KENDRIYA VIDYALAYA

SANGATHAN
(MUMBAI REGION)

BRIDGE COURSE
(21 Days)
For Class 12th
SUBJECT: ECONOMICS
(For Commerce & Humanities)

(Academic Year 2024-2025)

Instructions for Students
Dear students, this Bridge Course has been prepared for you with the
objective of reviewing the previous year's syllabus at the beginning of the
present academic year and helping youu to prepare for this year's syllabus.
1. The bridge course to lasts for a total of 21 days and consists of
three tests after a certain period of time.
2. Thebridgecoursewillhelpyoutounderstandexactlywhatyouhavelearnedi
nthe previous academicyearandto understandthecurriculumforthenext
class.
3. Thisbridgecourseshouldbestudiedonaday-to-daybasis.
4. It consists of day-to-day worksheets. You are expected to solve the
worksheet onyourownasperthe givenplan.
5. Seekthehelpofateacher,parentorsiblingsifyouhavedifficultysolvin
gtheworksheet.
6. Solvethetestsprovidedalongwithasplanned.
7. Getitcheckedwiththe teacheraftercompletingthetest.
8. Seekthehelpofteachers tounderstandthepartthatisnotunderstoodor
seemsdifficult.
Instructions for Teachers

Various efforts have been made by the teachers in the last two academic
year to impart education to the students through online mode. Accordingly, the
Bridge Course has been preparedwith the dual objective of reviewing the studies
done by the students in the previousacademic year and helping them to learn the
curriculum of the present class in thisacademic year.
1. The bridge course to lasts for a total of 21 days and consists of three
tests after a certain period of time.
2. Thebridgecourseisbasedonthesyllabusofpreviousclassandisalinkbetweent
hesyllabiof previousandthecurrentclass.
3. Thisbridgecoursehas to be prepared
classwiseandsubjectwise.Itisrelatedtothelearning outcomes and basic
competencies of the previous class’ textbook and isbased
onitscomponents.
4. The bridge course includes component and sub-component wise
worksheets.
Theseworksheetsaregenerallybasedonlearningoutcomesandbasiccompete
ncies.
5. Thestructureoftheworksheetisgenerallyasfollows.
Part One - Learning Outcomes/Competency Statements.
PartTwo-Instructionsforteachers
PartThree-Instructionsfor Students
PartFour-LearningActivity
Part Five - Solved Activity
Part Six–Practice
Part Seven - Extension Activity/Parallel Activity/Reinforcement
PartEight–Evaluation
6. This bridge course will be very important from the point of view to revise
and reinforce the learning of the students from the previous class and pave
the way tomake theirlearning happen in the next class.
7. Teachers should help their children to complete this bridge course as per day
wise plan.
8. Teachers should pay attention to the fact that the student will solve each
worksheet on his/her own, help them wherever necessary.
9. The teacher should conduct the tests of the students after the stipulated time
period, assess the test papers and keep a record of the same.
10. Having checked the test papers, teachers should provide additional
supplementary help to the students who are lagged behind.
BRIDGE COURSE FOR CLASS XII
Subject: Economics

DESIGN & LAYOUT

The module will be prepared by taking into consideration the following parameters:
1) Identification of learning gaps – Student’s point of view
2) Identification of learning outcomes – Teacher’s point of view
3) Module will be prepared concept wise/skill wise/competency wise.
4) Core concepts from syllabus of previous class of each chapter will be taken and
linked with the present class.
5) The module will be prepared for 3 weeks duration.
6) After every week one test will be taken to analyses the progress of the students.
7) Day to day worksheets can be prepared by the subject teachers and to get it solved.
8) Example of day to day work to be done by the teacher is given below:
KENDRIYA VIDYALAYA SANGATHAN
MUMBAI REGION

BRIDGE COURSE
FOR CLASS: XII
SUB: ECONOMICS
(ON THE BASIS OF SYLLABUS OF
ECONOMICS OF CLASS XI)
DAY - 1

TOPIC: The Meaning of Economics

SUB TOPIC: Microeconomics

Learning Outcomes:
• To know the meaning of Economics.
• To identify the problem of scarcity.
• To know the central problems of an economy.

