The NCERT Grade 9 Draft Syllabus (Secondary Stage – Phase I), aligned with NEP 2020 and NCF-SE 2023, introduces a competency-based curriculum focused on conceptual understanding, experiential learning, and holistic assessment.
It shifts education from rote learning to critical thinking and interdisciplinary learning.
The framework includes key curricular areas and integrates Vocational Education, Arts Education, Physical Education and Well-being, and Individuals in Society, promoting multidisciplinary and skill-based learning.
It also embeds Indian Knowledge Systems (IKS), inclusion, and educational technology across subjects.
Overall, the syllabus supports the NEP vision of holistic development, practical skills, and future-ready learners.
The New Syllabus Class 9 Secondary Stage Part 3 Phase 1 is divided into 4 parts
- Vocational Education
- Physical Education and Well-being
- Arts Education
- Individuals in Society
1. Vocational Education
Introduction to Vocational Area
Work with Life Forms
| Themes | Theme Outlines / Key Concepts |
|---|---|
| Introduction to Vocational Area (Suggestive Instructional Hours: 10 hours) | • Understanding the vocational area — contribution, livelihood ecosystems, value chains, employment opportunities • Conditions for plant growth under different geographical conditions • Using meteorological data from a DIY observatory • Testing input materials and making amendments • Quality criteria • Selection of work on the basis of guidelines |
| Vocation-specific themes (Suggestive Instructional Hours: 26 hours) | • Site visit • Developing process chart • Tools and materials: use, storage, safety protocols • Preparation of soil or growing medium, or shelter (as relevant) • Layout of space or shelter • Initiating and nurturing growth • Using nutrient supplement • Protection: pest control, managing disease, physical protection • Meeting water requirements • Harvesting: tools and processes • Layout of space for growing plants • Monitoring and supporting growth • Maintaining records related to costs, and growth and development • Safety protocols related to handling tools and performing tasks • Segregation and disposal of waste • Applying learning outside school setting |
Work with Machines and Materials
| Themes | Theme Outlines / Key Concepts |
|---|---|
| Introduction to Vocational Area (Suggestive Instructional Hours: 10 hours) | • Understanding the vocational area — contribution, livelihood ecosystems, value chains, and employment opportunities • Properties of materials (wood, plastic, metal, clay, leather, etc.) • Introduction to technical or engineering drawing • Measurement based on technical or engineering drawing • Selection of materials and products to be developed based on the guidelines (including properties of materials) • Selection of work on the basis of guidelines • Quality criteria |
| Vocation-specific themes (Suggestive Instructional Hours: 26 hours) | • Site visit • Developing process chart • Tools and materials: use, storage, safety protocols • Measurement using appropriate tools and instruments • Preparation of materials or components • Layout and marking based on drawing or design • Cutting, shaping, joining, fitting, assembling using appropriate tools and materials • Testing and finishing of the product • Monitoring quality during the process • Maintaining records related to materials, tools, time, and cost • Safety protocols related to handling tools, materials, and machines • Segregation and disposal of waste • Applying learning outside school setting |
Work in Human Services
| Themes | Theme Outlines / Key Concepts |
|---|---|
| Introduction to Vocational Area (Suggestive Instructional Hours: 10 hours) | • Understanding the vocational area — contribution, livelihood ecosystems, value chains, and employment opportunities • Understanding needs and requirements of people in different contexts • Communication skills and interaction with people • Selection of work on the basis of guidelines • Quality criteria |
| Vocation-specific themes (Suggestive Instructional Hours: 26 hours) | • Site visit • Developing process chart • Tools and materials: use, storage, safety protocols • Understanding service requirements and expectations • Planning and organising service activities • Communicating information clearly and appropriately • Delivering services as per requirements • Monitoring service quality and responding to feedback • Maintaining records related to time, resources, and cost • Safety protocols related to performing tasks and interacting with people • Segregation and disposal of waste (if applicable) • Applying learning outside school setting |
2. Physical Education and Well-being
| Units (T: Theory, P: Practical) | Unit Outline / Key Concepts |
|---|---|
| Unit 1 – Development of Physical Culture in India (4 Hours — T: 4 hrs) | • Definition, Meaning, Aims and Objectives of Physical Education • History and Culture of Physical Education and Sports in India • Introduction to Physical Literacy • Career Prospects |
| Unit 2 – Health, Fitness and Wellness (6 Hours — T: 2 hrs, P: 4 hrs) | • Meaning and Difference Between Health, Physical Fitness and Wellness • Components of Health-related Fitness • Components of Skills-related Fitness • Dimensions of Wellness • First-Aid, Basic Life Skills (BLS) and CPR |
| Unit 3 – Sciences and Sports (10 Hours — T: 6 hrs, P: 4 hrs) | • Introduction to Body Systems • Skeletal System: Types of Bones, Major Joints, and Functions in Movement • Muscular System: Voluntary and Involuntary Muscles • Introduction to Circulatory and Respiratory Systems during Exercise • Growth and Development |
| Unit 4 – Technology Integration (4 Hours — T: 1 hr, P: 3 hrs) | • Digital Literacy: Do’s and Don’ts, Data Handling and Interpreting Results • Application of Technology in Sports • Wearables in Sports Competitions, Trainings and Projects |
