CBSE Class 12 Knowledge Traditions and Practices of India Syllabus for academic session 2026-27
This page contains the CBSE Class 12 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. and Name
No. of periods
Weightage allocated in %
Marks Allocated (70)
1
Agriculture: A Survey
Agriculture: A Survey
22
19
10
2
Architecture: A Survey
Architecture: A Survey
For Internal Assessment Only
3
Dance: A Survey
Dance: A Survey
For Internal Assessment Only
4
Education Systems and Practices: A Survey
Education Systems and Practices: A Survey
24
21
16
5
Ethics: Individual and Social
Ethics: Individual and Social
25
22
17
6
Martial Arts Tradition: A Survey
Martial Arts Tradition: A Survey
22
19
17
7
Language and Grammar
Language and Grammar
For Internal Assessment Only
8
Other Technologies: A Survey
Other Technologies: A Survey
22
19
10
Total
115
100
70
COURSE CONTENT
Chapter 1: Agriculture: A Survey
Specific Learning Objectives:
•
explore the evolution and various developments in the field of agriculture
•
examine the various aspects of agriculture, including its history, practices and compare with the current practices
•
evaluate the data and information related to agriculture and its impact on society and the environment.
•
evaluate the evidence and sources used to study agriculture.
•
connect the relationship between agriculture and the environment including the impact of agriculture on natural resources and the role of sustainable practices in agriculture.
•
relate and connect the study of agriculture to other subjects such as economics, geography, and biology.
•
Examine agricultural practices of the past and present techniques used by farmers
•
develop problem solving skills by analysing and addressing challenges in the field of agriculture.
•
explore the job opportunities and challenges in the agriculture industry and the role of innovation and technology in agriculture.
Teaching Learning Process:
•
Visits to fields/ College of agriculture and discussions with farmers and experts
•
Visit to Seed development centers (if possible)
•
Interviews with farmers /watch YouTube videos on similar interviews
•
Group discussions on recent trends in agriculture /innovation in agriculture
•
Read journals relating to agriculture and its connect to society and present summary
•
Paper presentation / seminar on comparative study of past and present agricultural practices
Learning Outcomes with specific Competencies:
•
elicit the various aspects of agriculture and its impact on society and the environment.
•
demonstrate their understanding of the key concepts and developments in the field of agriculture.
•
enlist and elaborate the current trends and issues in agriculture and the role of technology and innovation in agriculture.
•
analyse and infer from the data and information related to agriculture and its impact on society and the environment.
•
evaluate the evidence and sources used to study agriculture.
•
summarize the relationship between agriculture and the environment, including the impact of agriculture on natural resources and the role of sustainable practices in agriculture.
•
demonstrate the connect of the study of agriculture to other subjects, such as economics, geography and biology.
•
present their understanding of the various aspects of agriculture and its impact on society and the environment through different modes of presentation
•
analyse relevant data and reading materials to elucidate challenges in the field of agriculture.
•
suggest some ways to address these challenges.
Chapter 2: Architecture: A Survey
Internal assessment Refer Course Structure
Chapter 3: Dance: A Survey
Internal assessment Refer Course Structure
Chapter 4: Education Systems and Practices: A Survey
Specific Learning Objectives:
•
examine the goal of Indian educational system of the past and its relevance today
•
Evaluate the community supported education and continuing systems.
•
Examine and analyse the ancient system of education and relevance if any to current trends in schools of today
•
Explore the scope provided for pupils for research based learning in ancient universities versus modern research methods
•
Examine the impact of British rule and educational patterns and impact on Indian society
Teaching Learning Process:
•
Prepare a flowchart to list the four ends of education.
•
Group Discussion on the foundation of learning in ancient India (critically evaluate the bane of rote learning.)