Teacher’s Activities:
• Teacher must explain the meaning of economics with the help of picture / video / chart
etc.
• Teacher must ask the students to identify different things which are scarce.
• Enlisting different things needed by the people.
• Teacher will explain different central problems of an economy.
• Teacher will ask the students the features resources and its availability with the different
people.
Students’ Activities:
• Students will tell the different things needed for living.
• Students will tell the different features of resources and its availability.
• Students will tell the different problems faced by the economies.

Assessment:
1. Make a list of different thing needed for life.
2. What do you mean by scarcity?
3. Write some examples of the resources which are scarce.
4. Who have to face the central problems of an economy?
DAY - 2

TOPIC: Introduction to microeconomics

SUB TOPIC: Production possibility Curve

Learning Outcomes:
• To know the production possibility.
• To ascertain the importance of production possibility curve.

Teacher’s Activities:

• Teacher must explain the production possibilities of two goods.

• Teacher must ask the students to give the examples of goods which can produced with
the given resources.
• Teacher will explain the students the concept of PPC with the help of diagram.
• Teacher will ask the students that when PPC can be shifted towards right or left.

Students’ Activities:

• Students will give the examples of different can be produced with given resources.
• Students will tell why the shape of PPC is concave.
• Students will tell the reasons behind the concave shape of PPC.
• Students will write the features of PPC.

Assessment:

1. Meaning of PPC.
2. How is the PPC important to the Producers?
3. What is the features of PPC?
4. Explain when PPC can be shifted towards right or left.
5. Giving some examples which will or will not affect PPC.
DAY - 3

TOPIC: Consumer’s Behaviour

SUB TOPIC: Utility

Learning Outcomes:
• To know the meaning utility.
• To know the importance of utility.
• To know the essentials of utility in consumer’s behaviour.

Teacher’s Activities:

• Teacher must ask the students different examples of goods which have utility.
• Teacher will explain the meaning of types of utility with numerical example.
• Teacher will the law of diminishing marginal utility.

Students’ Activities:

• Students will tell different examples of goods which have utility.

• Students will complete the table of finding different types of utility.
• Students will draw the diagram showing the law of diminishing marginal utility

Assessment:

1. Give three examples of goods having utility.

2. What do you mean by utility?
3. What are the different types of utility? Explain it.
4. Explain the law of diminishing marginal utility with schedule and diagram.
DAY - 4

TOPIC: Demand
SUB TOPIC: Concept of demand

Learning Outcomes:
• To know about the demand.
• To know the importance of law of demand.
• To know the meaning individual demand and market demand.
Teacher’s Activities:

• Teacher must ask the students that what demand is.

• Teacher will explain the meaning of demand, individual demand and market demand.
• Teacher will explain the law of demand with the help of schedule and diagram.
• Teacher will explain the students how market demand is derived from individual
demand curves.

Students’ Activities:
• Students will tell what the demand is.
• Students will tell the meaning demand, individual demand and market demand.
• Students will draw the diagram showing law of demand.
• Students will complete the table deriving market demand from individual demands.

Assessment:
1. Give the meaning of demand?
2. Explain the law of demand with the help of a schedule and diagram.
3. How market demand curve is derived from individual demand curves?
4. Why demand curve is negatively sloped?
DAY - 5

TOPIC: Demand
SUB TOPIC: Elasticity of demand

Learning Outcomes:
• To know about the concept of elasticity of demand.
• To know degrees of elasticity of demand.
• To understand the importance of elasticity of demand in general life.

Teacher’s Activities:
• Teacher will explain the meaning of elasticity of demand.
• Teacher will explain the different degrees of elasticity of demand.
• Teacher will explain the basis of different degrees of elasticity of demand.
• Teacher will explain how the elasticity of demand calculated numerically is.
• Teacher will ask the students which social groups of the people have the elasticity
different for a particular commodity.

Students’ Activities:

• Students will tell the meaning of elasticity of demand.

• Students will draw the diagrams of different degrees of elasticity of demand.
• Students will tell the social groups of people are poor have different elasticity different
for a particular commodity.

Assessment:

1. What do you mean by elasticity of demand?

2. Draw the diagrams for different degrees of elasticity of demand.
3. Why the elasticity of demand is less for essential goods and more for luxurious goods?
4. Why there is more calorie requirement for the rural people than in urban people?
DAY - 6

TOPIC: Production Function

SUB TOPIC: Total, Average and Marginal Product

Learning Outcomes:
• To know about the production function.
• To know the types of product.
• To understand the meaning of short run production function.

