GSEB Std 10th and 12th Board Exam Time Table 2021 PDF Declared
Gujarat Board of Secondary Education published the latest notification for the Std 10th and 12th Board Exam Time Table 2021. Central Board of Secondary Education (GSEB) published this board exam timetable 2021 on their official site. Students who are waiting for the Std. 10th or Std. 12th board exam timetable, they are view their timetable via link below.
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The timetable of the long awaited students of Std. 10 and 12 board exams has been announced. The board exams of Std. 10 and 12 will start from May 10. It is important to note that standard 10 and 12 schools have started from January 11. Gujarat Board has announced the schedule of Std. 10 and Std. 12 examinations. Standard 10 and 12 examinations are starting from 10th May. The exams will run till May 25.
Exam time will be from 3 pm to 6.30 pm. Earlier, due to the Koro epidemic, a 30 per cent cut was made in the syllabus in the interest of the students. As a result, students are now focusing on 70 percent of the curriculum. Objective questions in Std-9 and Std-11 and Std-12 general stream question papers with Std-9 to 10 are 30% instead of 20%. In the academic year 2020-21, the curriculum for Std-9 to 12 has been reduced by 30%. While in Std-9,10,11 and 12 general stream the proportion of objective questions in question papers has been increased from 20% to 30%.
The question paper of Std-12 Science stream has 50% multiple choice questions and 50% descriptive questions. Descriptive questions in Std. 9th to 12th are given general option instead of internal option. While in Std-12 Science, the proportion of 50 per cent MCQ and 50 per cent descriptive type questions in the question papers remained the same as before.
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GSEB Std 10th & 12th Date Sheet For Board Examination 2021 :
Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena.
In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts.
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In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas.
It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.
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Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.
Important Links:-
10th & 12th Timetable:Click Here
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SSC/HSC BOARD Time Table
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