•
Visit various schools/colleges websites and collect information on their vision & mission. Based on this information, prepare own vision & mission statement for any modern Indian school
•
Panel discussion on modern technology in the classroom versus the gurukul and impact therein
•
Create a story board on distinct stages of learning and Guru sishya Parampara
•
Debate on the impact of British rule on Indian educational systems.
Learning Outcomes with specific Competencies:
•
Elucidate the processes used by the guru in the teaching learning transactions in ancient India.
•
Enlist the uniqueness and current relevance of ancient systems of Indian education
•
compare and contrast the Teaching learning processes of the ancient system with the current system
•
describe the distinct stages of learning & teacher-student relationship
•
compare and contrast the same with modern India
•
Organize the evolution and hierarchy of disciplinary formations in ancient Indian education.
•
Enlist various educational reforms of the British
•
enlist the positives and otherwise of the educational reforms of the British rule
Chapter 5: Ethics: Individual and Social
Specific Learning Objectives:
•
Examine the ancient history of thinking about ethics.
•
Analyse the interpersonal and social relations placed in ethical framework
•
Distinguish between individual & social ethics
•
Explore the concept of ‘the Cosmic order’ of the ethical systems of the past and their relevance today
•
Explore the core ideas of the main 7 ancient texts that dealt with ethical issues
Teaching Learning Process:
•
Watch the relevant videos and summarize the learning
•
engage in discussions on related topics on ethics/ relevance today among youth
•
debate on relevance of certain ethical practices even today
•
Prepare a Graphic organizer that represents the essence and impact of the Bhakti movement
•
Enact scenes from the Mahabharat and similar epics to project the relevance of the values even today.
•
Mime a real life situation that relates to ethical practices
Learning Outcomes with specific Competencies:
•
Identify the origin of ethics in religious and philosophical thinking
•
Establish that the four ends of life are the goals needed for fulfilment of human aspirations
•
Prepare a journal of reflection on various schools of ethics
•
describe the core aspects of the ‘cosmic order’ highlighting the relevance to ethical perspectives in youth today
•
Enlist some ancient texts that directly deal with ethical issues
•
apply their reading of ancient texts on ethical issues and their relevance to youth of today
•
compare and contrast Hindu ethical systems with Buddhism/Jainism/Sikhism
Chapter 6: Martial Arts tradition: A survey
Specific Learning Objectives:
•
examine how martial arts is a core element of Health and Physical fitness routines
•
Explore the varied forms of martial arts in India and their usefulness in holistic fitness
•
Analyse and Infer how the practice of martial arts can become a very useful tool of self defence
•
Examine varied martial arts of India and infer how they have modern relevance, and how their principles and techniques can be applied in contemporary contexts such as self-defence, physical fitness, and stress management
•
Examine the five stages of the practice of kalarippayattu and other similar forms of martial arts that lead to body conditioning, flexibility training, basic techniques, advanced techniques, and free-style practice
•
Analyse and infer how these stages build upon each other to develop the physical and mental skills necessary for mastery of the martial art.
Teaching Learning Process:
•
Gallery walk: Reading sources used and presentation of different art forms in charts to summarize each form
•
Watch a video (martial arts in India) https://www.youtube.com/watch?v=NFPus3Vm1TU Create a foldable on each of the martial arts.
Present before a class
•
Experiential learning activity: Invite local artistes to demonstrate some of the local martial arts and practice some basic forms for self defence
•
Reflective Exercises on the impact of exercises on physical fitness and stress management
Learning Outcomes with specific Competencies:
•
Enlist and summarize the varied forms and instruments used in each martial art
•
Infer how the physical fitness programs of the varied martial arts have significant impact on our physical/Mental and spiritual development (holistic development)
•
Demonstrate at least one of the martial arts in their region with the support of local artistes
Chapter 7: Language and Grammar
Internal assessment Refer Course Structure
Chapter 8: Other Technologies: A survey
Specific Learning Objectives:
•
Examine and analyse the historical context and cultural significance of Harappan technologies and their impact on later civilizations.