Teacher’s Activities:
• Teacher will explain the meaning of production function to the students.
• Teacher will explain the meaning of total product, average product and marginal product.
• Explaining the concepts of product with the table.
• Teacher will explain the concept of short run production function and law of variable
proportions.

Students’ Activities:

• As per pre-knowledge, students will tell the meaning of production.

• Students will complete the table calculating total product, average product and marginal
product.
• After explanation given by the teacher, students will the meaning of short run production
function.

Assessment:
1. What do you mean by production?
2. Explain the concepts of total, average and marginal product with the help of a schedule
and diagram.
3. What are the factors in short run production function? Explain it.
4. Explain the law of variable proportions.

The test must be conducted at the end of Day-6 on the basis of syllabus
taught from Day-1 to Day-6.
DAY - 7

TOPIC:Cost
SUB TOPIC: Types of Cost

Learning Outcomes:
• To know what is cost.
• To know the different types of costs.
• To understand the concepts of costs in production process.

Teacher’s Activities:
• Teacher will ask the students the pre-knowledge of cost.
• Teacher will explain the meaning of different types of costs.
• The teacher will ask the students to draw the diagrams of different costs.
• Teacher will explain the relationship between different costs with the help of diagrams.

Students’ Activities:

• As per pre-knowledge, students will try to tell the meaning of cost.

• Students will note down the meaning of different costs and will draw the diagrams
simultaneously.
• Students will tell different relationship between different costs.
• Students will complete the table calculating different types costs.

Assessment:

1. What is meant by cost?

2. Why is total fixed cost curve horizontal line?
3. What do you mean marginal cost? Why is it ‘U’ shaped?
4. Explain the relationship between average cost and marginal cost.
5. Giving reasons tell why the difference between AC and AVC minimises?
DAY - 8

TOPIC: Revenue
SUB TOPIC: Types of Revenue

Learning Outcomes:
• To understand the concepts of revenue.
• To know the importance of revenue in production process.
• To know the role of types of revenue for a producer.

Teacher’s Activities:

• Teacher will explain the meaning of revenue and its types.

• The teacher will explain the shapes of different revenue curves.
• The teacher will ask the students to calculate different types of revenue in a table by
giving an example.
• The teacher will ask the students to draw different types of revenue curves by giving
an example.

Students’ Activities:

• As per pre-knowledge, students will try to tell the meaning of revenue.

• Students will write the meaning and draw the different types of revenue curves.
• Students will complete the table calculating different types of revenues on the basis of
given example.

Assessment:

1. Write the meaning of revenue.

2. What do you mean by total revenue, average revenue and marginal revenue?
3. Draw total revenue, average revenue and marginal revenue curves?
4. Explain the relationship between total revenue and average revenue.
5. How is average revenue derived from total revenue?
DAY - 9

TOPIC: Producer’s Equilibrium

SUB TOPIC: Producer’s Equilibrium under perfect competition

Learning Outcomes:
• To know the meaning of producer’s equilibrium.
• To know the condition of producer’s equilibrium under perfect competition.
• To understand the importance of Producer’s equilibrium to the producers.

Teacher’s Activities:
• The teacher will ask the students what is equilibrium as per pre-knowledge.
• The teacher will explain the meaning of producer’s equilibrium under perfect
competition with MR and MC approach.
• With the help of a schedule and diagram drawing on the board, the teacher will
explain the concept of producer’s equilibrium.

Students’ Activities:

• Students will tell meaning of equilibrium.

• Students will complete the table showing producer’s equilibrium.
• Students will write and draw the diagram of producer’s equilibrium.

Assessment:

1. What do you mean by producer’s equilibrium?

2. Show the stage of producer’s equilibrium by completing the given table? (One
example should be given by the teacher.)
3. Explain producer’s equilibrium with the help of a diagram with MR and MC
approach.
DAY - 10
TOPIC: Supply
SUB TOPIC: Supply and Law of Supply
Learning Outcomes:
• To know the meaning of supply and law of supply.
• To understand how law of supply operates.
• To understand the importance of law of supply to the producers.
Teacher’s Activities:
• As per pre-knowledge of the students the teacher will ask the students what is supply.
• The teacher will explain the meaning of supply and law of supply.
• With the help of a schedule and diagram the teacher will explain the concepts of
supply and law of supply.
• The teacher will explain the factors affecting individual supply and market supply.

