CBSE Class 12 Home Science

The detailed syllabus for Home Science Class 12 is as follows:

Unit I: Work, Livelihood and Career (05 Marks)

• Introduction: Work and meaningful work, Work, careers and livelihood.
• Traditional occupation in India: Agriculture, Handicrafts, Indian cuisine, Visual arts.
• Work, Age and Gender: Gender issues in relation to work, Issues and concerns related to women and work (KGBV, Beti Bachao, Beti Padhao Yojana).
• Attitudes and approaches to work and life skills for livelihood: Essential soft skills at workplace.
• Ergonomics: Definition and need for Ergonomics, Benefits of Ergonomics.
• Entrepreneurship: Definition and characteristics.

Note for Students: This unit explores the relationship between work and identity, focusing on traditional Indian occupations, gender dynamics in the workforce, and the importance of ergonomics and entrepreneurship.

Unit II: Nutrition, Food Science and Technology (23 Marks)

• Clinical Nutrition and Dietetics: Introduction, Significance, Basic concepts, Diet therapy, Types of diets: Regular Diet and Modified diets (Changes in consistency, Feeding routes), Prevention of chronic diseases, Preparing for career, Scope.
• Public Nutrition and Health: Introduction, Significance, Basic concept (Public health nutrition, Nutritional Problems of India: Protein energy malnutrition, Micronutrient deficiencies), Iron deficiency anemia, Vitamin A deficiency, Iodine deficiency disorders, Strategies/Intervention to tackle Nutritional problems (Diet or food-based strategies, Nutrient based strategies), Nutrition programmes operating in India (ICDS, Nutrient Deficiency Control Programmes, Food Supplementation Programmes, Food Security Programme), Health Care, Scope.
• Food Processing and Technology: Introduction, Significance, Basic Concepts (Food Science, Food Processing, Food Technology, Food Manufacturing), Development of food processing and technology, Importance of Food processing and Preservation, Classification of food on the basis of extent and type of processing, Preparing for a career, Scope.
• Food Quality and Food Safety: Introduction, Significance, Basic Concepts (Food safety (Toxicity & Hazard), Hazards (Physical, chemical and biological), Food infection, Food poisoning, Food quality), Food standards regulation in India-FSSA (2006), International Organization and agreements in the area of Food Standards, Quality, Research and Trade (Codex Alimentarius Commission, International Organization for Standardisation, World Trade Organization), Food Safety Management Systems (Good manufacturing practices (GMP), Good handling practices (GHP), Hazard Analysis Critical Control Points (HACCP)), Scope.

Note for Students: This comprehensive unit covers dietary management, public health challenges in India, the technology behind food processing, and the regulatory frameworks ensuring food safety.

Unit III: Human Development and Family Studies (10 Marks)

• Early Childhood Care and Education: Significance, Basic concepts, Preparing for a career, Scope.
• Management of Support Services, Institutions and Programmes for Children, Youth and Elderly: Significance, Basic concepts, Why are children vulnerable?, Institutions, programmes and initiatives for children (ICDS, SOS Children’s Village, Children’s Homes run by the Government, Adoption), Why are Youth vulnerable?, Youth programmes in India, Why are the elderly vulnerable?, Some programmes for the elderly, Preparing for a career, Scope.

Note for Students: This unit focuses on the care and education of young children and the management of institutions designed to support vulnerable populations like youth and the elderly.

Unit IV: Fabric and Apparel (17 Marks)

• Design for Fabric and Apparel: Introduction, Basic concepts (Design: Structural & Applied), Elements of design (Colour, Texture, Line, Shapes or form), Principles of Design (Proportion, Balance, Emphasis, Rhythm, Harmony), Preparing for career, Scope.
• Fashion Design and Merchandising: Introduction, Significance, Basic Concepts (Fashion terminology – Fashion, fads, style, classic), Fashion Development (France-The centre of fashion, Fashion Evolution), Fashion Merchandising, Fashion Retail Organization, Preparing for a career, Scope.
• Care and Maintenance of Fabrics in Institution: Introduction, Basic concepts (Washing equipment, Drying equipment, Ironing/pressing equipment), Institutions, Preparing for a career, Scope.