•
Examine and critically evaluate the art and technology of pottery making from the Harappan era to later civilizations.
•
Examine details of the production and use of glass in ancient cultures and its influence on art, trade, and commerce.
•
Analyse the importance of water management in ancient civilizations and its impact on agriculture, urban development, and the economy.
•
Examine the evolution of textile technology and its role in the production of garments, trade and commerce
•
Analyse writing technologies in ancient civilizations, including the development of scripts, writing materials, and writing tools.
•
Understand the role of gemmology in ancient cultures, including its use in jewellery making and trade.
•
Analyse the production and use of perfumes and cosmetics in ancient civilisations and their cultural significance.
•
Examine the relationship between technology, economic systems, and cultural values in ancient civilizations.
•
Critically examine the evidence and primary sources that provide information on these technologies.
Teaching Learning Process:
•
Research based journal writing on how Harappan technology impacted trade/art/commerce
•
Watch similar videos and write a reflective journey of key points
•
Discussions based on videos regarding the Harappan technologies
•
Presentations-like displays/tableaus/paper presentations/seminars
•
Interviewing Archaeologists (if possible)
•
Booklets
•
Debates
•
Discussions
Learning Outcomes with specific Competencies:
•
Elucidate the historical context and cultural significance of Harappan technologies and their impact on later civilizations.
•
Demonstrate knowledge of the art and technology of pottery making, from the Harappan era to later civilizations.
•
Display familiarity with the production and use of glass in ancient cultures and its influence on art, trade, and commerce.
•
Analyse the importance of water management in ancient civilizations and its impact on agriculture, urban development and the economy.
•
Evaluate the evolution of textile technology and its role in the production of garments, trade and commerce.
•
Compare and contrast writing technologies in ancient civilizations, including the development of scripts, writing materials and writing tools with modern tools of today
•
Elucidate the role of gemmology in ancient cultures, including its use in jewellery making and trade.
•
Evaluate the production and use of perfumes and cosmetics in ancient civilizations and their cultural significance.
•
Compare and contrast the relationship between technology, economic systems, and cultural values in ancient civilizations.
•
Summarize the evidence of primary sources that provide information on these technologies.
•
Apply knowledge of these technologies to broader historical and cultural contexts.
ASSESSMENT SCHEME – COMPETENCY WISE BREAK UP
TAXONOMY/ WEIGHTAGE/NUMBER OF QUESTIONS
Question Type
Knowledge/ Understanding(A)
Application (B)
Higher Order Thinking Skills ANA/ Synthesis (C)
Higher Order Thinking Skills Evaluation (D)
Total Marks
Multiple Choice Questions (1 Mark)
5 Questions
5 Marks
5 Marks
3 Questions
3 Marks
3 Marks
5 Questions
5 Marks
5 Marks
3 Questions
3 Marks
3 Marks
16
Short Answers (2 Marks)
2 Questions
4 Marks
4 Marks
2 Questions
4 Marks
4 Marks
2 Questions
4 Marks
4 Marks
1 Question
2 Marks
2 Marks
14
Case Studies (5 Marks)
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
20
Descriptive Answers (5 Marks)
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
1 Question
5 Marks
5 Marks
20
TOTAL
19
17
19
15
70
TOPIC WISE WEIGHTAGE
Chapter
Chapter wise marks allocated
Type A
Type B
Type C
Type D
1: Agriculture – a survey
10
3
1
1
5
4: Educational Practices & systems
16
6
6
3
1
5: Ethics
17
3
5
8
1
6: Martial arts
17
6
3
6
2
8: Other Technologies
10
1
2
1
6
TOTAL
70
19
17
19
15
GUIDELINES FOR INTERNAL ASSESSMENT
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. and Name
Mode of assessment
Guide lines for Project
Rubrics
Ch. 2: Architecture: A Survey
Internal
Ch.3: Dance: A Survey
Internal
Ch. 7: Language and Grammar
Internal
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