Students’ Activities:
• Students will tell the meaning of supply as per pre-knowledge.
• Students will make the notes given by the teacher.
• Students will draw the diagram showing law of supply on the basis of given supply
schedule by the teacher.
• Students will explain how different factors affect supply.

Assessment:
1. What is meant by supply?
2. Differentiate between individual supply and market supply.
3. Explain the law of supply with a schedule and diagram.
4. Explain the factors affecting individual supply.
DAY - 11
TOPIC: Forms of Market
SUB TOPIC: Perfect Competition

Learning Outcomes:
• To know the meaning market.
• To know which form of market is known as perfect competition.
• To understand the pricing policy in perfect competition market.

Teacher’s Activities:
• The teacher will ask the students to tell the meaning of market.
• Teacher will explain the meaning of perfect competition and its features.
• The teacher will explain how the price is determined under perfect competition.

Students’ Activities:

• Students will tell the meaning of market.

• The students will explain the meaning the perfect competition market.
• The students will the draw the diagram showing the determination of price under perfect
competition market.

Assessment:
1. What do you mean by market?
2. Which form of market is known as perfect competition?
3. Explain the features of perfect competition.
4. Draw the diagram showing price determination under perfect competition.
DAY - 12
TOPIC: Simple applications of tools of demand and supply.
SUB TOPIC: Price Floor and Price Ceiling
Learning Outcomes:
• To know the meaning of price floor and price ceiling.
• To understand the importance of price floor and price ceiling.
• To know how the welfare of the people is ascertained with the price floor and price
ceiling.
Teacher’s Activities:
• The teacher will ask the students the pre-knowledge of price floor and price ceiling.
• Teacher will explain the terms of price floor and price ceiling and will make them to
note down.
• The teacher will draw the diagram and explain the concepts of price floor and price
ceiling.
• Teacher will explain the importance of price floor and price ceiling in social welfare.
Students’ Activities:
• As asked by the teacher students will try to tell the pre-knowledge of price floor and
price ceiling.
• Students will note the terms in their note book.
• Students will draw the diagram showing price floor and price ceiling.
Assessment:
1. What do you mean by price floor and price ceiling?
2. Explain the concepts of price floor and price ceiling with the help of a diagram.
3. Which section of society benefited by price floor and price ceiling? Explain how?
4. Who decides the price as price floor and price ceiling?

The test must be conducted at the end of Day-12 on the basis of syllabus
taught from Day-7 to Day-12.
DAY - 13

TOPIC: Introduction to Statistics

SUB TOPIC: Introduction to Statistics

Learning Outcomes:
• To know the meaning of statistics.
• To understand characteristics of statistics.
• To know the limitations of statistics.
Teacher’s Activities:
• The teacher will explain the meaning of statistics.
• Teacher will explain the definitions of statistics.
• Teacher will explain the characteristics of statistics
• Teacher will explain the limitations of statistics

Students’ Activities:
• Students will explain the meaning of statistics with examples.
• The students will note down the characteristics of statistics.
• The students will note down the limitations of statistics.

Assessment:

1. What do you mean by statistics in plural sense?

2. Explain the characteristics of statistics as per plural sense.
3. Explain the limitations of statistics.
DAY - 14
TOPIC: Collection of data
SUB TOPIC: Methods of collection of data

Learning Outcomes:
• To know different methods of collection of data.
• To understand the importance of methods of collection of data.
• To understand to apply a particular method to collect data.

Teacher’s Activities:

• The teacher explain different methods of collection of data.

• Teacher will explain the importance of the methods in collection of data.
• The teacher will explain which method is suitable to collect data on the particular topic.

Students’ Activities:

• Students will explain different methods of collection of data

• The students will explain the importance of the methods in collection of data.
• The students will explain why a particular method will be applied to collect data for a
particular study.

Assessment:

1. Explain different methods of collection of data.

2. Which method is suitable to collect data from large universe? Why?
3. Mention the merits of personal interview method.
4. What are the demerits of telephonic interview method?
DAY - 15

TOPIC: Organization of data

SUB TOPIC: Organization of data

Learning Outcomes:
• To know the meaning of classification of data.
• To understand the different concepts in organization of data.
• To know how to organize data after collection of data.

Teacher’s Activities:
• By giving examples the teacher will explain the concepts of classification of data.
• Teacher will explain the meaning of variables and attributes.
• The teacher will explain the types of series in organization of data.
• Teacher will explain how other types of continuous series in to exclusive series.