Note for Students: Students will learn the fundamental principles of textile design, the evolution of the fashion industry, and the technical aspects of fabric care in institutional settings.

Unit V: Resource Management (10 Marks)

• Hospitality Management: Introduction, Significance, Basic concepts, Departments involved in hospitality management of an organization, Scope.
• Consumer Education and Protection: Introduction, Significance of consumer education and protection, Basic concepts (Consumer product, Consumer behaviour, Consumer forum, Consumer footfalls, Consumer problems, Consumer rights, Standardized marks (ISI, Wool Mark, Hall Mark, Silk Mark), Protection Councils, Consumer Responsibilities), Scope.

Note for Students: This unit covers the professional management of hospitality services and the essential rights and responsibilities of consumers in the modern marketplace.

Unit VI: Communication and Extension (05 Marks)

• Development Communication and Journalism: Introduction, Significance, Basic concepts (Development, Development journalism, Development Communication), Methods of communication (Campaign, Radio and television, Print media, Information and communication technologies), Knowledge and skills required for a career in this field, Scope and career avenues in development communication.

Note for Students: This unit highlights the role of various media platforms and communication strategies in promoting social development and community extension services.

Specialisations in HEFS

Nutrition, Food Science and Technology
1. Qualitative tests on food adulteration
2. Development and preparation of supplementary foods for nutrition programmes.
3. Planning messages for nutrition, health and life skills using different modes of communication for different focal groups.
4. Preservation of foods using traditional and / or contemporary methods.
5. Packaging and study of shelf life of the prepared products. 

Human Development and Family Studies
6. Preparation and use of teaching aids, using indigenous and locally available material to communicate socially relevant messages for children, adolescents and adults in the community.
7. Conducting mock sessions among peers in career guidance, nutrition counseling and personal counseling under supervision.

Fabric and Apparel
8. Preparation of articles using applied textile design techniques: tie and dye/batik/block printing.
9. Application of quality control techniques in garment industry:
(a) Fabric inspection
(b) Quality of seams and notions
(c) Size labels
(d) Packaging
10. Care and maintenance of fabric products:
(a) Mending
(b) Cleaning
(c) Storage

Resource Management
11. Open an account in bank/ post office. Learn basic banking operations (Mock exercises in the lab with real bank forms)
12. Application of traditional/contemporary techniques of home decorations:
(a) Floor and wall decorations
(b) Flower arrangement
(c) Other forms of local decorations

Extension and Communication
13. Analysis and discussion of print, radio, and electronic media with reference to focus, presentation, technology and cost
14. Communicating with groups on any one of the following themes.
(a) Social messages- gender equality, AIDs, female foeticide, child labour, rights abuse and other such themes)
(b) Scientific fact / discovery
(c) Any significant incident/event

Projects
1. Any one of the following may be undertaken and evaluated:
(a) Analysis of traditional occupations prevalent in one’s own local area, their beginnings, present status and challenges faced.
(b) Analysis of gender roles, entrepreneurial opportunities, and future careers and family participation.
2. Documentation of any public/mass campaign being implemented in own area, with reference to:
(a) Purpose of campaign
(b) Focal group
(c) Modalities of implementation
(d) Stakeholders involved
(e) Media and methods used

Comment on the relevance of the campaign.

3. Study of an integrated community- based programme being implemented in own area, with reference to:
(a) Programme objectives
(b) Focal group
(c) Modalities of implementation
(d) Stakeholders involved

4. Visit the neighbouring areas and interview two adolescents and two adults regarding their perception of persons with special needs.

5. Take a profile any one person with special needs, child or adult: to find out their diet, clothing, activities, physical and psychological needs.

6. Observe and document any event in your school/home or neighbourhood. Evaluate the same with respect to:
(a) Its relevance
(b) Resource availability and mobilisation
(c) Planning and execution of the event
(d) Financial Implications
(e) Feedback from stakeholders