| Unit 5 – Sports for All (6 Hours — T: 3 hrs, P: 3 hrs) | • Meaning of Inclusiveness in Physical Education and Sports • Introduction to Disability and Types (intellectual, physical, sensory) • Disability Etiquette and STEP Model • Women’s Participation in Sports • Master Athlete • Community Sports and Khelo India Movement and Fit India |
| Unit 6 – Olympic Movement (6 Hours — T: 2 hrs, P: 4 hrs) | • Olympism: Concept and Olympic Values (Excellence, Friendship and Respect) • Olympic Value Education: Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, Balance Among Body, Will and Mind • Ancient and Modern Olympics • Olympics: Symbols, Motto, Flag, Oath, and Anthem |
| Unit 7 – Yoga (14 Hours — T: 3 hrs, P: 11 hrs) | • Yoga for Holistic Health and Well-being • Yoga for Health • Adolescent Age and Hormonal Balance • Yoga for Personal Excellence • Memory and Concentration • Willpower and Self-Confidence / Self-Esteem • Leadership and Responsibility • Creativity and Critical Thinking |
| Unit 8 – Sports (40 Hours — P: 40 hrs) | • Hockey • Basketball • Judo • Wrestling • Kalaripayattu • Thang Ta • Gatka • Malkambh • Swimming • Archery • Taekwondo • Cricket • Gymnastic • Yogasana |
3. Arts Education
| Themes / Concepts (Suggestive Instructional Hours) | Chapter Outlines / Key Concepts |
|---|---|
| History of Arts (Common Chapter for all four Art forms) (30 hours) | Common History chapter bringing together all art forms • Time period covers the prehistoric period to the late 11th century CE. • Tangible and intangible cultural heritage. • Storytelling traditions from across India. • Chronology of important milestones across all art forms. • Ancient texts and literary sources that have guided Indian Arts Traditions. • Geographical, socio-cultural and political influences on art practices. • Art from around the world that shows parallel development and cross-cultural influences. • Continuity of historical art traditions and connections with present times. |
| Visual Arts – Exploration of Materials and Methods (7.5 hours / 9 periods) | • Introduction to commonly used materials, mediums and tools in visual arts. • Care, maintenance and storage of art materials and tools. • Exploration of sculptural and handcraft traditions in India. • Gather information on an Indian handcraft tradition. • Create three-dimensional artworks using techniques such as clay relief, bamboo craft, fabric toys, papier-mâché, jute or fibre crafts. • Colour theory — colour wheel, tints, shades, tones, complementary and analogous colours. • Perspective — introduction to linear and aerial perspective and creating artwork using perspective. |
| Visual Arts – Creative Composition (5 hours / 6 periods) | • Introduction to composition. • Realistic composition. • Abstract composition. |
| Visual Arts – Visual Arts Branches (1.6 hours / 2 periods) | • Introduction to branches of visual arts: painting, sculpture, printmaking, applied art and design disciplines, heritage crafts. |
| Music – Music, Me and Us (5.8 hours / 7 periods) | • Active listening to different genres of music. • Identifying characteristics of musical genres. • Music as personal expression and mood connections with navarasa. • Themes in folk music and understanding regional cultures. • Writing lyrics or composing music expressing family or community traditions. • Maintaining a journal of listening and creative activities. |
| Music – The Science of Music (5 hours / 6 periods) | • Relationship between physics and music (sound, vibration and frequency). • Experiments with strings to understand sound frequency. • Biology of music — anatomy and physiology of the human vocal system. • Breathing exercises and vocal warm-ups. • Mathematics in music — rhythmic patterns and tala structures. • Recitation of konnakol patterns demonstrating rhythmic structures. |
| Music – Ragas and Talas (9 hours / 10.8 periods) | • Revisiting basic elements and swarasthanas of Indian classical music. • Raga classification systems. • Raga jaatis — audava, shadava and sampoorna. |
| Music – Collaborations and Impact of Indian Music Around the World (5 hours / 6 periods) | • Influence of migration and cultural exchange on music traditions. • Global music forms influenced by Indian traditions (e.g., Chutney, UK Bhangra). • Creating a memory box of songs representing family or community memory. • Families of musical instruments across cultures. • Studying similarities and differences in the structure and sound of instruments. |
| Theatre – Create Your Theatre Company / Research in Theatre (5 hours / 6 periods) | • Creating a theatre company and understanding teamwork. • Developing a team vision, name and logo. • Research in theatre and selecting a topic in dramatic arts. • Using research tools and interviewing theatre practitioners. |
| Theatre – Lighting and Sound / Basic Concepts of Design (3.2 hours / 4 periods) | • Importance of lighting and sound in theatre. • Lighting equipment — par-can, profile, fresnel lens, patch panel and dimmer. • Sound equipment — microphones, amplifiers and speakers. • Role of lighting and sound in creating mood and emotional tone in scenes. |
| Theatre – Direction and Acting (6 hours / 7 periods) | • Introduction to directing techniques and responsibilities of a director. • Visualising and designing a scene. • Styles and approaches to direction. • Schools of acting in Indian and Western theatre traditions. • Facilitating workshops and collaborative leadership in theatre. |
| Dance and Movement – Dance: A Journey from Concept to Creation (5 hours / 6 periods) | 4.1 Choreography — rhythm and tempo, distance and space • Create and perform a short choreography incorporating concepts of space, direction, rhythm and abhinaya. 4.2 Well-being through movement • Discuss the physical, mental and emotional well-being through movement. |
4. Individuals in Society
The syllabus of ‘Individuals in Society’
will be published soon.