Students’ Activities:
• Students will give the examples of classification of data.
• The students will explain the meaning of variables and attributes and will note down.
• The students will make notes on different series in notebook as taught by the teacher.
• The students will explain how a series will be converted in to exclusive series.

Assessment:

1. What do you mean by classification of data?

2. Explain the individual series and discrete series with one example each.
3. What do you mean by a variable and an attribute?
4. With example explain how inclusive series is converted in to exclusive.
DAY - 16
TOPIC: Presentation of data
SUB TOPIC: Types of Presentation of data

Learning Outcomes:
• To know the types of presentation of data.
• To understand the importance of presentation of data.
• To understand the need for a particular type of presentation of data in the study of a
particular set of data.
Teacher’s Activities:
• On the basis of pre-knowledge of the students, they will be asked tell the methods of
presentation of data.
• Teacher will explain with the examples different types of presentation of data.
• The teacher will explain the types of presentation with drawing different types of
diagrams and graphs to present the data.

Students’ Activities:

• On the basis of pre-knowledge of the students, they will tell the methods of presentation
of data.
• The students will explain the importance of presentation of data.
• The students will draw the diagrams to present the data differently.

Assessment:
1. What do you mean by presentation of data? Explain.
2. What is the importance of presentation of data?
3. What are different types of diagrammatic presentation of data?
4. What is histogram? How is it different from bar diagram?
DAY - 17
TOPIC: Index Numbers
SUB TOPIC: Types of Index Numbers

Learning Outcomes:
• To know the features of Index numbers.
• To understand the problems in construction of index numbers.
• To understand the importance of index numbers.
Teacher’s Activities:
• The teacher will tell the meaning of index numbers.
• The teacher will explain features of index numbers.
• The teacher will explain the problems in construction of index number.
• The teacher will explain how to construct CPI, WPI and IIP with numerical examples.

Students’ Activities:
• The students will tell the meaning of index number.
• The students will note down the features of index numbers.
• On the basis of discussion students will solve the numerical questions to calculate
different index numbers.
• The students will explain the importance of index number.

Assessment:
1. What do you mean by index number?
2. Mention the features of index numbers?
3. What are the problems faced under construction of index numbers?
4. Giving some numerical questions to calculate different index numbers.
DAY - 18
TOPIC: Correlation
SUB TOPIC: Correlation

Learning Outcomes:
• To know about the correlation.
• To understand the study of correlation.
• To apply the knowledge of correlation in decision making.

Teacher’s Activities:
• The teacher will tell the meaning of correlation.
• Teacher will ask the students some life related examples of correlation.
• The teacher will explain the importance of studying correlation.
• Teacher will explain different method of calculation of correlation (Karl Pearson’s
method and Charls Spearman’s method).

Students’ Activities:
• Students will tell some examples of correlation related to their life.
• The students will try to tell the importance of correlation in life.
• The students will solve numerical examples to find out correlation between two variables.

Assessment:
1. Why is meant by correlation?
2. How is correlation ascertained with the scatter diagram? Explain.
3. Explain the importance of correlation in decision making.
4. Which method is applied to find out correlation when the data is qualitative? Explain.
5. Some numerical questions to be given to find out correlation.

The test must be conducted at the end of Day-18 on the basis of syllabus
taught from Day-13 to Day-18.
As Per Revised
CBSE Curriculum
2024-25
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Class 11 Biology (CBSE) Click here for Playlist
Class 11 Biology Shorts (CBSE) Click here for Playlist

ANIMATED VIDEOS PLAYLISTS (CLASS 12)

Class 12 Physics (CBSE) Click here for Playlist
Class 12 Chemistry (CBSE) Click here for Playlist
Class 12 Biology(CBSE) Click here for Playlist
Class 12 Macro Economy (CBSE) Click here for Playlist
Class 12Economic (CBSE) Click here for Playlist
Class 12 Mathematics (CBSE) Click here for Playlist
Class 12 Accountancy (CBSE) Click here for Playlist
Class 12 Business Studies (CBSE) Click here for Playlist
Class 12 Physics (CBSE) Click here for Playlist
Class 12 Mathematics (CBSE) Click here for Playlist
Class 12 Biology (CBSE) Click here for Playlist
Class 12 Chemistry (CBSE) Click here for Playlist

