by all members which indicates good collaboration and planning
Mostly there was a flow-a few gaps -however this did not impact the overall presentation. The group presentation indicated good collaboration
There were many gaps in the flow that indicated issues in the group collaboration-though the overall content was delivered
The members were mostly unclear about their roles and looked to others for continuity-obviously work responsibility was lacking
ANNEXURE – III
TEMPLATE FOR GROUP MEMBERS RESPONSIBILITY
NAMES OF MEMBERS
WORK ALLOTTED