CLASSROOM TEACHING VIDEOS PLAYLISTS (CLASS 12)

Class 12 CHEMISTRY (CBSE) Click here for Playlist
Class 12 Business Studies (CBSE) Click here for Playlist
Class 12 Hindi (CBSE) Click here for Playlist
NEET Biology in 1 min Click here for Playlist
Class 12 History (CBSE) Click here for Playlist
Class 12 Political Science (CBSE) Click here for Playlist
Class 12 Physics (CBSE) Click here for Playlist
Class 12 Biology (CBSE) Click here for Playlist
Class 12 : Accounts (CBSE) Click here for Playlist
JOIN SCHOOL OF EDUCATORS
WHSTSAPP & TELEGRAM
GROUPS FOR FREE
We are thrilled to introduce the School of Educators WhatsApp Group, a platform designed exclusively
for educators & Students to enhance your teaching & Learning experience and elevate student learning
outcomes. Here are some of the key benefits you can expect from joining our group:

BENEFITS OF SOE WHATSAPP GROUPS

• Abundance of Content: Members gain access to an extensive repository of educational materials
tailored to their class level. This includes various formats such as PDFs, Word files, PowerPoint
presentations, lesson plans, worksheets, practical tips, viva questions, reference books, smart
content, curriculum details, syllabus, marking schemes, exam patterns, and blueprints. This rich
assortment of resources enhances teaching and learning experiences.
• Immediate Doubt Resolution: The group facilitates quick clarification of doubts. Members can seek
assistance by sending messages, and experts promptly respond to queries. This real-time
interaction fosters a supportive learning environment where educators and students can exchange
knowledge and address concerns effectively.
• Access to Previous Years' Question Papers and Topper Answers: The group provides access to
previous years' question papers (PYQ) and exemplary answer scripts of toppers. This resource is
invaluable for exam preparation, allowing individuals to familiarize themselves with the exam
format, gain insights into scoring techniques, and enhance their performance in assessments.
• Free and Unlimited Resources: Members enjoy the benefit of accessing an array of educational
resources without any cost restrictions. Whether its study materials, teaching aids, or assessment
tools, the group offers an abundance of resources tailored to individual needs. This accessibility
ensures that educators and students have ample support in their academic endeavors without
financial constraints.
• Instant Access to Educational Content: SOE WhatsApp groups are a platform where students&
teachers can access a wide range of educational content instantly. This includes study materials,
notes, sample papers, reference materials, and relevant links shared by group members and
moderators.
• Timely Updates and Reminders: SOE WhatsApp groups serve as a source of timely updates and
reminders about important dates, exam schedules, syllabus changes, and academic events.
Teachers &Students can stay informed and well-prepared for upcoming assessments and activities.
• Interactive Learning Environment: Teachers &Students can engage in discussions, ask questions,
and seek clarifications within the group, creating an interactive learning environment. This fosters
collaboration, peer learning, and knowledge sharing among group members, enhancing
understanding and retention of concepts.
• Access to Expert Guidance: SOE WhatsApp groups are moderated by subject matter experts,
teachers, or experienced educators. Students can benefit from their guidance, expertise, and
insights on various academic topics, exam strategies, and study techniques.
• Sharing of Study Tips and Strategies: Group members often share valuable study tips, exam
strategies, and time management techniques that have proven effective for them. Students can
learn from each other's experiences and adopt helpful strategies to optimize their study routines
and improve their academic performance.
• Availability of Practice Materials: SOE WhatsApp groups frequently share practice questions,
quizzes, and mock tests to help students assess their understanding and practice exam-oriented
questions. This allows students to gauge their progress, identify areas of improvement, and refine
their exam preparation accordingly.
• Peer Support and Motivation: Being part of an SOE WhatsApp group provides students with a
supportive community of peers who share similar academic goals and challenges. Group members
can offer encouragement, motivation, and moral support to each other, especially during stressful
periods such as exams.
• Convenience and Accessibility:SOE WhatsApp is a widely used messaging platform accessible on
smartphones, making educational content and discussions easily accessible anytime, anywhere.
Students can review study materials, participate in discussions, and seek help conveniently from
their mobile devices.

Join the School of Educators WhatsApp Group today and unlock a world of resources, support, and
collaboration to take your teaching to new heights. To join, simply click on the group links provided
below or send a message to +91-95208-77777 expressing your interest.

Together, let's empower ourselves & Our Students and inspire the next generation of learners.

Best Regards,

Team
School of Educators
SCHOOL OF EDUCATORS WHATSAPP GROUPS
(For Teachers Only)
You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical tips and Viva
questions , reference books , smart content , curriculum , syllabus , marking scheme , toppers answer
scripts , revised exam pattern , revised syllabus , Blue Print etc. here .Join Your Subject / Class WhatsApp
Group.

Kindergarten to Class XII (For Teachers Only)

Kindergarten Class 1 Class 2 Class 3

Class 4 Class 5 Class 6 Class 7

Class 8 Class 9 Class 10 Class 11 (Science )

Class 11 (Commerce) Class 11 (Humanities) Class 12 (Science) Class 12 (Commerce)

Class 12 (Humanities) Artificial Intelligence

(VI TO VIII)
Subject Wise Secondary and Senior Secondary Groups (IX & X)
Secondary Groups (IX & X)

SST Mathematics Science English

Hindi Information Technology Artificial Intelligence

Senior Secondary Groups (XI & XII)

Physics Chemistry English Mathematics

Biology Accountancy Economics BST

History Geography sociology Hindi Elective

Hindi Core Home Science Sanskrit psychology

Political science Painting vocal Music Comp. Science

IP physical Education APP. Mathematics IIT/NEET

Legal studies Entrepreneurship French Teachers Jobs

Artificial Intelligence
SCHOOL OF EDUCATORS WHATSAPP GROUPS
(For Students Only)

Class 1 class 2 class 3 class 4 class 5

class 6 class 7 class 8 class 9 class 10

Class 11(Science) Class 11(Com) Class 11(Hum) Class 12 (Sci) Class12 (Com)

Class 12 (Hum) Artificial Intelligence

(VI TO VIII)

Subject Wise Secondary and Senior Secondary Groups (IX & X)

Secondary Groups (IX & X)

SST Mathematics English

Science

Hindi IT Artificial Intelligence

Senior Secondary Groups (XI & XII)

Physics Chemistry Biology English

Accountancy Business Studies Economics Mathematics

History Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit Psychology

Political Science Painting Music Computer Science

IP Physical Education App. Mathematics IIT/NEET

Legal Studies Entrepreneurship French CUET

Artificial Intelligence

Rules & Regulations of the Group

• No introduction
• No Good Morning/Any wish type message
• No personal Chats & Messages
• No Spam
• You can also ask your difficulties here.

Just get learning resources & post learning resources. Helpline number only WhatsApp: +91-95208-77777
SOE CBSE Telegram Groups (Kindergarten to Class XII)

Kindergarten

All classes Class 1 Class 2 Class 3

Class 4 Class 5 Class 6 Class 7

Class 8 Class 9 Class 10 Class 11(Sci)

Class 11 (Com) Class 11 (Hum) Class 12 (Sci) Class 12 (Com)

Class 12 (Hum) JEE/NEET CUET NDA,OLYMPIAD,NTSE

Principal Professional Teachers Professional Project File Group

Group Group

SOE CBSE Telegram Channels (Kindergarten to Class XII)

Kindergarten Class I Class II Class III

Class IV Class V Class VI Class VII

Class VIII Class IX Class X Class XI (Sci)

Class XI (Hum) Class XI (Com) Class XII (Sci) Class XII (Hum)

Class XII (Com) JEE/NEET CUET NDA/OLYMPIAD/NTSE

Rules & Regulations of the Groups & Channel

• No introduction
• No Good Morning/Any wish type message
• No personal Chats & Messages
• No Spam
• You can also ask your difficulties here.

Just get learning resources & post learning resources. Helpline number only WhatsApp: +91-95208-77777
Available Resources on YouTube

 Enjoy animated videos covering all subjects from Kindergarten to Class 12, making learning fun for
students of all ages.
 Explore classroom teaching videos for grades 6 to 12, covering various subjects to enhance
understanding and knowledge.
 Access the most important questions and previous year's question papers (PYQ) to excel in exams and
assessments.
 Stay up-to-date with the latest CBSE Curriculum for 2023-24 with our videos aligned to the current
syllabus.
 Get informed about CBSE updates and circulars through our dedicated videos.
 Improve pronunciation skills and expand vocabulary with our "Word of the Day" series and other
language-related content and many more……….

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